MICROCURRICULAR UNIT PLAN

Institution:
Unidad Educativa del Milenio
“SAYAUSÍ”
Cuenca – Sayausí

Teachers: Cecilia Olmedo A. Date: 02-01-2018

Area: English Grades: Eight “A”-B School Year: 2017-2018
Subject: English Time: 6 weeks
Unit: 3. Leisure Activities
Objective of the Unit: SWBAT talk about cultural events.
SWLWT:
- ask and answer questions about schedules
- ask for and give dates
- ask for and give the time
Evaluation Criteria:
EVALUATION
SKILLS AND PERFORMANCE CRITERIA METHODOLOGY ORIENTATION RESOURCES EVALUATION
EVALUATION CRITERIA AND INSTRUMENTS AND
INDICATORS TECHNIQUES
Be aware of the oral traditions, myths, •• Finding famous festivals from other cultures Blackboard CE.EFL.4.1. Compare and What’s on?
folktales and literature from Ecuador and and regions and then sharing them in class. Cutouts contrast oral traditions and Mall del Rio Cinema:
international regions and universal cultural •• Completing a Venn diagram about two Flipchart literature from Ecuador and Brainstorming ideas
themes (Ref. EFL 4.1.1.) celebrations from different countries. Reading material beyond in order to manifest an Oral presentation
•• Hearing a story from another country and Illustration understanding of the Schedule: popular
finding similarities with a story from Ecuador. Audio material relationship between cultural activities
•• Reading two stories from different regions Dictionary perspectives and practices and Venn diagram
in Ecuador and completing a chart to show the Venn diagram by sharing cross cultural
differences. experiences.
Follow and understand short idea/dialogue •• Listening to instructions for a short task and What’s on the CE.EFL.4.7. Listening for Role play
of a movie or cartoon (or other age- carrying them out. cinema? Information: Follow and Filling gaps
appropriate audio-visual presentations) if •• Listening to spoken or recorded descriptions Script identify some main ideas and Workbook activities
delivered slowly and visuals provide of familiar scenes, and marking the words you English book details in short and
contextual support. (Example: a dialogue hear. Audio material straightforward spoken or audio
supported by facial expressions/gestures •• Listening to a dialogue between two or Dictionary texts set in familiar contexts,
and appropriate intonation, etc.) (Ref. EFL more people and deciding if each statement is Workbook when delivered slowly and with
4.2.3) true or false. activities visuals to provide contextual
•• Listening to another learner’s answers in support. Use spoken

Apply learning strategies to examine and
interpret basic written materials using prior
knowledge, graphic organizers, context
clues, note taking and finding words in a
dictionary (Ref. EFL 4.3.6)
Make and use a simple print learning
resource to demonstrate understanding of a
topic (Ref. EFL 4.4.2)
EFL 4.5.4. Create personal stories by
adding imaginative details to real-life
stories and situations, using appropriate
vocabulary and elements of the literature
learners have read or heard.
CURRICULAR ADAPTATION: (N.E.E asociadas o no a la discapacidad)
class and responding appropriately. (Example: contributions in class as models
giving praise, correcting an error, asking a for one’s own speech.
follow-up question, etc.)
•• Listening to a short dialogue and then
writing and acting out a similar dialogue,
using some of the same phrases and
expressions. (Example: a dialogue between
two friends asking about a homework
assignment, etc.)
•• Studying an infographic on a familiar Classroom CE.EFL.4.13. Apply learning Margin note taking:
subject and answering questions about the material strategies such as using prior glossary
information. Graphic organizer knowledge and graphic Glossary activities
•• Highlighting relevant key information in a Reading about organizers to interpret new Reading aloud and
text and crossing out irrelevant information. local and abroad information in a text, and assess for the gist: Famous
•• Keeping a vocabulary notebook of cultural events this information according to fests
synonyms and antonyms of words from a text. Famous fests the organization, subject area Mind map organizer:
•• Brainstorming everything known about a Workbook and purpose of the text, using celebration
topic and then reading a text to check true and English book different criteria.
false information. Dictionary
•• Reading a letter to the editor and evaluating Pictionary
the purpose and the effectiveness of the
message.
•• Making posters or fliers in small groups of Foldable CE.EFL.4.16. Make use of Foldable
new phrases and expressions in order to Workbook simple learning resources, Collage
display in the classroom. English book including those created by one’s Using the glossary to
•• Making flashcards for new words and using self, in order to compare and write sentences
them to quiz a partner. contrast information, and Filling gaps
•• Writing new words and phrases in a choose appropriate resources
vocabulary foldable. according to the value, purpose
and audience of each.
•• Converting a corner of the room into a Flyer design CE.EFL.4.20. Create short, Group work:
writer’s workshop, where learners can access Cutouts original literary texts in promoting an event.
writing prompts and authentic texts which Pictures different genres, including those Rubric: oral
may help inspire their own creative writing. Classroom that reflect Ecuadorian cultures, presentation.
•• Designing a flier to promote a locale material using a range of digital tools,
festival. writing styles, appropriate
vocabulary and other literary
concepts.
Especificación de la necesidad educativa Especificación de la adaptación a ser aplicada
DESTREZAS CON ACTIVIDADES DE RECURSOS EVALUACIÓN
CRITERIO DE APRENDIZAJE Indicadores de Evaluación de la Técnicas e instrumentos
DESEMPEÑO unidad de Evaluación

DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): Cecilia Olmedo A. NAME: NAME:Mgs. José Cárdenas
Signature: Signature: Signature:
Date: 02/01/2018 Date: Date: