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MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 2nd BGU Class:
Foreign Language
Unit number: 1 TEXTBOOK: The New Learning Unit Specific Objectives: O.EFL 5.2 Draw on this established
plus propensity for curiosity and
Unit Title: UNUSUAL EVENTS tolerance towards different
cultures to comprehend the role of
diversity in building an intercultural
and multinational society.

COMPETENCES COMMUNICATION C.C PERIODS: 3-4 hours a STARTING WEEK:

MATH M.C. week.
DIGITAL D.C.
SOCIO-EMOCIONAL S.EM.C.
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
Communication and cultural awareness COMMUNICATION AND CULTURAL AWARENESS
EFL 5.1.8 Discover and employ alternative ways of saying things in social and CE.EFL.5.4. Communicate effectively using a variety of media and formats, including
classroom interactions. S.EM.C. ICT, by saying things in alternative ways and applying self-correcting and self-
Oral communication monitoring strategies when needed. D.C and S.EM.C.
EFL 5.2.4. Follow oral directions in classroom activities and projects and provide
directions to peers in selected interactions C.C. and S.EM.C ORAL COMMUNICATION
Reading CE.EFL.5.6. Listening for Information: Deal with practical, everyday communication
EFL 5.3.4. Find the most important information in print or online sources in order to demands in familiar social and academic contexts, including following directions in
support an idea or argument. (Example: Internet search engines, online advertising, virtual or face to face class activities and identifying main ideas in other curricular
online or print timetables, web pages, posters, adverts, catalogues, etc.) C.C. and subjects when given sufficient support. C.C and D.C.
D.C.
READING
Writing
EFL 5.4.4. Select and make effective use of a range of digital tools to write, edit, CE.EFL.5.12. Engage with a variety of digital and print texts and resources by
revise and publish written work in a way that supports collaboration, learning and evaluating and detecting complexities and discrepancies in the information in order
productivity. (Example: image editing, GoogleDrive, infographic makers, audio and to find the most appropriate sources to support an idea or argument. C.C and D.C.
video editing, presentation apps, etc.) C.C. and D.C.
Language through the Arts WRITING
EFL 5.5.2. Make predictions, inferences and deductions to demonstrate different
levels of meaning of literary texts presented orally or in digital form, including literal CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential
and implied meanings. (Example: summarizing, explaining and identifying, word resources and references, including digital tools that support collaboration and
choice, symbols, points of view, etc.) C.C. EFL 5.5.4. Read aloud with confidence, productivity, for educational and academic use. C.C and D.C
accuracy, fluency and expression to demonstrate understanding and to convey an
interpretation of meaning. C.C. LANGUAGE THROUGH THE ARTS
CE.EFL.5.17. Demonstrate and convey different levels of meaning in literary texts by
identifying distinguishing features, interpreting implicit and explicit messages and
responding in a variety of ways. C.C.

METHODOLOGICAL EVALUATION ACTIVITIES

RESOURCES PERFORMANCE INDICATORS
STRATEGIES TECHNIQUES / INSTRUMENTS
 Listen and read to think:  Text and Workbook COMMUNICATION AND CULTURAL AWARENESS: Workbook pages: Practice and reinforcement.
The trapeze artist. Predict included. I.EFL.5.6.1. Learners can deal with practical, Self -assessment
about the text, skim and  Platform with everyday communication demands in familiar Co-evaluation
scan it. Answer the audios, students and social and academic contexts, such as following Quizzes
questions. teachers files to be directions in class activities and identifying main Checklist
 Reading comprehension: shared. ideas in other curricular subjects when given Rubrics.
Answer the questions. sufficient support. C.C and D.C. PROJECT: How to be a novelist
Look for the underlined  Picture cards/word  Research about famous novelists from
clue words and answer. cards ORAL COMMUNICATION: anywhere.
 Workbook practice: wh  Newspapers, I.EFL.5.6.1. Learners can deal with practical,  Find a topic, he/she wrote about and
questions . magazines. everyday communication demands in familiar analyze purpose, intention or reason.
 Listen and number the  Restaurants social and academic contexts, such as following  Write something similar with your own
pictures in the correct brochures, images, directions in class activities and identifying main ideas (short booklet)
order. websites or links. ideas in other curricular subjects when given  Present it to the class.
 Reading comprehension: a  Novels, fables, sufficient support. C.C and D.C.
romantic life. Find in the legends, tales.
text words and indicate READING:
what they refer to. I.EFL.5.12.1. Learners can engage with a variety of
 Some and Any: choose the digital and print texts and resources by evaluating
affirmative or negative the information in order to find the most
word. appropriate sources to support an idea or
 Complete the questions, argument. C.C and D.C
sentences, write your own
responses.
  Recognizing intentions: WRITING:
Read the answers and I.EFL.5.14.1. Learners can identify, critically
write questions with the evaluate and recommend a variety of potential I
words in the box. resources and references, including digital tools
 Self assessment. that support collaboration and productivity, for
 English for daily life: At the educational and academic use. C.C and D.C
restaurant. Useful
expressions, conversations
and delivery. LANGUAGE THROUGH THE ARTS:
I.EFL.5.17.1. Learners can demonstrate and
convey different levels of meaning in literary
texts, interpreting implicit and explicit messages
and responding in a variety of ways. C.C.

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
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DATE: DATE: DATE: