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UNIDAD PLANNING
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:
My Family and Me O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
Periods: 30, 6 class periods per lesson Weeks: 6
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts
2. UNIT PLAN
familiar
Skills and Performance to the learner.
Criteria Evaluation Criteria
Communication and Cultural CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
Awareness well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make
distinctions across cultures and groups (differentiated by gender, ability, features.
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate statements about familiar everyday topics such as objects, possessions and routines in structured situations and short
generations, etc.) including the students’ own.
priority within the personal and educational domains, provided speech is clearly conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social
and slowly articulated. (Example: daily life, free time, school activities, etc.)
Reading CE.EFL.4.8
CE.EFL.4.11Production – Accuracy
Demonstrate and Intelligibility:
comprehension of main ideas Communicate needsinand
and some details information
short clearly
simple texts on and in simple terms,
and classroom
EFL 4.2.2
4.3.1 Use a series main
of phrases
pointsand sentences to texts
describe aspects subjects.
of personal using grammatical
familiar subjects, structures
making uselearned in class (although
of contextual thererelevant
may be frequent errors), effectively and without undue effort.
Writing Understand in short simple on familiar
interactions. (Example: asking questions, starting over, rephrasing, CE.EFL.4.15 Express information and ideasclues to identify
and describe feelings andinformation
opinions ininsimple
a text.
background,
(Example: immediate
news about environment
sports andpeople,
or famous mattersdescriptions,
of immediate need in simple
etc.) Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
EFL 4.4.4alternative
exploring Write to describe feelings/opinions
pronunciations in order
or wording, etc.) to effectively transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different
Language
terms usingthrough the arts
grammatical structures learnt in class (although there may be frequent CE.EFL.4.18 Use main ideas in order to understand, predict, infer and deduce literal and implied
influence an audience. (Example: persuade, negotiate, argue, etc.). texts have different features and showing the ability to use these features appropriately in one’s own writing.
EFL
errors4.5.4
withCreate personal
personalstories
tenses,Methodological by
pronouns, adding imaginative
prepositions, etc.).details to real-life stories meanings in short, simple, everyday literary texts (online, oral or in print).
Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book Communication and Cultural Activities
and situations, using appropriate vocabulary and elements of the literature learners
• Reading a list of actions people take and English Awareness • Describe yourself and your family members.
have read or heard.
discussing their consequences on others. A1.2 (including I.EFL.4.2.1 Learners can name • Talk about free time activities.
• Simulating desirable social behavior through role-playing. interactive similarities and differences between • Interview your classmates about their free time activities.
• Choosing pictures that show responsible actions version) different aspects of cultural groups. • Identify specific information in a paragraph.
performed by each member of the family and identifying • Audio CD Learners can demonstrate socially • Recognize what kind of person someone is by listening to his/her voice in a
irresponsible actions and their consequences on others. • Teacher’s Guide responsible behaviors at school, online, at dialog: She is
• Asking for help in class when necessary. communicate in familiar contexts. (I.3, your favorite free time activities.
• Choosing words in a list to complete gaps from a I.EFL.4.9.1 Learners can use simple Reading
reading. language to describe, compare and state • Read the title and illustrations of a text to
• Reading the paragraph about the Jonas Family and facts about familiar everyday topics such predict the topic.
highlighting interesting facts. as possessions, classroom objects and • Use context clues to understand the meaning
• Predicting main ideas by reading the title of a text and routines in short, structured situations, of new words in a text.
• Watching a video about a controversial topic and personal information and basic understand the context of a conversation.
writing a short response giving an opinion. immediate needs and deal with other Speaking
3. ADAPTED CURRICULUM
• Listening to a celebrity interview and writing more practical everyday demands in familiar • Describe the members of your family to a
Students with Special Needs Specifications of the Material to Be Applied
interview questions. contexts, effectively and without undue partner using the given expressions.
Teachers who work with students with special needs learn how to It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
• Writing answers to interview questions. effort and using grammatical structures • Encourage a partner to take part in a
identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing
CLIL Components
Language through the Arts Transversal Axes seen in class (although
and vocabulary conversation by using appropriate expressions
disabilities in order to design personalized plans based on assessment objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information
Science / Technology
• Listening / Arts:
to or reading Make
stories anda collage
drawingabout
an family members and share it Intercultural
there may be awareness,
frequent,tolerance, respect,
basic errors). multiculturalism, responsibility,such
(I.1, solidarity,
as Howetc.
about you?
results and empirical data. Thus, they should modify the objectives and in multiple formats; using review games to make learning fun.
Prepared
with the by
important scene. Revised by COMISION TECNICOI.2, I.3, S.1) Approved by Writing
indicators in accordance with those results, and adapt the PEDAGOGICA
class.
• LookingJACK
Teacher: at the title
CUEVAand illustrations of a text to write
Teacher: JACK CUEVA Reading Teacher: • Use connectors to write descriptions of your
corresponding activities.
questions about the topic. Then reading to find the I.EFL.4.11.1 Learners Signature:
can understand family members.
answers to the questions. main ideas and some details in short • Follow a model to write a description of a
Signature: Signature:
• Writing a sentence to describe an author’s intention.
Date: Date: simple online or print texts
Date:on familiar celebrity family.
• Finding a literary text online and summarizing it to subjects, using contextual clues to help
share it with the class. identify the most relevant information. Instruments for oral and written evaluation
• Underlining main ideas in a text. (I.2, I.4) • Oral and Writing Evaluation
1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:
2.
Book: English A1.2 Unit: 2 Objectives:
Cultures Around the O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN World O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
familiar to the learner.
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions across well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-monitoring and
cultures and groups (differentiated by gender, ability, generations, etc.) including the students’ own. self-correcting strategies as well as appropriate nonverbal and oral communication features.
Oral Communication:
EFL 4.1.5 (Listening
Apply self-correcting andand Speaking) strategies in social and classroom
self-monitoring CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority within the
interactions. statements about familiar everyday topics such as objects, possessions and routines in structured situations and short conversations. Interaction is with
personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, reasonable ease, provided speech is given clearly, slowly and directly.
free time, school activities, etc.) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
Reading
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, CE.EFL.4.11
and in simple Demonstrate comprehension
terms, using grammatical of mainlearned
structures ideas and some(although
in class details inthere
shortmay
simple texts on errors), effectively and without undue effort. Demonstrate an
be frequent
Language through
and structures the Arts
in writing. (Example: cause and effect, problem and solution, general-to- specific CE.EFL.4.22
productivity. Show the ability to work collaboratively and to participate effectively in a variety of
Methodological
solving tasks by showing Strategies
the ability to accept Resources
a variety of ideas and capitalize on other people’s strengths. Performance Indicators
problem solving. Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Simulating desirable social behavior through role-playing. A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Talk about customs around the world.
• Looking for information about different customs and celebrations interactive version) differences between different aspects of cultural • Talk about celebrations in your country.
around the world and. • Audio CD groups. Learners can demonstrate socially responsible • Interview a classmate about his/her favorite celebration.
• Participating in short role plays using a range of verbal and • Teacher’s Guide behaviors at school, online, at home and in the • Write about a celebration in your country.
nonverbal communication. • Quiz Time (SB) community, and evaluate their actions by ethical, • Write an e-mail to a friend inviting him/her to celebrate a festivity in your country.
• Responding to classroom activities and pair work through short safety and social standards. (J.3, S.1, I.1) • Prepare a slide show presentation about a culture in Ecuador.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify disabilities in It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills students have
order to design personalized plans based on assessment results and developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats;
accordance with those results, and adapt the corresponding activities. using review games to make learning fun.
Signature:
Signature: Signature:
Date: Date: Date:
AÑO LECTIVO: 2017-2018
UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”
1. INFORMATIVE DATA
Teacher: JACK CUEVA Area: English as a Foreign Language Grade / Course: 9th EGB Class:
Signature:
Signature: Signature:
Date: Date: Date:
UNIDAD EDUCATIVA “SAN VICENTE DE PAUL” AÑO LECTIVO: 2017-2018
1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 9 EGB Class:
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as well as
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom appropriate nonverbal and oral communication features.
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a variety of
pronunciations or wording, etc.) social interactions.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and informal
social or academic situations in order to communicate specific intentions in online and face-to-face
interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends,
answering in class, greeting an authority figure, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, immediate and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an
environment and matters of immediate need in simple terms using grammatical structures learnt in class ability to make appropriate use of new words and expressions in social interactions.
(although there may be frequent errors with tenses, personal pronouns, prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news about familiar subjects, making use of contextual clues to identify relevant information in a text.
sports or famous people, descriptions, etc.)
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different texts have different features and showing
(Example: persuade, negotiate, argue, etc.) the ability to use these features appropriately in one’s own writing.
Language through the Arts CE.EFL.4.18 Use main ideas in order to understand, predict, infer and deduce literal and implied
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and written) meanings in short, simple, everyday literary texts (online, oral or in print).
to understand short simple everyday stories, especially if there is visual support.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Participating in short role plays using a range of verbal and A1.2 (including I.EFL.4.3.1 Learners can employ a range of self- • Talk about food preferences.
nonverbal communication. interactive version) monitoring and self-correcting strategies and interpret • Agree and disagree when talking about food.
• Practicing a specific self-correcting strategy during a pair work • Audio CD and use appropriate verbal and nonverbal • Talk about recipes and ingredients to prepare healthy food.
activity. • Teacher’s Guide communication features to communicate in familiar • Organize the main ideas in a text.
• Talking in pairs about a video learners have watched using only • Posters and pictures • Classify food according to their types.
English. about food contexts. (I.3, S.4, J.4) I.EFL.4.4.1 Learners can • Use idioms related to food.
• Completing a self-assessment and writing a goal based on the results. • Photocopiable demonstrate an ability to give and ask for information • Present a project about a recipe.
Oral Communication: (Listening and Speaking) worksheets: The food and assistance using level-appropriate language and
• Recording in-class conversations and dialogues in order to identify pyramid (TG) interaction styles in online or face-to-face social and Techniques
correct and appropriate language usage and intelligibility. • Quiz Time (SB) classroom interactions. (J.2, J.3, J.4, I.3) Reading
Oral Communication
• Doing a mingle activity where learners ask and answer survey I.EFL.4.8.1 Learners can communicate personal • Use charts and mind maps to summarize
questions about after school activities. information and basic immediate needs and deal with information from texts.
• Asking the learners to read a dialogue in pairs and record other practical everyday demands in familiar contexts, Listening
themselves to assess clarity of sounds, rhythm, and intonation. effectively and without undue effort and using • Use specific information to make inferences.
Reading grammatical structures and vocabulary seen in class • Pay attention to background sounds to understand the context of a conversation. Speaking
• Reading a text and answering information questions. • Use fixed expressions to show agreement and disagreement.
• Choosing from a list of words to complete gaps from a reading. (although there may be frequent, basic errors). (I.1,
Writing
• Reading a short story from the Internet and highlighting interesting facts, I.2, I.3, S.1)
• Classify words according to categories to remember new words.
then comparing them with those of a partner. Reading
• Reading a blog post and writing a comment. I.EFL.4.11.1 Learners can understand main ideas and
Instruments for oral and written evaluation
Writing some details in short simple online or print texts on
• Listening to an interview and writing more interview questions. familiar subjects, using contextual clues to help • Oral and Writing Evaluation
• Writing answers to interview questions. identify the most relevant information. (Example: • Projects presentations
• Writing an email to a friend about healthy habits. title, illustrations, organization, etc.) (I.2, I.4) • Oral interviews in pairs
Language through the Arts Writing • Role Play
• Listening to or reading stories and drawing an important scene. I.EFL.4.15.1 Learners can convey information and • Game
• Looking at the title and accompanying illustrations of a text and ideas and describe feelings and opinions in simple • Writing Quiz
writing questions about the topic. • Glossary activities.
transactional or expository texts on familiar subjects
in order to influence an audience, while recognizing • Portfolio
that different texts have different features and
showing the ability to use these features appropriately
in one’s own writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.18.1 Learners can understand, predict, infer
and deduce literal and implied meanings in short,
simple, everyday literary texts (online, oral or in
print), especially when visual support is provided.
(I.2, I.3, I.4)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives
disabilities in order to design personalized plans based on assessment and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple
results and empirical data. Thus, they should modify the objectives and formats; using review games to make learning fun.
CLIL Components Transversal Axes
indicators in accordance
Science / Technology with those
/ Arts: results,
Prepare and adapt
a healthy recipethe
and describe its benefits. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
corresponding activities.
Signature:
Signature: Signature:
Date: Date: Date:
AÑO LECTIVO: 2017-2018
UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”
1. INFORMATIVE DATA
Teacher: JACK CUEVA Area: English as a Foreign Language Grade / Course: 9th EGB Class:
They Were O.EFL.4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with
and distinctions across cultures and groups (differentiated by gender, ability, others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles
Oral Communication: (Listening and Speaking) CE.EFL.4.7 Listening for Information: Follow and identify some main ideas and details in short and straightforward
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the spoken or audio texts set in familiar contexts, when delivered slowly and with
main idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual visuals to provide contextual support. Use spoken contributions in class as models for one’s own speech.
presentations) if delivered slowly and visuals provide contextual support.
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline familiar subjects, making use of contextual clues to identify relevant information in a text.
and layout, etc. to identify and understand relevant information in written level-
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to details and by employing various stages of the writing process, while using a range of digital tools to promote and
illustrate diverse patterns and structures in writing. (Example: cause and effect, support collaboration, learning and productivity.
Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9 Engage in collaborative activities through a variety of student student groupings by employing a wide range of creative thinking skills through the completion of activities such as
groupings to create and respond to literature and other literary texts. (Example: playing games, brainstorming and problem solving.
groups, etc.)
Communication and Cultural Awareness • Student’s Book Communication and Cultural Activities
• Using recycled materials to make a project. English Awareness • Identify the names of some famous people from the past.
• Surfing the Internet to look for information about A1.2 (including I.EFL.4.2.1 Learners can name • Ask questions about people’s lives in the
important people from other cultures and presenting it to interactive similarities and differences between past.
the class using digital tools. version) different aspects of cultural groups. • Use key expressions to answer questions.
• Choosing pictures to show responsible and solidary • Audio CD Learners can demonstrate socially • Identify detailed information when reading a paragraph.
actions • Teacher’s Guide responsible behaviors at school, online, at • Use idioms and expressions in conversations.
home and in the community, and evaluate • Write about a historical character.
(helping an elder cross the sidewalk, stopping two • Pictures of their actions by ethical, safety and social
children from throwing rocks at a dog, being open to famous people standards. (J.3, S.1, I.1)
accepting new ideas/foods, etc.) and having a class from the past. I.EFL.4.3.1 Learners can employ a range
discussion about the importance of helping others. • Bingo tables with of self- monitoring and self-correcting
Oral Communication: (Listening and Speaking) names of famous strategies and interpret and use
and taking notes. nonverbal communication features to • Design a Power Point Presentation to talk
• Listening to a dialogue between two or more people and communicate in familiar contexts. (I.3, S.4, about a historical character.
• Watching a short video about important people from the Oral Communication
Reading straightforward spoken audio texts set in • Use context clues to understand the meaning of new words in a text.
• Reading a text and answering information questions. familiar contexts when the message is Listening
• Choosing from a list of words to complete gaps from a delivered slowly and there is other • Listen for specific details.
• Predicting main ideas by reading the title and game, classroom instructions, a dialogue • Use new vocabulary and expressions in a
using other contextual clues (e.g., illustrations, in a scene from a cartoon or movie, etc.) dialogue to enrich it.
• Reading a biography and putting events on a timeline. contributions in class as models for their • Use connectors to write a short description of
Writing own. (I.2, I.3, S.4) a famous character from the past
Reading
• Reading an online movie review and identifying I.EFL.4.11.1 Learners can understand Instruments for oral and written evaluation
common linguistic features. Asking learners to use it as a main ideas and some details in short
model to write a review of simple online or print texts on familiar • Oral and Writing Evaluation
• Sequencing sentences by adding words. identify the most relevant information. • Oral interviews in pairs
• Creating literature circles where learners have the organization, etc.) (I.2, I.4) • Game
freedom to say anything they think about a text from Writing • Writing Quiz
class or outside it. I.EFL.4.17.1 Learners can convey and • Glossary activities.
• Brainstorming a list of questions and answers learners organize information through the use of
can use during small group discussions about literary facts and details and by employing
• Participating in classroom games in which problem- while using a range of digital tools to
J.2, J.4)
completion of activities
such as playing games, brainstorming
3. ADAPTED CURRICULUM
Teachers who work with students with special needs learn how to It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing
disabilities in order to design personalized plans based on assessment objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting
results and empirical data. Thus, they should modify the objectives and information in multiple formats; using review games to make learning fun.
corresponding activities.
Signature:
Signature: Signature:
Date: Date: Date:
AÑO LECTIVO: 2017-2018
UNIDAD EDUCATIVA “SAN VICENTE DE PAUL”
1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:
Unforgettable O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
Moments contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts
Teachers who work with students with special needs learn how to It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus
identify disabilities in order to design personalized plans based on on those skills students have developed. Classroom strategies to be implemented
assessment results and include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences;
empirical data. Thus, they should modify the objectives and presenting information in multiple formats; using review games to make learning fun.
indicators in accordance with those results, and adapt the
corresponding activities.
Science / Technology / Arts: Make a photo album with pictures of some Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by COMISION TECNICO Approved by
important life events and share it with the class. PEDAGOGICA
Teacher: JACK CUEVA Teacher: JACK CUEVA Teacher:
Signature:
Signature: Signature:
Date: Date: Date: