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  • Unit 3 8TH Grade

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    Erick Landaburu
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    The document is a microcurricular plan for an English class at a school in Ecuador. It provides information details like the teacher, subject area, grade, unit number and title from the textbook. The unit specific objective is for students to write short descriptive and informative texts related to personal information or familiar topics. The plan outlines skills and performance criteria to be developed, like comparing oral traditions from Ecuador and other cultures and initiating and maintaining conversations. It also lists evaluation criteria for how students will be assessed on those skills, such as participating effectively in conversations and applying learning strategies to interpret written materials.

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    UNIT 3 8TH GRADE

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    The document is a microcurricular plan for an English class at a school in Ecuador. It provides information details like the teacher, subject area, grade, unit number and title from the textbook. The unit specific objective is for students to write short descriptive and informative texts related to personal information or familiar topics. The plan outlines skills and performance criteria to be developed, like comparing oral traditions from Ecuador and other cultures and initiating and maintaining conversations. It also lists evaluation criteria for how students will be assessed on those skills, such as participating effectively in conversations and applying learning strategies to interpret written materials.

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    © All Rights Reserved
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    6 views1 page

    Unit 3 8TH Grade

    Uploaded by

    Erick Landaburu
    The document is a microcurricular plan for an English class at a school in Ecuador. It provides information details like the teacher, subject area, grade, unit number and title from the textbook. The unit specific objective is for students to write short descriptive and informative texts related to personal information or familiar topics. The plan outlines skills and performance criteria to be developed, like comparing oral traditions from Ecuador and other cultures and initiating and maintaining conversations. It also lists evaluation criteria for how students will be assessed on those skills, such as participating effectively in conversations and applying learning strategies to interpret written materials.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    of 1

    ESCUELA DE EDUCACIÓN BÁSICA FISCAL “CARLOMAGNO ANDRADE PAREDES”

    Dirección: Coop. Carlomagno Andrade Mz 2314 Solar 12 SCHOOL YEAR


    DISTRITO: 09D06 CIRCUITO: C03-04 2023-2024

    MICROCURRICULAR PLANNING
    1. INFORMATIVE DATA:
    Teacher: Lcdo. Erick Landaburu Area: English as a Foreign Grade/Course: 3th EGB Class:
    Language
    Unit number: 1 TEXTBOOK: STOPWATCH 1 Unit Specific Objectives: O.EFL 4.6 Write short descriptive and
    Unit Title: Review Corrects commands informative texts related to personal
    information or familiar topics and use
    them as a means of communication and
    written expression of thought.
    TRANSVERSAL AXES: TRANSVERSAL AXES PERIODS: STARTING WEEK:
    Solidarity, justice, innovation
    2. UNIT PLAN
    SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
    COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
    EFL. 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from CE.EFL 4.1 Compare and contrast oral traditions and literature from Ecuador and
    Ecuador and international regions and cultures and identify similarities and beyond in order to manifest an understanding of the relationship between cultural
    differences and universal cultural themes. perspectives and practices and by sharing cross cultural experiences.
    ORAL COMMUNICATION: ORAL COMMUNICATION:
    EFL.4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and or CE.EFL.4.10 Participate effectively in familiar and predictable conversational
    handle a simple transaction. exchanges by asking and answering follow-up questions, provided there are
    READING: opportunities to use repair strategies and sustain conversational exchanges in pairs
    EFL. 4.3.6 Apply learning strategies to examine and interpret a variety of written to complete a task, satisfy a need or handle a simple transaction.
    materials using prior knowledge, graphic organizers, context clues, note taking and READING:
    finding words in a dictionary. CE.EFL. 4.13 Apply learning strategies such as using prior knowledge and graphic
    WRITING: organizers to interpret new information in a text, and assess this information
    EFL. 4.4.4 Write to describe in order to effectively influence an audience. according to the organization, subject area and purpose of the text, using different
    criteria including ICT tools.
    LANGUAGE THROUGH THE ARTS: WRITING:
    EFL. 4.5.1 Make use of main points in literary texts (authentic and semi-authentic,
    oral and written) to understand short simple everyday stories, especially if there is CE.EFL.4.15 Express information and ideas and describe feelings and opinions in
    visual support. simple transactional or expository texts on familiar subjects in order to influence an
    audience, while recognizing that different texts have different features and showing
    the ability to use these features and showing the ability to use these features
    appropriately in one’s own writing.
    LANGUAGE THROUGH THE ARTS:
    CE. EFL. 4.18 Use main ideas in order to understand, predict, infer and deduce literal

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