MICROCURRICULAR PLANNING – TERM 2
| Teacher | Henry Guatemal Cadena | Area | English as a Foreign Language | Grade | Sixth Grade EGB | School Year | 2025 - 2026 |
| Institution | "28 DE SEPTIEMBRE" EDUCATIONAL INSTITUTION – Ibarra, Imbabura, Ecuador | ||||||
DEVELOPMENT OF THE PLANNING
| Week | Topic / Theme | Performance Criteria Skills | Assessment Indicators | Active Methodological Strategies (DUA) | Assessment Activities |
|---|---|---|---|---|---|
| 1 | Museums and cultural awareness |
EFL 3.1.9 Compare and contrast oral traditions, and identify similarities and differences through graphic organizers. EFL 3.1.10 Recognize and demonstrate appreciation of commonalities and distinctions across cultures and groups. Read about and participate in discussions about favourite interests with peers and teachers. (Ref. EFL 3.1.5) |
Identifies similarities and differences among museums and cultures. Uses simple WH- questions to discuss cultural topics. Participates in class discussions about museums and interests. |
ENGAGEMENT (Motivation)
Students observe museum images and discuss what people can see and learn in museums. They activate prior knowledge by sharing personal experiences and asking simple questions such as What can we see in a museum?
REPRESENTATION (Representation)
The teacher presents images, short descriptions, and a simple graphic organizer comparing museum types, cultural purposes, and exhibits. Visual prompts and WH- questions support understanding.
ACTION AND EXPRESSION (Action & Expression)
Students complete a compare-and-contrast chart about two museums and share simple culturally aware statements orally in pairs or small groups.
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Technique: Observation and discussion Instrument: Checklist Graphic organizer Oral participation |
| 2 | Dinosaur museums |
Use contextual clues such as tone, setting, and additional sounds to infer detailed information about speakers and situations in short texts. (Ref. EFL 3.2.1) Read and comprehend most details from short texts independently. (Ref. EFL 3.3.1) Label elements and answer simple questions independently about details in short cross-curricular texts. (Ref. EFL 3.3.2) |
Identifies key information about dinosaur museums. Answers detail questions from a short text. Labels museum elements using context and visuals. |
ENGAGEMENT (Motivation)
Students examine dinosaur museum pictures and predict what visitors can do there. Curiosity is activated through questions about fossils, bones, and guided tours.
REPRESENTATION (Representation)
The teacher introduces vocabulary such as bone, dig, fossil, tracks, visitor’s center with pictures and matching activities. A short reading from the module supports cross-curricular learning.
ACTION AND EXPRESSION (Action & Expression)
Students label pictures, complete museum sentences, answer comprehension questions, and retell simple facts about the museum using a chart.
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Technique: Reading comprehension Instrument: Worksheet Matching activity |
| 3 | Past simple through dinosaurs |
Respond more quickly and initiate simple interactions spontaneously with growing confidence. (Ref. EFL 3.2.13) Exchange information about everyday situations with more detail and confidence. (Ref. EFL 3.2.12) Spell a wider variety of vocabulary accurately. (Ref. EFL 3.2.8) |
Uses past simple verbs in short oral exchanges. Answers questions about a movie or past event. Spells familiar vocabulary related to dinosaurs and actions. |
ENGAGEMENT (Motivation)
Students talk about dinosaur movies and exciting scenes. The topic connects to their interests and encourages spontaneous oral interaction.
REPRESENTATION (Representation)
The teacher models simple past verbs from the module such as watched, saw, ran, loved and uses guided dialogues with visual cues.
ACTION AND EXPRESSION (Action & Expression)
Students complete a dialogue, practice it in pairs, and write short past simple sentences about a movie or museum visit.
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Technique: Pair dialogue Instrument: Worksheet and rubric |
| 4 | Virtual reality and technology |
Organize gathered information from various sources and begin to discuss relationships between academic content areas. (Ref. EFL 3.3.7) Interpret more detailed content-based vocabulary independently with visual support. (Ref. EFL 3.3.3) Describe objects and experiences in more detail and give simple reasons or opinions. (Ref. EFL 3.2.15) |
Identifies key ideas about virtual reality. Uses content-based vocabulary appropriately. Gives simple opinions about games and technology. |
ENGAGEMENT (Motivation)
Students observe pictures of virtual reality and augmented reality and discuss their experiences with games and technology.
REPRESENTATION (Representation)
The teacher presents vocabulary such as device, screen, glove, reality through images, definitions, and a short explanatory text.
ACTION AND EXPRESSION (Action & Expression)
Students replace information in statements, answer pair-work questions, and create a simple fact sheet comparing real and virtual experiences.
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Technique: Guided reading Instrument: Worksheet Oral pair interaction |
| 5 | Computer games and short paragraphs |
Write short paragraphs with some organization, expanding descriptions of familiar topics with minimal help. (Ref. EFL 3.4.2) Write a variety of short texts in print and online with clearer language and organization. (Ref. EFL 3.4.3) Develop and use more detailed surveys with WH- questions for social inquiry. (Ref. EFL 3.4.5) |
Writes an organized short paragraph about a favorite game. Uses capital letters and clear sentence structure. Answers guiding questions before writing. |
ENGAGEMENT (Motivation)
Students discuss their favorite computer games and explain why they like them. Personal choice increases motivation and participation.
REPRESENTATION (Representation)
The teacher models a paragraph structure with topic sentence, supporting details, and concluding sentence. A question guide supports planning.
ACTION AND EXPRESSION (Action & Expression)
Students answer questions, organize information in an outline, and write a short paragraph about a favorite computer game using proper capitalization.
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Technique: Guided writing Instrument: Writing rubric |
| 6 | Museum guide and invitations |
Use a wider variety of forms, including electronic messages and invitations, with growing confidence and appropriate formats. (Ref. EFL 3.1.4) Use and understand a wider range of invitations, suggestions, apologies, and requests in familiar social contexts. (Ref. EFL 3.2.14) Understand and summarize the main idea from slightly longer messages and common expressions related to familiar contexts. (Ref. EFL 3.2.7) |
Understands the main idea of a museum guide talk. Uses polite suggestions and invitations. Responds appropriately to familiar social language. |
ENGAGEMENT (Motivation)
Students imagine visiting a museum and discuss what they would like to see and do there. The context makes language functional and relevant.
REPRESENTATION (Representation)
The teacher presents a museum guide text and audio, highlighting adjectives and inviting expressions used in public spaces and tours.
ACTION AND EXPRESSION (Action & Expression)
Students complete museum notes, write a simple invitation to visit a museum, and role-play a guide and a visitor.
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Technique: Listening and role-play Instrument: Notes worksheet and rubric |
| 7 | Choosing a museum in Quito |
Demonstrate appropriate classroom behaviors by participating in small group or whole class discussions. (Ref. EFL 3.1.7) Extend interactions by asking simple follow-up questions and varied backchannel expressions. (Ref. EFL 3.2.9) Sustain a conversation with a partner or small group in a task-based setting. (Ref. EFL 3.2.10) |
Participates respectfully in group discussions. Gives reasons for choices and asks follow-up questions. Sustains interaction in a decision-making task. |
ENGAGEMENT (Motivation)
Students choose between real museums in Quito and justify their preferences. The authentic context supports discussion and opinion sharing.
REPRESENTATION (Representation)
The teacher presents short descriptions of Yaku, La Compañía, the Botanical Garden, and the Interactive Science Museum using images and key facts.
ACTION AND EXPRESSION (Action & Expression)
Students choose one museum, give two reasons, convince a group, and then vote as a class using respectful classroom language.
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Technique: Group discussion Instrument: Participation rubric |
| 8 | Past simple pronunciation and time |
Develop social and language skills collaboratively by imitating and adapting peer input. (Ref. EFL 3.2.6) Spell a wider variety of vocabulary accurately. (Ref. EFL 3.2.8) Ask for repetition or clarification confidently and request common classroom needs politely. (Ref. EFL 3.2.11) |
Pronounces regular past tense endings more accurately. Says times and daily activities in the past. Requests repetition or support politely. |
ENGAGEMENT (Motivation)
Students connect pronunciation work to their own routines by talking about what time they watched TV, arrived at school, or started class.
REPRESENTATION (Representation)
The teacher models /t/, /d/, and /id/ past tense endings with charts, audio, and repetition. Clock visuals support time expressions.
ACTION AND EXPRESSION (Action & Expression)
Students classify verbs by pronunciation, say what time they did activities yesterday, and practice oral correction with peers.
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Technique: Pronunciation practice Instrument: Oral checklist |
| 9 | Fact vs. opinion in museum texts |
Distinguish facts from opinions and relevant from irrelevant information more independently through mind maps. (Ref. EFL 3.3.4) Apply reading strategies such as skimming and predicting to access more detailed text meaning. (Ref. EFL 3.3.9) Support inferences with reference to text features such as format and sequence with less support. (Ref. EFL 3.3.8) |
Identifies facts and opinions in a text. Uses skimming and prediction strategies. Organizes information in a mind map. |
ENGAGEMENT (Motivation)
Students explore a reading about the Intiñan Museum and discuss which statements sound factual and which express opinion.
REPRESENTATION (Representation)
The teacher highlights text features, key vocabulary, and examples of fact and opinion. A color-coded organizer supports classification.
ACTION AND EXPRESSION (Action & Expression)
Students answer detail questions, label sentences as fact or opinion, and create a simple mind map with museum information.
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Technique: Reading analysis Instrument: Worksheet and mind map |
| 10 | Favorite museum paragraph |
Write short paragraphs with some organization. (Ref. EFL 3.4.2) Organize detailed factual information and use varied text structures effectively in writing. (Ref. EFL 3.4.8) Write clear, step-by-step instructions and explanations on practical topics with increasing complexity. (Ref. EFL 3.4.10) |
Writes a clear paragraph about a museum. Includes topic sentence, supporting ideas, and conclusion. Organizes factual information logically. |
ENGAGEMENT (Motivation)
Students talk about museums in their town or city and choose one they find interesting. Local relevance increases personal engagement.
REPRESENTATION (Representation)
The teacher presents a sample paragraph and an outline with topic sentence, supporting ideas, and concluding sentence.
ACTION AND EXPRESSION (Action & Expression)
Students complete an outline and write a paragraph about a museum, including what visitors can see, do, and learn there.
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Technique: Process writing Instrument: Writing rubric |
| 11 | Painters and past continuous |
Analyse and interpret literary texts using multimedia supports with less assistance. (Ref. EFL 3.5.1) Write narratives with more detailed linking words and descriptions of everyday activities. (Ref. EFL 3.4.6) Write more detailed personal stories using diverse vocabulary and structures inspired by literary sources. (Ref. EFL 3.5.4) |
Identifies past continuous structures in context. Talks about painters and artworks using past events. Produces simple narrative sentences with sequence. |
ENGAGEMENT (Motivation)
Students explore dramatic stories about Van Gogh and Picasso and react to paintings, colors, and artistic choices.
REPRESENTATION (Representation)
The teacher highlights while and when with examples from the module and uses timelines and images of paintings to support comprehension.
ACTION AND EXPRESSION (Action & Expression)
Students identify past continuous sentences, describe paintings, write short narrative sentences, and compare artists’ lives and styles.
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Technique: Reading and grammar integration Instrument: Worksheet and oral response |
| 12 | Ecuadorian painters and museum poster project |
Compose diverse literary forms reflecting popular Ecuadorian culture with attention to audience, voice, and rhythm. (Ref. EFL 3.5.8) Employ multiple digital tools efficiently for collaborative writing projects and presentations. (Ref. EFL 3.4.9) Cooperate effectively in varied group formats for creating and discussing complex literary projects. (Ref. EFL 3.5.9) |
Produces a collaborative museum poster with clear information. Includes Ecuadorian cultural content. Works effectively in pairs or small groups. |
ENGAGEMENT (Motivation)
Students learn about Oswaldo Guayasamín and other cultural references, then create a final museum poster that reflects Ecuadorian identity and visual creativity.
REPRESENTATION (Representation)
The teacher models poster structure, short messages, image selection, and organization of key information. Examples from the module guide the process.
ACTION AND EXPRESSION (Action & Expression)
Students plan, design, and present a museum poster with drawings, photographs, or cutouts. They explain their choices orally and collaboratively.
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Technique: Project-based assessment Instrument: Rubric, checklist, oral presentation |
| Specifications | Methodological Guidelines | Assessment |
|---|---|---|
| Students who require visual support, segmented instructions, guided reading, reduced copying load, alternative oral response, or additional time. | Use of flashcards, visual organizers, timelines, highlighted vocabulary, partner support, modeled examples, sentence frames, shared reading, guided repetition, and optional drawing-based responses. | Adapted assessment through observation, oral response, simplified rubrics, visual matching tasks, fewer items, flexible timing, and support during writing and speaking activities. |
| Prepared by: Henry Guatemal Cadena | Reviewed by: Area Coordinator | Approved by: Vice Principal |
