SCHOOL YEAR 2017 - 2018

1. INFORMATIONAL DATA:
Área: English Subject: Language Arts
Teacher(s): DAMYAN CUESTA
Grade/course: Education Level: Bachillerato Sub-level: 3RD Bachillerato
2. TIME
Class periods per week No. Of working weeks Assessment and incidentals Total class weeks Total class periods

10 40 36 360
3. GENERAL OBJECTIVES
Objectives of the area Objectives of the grade/course
O.EFL 5.1
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries
Encounter socio-cultural aspects of their own and other countries
in a thoughtful and inquisitive manner, maturely, and openly
in a thoughtful and inquisitive manner, maturely, and openly
experiencing other cultures and languages from the secure experiencing other cultures and languages from the secure
standpoint of their own national and cultural identity. standpoint of their own national and cultural identity.
O.EFL 5.2
Draw on this established propensity for curiosity and tolerance O.EFL 5.4
towards different cultures to comprehend the role of diversity in Deploy a range of learning strategies, thereby increasing disposition
building an intercultural and multinational society.
and ability to independently access further (language)
O.EFL 5.3
Access greater flexibility of mind, creativity, enhanced linguistic learning and practice opportunities. Respect themselves and
intelligence, and critical thinking skills through an appreciation of others within the communication process, cultivating habits of
linguistic differences. Enjoy an enriched perspective of their own honesty and integrity into responsible academic behavior.
L1 and of language use for communication and learning.
O.EFL 5.4 O.EFL 5.5
Deploy a range of learning strategies, thereby increasing disposition
and ability to independently access further (language)
Directly access the main points and important details of up-to date
learning and practice opportunities. Respect themselves and English language texts, such as those published on the web,
others within the communication process, cultivating habits of for professional or general investigation, through the efficient
honesty and integrity into responsible academic behavior. use of ICT and reference tools where required.
O.EFL 5.5
Directly access the main points and important details of up-todate
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.
O.EFL 5.6
Through selected media, participate in reasonably extended spoken
or written dialogue with peers from different L1 backgrounds
on work, study, or general topics of
common interest, expressing
ideas and opinions effectively and appropriately.
O.EFL 5.7
Interact quite clearly, confidently, and appropriately in a range of
formal and informal social situations with a limited but effective
command of the spoken language (CEFR B1 level)

4. VALUES OF THE EXIT PROFILE THAT ARE DEVELOPED IN THE GRADE/COURSE: .

5. DEVELOPMENT OF PLANNING UNITS
Name of unit 1: Ourselves and Others Time in weeks:
Specific objectives of the planning Skills Contents Methodological orientation Evaluation (indicators)
unit
To analyze the impact of cultural EFL 5.1.2 Demonstrate “What, of This  Writing a weekly journal
background on point of view. mindfulness, empathy, Goldfish, Would You Wish? entry about a cross-cultural
tolerance and an overall experience.
respect
for the integrity of cultures
in daily classroom activities.  Citing textual evidence.

To analyze how a director unfolds a EFL 5.1.10 Take initiative in a “My So-Called Enemy”  Analyzing how complex CE.EFL.5.1.
series of ideas to advance a discussion in a positive way characters develop, interact,
purpose and a point of view by being sensitive to the and advance the plot.
nuances of peers’  Determining the meaning of
comments, reactions and
words and phrase
responses (both verbal and
To analyze a Supreme Court opinion, from Texas v. Johnson  Analyze how an author's
nonverbal)
cite evidence used to make Majority Opinion choices create mystery,
inferences in an editorial, and tension, or surprise.
compare tone in two texts by
 Analyze a particular point of
analyzing the impact of word choice
view from outside the
United States
To analyze a writer’s choices in terms Video HISTORY® AMERICA  Applying language in
of pacing, word choice, tone, and The Story of Us: American different contexts to make
mood Buffalo choices for style, and to
comprehend more fully.
To support inferences about theme “Without Title”  Determining a theme and
analyze its
Name of unit 2:
Specific objectives of the
planning unit
To determine a central idea in an
essay and figurative, connotative,
and
technical meanings of words and
phrases
To identify the theme of a poem
through writing an objective
summary that states the key events
and ideas in the poem
To analyze an author’s claim and
purpose
To analyze a writer’s choices in terms
of text structure, figurative
meaning, and tone
To support inferences about theme
The Natural Wold
Skills
EFL 5.2.2 Identify the main
idea and some details of
recorded news reports,
documentaries and
interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
choice, symbols,
points of view, etc.)
EFL. 5.5.2
Make predictions,
inferences and deductions
to demonstrate different
levels of meaning of literary
texts presented orally or in
digital form, including literal
and implied meanings.
(Example:
Contents
Essay by Barbara Kingsolver
“Called Out”
Audio “Called Out”
Essay by Barbara Hurd
“Sea Stars”
Poem by Lorna Dee Cervantes
“Starfish”
Audio “Sea Stars.”
Audio “Starfish”
Poem by Walt Whitman
“When I Heard the Learn’d
Astronomer”
Audio “When I Heard the
Learn’d Astronomer”
Short Story by Margaret Atwood
“My Life as a Bat”
Audio “My Life as a Bat”
Short Story by Haruki Murakami
“The Seventh Man”
Video HISTORY®
The Science of Tsunami
Time in weeks:
Methodological orientation Evaluation (indicators)
 Determining a central idea
and analyzing its
development.
 Participating in collaborative
discussions with diverse
partners.
 Citing strong and thorough
textual evidence.
 Analyzing the impact of
word choices on meaning.
 Citing textual evidence. I.EFL.5.5.1.
 Producing writing in which CE.EFL.5.1.7.
the organization and style
are appropriate to task,
purpose, and audience.
 Integrating multiple sources
of information presented in
diverse media or formats.
 Conducting short research
projects to answer a
question.
 Citing strong and thorough
textual evidence.
 Determining figurative
meanings of words and
phrases.
 Analyzing an author’s
choices concerning how to
structure a text.
 summarizing, explaining and
identifying, word choice,
symbols,
points of view, etc.)
Name of the unit 3: Responses to Change
Specific objectives of the Skills Contents
planning unit
To cite text evidence to support EFL 5.5.10 Evaluate and
inferences recommend a literary text
(written, oral, online, in
video or in print) or a
favorite activity to a peer.
To analyze representations in
different mediums
To use cause-and-effect relationships
to make connections between ideas
and events
To analyze language and make
inferences about the theme of a
poem
To analyze the development of ideas
in a documentary
Name of the unit 4: How We See Things
Specific objectives of the Skills
planning unit
To identify and compare poetic EFL 5.5.1
structure across two Compare and present
poems as well as paraphrase and personal and formal
summarize ideas responses to and
interpretations
of published literary texts
and the works of peers,
Time in weeks:
Methodological orientation
Novella by Franz Kafka
Translated by David Wyllie
from The Metamorphosis
Audio from The
Metamorphosis
Science Writing by Jeffrey Kluger
from Simplexity
Poem by Cathy Song
“Magic Island” CE.EFL.5.18.
Video HISTORY® Vincent Van
Gogh: A Stroke of Genius
Documentary Film by Thomas
Riedelsheimer
from Rivers and Tides
Time in weeks:
Contents Methodological orientation Evaluation (indicators)
Poems by Emily Dickinson  Determining a theme and
“We grow accustomed to the analyzing its development.
Dark”  Writing arguments using
“Before I got my eye put out” valid reasoning and relevant
evidence.
Audio “We grow
accustomed to the Dark”

To analyze the development of ideas
in nonfiction
To cite textual evidence and analyze
how an author uses
parallel plots, tone, pace, and
foreshadowing to create
tension
To determine meaning and analyze
ideas
To analyze representations in
different mediums
Name of the unit 5:
Specific objectives of the
planning unit
To analyze the use of rhetoric in an
argument
To analyze interactions between
referring to details and Audio “Before I got my eye
features of the text. put out”
(Example: text structure, Poems by Billy Collins  Strengthening writing by
plot, ideas, events, “The Trouble with Poetry” planning, revising, editing,
vocabulary, etc.) “Today” rewriting, or trying a new
approach.
Audio “The Trouble with
 Using parallel structure.
Poetry”
Audio “Today”
Short Story by Julio Cortázar  Consulting reference
Translated by Paul Blackburn materials to find
“The Night Face Up” pronunciation or clarifying
Audio “The Night Face Up”
meaning.
Video HISTORY® Culture of
 Analyzing how an author
Art and Death
unfolds a series of ideas.
Poem by W. H. Auden  Analyzing a particular point
“Musée des Beaux Arts” of view from outside the
Audio “Musée des Beaux United States.
Arts”
Science Writing from Science  Introducing a topic;
Daily organizing ideas, concepts,
“Whale Sharks Use Geometry to and information to make
Avoid Sinking”
important connections.
“Whale Sharks Use
 Verifying the preliminary
Geometry to Avoid Sinking”
determination of the
meaning of a word.
Absolute Power Time in weeks:
Skills Contents Methodological orientation Evaluation (indicators)
FL 5.5.9 Argument by Michael Mack I.EFL.5.19.1.
Engage in collaborative from “Why Read Shakespeare?” CE.EFL.5.19.
activities through a variety
of student Audio from “Why Read
groupings to share, reflect Shakespeare?
on, express and interpret
opinions Drama by William Shakespeare
characters and theme
To analyze representations of a
scene
To analyze historical text
To analyze how an author draws on
Shakespeare
and evaluations of a range
of literary texts. (Example:
small
groups, cooperative
learning groups, literature
circles, process
writing groups, etc.).
EFL 5.5.10 Evaluate and
recommend a literary text
(written, oral, online, in
video or in print) or a
favorite activity to a peer.
The Tragedy of Macbeth
Video BIO®
Biography: William Shakespeare
Audio The Tragedy of
Macbeth
History by Raphael Holinshed
from Holinshed’s Chronicles
Audio from Holinshed’s
Chronicles
Poem by Patricia Smith
“5:00 P.M., Tuesday, August 23,
2005
Video HISTORY® Science of a
Hurricane
Film by Penny Woolcock
from Macbeth on the Estate

To make and support inferences Video from Macbeth on the

about word choice
Name of the unit 6:
Specific objectives of the
planning unit
To analyze argument in a seminal
document
To analyze evidence and ideas in a
functional document
Hard-Won Liberty
Skills
FL 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
Estate
Contents
Argument by Martin Luther King
Jr.
“Letter from Birmingham Jail”
Video A&E® Class of the
20th Century: 1963–1968
Speech by Josephine Baker
Speech at the March on
Washington
Video HISTORY® AMERICA
The Story of Us: March on
Washington
Time in weeks:
Methodological orientation Evaluation (indicators)
 Delineating and evaluating
the argument and specific
claim in a text.
 Analyzing seminal U.S.
documents of historical and
I.EFL.5.19.1.
literary significance.
CE.EFL.5.19.
 Analyzing the cumulative
impact of specific word
choices.
 Determining the author’s
point of view/purpose.
To analyze an argument and
rhetoric and compare accounts
in
different mediums
To analyze interactions between
character and theme in a short
story
To analyze how a poem’s shift in
tone contributes to its theme
6. RESOURCES
circles, process
writing groups, etc.).
Memoir by Wael Ghonim
from Revolution 2.0
Audio from Revolution 2.0
Documentary Film by BBC
from Gandhi: The Rise to Fame
Video from Gandhi: The Rise
to Fame
Short Story by Rebecca Makkai
“The Briefcase”
Audio “The Briefcase”
7. BIBLIOGRAPHY
Collections
Integrating multiple sources
of information presented in
diverse media or formats.
 Using a colon to introduce a
list or quotation.
 Drawing evidence from texts
to support analysis,
reflection, and research.
 Writing and editing work so
that it conforms to the
guidelines in a style manual.
 Producing writing in which
the organization and style
are appropriate to task,
purpose, and audience.

8. OBSERVATIONS

9. RESPONSIBILITY SIGNATURES
MADE BY CHECKED BY APPROVED BY
TEACHER(S): NAME: NAME:
Signature: Signature: Signature:
Date: Date: Date: