CTE: Colegio Charles Dickens

2014

28 Nov

Profesor: Juan Carlos Estrada Rodrguez

I.

De acuerdo al Plan de Estudios 2011:

ASIGNATURA: English
Caractersticas de enfoque:
1) Identify the main idea and some details from a variety of short oral and written texts,
using their knowledge of the world.
2) Understand and use information from different textual sources.
3) Produce short, conventional texts that respond to personal, creative, social, and
academic purposes.
4) Use appropriate registers in a variety of communicative situations.
5) Master linguistic resources to understand the relationship between the parts of a
statement or text.
II.

En concordancia a los aprendizajes esperados, en el periodo Dic-Ene, con los

estndares de espaol (lectura) y matemticas (dimensin global de las
prioridades educativas):

Aprendizaje
esperado 1:

Aprendizaje
esperado 2:
Aprendizaje
esperado 3:

Situacin
significativa
y cercana al
alumno
Situacin
didctica:
Reactivos de
nivel literal:
Reactivos de
nivel
interpretativo

Reactivos de
nivel
valorativo:

Identify the main idea and

1. Students produce texts to
Estndares de
express themselves.
some details from a variety
espaol y
2. Students must produce
of short oral and written
lectura:
texts in which they have to
texts, using their knowledge
analyze the information.
of the world.
Understand
and
use Estndar de
It has no relationship.
information from different matemticas:
textual sources.
Produce short, conventional Estndar de
It has no relationship.
texts that respond to
ciencias:
personal, creative, social,
and academic purposes.
Students are going to write an essay based on capital punishment. They will
find some information based on this topic in internet indifferent parts of the
world. They will have to find where it is applied and where it is not.
Students will bring information to the classroom
What is capital punishment?
Is capital punishment applied in Mexico?
What countries apply the capital punishment?
What is the difference between Mexico and the USA on the capital
punishment?
Is it more severe in Mexico or in the USA?
Would you consider Capital Punishment as a solution for Mexico?
Would it really help decrease the crime rate?

Valoracin:

The final essay is going to be evaluated based on 10 points.

These are the following elements to be evaluated:
1. A cover (10%)
2. The essay must be divided into introduction, development and
conclusion, and every division contain the information developed.
(40%)
3. At the end it must contain all the references where they got the
information from. (10%)
4. They need to have three quotations, no more, no less. (20%)
5. The essay must be written in Arial 12, it must be justified. (10%)
6. Information must not taken literally from the text without a quotation,
otherwise it will be taken as plagiarism and it will be canceled. (10%)

III.

RUTA DE MEJORA

Anlisis de Logros de los Estudiantes

Asistencia

Group.

Subject.

Total
students
per group.

First
Second
Third

Literature
Literature
Literature

26
20
32

Number of students
who have been absent
very often.
3

Number of
students who have
been absent
sometimes.

Number of students
who havent been
absent.

2
4

Participacin en clase
Group.

Subject.

First
Second
Third

English
English
English

Number of students
who do not
participate.
3
5
3

Number of students who

participate sometimes.
10
10
12

Number of students
who constantly
participate in class.
13
5
17

Campo Formativo: Lenguaje y Comunicacin

Grupo

Asignatur
a

Total de
alumnos
por grupo

First.
English
26
Tipo de apoyo que se requiere, por
nivel:

Nmero de alumnos que

requieren apoyo adicional para
lograr los aprendizajes esperados.
2
The two ones need extra

Nmero de alumnos
que en ocasiones
logran los
aprendizajes
esperados.
5

Nmero de alumnos
que casi siempre o
siempre logran los
aprendizajes
esperados.
19

Secon
English
20
d
Tipo de apoyo que se requiere, por
nivel:
Third
English
32
Tipo de apoyo que se requiere, por
nivel:

english classes for them

to get the level required
to
understand
the
classes.
2
Students require the
teacher to be close to
them for them to work.
1
This
student
needs
continuous preassure for
him to work. Apart from
this,
he
has
some
problems at work.

14

29

Campo Formativo: Pensamiento Matemtico

Grup
o

Asignatur
a

Total de
alumnos
por grupo

Nmero de alumnos que

requieren apoyo adicional
para lograr los aprendizajes
esperados.

Nmero de alumnos que

en ocasiones logran los
aprendizajes esperados.

Nmero de alumnos que

casi siempre o siempre
logran los aprendizajes
esperados.

Tipo de apoyo que se requiere, por

nivel:
Tipo de apoyo que se requiere, por
nivel:
Tipo de apoyo que se requiere, por
nivel:

Cuadro A: Condiciones y Prioridades Educativas

CONDICIN
O
PRIORIDAD educativa

Propici que en nuestra escuela se

brindara el servicio educativo todos
los das establecidos. (Condicin).
Atend a mi(s) grupo(s) la totalidad de
los das hbiles. (Condicin).
Inici puntualmente las actividades
con mi(s) grupo(s). (Condicin).
Todos mis
puntualmente
(Condicin).

alumnos asistieron
a
mis
clases.

Puse a disposicin de cada uno de

mis estudiantes y promov el uso
sistemtico de todos los materiales

QU VOY HACER POR

MEJORAR?
(noviembre)
(diciembre-enero)
Yes I did. At this school, we There is not too much tobe
commonly do not have this done.
sort of problems.
I did, I came to class and I Continue working the same
worked on the activities I way.
stablished.
I started classes on time.
Continue working the same.
QU HICE?

Every
student
classes on time.

atended There is not too much I can do

about it.

Depending on the topic, Continue working the same

students were supposed to way.

para el estudio. (Condicin).

Ocup todo el tiempo escolar
fundamentalmente en actividades
de aprendizaje. (Condicin).

use
the
computer,
the
dictionary, the books, etc.
All the classes are used to Continue working the same.
work in class.

Las actividades que propuse

permitieron que todos mis alumnos
participaran en el trabajo de la
clase. (Condicin).

Yes all the activities were Continue working the same.

made
for
students
to
participate in the class.

Promov en todos mis alumnos la

prctica de la lectura, la escritura y
las matemticas de acuerdo con su
grado educativo. (Prioridad).

I most of the times work on Continue working the same.

Reading and writing since
one
of
the
classes
is
literature.
Yes I worked on activities in Continue working the same.
which they promote the
connivance.

Promov ambientes favorables para el

aprendizaje a partir de priorizar la sana
convivencia escolar. (Prioridad).

Cuadro B: SEGUIMIENTO AL PLAN DE MEJORA

Qu propuse?
(FASE INTENSIVA)

AULA: Trabajar con los

estudiantes
la
comprensin
lectora
a
partir de la lectura en
clase, la lectura en casa
con los libros y reportes
mensuales

ACTIVIDADES
Seguimiento
Valoracin de resultados

Evaluacin
Toma de decisiones

(qu se hizo y con qu resultados)

NOVIEMBRE

(QU SE VA HACER?)
(DICIMEBRE ENERO)

AULA: Trabajamos la lectura

en clase, la lectura del libro
mensual
durante
unos
minutos de las clases de
literatura.

AULA: Continuar con la

lectura en clase, la lectura
comentada, la lectura en voz
alta,
el
responder
cuestionarios con diferentes
tipos de preguntas, adems
de hacer comentarios en
grupo.
Charles ESCUELA: Colegio Charles
Dickens.

ESCUELA: Colegio Charles ESCUELA: Colegio

Dickens.
Dickens
C.B.E.:
MEDIOS DE VERIFICACIN: A partir de los cuestionarios y los comentarios hechos
en clase.
Aula:
Escuela: Colegio Charles Dickens.
C.B.E.: