1st MEETING FOR ENGLISH TEACHERS

September 12, 2022

 OVERVIEW
q Syllabus
q 1st quarter (1st grade)
q Identifying Social Practices of the Language and Achievements
q Content Planner
q Planning Format
q Some important facts.
q Many ideas in one.
q Project-based learning
 SYLLABUS

3RD GRADE
1ST AND 2ND GRADE
 Exchanges opinions Writes instructions on
about a community Reads classic how to use a bilingual
service tales dictionary.

• Reads and • Choose and •Selects and

examines examines revises bilingual
dialogs about classic tales. dictionaries.
community • Understand the
services. general sense •Understand the
1ST. GRADE

and main ideas use of textuals

components in
• Understands in classic tales.
bilingual
1st quarter

the general • Compares dictionaries.

meaning and different
main ideas. pronunciations •Writes
and spelling. instructions.
• Exchanges • Expresses key •Edits instructions.
information events orally.
about • Rewrites key
community events.
services.

ENGLISH IS FUN 1 FOR STUDENTS .docx https://www.powtoon.com/ws/dWOQCR0DU8z/1/m

CONTENT AT A GLANCE

SHARE
 SCHOOL´S _______________________________ TEACHER´S ________________________________________
NAME: _______________________________ NAME: ________________________________________

SUBJECT GRADE / GROUP TERM DATE

ADMINISTRATING CONTENT
_________________________ ___________________ ____________________ ___________________________________
_________________________ __________________ ___________________ __________________________________

ENVIRONMENT SOCIAL PRACTICE OF THE LANGUAGE

_________________________________ _______________________________________________________________________
_______________________________ __________________________________________________________________
COMMUNICATIVE ACTIVITY _______________________________________________________________________

PRODUCT
________________________________________________________________________________________________
ACHIEVEMENT(S)

___________________________________________________________________________________________________________
PLANNING FORMAT

_______________________________________________________________________________________________________

Students’ Interaction MATERIALS /

TIME
BEGINNING RESOURCES /
______ IW PW TW GW
ASSESSMENT
_________________________________________________________________________________________ _______________
_________________________________________________________________________________________ _______________
_________________________________________________________________________________________ _______________
_________________________________________________________________________________________ _______________
_________________________________________________________________________________________ _______________
_________________________________________________________________________________________ _______________
TIME Students’ Interaction _______________
DEVELOPMENT IW PW TW GW _______________
______
_______________
_________________________________________________________________________________________
_______________
_________________________________________________________________________________________
_________________________________________________________________________________________ _______________
_______________
_________________________________________________________________________________________
_________________________________________________________________________________________ _______________
_______________
_________________________________________________________________________________________
_______________
_________________________________________________________________________________________
___________________________________________________________________________________ _______________
_______________
TIME Students’ Interaction
CLOSING _______________
______ IW PW TW GW
_______________
_________________________________________________________________________________________ _______________
_________________________________________________________________________________________ _______________
_________________________________________________________________________________________ _______________
_________________________________________________________________________________________ _______________
_____________________________________________________________________ _______________
CHECKED BY
COMMENTS / DIFFERENTIATING INSTRUCTION STRATEGIES
_________________________________________________________________________________________ SIGNATURE
_________________________________________________________________________________________
AND DATE
_________________________________________________________________________________________
___________________________________________________________________________________
SHARE share
 SOME FACTS
Ø Competence Approach
building knowledge and developing skills, attitudes and values.

Ø English belongs to Language and Communication (Academic field)

abilities To achieve expected

environments
Ø Teacher´s Role learning
experience

Ø Social Practices of the Language 10 per grade, 30 different SPL

 MANY IDEAS IN ONE
● What is the basic structure of
the activity?
Take content away.

● What other content would this

structure work with?

Forget: ”I can´t use it”

Instead say: “How can I use it?”
MIND MAPPING
Verb
noun

My favorite Parts of
book is The Speech
diary of Anne
Frank

example meaning

Book
homophones
American
English

Antonym
spelling
British Synonym
English
 SNAP GAME
1. Done in pairs with cards ( 2 sets)
2. You turn them up, and if they match, you yell SNAP
and you get one point.

https://erasmusu.com/en/erasmus-blog/erasmus-tips/instructions-of-vida-screw-card-game-395446

share
WINDOW PAINTING
 USING THE WALL, OPINION GAP
Put in 2 LSP sentences like: English weather is lovely.
English weather is horrible.

Students have to read them and move to the wall which they agree with.
If they don´t have a strong opinion of any of the two.
They can put themselves in the middle.
In favor

xxxxx

agaisnt
TOSS SOME PAPERS ON THE FLOOR

ü Pick one or a combination that represents the food you

like. Talk to your peer.

ü Pick again a color or a combinations and to talk your

peer about a place you like.

ü Repeat it again and now talk about a person you like.

ü Now tell another person about the likes one of your

peers talked to you about.
BUTTONS

Ø Choose one button.

Ø Look at it!
Ø Is it male or female?
Ø Give it a name.
Ø What does he / she like to do?
Ø What pet does he / she have?
Ø Try to find a friend button, talk
to your peers.
Ø Get it groups according to
similarity.
PROJECT- BASED LEARNING

PROJECT-BASED INSTRUCTION
Research 1. ID project and plan

STUDENT CENTERED Create

Learn 2. Implement
Apply STEPS OF PBL Guidance and monitoring
STUDENTS DEVELOP
KNOWLEDGE AND SKILLS 3. Presentation

THROUGH ENGAGING CHALLENGES 4. Outcomes

REAL SITUATION, TASKS

GROUP WORK
 TAG FEEDBACK
Tell something you liked.
Ask a thoughtful question.
Give a positive suggestion.

T A G
Many thanks!
 2° Grade
SECONDARY SCHOOL
 CURRICULUM DOSAGE PROPOSAL BY TIME OF
ASSESSMENT ENGLISH 2! GRADE KEY LEARNING FOR
INTEGRAL EDUCATION. Foreign Language.

English. SCHOOL CYCLE 2022 -2023

PROPUESTA DE DOSIFICACIÓN CURRICULAR POR
MOMENTO DE EVALUACIÓN
INGLÉS 2° GRADO
APRENDIZAJES CLAVE PARA LA EDUCACIÓN
INTEGRAL. Lengua Extranjera. Inglés.
CICLO ESCOLAR 2022 -2023
 PROPUESTA DE DOSIFICACIÓN CURRICULAR POR MOMENTO DE EVALUACIÓN 2° GRADOAPRENDIZAJES CLAVE PARA LA EDUCACIÓN INTEGRAL.
Lengua Extranjera. Inglés.
MOMENTO
AMBIENTESOCIAL DE PRÁCTICA SOCIALDEL PRODUCTO
DE APRENDIZAJES ESPERADOS
APRENDIZAJE LENGUAJE FINAL
EVALUACIÓN
1. Expresa razones de su interéspor un
problema.
Expresa apoyo ysolidaridad
2. Contrasta efectos creados por recursos Anuncios de servicio
Familiar y Comunitario anteun problema cotidiano.
prosódicos y lenguaje no verbal. público (PSA).
12 sesiones
3. Define maneras de expresarsesegún su
interlocutor.
1. Selecciona y revisa obras de teatro breves
para jóvenes.

PRIMER Lee obras deteatro. 2. Lee obras de teatro breves y comprende sentido
Lúdico yLiterario Lectura dramatizada
12 sesiones general,ideas principales y detalles.

3. Participa en lecturasdramatizadas.

1. Selecciona y revisa instructivos.

Produce instrucciones para
prepararse ante una situación 2. Lee y comprende instructivos.
Carteles con
Académico yde Formación de riesgo derivada de un 3. Redacta instrucciones.
instrucciones
fenómeno natural.
12 sesiones 4. Edita instructivos.
 PROPUESTA DE DOSIFICACIÓN CURRICULAR POR MOMENTO DE EVALUACIÓN 2° GRADOAPRENDIZAJES CLAVE PARA LA EDUCACIÓN INTEGRAL.
Lengua Extranjera. Inglés.
MOMENTO AMBIENTE SOCIAL DE PRÁCTICA SOCIALDEL
DE EVALUACIÓN APRENDIZAJE LENGUAJE
Compara la mismanoticia en
varias publicaciones
Familiar y Comunitario
periodísticas.
9 sesiones
Improvisa un monólogo breve
Lúdico yLiterario sobre un tema deinterés.
10 sesiones
SEGUNDO
Parafrasea información para
explicar el funcionamiento de
Académico yde Formación
una máquina.
10 sesiones
Comenta experiencias
propias y de otrosen una
Familiar y Comunitario
conversación.
10 sesiones
PRODUCTO
APRENDIZAJES ESPERADOS
FINAL
1. Revisa noticias periodísticas.
2. Lee noticias periodísticas. Tabla comparativa
3. Contrasta una noticia en variosperiódicos.
1. Revisa géneros de monólogos.
2. Planea un monólogo. “Monólogos
3. Presenta un monólogo. improvisados”
4. Promueve realimentación
1. Selecciona y revisa materiales.
2. Lee y comprende información.
Infografía.
3. Escribe información.
4. Edita textos.
1. Escucha y revisa conversacionessobre
experiencias personales.
2. Comprende sentido general, ideasprincipales y Anécdota
detalles. autobiográfica
3. Comparte experiencias personalesen una
conversación.
 PROPUESTA DE DOSIFICACIÓN CURRICULAR POR MOMENTO DE EVALUACIÓN 2° GRADOAPRENDIZAJES CLAVE PARA LA EDUCACIÓN INTEGRAL.
Lengua Extranjera. Inglés.
MOMENTO
AMBIENTESOCIAL DE PRÁCTICA SOCIALDEL PRODUCTO
DE APRENDIZAJES ESPERADOS
APRENDIZAJE LENGUAJE FINAL
EVALUACIÓN
1. Escucha y revisa quejas sobre
productos
Expresa quejassobre un
Familiar y Comunitario producto. 2. Interpreta sentido general, Quejas
12 sesiones ideas principales y detalles dequejas.
3. Compone quejas orales.
1. Revisa ensayos literarios breves.
Lee ensayos literarios 2. Lee y comprende sentidogeneral,
brevespara contrastar ideas principales y
Lúdico yLiterario detalles de ensayos literarios. Tabla comparativa
TERCERO aspectos culturales.
13 sesiones 3. Describe y compara aspectos
culturales.

Discute puntos devista para

1. Revisa textos de un tema de Formación
Académico yde participar en una mesa
Cívica y Ética y Mesa redonda.
Formación redonda.
selecciona información.
13 sesiones
 First Period

Social practice
Environment Achievement Product
of the language

Express support Express reasons Public Service

Familiar and Announcements
and solidarity in of interest in a
Community
the face of a daily problem (PSA)
problem
A public service announcement (PSA) is a message in
the public interest disseminated without charge, with
the objective of raising awareness of, and changing
public attitudes and behavior towards, a social issue.

We can ask our students to do a list

of everyday problems:
• Personal
• Familiar
• School
• Society
• Environment
EVERYDAY
PROBLEMS
 EVALUATION INSTRUMENT
SCHOOL CYCLE 2022 – 2023
2! Grade Dealing with Everyday Problems
Environment Family and Community
Express support and solidarity when faced with an
Social Practice
everyday problem

Communicative Activities Exchanges associated with specific purposes

Define ways of expressing oneself according to the
Achievements
speaker

Public service announcements (PSA)

Product
Make a list of the agreements from your discussion
 FINAL PRODUCT
Name: __________________________________________
Date: ___________________________________________Group:

A specific problem. MAKE A LIST OF THE AGREEMENTS FORM YOUR

Propose a concrete action to
solve the problem
A fact to sopport the
importance of the message
Decide the kind of people the
can do the propose action
DISCUSSION
Problem:_____________________________________
Action to solve the
problem:______________________
A fact:_______________________________________
Who can do it:________________________________
___________________________________________
 First Period

Social practice of
Environment Achievement Product
the language

Select short plays.

Play-ful- Literary Read short Literary Understand main ideas. Dramatized reading
texts- others Dramatized reading
• Texts Suggested.
• Classic Texts.
• The Jungle Book
• Uncle Tom´s Cabin
• Little Men
• Little Woman
• Frankenstein
• Treasure Island
• Dracula
• Tom Sawer
• * Select simple Literary Texts of interest to Students.
DRAMATIZED READING
REQUIREMENTS:
• Select the reading text.
• The Teacher is an expert in teaching this technique.
• The Teacher presents a dramatized reading in English first.
• Plays with voice modulation.
• Body Language accompanies all expressiveness during reading text.
• Emotions, intonation , rhythm, are important.
• The reader plays a character.
• The reader must maintain eye contact with the audience.
• Read safely.
 First Period
Select and review instructions
Read, understand, write instructions
Edit instructions

Social practice
Environment Achievement Product
of the language

Select and review

Produces
instructions
Academic and instructions, in a Posters with
training risk situation, of a Read, understand, write instructions
natural instructions
phenomenon Edit instructions
 Natural warnings are often the first sign of a tsunami and reacting
to them could save your life.

Official warnings are equally important but if you are concerned

there might be a tsunami on the way

DO NOT WAIT FOR AN OFFICIAL WARNING…..

!Evacuate immediately!

-Information Websites: National Tsunami Warning Center.

Photos of natural phenomena: Hurricanes, fires, earthquakes,
tornadoes, frost, snowfall, wars…
Final producto:
The student makes posters
with instructions.
 • - Didactic material (use of the dictionary).
• - Expected learning (goal).
• - A conceptual map.
• - Prizing the student stimulation.
• - Teaching the 4 english competences: listen, speak, write and
read.
• - Measuring learning with simple evaluations.
STRATEGIES • - A strategy of teaching by having the student learning to learn in
an
• auto-didactic (self-taught way): playing, tv, videos, movies,
youtube,
• music, video games, etc.
• - Each teach in his classroom uses the strategies according to his
• context.
TECHNIQUES:

- Dialogue.
- The dramatization.
- Read texts.
- Write exercises-dictation.
- Teach resources(songs, games).
- Use of ludic materials: music, radio, tv, films,
Programs, video games …
Academic
Resources
Academic
Resources
Dear teachers: it is the wish of this academy
To offer academic materials that
Will be on the REDAIS platform.
 THIRD GRADE
SYLLABUS 2011
MOMENT OF SOCIAL PRACTICE OF THE
ENVIRONMENT ACHIEVEMENTS PRODUCT
EVALUATION LANGUAGE

1.- Establishes the motive or reason

for a complaint.

2.- Infers the general meaning from

Understand and express explicit information.
Familiar and Community information related to godos and Telephonic complaint voice mail
services 3.- Distinguishes between main
ideas and some details.

4.- Uses strategies to influence on

meaning.

1.- Uses various strategies to

understand narratives.

2.- Infers the general meaning and

main ideas from details.

Read and understand different 3.- Formulates and answers

Literary and Ludic. types of literary texts from English- questions in order to infer Emotionary (inventory of emotions)
First speaking countries. information.

4.- Writes opinions regarding

moods.

5.- Organizes paragraphs in order to

create texts.

1.- Understands and interprets

order and sequence of instruction
elements to perform an
experiment.

2.- Writes and classifies simple and

Academic and Educational Understand and write instructions. complex sentences in order to Set of instructions álbum.
créate instruction sequences.

3.- Removes, add, changes

and/or arranges information to
edit a set of instructions
 SOCIAL PRACTICE OF THE LANGUAGE: UNDERSTAND AND EXPRESS INFORMATION RELATED TO GOODS AND SERVICES.
ACHIEVEMENTS
• Establishes the motive or
reason for a complaint.
• Infers the general meaning
from explicit inflrmation.
• Distinguishes between main
ideas and some details.
• Uses strategies to influence
on meaning.
ENVIRONMENT: FAMILIAR AND COMMUNITY
SPECIFIC COMPETENCY: Express oral complaints about a health service.
CONTENTS PRODUCT
DOING WITH THE LANGUAGE. TELEPHONIC COMPLAINT VOICE
MAIL.
Listen to and explore complaints about a health service.
§ Identify topic and purpose. - Produce telephonic complaints.
§ Establish form of communication.
§ Determine place or addressee for a complaint. - Select and consult information to
§ Distinguish attitudes of speakers. make a complaint.
§ Detect ways to adjust the actions of speaking and listening: pauses, rhythm, tone, etcetera.
- Determine the topic or reason to
Interpret general sense, main ideas and some details of a complaint. make a complaint.
§ Clarify meaning of words.
§ Activate previous knowledge. - Create the statements to express
§ Infer general sense. the complaint.
§ Detect and interpret technical or specialized information.
§ Establish motive or reason for a complaint. - Check that the complaint is
§ Identify main ideas and information that explains or complements them. understood when said and heard.
§ Detect expressions to suggest solutions.
§ Identify strategies to emphasize meaning. - Practice the enunciation of the
complaint.
Write an oral complaint.
§ Choose a suitable Word repertorio. - Make the complaint.
§ Use and adapt speech register according to the addressee.
§ Express motive or reason.
§ Write expressions to suggest solutions.
§ Use strategies to influence on meaning.
§ Use strategies to repair failed communication.
§ Express complaints and make adjustments to improve fluency.
KNOWING ABOUT THE LANGUAGE.
§ Topic, purpose, and intended audience.
§ Contextual clues.
§ Structure of complaints: opening, body and closure.
§ Form of communication.
§ Repertorie of words necessary for this social practice of the language.
§ Modal verbs, adverbs and adjectives.
 TELEPHONIC COMPLAINT VOICE MAIL
LANGUAGE STRUCTURE TO WORK WITH IT.

v I don´t like the service you offered.

v I´m not happy with the cuality of your product.

v You must givme another room.

v The food was terrible.

v Our hotel room was dirty.

v The waiter brought our food one hour later, and it was cold.
 TELEPHONIC COMPLAINT VOICE MAIL
GRAMMAR TO WORK WITH IT.

v Modal verbs.

v Adverbs.

v Adjectives.

v Verb tenses: present, past and future.

v Connectors.
 TELEPHONIC COMPLAINT VOICE MAIL
ACTIVITIES FOR STUDENTS.
v Brain storm for posible circunstances in which they could make a
complaint.

v Have students identify and give details about their complaint.

v Make a dialogue where students make complaints about a service they

have received.

v Have students practice giving their complaint.

v Have students take turns to role play their complaint dialogues.

 Excellent Very Good Good Not observed
Criteria
4 points 3 points 2 points 0 points
Speech was clear with appropriate volume and
inflection.
Act and communicate character´s feelings, situation
and motives.
Use vocabulary, grammar and sentence patterns in a
correctly form.
Memorice his/her dialogue using English language with
a correct fluency.
Role-play was well prepared and organized.

Role-play captured and maintained audience interest.

 SOCIAL PRACTICE OF THE LANGUAGE: READ AND UNDERSTAND DIFFERENT TYPES OF LITERARY TEXTS FROM ENGLISH-SPEAKING COUNTRIES.
ACHIEVEMENTS
• Uses various strategies to
understand narratives.
• Infers the general meaning and
main ideas from details.
• Formulates and answers questions
in order to infer information.
• Writes opinions regarding moods.
• Organizes paragraphs in order to
create texts.
ENVIRONMENT: LITERARY AND LUDIC
SPECIFIC COMPETENCY: Read suspense literatura and describe moods.
CONTENTS PRODUCT
DOING WITH THE LANGUAGE. EMOTIONARY (INVENTORY OF
EMOTIONS).
Select and explore suspense narratives.
§ Identify textual arrangements. - Select, from a number of sources, a
§ Determine topicand purpose. suspense narrative.
§ Detect intended audience from explicit information.
- Read the selected narrative in silence.
Understand general sense, main ideas and some tetails of a suspense narrative.
§ Read and re-read narratives. - Choose and make a list of emotions that
§ Uses diverse comprehension strategies. the narrative presents or provokes.
§ Detect frequently used words.
§ Make links within texts using explicit and implicit information. - Propose and write examples of the
§ Infer main ideas from details. situations that describe the emotions.
§ Answer questions to infer characters´s moods from explicit information.
§ Relate moods to specific moments in a narrative. - Check that the examples comply with
grammar, spelling and punctuation
Describe characters´ moods in a suspense narratives. conventions.
§ Express and justify personal impressions towards a text.
§ Relate moods to characters. - Organize an event to present and read
§ Make sentences from words that exores moods. the emotionary.
§ Complete sentences to express moods.
§ Describe characters´ moods.
KNOWING ABOUT THE LANGUAGE.
§ Elements in narratives.
§ Repertorie of words necessary for this social practice of the language.
§ Types of sentences.
§ Adjectives: comparative and superlative.
§ Pronouns: reflexive and relative.
§ Conditionals.
§ Homophones (e.g., too and two)
§ Upper and lower-case letters.
BEING THROUGH THE LANGUAGE.
§ Foster respect towards the opinions of others.
 EMOTIONARY (inventory of emotions)
GRAMMAR TO WORK WITH IT.

v Elements in narratives.
v Types of sentences.
v Adjectives: comparative and superlative.
v Pronouns: reflexive and relative.
v Conditionals.
v Homophones (e.g. too and two).
v Upper and lower-case letters.
 EMOTIONARY (inventory of emotions)
My editing check list. (Organize paragraphs in order to create texts).
____ Every sentence begins with a capital letter.
_____ Student has used capital letters at the beginning of each sentence, proper
nouns and title.
_____ At the end of every sentence, there is a period, question mark or exclamation
point.
_____ Each paragraph is indented.
_____ Each paragraph focus on one topic or idea.
_____ Each paragraph has a beginning sentence, sentences with supporting details
and examples.
_____ Words are spell correctly.
_____ Paragraphs are used in the correct order (introduction, middle and end).
_____ The writing is clear, focus and easy to understand.
_____ Student has used transitional words.
_____ Main idea is clear.

ACHIEVEMENTS
• Understands and interprets order
and sequence of instruction
elements to perform an
experiment.
• Writes and classifies simple and
complex sentences in order to
créate instruction sequences.
• Removes, adds, changes and/or
rearranges information to edit a
set of instructions.
SOCIAL PRACTICE OF THE LANGUAGE: UNDERSTAND AND WRITE INSTRUCTIONS
ENVIRONMENT: ACADEMIC AND EDUCATIONAL
SPECIFIC COMPETENCY: Interpret and write instructions to perform a simple experiment.
CONTENTS PRODUCT
DOING WITH THE LANGUAGE. SET OF INSTRUCTIONS ALBUM.
Select and explore sets of instructions to perform a simple experiment.
§ Select sets of instructions based on topic and purpose. - Make a set of instructions album.
§ Examine distribution and function of textual and graphic components.
§ Identify textual arrangement. - Choose an experiment and search for
§ Identify purpose and intended audience. information about it.
Interpret instructions. - Write instructions to perform the
§ Read sets of instructions. experiment.
§ Clarify meaning of words.
§ Anticipate general sense. - Arrange the instructions in a sequence
§ Go through components of different procedures. and illustrate them.
§ Identify use of punctuation.
§ Follow instructions to confirm understanding. - Edit instructions to write the final
§ Identify instructions order. version of the set of instructions.
Write instructions. - Agree on a design to present the set of
§ Determine components of different procedures. instructions in an album format.
§ Make questions about the procedures to complete sentences.
§ Establish number of steps. - Make an index.
§ Use bullets, ordinal numbers or words to indicate a sequence.
§ Complete and write sentences with the descriptions of steps and activities. - Put the album together and place it in
§ Support statements with illustrations. the classroom´s library.
Edith sets of instructions.
§ Check punctuation and spelling conventions.
§ Verify the sentence sequence.
§ Remove, add, change and/or rearrange information to improve a text.
§ Write a final version.
KNOWING ABOUT THE LANGUAGE.
§ Graphic components.
§ Patterns of textual arrangement.
§ Repertorie of words necessary for this social practice of the language.
 SET OF INSTRUCTIONS ALBUM
LANGUAGE STRUCTURE TO WORK WITH IT.
v What is the experiment about?
v What are the materials needed?
v What are the expected results?
v What do the instructions say?
v What is the order of the instructions?
v Can you explain?
v Did it work well?
v How can it be illustrated?
v How many steps are required?
 SET OF INSTRUCTIONS ALBUM
GRAMMAR TO WORK WITH IT.

v Graphic components.
v Patterns of textual arrangement.
v Adverbs.
v Verb forms: imperatives, gerund and infinitive.
v Verb tenses: simple present.
v Prepositional phrases.
v Punctuation.
v Homographs.
 SET OF INSTRUCTIONS ALBUM
GRAMMAR TO WORK WITH IT.
v Graphic components.
v Patterns of textual arrangement.
v Adverbs.
v Verb forms: imperatives, gerund and infinitive.
v Verb tenses: simple present.
v Prepositional phrases.
v Punctuation.
v Homographs.
 SET OF INSTRUCTIONS ALBUM
ACTIVITIES FOR STUDENTS.

v Provide students with instruction sheets for various science

experiments.
v Have students focus on the distribution of components.
v Have students read the instructions making sure they understand
meaning.
v Have students choose an experiment and check comprehension by
following instructions.
v Determine the importance of following instructions in order to have
the desired outcome.
v Have students write and edit their instruction album, with plenty of
illustrations and correct sequence and punctuation.
 SET OF INSTRUCTIONS ALBUM
RUBRIC
Team Assessment
Please grade your participation with your team. If you feel that you did a great job, circle the
smile face. If you feel that you could have done better, circle the sad face.
1. I listened to my team members.

2. I helped my team members.

3. I did my fair share of the work.

4. I did my personal best.

5. We made decisions together.

SCHOOL´S NAME TEACHER´S NAME

SUBJECT GRADE/GROUP TERM DATE

ENVIRONMENT SOCIAL PRACTICE OF THE LANGUAGE

COMMUNICATIVE ACTIVITY

PRODUCT

ACHIEVEMENT(S)

STUDENTS´ INTERACTION MATERIALS/ RESOURCES

BEGINNING TIME ASSESSMENT
IW PW TW GW

TIME STUDENTS´ INTERACTION

DEVELOPMENT
IW PW TW GW

TIME STUDENTS´ INTERACTION

CLOSING
IW PW TW GW

COMMENTS / DIFFERENTIATING INSTRUCTION STRATEGIES

CHECKED BY:
REGISTRE SU PARTICIPACIÓN Y EVALUE LA ASESORÍA.
Opciones para acceder al formulario:

OPCIÓN 1: OPCIÓN 2:
Escanee el Código
QR
GRACIAS
Teclee en su navegador el siguiente enlace:
https://forms.gle/gGrG4jWVeFT5UM38A
con su celular o
tableta.
OPCIÓN 3:
Busque en el chat de la sesión de ZOOM el enlace,
haga clic y acceda.

Conteste el formulario y al final haga clic en enviar.

GRACIAS