Preparatoria No.

1
Plan clase y evaluació n
DOI-ENA-03
Rev. 00-08/22

Period: January – June 2024

Stage 3: Changes at school

Teacher´s Name: ____________________________ Groups: ________________________

Curricular Area of Training (UAC): Progressive English II
Program of the Upper-Middle Level Academic Model: Bilingual Program
Discipline: Communication and language

Activities and topics to develop: Would rather, had better, zero conditional, first conditional and “another”

 Dimension 1: Retrieval: Quiz (Would rather, had better, zero conditional, first conditional, another)
 Dimension 2: Comprehension: Worksheet (Zero conditional)
 Dimension 3 Analysis: Worksheet (Making corrections)
 Learning evidence: Brochure (Digital brochure)

Assigned time for this stage: 50 Synchronous sessions of 50 minutes.

Date of elaboration: January 19th 2024.
Teacher´s name who developed the class and evaluation plan: Adriana Saraí Silva Rodríguez
Date of Translation: January 19th 2024. Translator: Adriana Saraí Silva Rodríguez

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 Lesson Plan and Evaluation
Stage 3: Changes at school
Date of application: From March 18th to March 22nd 2024.
Dimension 1: Retrieval: Quiz (Would rather, had better, zero conditional, first conditional, Time: 10 sessions (500
another) minutes)

Purpose: The student identifies the correct use of would rather, had better, zero conditional, first conditional, and another.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.
 Active listening, empathy, assertiveness, perspective taking, critical thinking.

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Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Quiz Instrument of evaluation: Type of evaluation:

Check list Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the
information from previous
knowledge acquired in 3rd
stage and daily life.
The student identifies would The activity must be Nexus platform.
rather, had better, zero answered on the Learning MsTeams platform.
conditional, first conditional guide and on Nexus platform. Learning guide.
and another in sentences.

DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Learning Guide

(To know)
Grammar: zero - Takes assistance to the students. Pencil
conditional, infinitives Knowledge and - Shows the schedule. Dictionary
of purpose, in order to,
memory Computer
be good/bad at, help + - Mentions the competences which students will work.
object + (to) verb, Internet
would rather, other, - Says the purpose about the activity.
another and else, Notebook
adverbs of place, had - Connect the topic and the student’s life.
better (not), let’s, first - Starts the topic. Student’s book
conditional, have + Blackboard

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object + to verb, think + Markers
(that) clause,
keep/continue + gerund, Student Projector
why not/why don´t. - Says “present” or “here” when teacher asks.
Vocabulary: fields of MsTeams
study, college majors, - Identifies the competences which will have to be platform
career and job skills,
activities and verbs to developed. Nexus platform
describe feelings and
subjects, comparative - Takes notes about the purpose of the activity.
and superlative adverbs, - Participates in plenary to get a warm up of the topic.
words to talk about
school, phrases used on
university websites,
directions, phrases to
give suggestions and
warnings.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Asks to students to open their guide on page 69 and Pencil
 Uses grammatical Dictionary
structures accurately to 5263 and explains the instructions about the activity.
Computer
talk about majors,  Reads the evaluation criteria by means of the
choosing and changing Internet
majors, study checklist.
Notebook
preferences, and
 Let’s students to check the activity on the learning
academic decisions. Student’s book
 Uses vocabulary guide to work with doubts or questions they may
related to majors,
Blackboard
have.
career, job skills, Markers
schools, and websites.  Remembers to students the activity must be done on
 Interpret general
Projector
the Nexus platform too.
information from MsTeams
different types of texts  Gives some minutes to students to answer the platform
and conversations to
assure reading
activity on the learning guide. Nexus platform
comprehension.  Remembers to students the activity must be uploaded
 Communicates
information about
on the MsTeams platform too.
majors, fields of study,
and schools.
 Participates in teams
Student:
by sharing ideas and  Checks what teacher is saying to formulate questions

Página 4 de 20
accepting others’ ideas if they have doubts.
to complete a task.
 Contributes and  Work on their activities.
negotiates with his
ideas and takes other
 Answer the Quiz on the Nexus platform.
people’s points of view
to enrich his
understanding about the
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Learning Guide

(to be)  Checks the activity in plenary. Pencil
 Shows interest when Dictionary
working in different  Gives feedback to students by means of the
learning scenarios.
Computer
checklist.
 Practices honesty Internet
while producing
Nexus platform
different tasks. Student:
 Assumes Notebook
responsibility for all his  Does his / her self-evaluation by checking the
Student’s book
actions. answers of the quiz in plenary.
 Shows tolerance of Blackboard
different opinions,  Checks their evaluation given by the teacher. Markers
actions, and points of
view.
 Takes notes about teacher’s feedback. Projector
 Shows respect while  In a Word document, add the images of the Learning MsTeams
participating in
different settings.
guide pages. platform
Nexus platform

Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

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 Lesson Plan and Evaluation
Stage 3: Changes at school
Date of application: From April 8th to April 12nd 2024.
Dimension 2: Comprehension: Worksheet (Zero conditional) Time: 10 sessions (500
minutes)

Purpose: The student identifies the use of zero conditional sentences.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.
 Active listening, empathy, assertiveness, perspective taking, critical thinking.

Página 6 de 20
Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Worksheet Instrument of evaluation: Type of evaluation:

Check list Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the
information from previous
knowledge acquired in 3rd
stage and daily life.
The student identifies the use The activity must be MsTeams platform.
of zero conditional sentences. answered individually on the Learning guide.
learning guide.
DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Learning Guide

(To know)
Grammar: zero - Takes assistance to the students. Pencil
conditional, infinitives Knowledge and - Shows the schedule. Dictionary
of purpose, in order to,
memory Computer
be good/bad at, help + - Mentions the competences which students will work.
object + (to) verb, Internet
would rather, other, - Says the purpose about the activity.
another and else, Notebook
adverbs of place, had - Connect the topic and the student’s life.
better (not), let’s, first - Starts the topic. Student’s book
conditional, have +
object + to verb, think + - Explains the content of the stage. Blackboard
(that) clause, Markers

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keep/continue + gerund, Projector
why not/why don´t.
Vocabulary: fields of Student MsTeams
study, college majors, - Says “present” or “here” when teacher asks.
career and job skills, platform
activities and verbs to - Identifies the competences which will have to be
describe feelings and
subjects, comparative developed.
and superlative adverbs,
words to talk about - Takes notes about the purpose of the activity.
school, phrases used on - Participates in plenary to get a warm up of the topic.
university websites,
directions, phrases to
give suggestions and
warnings.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Asks to students to open their guide on page 71 and 72 Pencil
 Uses grammatical Dictionary
structures accurately to and explains the instructions about the activity.
Computer
talk about majors,  Reads the evaluation criteria by means of the checklist.
choosing and changing Internet
majors, study  Let’s students to check the activity on the learning
preferences, and
Notebook
guide to work with doubts or questions they may have.
academic decisions. Student’s book
 Uses vocabulary  Gives some minutes to students to answer the activity
related to majors,
Blackboard
career, job skills,
on the learning guide. Markers
schools, and websites.  Remembers to students the activity must be uploaded Projector
 Interpret general
information from
on the MsTeams platform too. MsTeams
different types of texts
and conversations to
platform
assure reading
Student:
comprehension.  Checks what teacher is saying to formulate questions if
 Communicates
information about
they have doubts.
majors, fields of study,  Works on their activity.
and schools.
 Participates in teams  In the Word document done before, add the images of
by sharing ideas and the Learning guide page.
accepting others’ ideas
to complete a task.

Página 8 de 20
 Contributes and
negotiates with his
ideas and takes other
people’s points of view
to enrich his
understanding about the
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Learning Guide

(to be)  Checks the activity in plenary. Pencil
 Shows interest when Dictionary
working in different  Gives feedback to students by means of the
learning scenarios.
Computer
checklist.
 Practices honesty Internet
while producing
Notebook
different tasks. Student:
 Assumes Student’s book
responsibility for all his  Does his / her self-evaluation by checking the
Blackboard
actions. answers of the quiz in plenary.
 Shows tolerance of Markers
different opinions,  Checks their evaluation given by the teacher. Projector
actions, and points of
view.
 Takes notes about teacher’s feedback. MsTeams
 Shows respect while platform
participating in
different settings.
Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

Lesson Plan and Evaluation

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Stage 3: Changes at school
Date of application: From April 15th to April 19th 2024.
Dimension 3: Analysis: Worksheet (Making corrections) Time: 10 sessions (500
minutes)

Purpose: The student analyzes sentences to find the mistakes and then corrects them.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.
 Active listening, empathy, assertiveness, perspective taking, critical thinking.

Página 10 de 20
Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Worksheet Instrument of evaluation: Type of evaluation:

Check list Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the The student analyzes The activity must be MsTeams platform.
information from previous sentences to find the mistakes answered on the Learning Learning guide.
knowledge acquired in 3rd and then corrects them. guide.
stage and daily life.

DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Learning Guide

(To know)
Grammar: zero - Takes assistance to the students. Pencil
conditional, infinitives Knowledge and - Shows the schedule. Dictionary
of purpose, in order to,
memory Computer
be good/bad at, help + - Mentions the competences which students will work.
object + (to) verb, Internet
would rather, other, - Says the purpose about the activity.
another and else, Notebook
adverbs of place, had - Connect the topic and the student’s life.
better (not), let’s, first - Starts the topic. Student’s book
conditional, have + Blackboard

Página 11 de 20
object + to verb, think + Markers
(that) clause,
keep/continue + gerund, Student Projector
why not/why don´t. - Says “present” or “here” when teacher asks.
Vocabulary: fields of MsTeams
study, college majors, - Identifies the competences which will have to be platform
career and job skills,
activities and verbs to developed.
describe feelings and
subjects, comparative - Takes notes about the purpose of the activity.
and superlative adverbs, - Participates in plenary to get a warm up of the topic.
words to talk about
school, phrases used on
university websites,
directions, phrases to
give suggestions and
warnings.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Asks to students to open their guide on page 73 and Pencil
 Uses grammatical Dictionary
structures accurately to 74 and explains the instructions about the activity.
Computer
talk about majors,  Reads the evaluation criteria by means of the
choosing and changing Internet
majors, study checklist.
Notebook
preferences, and
 Let’s students to check the activity on the learning
academic decisions. Student’s book
 Uses vocabulary guide to work with doubts or questions they may
related to majors,
Blackboard
have.
career, job skills, Markers
schools, and websites.  Remembers to students the activity must be uploaded
 Interpret general
Projector
on the MsTeams platform too.
information from MsTeams
different types of texts  Gives some minutes to students to answer the platform
and conversations to
assure reading
activity on the learning guide.
comprehension.
 Communicates
information about
Student:
majors, fields of study,  Checks what teacher is saying to formulate questions
and schools.
 Participates in teams
if they have doubts.
by sharing ideas and  Work on their activities.

Página 12 de 20
accepting others’ ideas
 In the Word document done before, add the images
to complete a task.
 Contributes and of the Learning guide pages, add the cover with the
negotiates with his personal data.
ideas and takes other
people’s points of view
to enrich his
understanding about the
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Learning Guide

(to be)  Checks the activity in plenary. Pencil
 Shows interest when Dictionary
working in different  Gives feedback to students by means of the
learning scenarios.
Computer
checklist.
 Practices honesty Internet
while producing
Notebook
different tasks. Student:
 Assumes Student’s book
responsibility for all his  Does his / her self-evaluation by checking the
Blackboard
actions. answers of the quiz in plenary.
 Shows tolerance of Markers
different opinions,  Checks their evaluation given by the teacher. Projector
actions, and points of
view.
 Takes notes about teacher’s feedback. MsTeams
 Shows respect while  Uploads the Word document to MsTeams platform. platform
participating in
different settings.

Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

Evaluation of the Dimension 1, 2, and 3 (Learning Guide activities)

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 Topic: Would rather, had better, zero conditional, first conditional and “another”
Check list to evaluate: Worksheet (requirement activities).

Type of evaluation: Auto - evaluation ( x ) Co - evaluation ( x ) Hetero – evaluation ( x )

DIDACTIC STRATEGY Worksheet Date :

EVIDENCE
CONTENTS ATTRIBUTES CRITERIA DELIVERED
Yes No
1. Identifies the use would rather and had better correctly.

Conceptual 2. Distinguishes the zero conditional correctly.

(to know) GCA 4.4 3. Distinguishes the first conditional correctly.

4. Uses the conjunction “another” correctly.

Procedimental GCA.8.2
(Hacer) 5. Identifies mistake according topics seen.
6. Shows respect while participating in different settings.
Actitudinal GCA 10.2
(Ser) 7. Assumes responsibility for all his/her actions.

Indicator If the student delivers with 5 to 7 criteria, the activity is considered achieved.

ACHIEVED
Feedback
Strenght Weakness How to increase the knowledge

Date of the last evaluation: Achieved

Lesson Plan and Evaluation

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Stage 3: Changes at school
Date of application: From April 22nd to April 26th 2024.
Learning Evidence. Brochure (Digital brochure) Time: 10 sessions (500
minutes)

Purpose: Apply your knowledge helps to develop your ability to make future plans, to research and to solve problems.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.
 Active listening, empathy, assertiveness, perspective taking, critical thinking.

Página 15 de 20
Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Brochure Instrument of evaluation: Type of evaluation:

Rubric Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the Text using the grammar The digital brochure must be Nexus platform.
information from previous structures and vocabulary on on teams, and present on the
knowledge acquired in 3rd the stage. classroom.
stage and daily life.

DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Pencil

(To know)
Grammar: zero - Takes assistance to the students. Dictionary
conditional, infinitives Knowledge and - Shows the schedule. Computer
of purpose, in order to,
memory Internet
be good/bad at, help + - Mentions the competences which students will work.
object + (to) verb, Nexus platform
would rather, other, - Says the purpose about the activity.
another and else,
- Connect the topic and the student’s life. Notebook
adverbs of place, had
better (not), let’s, first - Starts the topic. Student’s book
conditional, have +
Blackboard

Página 16 de 20
object + to verb, think + - Explains the activity to do in the Nexus platform and Markers
(that) clause,
keep/continue + gerund, the content of the stage. Projector
why not/why don´t.
Vocabulary: fields of
study, college majors, Student
career and job skills,
activities and verbs to - Says “present” or “here” when teacher asks.
describe feelings and
subjects, comparative - Identifies the competences which will have to be
and superlative adverbs, developed.
words to talk about
school, phrases used on - Takes notes about the purpose of the activity.
university websites,
directions, phrases to - Participates in plenary to get a warm up of the topic.
give suggestions and
warnings.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Explains the instructions about the activity. Pencil
 Uses grammatical Dictionary
structures accurately to  Reads the evaluation criteria by means of the rubric.
Computer
talk about majors,
 Let’s students to check the activity on the learning
choosing and changing Internet
majors, study guide on page 75 to work.
preferences, and
Nexus platform
academic decisions.
 Resolves doubts or questions that the students may Notebook
 Uses vocabulary have. Student’s book
related to majors,
career, job skills,
 Remembers to students the activity must be uploaded Blackboard
schools, and websites. on the Nexus platform. Markers
 Interpret general
information from Projector
different types of texts Student: MsTeams
and conversations to
assure reading
 Checks what teacher is saying to formulate questions platform
comprehension. if they have doubts.
 Communicates
information about  Works on their activity.
majors, fields of study,  In a digital brochure add the information which is
and schools.
 Participates in teams described on the directions.
by sharing ideas and

Página 17 de 20
accepting others’ ideas
 The activity must be uploaded on Nexus platform.
to complete a task.
 Contributes and
negotiates with his
ideas and takes other
people’s points of view
to enrich his
understanding about the
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Pencil

(to be)  Checks the activity on the Nexus platform. Dictionary
 Shows interest when Computer
working in different  Gives feedback to students by the rubric.
learning scenarios. Internet
 Practices honesty Nexus platform
while producing Student:
Notebook
different tasks.
 Checks their evaluation given by the teacher.
 Assumes Student’s book
responsibility for all his  Reads the teacher’s feedback.
actions. Blackboard
 Shows tolerance of Markers
different opinions,
actions, and points of
Projector
view.
 Shows respect while
participating in
different settings.
Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

Página 18 de 20
Semester: Second Learning unit: Progressive English II
Stage: 3 Activity: Learning evidence Evaluation type: Teacher assessment
Generic competency 4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

Generic competency 8. Participates and collaborates effectively in different teams. (GC 8)

Attributes
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

Generic competency 10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own circumstances in a broader context. (GCA 10.2).

LEARNING EVIDENCE Digital brochure Percentage: 8 %

Types of PERFORMANCE LEVELS

knowledg CRITERIA TOTAL
Complete Evidence Acceptable Evidence Partial Evidence No evidence
e
( 3 points ) ( 2 points ) ( 1 point ) ( 0 points )
CGA 4.4 Uses the standard English grammar Uses the standard English Uses the standard English
Uses grammar in context appropriately throughout the grammar with some problems grammar with many problems
Not delivered
Knowledge
TO KNOW

correctly. presentation slides. (1-5 errors) throughout the (6 or more errors) throughout
presentation slides. the presentation slides.
CGA 4.4 Produces sentences with many
Produces sentences with the accurate Produces sentences with some
Produces sentences with correct structure problems (4 or Not delivered
structure. structure problems (1-3 errors).
structure. more).
CGA 4.4 Uses varied vocabulary related to the Uses some vocabulary related to Barely uses vocabulary related
Uses vocabulary (concepts) topic. the topic. to the topic. Not delivered
properly.
TO DO

Skills

CGA 4.4 Writes with little or no

Organizes the information
appropriately and shows
coherence.
ACG 8.2
Participates in teams with a
Attitudes / Values
Organizes the information appropriately.
Shows coherence in the ideas expressed
in the presentation.
Participates in teams actively,
constructively and responsibility with a
positive attitude about his work. He
Maintains organization partially.
Does not always show
coherence in the ideas
expressed in the presentation.
Participates regularly with his
team. Sometimes he shares
meaningful insights.
organization of ideas.
Shows little or no coherence in Not delivered
the ideas expressed in the
presentation.
Seldom participates with his
teammates showing a positive
attitude. Rarely makes Not delivered

constructive attitude and offers insightful ideas making a meaningful contributions.

responsibility. meaningful participation.
TO BE

ACG 10.2 Demonstrates a lack of respect

Sometimes demonstrates
Respects the other team member´s when he shows no interest in
Respects other people´s point of respect, but somehow is not
opinions, getting into an agreement for listening to others’ opinions, Not delivered
view. interested in listening to others’
the completion of the activity. or in the completion of the
opinions.
activity.
TOTAL
Observations:

Percentage
Grade Total rubric points: 0 – 100 Grade:
obtained:

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 Nombre y firma Nombre y firma

________________________________ _____________________________________
Profesor Coordinador(a) de Academia

Dra. María Guadalupe Martínez Dávila

Subdirectora Académica

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