As regards grammar, I don't agree with you on the high standards. As I explained the grammar aim of the task is REVISION, so almost no mistakes is desirable. On top of that you have the pair correction instance that allows them time for awareness. Don't you think?

As far as I know, in most school passing mark is a 6 (six) so it'll be near all areas in the rubric with scored in 3 and just 1 in 2. This will give them the chance to evaluate the learning in the English class as well as the other classes :)

Gladys, Thanks a lot for your comments, you will see the developed plan with some highlights on the net in a couple of minutes. As regards evaluation, I consider the rubric very easy math. There are 5 areas (2 points each made up a total of 10) each area has 4 possible stages (4= 2 points, 3= 1.5 points, 2= 1 point and 1= 0.5 point) As far as I know, in most school passing mark is a 6 (six

Hi Yoha! There's great work in process here, so I thought I might share my views for you to keep moving ahead. These are my thougts: 1. I suggest you should rephrase the task so that it sounds really communicative. It might help you to think of the basic questions: who is writing what to whom, and why? 2. Good idea to have thought of peer reviews for the editing stage! 3. Excellent: you've looked into cross-curricular links 4. Definitely impressed by rubric. (mind you: IMHO, the standards set for grammar are probably a bit too high for pre-intermediate learners in the EFL lesson). Wondering how you plan to go about "questioning students on facts and technical procedures followed", though I get your intention, and agree with it. NB: what's the passing mark? Or rather, how do you turn the different categories in ONE mark that might total 10? 5. Emphasize the learning that will be generated by this task. Big hug, Gladys