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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Schools Name: UNIDAD EDUCATIVA

Academic Year: 2016 - 2017

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 2do EGB B 1.1

Book: Unit 1 Objectives

English B 1.1 Breaking O.EFL 5.4

News
Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning and practice opportunities. Respect
themselves and others within the communication process, cultivating habits of
honesty and integrity into responsible academic behavior.

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.

Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
Communication and Cultural Awareness CE.EFL.5.3.
EFL 5.1.7 Commented [A2]: It is determined for each performance
Interpret cultural and language patterns in English, criteria of each Curricular Thread.
Interpret and demonstrate knowledge of nonverbal and oral including nonverbal communication, and apply them in
communication features by applying them in appropriate

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contexts. (Example: use of stress, intonation, pace, appropriate contexts.
etc.)
CE.EFL.5.4.

Communicate effectively using a variety of media and

EFL 5.1.8 formats, including ICT, by saying things in alternative
ways and applying self-correcting and self-monitoring
Discover and employ alternative ways of saying things in strategies when needed.
social and classroom interactions.

Oral Communication:(Listening and Speaking) CE.EFL.5.8.

EFL 5.2.11 Interaction Interpersonal: Respond to and build on

Express opinions on abstract topics, such as film and
music, and concrete topics, such as personal experiences,
while describing ones reactions to them and others
opinions.
other peoples ideas in extended conversations on
familiar social and academic topics by expressing
opinions and feelings and clarifying meaning.

Reading CE.EFL.5.10.

Find specific information and identify the main points in

EFL 5.3.3
Determine the main conclusion in texts which clearly
argue a point of view in order to make informed decisions
about ones own opinion and reaction to the text.
simple, straightforward texts on subjects of personal
interest or familiar academic topics while making
informed decisions about ones own reaction to the text.
CE.EFL.5.12.

Engage with a variety of digital and print texts and

resources by evaluating and detecting complexities and
EFL 5.3.5 discrepancies in the information in order to find the
Assess, compare and evaluate the quality of written texts most appropriate sources to support an idea or argument.
and visual presentations using different criteria and ICT
tools related to the organization, subject area and
purpose of a text. (Examples of text types: editorials,

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letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)

Writing CE.EFL.5.14.

EFL 5.4.4 Identify, critically evaluate and recommend a variety of

potential resources and references, including digital
Select and make effective use of a range of digital tools tools, that support collaboration and productivity, for
to write, edit, revise and publish written work in a way educational and academic use.
that supports collaboration, learning and productivity.
(Example: image editing, GoogleDrive, infographic makers,
audio and video editing, presentation apps, etc.)

Language through the Arts CE.EFL.5.17.

EFL 5.5.4 Demonstrate and convey different levels of meaning in

literary texts by identifying distinguishing features,
Read aloud with confidence, accuracy, fluency and interpreting implicit and explicit messages and
expression to demonstrate understanding and to convey an responding in a variety of ways.
interpretation of meaning.

EFL 5.5.9
Engage in collaborative activities through a variety of
student groupings to share, reflect on, express and
interpret opinions and evaluations of a range of literary
texts. (Example: small groups, cooperative learning
groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources
CE.EFL.5.19.
Engage in collaborative activities through a variety of
student groupings in order to solve problems and reflect
Commented [A3]: Here we can decide if we put those
on literary texts, and produce criteria for evaluating
methodological strategies suggested by the Ministerial
the effectiveness of the group. Curriculum or the methodologies suggested by book,
additionally we can write our own.
Commented [A4]: It consists of resources that we will use
throughout the unit.
Commented [A5]: They are all indicators that help us
Performance Indicators Evaluation: Activities / achieveeach Evaluation Criteria.
Techniques / Instruments Commented [A6]: It is made up of all activities, instruments
and techniques to get a good assessment process.

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Communication and Cultural
Awareness
Participating in short role
plays using a range of
verbal and nonverbal
communication.
Listening to a dialogue and
identifying examples of
humor.
Demonstrating appropriate
language use during class,
group and pair discussions.
(Example: correct
intonation, natural pace,
using modals to show
politeness, etc.)
Practicing the use of
expressions of politeness
during collaborative pair
and small group work.
Writing a short conversation
and including an appropriate
idiom.
Participating in short
dialogues and role plays to
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New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Superior EGB Awareness
Listen to a dialogue and
English - Teachers Book B I.EFL.5.3.1. identifying examples of
1.1 humor.
Learners can interpret
English - Teachers Book B cultural and language Conduct a role play between
1.1 (Audios) patterns in English, includ- two students on a given
ing nonverbal communication, topic.
Flash Cards and apply them in
appropriate contexts. (I.3, Read a short text and
Photocopiable Sheets I.4, S.1, S.2) showing comprehension by
completing the accompanying
I.EFL.5.4.1.
Crosswords graphic organizer.
Learners can communicate
Read a class dialogue in
Strategies Templates effectively using a variety
three different ways.
of media and formats,
including ICT, by saying
things in alternative ways
INSTRUMENTS
and applying self-correcting
and self-monitoring
strategies when needed. Rubrics
(I.1, I.3, J.4)
Portfolio
Oral Communication: Oral interview
Listening and Speaking)
Quiz Time Test
I.EFL.5.8.1.
Learners can respond to and
build on other peoples
ideas in extended
conversations on familiar
social and academic topics
by expressing opinions and
feelings and clarifying
meaning. (I.3, I.4, S.1,
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practice target language. J.3, J.4)
(Example: thanking others,
apologizing, asking for Reading
help, greeting authorities,
etc.) I.EFL. 5.10.1.

Learners can find specific

information and identify the
Practicing the language main points in simple,
needed to deal with a need straightforward texts on
through a mini role play. subjects of personal
interest or familiar
academic topics while making
Paraphrasing an idea when a informed decisions about
peer asks for clarification. ones own reaction to the
text. (I.1, I.2, S.2)

I.EFL.5.12.1.
Using a definition or
example to explain a concept Learners can engage with a
or word that one does not variety of digital and print
yet have the exact language texts and resources by
for. evaluating and detecting
complexities and
discrepancies in the
information in order to find
Completing group work in a the most appropriate sources
fair and honest manner and to support an idea or
accepting the groups argument. (I.2, I.4, J.3)
decisions.
Writing

Oral I.EFL.5.14.1.
Communication:(Listening and
Learners can identify,
Speaking)
critically evaluate and
recommend a variety of po-
tential resources and
Conducting a role play references, including
between two students on a digital tools, that support

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given topic. (Example: collaboration and
talking about future plans, productivity, for
finding common free time educational and academic
activities, playing a use. (I.1, I.2, S.3, S.4)
guessing game, etc.)
Language through the Arts

Conducting a class survey I.EFL.5.17.1.

where learners ask each Learners can demonstrate and
other about a familiar topic convey different levels of
and record each others meaning in literary texts by
answers. (Example: Whats identifying distinguishing
your favorite sport? Do you features, interpreting
have a favorite team? What implicit and explicit
sports do you play? Have you messages and responding in a
ever gotten hurt?, etc.) variety of ways. (I.3, I.4,
Sharing a few things about J.3)
their classmates answers.
(Example: Marco loves I.EFL.5.19.1.
soccer. Hes a Barcelona
fan. He plays soccer every Learners can engage in
day in recess, but last week collaborative activities
he sprained his ankle and he through a variety of student
cant play right now, etc.) groupings in order to solve
problems and reflect on
literary texts, and produce
criteria for evaluating the
Reading effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,
J.3, J.4)
Reading a short text and
showing comprehension by
completing the accompanying
graphic organizer. (Example:
learners read about
archeological ruins and
complete a Venn diagram,

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etc.)

Reading a text on a familiar

content area subject and
answering information ques-
tions. (Example: learners
read about foodborne
illnesses and then write
three ways to prevent them,
etc.)

Identifying unreliable
resources on the Internet.

Using a rubric to evaluate a

print or online resource.

Using a rubric to assess the

validity of a web site,
according to ones academic
needs

Writing

Identifying the best

resources for a writing
project in pairs.

Using a list of criteria in

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order to evaluate a web
site.

Analyzing three different

types of dictionaries (e.g.,
online, English-English,
English-Spanish) and giving
reasons for using each.

Choosing the best type of

dictionary to use for a
writing project and giving
your reasons for the choice.

Language through the Arts

Reading a class dialogue in

three different ways.
(Example: reading it as if
you were angry, then as if
you were sad, and then as if
you were extremely bored,
etc.)

Appropriately exhibiting
surprise, joy, sadness,
etc., in a conversation.

Brainstorming features and

conventions of a genre and

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then reading an

Discussing rules and norms

for a group project before
the project begins.
(Example: Dont interrupt
others, Do your work on
time, Dont make negative
remarks, etc.)

Creating literature circles

where learners have the
freedom to say anything they
want about a text from class
or outside of class.

Participating in classroom
games in which problem-
solving as a team is
important.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.

CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
Transversal Axes activities referring to science and technology.
Commented [A9]: Values defined by each school.
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,

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peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: September 30th, 2016 Date: Date:

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