Pud 1 Bgu Ingles

“2 DE MAYO”
HIGH SCHOOL
2018-2019
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LCDA. IBEL ORELLANA
Grade: 1ST BGU A - B Education Level A2.2
BOOK: English 2.1 UNIT: 1 O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly
Inspirational People experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in
building an intercultural and multinational society.
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.
O.EFL 5.4 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.
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)
PERIODS: STARTING WEEK
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication communication, and apply them in appropriate contexts.
features by applying them in appropriate contexts. (Example: use of stress, intonation, pace,
etc.)
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, extended conversations on familiar social and academic topics by expressing opinions and
such as personal experiences, while describing one’s reactions to them and others’ opinions. feelings and clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.4 Find the most important information in print or online sources in order to support detecting complexities and discrepancies in the information in order to find the most
an idea or argument. (Example: Internet search engines, online advertising, online or print appropriate sources to support an idea or argument.
timetables, web pages, posters, adverts, catalogues, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and references, including digital tools, that support collaboration and productivity, for educational
publish written work in a way that supports collaboration, learning and productivity. and academic use.
(Example: image editing, Google Drive, infographic makers, audio and video editing, CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing
presentation apps, etc.) process and while demonstrating an ability to justify one’s position on an argument through
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., carefully selected information and appropriate language, tone and evidence.
“the writing process”) to produce well-constructed informational texts.
Language through the Arts CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary texts to others, and
EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on the basis of recognize how chosen criteria affects evaluation.
a variety of criteria, and recognize how chosen criteria affect evaluation. (Examples of criteria:
clarity of ideas, use of English grammar and vocabulary, register, originality, visual
presentation, etc.)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES TECHNIQUES/INSTRUMENTS
Communication and Cultural Awareness • New Curriculum EFL Communication and Cultural Awareness ACTIVITIES:
• Participating in short role plays using a range of verbal and for Subnivel BGU I.EFL.5.3.1 Learners can interpret cultural  Prepare a PowerPoint presentation about an
nonverbal communication. • Student’s Book and language patterns in English, including invention
• Talking in pairs about a video learners have watched using English A2.2 (including nonverbal communication, and apply them TECHNIQUE:
only English. interactive version) in appropriate contexts. (I.3, I.4, S.1, S.2)  Peer Observation
• Watching a video and identifying desirable language use. • Audio CD Oral Communication  Concept maps
• Comparing nonverbal and body language between L1 and L2 • Teacher’s Guide I.EFL.5.12.1 Learners can engage with a  Interviews
cultures. • Posters and pictures variety of digital and print texts and  Dossiers
• Creating selfie videos for class assignments and sharing about the topic resources by evaluating and detecting  Project Assignment
them on a class blog. • Photocopiable complexities and discrepancies in the INSTRUMENT FOR ORAL AND WRITTEN
Oral Communication: (Listening and Speaking) worksheets (TG) information in order to find the most EVALUATION:
• Playing a conversation game, where learners move their  Quiz Time (SB) appropriate sources to support an idea  Rubrics
tokens around the board after choosing a card and answering or argument. (I.2, I.4, J.3)  Portfolio
the question. Reading  Oral interviews individual/ in pairs
• Working in pairs to complete an information gap activity. I.EFL.5.12.1 Learners can engage with a
• Doing a mingle activity where learners ask and answer variety of digital and print texts and
questions about things they have or haven’t done. resources by evaluating and detecting
• Observing whether the learners can interact effectively and complexities and discrepancies in the
whether they are able to ask follow up questions in order to information in order to find the most
extend the exchange. appropriate sources to support an idea
• Establishing a clear expectation of English use for classroom or argument. (I.2, I.4, J.3)
functions. Informal assessment could involve personal notes Writing
from the teacher to learners who use L2 regularly. I.EFL.5.18.1 Learners can use a variety of
Reading criteria for evaluating and recommending
• Reading quickly looking for words in each paragraph. literary texts to others, and recognize how
• Getting familiar with the topic of a text, taking a quick look chosen criteria affects evaluation. (S.1, S.4,
at the vocabulary it contains. J.2, J.4)
• Comparing and contrasting the opinions of two experts on a Language through the Arts
topic of personal interest. I.EFL.5.18.1 Learners can use a variety of
• Identifying unreliable resources on the Internet. criteria for evaluating and recommending
• Reading about a topic and then identifying reference literary texts to others, and recognize how
materials and sources that could be used to find out more chosen criteria affects evaluation. (S.1, S.4,
information. J.2, J.4)
Writing
• Finding a variety of online references to practice a grammar
structure, then recommending the best one to the class.
• Using new words or information from a class lesson and
creating an online game to practice them, then sharing and
playing the game with the rest of the class.
• Reading a dialogue which serves as a model text, then
writing a similar dialogue on a different topic while
implementing new words/expressions from the unit.
Language through the Arts
• Analyzing three different rubrics and discussing how each
one might influence the way it is evaluated.
• Discussing how visual presentation can change your
response to a literary text.
3. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability to display the • Exercises domain of body schema.
words. • visuo motor coordination exercises, attention, memory, laterality, perception-auditory and
visual discrimination.
MISTAKES. • Auto verbalizations or phrases.
• Team work.
Writing: • Respect the rhythm and style of learning.
rotations, Investments, confusions, omissions, aggregates • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Reading: • Daily reading 10 minutes
Slow, difficult, uncomprehending, syllabic
Dysorthography. Dysorthography.
It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Exercises visual and spatial memory.
presence of great difficulties in the association between writing code, spelling and writing • Promote the use of the dictionary.
rules of words. • Write the meaning of words that create problems.
• Label the classroom words.
MISTAKES. • Strengthen puns through twisters, rhymes, poems.
• Strengthen the reading process.
• Investment grapheme sounds, syllables or words. • Enclose only the syllable in which made the mistake.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • Use a different color in the letter.
characteristics. • differentiated with lower degree of difficulty in strategies with test performance criteria.
• Omissions complete change of words or syllables.
DYSLEXIA.
• Exercises domain of body schema.

• Visual motor coordination exercises, attention, memory, laterality, perception-auditory and
• Auto verbalizations or phrases.
• Team work.
• Respect the rhythm and style of learning.
• differentiated evaluation with lower degree of difficulty skills with performance criteria.
• Daily reading 10 minutes
Dysorthography.
• Exercises visual and spatial memory.

• Promote the use of the dictionary.
• Write the meaning of words that create problems.
• Strengthen puns through twisters, rhymes, poems.
• Enclose only the syllable in which made the mistake.
• Use a different color in the letter.
• differentiated with lower degree of difficulty in strategies with test performance criteria.
DONE BY: REVISED BY: REVISED BY: APPROVED BY:

TEACHER HEAD OF AREA COORDINATOR OF THE SUBLEVEL VICEPRINCIPAL
Lcda. Ibel Orellana Lcda. Ibel Orellana Lcda. Grey Barragán
Signature: Signature: Signature: Signature:
Date: Date: Date: Date:
“2 DE MAYO”
HIGH SCHOOL
2018-2019
BOOK: English A2.1 UNIT: 2 O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly
Experience Culture! experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in
building an intercultural and multinational society.
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.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
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
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
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)
PERIODS: STARTING WEEK:
1. UNIT PLAN

Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and
EFL 5.1.3 Find parallels between Ecuadorian cultural and political referents and those of other referents from Ecuador and other countries while making informed choices about and taking
countries by talking about holidays, symbols, customs and schooling. action on issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries interviews, dialogues, etc.) and deduce the meanings of unfamiliar phrases and words in
and interviews reporting on seasonal festivities, environmental issues, food and international familiar contexts, provided speech is clear and visuals help support meaning.
customs, climate, weather, etc., where the visuals support the commentary.
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts and to select information within a text that might be of practical use for one’s own academic
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for main needs.
ideas and details, using structural and context clues, cognates, format, sequence, etc.)
EFL 5.4.2 Identify a variety of types and formats of potential resources and the value, purpose references, including digital tools, that support collaboration and productivity, for educational
and audience of each for use in the educational domain. (Ex-ample: audio/video, multimedia, and academic use.
website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, re-vise and
publish written work in a way that supports collaboration, learning and productivity.
(Example: image editing, Google Drive, infographic makers, audio and video editing,
presentation apps, etc.)
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, solve problems and reflect on literary texts, and produce criteria for evaluating the
reflect on, express and interpret opinions and evaluations of a range of literary text. effectiveness of the group.
• Researching how teens in other countries/regions of Ecuador live for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an ability to  Get in groups and select an inventor or
and presenting the information to peers. • Student’s Book discuss culture by analyzing cultural invention you think interesting to know
• Brainstorming ways to counter discrimination in one’s daily life. English A2.2 products and referents from Ecuador and about.
• Researching a cultural or social symbol of Ecuadorian culture and (including other countries while making informed TECHNIQUE:
discussing the findings in small groups. interactive version) choices about and taking action on issues  Peer Observation
• Choosing pictures that demonstrate tolerance and empathy • Audio CD of prejudice and discrimination.  Dossiers
towards groups that are sometimes discriminated and finding ways • Teacher’s Guide (I.1, I.2, S.2, J.1, J.3)  Project Assignment
to make sure these groups feel included in Ecuadorian society. • Posters and pictures Oral Communication  Glossary activities
• Simulating desirable social and cultural behaviors through role play about family I.EFL.5.5.1 Learners can identify the main INSTRUMENT FOR ORAL AND WRITTEN
activities. • Photocopiable idea in a variety of audio recordings (e.g., EVALUATION:
Oral Communication: (Listening and Speaking) worksheets (TG) interviews, unfamiliar phrases and words in  Portfolio
• Using context clues to deduce the meaning of an expression in a  • Quiz Time (SB) familiar contexts where speech is clear and  Oral interviews individual/ in pairs
conversation between a waiter and a customer. visuals help support meaning. (I.3, I.4)
• Listening to a radio ad and identifying the product being sold. Reading
• Using pictures and other visuals to predict the main idea of a short I.EFL.5.11.1 Learners can Identify and apply
conversation. a range of reading strategies in order to
• Listening for specific words in a conversation and trying to guess make texts meaningful and to select
the meaning from the context. information within a text that might be of
Reading practical use for one’s own academic
• Underlining the cognates in a short text. needs. (I.1, I.2, I.4, S.3)
• Skimming online reference web sites for ones that have the Writing
information needed for a research project. I.EFL.5.18.1 Learners can use a variety of
• Reading about a topic and then identifying reference materials and criteria for evaluating and recommending
sources that could be used to find out more information. literary texts to others, and recognize how
• Reading texts from different subject areas and choosing the best chosen criteria affects evaluation. (S.1, S.4,
title for each. J.2, J.4)
•Underlining main ideas from texts and then using them to write Language through the Arts
questions the learner has about the topic. I.EFL.5.19.1 Learners can engage in
Writing collaborative activities through a variety of
• Recommending a web site to another learner. student groupings in order to solve
• Finding a variety of online references to practice a grammar problems and reflect on literary texts, and
structure, then recommending the best one to the class. produce criteria for evaluating the
• Reading an online restaurant review and identifying common effectiveness of the group. (I.1,
linguistic features, such as use of adjectives and opinions. Learners  I.2, S.2, S.3, S.4, J.3, J.4)
use the same features to write their own review of a movie they’ve
seen.
• Searching for pictures on the Internet or in magazines in order to
respond to a peer’s writing.
• Explaining through pictures, physical expression, or charts (ICT)
how a text makes the learner feel.
DYSLEXIA. DYSLEXIA.
• Team work.
rotations • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Investments • Daily reading 10 minutes
confusions
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
Dysorthography.
Dysorthography.
It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Promote the use of the dictionary.
presence of great difficulties in the association between writing code, spelling and writing • Write the meaning of words that create problems.
rules of words. • Label the classroom words.
MISTAKES. • Strengthen the reading process.
• Investment grapheme sounds, syllables or words. • Use a different color in the letter.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • differentiated with lower degree of difficulty in strategies with test performance criteria.
characteristics.
DYSLEXIA.

• Team work.
Dysorthography.


“2 DE MAYO”
HIGH SCHOOL
2018-2019
BOOK: English A2.1 UNIT: 3 OG.EFL.1
Story Time! Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing
other cultures and languages from the secure standpoint of their own national and cultural identity.
OG.EFL.2
Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL.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 L1 and of language use for communication and learning.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
OG.EFL 5
Directly access the main points and important details of up-to date. English language texts, such as those published on the web, for
OG.EFL 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.
OG.EFL7 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).
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication communication, and apply them in appropriate contexts.
features by applying them in appropriate contexts. (Example: use of stress, intonation, pace,
etc.).
Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and influence an audience
EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of effectively through well-developed arguments in prepared presentations and other forms of
audiences and purposes. (Example: summarizing, paraphrasing, personal narratives, research oral communication.
reports, essays, articles, posters, charts and another graphics, etc.)
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts and to select information within a text that might be of practical use for one’s own academic
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for needs.
main ideas and details, using structural and context clues, cognates, format, sequence, etc.)
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., process and while demonstrating an ability to justify one’s position on an argument through
“the writing process”) to produce well-constructed informational texts. carefully selected information and appropriate language, tone and evidence.
EFL 5.4.8 Create an effective voice, using a variety of writing styles appropriate to different CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
audiences, purposes and settings, and adjust these styles as necessary. references, including digital tools, that support collaboration and productivity, for educational
and academic use.
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by peers,
EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of referring to details and literary elements of the text.
the literature learners have read or heard.
• Listening to a dialogue and identifying examples of humor. for Subnivel BGU I.EFL.5.3.1 Learners can interpret cultural  Get together with your friends. Agree on a
• Talking in pairs about a video learners have watched using • Student’s Book and language patterns in English, including hobby you want to present to your class in
only English. English A2.2 (including nonverbal communication, and apply them a scrapbook
• Demonstrating appropriate language use during class, interactive version) in appropriate contexts. (I.3, I.4, S.1, S.2) TECHNIQUE:
group and pair discussions. • Audio CD Oral Communication  Peer Observation
• Practicing the use of expressions of politeness during • Teacher’s Guide I.EFL.5.9.1 Learners can present  Dossiers
collaborative pair and small group work. • Posters and pictures information clearly and influence an  Project Assignment
Oral Communication: (Listening and Speaking) about family audience effectively through well-  Glossary activities
• Sharing opinions in a way that encourages others to • Photocopiable developed arguments in prepared INSTRUMENT FOR ORAL AND WRITTEN
perform a specific action. worksheets (TG) presentations and other forms of oral EVALUATION:
• Using intonation to convince a partner to take action.  • Quiz Time (SB) communication. (I.2, I.3, J.2)  Portfolio
• Summarizing a peer’s opinion about a video seen in class. Reading  Oral interviews individual/ in pairs
• Using a digital presentation to raise awareness about a local I.EFL.5.11.1 Learners can Identify and apply
issue. a range of reading strategies in order to
• Listening to a talk on a subject of interest and paraphrasing make texts meaningful and to select
the main points for a partner. information within a text that might be of
Reading practical use for one’s
• Reading a short story from the Internet and highlighting own academic needs. (I.1, I.2, I.4, S.3)
interesting Writing
facts, then comparing them with those of a partner. I.EFL.5.14.1 Learners can identify, critically
• Using an online digital tool such as Work flowy to map out evaluate and recommend a variety of
the most potential resources and references,
important ideas from a reading, and then adding appropriate including digital tools,
subheadings to each section of the text. that support collaboration and
• Using an interesting idea from a text to inspire extra productivity, for educational and academic
research. use. (I.1, I.2, S.3, S.4)
• Predicting main ideas by reading the title and using other I.EFL.5.15.1 Learners can plan and produce
contextual clues (e.g., illustrations, subheadings, etc.). well-constructed informational texts by
• Underlining the cognates in a short text. applying the writing process and while
•Skimming online reference web sites for ones that have the demonstrating an ability to justify one’s
information needed for a research project. position on an argument through carefully
• Scanning a text for the main characters. selected information and appropriate
Writing language, tone and evidence. (I.2, I.3, I.4,
▪ Direct students’ attention to the grammar and have them S.3, J.1)
choose the correct option to form the rules and complete the Language through the Arts
examples. I.EFL.5.16.1 Learners can respond to and
▪ Activate the vocabulary, invite students to describe magical interpret literary texts, including original
characters, people and places. Model an example: Fairies can stories written by peers, referring to details
fly.
▪ Encourage students to predict the meaning of these idioms
and use clues in the context to guess their meaning.
• 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.
• Producing short, creative texts using digital storytelling.
• Writing questions the learners would like to ask a character
in the story and using the imagined answers to write the next
scene.
•Rewriting a fairy tale from a modern point of view, using
simple ideas and phrases or illustrations.
DYSLEXIA. DYSLEXIA.
Dyslexia is difficulty reading caused by a brain impairment related to the ability to display the
words. • Exercises domain of body schema.
• visuo motor coordination exercises, attention, memory, laterality, perception-auditory and
MISTAKES. visual discrimination.
Writing: • Auto verbalizations or phrases.
rotations • Team work.
Investments • Respect the rhythm and style of learning.
confusions • differentiated evaluation with lower degree of difficulty skills with performance criteria.
omissions • Daily reading 10 minutes
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
It refers to the significant difficulty in transcription of the written code inaccurately, ie the
presence of great difficulties in the association between writing code, spelling and writing • Exercises visual and spatial memory.
rules of words. • Promote the use of the dictionary.
MISTAKES. • Label the classroom words.
• Investment grapheme sounds, syllables or words. • Strengthen puns through twisters, rhymes, poems.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • Strengthen the reading process.
characteristics. • Enclose only the syllable in which made the mistake.
• Omissions complete change of words or syllables. • Use a different color in the letter.
DYSLEXIA.
• Team work.
Dysorthography.
“2 DE MAYO”
HIGH SCHOOL
2018-2019
TRAVELING THE Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing
WORLD other cultures and languages from the secure standpoint of their own national and cultural identity.
OG.EFL.2
OG.EFL.3
OG.EFL 5
professional or general investigation, through the efficient useof ICT and reference tools where required.
OG.EFL 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.
OG.EFL7
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).
PERIODS: 7 STARTING WEEK:
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by
EFL 5.1.11 Apply self-correcting and self-monitoring strategies in social and classroom saying things in alternative ways and applying self-correcting and self-monitoring strategies
interactions by adjusting presentation and language production to effectively express opinions when needed.
and make evaluations. (Example: asking questions, starting over, rephrasing, exploring
alternative pronunciations, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in
EFL 5.2.14 Request and provide information and assistance orally for personal, social and extended conversations on familiar social and academic topics by expressing opinions and
academic purposes in order to clarify and extend meaning in spoken interactions. feelings and clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a variety of detecting complexities and discrepancies in the information in order to find the most
digital and print texts and resources and by selecting and evaluating these materials as a appropriate sources to support an idea or argument.
means to promote and strengthen literacy skills and language acquisition.
EFL 5.3.7 Detect complexities and discrepancies in information presented in both print and
online references and resources.
EFL 5.4.2 Identify a variety of types and formats of potential resources and the value, purpose references, including digital tools, that support collaboration and productivity, for educational
and audience of each for use in the educational domain. (Example: audio/video, multimedia, and academic use.
website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and
publish written work in a way that supports collaboration, learning and productivity.
(Example: image editing, Google Drive, infographic makers, audio and video editing,
presentation apps, etc.)
Language through the Arts CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary texts to others, and
EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on the basis of recognize how chosen criteria affects evaluation.
a variety of criteria, and recognize how chosen criteria affect evaluation. (Examples of criteria:
clarity of ideas, use of English grammar and vocabulary, register, originality, visual
presentation, etc.)
• Participating in short dialogues and role plays. for Subnivel BGU I.EFL.5.4.1 Learners can communicate  Get together as a group. Decide on a famous
• Practicing and deal with a need through a mini role play. • Student’s Book effectively using a variety of media and sport you would like to write about.
• Communicating with an “e-pal” from another country or city. English A2.2 (including formats, including ICT, by saying things in TECHNIQUE:
• Paraphrasing an idea when a peer asks for clarification. interactive version) alternative ways and applying self-  Peer Observation
• Using a definition or example to explain a concept or word • Audio CD correcting and self- monitoring strategies  Dossiers
that one • Teacher’s Guide when needed. (I.1, I.3, J.4)  Project Assignment
does not yet have the exact language for. • Posters and pictures Oral Communication  Glossary activities
Oral Communication: (Listening and Speaking) about family I.EFL.5.8.1 Learners can respond to and INSTRUMENT FOR ORAL AND WRITTEN
• Comparing answers in pairs or small groups. • Photocopiable build on other people’s ideas in extended EVALUATION:
• Conducting a role-play between two students on a given worksheets (TG) conversations on familiar social and  Portfolio
topic.  • Quiz Time (SB) academic topics by expressing opinions and  Oral interviews individual/ in pairs
• Working in pairs to complete an information gap activity. feelings and clarifying meaning. (I.3, I.4,
• Doing a mingle activity where learners ask and answer S.1, J.3, J.4)
questions Reading
about things they have or haven’t done. I.EFL.5.12.1 Learners can engage with a
• Observing to see whether the learners can interact variety of digital and print texts and
effectively and whether they are able to ask follow up resources by evaluating and detecting
questions. complexities and discrepancies in the
Reading information in order to find the most
• Recommending an informational web site to another appropriate sources to support an idea or
learner. argument. (I.2, I.4, J.3)
• Reading two articles on the same topic and recording Writing
discrepancies in the information. I.EFL.5.14.1 Learners can identify, critically
• Reading about a topic and then identifying reference evaluate and recommend a variety of
materials and sources that could be used to find out more potential resources and references,
information. including digital tools, that support
• Reading a range of texts from subject areas and finding and collaboration and productivity, for
defining common themes across content areas. educational and academic use. (I.1, I.2, S.3,
Writing S.4)
• Identifying the best resources for a writing project in pairs. Language through the Arts
• Using a list of criteria in order to evaluate a web site. I.EFL.5.18.1 Learners can use a variety of
• Analyzing three different types of dictionaries (e.g., online, criteria for evaluating and recommending
English- English, English-Spanish) and giving reasons for using literary texts to others, and recognize how
each. chosen criteria affects evaluation. (S.1, S.4,
• Recommending a reference article to a friend, giving specific J.2, J.4)
reasons for the recommendation.
• 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.
• Brainstorming your favorite free time activities, then
selecting and recommending one for a peer in a video blog.
DYSLEXIA. DYSLEXIA.
Writing: • Team work.
rotations • Respect the rhythm and style of learning.
Investments • differentiated evaluation with lower degree of difficulty skills with performance criteria.
confusions • Daily reading 10 minutes
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
• Investment grapheme sounds, syllables or words. • Strengthen the reading process.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • Enclose only the syllable in which made the mistake.
characteristics. • Use a different color in the letter.
• Omissions complete change of words or syllables. • differentiated with lower degree of difficulty in strategies with test performance criteria.
DYSLEXIA.
• Team work.
Dysorthography.
“2 DE MAYO”
HIGH SCHOOL
2018-2019
NEWS MEDIA Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing
OG.EFL.2
OG.EFL.3
OG.EFL 5
professional or general investigation, through the efficient useof ICT and reference tools where required.
OG.EFL 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.
OG.EFL7
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).
PERIODS: 7 STARTING WEEK:
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and
EFL 5.1.6 Demonstrate an ability to make informed choices about and take action on issues of referents from Ecuador and other countries while making informed choices about and taking
prejudice and discrimination. action on issues of prejudice and discrimination.
audiences and purposes. (Example: summarizing, paraphrasing, personal narratives, research oral communication.
reports, essays, articles, posters, charts and another graphics, etc.).
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward
EFL 5.3.4 Find specific predictable information in short, simple texts in a range of age- and texts on subjects of personal interest or familiar academic topics while making informed
level appropriate topics. (Example: biographies, news articles, narratives, memoirs and decisions about one’s own reaction to the text.
personal accounts, formal letters and emails, etc.)
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if process and while demonstrating an ability to justify one’s position on an argument through
the new knowledge adds value to or contradicts prior information. carefully selected information and appropriate language, tone and evidence.
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by identifying
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of distinguishing features, interpreting implicit and explicit messages and responding in a variety
meaning of literary texts presented orally or in digital form, including literal and implied of ways.
meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points of
view, etc.)
• Inviting a guest speaker from another country to class and for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an ability to  Get together with your friends. Agree on a
asking and answering questions about his/her culture/country. • Student’s Book discuss culture by analyzing cultural career or occupation you want to present to
• Adding expressions of politeness to dialogues. English A2.2 (including products and referents from Ecuador and your class
• Writing survey questions about socially and culturally interactive version) other countries while making informed TECHNIQUE:
responsible behaviors and surveying classmates. Publishing • Audio CD choices about and taking action on issues  Peer Observation
the results in an online chart. • Teacher’s Guide of prejudice and discrimination.  Dossiers
• Brainstorming ways to counter discrimination in one’s daily • Posters and pictures (I.1, I.2, S.2, J.1, J.3)  Project Assignment
life. about family Oral Communication  Glossary activities
Oral Communication: (Listening and Speaking) • Photocopiable I.EFL.5.9.1 Learners can present INSTRUMENT FOR ORAL AND WRITTEN
• Researching a topic and preparing a presentation for the worksheets (TG) information clearly and influence an EVALUATION:
class. • Quiz Time (SB) audience effectively through well-  Portfolio
• Recording a video about one’s opinion of a story read in developed arguments in prepared  Oral interviews individual/ in pairs
class. presentations and other forms of oral
• Sharing opinions in a way that encourages others to perform communication. (I.2, I.3, J.2)
a specific action. Reading
• Using intonation to convince a partner to take action. I.EFL.5.12.1 Learners can engage with a
• Summarizing a peer’s opinion about a video seen in class. variety of digital and print texts and
• Using a digital presentation to raise awareness about a local resources by evaluating and detecting
issue. complexities and discrepancies in the
Reading information in order to find the most
• Identifying unreliable resources on the Internet. appropriate sources to support an idea
• Using a rubric to evaluate a print or online resource. or argument. (I.2, I.4, J.3)
• Using a rubric to assess the validity of a web site, according Writing
to one’s academic needs I.EFL.5.15.1 Learners can plan and produce
• Reading about a topic and then identifying reference well-constructed informational texts by
materials and sources that could be used to find out more applying the writing process and while
information. demonstrating an
Writing ability to justify one’s position on an
• Writing new words and phrases in a vocabulary notebook argument through carefully selected
and then writing a text using three words from your information and appropriate language,
vocabulary notebook. tone and evidence. (I.2, I.3, I.4, S.3, J.1)
• Writing a brochure about your opinion on a topic and Language through the Arts
underlining examples of persuasive language. I.EFL.5.17.1 Learners can demonstrate and
• Watching a video about a controversial topic and writing a convey different levels of meaning in
short essay agreeing or disagreeing with the content literary texts by identifying distinguishing
presented. features, interpreting implicit and explicit
• Exchanging writing in pairs in order to make suggestions messages and responding in a variety of
about things that could be improved. ways. (I.3, I.4, J.3)
• Predicting the content of a story using the title and pictures.
• Summarizing the main idea.
• Underlining the words in a text that influence the reader.
• Participating in a performance, such as a lip-synching contest
or
play, and using nonverbal and body language to emphasize
comprehension of the subject.
DYSLEXIA. DYSLEXIA.
Writing: • Team work.
rotations • Respect the rhythm and style of learning.
Investments • differentiated evaluation with lower degree of difficulty skills with performance criteria.
confusions • Daily reading 10 minutes
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
• Investment grapheme sounds, syllables or words. • Strengthen the reading process.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • Enclose only the syllable in which made the mistake.
characteristics. • Use a different color in the letter.
• Omissions complete change of words or syllables. • differentiated with lower degree of difficulty in strategies with test performance criteria.
DYSLEXIA.

• Team work.
Dysorthography.
“2 DE MAYO”
HIGH SCHOOL
2018-2019
A Tech-World Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing
OG.EFL.2
OG.EFL.3
OG.EFL 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 useof ICT and reference tools where required.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
OG.EFL7 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).
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by
EFL 5.1.9 Communicate information and ideas effectively to diverse audiences using a variety saying things in alternative ways and applying self-correcting and self-monitoring strategies
of media and formats. when needed.
audiences and purposes. (Example: summarizing, paraphrasing, personal narratives, research oral communication..
reports, essays, articles, posters, charts and other graphics, etc.)
EFL 5.2.8 Influence an audience effectively through persuasion, argument or negotiation using
conventions and features of English. (Example: precise vocabulary, pronunciation, intonation,
presentation strategies, etc.)
EFL 5.3.9 Skim and scan reference materials, in print or online, in order to identify information and to select information within a text that might be of practical use for one’s own academic
that might be of practical use for one’s own research and academic needs. needs.
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive process and while demonstrating an ability to justify one’s position on an argument through
language, tone, evidence and well-developed arguments through essays, editorials, movie and carefully selected information and appropriate language, tone and evidence.
book reviews, position papers and brochures.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.8 Contribute to team projects to produce original works and solve problems while solve problems and reflect on literary texts, and produce criteria for evaluating the
effectively negotiating and managing interactions to accomplish social and classroom tasks. effectiveness of the group.
• Creating a “live” video on Facebook to give an opinion on a for Subnivel BGU I.EFL.5.4.1 Learners can communicate  Get together with your friends. Agree on a
unit topic. • Student’s Book effectively using a variety of media and Nobel Prize winner in a specific field.
• Using social media to network with teens across the globe. English A2.2 (including formats, including ICT, by saying things in TECHNIQUE:
• Rating one’s self after a speaking activity, according to a set interactive version) alternative ways and applying self-  Peer Observation
rubric. • Audio CD correcting and selfmonitoring  Dossiers
• Practicing a specific self-correcting strategy during a pair • Teacher’s Guide strategies when needed. (I.1, I.3, J.4)  Project Assignment
work activity. • Posters and pictures Oral Communication  Glossary activities
• Recording student interactions in class and watching them about family I.EFL.5.9.1 Learners can present INSTRUMENT FOR ORAL AND WRITTEN
later in order to identify behaviors the learners need to • Photocopiable information clearly and influence an EVALUATION:
increase and those they need to decrease.  worksheets (TG) audience effectively through well-  Portfolio
Oral Communication: (Listening and Speaking) developed arguments in prepared  Oral interviews individual/ in pairs
• Researching a topic and preparing a presentation for the presentations and other forms of oral
class. communication. (I.2, I.3, J.2)
• Using a digital presentation to raise awareness about a local Reading
issue. I.EFL.5.11.1 Learners can Identify and apply
• Recording a video about one’s opinion of a story read in a range of reading strategies in order to
class. make texts meaningful and to select
• Sharing opinions in a way that encourages others to perform information within a text that might be of
a specific action. practical use for one’s
• Using intonation to convince a partner to take action. own academic needs. (I.1, I.2, I.4, S.3)
• Summarizing a peer’s opinion about a video seen in class. Writing
Reading I.EFL.5.15.1 Learners can plan and produce
• Using a list to choose the best sources for finding well-constructed informational texts by
information on a topic. applying the writing process and while
• Reading texts from different subject areas and choosing the demonstrating an ability to justify one’s
best title for each. position on an argument through carefully
• Underlining main ideas from texts and then using them to selected information and appropriate
write questions the learner has about the topic. language, tone and evidence. (I.2, I.3, I.4,
• Identifying the correct format for an academic text. S.3, J.1)
• Finding online resources that can be used for a range of Language through the Arts
research projects. I.EFL.5.19.1 Learners can engage in
Writing collaborative activities through a variety of
• Watching a video about a controversial topic and writing a student groupings in order to solve
short essay agreeing or disagreeing with the content problems and reflect on literary texts, and
presented. produce criteria for evaluating the
• Exchanging writing in pairs in order to make suggestions effectiveness of the group. (I.1, I.2, S.2, S.3,
about things that could be improved. S.4, J.3, J.4)
• Reading an article and underlining examples of evidence the
author gives to support his/her position, then writing a similar
position piece while implementing your own examples and
evidence.
• Searching the Internet for illustrations and examples of
effective group collaborations and then sharing why they are
effective.
• Discussing rules and norms for a group project before the
project begins.
• Participating in teambuilding activities.
• Comparing answers in pairs in order to help each other
understand errors or concepts.
• Teaching a story, grammar point, vocabulary word or topic to
a group of peers.
DYSLEXIA. DYSLEXIA.
• Team work.
rotations • differentiated evaluation with lower degree of difficulty skills with performance criteria.
Investments • Daily reading 10 minutes
confusions
omissions
aggregates
Reading:
Slow
difficult
uncomprehending
syllabic
Dysorthography.
Dysorthography.
It refers to the significant difficulty in transcription of the written code inaccurately, ie the • Promote the use of the dictionary.
presence of great difficulties in the association between writing code, spelling and writing • Write the meaning of words that create problems.
rules of words. • Label the classroom words.
MISTAKES. • Strengthen the reading process.
• Investment grapheme sounds, syllables or words. • Use a different color in the letter.
• Errors visuospatial, replacing letters that differ in their spatial position or by their visual • differentiated with lower degree of difficulty in strategies with test performance criteria.
characteristics.
DYSLEXIA.

• Team work.
Dysorthography.



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“2 DE MAYO”

• Exercises domain of body schema.

• Exercises visual and spatial memory.

DONE BY: REVISED BY: REVISED BY: APPROVED BY:

Date: Date: Date: Date:

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

• Exercises domain of body schema.

• Exercises visual and spatial memory.

DONE BY: REVISED BY: REVISED BY: APPROVED BY:

Date: Date: Date: Date:

Date: Date: Date: Date:

Date: Date: Date: Date:

• Exercises domain of body schema.

Date: Date: Date: Date:

• Exercises domain of body schema.

• Exercises visual and spatial memory.

DONE BY: REVISED BY: REVISED BY: APPROVED BY:

Date: Date: Date: Date:

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