Preparatoria No.

1
Plan clase y evaluació n
DOI-ENA-03
Rev. 00-08/22

Period: January – June 2024

Stage 1: Plans

Teacher´s Name: ____________________________ Groups: ________________________

Curricular Area of Training (UAC): Progressive English II
Program of the Upper-Middle Level Academic Model: Bilingual Program
Discipline: Communication and language

Activities and topics to develop: Simple present and present continuous for future tense, conjunction because, infinitives and
gerunds, modal “must” and “may”

 Dimension 1: Retrieval: Quiz (Simple present, present continuous, infinitives, “must” and “may”)
 Dimension 2: Comprehension: Worksheet (Simple present, present continuous, future, gerunds, and conjunction “because”)
 Dimension 3 Analysis: Worksheet (Simple present vs. present continuous)
 Dimension 4 Application: Questions (Draft for the learning evidence)
 Learning evidence: Presentation (Plans for future)

Assigned time for this stage: 50 Synchronous sessions of 50 minutes.

Date of elaboration: January 17th 2024.
Teacher´s name who developed the class and evaluation plan: Adriana Saraí Silva Rodríguez
Date of Translation: January 17th 2024. Translator: Adriana Saraí Silva Rodríguez

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 Lesson Plan and Evaluation
Stage 1: Plans
Date of application: From January 22nd to January 26th 2024.
Dimension 1: Retrieval: Quiz (Simple present, present continuous, infinitives, “must” and Time: 10 sessions (500
“may”) minutes)

Purpose: The student identifies the correct use of simple present, present continuous, gerunds, infinitives, “must” and “may”.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.

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  Active listening, empathy, assertiveness, perspective taking, critical thinking.

Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Quiz Instrument of evaluation: Type of evaluation:

Check list Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the
information from previous
knowledge acquired in 1st
stage and daily life.
The student identifies the
simple present, present
continuous, gerunds,
infinitives, “must” and
“may”.
The quiz must be answered Nexus platform.
individually on Nexus MsTeams platform.
platform and on the learning Learning guide.
guide.

DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Learning Guide

(To know) - Takes assistance to the students. Pencil
Grammar: present Knowledge and - Shows the schedule. Dictionary
continuous, simple
memory Computer
present, gerunds and - Mentions the competences which students will work.
infinitives, conjunction Internet
because, so, will, want, - Says the purpose about the activity.
would like + object + Nexus platform
- Connect the topic and the student’s life.
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infinitive, questions - Starts the topic. Notebook
with why, have to,
must, comparative and - Explains the activity to do in the Nexus platform and Student’s book
adjectives, may, might,
maybe, perhaps, the content of the stage. Blackboard
probably, intensifiers.
Vocabulary: academics, Markers
fields of study and Student Projector
careers fields, careers
and employment, - Says “present” or “here” when teacher asks. MsTeams
expressions of interest - Identifies the competences which will have to be platform
and understanding,
household chores, job developed.
applications, words
related to university, - Takes notes about the purpose of the activity.
academics, and
studying abroad,
- Participates in plenary to get a warm up of the topic.
common adverbs and
intensifiers, -ing and -
ed adjectives.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Asks to students to open their guide on page 33 and Pencil
 Uses grammatical Dictionary
structures accurately to explains the instructions about the activity.
Computer
talk about school,  Reads the evaluation criteria by means of the
careers, and jobs. Internet
 Uses vocabulary checklist.
Nexus platform
about fields of study,  Let’s students to check the activity on the learning
career fields, and Notebook
employment. guide to work with doubts or questions they may
 Interpret general
Student’s book
have.
information from Blackboard
different types of texts  Remembers to students the activity must be done on
and conversations to
Markers
the Nexus platform too.
assure reading Projector
comprehension.  Gives some minutes to students to answer the MsTeams
 Communicates
activity on the learning guide. platform
information about
school, studying
abroad, careers and
jobs.
Student:
 Participates in teams  Checks what teacher is saying to formulate questions

Página 4 de 21
by sharing ideas and if they have doubts.
accepting others ideas
to complete a task.  Works on their activity.
 Contributes and
negotiates with his
ideas and takes other
people’s points of view
to enrich his
understanding about the
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Learning Guide

(to be)  Checks the activity in plenary. Pencil
 Shows interest when Dictionary
working in different  Checks the activity on the Nexus platform.
Computer
learning scenarios.
 Gives feedback to students by means of the
 Practices honesty Internet
while producing checklist.
different tasks.
Nexus platform
 Assumes Notebook
responsibility for all his Student:
Student’s book
actions.
 Does his / her self-evaluation by checking the Blackboard
 Shows tolerance of
different opinions, answers of the quiz in plenary. Markers
actions, and points of
view.
 Checks their evaluation given by the teacher. Projector
 Shows respect while  Takes notes about teacher’s feedback. MsTeams
participating in
different settings.
 In a Word document, add the images of the Learning platform
guide.

Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

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 Lesson Plan and Evaluation
Stage 1: Plans
Date of application: From January 29th to February 2nd 2024.
Dimension 2: Comprehension: Worksheet (Simple present, present continuous, future, Time: 10 sessions (500
gerunds, and conjunction “because”) minutes)

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Purpose: The student identifies the correct use of present, present continuous (present and future), future, gerunds, and the
conjunction “because” in sentences.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.
 Active listening, empathy, assertiveness, perspective taking, critical thinking.

Attitudinal content:
 Shows interest when working in different learning scenarios.

Página 7 de 21
  Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Didactic strategy, evidence: Worksheet Instrument of evaluation: Type of evaluation:

Check list Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the
information from previous
knowledge acquired in 1st
stage and daily life.
The student identifies the The activity must be MsTeams platform.
correct use of present, present answered on the Learning Learning guide.
continuous (present and guide.
future), future, gerunds, and
the conjunction “because” in
sentences.
DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Learning Guide

(To know) - Takes assistance to the students. Pencil
Grammar: present Knowledge and - Shows the schedule. Dictionary
continuous, simple
memory Computer
present, gerunds and - Mentions the competences which students will work.
infinitives, conjunction Internet
because, so, will, want, - Says the purpose about the activity.
would like + object + Notebook
infinitive, questions - Connect the topic and the student’s life.
with why, have to, - Starts the topic. Student’s book
must, comparative and
adjectives, may, might, Blackboard
maybe, perhaps,
Student Markers
probably, intensifiers.

Página 8 de 21
Vocabulary: academics, - Says “present” or “here” when teacher asks. Projector
fields of study and
careers fields, careers - Identifies the competences which will have to be MsTeams
and employment,
expressions of interest developed. platform
and understanding,
household chores, job - Takes notes about the purpose of the activity.
applications, words - Participates in plenary to get a warm up of the topic.
related to university,
academics, and
studying abroad,
common adverbs and
intensifiers, -ing and -
ed adjectives.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Asks to students to open their guide on page 36 and Pencil
 Uses grammatical Dictionary
structures accurately to 37 and explains the instructions about the activity.
Computer
talk about school,  Reads the evaluation criteria by means of the
careers, and jobs. Internet
 Uses vocabulary checklist.
Notebook
about fields of study,  Let’s students to check the activity on the learning
career fields, and Student’s book
employment. guide to work with doubts or questions they may
 Interpret general
Blackboard
have.
information from Markers
different types of texts  Remembers to students the activity must be done on
and conversations to
Projector
the MsTeams platform too.
assure reading MsTeams
comprehension.  Gives some minutes to students to answer the platform
 Communicates
activity on the learning guide.
information about
school, studying
abroad, careers and
jobs.
Student:
 Participates in teams  Checks what teacher is saying to formulate questions
by sharing ideas and
accepting others ideas
if they have doubts.
to complete a task.  Work on their activities.
 Contributes and
negotiates with his

Página 9 de 21
ideas and takes other
people’s points of view
to enrich his
understanding about the
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Learning Guide

(to be)  Checks the activity in plenary. Pencil
 Shows interest when Dictionary
working in different  Gives feedback to students by means of the
learning scenarios.
Computer
checklist.
 Practices honesty Internet
while producing
Nexus platform
different tasks. Student:
 Assumes Notebook
responsibility for all his  Does his / her self-evaluation by checking the
Student’s book
actions. answers of the quiz in plenary.
 Shows tolerance of Blackboard
different opinions,  Checks their evaluation given by the teacher. Markers
actions, and points of
view.
 Takes notes about teacher’s feedback. Projector
 Shows respect while  In the Word document done before, add the images MsTeams
participating in
different settings.
of the Learning guide pages. platform

Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

Página 10 de 21
 Lesson Plan and Evaluation
Stage 1: Plans
Date of application: From February 5th to February 9th 2024.
Dimension 3: Analysis: Worksheet (simple present vs. present continuous) Time: 10 sessions (500
minutes)

Purpose: The student distinguishes the uses of simple present and present continuous in sentence.
Generic competences:

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4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.
 Active listening, empathy, assertiveness, perspective taking, critical thinking.

Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.
 Shows respect while participating in different settings.

Página 12 de 21
Didactic strategy, evidence: Quiz Instrument of evaluation: Type of evaluation:
Check list Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the The student distinguishes the The worksheet must be MsTeams platform.
information from previous uses of simple present and answered individually on the Learning guide.
knowledge acquired in 1st present continuous in learning guide.
stage and daily life. sentence.

DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Learning Guide

(To know) - Takes assistance to the students. Pencil
Grammar: present Knowledge and - Shows the schedule. Dictionary
continuous, simple
memory Computer
present, gerunds and - Mentions the competences which students will work.
infinitives, conjunction Internet
because, so, will, want, - Says the purpose about the activity.
would like + object + Notebook
infinitive, questions - Connect the topic and the student’s life.
with why, have to, - Starts the topic. Student’s book
must, comparative and
adjectives, may, might, Blackboard
maybe, perhaps,
Student Markers
probably, intensifiers.
Vocabulary: academics, - Says “present” or “here” when teacher asks. Projector
fields of study and
careers fields, careers - Identifies the competences which will have to be MsTeams
and employment,
expressions of interest
developed. platform
and understanding, - Takes notes about the purpose of the activity.
household chores, job
applications, words - Participates in plenary to get a warm up of the topic.
related to university,
academics, and
studying abroad,

Página 13 de 21
common adverbs and
intensifiers, -ing and -
ed adjectives.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Asks to students to open their guide on page 33 and Pencil
 Uses grammatical Dictionary
structures accurately to explains the instructions about the activity.
Computer
talk about school,  Reads the evaluation criteria by means of the
careers, and jobs. Internet
 Uses vocabulary checklist.
Notebook
about fields of study,  Let’s students to check the activity on the learning
career fields, and Student’s book
employment. guide to work with doubts or questions they may
 Interpret general
Blackboard
have.
information from Markers
different types of texts  Gives some minutes to students to answer the
and conversations to
Projector
activity on the learning guide.
assure reading MsTeams
comprehension.  Remembers to students the activity must be done on platform
 Communicates
the MsTeams platform too.
information about
school, studying
abroad, careers and
jobs.
 Participates in teams Student:
by sharing ideas and
accepting others ideas
 Checks what teacher is saying to formulate questions
to complete a task. if they have doubts.
 Contributes and
negotiates with his
 Works on their activity.
ideas and takes other  In the Word document done before, add the images
people’s points of view
to enrich his
of the Learning guide pages, add the cover with the
understanding about the personal data.
context.
 Uploads to the Word document to MsTeams
platform.

Página 14 de 21
 CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Learning Guide

(to be)  Checks the activity in plenary. Pencil
 Shows interest when Dictionary
working in different  Checks the activity on the MsTeams platform.
Computer
learning scenarios.
 Gives feedback to students by means of the
 Practices honesty Internet
while producing checklist.
different tasks.
Notebook
 Assumes Student’s book
responsibility for all his Student:
Blackboard
actions.
 Does his / her self-evaluation by checking the Markers
 Shows tolerance of
different opinions, answers of the quiz in plenary. Projector
actions, and points of
view.
 Checks their evaluation given by the teacher. MsTeams
 Shows respect while  Takes notes about teacher’s feedback. platform
participating in
different settings.
Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

Evaluation of the Dimension 1, 2, and 3 (Learning Guide activities)

Topic: Simple present and present continuous for future tense, conjunction because, infinitives and gerunds, modal “must” and
“may”
Check list to evaluate: Worksheet (requirement activities).

Type of evaluation: Auto - evaluation ( x ) Co - evaluation ( x ) Hetero – evaluation ( x )

DIDACTIC STRATEGY Worksheet Date :

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EVIDENCE
CONTENTS ATTRIBUTES CRITERIA DELIVERED
Yes No
Conceptual 1. Identifies the use of simple present correctly.
(to know)
2. Identifies the use of present continuous correctly.
GCA 4.4
3. Identifies the use of simple present and present continuous in a future sentence
correctly.
Procedimental 4. Uses the infinitives and gerunds verbs correctly.
(Hacer) GCA.8.2
5. Uses the modal “must” and “may” correctly.

Actitudinal 6. Shows respect while participating in different settings.

(Ser) GCA 10.2
7. Assumes responsibility for all his/her actions.

Indicator If the student delivers with 5 to 7 criteria, the activity is considered achieved.

ACHIEVED
Feedback
Strenght Weakness How to increase the knowledge

Date of the last evaluation: Achieved

Lesson Plan and Evaluation

Stage 1: Plans
Date of application: From February 12th to February 16th 2024.
Learning Evidence. Presentation (Presentation about your plans) Time: 10 sessions (500
minutes)

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Purpose: Applying your knowledge helps to develop your ability to make future plans, to research and to solve problems.

Generic competences:

4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and
tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

8. Participates and collaborates effectively in different teams. (GC 8)

Attribute
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own
circumstances in a broader context. (GCA 10.2).

Basic disciplinary competency:

10. Identifies and interprets the general idea and possible direction of an oral or written message in a second language,
making use of previous knowledge, nonverbal elements and cultural context. (DC 10)

Specific socioaffective skills:

 Assertiveness, interpersonal conflict handling, and perspective taking.
 Assertiveness, empathy, interpersonal conflict handling.
 Active listening, empathy, assertiveness, perspective taking, critical thinking.

Attitudinal content:
 Shows interest when working in different learning scenarios.
 Practices honestly while producing different tasks.
 Assumes responsibility for all his actions.
 Shows tolerance of different opinions, actions, and points of view.

Página 17 de 21
  Shows respect while participating in different settings.

Didactic strategy, evidence: Presentation Instrument of evaluation: Type of evaluation:

Rubric Self-assessment and teacher
assessment.
Learning environment in the space:

Information Interaction Production Exhibition

The student gets the Identify the simple present The interview job must be on Nexus platform.
information from previous and present continuous for teams, and present on the
knowledge acquired in 1st future plans. Use the gerunds classroom.
stage and daily life. and infinitives verbs.

DIDACTIC SEQUENCE DEVELOPMENT

CONTENT DIMENSION WARM UP (250 MINUTES) Resources

Conceptual Teacher Pencil

(To know) - Takes assistance to the students. Dictionary
Grammar: present Knowledge and - Shows the schedule. Computer
continuous, simple
memory Internet
present, gerunds and - Mentions the competences which students will work.
infinitives, conjunction
because, so, will, want, - Says the purpose about the activity. Nexus platform
would like + object +
- Connect the topic and the student’s life. Notebook
infinitive, questions
with why, have to, - Starts the topic. Student’s book
must, comparative and
adjectives, may, might, - Explains the activity to do in the Nexus platform and Blackboard
maybe, perhaps,
probably, intensifiers. the content of the stage. Markers
Vocabulary: academics, Projector
fields of study and
careers fields, careers Student
and employment,
expressions of interest
- Says “present” or “here” when teacher asks.
and understanding, - Identifies the competences which will have to be
household chores, job

Página 18 de 21
applications, words developed.
related to university,
academics, and - Takes notes about the purpose of the activity.
studying abroad,
common adverbs and - Participates in plenary to get a warm up of the topic.
intensifiers, -ing and -
ed adjectives.
CONTENT DIMENSION DEVELOPMENT (100 MINUTES RESOURCES

Procedural Comprehension. Teacher: Learning Guide

(To do)
 Explains the instructions about the activity. Pencil
 Uses grammatical Dictionary
structures accurately to  Reads the evaluation criteria by means of the rubric.
Computer
talk about job
 Let’s students to check the activity on the learning
interviews, work Internet
experience, and guide on page 40 to work.
education.
Nexus platform
 Uses vocabulary
 Resolves doubts or questions that the students may Notebook
related to job have. Student’s book
applications, job
descriptions, and
 Remembers to students the activity must be uploaded Blackboard
interviews. on the Nexus platform. Markers
 Interpret general
information from Projector
different types of texts Student: MsTeams
and conversations to
assure reading
 Checks what teacher is saying to formulate questions platform
comprehension. if they have doubts.
 Communicates
information about  Works on their activity.
education, work  In a Word document add the information about the
experience, and jobs.
 Collaborates in teams Presentation.
by sharing ideas and  The activity must be uploaded on Nexus platform.
accepting others to
complete a task.
 Contributes and
negotiates with his
ideas and takes other
people’s points of view
to enrich his
understanding about the

Página 19 de 21
context.
CONTENT DIMENSION CLOSURE (150minutes) RESOURCES

Attitudinal Use of knowledge. Teacher: Pencil

(to be)  Checks the activity on the Nexus platform. Dictionary
 Shows interest when Computer
working in different  Gives feedback to students by the rubric.
learning scenarios. Internet
 Practices honesty Nexus platform
while producing Student:
Notebook
different tasks.
 Checks their evaluation given by the teacher.
 Assumes Student’s book
responsibility for all his  Reads the teacher’s feedback.
actions. Blackboard
 Shows tolerance of Markers
different opinions,
actions, and points of
Projector
view.
 Shows respect while
participating in
different settings.
Didactic Resources
 Learning guide for the Progressive English II Course. Universidad Autónoma de Nuevo León. Digital Edition, 2023

Semester: Second Learning unit: Progressive English II

Stage: 1 Activity: Learning evidence Evaluation type: Teacher assessment
Generic competency 4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes and tools. (GC 4)
Attributes
4.4 Can communicate everyday situations in a second language. (GCA 4.4)

Generic competency 8. Participates and collaborates effectively in different teams. (GC 8)

Attributes
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way. (GCA 8.2)

Generic competency 10. Takes on respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. (GC 10)
Attributes
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own circumstances in a broader context. (GCA 10.2).

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 LEARNING EVIDENCE Presentation Percentage: 8 %

Types of PERFORMANCE LEVELS

knowledg CRITERIA TOTAL
Complete Evidence Acceptable Evidence Partial Evidence No evidence
e
( 3 points ) ( 2 points ) ( 1 point ) ( 0 points )
CGA 4.4 Uses the standard English grammar Uses the standard English grammar Uses the standard English
Uses grammar in context appropriately throughout the with some problems (1-5 errors) grammar with many problems
presentation. throughout the presentation. (6 or more errors) throughout Not delivered
correctly.
Knowledge
TO KNOW

the presentation.

CGA 4.4
Produces sentences with many
Produces sentences with correct Produces sentences with the accurate Produces sentences with some
structure problems (4 or Not delivered
structure. structure. structure problems (1-3 errors).
more).

CGA 4.4 Uses the vocabulary related to the Uses some vocabulary related to Barely uses vocabulary related
Skills

topic. the topic. to the topic. Not delivered

TO

Uses vocabulary (concepts)

properly.
ACG 8.2 Participates in teams actively, Participates regularly with his Seldom participates with his
constructively and responsibility with team. Sometimes he shares teammates showing a positive
Participates in teams with a a positive attitude about his work. He meaningful insights. attitude. Rarely makes Not delivered
constructive attitude and offers insightful ideas making a meaningful contributions.
Attitudes / Values

responsibility. meaningful participation.

TO BE

ACG 10.2
Demonstrates a lack of respect
Respects other people´s point of Respects the other team member´s Sometimes demonstrates respect, when he shows not interest in
view. opinions, getting into an agreement but somehow is not interested in listening to other´s opinions, Not delivered
for the completion of the activity. listening to other’s opinions. or in the completion of the
activity.

TOTAL
Observations:

Grade Total rubric points: Percentage obtained: 0 – 100 Grade:

Nombre y firma Nombre y firma

________________________________ _____________________________________
Profesor Coordinador(a) de Academia

Dra. María Guadalupe Martínez Dávila

Subdirectora Académica

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