UNDERSECRETARY OF EDUCATIONAL FUNDAMENTALS

NATIONAL CURRICULUM DIRECTORATE

ANNUAL CURRICULAR PLANNING OF: LANGUAGE AND LITERATURE

SCHOOL YEAR:
BASIC EDUCATION SCHOOL
“AURORA ESTRADA DE RAMÍREZ” 2016-2017

ANNUAL CURRICULUM PLAN

1. INFORMATIONAL DATA
Area: natural Sciences Subject: Language and literature
Teacher(s): Atty. Alfredo Onofre Cedeño
Degree Sixth EGB Education level: Basic Medium
2. TIME
weekly workload No. work weeks Evaluation of learning and unforeseen events Total weeks of classes Total periods
9 40 4 36 324
3. GENERAL OBJECTIVES
Area objectives Degree/course objectives
 Use language as a means of democratic participation to rescue, value and respect  Understand, analyze and produce scientific descriptions, surveys, notes
intercultural and plurinational diversity. encyclopedia, historical accounts, bibliographical citations, anecdotes and personal diaries
 Know how to communicate from the production 13 and understanding 14 of texts of appropriate to the textual properties, processes, language elements and specific communicative
all types and in all communicative situations to use and value language as a tool for objectives to assess the precision, objectivity, clarity and logical order of the content and transmit
social exchange and personal expression. impressions and sensations of reality perceived.
 Enjoy, from the aesthetic function of language, different literary texts and express  Understand, analyze and produce literary texts: stories, popular poems and appropriate literary
their emotions through the appropriate use of different literary resources. descriptions with the literary specificity to know, value, enjoy and criticize from artistic expression
and revaluing national production.
Good Living: Interculturality; The formation of a democratic citizenship; The
4. TRANSVERSE AXES: environmental protection; Health care and recreational habits of students; Sexual
education in young people.

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5. DEVELOPMENT OF PLANNING UNITS*

Specific objectives of the Duration in
No. Planning unit title Contents** Methodological guidelines Assessment***
planning unit weeks
1. Scientific description / Understand, analyze and • Description of • Allow them to listen to  Extra-class duties 6
Survey / Encyclopedia produce scientific different scientific scientific descriptions and  oral lessons
notes /
Notes (notes)
descriptions, surveys, instruments. imagine the instruments  Written lessons
notes described and their  Questionnaire
encyclopedia and usefulness. development
suitable notes notes with • Ask them to listen to  Individual work in
textual properties, scientific descriptions on class
processes, elements television.  Memoir Review
of the language and • Ask them to write in a  Consultation work
specific communicative predetermined manner the  Group work in class
objectives to assess different scientific processes  Development of
precision, objectivity, learned in science class. concept meanings.
clarity and
logical order of the
content, and transmit
impressions and
sensations of the • Characteristics of a Plan and hold small meetings
perceived reality scientific description between your family
text and a survey. members to find out about
• Structuring texts of the habits developed at work.
scientific descriptions • Ask that surveys be carried
and surveys out among colleagues to find
out about their eating habits.
• Define the type of text:
scientific description and
surveys.

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• Organize the consultation

Oral presentation on the work and preparation of the
description of a exhibition, taking into
scientific topic. consideration the interests of
the students.
• Suggest some sources,
whether bibliographical or
Internet, where students can
obtain information about
attractive scientific
descriptions of interest.

• Comply with the activities

proposed for each stage of
• Reading texts with the reading process: pre-
varied scientific reading, reading and post-
descriptions. reading; This will activate
the specific skills of each
one.
• Encourage a dialogue about
what it means to read and
give reasons for doing so.

Present the new knowledge.

•
• Direct the observation and
• The subject and its analysis of examples.
core. • Promote deduction and
• Subject modifiers. generalization .

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• Direct and indirect

modifiers of the subject.
• Spelling tools: use of h
in Greek roots.
• Use of the v in the
vice prefix.
Accompany the student in
the writing process:
• Writing surveys . planning, writing, reviewing
and editing; with specific
skills specific to each stage.
• Respond to student
concerns.
Understand, analyze and Micro-stories. Allow them to listen to  Extra-class duties 6
produce scientific stories of different types and  oral lessons
 Written lessons
descriptions Understand imagine characters,  Questionnaire
appropriate stories with environment, era. development
2. literary specificity to • Ask them to convert the  Individual work in class
The history know, value, stories they hear by adding  Memoir Review
from our school enjoy and criticize from different endings, characters  Consultation work
 Group work in class
Historical account / artistic expression and and actions.
bibliographical revaluing national
citations production., surveys, • Narrative elements of • Activate prior knowledge.
notes from the story: characters, • Determine the enjoyment
encyclopedia and suitable environment, time. of reading stories and
notes notes with textual • Properties of a story: imagining their elements.
properties, processes,
elements
brevity, tension,
of the language and specific originality.
communicative objectives to • Literary and context

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assess precision, objectivity, analysis.

clarity and
logical order of the content,
and transmit impressions and
Comply with the activities
sensations of the perceived Reading the story proposed for each stage of
reality the reading process: pre-
reading, reading and post-
reading; This will activate
the specific skills of each
one.
• Promote a dialogue about
what it means to read literary
texts such as stories and their
objective of entertaining and
causing enjoyment in
readers.

• Organize the preparation of

Description of story the exposition about
characters. characters; takes into
consideration the interests of
the students.
• Ensure that the student's
planning, conduct and
production of the exhibition
is accomplished.

• Accompany the student in

the writing process:

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story writing planning, writing, reviewing

and editing; with specific
skills specific to each stage.
• Respond to concerns.
• Give suggestions.
3. Understand historical The historical story: • Allow them to listen to  Extra-class duties 6
accounts and Quilago, historical stories and imagine  oral lessons
 Written lessons
bibliographical citations the characters, places and  Questionnaire
The historical with textual properties, events described. development
story processes, language • Relate the events of the  Individual work in class
elements and specific story with other indigenous  Memoir Review
The colors of communicative customs and traditions.  Consultation work
the past objectives to assess the • Invite them to carry out
 Group work in class
precision, objectivity, recreational activities to
clarity and logical order represent the characters and
of the content, and the story of the stories.
transmit impressions
and sensations of
perceived reality. • Characteristics of the •Activate prior knowledge.
historical story. • Determine the importance
• Structure of the of historical stories to
historical story. understand the history of
• Characteristics of people, and of bibliographic
bibliographic citations. citations to respect the right
to intellectual property.

• Organize the consultation

work and preparation of the

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• Narration and exhibition taking into

presentation of stories consideration the interests of
and anecdotes from the students.
history • Suggest some sources,
whether bibliographic or the
Internet, from which students
can obtain information about
historical stories and
anecdotes of interest.

• Complete the activities

proposed for each stage of
the process to read:
Reading historical pre-reading, reading and
stories from the time of post-reading; This will
Ecuador's activate the specific skills of
independence. each one.
• New data from the • Promote a dialogue about
time of Independence. how important it is to read
• Vocabulary: texts related to the country's
Quichuisms . history to better understand
the past.

• Present the new

knowledge.
• Direct observation and

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analysis of examples.
• The noun and verb in • Promote deduction and
the sentence. generalization.
• The individual and • Perform strengthening
collective noun. exercises.
• Definition and .
examples of personal
and impersonal verbs.
• Use of g and j.
• Words by accent:
acute, serious and
esdrújulas. • Accompany the student in
the writing process:
planning, writing and
revising with specific skills
• Creation of fun specific to each stage.
historical stories. • Respond to concerns.
• Give suggestions.
Poems about Understand, analyze and • Popular Latin • Let them listen to popular  Extra-class duties 6
Our culture produce appropriate American verses poems.  oral lessons
 Written lessons
popular poems folk poems with and Ecuadorian couplets • Ask them to create short  Questionnaire
specificity couplets based on observing development
literary to know, value, nature and their favorite  Individual work in class
enjoy and criticize from animals.  Memoir Review
artistic expression and • Promote critical thinking  Consultation work
 Group work in class
revaluing national and develop listening
production. processes, through
appropriate and playful
activities.

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4.

• Definition of popular • Activate prior knowledge.

poems. • Determine your enjoyment
• Types of popular of reading popular poems.
poems: the string, the • Define the different types
amorphins, the couplets, of popular poetry.
the lullabies and
décimas.
• Characteristics of
Popular poetry

• Comply with the activities

Amorphous reading. proposed for each stage of
• Reading of emerald the reading process: pre-
tenths. reading, reading and post-
• Connection of popular reading; This will activate
poetry with music. the specific skills of each
one.
• Use popular poems of all
kinds, attractive to students.

• Organize the preparation of

the recital of different types
poetry recitation of popular poetry and take
Popular into consideration the

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interests of the students.

• Accompany the student in

the writing process:
• Writing poems and planning, writing and
popular verses revising; with specific skills
specific to each stage.
• Respond to concerns.
• Give suggestions.
Understand, analyze and Anecdotes of famous • Allow them to listen to  Extra-class duties 6
Gorillas produce appropriate people like Tomás anecdotes and imagine the  oral lessons
In the fog anecdotes and personal  Written lessons
diaries with
Chinski and Anne characters, places and events  Questionnaire
5. Anecdote / personal diary
textual properties, Frank. described. development
processes, language • Promote individual and  Individual work in class
elements and specific team work in the  Memoir Review
interpretation of anecdotes.  Consultation work
communicative  Group work in class
objectives to assess the • Relate the topic to the
precision, objectivity, proposed transversal axis:
clarity and logical order The use of free time.
of the content, and
transmit impressions
and sensations of the • Determine the importance
perceived reality. • Characteristics and of the anecdotes, to better
elements of the understand famous people.
anecdote. • Define the type of text:
• Personal diary anecdote and personal diary.
properties. • Describe the characteristics
• Differences between and structure of anecdotes

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anecdote and diary. and personal diaries

• Reading anecdotes
about famous people
such as
Tolstoy and Gandhi.
• Reading a virtual diary
posted on a blog.

• Organize the work of

• Exposition of real collecting real anecdotes and
anecdotes. preparing the exhibition.
• Suggest bibliographic and
Internet sources, where you
can obtain information about
anecdotes of interest.
• Relate the topic to the
transversal axis.

• Comply with the stages of

the reading process: pre-
reading, reading and post-
reading.
• Reading anecdotes and • Use additional texts about
personal diaries. anecdotes or personal
• Vocabulary: diaries.
Homograph words • Motivate to investigate how

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to create a personal blog on

the portal
http://www.earender.org

• Present the new

• Adjectives: epithets knowledge.
and indefinite. • Perform strengthening
• Regular and irregular exercises.
verbs. • Apply the new knowledge
• Use of c, syz: in the written production of
• Use of ellipses. sentences.
• Use of semicolons. • Encourage them to learn
• Use of parentheses. more about regular verbs in
http://www.laffont.com.ar .

• Accompany the student in

• Write a real journal . the writing process:
planning, writing and
revising.
• Answer concerns and give
suggestions.
• Show models.
• Display the products
obtained and encourage them
to keep them in their
portfolio.
Worlds and beings Understand, analyze and • Literary descriptions • Let them listen to stories  Extra-class duties 6

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Fantastic produce appropriate in fragments with literary descriptions.  oral lessons

Literary description literary descriptions from: Light is like water • Promote critical thinking.  Written lessons
 Questionnaire
with specificity and Sleeping Beauty's Develop listening processes development
literary to know, value, Plane by Gabriel García through appropriate and  Individual work in class
enjoy and criticize from Marquez. playful activities.  Memoir Review
6 artistic expression and  Consultation work
revaluing national  Group work in class
production .

• Determine the enjoyment

• The literary of reading stories and
description. imagining their elements.
• Characteristics of • Provide examples of
literary description: literary descriptions for
Of historical and different narrative elements.
fantastic characters. • Ask to recognize
Of animals characteristics and properties
Of places of literary description in
Of objects examples.

• Complete the activities of

the reading process:
• Reading the story pre-reading, reading and
“The Pink Dolphin” by post-reading.
Edna Iturralde. • Suggest some Internet
• Relationship of sources where students can
literary description with find stories with literary

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the plastic arts. descriptions such as

www.ciudadseva.com.
• Relate the literary text to
the plastic arts.

• Organize the preparation of

the exhibition on literary
descriptions.
• Description of • Ensure that the planning,
everyday objects conduct and production of
the exhibition by the student
is fulfilled.
• Relate the topic to the
proposed transversal axis:
Conservation of the
environment,

• Accompany the student in

the writing process:
planning, writing, revising.
• Answer concerns and give
• Writing a literary suggestions.
description • Display the products
obtained and encourage them

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to keep them in their

portfolio.
• Relate the topic to the
proposed transversal axis:
environmental conservation.
TOTAL SE WEEKS 36
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition standards) 7. OBSERVATIONS
Resources that will be used in the development of the planning unit, especially the bibliography used both in the basis of the The developments in compliance with the planning will be
design of each planning unit and texts selected for work with the students. recorded. In addition, it can suggest adjustments for better
compliance with what is planned in the instrument.
ELABORATED REVIEWED APPROVED
TEACHER(S): Atty. Alfredo Onofre Cedeño NAME: NAME:
Signature: Signature: Signature:

Date: May 23, 2016 Date: Date:

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