MICROCURRICULAR PLANNING

1. INFOMATIVE DATA:
SCHOOL’S NAME: Mons. Emilio Lorenzo Stehle”
TEACHER´S NAME: Lcda. Yaneth Delis Vera Anzules . SUBJECT: English
LEVEL: 3th A, B - BGU DATE: From June 20 TO July 15th, 2022

2. DISCIPLINARY LEARNING: Science and Social Studies

3. LEARNING OBJECTIVE 1: Students will understand that to solve problems in everyday life related to social, environmental, economic, cultural issues, among others, is necessary to
apply logical, creative, critical and complex reasoning strategies, and communicate our ideas assertively to act with autonomy and independence.
4. Curricular Approach Week: 7
Methodological Strategies

Indicators for the performance

Skills and performance criteria Recommendations to
criteria Activities proposal by the Teacher
parents or tutor at home

EFL 5.3.1. Find specific predictable
information in short, simple texts in a
range of age-and level-appropriate topics.
(Example: biographies, news articles,
narratives, memoirs and personal accounts,
formal letters and emails, etc.)
EFL 5.3.8. Identify and understand the
main points in straightforward texts on
subjects of personal interest or familiar
academic topics.
Learners can find specific in- formation
and identify the main points in simple,
straightforward texts on subjects of
personal interest or familiar topics.
REF. I.EFL. 5.10.1. (I.1, I.2, S.2)
I.EFL.5.1.1. Learners can demonstrate
and understanding of the integrity of
different cultures by sharing
experiences and by participating in
class activities and discussions in a way
that shows empathy and respect for
others. (I.3, S.1, S.2, J.1, J3)
Grammar and vocabulary content Encourage children to read
 Movie genres and complete the activities
 Simple Past/Past Continuous sent on time.
 Idioms Watch the video tutorial of the
class.
Consult the teacher in case of
doubts.
Accompaniment of the weekly
agenda to your son / daughter
Prioritize student´s learning.
Persuade the children to
observe and listen to the
different contents.

Skills and performance criteria
EFL 5.5.2. Make predictions, inferences
and deductions to demonstrate different
levels of meaning of literary texts
presented orally or in digital form,
including literal and implied meanings.
(Example: summarizing, explaining and
identifying, word choice, symbols, points
of view, etc.)
EFL 5.2.3. Follow main ideas in topics
covered in other curricular subjects with
the help of visual support, using concepts
and vocabulary that have been studied in
advance.
Skills and performance criteria
EFL 5.5.1. Compare and present personal
and formal responses to and
interpretations of published literary texts
and the works of peers, referring to
details and features of the text. (Example:
text structure, plot, ideas, events,
vocabulary, etc.)
EFL 5.2.2 Identify the main idea and some
details of recorded news reports,
documentaries and interviews reporting
on seasonal festivities, environmental
issues, food and international customs,
Indicators for the performance
criteria
I.EFL.5.5.1. Learners can 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 where
speech is clear and visuals help
support meaning.
Learners can communicate clearly and
effectively by using new words and
expressions wherever appropriate and
necessary. Ref. I.EFL.5.7.1. (I.2, I.3
Indicators for the performance
criteria
EFL 5.5.1. Compare and present
personal and formal responses to and
interpretations of published literary
texts and the works of peers, referring
to details and features of the text.
(Example: text structure, plot, ideas,
events, vocabulary, etc.)
EFL 5.5.5. Create original, imaginative
stories using appropriate vocabulary
and elements of the literature learners
Curricular Approach Week: 8
Methodological Strategies
Recommendations to
Activities proposal by the Teacher
parents or tutor at home
 Biographies and movie reviews Encourage children to read
 Write a sequel to a story and complete the activities
 Read a review about a movie. What do you notice about sent on time.
Watch the video tutorial of the
the way it is written? Pay attention to aspects like register
class.
of language (formal/informal), verb tenses, time
Consult the teacher in case of
expressions, and words you don’t recognize. Write your doubts.
observations on a piece of paper
Accompaniment of the weekly
agenda to your son / daughter
Prioritize student´s learning.
Persuade the children to
observe and listen to the
different contents.}
Curricular Approach
Week: 9
Methodological Strategies
Recommendations to
Teacher proposal
parents or tutor at home
 Listen to the following audio about Walt Disney. Decide if Encourage children to read
the statements are True (T) or False (F). and complete the activities
sent on time.
 Write a short paragraph about a musical score that you
particularly like. Why do you like it? What kind of music is Watch the video tutorial of the
it? Are there lyrics to the songs? How would movies be if class.
they didn’t include any music? Be prepared to share your Consult the teacher in case of
doubts.
work with the class.
Accompaniment of the weekly
agenda to your son / daughter
Prioritize student´s learning.
Persuade the children to
 climate, weather, etc., where the visuals
support the commentary
Skills and performance criteria
EFL 5.4.9. Use a variety of oral, print and
electronic forms for writing to others or
for writing for self, applying the
conventions of social writing. (Example:
notes, invitations, emails, blog entries and
comments, notes to self, etc.) CC, CD
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS, EDUCATIONAL LAGGING, NEED FOR ACADEMIC REINFORCEMENT
3rd year BGU -B:
Loor Avila Jeimmy Jamileth
Tandazo Chipantiza Josue Israel
5. TEACHER´S HOURS SUPPORT AND COMPLEMENTARY ACTIVITIES DEVELOPMENT TO REINFORCE AND STRENGTHEN LEARNING
HOURS OF TEACHER SUPPORT PLANNED ACTIVE METHODOLOGICAL STRATEGIES TO REINFORCE AND
ACTIVITIES TO REINFORCE AND STRENGTHEN
have read or heard. observe and listen to the
different contents.
Curricular Approach Week: 10
Methodological Strategies
Indicators for the performance
Recommendations to
criteria Teacher proposal
parents or tutor at home
Writing Encourage children to read
Learners can produce emails, blog  Persuasive Writing and complete the activities
posts and other written texts. Ref.  Write a review of a movie It should include the title of the sent on time.
I.EFL.5.13.1 (I.3, S.3, J.2) movie, the genre, the main characters and actors who Watch the video tutorial of the
portrayed them, and the positive and negative aspects of class.
Learners can Identify and apply a the movie. Consult the teacher in case of
range of reading strategies in order to doubts.
make texts meaningful and to select Accompaniment of the weekly
information within a text. (I.1, I.2, I.4, agenda to your son / daughter
S.3) Ref. I.EFL.5.11.1. Prioritize student´s learning.
Persuade the children to
observe and listen to the
different contents.
Adaptations:
Propose colorful images of adequate size so that they can be observed without any difficulty.
Propose some type of multimedia content to stimulate the student's vision and hearing.
Accompany in doubts or difficulties that you have at the time of carrying out the activities on the agenda.
Reduce the number of activities and their difficulty in solving them.
Propose colorful images of adequate size so that they can be observed without any difficulty.
Propose some type of multimedia content to stimulate the student's vision and hearing.
Reduce the number of activities and their difficulty in solving them.
Accompany in doubts or difficulties that you have at the time of carrying out the activities on the agenda.
EVALUATIVE ACTIVITIES
STRENGTHEN LEARNING
LEARNING
o Iniciar con la observación de la práctica lectora en la clase. o Diario de campo: Se utiliza en un primer
o Los estudiantes leerán textos simples basados en fabulas, cuentos, momento para el registro de lo observado durante
leyendas, novelas de interés en adolescentes. el proceso.
o Realizar preguntas orientadas a la comprensión lectora, desarrollo o Fase de Diseño: Los avances de este encuentro
cognitivo y las competencias significativas de esas lecturas. serán diseñados de manera metodológica, para
o Seguido, lectura en voz alta del texto para observar motivación y fluidez superar cualquier dificultad encontrada.
verbal. Al final se realizará un análisis cualitativo sobre el
o Intervenir con actividades entretenidas, lectura y talleres centrados en la trabajo realizado luego de cada texto leído.
comprensión lectora durante este parcial estructurado así:
o Continuar con una actividad entretenida de los diferentes temas a tratar
 Lectura Libre y Creativa para activar los conocimientos previos y motivar a los estudiantes a la
participación y el aprendizaje.
o Concluir con la síntesis y reflexión del tema visto.
o Registrar las observaciones en diarios de campo para su posterior
análisis.

6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VII edition norms.) 7. OBSERVATIONS:

http://www.learnenglish-online.com/grammar/readings/presentperfectreading.html On our diagnostic quiz. I observe that the main problem with the students was survey
recursos2.educacion.gob.ec/portfolio/bach_mod1_2do_ingles/ addressing adaptive instruction because they don’t pay attention or don’t have enough
https://agendaweb.org/verbs/modals-can-could-exercises.html vocabulary for a better speech. In general, we specify particular classroom adaptations made
https://clasejoseangel.files.wordpress.com/2010/11/must.pdf for students with disabilities. It was adapted according to the report obtained in the
DIAGNOSTIC WEEK. I will work with 1ER BGU module.
ELABORATED REVIEWED APPROVED
TEACHER: COORDINATOR: PRINCIPAL:
Lcda. Yaneth Delis Vera Anzules MSC. Policarpa Puente Lic. Fernando Garofalo
Signature: Signature: Signature:

Date: July 18th 2022 Date: Date: