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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

UNIDAD EDUCATIVA “” SCHOOL YEAR

2018-2019
MICROCURRICULAR PLANNING
1. DATOS INFORMATIVOS
Teacher: Area: English as a ENGLISH Grade/Course: 3ST Class:
Foreign Language BACHILLERATO

Unit Number: 1 Let’s Talk Movies

You will be able to talk about different types of
movies and describe a sequence of events in
chronological order
PERIODS: STARTING WEEK:
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA

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OG.EFL 1
Encounter socio-cultural aspects of their own and other countries in a O.EFL 5.1
thoughtful and inquisitive manner, maturely, and openly experiencing Encounter socio-cultural aspects of their own
other cultures and languages from the secure standpoint of their own and other countries in a thoughtful and
national and cultural identity. inquisitive manner, maturely, and openly
experiencing other cultures and languages from
OG.EFL 2 the secure standpoint of their own national and
Draw on this established propensity for curiosity and tolerance towards cultural identity.
different cultures to comprehend the role of diversity in building an
intercultural and multinational society. O.EFL 5.2
Draw on this established propensity for curiosity
OG.EFL 3 and tolerance towards different cultures to
Access greater flexibility of mind, creativity, enhanced linguistic comprehend the role of diversity in building an
intelligence, and critical thinking skills through an appreciation of intercultural and multinational society.
linguistic differences. Enjoy an enriched perspective of their L1 and of
language use for communication and learning. O.EFL 5.3
Access greater flexibility of mind, creativity,
OG.EFL 4 enhanced linguistic intelligence, and critical
Deploy a range of learning strategies, thereby increasing disposition and thinking skills through an appreciation of
ability to independently access further (language) learning and practice linguistic differences. Enjoy an enriched
opportunities. Respect themselves and others within the communication perspective of their own L1 and of language
process, cultivating habits of honesty and integrity into responsible use for communication and learning.
academic behavior.

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O.EFL 5.4
OG.EFL 5 Deploy a range of learning strategies, thereby
Directly access the main points and important details of up-to date. increasing disposition and ability to
English language texts, such as those published on the web, for independently access further (language)
professional or general investigation, through the efficient use of ICT learning and practice opportunities. Respect
and reference tools where required. themselves and others within the
communication process, cultivating habits of
OG.EFL 6 honesty and integrity into responsible academic
Through selected media, participate in reasonably extended spoken or behavior.
written dialogue with peers from different L1 backgrounds on work,
study, or general topics of common interest, expressing ideas and O.EFL 5.5
opinions effectively and appropriately. Directly access the main points and important
details of up-to-date English language texts,
OG.EFL 7 such as those published on the web, for
Interact quite clearly, confidently, and appropriately in a range of formal professional or general investigation, through
and informal social situations with a limited but effective command of the the efficient use of ICT and reference tools
spoken language (CEFR B1 level). 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

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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)
METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES
STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS

Communication and Cultural ✓ Teacher’s Guide EFL 5.1.11 CE.EFL.5.4.

Awareness
Using a checklist to evaluate the
work of a performing artist, then
recommending
his/her work to a peer.
•• Using a rubric as a model to
write one’s own rubric.
•• Analyzing three different
rubrics and discussing how each
one might influence the
4 Apply self-correcting and Communicate effectively using
✓ Dictionary self-monitoring strategies in a variety of media and
✓ Student’s book social and classroom formats, including ICT, by
✓ CD Rom interactions by adjusting saying things in alternative
✓ Worksheets presentation and language ways and applying self-
✓ Videos production to effectively correcting and self-monitoring
✓ Flashcards express opinions and make strategies when needed.
✓ Projector evaluations. (Example:
asking questions, starting I.EFL.5.4.1.
over, rephrasing, exploring Learners can communicate

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way it is evaluated. alternative pronunciations, effectively using a variety of

•• Discussing how visual etc.) media and formats, including
presentation can change your ICT, by saying things in
response to a literary text. EFL 5.2.1 alternative ways and applying
(Example: listening to a song and Deduce the meanings of self-correcting and self-
then watching the video and unfamiliar phrases and monitoring strategies when
discussing how/if words from a context needed. (I.1, I.3, J.4)
your response changed, etc.) containing familiar
•• Sharing learners’ stories in elements. (Example: CE.EFL.5.5.
pairs or small groups and colloquial greetings, Listening for Meaning: Identify
choosing to represent some exclamations, interjections, the main idea in a variety of
through a role play. etc.) audio recordings (e.g.,
•• Watching different videos in interviews, radio ads, news
pairs and writing notes on what is EFL 5.2.9 reports, etc.) and deduce the
interesting, then Build on others’ ideas when meanings of unfamiliar
working with another pair to engaged in pair, group or phrases and words in familiar
determine which video was better whole-class discussions on contexts, provided speech is
and why. personal, social, clear and visuals help support
•• Reading a classmate’s writing community and academic meaning.
and offering a positive topics.
observation. I.EFL.5.5.1.
•• Underlining literary elements in EFL 5.3.2 Learners can identify the main
a peer’s text and then comparing Identify and use reading idea in a variety of audio

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them to those in strategies to make
one’s own writing. informative and narrative
•• Selecting the best criteria from texts comprehensible and
a list in order to evaluate a song meaningful. (Example:
or poem. skimming, scanning,
•• Brainstorming your favorite free previewing, reading for
time activities, then selecting and main ideas and details,
recommending using structural and context
one for a peer in a video blog. clues, cognates, format,
sequence, etc.)
Making positive statements to
peers. EFL 5.3.8
Identify and understand the
Consulting a self-correction list main points in
before a speaking or writing straightforward texts on
assignment. subjects of personal
interest or familiar
Completing a self-assessment academic topics.
and writing a goal based on the
results. EFL 5.4.2
Identify a variety of types
Keeping a record of one’s and formats of potential
mistakes and accomplishments resources and the value,
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recordings (e.g., interviews,
radio ads, news reports, etc.)
and deduce the meanings of
unfamiliar phrases and words
in familiar contexts where
speech is clear and visuals
help support meaning. (I.3,
I.4)
CE.EFL.5.8.
Interaction – Interpersonal:
Respond to and build on other
people’s ideas in extended
conversations on familiar
social and academic topics by
expressing opinions and
feelings and clarifying
meaning.
I.EFL.5.8.1.
Learners can respond to and
build on other people’s ideas
in extended conversations on
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and updating it frequently. purpose and audience of
each for use in the ed-
Completing a short self- ucational domain.
evaluation or peer evaluation (Example: audio/video,
after a communicative task. multimedia, website,
database, book, thesaurus,
Responding to classroom scholarly/popular,
activities and pair work through current/historical, etc.)
short expressions or emoticons.
EFL 5.5.2
Oral Communication: Listening Make predictions,
and Speaking) inferences and deductions
to demonstrate different
Using context clues to deduce the levels of meaning of literary
meaning of an expression in a texts presented orally or in
conversation between a waiter digital form, including literal
and a customer. and implied meanings.
(Example: summarizing,
Listening to a radio ad and explaining and identifying,
identifying the product being sold. word choice, symbols,
points of view, etc.)
Using pictures and other visuals
to predict the main idea of a short
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familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning. (I.3, I.4, S.1, J.3,
J.4)
CE.EFL.5.10.
Find specific information and
identify the main points in
simple, straightforward texts
on subjects of personal
interest or familiar academic
topics while making informed
decisions about one’s own
reaction to the text.
I.EFL. 5.10.1.
Learners can find specific in-
formation and identify the
main points in simple,
straightforward texts on
subjects of personal interest
or familiar academic topics
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conversation. while making informed

decisions about one’s own
Comparing answers in pairs or reaction to the text. (I.1, I.2,
small groups. S.2)

Conducting a role play between CE.EFL.5.11.

two students on a given topic. Identify and apply a range of
(Example: talking about future reading strategies in order to
plans, finding common free time make texts meaningful and to
activities, playing a guessing select information within a text
game, etc.) that might be of practical use
for one’s own academic
Conducting a class survey where needs.
learners ask each other about a
familiar topic and record each I.EFL.5.11.1.
other’s answers. (Example: Learners can Identify and ap-
What’s your favorite sport? Do ply a range of reading
you have a favorite team? What strategies in order to make
sports do you play? Have you texts meaningful and to select
ever gotten hurt?, etc.) Sharing a information within a text that
few things about their classmates’ might be of practical use for
answers. (Example: Marco loves one’s own academic needs.
soccer. He’s a Barcelona fan. He (I.1, I.2, I.4, S.3)

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plays soccer every day in recess,

but last week he sprained his CE.EFL.5.14.
ankle and he can’t play right now, Identify, critically evaluate and
etc.) recommend a variety of poten-
tial resources and references,
Playing a conversation game, including digital tools, that
where learners move their tokens support collaboration and
around the board after choosing a productivity, for educational
card and answering the question. and academic use.
(Example questions: What foods
have you tried from another I.EFL.5.14.1.
country? How often do you eat Learners can identify, critically
them?, etc.) evaluate and recommend a
variety of potential resources
Working in pairs to complete an and references, including
information gap activity. digital tools, that support
collaboration and productivity,
Reading for educational and academic
use. (I.1, I.2, S.3, S.4)
Reading a short news article and
completing an outline. CE.EFL.5.17.
Demonstrate and convey
Reading a text on a familiar different levels of meaning in

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content area subject and literary texts by identifying

answering information questions. distinguishing features,
(Example: learners read about interpreting implicit and
foodborne illnesses and then explicit messages and
write three ways to prevent them, responding in a variety of
etc.) ways.

Reading a text and answering I.EFL.5.17.1.

information questions. Learners can demonstrate
and convey different levels of
Choosing from a list of words to meaning in literary texts by
complete gaps from a reading. identifying distinguishing
features, interpreting implicit
Reading a short story from the and explicit messages and
Internet and highlighting responding in a variety of
interesting facts, then comparing ways. (I.3, I.4, J.3)
them with those of a partner.

Underlining interesting facts in a

text and then doing a little
research on the topic.

Putting paragraphs in a text in the

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correct order.

Underlining the cognates in a

short text.

Scanning a text for the main

characters.

Underlining main ideas from texts

and then using them to write
questions the learner has about
the topic.

Identifying the correct format for

an academic text. (Example: an
opinion piece, a research article,
a biography, etc.)

Scanning a text for the answers

to pre-reading questions.

Writing

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Recommending a web site to

another learner.

Finding a variety of online

references to practice a grammar
structure, then recommending the
best one to the class.

Identifying the best resources for

a writing project in pairs.

Using a list of criteria in 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.

Language through the Arts

Predicting the content of a story

using the title and pictures.

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Summarizing the main idea of a

song.

Underlining the words in a text

that influence the reader.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners Face students when speaking. Speak clearly and slowly. Pause
Below Level Learners frequently.
• Preview the lesson by having learners look at the pictures
and think about what they will learn.
• Initially use whole group for instruction, then divide learners
into small groups or pairs.
• Use pictures and flash cards to help learners connect
meaning. Have learners create their own flash cards.
• Use props, real classroom objects, and gestures.
• Provide word walls for learners to reference.
• Have learners draw pictures to illustrate meaning. Learners
share pictures to contribute to conversations.
• Ask learners to add pictures or drawings to a book activity.

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TRANSVERSAL AXES: Asking for help and

being helpful
J.2 Our actions are carried out with ethics,
generosity, integrity, coherence and honesty in
mind.
S.2
CLIL COMPONENTS
We build our national identity in search of a
peaceful world and we value our mul-ti-ethnicity
and multi-cultural background. We respect the
identity of other people and individuals.
FRATERNITY.
HUMILITY
PREPARED BY: REVISED BY: Lic. APPROVED BY.
Teacher: ESL Teacher Coordinator: English Viceprincipal:
Date: Date: Date:
Signature: Signature: Signature:

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