Didactic Guidelines y Assessment Recommendations – English – First grade

Articulating Assessment
Contents Learning Development Processes Didactic Guidelines
Framework recommendations
To learn and practice greetings and farewells in English.
To identify and name countries, their capitals, and List of greetings and
nationalities. farewells.
Brochure
To identify the languages spoken in different parts of the Countries table.
[Linguistic diversity] Appropriation of
world. Language map.
1. The linguistic diversity Learners make use of the alphabet, numbers, cultures through
To recognize the origin of some languages and identify Multilingual poster.
and its forms of expression and basic expressions in English to name and reading and writing
their main characteristics. Timeline.
in Mexico and the world. retrieve factual data and basic characteristics
To recognize and practice the pronunciation of some List of literacy works.
of recognized languages in Mexico and the Critical interculturality
languages.
world. Rubric
To analyze the influence of some languages in the
world.
To recognize globally recognized literary works.
To review and describe the basic elements of postcards
from English-speaking countries. Sentences describing
Poster
To recognize English-speaking countries and identify cultural aspects.
[Aspects of culture: Language, Food,
their cultural practices. Mind map.
2. The identity and culture Clothing, Art, Religion, and Traditions] Appropriation of
To write titles for descriptions. List of opinions.
of English-speaking Learners retrieve information to conduct oral cultures through
To make and answer questions about the topic.
people. and written presentations in English describing reading and writing
To write statements to describe cultural aspects. Rubric
ethnic, cultural, and identity traits of English-
To compare cultural aspects between English-speaking
speaking language speakers.
countries.
To exchange opinions and points of view.
To recognize and list cultural, linguistic, and artistic Comic outline.
Comic expressions from various parts of the world. Character descriptions.
3. Cultural, linguistic, and [Rituals, ceremonies, and festivals from Arts and aesthetic To compare cultural aspects of other countries with Sketches.
artistic expressions in around the world] experiences one's own. Draft of the comic.
English in favor of Learners create a comic or manga in English To exchange appreciations about interculturality.
interculturality. about situations that highlight the importance of Critical interculturality To define the characters, the setting where the story Self and peer
interculturality. takes place, the plot, and the main argument. evaluation form
To write dialogues for the characters.
4. Use of various English Poster Appropriation of To read information about the current situation of
texts that promote the [Language Preservation] cultures through languages and analyze why their preservation is List of endangered
preservation and Learners retrieve informative and scientific reading and writing important. languages.
conservation of languages. texts in English that discuss methods of To explore the linguistic diversity of a specific country or
language conservation and preservation and Critical Interculturality region and how it influences its culture, identity, and List of threats faced by
disseminate them. forms of communication. languages.
To Identify threats faced by some languages in the
world. Written explanations in
To explain the relationship between the loss of a one’s own words.
language and the disappearance of traditional
knowledge and cultural practices. List of arguments.
To read essays that discuss initiatives and projects
aimed at preserving endangered languages and Group anecdotal
discussing their scope and limitations. notes
To make statements that support the preservation and
conservation of languages.
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 To propose creative ideas and solutions to promote
language learning and conservation.
To exchange opinions and points of view.
To recognize the needs, interests, and problems of the Concept map.
community. Flowchart.
To share experiences and express opinions about the Cause and effect
importance of addressing those problems. diagram.
5. The use of the English Report Critical thinking
To classify problems into categories and choose which Comparative chart.
language to express the [Solutions to Community Problems]
ones are the most important. List of questions and
needs, interests, and Learners research in English texts Gender equality
To identify causes and consequences. answers for requesting
problems of the implemented solutions for community problems
To analyze and compare different approaches and and providing
community. and report their findings orally or in writing. Healthy lifestyle
perspectives of implemented solutions to solve information.
community problems.
To evaluate the results of implemented solutions and Rubric
reflect on possible improvements or adjustments.
To define and identifying aesthetic resources used in
literature. List of aesthetic
To identifying and analyzing the use of metaphors in resources.
Memory game
classic tales.
[Glossary of terms in classic tales] Appropriation of Concept map.
6. Elements and aesthetic To recognize and analyze the use of simile (comparison)
Learners retrieve expressions, elements, and cultures through
resources of English. in classic tales.
aesthetic resources from various types of reading and writing
To identify and analyze the use of hyperbole in classic
literary texts in English and create a glossary. Checklist
tales.
To recognize and analyze the use of onomatopoeia in
classic tales.
To identify and define the fine arts. Concept map.
To review texts on controversial art topics. Information cards with
Review
[Fine Arts] A ppropriation of To explore English literature and classify it by genre. researched
7. Artistic and cultural cultures through To analyze the content of English songs and their information.
Learners perform a critical reading and give
manifestations of the reading and writing purpose. Written explanations in
their opinion in English about various cultural
English language. To list emblematic places of English culture and provide one’s own words.
and artistic expressions of English-speaking
Critical interculturality opinions about them. List of arguments.
communities.
To evaluate agreements or disagreements to write
arguments. Checklist
To define the concept of fable and provide examples.
List of fables and their
To distinguish between traditional and contemporary
morals.
literary creations.
Podcast
Appropriation of To read fables and identify the moral of the story.
[Fables] Concept map.
8. Traditional and cultures through To identify narrative elements (setting, plot, structure,
Learners choose literary texts in English that
contemporary literary reading and writing moral, etc.).
address community themes or topics of Folder of sound effects
creations in English. To summarize and identify key events in the story.
interest, summarize them, and disseminate and music.
Critical thinking To suggest the use of sound effects and music during
them through various media.
the story's development.
Podcast script.
To recognize the parts of a podcast.
To define segments and turns of intervention.
Rubric
9. The English language to Emotionary Appropriation of To review vocabulary that describes sensations and List of selected songs.
express sensations, [Songs] cultures through emotions. List of questions.
emotions, feelings, and Learners carry out language games in English reading and writing To identify musical genres. List of significant

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 To identify similarities and differences between songs of events.
the same genre. Timeline.
ideas related to families, To analyze song lyrics and context.
to express sensations, emotions, feelings, and
school, and the To compare music from different eras and analyze how it Group anecdotal
ideas about families and school. Critical thinking
community. has evolved over time. notes
To recognize emotions and feelings evoked while
listening to the songs.
To inquire about the purpose of an interview. List of questions.
To make appropriate questions.
Interview and narration
Critical thinking To infer the overall meaning of the narratives. List of significant
10. Stories in English to [Family, school, community, and social
To choose the most relevant facts and their details. events.
express significant family, events]
Cultural appropriation To describe the location of the events.
school, community, and Learners interview and narrate in English
through reading and To classify expressions to convey emotions. Timeline.
social events. significant family, school, community, or social
writing To narrate the story in chronological order, detailing
events retrieved from collective memory.
events, and actions of the characters. Rubric
To analyze the use of literary devices in the narration.
To identifying situations of violence in the family and
Poster
Appropriation of school. List of arguments.
[Rejection of violence]
11. Assertive and dialogic cultures through To read and analyze readings related to the topic and
Learners retrieve from different texts in English
communication in English reading and writing inferring implicit information. Notes.
expressions of violence present in families and
to raise awareness about To identify causes and consequences.
schools. They reflect and communicate orally
the eradication of violence Critical thinking To write proposals for solutions. Graphic resources.
and in writing a stance of rejection towards
in families and schools. To establishing positions of rejection and composing
violence, using assertive and dialogic
Gender equality arguments. Checklist
communication.
To use synonyms to express the same concept.
To identify mass media outlets to transmit messages List of messages
Conversation about a healthy lifestyle and their purpose. promoting a healthy
[Healthy lifestyle] To analyze the content of messages promoting a healthy lifestyle.
12. Messages in English in
Learners retrieve health-promoting messages lifestyle.
mass media promoting a Healthy lifestyle
in English and disseminate them orally or in To discuss the risks and consequences of unhealthy Conversation script.
healthy lifestyle.
written form through various media channels, habits.
advocating for a healthy lifestyle. To recognize healthy lifestyles and their benefits. Rubric
To write messages promoting a healthy lifestyle.
To contextualize the importance of inclusion in society
and the need to promote it. List of key vocabulary
To identify examples of inclusive language in real life related to inclusion.
and sharing experiences.
Roundtable discussion To analyze and reflect on the role of language in the Cards with researched
[Messages in favor of inclusion] construction of stereotypes and prejudices. information.
13. The use of the English
Learners research in various English sources To identify barriers and obstacles to inclusion in different
language in constructing
about the characteristics of messages that Inclusion contexts and proposing solutions. List of messages.
messages in favor of
provide information promoting interaction, To create messages in favor of inclusion.
inclusion.
awareness, and empathy towards diversity, To create more inclusive language with non-binary Group anecdotal
and present their point of view. pronouns. notes
To exchange perspectives on language use.
To promote empathy and tolerance through the creation
and analysis of hypothetical or real situations where
conflicts arise due to lack of inclusion.
14. The use of the English Biography Inclusion To recognize the importance of inclusive language in

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 building an inclusive society. Index cards with
To identify cultural and artistic expressions in English researched
[Artists with disabilities]
language in cultural and that promote inclusion. information.
Learners create biographical sketches in
artistic expressions that To list people with outstanding contributions to art and
English about people with disabilities who have Arts and aesthetic
promote the construction culture and summarize key aspects of their lives. Compilation of
made significant contributions to culture and experiences
of an inclusive society. To explore the history of the civil rights struggle for biographies.
the arts and disseminate them.
people with disabilities.
To write arguments in favor of non-discrimination. Rubric

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