MICROCURRICULAR PLANNING

INFORMATIVE DATA
Name of the Institution: Unidad Educativa Mariscal Antonio José de Sucre Area: Lengua & Literatura
Teacher’s name: Ing. Wilson Sánchez Crespo Subject: English as a foreign
language
Course: 1st, 2nd, 3rd Initial date:
Level: BGU Final date:
DISCIPLINARY LEARNING:
LEARNING OBJECTIVES: You will be able to report news about general interest topics and major disasters.
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.
THEMATIC SKILLS WITH ASSESSMENT INDICATORS ACTIVE METHODOLOGICAL ASSESSMENT ACTIVITIES
WEEKS PERFORMANCE STRATEGIES FOR TEACHING AND
CRITERIA LEARNING
Week 1st: Recognition of classrooms and Information sessions to provide Foundational learning: Socio-emotional and Contributions
classmates. students and their parents with Communicational and linguistic  Disciplinary or
Welcome important information about Introduce yourself to students and interdisciplinary group
and school policies, curriculum, representatives. activities
recognition extracurricular activities, and Check attendance.  Checklist.
available resources. Topics such Record the remaining data of the parents.  Brainstorming.
as school safety and bullying can Address with the work times of the  Graphic organizer and mind
also be addressed. diagnostic weeks. maps.
Mention the work guidelines.
Present the methodology of this new school
period.
Record the remaining data of the parents.
Address with the work times of the
diagnostic weeks.
 EFL 5.4.3 Apply new and I.EFL.5.15.1 Learners can plan • Writing new words and phrases in a • Choose five new words and try
prior knowledge in order to and produce well-constructed vocabulary notebook and then writing a text to write their definition.
Week 2nd: plan and create texts and informational texts by applying using three words from your vocabulary • Think in a disaster and write
Diagnostic determine if the new the writing process and while notebook. some preventive measures to take
knowledge adds value to or demonstrating an ability to justify • Writing a brochure about your opinion on into account.
contradicts prior information. one’s position on an argument a topic and underlining examples of
through carefully selected persuasive language.
information and appropriate • Watching a video about a controversial
language, tone and evidence. (I.2, topic and writing a short essay agreeing or
I.3, I.4, S.3, J.1) disagreeing with the content presented.

EFL 5.4.3 Apply new and I.EFL.5.15.1 Learners can plan Writing Instruments for oral and
prior knowledge in order to and produce well-constructed • Writing new words and phrases in a written evaluation
Week 3rd: plan and create texts and informational texts by applying vocabulary notebook and then writing a text • Oral interviews individual/ in
School determine if the newthe writing process and while using three words from your vocabulary pairs • Essay Tests
trajectory knowledge adds value to or demonstrating an ability to justify notebook. • Practical Exams.
contradicts prior information. one’s position on an argument • Writing a brochure about your opinion on • Writing Tests
through carefully selected a topic and underlining examples of • Training Test
information and appropriate persuasive language.
language, tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
READING: Reading: • Identifying unreliable resources on the Read the different types of news,
Create original, imaginative Read the text about outer space Internet. use correct pronunciation.
Week 4th: stories using appropriate and find new vocabulary • Using a rubric to evaluate a print or online Brainstorm situations or events
Promotion vocabulary. Ref. EFL 5.5.5. resource. you would like to report on: The
of reading Read the following text: Beyond • Using a rubric to assess the validity of a school needs new computers. The
Our World, paying attention to the web site, according to one’s academic soccer pitch is damaged.
meaning and the pronunciation needs
• Reading about a topic and then identifying
reference materials and sources that could
be used to find out more information.
EFL 5.2.7 Present information I.EFL.5.9.1 Learners can present • Identifying unreliable resources on the Instruments for oral and
clearly and effectively in a information clearly and influence Internet. writing evaluation
Week 5th: variety of oral forms for a an audience effectively through • Using a rubric to evaluate a print or online Oral interview
Logic range of audiences and well-developed arguments in resource. Gap activities an pairs
reasoning purposes. (Example: prepared presentations and other • Using a rubric to assess the validity of a Listen audio video
summarizing, paraphrasing, forms of oral communication. web site, according to one’s academic
 personal narratives, research (I.2, I.3, J.2) needs
reports, essays, articles, • Reading about a topic and then identifying
posters, charts and another reference materials and sources that could
graphics, etc.). be used to find out more information.
EFL 5.3.4 Find specific I.EFL.5.12.1 Learners can engage • Writing new words and phrases in a Instruments for oral and
predictable information in with a variety of digital and print vocabulary notebook and then writing a text writing evaluation
short, simple texts in a range texts and resources by evaluating using three words from your vocabulary Oral interview
of age- and level- appropriate and detecting complexities and notebook. Gap activities an pairs
topics. (Example: biographies, discrepancies in the information • Writing a brochure about your opinion on Listen audio video
Week 6th: news articles, narratives, in order to find the most a topic and underlining examples of
The memoirs and personal appropriate sources to support an persuasive language.
educational accounts, formal letters and idea or argument. (I.2, I.4, J.3) • Watching a video about a controversial
community emails, etc.) topic and writing a short essay agreeing or
disagreeing with the content presented.

Create original, imaginative Learners can find specific in- Reading: Reading
Week 7th: stories using appropriate formation and identify the main Read the text about soccer and find new Read text: The History of Soccer
Promotion vocabulary. Ref. EFL 5.5.5. points in simple, straightforward vocabulary Uniforms.
of sports. texts on subjects of personal Writing: Writing
interest or familiar academic Complete the task in Liveworksheets. How have soccer changed
topics.REF Speaking: throughout history?
Read loud the text for your classmates. Do you think that soccer uniforms
can be still improved? Why?
Would you change anything?
Compare and contrast the
uniforms of 2 teams. Is one better
than the other? Why?
Find information in short, Learners will produce emails, Reading: Listening
simple texts (Example: news blog posts, and other written texts. Read the following text: Beyond Our • Identify key expressions in the
articles, narratives, memoirs Ref. I.EFL.5.13.1. (I.3, S.3, J.2) World, paying attention to the meaning and dialogues.
Week 8th: and, formal letters and emails, the pronunciation • Listen to the contractions
Promotion etc.) . Ref. EFL 5.3.1. Writing: carefully
of autonomy Write about how much do you know about Speaking
the diversity of life in our planet and • Read a story aloud.
beyond our world? • Talk about your favorite kind of
stories.
 Create original, imaginative Learners can produce well- Speaking: Writing
stories using appropriate constructed informational texts by Read loud the text for your classmates. • Write down simple sentences
Week 9th: vocabulary and elements of the applying the writing process. Reading: with the new vocabulary.
Educatio nal literature. Ref. EFL 5.5.5. Ref.I.EFL.5.15.1.(I.2, I.3, I.4, S.3, Read the following text: Beyond Our • Summarize a story identifying
transformat J.1) World, paying attention to the meaning and the most important information.
ion the pronunciation Instruments for oral and
Writing: writing evaluation
Write about how much do you know about - Rubrics
the diversity of life in our planet and - Portfolio
beyond our world? Oral interview individual/in pairs

STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS:

THEMATI SKILLS WITH ASSESSMENT INDICATORS ACTIVE METHODOLOGICAL ASSESSMENT ACTIVITIES
C WEEKS PERFORMANCE STRATEGIES FOR TEACHING AND
CRITERIA LEARNING
Week 1st: Recognition of classrooms and Information sessions to provide Foundational learning: Socio-emotional and Contributions
classmates. students and their parents with Communicational and linguistic  Disciplinary or
Welcome information about school policies, Introduce yourself to students and interdisciplinary group
and curriculum, extracurricular representatives. activities
recognition activities, and available resources. Check attendance.  Checklist.
Topics such as school safety and Record the remaining data of the parents.  Brainstorming.
bullying can also be addressed. Address with the work times of the  Graphic organizer
diagnostic weeks.
Present the methodology of this new school
period.

Apply new knowledge in order Learners can plan informational • Writing new words and phrases in a • Choose two new words and try
to plan and determine if the texts by applying the writing vocabulary notebook and then writing a text to write their definition.
Week 2nd: new knowledge adds value to process an ability to justify one’s using three words from your vocabulary • Think in a disaster and write
Diagnostic or contradicts prior position on an argument through notebook. some preventive measures to take
information. Ref. EFL 5.4.3 carefully selected information.. • Watching a video about a controversial into account.
(I.2, I.3, I.4, S.3, J.1) Ref. topic and writing a short essay agreeing or
I.EFL.5.15.1 disagreeing with the content presented.
Apply new and prior Learners can plan informational • Writing new words and phrases in a Instruments for oral and
knowledge in order to plan texts by applying the writing vocabulary notebook and then writing a text written evaluation
Week 3rd: texts and determine if the new process and while demonstrating using three words from your vocabulary • Oral interviews individual/ in
School knowledge adds value to or an ability to justify one’s position notebook. pairs • Essay Tests
trajectory contradicts prior information. on an argument through carefully • Writing a brochure about your opinion on • Practical Exams.
Ref. EFL 5.4.3 selected. (I.2, I.3, I.4, S.3, J.1) a topic and underlining examples of • Writing Tests
Ref. I.EFL.5.15.1 persuasive language. • Training Test
READING: Reading: • Using a rubric to evaluate a print or online Read the different types of news,
Create original stories using Read the text about outer space resource. use correct pronunciation.
Week 4th: appropriate vocabulary. Ref. and find new vocabulary • Reading about a topic and then identifying Brainstorm situations or events
Promotion EFL 5.5.5. Read the following text: Beyond reference materials and sources that could you would like to report on: The
of reading Our World, paying attention to the be used to find out more information. school needs new computers. The
meaning and the pronunciation soccer pitch is damaged.
Present information clearly for Learners can present information • Identifying unreliable resources on the Instruments for oral and
a audiences and purposes. to audience effectively in Internet. writing evaluation
Week 5th: (Example: summarizing, prepared presentations and other • Using a rubric to evaluate a print or online Oral interview
Logic paraphrasing, personal forms of oral communication. resource. Gap activities an pairs
reasoning narratives, research reports, (I.2, I.3, J.2) Ref. I.EFL.5.9.1 • Reading about a topic and then identifying Listen audio video
posters, and charts.. Ref. EFL reference materials and sources that could
5.2.7 be used to find out more information.
Find predictable information in I.EFL.5.12.1 Learners can engage • Writing new words and phrases in a Instruments for oral and
short, simple texts in a range with a variety of digital and print vocabulary notebook and then writing a text writing evaluation
Week 6th: of age- and level- appropriate texts and resources by evaluating using three words from your vocabulary Oral interview
topics. (Example: news and detecting discrepancies in the notebook. Gap activities an pairs
The articles, narratives, and information in order to find the • Writing a brochure about your opinion on Listen audio video
educational personal accounts, formal sources to support an idea or a topic and underlining examples of
community letters and emails, etc.) Ref. argument. (I.2, I.4, J.3) persuasive language.
EFL 5.3.4
Create original, imaginative Learners can find specific in- Reading: Read text: The History of Soccer
Week 7th: stories using appropriate formation and identify the main Read the text about soccer and find new Uniforms.
Promotion vocabulary. Ref. EFL 5.5.5. points in simple, straightforward vocabulary How have soccer changed
of sports. texts on subjects of personal Writing: throughout history?
interest or familiar academic Complete the task in Liveworksheets. Do you think that soccer uniforms
topics.. Ref. I.EFL.5.13.1. Speaking: can be still improved?
Read loud the text for your classmates. Compare and contrast the
uniforms of 2 teams.
Find information in short, Learners will produce emails, Reading: • Identify key expressions in the
simple texts (Example: news blog posts, and other written texts. Read the following text: Beyond Our dialogues.
articles, narratives, memoirs (I.3, S.3, J.2) Ref. I.EFL.5.13.1. World, paying attention to the meaning and • Listen to the contractions
Week 8th: and, formal letters and emails, the pronunciation carefully
 Promotion etc.) . Ref. EFL 5.3.1. Writing: • Read a story aloud.
of autonomy Write about how much do you know about • Talk about your favorite kind of
the diversity of life in our planet and stories.
beyond our world?
Create original, imaginative Learners can produce well- Read loud the text for your classmates. • Write down simple sentences
stories using appropriate constructed informational texts by Read the following text: Beyond Our with the new vocabulary.
Week 9th: vocabulary and elements of the applying the writing process. World, paying attention to the meaning and • Summarize a story identifying
Educatio nal literature. Ref. EFL 5.5.5. Ref.I.EFL.5.15.1.(I.2, I.3, I.4, the pronunciation the most important information.
transformat S.3, J.1) Write about how much do you know about Instruments
ion the diversity of life in our planet and Rubrics
beyond our world? Portfolio
Oral interview individual/in pairs
INTERDISCIPLINARY LEARNING Phase 1
NAME OF THE INTERDISCIPLINARY PROJECT, LEARNING EXPERIENCE, CHALLENGE: Promotion of healthy practices in the educational
community of the Mariscal Sucre Educational Unit.
LEARNING OBJECTIVES:
General Objective: Promote the adoption of healthy habits in the educational community, in order to improve the health and well-being of its members.
Specific objectives:
• Raise awareness about the importance of a healthy life and its impact on health and well-being.
• Promote the consumption of healthy foods in order to reduce diseases related to poor nutrition.
Carry out various activities to promote healthy practices that will be developed in a project fair.
Los estudiantes comprenderán que el consumo de alimentos saludables combinados con hábitos sostenibles favorece a la toma de decisiones acertadas para mantener la
salud integral, comunicando recomendaciones de forma asertiva en el contexto en que se encuentre.
Students will understand that the consumption of healthy foods combined with sustainable habits favors making correct decisions to maintain comprehensive health,
communicating recommendations assertively in the context in which they are found.
AÑO DE SKILLS WITH ASSESSMENT INDICATORS ACTIVE METHODOLOGICAL ASSESSMENT
BGU PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND ACTIVITIES
LEARNING
Use the process of prewriting Students can plan informative Investigate: Contributions
and peer testing (i.e., “the texts by applying the writing The benefits of healthy eating according to  Disciplinary or
writing process”) to produce process while demonstrating the each part of the human body. interdisciplinary group
informative texts. Ref. EFL 5.4.7 ability to justify their position on activities
Ways to lead a healthy lifestyle  Checklist.
an argument through information.
Develop:  Brainstorming.
(I.2, I.3, I.4, S.3, J.1) Ref.
 I.EFL.5.15.1. Graphic organizer with the main benefits Graphic organizer
found in the research carried out. Investigate
Watch: Watching
The graph and analyze it, write your
opinions.

First BGU

Second Use the process of prewriting, Students can plan and produce Investigate: Contributions
BGU peer writing and proofreading informative texts by applying the
Characteristics of the food pyramid  Disciplinary or
(i.e., “the writing process”) to writing process while demonstrating
Characteristics of the Healthy plate. interdisciplinary group
produce informative texts. Ref. activities
the ability to justify their position on
Develop:  Checklist.
EFL 5.4.7 an argument through carefully Food pyramid draft.  Brainstorming.
selected information. (I.2, I.3, I.4,
Healthy plate draft Graphic organizer
S.3, J.1) Ref. I.EFL.5.15.1. Watch: Investigate
A video about the remarking topics above: Watching videos
https://www.youtube.com/watch?
v=j4uImCEtfOo
Watch and listen again the video.
Third BGU EFL 5.4.7 Use the process of I.EFL.5.15.1. Learners can plan and Investigate: Contributions
prewriting, drafting, revising, pro- duce well-constructed Other ways to keep your body healthy:  Disciplinary or
 peer editing and proofreading informational texts by applying the Develop: interdisciplinary group
(i.e., “the writing process”) to writing process and while A list of the different ways to be healthy activities
produce well-constructed demonstrating an ability to justify
Select:  Checklist.
informational texts. one’s position on an argument  Brainstorming.
through carefully selected Pictures and videos that explain different Graphic organizer
information and appropriate lan- ways to stay healthy and have a healthy life Investigate
guage, tone and evidence. (I.2, I.3, style.
I.4, S.3, J.1)

PREPARED BY: REVIEWED BY: APPROVED BY: PREPARED BY: REVIEWED BY: APPROVED BY: PREPARED BY: REVIEWED BY: APPROVED BY:
TEACHER: Ing. Wilson Sánchez Crespo ÁREA DIRECTOR: Ing. Wilson Sánchez Crespo DIRECTOR: Lcda. Inés Guallpa M.
Signature: Signature: Signature:

Date: Date: Date:

MICROCURRICULAR PLANNING
INFORMATIVE DATA
Name of the Institution: Unidad Educativa Mariscal Antonio José de Sucre Area: Lengua & Literatura
Teacher’s name: Ing. Wilson Sánchez Crespo Subject: English as a foreign
language
Course: 1st, 2nd, 3rd Initial date: 27-11-2023
Level: BGU Final date: 14-03-2024
DISCIPLINARY LEARNING:
LEARNING OBJECTIVES: You will be able to report news about general interest topics and major disasters.
 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.
 Students will understand that history, technology, science and art are interrelate and evolve together, encouraring human curiosity to know and build a better
world.
 Students will understand that health, culture and entertainment are fundamental axes in the development of the life project and their dissemination is important
through artistic and cultural manifestations
 Students will understand that Ecuador is part of a megadiverse and multicultural world, contributing to the construction and care of a more just and equitable
human society through assertive communication in its near and distant environment
THEMATIC WEEKS SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT
PERFORMANCE INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
CRITERIA LEARNING
English as foreign Build on others’ ideas Learners can respond to and Reading:
language for 1st. when engaged discussions build on other people’s ideas on Read the text: Discoveries from Ancient
BGU. on personal, social, familiar topics by expressing Cultures
Tag questions: community topics. REF EFL opinions and clarifying meaning. Speak:
Discoveries from 5.2.9 (Ref. I.EFL.5.8.1.) Read loudly the text above.
Ancient Cultures Writing:
Complete the Question TAGS.
English as foreign Build on others’ ideas Learners can respond to and Reading:
language for 2nd. when engaged discussions build on other people’s ideas on Read the steps to write a postcard
BGU. on personal, social, familiar and social topics by Writing:
Write strategies: community topics. REF EFL expressing opinions and feelings Write a postcard for your friend, use the
5.2.9 and clarifying meaning. (Ref.
Touring Ecuador. steps for it.
I.EFL.5.8.1.)
Speak:
Read the details of your postcard for
your classmates.
English as foreign EFL 5.2.9 Build on others’ I.EFL.5.8.1 Learners can respond Listening:
language for 3rd. ideas when engaged in to and build on other people’s Listen the audio about Eating habits
BGU. pair, group or whole-class ideas in extended conversations Around the World.
Review of TOBE: discussions on personal, on familiar social and academic Writing:
social, community and topics by expressing opinions
Eating habits Around Write the sentences that you hear in the
academic topics. and feelings and clarifying
the World. audio related to verb tobe in any tense.
meaning. (I.3, I.4, S.1, J.3, J.4)
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS/SCHOOL FAILING/NEED FOR ACADEMIC REINFORCEMENT
THEMATIC WEEKS SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT
PERFORMANCE INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
CRITERIA LEARNING
English as foreign Build on others’ ideas Learners can respond to and Reading:
language for 1st. when engaged discussions build on other people’s ideas on Read the steps to write a postcard
BGU. on personal. REF EFL 5.2.9 familiar topics by expressing Writing:
Tag questions: feelings. (Ref. I.EFL.5.8.1.) Write a postcard for your friend, use the
Discoveries from steps for it.
Ancient Cultures Speak:
Read your postcard for classmates.
THEMATIC WEEKS SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT
PERFORMANCE INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
CRITERIA LEARNING
English as foreign Identify and understand Learners can find formation and Reading:
language for 1st. the main points in identify the main points in Read the sentences related with questions
BGU. straightforward texts on simple, straightforward texts. tags.
Questions TAGS: subjects of personal REF. I.EFL. 5.10.1. (I.1, I.2, S.2) Writing:
interest or familiar topics. Complete the blanks with the respective
Verb Tobe and other
EFL 5.3.8. questions tags.
verbs.
Speaking:
Read sentences using the intonation specific
to the question tags.
English as foreign EFL 5.3.8 Identify and Learners can find specific in Reading:
language for 2nd. understand the main formation and identify the main Read the 5 steps to change active into
BGU. points in straightforward points in simple, passive voice.
Passive voice: texts on subjects of straightforward texts on Writing:
personal interest or subjects of personal interest or
Present and past Complete sentences using the respective
familiar academic topics. familiar topics. REF. I.EFL.
simple. verb tobe and the past participle form of
5.10.1. (I.1, I.2, S.2)
the verb.
English as foreign EFL 5.1.2. Demonstrate I.EFL. 5.10.1 Learners can find Listening:
language for 3rd. mindfulness, empathy, specific information and identify Listen the conversation and identify the
BGU. tolerance and an overall the main points in correct use of verb tobe.
Simple present: respect for the integrity of simple, straightforward texts on Reading:
Tobe cultures in daily classroom subjects of personal interest or Now read the text related with the
activities familiar academic topics while activity above.
making informed decisions Writing:
about one’s own reaction to the
Fill blanks to complete sentences in
text. (I.1, I.2, S.2
affirmative, negative and interrogative.
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS/SCHOOL FAILING/NEED FOR ACADEMIC REINFORCEMENT
English as foreign Identify main points in Learners can find information Reading:
language for 1st. straightforward texts on and identify the main points Read the 5 steps to change active into
BGU. subjects of personal in simple, straightforward passive voice.
Questions TAGS: interest or familiar topics. texts on subjects of personal Writing:
Verb Tobe and other Ref. EFL 5.3.8 interest topics. REF. I.EFL. Complete sentences using the respective
verbs. 5.10.1. (I.1, I.2, S.2) verb Tobe and the past participle form of
the verb.

THEMATIC WEEKS SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT

PERFORMANCE INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
CRITERIA LEARNING
English as foreign Use print and electronic Learners can produce emails, Reading:
language for 1st. forms for writing to others, and other written Read every picture about the useful
BGU. applying the conventions of texts.I.EFL.5.13.1. (I.3, S.3, J.2) inventions in different time.
Question Tags: social writing. (Example: Writing:
notes, invitations, emails,
Useful Inventions. According the pictures, complete the
and comments.)
questions tags.
Ref. EFL 5.4.9.
English as foreign Use oral, print and Learners can produce emails, Reading:
language for 2nd. electronic forms for blog posts and other written Read the paragraphs about Ecuadorian
BGU. writing, applying the texts.I.EFL.5.13.1. (I.3, S.3, J.2) food and places.
Passive voice: Touring conventions of social Writing:
Ecuador. writing. (Example: notes, Convert the paragraphs about
invitations, emails, blog Ecuadorian food and places into passive
entries and comments, voice.
notes to self, etc.)
Ref. EFL 5.4.9.
English as foreign EFL 5.4.9. Use a variety of I.EFL.5.13.1 Learners can Reading:
language for 3rd. oral, print and electronic produce emails, blog posts and Read the text about chunky food. (Pag.
BGU. forms for writing to others other written texts using an 13 module five of 3rd. Course.)
Yes/no questions or for writing for self, effective voice and a variety of Listening:
applying the conventions of appropriate writing styles and
and answers: Eating Listen to your teacher explanation about
social writing. (Example: conventions. (I.3, S.3, J.2)
habits. bad eating habits.
notes, invitations, emails,
blog entries and Writing:
comments, notes to self, Answer the questions related to the text
etc.)
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS/SCHOOL FAILING/NEED FOR ACADEMIC REINFORCEMENT
English as foreign Use print forms for writing Learners can produce emails, Reading:
language for 2nd. to others, applying the and other written texts. Read the paragraphs about Ecuadorian
BGU. conventions of social Ref..EFL.5.13.1. (I.3, S.3, J.2) food and places.
Passive voice: Touring writing. (Example: notes, Writing:
Ecuador. invitations and emails.)
Convert the paragraphs about
Ref. EFL 5.4.9.
Ecuadorian food and places into passive
voice.
THEMATIC WEEKS SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT
PERFORMANCE INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
CRITERIA LEARNING
English as foreign Identify and understand Learners can find specific Reading:
language for 1st. the main points in information and identify the Read the text Wonderful Ecuador.
BGU. straightforward texts on main points in simple, Writing:
Reading strategies: subjects of personal Straightforward texts on Based on the reading, underline the
interest or familiar topics. subjects of personal interest or
Wonder Ecuador. correct statements.
EFL 5.3.8. familiar topics. REF. I.EFL.
Speaking:
5.10.1. (I.1, I.2, S.2)
Read the statements that are correct
English as foreign Demonstrate empathy, Learners can demonstrate an Reading:
language for2nd. tolerance and respect for understanding of the integrity Speaking:
BGU. the integrity of cultures in of different cultures by
Read loudly for you classmates the topic
Writing strategies: daily classroom activities. participating in class activities in
“Ecuador a megadiverse country”
Ref. EFL 5.1.2. a way that shows respect for
Wonder Ecuador Writing:
others. Ref. I.EFL.5.1.1.
Make a list of some wonders of Ecuador
that you know or have listened about.
English as foreign EFL 5.1.2. Demonstrate I.EFL.5.1.1. Learners can Listening:
language for3rd. mindfulness, empathy, demonstrate an understanding The audio about the history of Toquilla
BGU. tolerance and an overall of the integrity of different straws (Panama hats):
Open questions (Wh respect for the integrity of cultures by sharing experiences Speaking:
question words): cultures in daily classroom and by participating in class Explain to classmates what did you get
activities. activities and discussions in a
Wonders of Ecuador about the audio.
way that shows empathy and
(Toquilla straw). respect for others Writing:
Answer the questions about Toquilla
straws related to the audio.
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS/SCHOOL FAILING/NEED FOR ACADEMIC REINFORCEMENT
English as foreign Demonstrate respect for Learners can understand of the Speaking:
language for2nd. the integrity of cultures in integrity of different cultures by Read loudly for you classmates the topic
BGU. daily classroom activities. participating in class activities in “Ecuador a megadiverse country”
Writing strategies: Ref. EFL 5.1.2. a way that shows respect for Writing:
others. Ref. I.EFL.5.1.1.
Wonder Ecuador Make a list of some wonders of Ecuador
that you know or have listened

THEMATIC WEEKS SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT

PERFORMANCE INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
CRITERIA LEARNING
English as foreign Deal with practical, Learners can deal with Reading:
language for 1st. everyday communication practical, demands in familiar Read the text about sports.
BGU. demands within familiar social contexts, such as Writing:
Adverbs of manner: and social contexts. REF following directions in class Write a paragraph about the sports
Sports and culture EFL 5.2.13 activities (Ref I.EFL.5.6.1.) Speaking:
 Read loudly your composition
English as foreign Deal with practical, Learners can deal with Reading:
language for 2nd. everyday communication practical, everyday Read the text about free times activities.
BGU. demands within familiar communication demands in Listening:
Indefinite and definite and social contexts, familiar social contexts, such To your teacher reading a text where he
articles: Free time effectively and without as following directions in talks about sports.
activities, Sports undue effort. REF EFL class activities and identifying Writing:
5.2.13 main ideas. (Ref I.EFL.5.6.1.) Make a composition about what kind of
sport you practice in your spare time.
English as foreign Deal with practical, I.EFL.5.6.1. Learners can deal Listening:
language for 3rd. everyday communication with practical, everyday Hear an audio talking of sports
BGU. demands within familiar communication demands in Speaking:
Wh question words: and social contexts, familiar social contexts, such as Say to your classmates what did you
Free time activities, effectively and without following directions in class
understand from audio.
Sports activities and identifying main
undue effort. REF EFL Writing:
ideas in other curricular
5.2.13 subjects. Answer the open questions (Wh words)
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS/SCHOOL FAILING/NEED FOR ACADEMIC REINFORCEMENT
English as foreign Deal with everyday Learners can deal with Reading:
language for 2nd. communication demands communication in familiar Read text about free times activities.
BGU. within familiar and social social contexts, such as Listening:
Indefinite and definite contexts, effectively and following directions in class. To your teacher reading a text
articles: Free time without undue effort. (Ref I.EFL.5.6.1.) Writing:
activities, Sports REF EFL 5.2.13 Write sports that you know

THEMATIC WEEKS SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT

PERFORMANCE INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
CRITERIA LEARNING
English as foreign Communicate Learners can demonstrate Reading:
language for 1st. information and ideas to different levels of meaning in Read the text “Weather, Climate, and
BGU. audiences using media texts, interpreting implicit Culture”
Wh questions: The and formats. Ref. EFL and explicit messages. (I.3, Writing:
Power of Nature 5.1.9 I.4, J.3) Ref. I.EFL.5.17.1. Answer questions about extremely
 climate.
English as foreign Communicate Learners can demonstrate Reading:Read the text “New Year's Eve
language for2nd. information and ideas and convey different levels of Celebration in Ecuador”
BGU. effectively to some meaning in texts, interpreting Speaking:
Indefinite and definite audiences using media implicit and explicit messages Read loudly for classmates the topic New
articles: Touring and formats. Ref. EFL and responding in a variety of Year's Eve Celebration in Ecuador
Ecuador 5.1.9 ways. Ref. I.EFL.5.17.1. Writing:
Describe the pictures. What do you see?
English as foreign EFL 5.1.9 Communicate I.EFL.5.17.1 Learners can Listening:
language for3rd. information and ideasdemonstrate and convey Listening the audio about Social Media
BGU. effectively to diverse
different levels of meaning in Habits
Simple literary texts by identifying Speaking:
present audiences using a variety
affirmative of media and formats.
distinguishing features, Tell your classmates about social media
interrogative and interpreting implicit and Writing:
negative: Good and
explicit messages and Answer the questions about social
Bad Habits
responding in a variety of media.
ways.
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS/SCHOOL FAILING/NEED FOR ACADEMIC REINFORCEMENT
English as foreign Communicate ideas Learners can demonstrate Reading:
language for2nd. using media and formats. and convey different Read the text “New Year's Eve Celebration
BGU. Ref. EFL 5.1.9 meaning in texts, interpreting in Ecuador”
Writing strategies: implicit messages. Ref. Writing:
Wonder Ecuador I.EFL.5.17.1. Describe the pictures. What do you see?

THEMATIC WEEKS SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT

PERFORMANCE INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
CRITERIA LEARNING
English as foreign Use the process of Learners can communicate Reading:
language for 1st. revising, and peer editing effectively using media and The Indian Ocean Earthquake and Tsunami
BGU. to produce informational formats. REF I.EFL.5.4.1.(I1, Writing:
Connectors: The texts. Ref. EFL 5.4.7. I.3, J.4) Inferring: Underline the facts you can infer
Power of Nature after reading the text.
English as foreign Use the process of Learners can communicate Reading:
language for 2nd. prewriting, revising, peer effectively using a variety of Festivals in Cuenca: Pase del Niño parade
BGU. editing and proofreading media and formats. REF Writing:
Indefinite pronouns: (i.e., “the writing I.EFL.5.4.1.(I1, I.3, J.4) Answer next questions and write two
Touring Ecuador process”) to produce more questions and answer it.
well- constructed itexts. Speaking:
Ref. EFL 5.4.7. Read loudly the text above.
English as foreign EFL 5.4.7. Use the I.EFL.5.4.1 Learners can Listening:
language for 3rd. process of prewriting, communicate effectively Hear an audio talking of sports
BGU. drafting, revising, peer
using a variety of media and Speaking:
Wh question words: editing and proofreading
formats, including ICT, by Say to your classmates what did you
Free time activities, (i.e., “the writing
saying things in alternative understand from audio.
Sports process”) to produce
ways and applying self- Writing:
well- constructed
correcting and self- Answer the open questions (Wh words)
informational texts.
monitoring strategies when
needed. (I.1, I.3, J.4)
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS/SCHOOL FAILING/NEED FOR ACADEMIC REINFORCEMENT
English as foreign Use the process of Learners can communicate Reading:
language for 2nd. revising, and peer editing effectively using media and Festivals in Cuenca: Pase del Niño parade
BGU. to produce well- formats. REF I.EFL.5.4.1.(I1, Writing:
Indefinite pronouns: constructed I.3, J.4) Answer next questions and write two
Touring Ecuador informational texts. Ref. more questions and answer it.
EFL 5.4.7.

THEMATIC WEEKS SKILLS WITH ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT

PERFORMANCE INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
CRITERIA LEARNING
English as foreign Deal with practical, Learners can deal with Reading:
language for 1st. everyday practical, everyday Read the text bellow about sports and
BGU. communication communication demands in culture.
Writing strategics: demands, effectively contexts, such as following Writing:
Sports and culture. and without undue directions in class. (Ref Underline the ideas found in the
 effort. REF EFL 5.2.13 I.EFL.5.6.1.) passage.
Answer the question in complete
sentences
English as foreign Deal with practical, Learners can deal with practical, Reading:
language for 2nd. everyday everyday communication Read the following text about sports in
BGU. communication demands in familiar social Ecuador.
Open questions (Wh demands within contexts, such as following Writing:
question words): familiar and social directions in class activities and Answer the following questions in
Ecuador and sports contexts, without undue identifying main ideas. (Ref complete sentences.
effort. REF EFL 5.2.13 I.EFL.5.6.1.)
English as foreign EFL 5.2.13 Deal with I.EFL.5.6.1.Learners can deal Reading:
language for 3rd. practical, everyday with practical, everyday
BGU. communication communication demands in Speaking:
familiar social contexts, such as
Wh question words: demands within
following directions in class
Name some sports or games that people
Free time activities, familiar and social activities and identifying main usually play in your city/town.
Sports contexts, effectively and ideas in other curricular subjects Writing:
without undue effort Write a final version of your paragraph.
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS/SCHOOL FAILING/NEED FOR ACADEMIC REINFORCEMENT
English as foreign Deal with practical, Learners can deal with Reading:
language for 2nd. everyday practical, everyday Read the following tex about sports in
BGU. communication communication demands in Ecuador.
Open questions (Wh demands, effectively familiar social contexts, such Writing:
question words): and without undue as following directions in Answer the following questions in
Ecuador and sports effort. REF EFL 5.2.13 class. (Ref I.EFL.5.6.1.) complete sentences.

INTERDISCIPLINARY LEARNING Phase 1

NAME OF THE INTERDISCIPLINARY PROJECT, LEARNING EXPERIENCE, CHALLENGE: Promotion of healthy practices in the educational
community of the Mariscal Sucre Educational Unit.
LEARNING OBJECTIVES:
General Objective: Promote the adoption of healthy habits in the educational community, in order to improve the health and well-being of its members.
Specific objectives:
• Raise awareness about the importance of a healthy life and its impact on health and well-being.
• Promote the consumption of healthy foods in order to reduce diseases related to poor nutrition.
Carry out various activities to promote healthy practices that will be developed in a project fair.
Los estudiantes comprenderán que el consumo de alimentos saludables combinados con hábitos sostenibles favorece a la toma de decisiones acertadas para mantener la
salud integral, comunicando recomendaciones de forma asertiva en el contexto en que se encuentre.
Students will understand that the consumption of healthy foods combined with sustainable habits favors making correct decisions to maintain comprehensive health,
communicating recommendations assertively in the context in which they are found.
AÑO DE SKILLS WITH PERFORMANCE ASSESSMENT ACTIVE METHODOLOGICAL ASSESSMENT
BGU CRITERIA INDICATORS STRATEGIES FOR TEACHING AND ACTIVITIES
LEARNING
Use the process of prewriting and Students can plan Investigate: Contributions
peer testing (i.e., “the writing informative texts by The benefits of healthy eating according to  Disciplinary or
process”) to produce informative applying the writing process each part of the human body. interdisciplinary group
texts. Ref. EFL 5.4.7 while demonstrating the Ways to lead a healthy lifestyle activities
ability to justify their  Checklist.
Develop:  Brainstorming.
position on an argument
Graphic organizer with the main benefits Graphic organizer
through information. (I.2,
First BGU I.3, I.4, S.3, J.1) Ref. found in the research carried out. Investigate
I.EFL.5.15.1. Watch: Watching
The graph and analyze it, write your
opinions.
S Use the process of prewriting, peer Students can plan and Investigate: Contributions
writing and proofreading (i.e., “the produce informative texts by Characteristics of the food pyramid  Disciplinary or
writing process”) to produce applying the writing process Characteristics of the Healthy plate. interdisciplinary group
informative texts. Ref. EFL 5.4.7 activities
while demonstrating the Develop:  Checklist.
econd BGU ability to justify their position Food pyramid draft.  Brainstorming.
on an argument through Healthy plate draft Graphic organizer
carefully selected information. Watch: Investigate
(I.2, I.3, I.4, S.3, J.1) Ref. A video about the remarking topics above: Watching videos
I.EFL.5.15.1. https://www.youtube.com/watch?
v=j4uImCEtfOo
Watch and listen again the video.
EFL 5.4.7 Use the process of I.EFL.5.15.1. Learners can Investigate: Contributions
prewriting, drafting, revising, peer plan and pro- duce well- Other ways to keep your body healthy:  Disciplinary or
editing and proofreading (i.e., “the constructed informational texts interdisciplinary group
Develop:
writing process”) to produce well- by applying the writing activities
Third BGU process and while A list of the different ways to be healthy  Checklist.
constructed informational texts.
demonstrating an ability to Select:  Brainstorming.
justify one’s position on an Pictures and videos that explain different Graphic organizer
argument through carefully ways to stay healthy and have a healthy life Investigate
 selected information and style.
appropriate lan- guage, tone
and evidence. (I.2, I.3, I.4, S.3,
J.1)

PREPARED BY: REVIEWED BY: APPROVED BY: PREPARED BY: REVIEWED BY: APPROVED BY: PREPARED BY: REVIEWED BY: APPROVED BY:
TEACHER: Ing. Wilson Sánchez Crespo ÁREA DIRECTOR: Ing. Wilson Sánchez Crespo DIRECTOR: Lcda. Inés Guallpa M.
Signature: Signature: Signature:

Date: Date: Date: