MDD 4 STANDARD

Author: Carolina Rebolledo M.

Teacher: Mara Gabriela Sanhueza.

MATRIZ PLAN DE EVALUACIN

UNIDAD: LIFE ONLINE
OBJETIVO GENERAL DE LA UNIDAD:
El propsito de la unidad es que los alumnos comprendan textos orales y escritos
adecuados a su nivel acerca de la vida en internet y el desarrollo de conciencia acerca de
sus mltiples usos. Se espera que logren identificar y emplear nuevas palabras
relacionadas con el tema en oraciones y preguntas. Adems, se busca que los estudiantes
sean capaces de interactuar y presentar lo aprendido durante el semestre junto con los
nuevos contenidos de esta unidad. Finalmente, se espera que puedan expresar su opinin
en forma oral y escrita en torno a la temtica de esta unidad demostrando inters y
entusiasmo en el uso de la internet de forma responsable.

By the end of the unit, SWBAT recognize and use vocabulary and grammatical forms in
context to describe experiences related to the use of technology.

1 Aim:
By the end of the lesson SWBAT share experiences about actions in the past that still
have an effect in the present orally.

Diagnstico (Observacin directa): Se le preguntar a los estudiantes acerca de

actividades que han realizado durante la semana y ver si pueden expresarlo en su
estructura correcta.

Formativo (Spoken and written task): Actividades y ejercicios en clase a travs de un

video donde se profundizar en contexto acerca de hablar sobre acciones pasadas que
repercuten en el presente. Los estudiantes debern ser capaces de expresarlo en su forma
correcta de forma oral y escrita.

2 Aim:
By the end of the lesson SWBAT comprehend information from a poem about actions
that still have an effect in the present through a listening.
Diagnstico: Heteroevaluacin informal acerca de identificar informacin especfica de una
cancin.

Formativo: Los alumnos debern reconocer informacin acerca de acciones realizadas en

el pasado explcitas en el poema y lograr completar este.

3 Aim:
By the end of the lesson SWBAT create a questionnaire about the possible uses of
internet and life online.
Diagnstico: Observacin

Formativo: Creacin de un cuestionario acerca de los posibles usos que las personas le
otorgan a la internet y bajo qu contextos los utilizan. Los estudiantes debern aplicar este
cuestionario a sus compaeros una vez terminado a modo de coevaluacin.

4 Aim:
Aim:
By the end of the lesson SWBAT relate information from a recent piece of news with
their personal experiences through a reading.
Formativo (Observacin directa, correccin de ejercicios): Se realizarn actividades a
modo de ejercicios acerca de la informacin entregada en la gua sobre el ms reciente
ataque informtico que ha afectado a numerosos pases, incluido Chile. Adems, debern
relacionar esta informacin con la ya entregada durante la unidad.

5 Aim:
By the end of the lesson SWBAT present alternatives to prevent a cyber-attack
through an oral presentation.
Diagnstico:

Sumativo: Hetero evaluacin informal y feedback de la presentacin oral de los alumnos a

travs de una checklist sobre el progreso durante la unidad.

6 Aim:
By the end of the lesson SWBAT comprehend information about the dangers on the
internet through a listening.

Formativo (Observacin directa, correcin de ejercicios): Se realizarn actividades

mediante un apunte y posterior reflexin acerca de la informacin entregada en el video
acerca de los peligros que podra correr la juventud sobre el uso inapropiado de la internet.

7 Aim:
By the end of the lesson SWBAT make a poster with written information about ways
to prevent dangers on the internet.
Diagnstico: Observacin

Formativo: Creacin de un poster con consejos acerca de cmo prevenir un ataque

informtico y prevenir peligros en la internet. Coevaluacin y rbrica includa

8Aim:
By the end of the class, students will be applied a written test with the contents of the
unit.

Sumativo (Evaluacin): Se realizar una prueba coeficiente 1 en la que se desarrollarn

tems que incluyen respuestas cerradas en base a vocabulario, un tem de creacin de
oraciones utilizando present perfect, y un tem de listening.

TAREA 2
Fundamente el por qu el plan propuesto permite recoger evidencias tanto para
monitorear el progreso y determinar el logro de aprendizaje de los estudiantes, como
para ofrecer a los estudiantes informacin que les permite autorregular su proceso de
aprendizaje.

El plan de evaluacin fue diseado en base a un desglose de contenidos de la unidad, la

cual cuenta con evaluaciones que buscan medir el progreso en el aprendizaje de estos.
Dicho plan de evaluacin cuenta con una evaluacin sumativa y dos proyectos. Estos
proyectos constan de un trabajo de investigacin (disertacin) y tambin un poster, las
cuales fueron evaluados por medio de una coevaluacin (checklist) y una rbrica.
La evaluacin sumativa consta de una prueba escrita con contenidos y vocabulario de la
unidad.

En lo que respecta el proceso de autorregulacin, este se llev a cabo clase a clase por
medio de guas de trabajo, rbricas y checklist con el fin de corroborar que los estudiantes
logran cumplir con el objetivo que se plantea en el comienzo de cada clase en cuanto a
adquirir conocimientos nuevos. A su vez, los alumnos son capaces de desarrollar otras
capacidades, tales como monitorear el trabajo de sus compaeros y entregar sus
percepciones en base a criterios explcitos sobre la calidad de trabajo que han estado
desempeando durante la unidad. Esto ayuda a los estudiantes a crear mayor conciencia
sobre sus propios trabajos y obtener una mejor diversidad en sus retroalimentaciones.

TAREA 3
Reflexione acerca de cmo este plan de evaluacin da respuesta a la diversidad entre
sus estudiantes y considere de posibilidades y desafos que esta diversidad presenta
para su implementacin.

Estos tipos de evaluacin fueron implementadas idealmente para promover alternativas a

los estudiantes de cmo interiorizar estos contenidos, incluyendo as las cuatro habilidades
del lenguaje, tales como reading, listening, speaking y writing. De estas cuatro habilidades,
se puso mayor nfasis en las habilidades productivas, como lo son speaking y writing en
contexto. Uno de los factores que hizo posible el correcto funcionamiento en la
implementacin de la unidad fue tener claro el nivel que los alumnos ya posean, conocerlos
a ellos en su comportamiento en el aula, diferencias en los tipos de aprendizaje y contexto
en el que se desenvuelven.

Name:
English
Checklist for oral Student's
Grade: 7th B
presentation score:
Date:
CYBER ATTACKS

Aspects Yes No
 All contents included in the presentation

Presentation finished in time

All elements are clearly presented

Clear intonation and pronunciation

Class work

Instituto de Humanidades Alfredo Silva Santiago Concepcin

Subject: English

English Department

Name: Date: Class:

COEVALUATION: POSTER DANGERS ON THE INTERNET

Checklist
 Student assessing: _______________________________
Student assessed: ________________________________

Criterias Yes No

The poster is presented in an adequate size

visible for everyone.

The poster incorporates all the

consequences, solutions or suggestions
asked.

The poster looks clean and creative.

The poster incorporates vocabulary

content from the unit.

Student works constantly during the class

Comments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Instituto de Humanidades Alfredo Silva Santiago Concepcin

Subject: English

English Department

Name: Date: Class:

POSTER DANGERS ON THE INTERNET RUBRIC

TOTAL SCORE: 16 POINTS STUDENTS SCORE:___________
Criteria 4 3 2 1

Content Poster includes Most of Some elements The poster

all the elements elements in the poster does not
and clearly included on missing (2) incorporate all
communicates the poster Poster does the elements
the message (only 1 not clearly (over 3
missing). It communicates missing).
clearly the message.
communicates
the message

Mechanics No grammar or There is one There are 2 Over 3 errors in

spelling error in errors in grammar/spelli
mistakes. grammar or grammar/spel ng.
spelling. ling.

Design/Layout Layout, design, Layout, design Layout, design Layout, design

use of color and and use of and use of and use of
use of space is color attractive color is not color is
very attractive and creative. attractive distracting.
and creative. enough.

Use of time in Used time well Used time well Used some of Did not use
class during each during the the time well time class to
class period, class, usually during the work on the
focusing on focused on the class. poster.
getting the poster done. Occasionally
project done and distracting
never distracted others.
others.

ANEXO 2: UNIT TEST

Name:
English Mark
Test Unit 3 Student's
Grade: 7th A- 7th B
Miss Carolina Rebolledo M. score:
Date: June 1st , 2017
Miss Mariana Palma S.
 Miss Andrea Rodrguez M.

Time: 90 minutes Total score: 51 Passing score: 31

Learning outcomes:

1. Recognize new vocabulary from unit 3

2. Recognize in context the use of present perfect.
3. Get general and specific information from a recording and a reading passage.

Vocabulary (10)
I. Complete the dialogue with five words from the box. (5)

post board log webcam instant file networking online blog attachment game

Ann Have you seen the (1) _______________________ which I wrote when I went on
holiday to Asturias? I wrote it every day.
Bill No, I havent, but I can (2) _____________________ on now. Ooh, very nice. Look,
theres an (3) ______________________ game you have to match the mountains
with their names. I know, why dont you create a social (4) ______________ website,
so we can meet online?
Ann But I see you all the time youre in my class and you live next door!
Bill Yes, but we could (5) _________________________ messages for each other.

II. Complete the text with internet words. (5)

Yesterday, I had thirty emails in my (1) i____________________. Most of them were (2)

s______________________ lots of adverts and junk emails. Some were (3)

p______________________ emails, which asked for my bank details. I think I need to get a

spam (4) f__________________________, so I dont get so many of these messages. And I

must get a better firewall, too, so I dont get any (5) v____________________.

Grammar (10)
II. Complete the sentences using the present perfect tense and then match them with the

pictures. (10)

1. Jack_______________________________ in the Marathon twice in his life.(run)

2. Martin_____________________________ the Mount Everest just once. (reach)

3. My husband and me_________________________________ a long tour. (take)

4. Kleo ________________________________________ his backpack yet. (not do)

5. They _______________________________________ the roulette game. (finish)

6. Paul __________________________________________ the crossword. (solve)

7. I ____________________________________on my sledge in the snow. (travel)

8. Rob ____________________________ his new motorbike the whole day. (ride)

9. Steve __________________ ____ information about the stars and planets. (find)

10. Joe is a good climber. He _____________________ to the top of the mountain twice this
day. (get)

Reading (17)
III. Read the text and answer the questions.

The digital landscape has put increased pressure on teenagers today, and we feel it.
There are so many social media channels: Facebook, Twitter, Instagram, Snapchat,
Tumblr, you name it. I made a conscious decision to avoid Snapchat and Instagram
because of the social pressure I saw them putting on my 14-year-old little sister. If
my mum turned off the WiFi at 11pm, my sister would beg me to turn my phone
into a hotspot1. She always needed to load her Snapchat stories one more time, or to
reply to a message that had come in two minutes ago because she didnt want her
friend to feel ignored. If I refused, saying she could respond in the morning, Id get
the Youre ruining my social life speech. Even as a teenager as well, I sometimes
find this a little too much.
A new study has found that teenagers who engage with social media during the
night could be damaging their sleep and increasing their risk of anxiety and
depression. Teenagers spoke about the pressure they felt to make themselves
available 24/7 and the resulting anxiety if they did not respond immediately to texts
or posts. Teens are so emotionally invested in social media that a fifth of secondary
school pupils will wake up at night and log on just to make sure they dont miss out.
Perhaps the worst thing about this is that teenagers need more sleep than adults do,
so night-time social media use could be bad to their health. A lack of sleep can make
teenagers tired, irritable, and depressed.
During the summer holidays, I lost my phone. And for the week that I was
phoneless, it felt like a disaster. I love my phone. It gives me quick access to
information and allows me to be constantly looped in with my friends, to know
exactly what is going on in their lives. So when I didnt have my phone for a week, I
felt a slight sense of FOMO, or if youre not up to speed with the 2lingo, fear of
missing out. By the end of the week, Id got used to not having a phone and Id quite
enjoyed the break from social media. But there was still a sense of sadness at the
back of my mind that there would be conversations I had missed, messages that had
been sent, funny videos shared and night-time chats that I would probably never get
to see.
1a place where a wireless Internet connection is available
2a type of language that contains a lot of unusual or technical expressions

1. Name four things teens usually use social media for. (4)

a)
b)
c)
d)
2. What are the effects of night-time social media use on teens? (3)

a)
b)
c)

3. True or False? (5)

a) The girl doesnt understand her sisters obsession with social media at times. T/F

b) Teenagers feel pressured to be constantly online. T/F

c) The girl simply hated it when she was unable to log on for a week. T/F

d) Most of teens wait until morning to log on. T/F

e) Adults need more sleep than teenagers. T/F

4. Complete the sentences according to the text. (5)

a) June kept away from a couple of social networks because

b)
Junes sister would ask June for her phone when

c) It is very important for her sister to reply to every message at night so that

d) She would accuse June of messing up her social life whenever

e) For teens not being able to reply instantly to a message

Listening (14)
IV. You are going to hear a radio programme. Listen to the first part of
the programme.

a) According to Inspector Peters, what is cyber crime? (2)

....................................................................................................................................................................
....................................................................................................................................................................
...........................................................................................................................................

b) Now listen to the whole programme and decide if the following sentences are true or
false. (5)

1. According to Inspector Peters, most teenagers use the Internet for cyber bullying. T / F

2. Sending someone a threatening text message is an example of cyber bullying. T / F

3. Cyber bullies are never punished. T / F

4. Inspector Peters believes people shouldnt take cyber bullying seriously. T / F

5. Many schools are trying to deal with the problem of cyber bullying. T / F
c) Complete the sentences. (4)

1. I used to be involved with a special ___________________ of the police that

investigates cyber crime.
2. Bullies put their victims photos on the Internet without their
_______________________.
3. Do you have any _________________________ for someone who is being cyber
bullied?
4. Teenagers can get more advice at ________________________ like
www.bullying.co.uk.
d) Complete these definitions with the correct word. (3)

1. ________________ means sending out-e-mails from false financial institutions to try

to obtain confidential details.
2. ____________________ is a program that steals peoples personal information.
3. A __________________ is a program that protects a computer against cybercrime
attacks.