UNIDAD EDUCATIVA FISCAL

“ATACAMES”
2017-2018

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Lic. Andrea Cabezas Betancourt Area: Foreign Language ENGLISH PRE A1.2 Grade/Course: 5th, 6th & 7th Education level: EGB
Unit * Textboo Lesson 1: Unit Specific Objectives:
Number: 1 k: Welcome to Starship O.EFL3.2 Assess and appreciate English as an international language.
Starship English! O.EFL 2.3 Read level appropriate texts in English for pure
Pre Lesson 2: enjoyment/entertainment and to access information.
A1.2 This is my family. O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich
Unit competencies
Title: O. EFL 3.7 Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles and songs, in order to
foster imagination, and curiosity.
O. EFL 3.9 Be able to interact in English in a simple way using basic
expressions and short phrases in familiar contexts to satisfy needs of a concrete
type.
PERIOD
18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: April 24th, 2017 WEEKS: 6
S:
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION
CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 2.1.9. Communicate to peers and teacher when something is not CE.EFL.3.5. Model turn-taking and ways to express to others when something
understood in class through the use of simple basic questions. is not understood to improve comprehension and/or intelligibility in
EFL.2.1.10. Recognize when to speak and when to listen while working conversations.
in pairs or small groups in class by following classroom instructions and
simple commands.
ORAL COMMUNICATION
EFL 2.2.11 Produce simple, mainly isolated utterances using very short ORAL COMMUNICATION
phrases and sometimes individual words, possibly with slow and/or CE.EFL.3.9. Production - Fluency: Utterances are sometimes produced slowly
hesitant delivery. (Example: words, phrases and short sentences about but use appropriate words and phrases to express basic ideas, initiate
people, animals, things, etc.) conversations and respond to questions, including some chunks of language
and short sentences.
READING
EFL 3.3.1 Demonstrate basic reading comprehension skills by
identifying the
meaning of individual words, phrases, and sentences, including simple READING
written CE.EFL.3.11. Identify and understand individual every-day words, phrases,
instructions and sentences, including instructions.

WRITING WRITING
EFL 3.4.3 Write simple words by hand and/or on the computer with CE.EFL.3.18. Writing in order to perform controlled practice of
correct use of standard writing mechanics. Example: blue, cat, dog, son, vocabulary and grammar item
etc
EFL 3.4.4 Write simple words, phrases and sentences for controlled LANGUAGE THROUGH THE ARTS
practice of language items. CE.EFL.3.21. Distinguish key information in stories and other age appropriate
LANGUAGE THROUGH THE ARTS literary texts, both oral and written.
EFL 3.5.1 Identify key information such as events, characters, and
objects in stories and other age-appropriate literary texts if there is
visual support
METHODOLOGICAL RESOURCES PERFORMANCE INDICATORS EVALUATION/ ACTIVITIES
STRATEGIES TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: • Star & Stella puppets • Audio CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take CD:T7–8• Activity • I.EFL.3.5.1. Learners can apply Point to each letter as you sing the
turns in greetings and short Book: pp. AB4–AB9 • turn-taking and ways to express to alphabet song. Ask learners to follow
conversations Optional: family others when something is not along.
2.Use resources such as pictures or photographs: one set of “ understood in short conversations. Lesson 2 Warm-Up (10 minutes):
graphic organizers to accompany Characters” game cards for ORAL COMMUNICATION Have learners work in pairs with a set
oral expression each pair p.147 • I.EFL.3.9.1. Learners can express of the “Characters” game cards
3. Describe family using pictures Lesson 2 basic ideas, initiate conversations, turned upside down. Learners take
or photos Flash Cards 2–9 • Star & Stella and respond to simple questions turns turning over a card and spelling
4.Recognize basic phonemes of the puppets • Audio CD:T7–8• Song using appropriate words, phrases, the names out loud.
alphabet and imitate the sounds Audio and short sentences. Responses may Lesson 3 Warm-Up (5 minutes):
5. Recognize words and match CD • Activity Book: be slow though pauses do not make Show learners the Letter Card “a.”
words to pictures pp.AB10–AB15 • the interaction tedious or Ask them to (a) trace the letter in the
6.Use simple resources such as Optional: teacher’s family uncomfortable for participants. air; (b) say the letter 3 times; (c) say
flash cards photograph, one set of “ READING the phoneme 3 times; (d) say a word
7.Unscramble letters and write words characters” game cards p.147 • I.EFL.3.11.1. Learners can with the phoneme
8.Unscramble words to write short Lesson 3 understand familiar words, phrases, COMMUNICATION AND
sentences Letter Cardsto use simple and short simple sentences and can CULTURAL AWARENESS
9.Create and use puppets grammar or vocabulary items. successfully complete the simple ACTIVITY
10.Sing songs and recite chants accompanying task. • Use pair and small group work to ask
while pointing to the words LANGUAGE THROUGH WRITING and answer questions about photos of
11.Move to the rhythm of a song or THE ARTS I.EFL.3.18.1. Learners can write families.
chant • I.EFL.3.21.1. Learners can short simple phrases and sentences TECHNIQUE
recognize, through pictures or to show that they know how INSTRUMENT
other media such as ICT, key Observation Checklist
aspects of a story or literary • Use small role plays to check that
text (both oral and written). learners can introduce themselves and
family members
TECHNIQUE
INSTRUMENT
Observation Checklist
ORAL COMMUNICATION
ACTIVITY
• Have learners work in pairs to ask
and answer questions about family.
TECHNIQUE
INSTRUMENT
Observation Checklist
ACTIVITY
•Ask learners to take turns pointing to
family members in a photo and asking
and answering questions
TECHNIQUE
INSTRUMENT
Quiz Sampling
song
READING
ACTIVITY
• Check word recognition by having
learners stick stickers or glue them
next to words.
TECHNIQUE
INSTRUMENT
Observation Checklist
ACTIVITY
• Check word recognition by having
learners categorize labeled pictures or
photos.
TECHNIQUE
INSTRUMENT
Observation Data
collection
WRITING
ACTIVITY
• Check spelling skills by asking
learners to unscramble the letters in a
word.
TECHNIQUE
INSTRUMENT
Observation Rubric
ACTIVITY
• Check writing skills by asking
learners to label a picture.
 TECHNIQUE
INSTRUMENT
Observation Participation
Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant
and point to different members of a
family in a photo.
TECHNIQUE
INSTRUMENT
Observation Rubric
ACTIVITY
•Have learners listen to a song or
chant about classroom objects and
draw something they hear.
TECHNIQUE
INSTRUMENT
Observation Participation
Chart
ACTIVITY
• Have learners listen to a song or
chant and draw something they hear.
TECHNIQUE
INSTRUMENT
Observation Participation
Chart
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners • Initially use whole group for instruction, and then divide learners into small groups or pairs.___• Say and write
 Below Level Learners instructions.___• Use pictures and flash cards to connect meaning. Have learners create their own flash cards. •
Use real classroom objects and gestures.___• Provide word walls for learners to reference.___• Have learners
draw pictures to illustrate meaning.___• Ask learners to add pictures or drawings to a book activity.___• Record
learners doing a dance or saying a chant.
CLIL COMPONENTS Social Studies Talk about their families and families in other cultures TRANSVERAL AXES:
Science: Find pictures of animal familias and talk about them Justice, Innovation, Solidarity.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER(S): Lic. Andrea Cabezas B. NAME: Lic. Ruth Intriago NAME: Lic. Solange Ponce C.

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

UNIDAD EDUCATIVA FISCAL

“ATACAMES” 2017-2018

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Lic. Andrea Cabezas Betancourt Area: Foreign Language ENGLISH PRE A1.2 Grade/ 5th, 6th & 7th Education level: EGB
Course:
Unit * Textbook : Lesson 1: Unit Specific Objectives:
Number: 2 Starship Pre Is she happy? O.EFL3.2 Assess and appreciate English as an international language.
A1.2 Phonics: O.EFL 3.3 Read level appropriate texts in English for pure enjoyment/
Unit Title: Short e, Long e – ee, Long entertainment and to access information.
e – ea, Long e – ey/y O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich
competencies
O. EFL 3.7 Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles and songs, in order to foster
imagination, and curiosity.
O. EFL 3.9 Be able to interact in English in a simple way using basic expressions and
short phrases in familiar contexts to satisfy needs of a concrete type.
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: June 12nd, 2017 6 WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 3.2.2
Be comfortable taking meaning from spoken texts containing words or CE.EFL.3.4. Develop the skills to work collaboratively using a range of verbal
sections which are not understood. Be aware that understanding and nonverbal communication features and apply self-correcting and self-mon-
spoken texts does not require decoding every single word itoring strategies in social and classroom interactions.
EFL 3.1.8
Interpret and demonstrate knowledge in classroom activities of
nonverbal and oral communication features, and understand the ORAL COMMUNICATION
contexts in which they are used appropriately. (Example: gestures,
body language, volume, etc.) CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main
EFL 3.2.3 idea, speaker and situation in spoken texts set in familiar everyday contexts
Record key items of specific information from a heard message or without having to decode every word.
description, either in written form or by drawing a picture. (Example:
letters of the alphabet, numbers, quantities, prices and times, days,
dates and months, etc.) READING
CE.EFL.3.7. Listening for Information: Follow and identify key information in
READING short straightforward audio texts related to areas of immediate need or interest,
EFL 3.3.4 Distinguish between fact and opinion and relevant and provided vocabulary is familiar and visual support is present, and use these
irrelevant information in an informational text through the use of mind spoken contributions as models for their own.
maps/charts.
WRITING
WRITING CE.EFL.3.13. Show an ability to identify the meaning of specific content-based
EFL 3.4.2 Write a short simple paragraph to describe yourself or words and phrases, with the aid of visual support, and use charts/mind maps to
other people, animals, places and things, with limited support. distinguish between fact/opinion and relevant/irrelevant information in in-
(Example: by answering questions or using key words) formational texts.

LANGUAGE THROUGH THE ARTS

EFL 3.5.2 Create picture books and/or other graphic expressions in LANGUAGE THROUGH THE ARTS
pairs in class by varying scenes, characters or other elements of CE.EFL.3.22. Design and produce picture books, graphic expressions and/or
literary texts. personal stories by varying elements of literary texts and adding imaginative
details to real-life stories and situations in order to create new, original texts.

METHODOLOGICAL RESOURCES PERFORMANCE INDICATORS EVALUATION/ ACTIVITIES

STRATEGIES TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: LESSON 1: Is she happy? CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take (pp. 24–29) I.EFL.3.4.1. Learners can Point to each letter as you sing the alphabet
turns in greetings and short Six 45-minute class periods demonstrate an ability to work in song. Ask learners to follow along.
conversations • Flash Cards 10–15 pairs and small groups using level- Lesson 2 Warm-Up (10 minutes):
2.Use resources such as pictures or • Star & Stella puppets appropriate verbal and nonverbal Have learners work in pairs with a set of the
graphic organizers to accompany • Audio CD: T13–18 communication features and apply “Characters” game cards turned upside down.
oral expression • Activity Book: Act. A–D self-correcting and self-monitoring Learners take turns turning over a card and
3. Describe family using pictures (pp. AB16–AB17); Act. A– strategies in social and classroom spelling the names out loud.
or photos B interactions. (J.2, J.3, J.4, I.3) Lesson 3 Warm-Up (5 minutes):
4.Recognize basic phonemes of the (p. AB18); Act. A–C (p. Show learners the Letter Card “a.”
alphabet and imitate the sounds AB19); Act. A–B (p. ORAL COMMUNICATION Ask them to (a) trace the letter in the air; (b)
5. Recognize words and match AB20); I.EFL.3.6.1. Learners can grasp say the letter 3 times; (c) say the phoneme 3
words to pictures Act. A–B (p. AB21). the main idea of spoken texts set in times; (d) say a word with the phoneme
6.Use simple resources such as • Extras: a soft ball; a familiar everyday contexts and infer COMMUNICATION AND
flash cards pretty, changes in the topic of discussion CULTURAL AWARENESS
7.Unscramble letters and write soft toy cat or picture of a as well as who is speaking and what ACTIVITY
words pretty cat; pictures of pets; the situation is, without having to • Use pair and small group work to ask and
8.Unscramble words to write short one set of “Adjectives” decode every word. (I.3, I.4) answer questions about photos of families.
sentences game TECHNIQUE INSTRUMENT
9.Create and use puppets cards and two sets of READING Observation Checklist
10.Sing songs and recite chants “Pets” I.EFL.3.7.1. Learners can record • Use small role plays to check that learners
while pointing to the words game cards (p. 45) for and identify key information from a can introduce themselves and family members
11.Move to the rhythm of a song or each spoken message of immediate need TECHNIQUE INSTRUMENT
chant pair of students. or interest when the message Observation Checklist
PHONICS: Short e, Long e contains frequently used ORAL COMMUNICATION
(ee, ea, ey/y) (pp. 34–41) expressions and visual support. ACTIVITY
Six 45-minute class periods (Example: rules for a game, • Have learners work in pairs to ask and
• Letter Cards classroom instructions, a dialogue answer questions about family.
• Phonics Game Cards in a scene from a cartoon or movie, TECHNIQUE INSTRUMENT
etc.) Learners can use other Quiz Rating scale
classmate’s contributions in class ACTIVITY
as models for their own. (I.2, I.3) •Ask learners to take turns pointing to family
members in a photo and asking and answering
questions
TECHNIQUE INSTRUMENT
WRITING Quiz Sampling
READING
I.EFL.3.17.1. Learners can write ACTIVITY
short simple paragraphs to describe • Check word recognition by having learners
people, places, animals, things and stick stickers or glue them next to words.
feelings, with limited support, while TECHNIQUE INSTRUMENT
demonstrating an ability to Observation Checklist
effectively influence an audience ACTIVITY
and to express everyday activities. • Check word recognition by having learners
(I.3, S.1) categorize labeled pictures or photos.
TECHNIQUE INSTRUMENT
Observation Data collection
 LANGUAGE THROUGH THE WRITING
ARTS ACTIVITY
I.EFL.3.22.1. Create picture books, • Check spelling skills by asking learners to
graphic expressions and personal unscramble the letters in a word.
stories by adapting elements of TECHNIQUE INSTRUMENT
literary texts and adding Observation Rubric
imaginative details to real-life ACTIVITY
stories and situations, using • Check writing skills by asking learners to
appropriate vocabulary and label a picture.
features of the literature learners TECHNIQUE INSTRUMENT
have read or heard. (I.3, S.3) Observation Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant and point
to different members of a family in a photo.
TECHNIQUE INSTRUMENT
Observation Rubric
ACTIVITY
•Have learners listen to a song or chant about
classroom objects and draw something they
hear.
TECHNIQUE INSTRUMENT
Observation Participation Chart
ACTIVITY
• Have learners listen to a song or chant and
draw something they hear.
TECHNIQUE INSTRUMENT
Observation Participation Chart
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners • Initially use whole group for instruction, and then divide learners into small groups or pairs.___• Say and write
Below Level Learners instructions.___• Use pictures and flash cards to connect meaning. Have learners create their own flash cards. • Use
real classroom objects and gestures.___• Provide word walls for learners to reference.___• Have learners draw
pictures to illustrate meaning.___• Ask learners to add pictures or drawings to a book activity.___• Record learners
doing a dance or saying a chant.
CLIL COMPONENTS Science / Technology / Arts: Look at the map of outer space - the TRANSVERAL AXES:
home of Star and Stella Justice, Innovation, Solidarity.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER(S): Lic. Andrea Cabezas B. NAME: Lic. Ruth Intriago NAME: Lic. Solange Ponce C.
SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

UNIDAD EDUCATIVA FISCAL

“ATACAMES”
2017-2018

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

 1. INFORMATIVE DATA:
Teacher: Lic. Andrea Cabezas Betancourt Area: Foreign Language ENGLISH PRE A1.2 Grade/Course: 5th, 6th & 7th Education level: EGB

Unit * Textbook : Lesson 1: Unit Specific Objectives:

Number: 3 Starship Pre I want juice, please. O.EFL3.2 Assess and appreciate English as an international language.
A1.2 Lesson 2: O.EFL 3.3 Read level appropriate texts in English for pure
Unit Title: Where’s your bedroom? enjoyment/entertainment and to access information.
Phonetics: O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich
Short i, Long i – i_e, competencies
Long i – igh, Long i – ie/y O. EFL 3.7 Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles and songs, in order to foster
imagination, and curiosity.
O. EFL 3.9 Be able to interact in English in a simple way using basic expressions
and short phrases in familiar contexts to satisfy needs of a concrete type.
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: July 31st, 2017 6
WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION
DEVELOPED CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 3.1.3 Exchange basic personal preferences with peers in order CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal
to express likes and dislikes. communication features and express likes and dislikes while giving recommen-
EFL 3.1.7 Demonstrate appropriate classroom behaviors by dations in basic yet effective terms.
participating in small group or whole class discussions. (Example:
being courteous, respecting the person and property of others, etc.) ORAL COMMUNICATION

READING CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at school and
EFL 3.3.8 Make and support inferences from evidence in a text with towards the environment.
reference to features of written English. (Example: vocabulary, facts,
format, sequence, relevance of ideas, etc.) CE.EFL.3.7. Listening for Information: Follow and identify key information in
WRITING short straightforward audio texts related to areas of immediate need or interest,
EFL 3.4.3 Write a variety of short simple text-types, commonly used provided vocabulary is familiar and visual support is present, and use these spoken
in print and online, with appropriate language and layout. (Example: contributions as models for their own.
write a greeting on a birthday card, name and address on an
envelope, a URL for a website, an email address, etc.) READING
CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate needs
LANGUAGE THROUGH THE ARTS clearly in class by asking questions or requesting clarification. Demonstrate
EFL 3.5.3 Produce short, creative texts using ICT and/or other acquisition of skills taught in class, such as being able to spell out words or use
resources at home or at school in order to recreate familiar scenes some grammatical structures (albeit with frequent errors)
and themes
WRITING

CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and

predictable conversational exchanges by sharing information and reacting ap-
propriately in basic interpersonal interactions.

LANGUAGE THROUGH THE ARTS

CE.EFL.3.23. Create short, original texts using a range of resources and other
media, including ICT, in order to recreate familiar scenes and themes.

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be LESSON 1: I want juice, COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: please. CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take • Flash Cards 47–60 I.EFL.3.3.1. Learners can Point to each letter as you sing the alphabet
turns in greetings and short • Star & Stella puppets employ a range of verbal and song. Ask learners to follow along.
conversations • Audio CD: T23–28 nonverbal communication Lesson 2 Warm-Up (10 minutes):
2.Use resources such as pictures or • Activity Book: Act. A–D features to express likes and Have learners work in pairs with a set of the
graphic organizers to accompany (pp. AB24–AB25); Act. dislikes and can give “Characters” game cards turned upside down.
oral expression A–B recommendations in basic yet Learners take turns turning over a card and
3. Describe family using pictures (p. AB26); Act. A–C (p. effective terms. (I.3, S.4) spelling the names out loud.
or photos AB27); Act. A–B (p. Lesson 3 Warm-Up (5 minutes):
4.Recognize basic phonemes of the AB28); ORAL COMMUNICATION Show learners the Letter Card “a.”
alphabet and imitate the sounds Act. A–B (p. AB29). I.EFL.3.2.1. Learners can say Ask them to (a) trace the letter in the air; (b)
5. Recognize words and match • Extras: sentences on ways to take care of the say the letter 3 times; (c) say the phoneme 3
words to pictures cards: environment and one’s times; (d) say a word with the phoneme
6.Use simple resources such as “My sister’s cat is surroundings. Learners can COMMUNICATION AND
flash cards pretty.” identify and exhibit socially CULTURAL AWARENESS
7.Unscramble letters and write words “Your brother’s dog is responsible behaviors at home, ACTIVITY
8.Unscramble words to write short old.” at school and towards the • Use pair and small group work to ask and
sentences “Her mother’s fish is environment. (J.3, S.1. answer questions about photos of families.
9.Create and use puppets happy.” READING TECHNIQUE INSTRUMENT
10.Sing songs and recite chants “His father’s mouse is I.EFL.3.8.1. Learners can ask Observation Checklist
while pointing to the words small.”; one set of “Food others to repeat themselves or to • Use small role plays to check that learners
11.Move to the rhythm of a song or and say something in a different way can introduce themselves and family members
chant drinks” game cards (pp. and ask for common classroom TECHNIQUE INSTRUMENT
146, needs. Learners can spell out Observation Checklist
147) for each pair; two words in English and can ORAL COMMUNICATION
sets describe matters of immediate ACTIVITY
of “Food and drinks” need or interest using some • Have learners work in pairs to ask and answer
game grammatical structures questions about family.
cards (pp. 146, 147) so practiced in class (although TECHNIQUE INSTRUMENT
there there may be errors with tenses, Quiz Rating scale
is one card per student; personal pronouns, preposi- ACTIVITY
dice. tions, etc.). (I.3, J.4) •Ask learners to take turns pointing to family
LESSON 2: Where’s members in a photo and asking and answering
your WRITING questions
bedroom? (pp. 48–53) I.EFL.3.15.1. Learners can TECHNIQUE INSTRUMENT
Six 45-minute class make and support inferences Quiz Sampling
periods using evidence from texts and READING
• Flash Cards 61–70 features of written English (e.g., ACTIVITY
• Star & Stella puppets vocabulary, format, sequence, • Check word recognition by having learners
• Audio CD: T30–35 etc.) and apply other learning stick stickers or glue them next to words.
• Activity Book: Act. A–D strategies in order to examine TECHNIQUE INSTRUMENT
(pp. AB30–AB31); Act. and interpret a variety of Observation Checklist
A–B written materials. (I.2, J.3) ACTIVITY
(p. AB32); Act. A–C (p. • Check word recognition by having learners
AB33); Act. A–B (p. LANGUAGE THROUGH THE categorize labeled pictures or photos.
AB34); ARTS TECHNIQUE INSTRUMENT
Act. A–B (p. AB35). I.EFL.3.23.1. Learners can Observation Data collection
• Extras: box and ball; create and produce short texts WRITING
magazine pictures of using ICT and/or other ACTIVITY
rooms; resources at home or at school • Check spelling skills by asking learners to
a set of “Rooms” game in order to recreate familiar unscramble the letters in a word.
cards (p. 148) for each scenes and themes. (I.1, I.3) TECHNIQUE INSTRUMENT
pair; two to three sets Observation Rubric
of “Rooms” game cards ACTIVITY
(p. 148) so there is one • Check writing skills by asking learners to
card per student. label a picture.
PHONICS: Short i, Long TECHNIQUE INSTRUMENT
i Observation Participation Chart
(i_e, igh, ie/y) (pp. 54– LANGUAGE THROUGH THE
61) ARTS
Six 45-minute class ACTIVITY
periods • Check vocabulary comprehension
• Letter Cards by asking learners to repeat a chant and point
• Phonics Game Cards to different members of a family in a photo.
TECHNIQUE INSTRUMENT
Observation Rubric
ACTIVITY
•Have learners listen to a song or chant about
classroom objects and draw something they
hear.
TECHNIQUE INSTRUMENT
Observation Participation Chart
ACTIVITY
• Have learners listen to a song or chant and
draw something they hear.
 TECHNIQUE INSTRUMENT
Observation Participation Chart
3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

Struggling Learners • Initially use whole group for instruction, and then divide learners into small groups or pairs.___• Say and
Below Level Learners write instructions.___• Use pictures and flash cards to connect meaning. Have learners create their own flash
cards. • Use real classroom objects and gestures.___• Provide word walls for learners to reference.___• Have
learners draw pictures to illustrate meaning.___• Ask learners to add pictures or drawings to a book
activity.___• Record learners doing a dance or saying a chant.
CLIL COMPONENTS Science: Look at the map of outer space - the home of Star TRANSVERAL AXES:
and Stella Justice, Innovation, Solidarity.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER(S): Lic. Andrea Cabezas B. NAME: Lic. Ruth Intriago NAME: Lic. Solange Ponce C.
SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

UNIDAD EDUCATIVA FISCAL

“ATACAMES” 2017-2018

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Lic. Andrea Cabezas Betancourt Area: Foreign Language ENGLISH PRE A1.2 Grade/Course: 5th, 6th & 7th Education level: EGB

Unit * Textbook : Lesson 1: Unit Specific Objectives:

Number: 4 Starship Pre How many robots do you O.EFL3.2 Assess and appreciate English as an international language.
A1.2 have? O.EFL 3.3 Read level appropriate texts in English for pure
Unit Title: Phonetics enjoyment/entertainment and to access information.
Short o, Long o – o_e/oe, O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich
Long o – oa, Long o – ow competencies
O. EFL 3.7 Appreciate the use of English language through spoken and written
literary texts such as poems, rhymes, chants, riddles and songs, in order to foster
imagination, and curiosity.
O. EFL 3.9 Be able to interact in English in a simple way using basic expressions
and short phrases in familiar contexts to satisfy needs of a concrete type.

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: Septembre 25th, 2017. 6 WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 3.1.4 Use a variety of oral, print and electronic forms for social CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and
communication and for writing to oneself. (Example: friendly notes, written communication in order to interact with others in social situations.
invitations, diary entries, notes to self, electronic messages, etc.)
ORAL COMMUNICATION
EFL 3.2.13 Respond to simple questions in quite a short time and initiate
basic interaction spontaneously when there are opportunities to speak. CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar
Speech is produced a little less slowly and hesitantly. everyday social situations, such as an invitation or request, relatively quickly.
Spontaneously initiate interactions in order to express opinions or give ac-
READING counts of personal experiences.
EFL 3.3.9
READING
Identify and use reading strategies to make text more comprehensible and
meaningful. (Example: skimming, scanning, previewing, predicting, CE.EFL.3.14. Select and use reading strategies to understand and give mean-
reading for main ideas and details, etc.) ing to written text while employing a range of everyday reference materials in
order to determine information appropriate to the purpose of inquiry and to
WRITING relate ideas between written sources.

EFL 3.4.5 Write a questionnaire or survey for friends, family or

classmates using WH- questions in order to identify things in common and WRITING
preferences. CE.EFL.3.19. Create a questionnaire or survey using WH- question words in
EFL 2.4.4 Write simple words, phrases and sentences for controlled order to identify things in common and preferences while displaying an ability
practice of language items. to convey and organize information using facts and details.

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 3.5.5 Evaluate literary texts (both written and oral, online, in video CE.EFL.3.14. Select and use reading strategies to understand and give mean-
or in print) according to pre-established criteria. (Example: completing a ing to written text while employing a range of everyday reference materials in
checklist, a chart, a personal response, etc.) order to determine information appropriate to the purpose of inquiry and to
relate ideas between written sources.

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be LESSON 1: How many COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: robots do you have? CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take • Flash Cards 71–87 I.EFL.3.5.1. Learners can Point to each letter as you sing the alphabet
turns in greetings and short • Star & Stella puppets employ various print and song. Ask learners to follow along.
conversations • Audio CD: T36–41 digital sources in order to Lesson 2 Warm-Up (10 minutes):
2.Use resources such as pictures or • Activity Book: Act. A–D communicate with others in Have learners work in pairs with a set of the
graphic organizers to accompany (pp. AB36–AB37); Act. A– oral and written form in social“Characters” game cards turned upside down.
oral expression B situations. (J.3, S.1, S.4) Learners take turns turning over a card and
3. Describe family using pictures (p. AB38); Act. A–C (p. spelling the names out loud.
or photos AB39); Act. A–B (p. AB40); ORAL COMMUNICATION Lesson 3 Warm-Up (5 minutes):
4.Recognize basic phonemes of the Act. A–B (p. AB41). I.EFL.3.9.1. Learners can Show learners the Letter Card “a.”
alphabet and imitate the sounds • Extras: Warm-up activity answer simple questions Ask them to (a) trace the letter in the air; (b)
5. Recognize words and match flash cards: 11, 13, 47, 51, quickly and initiate basic in- say the letter 3 times; (c) say the phoneme 3
words to pictures 78, teraction spontaneously when times; (d) say a word with the phoneme
6.Use simple resources such as 80, 84, 86, 87: two blue toy given opportunities. (Example: COMMUNICATION AND
flash cards cars or two pictures of a make an invitation, give a CULTURAL AWARENESS
7.Unscramble letters and write words blue suggestion, etc.) Learners can ACTIVITY
8.Unscramble words to write short car; two sets of “Toys” and describe simple, familiar • Use pair and small group work to ask and
sentences “Colors” game cards (p. situations and talk about past answer questions about photos of families.
9.Create and use puppets 149) experiences. (I.3, J.3) TECHNIQUE INSTRUMENT
10.Sing songs and recite chants for each pair of students. Observation Checklist
while pointing to the words READING • Use small role plays to check that learners
11.Move to the rhythm of a song or • I.EFL.2.11.1. Learners can can introduce themselves and family members
chant understand familiar words, TECHNIQUE INSTRUMENT
phrases, and short simple Observation Checklist
sentences and can successfully ORAL COMMUNICATION
complete the simple ACTIVITY
accompanying task. • Have learners work in pairs to ask and answer
WRITING questions about family.
I.EFL.3.14.1. Learners can TECHNIQUE INSTRUMENT
identify and use reading Observation Rating scale
strategies to make written text ACTIVITY
more comprehensible and •Ask learners to take turns pointing to family
meaningful. Learners can use members in a photo and asking and answering
everyday reference materials questions
to select information TECHNIQUE INSTRUMENT
appropriate to the purpose of Quiz Sampling
an inquiry and to relate ideas
from one written source to READING
another. (I.2, S.1) ACTIVITY
• Check word recognition by having learners
LANGUAGE THROUGH stick stickers or glue them next to words.
THE ARTS TECHNIQUE INSTRUMENT
I.EFL.3.21.1. Learners can Observation Checklist
employ audio, video, pictures ACTIVITY
and ICT to respond to oral • Check word recognition by having learners
and written texts and use pre- categorize labeled pictures or photos.
established criteria to evaluate TECHNIQUE INSTRUMENT
literary texts individually or in Observation Data collection
groups. (I.2, I.3, I.4) WRITING
ACTIVITY
• Check spelling skills by asking learners to
unscramble the letters in a word.
TECHNIQUE INSTRUMENT
Observation Rubric
ACTIVITY
• Check writing skills by asking learners to
label a picture.
TECHNIQUE INSTRUMENT
Observation Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant and point
to different members of a family in a photo.
TECHNIQUE INSTRUMENT
Observation Rubric
ACTIVITY
•Have learners listen to a song or chant about
classroom objects and draw something they
hear.
TECHNIQUE INSTRUMENT
Observation Participation Chart
ACTIVITY
• Have learners listen to a song or chant and
draw something they hear.
TECHNIQUE INSTRUMENT
Observation Participation Chart
3, ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

Struggling Learners • Initially use whole group for instruction, and then divide learners into small groups or pairs.___• Say and
Below Level Learners write instructions.___• Use pictures and flash cards to connect meaning. Have learners create their own flash
cards. • Use real classroom objects and gestures.___• Provide word walls for learners to reference.___• Have
learners draw pictures to illustrate meaning.___• Ask learners to add pictures or drawings to a book
activity.___• Record learners doing a dance or saying a chant.
CLIL COMPONENTS Science: Look at the map of outer space - the home of Star TRANSVERAL AXES:
and Stella Justice, Innovation, Solidarity.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER(S): Lic. Andrea Cabezas B. NAME: Lic. Ruth Intriago NAME: Lic. Solange Ponce C.
SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

2017-‐2018
UNIDAD EDUCATIVA “CIUDAD DE MACHALA ”

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: LCDO. ALFFRET IBAÑEZ Area: Foreign Language ENGLISH PRE A1.2 Grade/Course: 5th, 6th & 7th Education level: EGB
Unit * Textbook Lesson 1: Unit Specific Objectives:
Number: 5 : Starship What time is it, O.EFL3.2 Assess and appreciate English as an international language.
Pre A1.2 please? O.EFL 3.3 Read level appropriate texts in English for pure enjoyment/entertainment
Unit Lesson 2: and to access information.
Title: Birthday party! O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich
PHONICS: Short u, Long u competencies
(u_e, ue, ui) O. EFL 3.7 Appreciate the use of English language through spoken and written literary
texts such as poems, rhymes, chants, riddles and songs, in order to foster imagination,
and curiosity.
O. EFL 3.9 Be able to interact in English in a simple way using basic expressions and
short phrases in familiar contexts to satisfy needs of a concrete type.
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: November 13rd, 2017 6 WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION
CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL 3.1.5 Describe, read about, participate in or recommend a CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal
favorite activity, book, song or other interest to various audiences. communication features and express likes and dislikes while giving recommen-
(Example: peers, other classes, teachers, other adults, etc.) dations in basic yet effective terms

EFL 3.2.14 Make and respond to invitations, suggestions, apologies

and requests.
ORAL COMMUNICATION
READING
EFL 3.3.10 Follow short instructions illustrated through step-by-step CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and
visuals in simple experiments and projects. (Example: simple science predictable conversational exchanges by sharing information and reacting ap-
experiments, instructions for an art project, etc.) propriately in basic interpersonal interactions.

WRITING READING
EFL 3.4.6 Write a simple narrative with linking words on familiar CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar
subjects in order to express everyday activities. (Example: free time, everyday social situations, such as an invitation or request, relatively quickly.
descriptions, what happened last weekend, etc.) Spontaneously initiate interactions in order to express opinions or give accounts
of personal experiences.
LANGUAGE THROUGH THE ARTS
EFL 3.5.6 Work in groups to create a brainstorm and/or draw a mind WRITING
map to describe and organize ideas or organize useful information CE.EFL.3.11. Demonstrate comprehension of most of the details of a short sim-
from literary texts. ple online or print text and follow short instructions in simple experiments and
projects if illustrated through step-by-step visuals.

LANGUAGE THROUGH THE ARTS

CE.EFL.3.24. Organize ideas and relevant information from literary texts using
group or class brainstorms and/or mind maps in order to enhance collaborative
responses to literature.

METHODOLOGICAL RESOURCES PERFORMANCE INDICATORS EVALUATION/ ACTIVITIES

STRATEGIES TECHNIQUES/INSTRUMENTS
This performance criteria could LESSON 1: What time is COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
be it, please? CULTURAL AWARENESS Write the alphabet on the board.
evaluated by: • Flash Cards twelve flash I.EFL.3.3.1. Learners can employ a Point to each letter as you sing the alphabet
1.Work in small groups and take cards from previous range of verbal and nonverbal song. Ask learners to follow along.
turns in greetings and short lessons communication features to express Lesson 2 Warm-Up (10 minutes):
conversations • Star & Stella puppets likes and dislikes and can give Have learners work in pairs with a set of the
2.Use resources such as pictures • Audio CD: T45–50 recommendations in basic yet “Characters” game cards turned upside down.
or • Activity Book: Act. A–D effective terms. (I.3, S.4) Learners take turns turning over a card and
graphic organizers to accompany (pp. AB44–AB45); Act. A– spelling the names out loud.
oral expression B ORAL COMMUNICATION Lesson 3 Warm-Up (5 minutes):
3. Describe family using pictures (p. AB46); Act. A–C (p. I.EFL.3.10.1. Learners can use Show learners the Letter Card “a.”
or photos AB47); Act. A–B (p. back-channeling to react Ask them to (a) trace the letter in the air; (b)
4.Recognize basic phonemes of AB48); appropriately to what others say say the letter 3 times; (c) say the phoneme 3
the Act. A–B (p. AB49). about familiar topics in predictable, times; (d) say a word with the phoneme
alphabet and imitate the sounds • Extras: an analog clock; everyday situations and when COMMUNICATION AND
5. Recognize words and match a carrying out pair work for a specific CULTURAL AWARENESS
words to pictures set of “Times” and “Daily task in class. Learners can ask ACTIVITY
6.Use simple resources such as activities” game cards (pp. questions to extend an interpersonal • Use pair and small group work to ask and
flash cards 150–151) for each pair of interaction. (I.3, J.3) answer questions about photos of families.
7.Unscramble letters and write students; dice. TECHNIQUE INSTRUMENT
words LESSON 2: Birthday READING Observation Checklist
8.Unscramble words to write party! I.EFL.3.11.1. Learners can • Use small role plays to check that learners
short sentences (pp. 86–91) understand most details in a short can introduce themselves and family members
9.Create and use puppets Six 45-minute class periods simple online or print text and can TECHNIQUE INSTRUMENT
10.Sing songs and recite chants • Flash Cards 118–135 follow short instructions in simple Observation Checklist
while pointing to the words • Star & Stella puppets experiments and projects if step-by- ORAL COMMUNICATION
11.Move to the rhythm of a song • Audio CD: T51–56 step visuals are provided. (I.3, I.4) ACTIVITY
or chant • Activity Book: Act. A–D • Have learners work in pairs to ask and answer
(pp. AB50–AB51); Act. A– WRITING questions about family.
B I.EFL.3.18.1. Learners can write TECHNIQUE INSTRUMENT
(p. AB52); Act. A–C (p. short simple text-types and Observation Rating scale
AB53); Act. A–B (p. narratives, online and in print, using ACTIVITY
AB54); appropriate language, layout and •Ask learners to take turns pointing to family
Act. A–B (p. AB55). linking words. (I.3, J.2) members in a photo and asking and answering
• Extras: a hat holding questions
cards with words TECHNIQUE INSTRUMENT
LANGUAGE THROUGH THE
“Family,” Quiz Sampling
ARTS
“Drinks,” “Pets,” “Toys,” READING
I.EFL.3.24.1. Learners can work in
“Colors,” “Rooms”; a ACTIVITY
groups to create brainstorms and/ or
timer; • Check word recognition by having learners
draw mind maps to describe and
a calendar; soft balls; one stick stickers or glue them next to words.
organize ideas or useful information
set TECHNIQUE INSTRUMENT
from literary texts and create
of “Ages” and “Dates” Observation Checklist
collaborative responses to literature
game ACTIVITY
through process writing groups or
cards (p. 152) for each • Check word recognition by having learners
literature circles. (I.4, S.4, J.3)
pair; say. categorize labeled pictures or photos.
TECHNIQUE INSTRUMENT
Observation Data collection
WRITING
ACTIVITY
 • Check spelling skills by asking learners to
unscramble the letters in a word.
TECHNIQUE INSTRUMENT
Observation Rubric
ACTIVITY
• Check writing skills by asking learners to
label a picture.
TECHNIQUE INSTRUMENT
Observation Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant and point
to different members of a family in a photo.
TECHNIQUE INSTRUMENT
Observation Rubric
ACTIVITY
•Have learners listen to a song or chant about
classroom objects and draw something they
hear.
TECHNIQUE INSTRUMENT
Observation Participation Chart
ACTIVITY
• Have learners listen to a song or chant and
draw something they hear.
TECHNIQUE INSTRUMENT
Observation Participation Chart
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Struggling Learners • Initially use whole group for instruction, and then divide learners into small groups or pairs.___• Say
Below Level Learners and write instructions.___• Use pictures and flash cards to connect meaning. Have learners create their
 own flash cards. • Use real classroom objects and gestures.___• Provide word walls for learners to
reference.___• Have learners draw pictures to illustrate meaning.___• Ask learners to add pictures or
drawings to a book activity.___• Record learners doing a dance or saying a chant.
CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Justice, Innovation, Solidarity
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER(S): LCDO. ALFFRET IBAÑEZ NAME: LCDO. JORE PILA NAME: MGS. CARMEN BENITEZ

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

NAME OF THE SCHOOL:

2017-‐2018
“UNIDAD EDUCATIVA CIUDAD DE MACHALA”
SCHOOL YEAR

MICROCURRICULAR PLANNING
 1. INFORMATIVE DATA:
Teacher: Lic. ALFFRET IBAÑEZ Area: Foreign Language ENGLISH PRE A1.2 Grade/Course: 5th, 6th & 7th Education level: EGB
Unit * Textbook : Starship LESSON 1: Unit Specific Objectives:
Number: 6 Pre A1.2 What’s your O.EFL3.2 Assess and appreciate English as an international language.
Unit Title: favorite O.EFL 3.3 Read level appropriate texts in English for pure enjoyment/entertainment and
season? to access information.
PHONICS: O. EFL 3.5 Use in class library resources and explore the use of ICT to enrich
Short a, Long competencies
a O. EFL 3.7 Appreciate the use of English language through spoken and written literary
(a_e, ai, ay) texts such as poems, rhymes, chants, riddles and songs, in order to foster imagination,
and curiosity.
O. EFL 3.9 Be able to interact in English in a simple way using basic expressions and
short phrases in familiar contexts to satisfy needs of a concrete type.
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: January 2nd, 2018 6 weeks
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION
CRITERIA
EFL 3.1.1 COMMUNICATION AND CULTURAL AWARENESS
Ask simple basic questions in class about the world beyond their own CE.EFL.3.1. Cultivate an awareness of different cultures and identify
immediate environment in order to increase their understanding of different similarities and differences between them through oral and written literary
cultures. texts.
EFL 3.2.15 Provide a simple description and/or opinion of a common object
or a simple account of something experienced. (Example: an Ecuadorian ORAL COMMUNICATION
celebration, a class trip, a party, a game played, etc.) CE.EFL.3.9. Production - Fluency: Respond to simple questions and
familiar everyday social situations, such as an invitation or request,
READING relatively quickly. Spontaneously initiate interactions in order to express
opinions or give accounts of personal experiences.
EFL 3.4.9 Make effective use of a range of digital tools to write, edit, revise
and publish written work in a way that supports collaboration. (Example: add READING
sound or images to a presentation, use an app to collaborate on a mind map,
contribute to a class wiki, etc.) CE.EFL.3.9. Production - Fluency: Respond to simple questions and
 familiar everyday social situations, such as an invitation or request,
WRITING relatively quickly. Spontaneously initiate interactions in order to express
opinions or give accounts of personal experiences.
EFL 3.4.9 Make effective use of a range of digital tools to write, edit, revise
and publish written work in a way that supports collaboration. (Example: add
sound or images to a presentation, use an app to collaborate on a mind map,
contribute to a class wiki, etc.) WRITING
EFL 2.4.4 Write simple words, phrases and sentences for controlled practice CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools
of language items. during the writing process in order to collaborate on well-constructed
informational texts.

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 3.5.8 Create stories, poems, songs, dances and plays including those CE.EFL.3.25. Observe and expand on the conventions of genre in order to
that reflect traditional and popular Ecuadorian culture, observing the create a variety of texts that reflect traditional and popular Ecuadorian
conventions of the genre. (Example: purpose, settings, audience, voice, culture and identify select literary elements in order to relate them to other
rhythm, etc.) works, including the learners’ own writing.

METHODOLOGICAL RESOURCE PERFORMANCE INDICATORS EVALUATION/ ACTIVITIES

STRATEGIES S TECHNIQUES/INSTRUMENTS
This performance criteria could be evaluated LESSON 1: COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
by: What’s your CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take favorite I.EFL.3.1.1. Learners can show an Point to each letter as you sing the alphabet
turns in greetings and short season? awareness of different cultures and song. Ask learners to follow along.
conversations • Flash Cards identify similarities and differences Lesson 2 Warm-Up (10 minutes):
2.Use resources such as pictures or graphic 136–153 between them through oral and Have learners work in pairs with a set of the
organizers to accompany oral expression • Star & written literary texts. (I.2, S.2, J.1) “Characters” game cards turned upside down.
3. Describe family using pictures Stella puppets Learners take turns turning over a card and
or photos • Audio CD: spelling the names out loud.
4.Recognize basic phonemes of the alphabet T57–62 ORAL COMMUNICATION Lesson 3 Warm-Up (5 minutes):
and imitate the sounds • Activity I.EFL.3.20.1. Learners can effectively Show learners the Letter Card “a.”
5. Recognize words and match Book: Act. A– use a range of digital tools during the Ask them to (a) trace the letter in the air; (b)
words to pictures D writing process in order to say the letter 3 times; (c) say the phoneme 3
6.Use simple resources such as (pp. AB56– collaborate on producing well- times; (d) say a word with the phoneme
flash cards AB57); Act. constructed informational texts. (I.3, COMMUNICATION AND
7.Unscramble letters and write words A–B S.4, J.3) CULTURAL AWARENESS
8.Unscramble words to write short sentences (p. AB58); COMMUNICATION AND
9.Create and use puppets Act. A–C (p. READING CULTURAL AWARENESS
10.Sing songs and recite chants AB59); Act. I.EFL.3.20.1. Learners can effectively ACTIVITY
while pointing to the words A–B (p. use a range of digital tools during the • Use pair and small group work to ask and
11.Move to the rhythm of a song or chant AB60); writing process in order to answer questions about photos of families.
Act. A–B (p. collaborate on producing well- TECHNIQUE INSTRUMENT
AB61). constructed informational texts. (I.3, Observation Checklist
• Extras: a S.4, J.3) • Use small role plays to check that learners
Bingo board can introduce themselves and family members
(p. 155) for WRITING TECHNIQUE INSTRUMENT
each student; I.EFL.3.9.1. Learners can answer Observation Checklist
a set of simple questions quickly and initiate ORAL COMMUNICATION
“Weather” basic interaction spontaneously when ACTIVITY
game given opportunities. (Example: make • Have learners work in pairs to ask and
cards (p. 153) an invitation, give a suggestion, etc.) answer questions about family.
and a set of Learners can describe simple, familiar TECHNIQUE INSTRUMENT
“Seasons” situations and talk about past Observation Rating scale
game cards experiences. (I.3, J.3) ACTIVITY
(p. 154) for •Ask learners to take turns pointing to family
each pair of members in a photo and asking and answering
LANGUAGE THROUGH THE
students; say. questions
ARTS
PHONICS: TECHNIQUE INSTRUMENT
I.EFL.3.20.1. Learners can effectively
Short a, Long Quiz Sampling
use a range of digital tools during the
a READING
writing process in order to
(a_e, ai, ay) ACTIVITY
collaborate on producing well-
(pp. 16–26) • Check word recognition by having learners
constructed informational texts. (I.3,
Six 45-minute stick stickers or glue them next to words.
S.4, J.3)
class periods TECHNIQUE INSTRUMENT
• Letter Cards Observation Checklist
• Phonics ACTIVITY
 Game Cards • Check word recognition by having learners
categorize labeled pictures or photos.
TECHNIQUE INSTRUMENT
Observation Data collection
WRITING
ACTIVITY
• Check spelling skills by asking learners to
unscramble the letters in a word.
TECHNIQUE INSTRUMENT
Observation Rubric
ACTIVITY
• Check writing skills by asking learners to
label a picture.
TECHNIQUE INSTRUMENT
Observation Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant and point
to different members of a family in a photo.
TECHNIQUE INSTRUMENT
Observation Rubric
ACTIVITY
•Have learners listen to a song or chant about
classroom objects and draw something they
hear.
TECHNIQUE INSTRUMENT
Observation Participation Chart
ACTIVITY
• Have learners listen to a song or chant and
draw something they hear.
ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners • Initially use whole group for instruction, and then divide learners into small groups or pairs.___• Say
Below Level Learners and write instructions.___• Use pictures and flash cards to connect meaning. Have learners create their
own flash cards. • Use real classroom objects and gestures.___• Provide word walls for learners to
reference.___• Have learners draw pictures to illustrate meaning.___• Ask learners to add pictures or
drawings to a book activity.___• Record learners doing a dance or saying a chant.
CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Justice, Innovation, Solidarity
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER(S): LCDO. ALFFRET IBAÑEZ NAME: LCDO. JORGE PILA NAME: MGS. CARMEN BENITEZ

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE: