DIDACTIC UNIT PLANNING

1. INFORMATIVE DATA

Teacher: Melissa Chasiluisa Area: English Grade: 2nd-3rd Paralelo(s): A&B

Baccalaure
ate

Number of Unit 5-6 Subject English Sublevel: Superior Trimester: SECOND Partial: -

Weeks: 4 Períod / - START 27/11/2023 FINISH DATE: 19/01/2024

Week: DATE:

2. UNIT PLANNING

NAME OF UNIT: STORYTELLING & THAT’S IMPOSSIBLE

UNIT 5

SPECIFIC UNIT OBJECTIVES:
O.EFL.5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to
comprehend the role of diversity in building an intercultural and multinational society.
O.EFL.5.6 Through selected media, participate in reasonably extended spoken or written dialogue with
peers from different L1 backgrounds on work, study, or general topics of common interest, expressing
ideas and opinions effectively and appropriately.
 UNIT 6
O.EFL.5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their
own L1 and of language use for communication and learning.
O.EFL.5.5 Directly access the main points and important details of up-to-date English language texts,
such as those published on the web, for professional or general investigation, through the efficient use
of ICT and reference tools where required.

UNIT 5
CE.EFL.5.2. Demonstrate an ability to discuss culture by analyzing cultural products and referents
from Ecuador and other countries while making informed choices about and taking action on issues of
prejudice and discrimination.
CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and words in
familiar contexts, provided speech is clear and visuals help support meaning.
CRITERIOS DE EVALUACIÓN: CE.EFL.5.11. Identify and apply a range of reading strategies in order to make texts meaningful and to
select information within a text that might be of practical use for one’s own academic needs.
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential resources and
references, including digital tools, that support collaboration and productivity, for educational and
academic use.
CE.EFL.5.18. Use a range of criteria to evaluate and recommend literary texts to others, and recognize
how chosen criteria affects evaluation.

UNIT 6
CE.EFL.5.3. Interpret cultural and language patterns in English, including nonverbal communication,
and apply them in appropriate contexts.
CE.EFL.5.9. Production – Fluency: Present information clearly and influence an audience effectively
through well-developed arguments in prepared presentations and other forms of oral communication.
CE.EFL.5.12. Engage with a variety of digital and print texts and resources by evaluating and detecting
complexities and discrepancies in the information in order to find the most appropriate sources to
support an idea or argument.

SKILLS AND PERFORMANCE
CRITERIA TO BE DEVELOPED
Unit 5: nov 27th - dec 17th
EFL 5.1.3. Find parallels
between Ecuadorian
cultural and political
referents and those of
other countries by talking
about holidays, symbols,
customs and schooling.
(BGU2)
EFL 5.1.6. Demonstrate
an ability to make
informed choices about
and take action on issues
of prejudice and
discrimination. (BGU2)
EFL 5.2.1. Deduce the
meanings of unfamiliar
phrases and words from a
CE.EFL.5.15. Plan and produce well-constructed informational texts by applying the writing process
and while demonstrating an ability to justify one’s position on an argument through carefully selected
information and appropriate language, tone and evidence.
CE.EFL.5.17. Demonstrate and convey different levels of meaning in literary texts by identifying
distinguishing features, interpreting implicit and explicit messages and responding in a variety of ways.
METHODOLOGICAL STRATEGIES RESOURCES ASSESSMENT INDICATORS EVALUATION
TECHNIQUES AND
INSTRUMENTS
Unit 5: - Herbet CE.EFL.5.1. Display an Diagnostic
Read the statements and think of an for each one. Puchta, Jeff understanding of the Evaluation:
Discuss in pairs. Stranks, Peter integrity of different Oral Presentation
*Read and listen to the article and answer the question. Lewis-Jones. cultures by sharing Similarities and
*Read the article again and choose the correct answer. American experiences and by differences
*Answer the questions about writing styles. Think Level 3 participating in class
*Work in pairs and discuss the questions. Student's activities and discussions Technique:
*Complete the sentences from the article and complete book with in a way that shows Interview
the rule. Interactive empathy and respect for
*Complete the sentences by replacing the underlined eBook. others. Instrument:
words with relative pronouns. Second CE.EFL.5.5. Listening for Survey
*Complete the sentences from the article and read the Edition. Meaning: Identify the Question bank
rule. (2022) main idea in a variety of Conversation
*Complete the defining relative clauses with who, Cambridge audio recordings (e.g.,
where, whose, or that. University interviews, radio ads, Formative
*Check the sentences that contain non-defining relative Press news reports, etc.) and Evaluation:
clauses and add commas. - Herbet deduce the meanings of Graphic
*Match the words with their definitions. Puchta, Jeff unfamiliar phrases and Organizer
Stranks, Peter words in familiar
context containing *Listen to two teenagers talking about Roald Dahla and Lewis-Jones. contexts, provided speech Group
familiar elements. answer the question. American is clear and visuals help performance
(Example: colloquial *Listen again and answer the questions. Think Level 3 support meaning. Oral
greetings, exclamations, *Read the magazine article and decide which paragraph Workbook CE.EFL.5.12. Engage performance
interjections, etc.) is for or against the argument. with Digital with a variety of digital Forum
(BGU2) *Read and lilste to the article and answer the questions. Pack. Second and print texts and
*Work in pairs and discuss. Edition resources by evaluating Technique:
EFL 5.2.2. Identify the *Write a short paragraph expressing an opinion. (2022) and detecting Key words
main idea and some *Join the pairs of sentences using which. Cambridge complexities and Informative
details of recorded news *Complete the sentences so they are true for you. University discrepancies in the questions
reports, documentaries *Match the types of story with the book covers. Press information in order to Observation
and interviews reporting *Prepare a 1 minute talk about reading and share and - Presentation find the most appropriate
on seasonal festivities, discuss in groups. Plus sources to support an idea Instrument:
environmental issues, *Look at the photos and and answer the questions. American or argument. Informative
food and international *Read the article and mark the sentences true or false. Think Level CE.EFL.5.13. Produce questions
customs, climate, *Match the highlighted words with the meanings. 3. Second emails, blog posts and checklist
weather, etc., where the *Look at the pictures, put them in order to tell a story. Edition other written texts using rubric
visuals support the *Think of a strange story that happened to you or -ppt slides an effective voice and a
commentary. (BGU2) someone else. Tell your stories in groups. -computer variety of appropriate
-projector writing styles and
EFL 5.2.5. Understand conventions.
the main idea of radio CE.EFL.5.16. Respond to
and audio recordings on and interpret literary texts,
subjects of personal including original stories
interest, provided speech written by peers, referring
is clear. (BGU2) to details and literary
elements of the text.
EFL 5.3.2. Identify and
use reading strategies to
make informative and
narrative texts
comprehensible and
meaningful. (Example:
skimming, scanning,
previewing, reading for
main ideas and details,
using structural and
context clues, cognates,
format, sequence, etc.)
(BGU2)
EFL 5.3.9. Skim and scan
reference materials, in
print or online, in order
to identify information
that might be of practical
use for one’s own
research and academic
needs. (BGU2)

Unit 6: dec 17th - jan 19th

EFL 5.1.3. Find parallels Unit 6: Herbet CE.EFL.5.3. Interpret Diagnostic

between Ecuadorian
cultural and political
referents and those of
other countries by talking
about holidays, symbols,
customs and schooling.
(BGU2)
EFL 5.1.6. Demonstrate
an ability to make
informed choices about
and take action on issues
of prejudice and
discrimination. (BGU2)
EFL 5.2.1. Deduce the
meanings of unfamiliar
Work in pairs and discuss the questions. Puchta, Jeff cultural and language Evaluation:
*Read and listen to the article and match sentences (a - Stranks, Peter patterns in English, Oral Presentation
g) with the spaces (1 - 6). Lewis-Jones. including nonverbal Similarities and
*Work in pairs and use the sentence to make a similar American communication, and apply differences
task for your partner. Think Level 3 them in appropriate
*Work in pairs and discuss the questions. Student's contexts. Technique:
*Complete the sentences from the article using the book with CE.EFL.5.7. Production – Interview
correct form of be. Interactive Accuracy and
*Complete the instructions with the correct active or eBook. Intelligibility: Use Instrument:
passive forms of the verbs. Second appropriate vocabulary Survey
*Match the gradable adjectives (1 - 8) with the extreme Edition. and language in a variety Question bank
adjectives (a - h) (2022) of oral interactions for a Conversation
*Complete the text with adjectives from exercise 4. Cambridge range of audiences and
*Listen and check the reasons why Mia is so upset University level-appropriate Formative
about James's haircut. Press purposes. Evaluation:
phrases and words from a *Replace the underlined words or phrases with the - Herbet CE.EFL.5.15. Plan and Graphic
context containing words from the dialogue. Puchta, Jeff produce well-constructed Organizer
familiar elements. *Complete the sentences using have + object + past Stranks, Peter informational texts by Group
(Example: colloquial participle. Lewis-Jones. applying the writing performance
greetings, exclamations, *Use the words to write questions. American process and while Oral
interjections, etc.) *Match the photos with 1 - 3. Think Level 3 demonstrating an ability performance
(BGU2) *Discuss the questions with a partner. Workbook to justify one’s position on Forum
*Read the blog entry and number the photos in the with Digital an argument through
EFL 5.2.2. Identify the order they are mentioned. Pack. Second carefully selected Technique:
main idea and some *Read and listen to the blog and answer the questions. Edition information and Key words
details of recorded news *Complete the sentences from the blog with the words (2022) appropriate language, tone Informative
reports, documentaries in the list. Cambridge and evidence. questions
and interviews reporting *Rewrite the sentences using the passive. University CE.EFL.5.19. Engage in Observation
on seasonal festivities, *Complete the text with the future passive form of the Press collaborative activities
environmental issues, verbs. - Presentation through a variety of Instrument:
food and international *Write the words in the correct columns. Plus student groupings in order Informative
customs, climate, *Complete the sentences with the correct form of make American to solve problems and questions
weather, etc., where the and do. Think Level reflect on literary texts, checklist
visuals support the *Read and listen to the extract. Answer the question. 3. Second and produce criteria for rubric
commentary. (BGU2) *Read the extract again and answer the questions. Edition evaluating the
*Work in pairs and discuss the pictures. -ppt slides effectiveness of the group.
EFL 5.2.5. Understand *Choose from the list an activity. Write an explanation -computer
the main idea of radio on how to do it. -projector
and audio recordings on *Exam Practice: Towards B2 First for Schools
subjects of personal *Test Yourself: Units 5 & 6 (review)"
interest, provided speech
is clear. (BGU2)

EFL 5.3.2. Identify and

use reading strategies to
make informative and
narrative texts
comprehensible and
meaningful. (Example:
skimming, scanning,
previewing, reading for
main ideas and details,
using structural and
context clues, cognates,
format, sequence, etc.)
(BGU2)
EFL 5.3.9. Skim and scan
reference materials, in
print or online, in order
to identify information
that might be of practical
use for one’s own
research and academic
needs. (BGU2)
 3. ADAPTACIONES CURRICULARES (AC)

LISTADO DE ESTUDIANTES ESPECIFICACIÓN DE LA ADAPTACIÓN A SER APLICADA GRADO DE LA NEE

4. BIBLIOGRAFÍA

ELABORADO POR: REVISADO POR: APROBADO POR:

Nombre: Melissa Chasiluisa Nombre: Jacqueline Erazo Nombre:

Cargo: Cargo: Cargo:

Docente de Lengua y Literatura. Coordinador del Área o Subnivel Vicerrectorado.

Firma: Firma: Firma:

Fecha: Fecha: Fecha: