EVALUATION CRITERIA ESCUELA NORMALSUPERIOR PBLICA DEL ESTADO DE HIDALGO

HISTORICAL EVOLUTION OF ENGLISH LANGUAJE

AspectIndicatorPercentage

ProjectLearning object:

Instructional design: -Topic-Objective-Content-Activities: pre, during, post (evaluation).-Teaching material-References-Justification-Orthography Language use, pronunciation and fluency (while presenting).

Note: Consider the Learning object format and the Learning object rubric (at the end of this section).

50%

DevelopmentParticipation

Permanent investigation about topics:-Knowledge about the topic-Language use-Pronunciation and fluency

Note: Consider the Participation rubric (At the end of this section).

20%

KnowledgeExams: Unit 1, 2 and 3

20%

AttitudeValues:

-Respect-Honesty-Compromise-Responsability

Note: In case of lack of education, the grade will be zero, and in case of plagiarism or copy paste detected, without mentioning the author you will get minus 3 points of the total grade.10%

LEARNING OBJECT FORMAT

Unit 1. Big changes and influences in Old and Middle English evolution

Topic 1.1: Archaic language in Shakespeares work

Objective: Introduce student to Shakespeares work so they can get an idea of how English has change since Shakespeares days.

Content

Show our students the changes there have been between Shakespeare English and modern English, so they can start to understand better Shakespeare original work.

Activities:

PreDuringPost (Evaluation)

The T will introduce the class topic by showing two videos to the Ss.

After the videos Ss will work with some quotes about Shakespeares work.

After the T has given the quotes he will give an activity to the Ss where they will complete the grammar.Then T will start an activity where the Ss can relate Shakespeares English and modern English we use today the class will split into two teams. T will paste vocabulary on the wall and Ss will try to guess the changes made to that word from Shakespearean-style to modern English.

To close this topic the Ss will do an activity in pairs where they will share their knowledge about Romeo and Juliet.

Teaching material: Videos (original pronunciation). Overhead projector

Teaching material: Index cards ( modern and Shakespearean vocabulary) Worksheet (grammar)Teaching material: Questions (Romeo and Juliet)

Justification: Shakespeares work can be complicated nowadays because of the grammatical changes since his time. But these activities will help Ss learn common vocabulary that translate Shakespeare into modern-day English.

References:http://crossref-it.info/textguide/the-winters-tale/10/1150

For further practice, you can visit:https://www.teachingenglish.org.uk/sites/teacheng/files/Shakespeare%27s_language_student_worksheet.pdf

LEARNING OBJECT RUBRIC

Relevance and coherence of content

3Content is completely related to the topic, considers relevant information, promotes the achievement of the objective and includes a 100% of what students need to know about.

2Content is partially related to the topic, considers important information but not enough relevant, promotes the achievement of the objective and includes 80% of what students need to know about.

1Content is slightly related to the topic, considers insufficient relevant information, promotes inadequate achievement of the objective and includes 60% of what students need to know about.

0Content is poorly related to the topic, doesnt consider relevant information, it doesnt promote the achievement of the objective, and includes less than 50% of what students need to know about.

Justification and teaching material of activities

3Pre, during and post activities are challenging for students and lead to significant learning of content and the materials used are helpful and adequate to acquire the knowledge.

2Pre, during and post activities are moderately challenging for students and lead to significant learning of content and the materials used are almost adequate to acquire the knowledge.

1Pre, during and post activities are not so challenging for students and lead to trivial learning of content and the materials used are poorly adequate to acquire the knowledge.

0Pre, during and post activities are not challenging for students and lead to insignificant learning of content and the materials used arent helpful nor adequate to acquire the knowledge.

Learning object presentation

3Can present the learning object showing fluency and knowledge command, use correct structures, tenses and appropriate language and pronunciation.

2Can present the learning object showing some difficulties in fluency and without enough knowledge command, use structures, tenses, language and pronunciation, with hardly any noticeable mistakes.

1Present the learning object showing many difficulties in fluency and without knowledge command, use structures, tenses, language and pronunciation, with too many noticeable mistakes.

0Cant present the learning object with severe difficulties in fluency and without knowledge command, shows a lot of problems while using structures, tenses, language and the pronunciation is not correct.

Punctuation

1Information is correctly written, show hardly any noticeable spelling mistakes.

0Severe problems in written information, a lot of spelling errors.

PARTICIPATION RUBRIC

Task completition

4Can talk about the topic, using the correct structures and tenses and shows knowledge command.

3Can talk about the topic, with a few difficulties at certain points (lack of vocabulary mainly about the use of structures and tenses). Doesnt show enough knowledge command.

2Talk about the topic with more noticeable difficulties at certain points, and shows almost any knowledge command.

1A lot of difficulties while talking about the topic, impairing communication or comprehension, slightly knowledge command.

0Student is unable to talk about the topic.

Language use

3Used appropriate language while talking about the topic, hardly any noticeable mistakes / errors in the use of the correct structures and tenses.

2Some errors in the language used; shows lack/mistakes of vocabulary about the correct structures and tenses.

1Inappropriate use of the language to talk about the topic, student has plenty of errors about the correct use of structures and tenses.

0Did not use the appropriate vocabulary to talk about the topic.

Pronunciation and fluency

3Student is fluent and pronounces words correctly.

2Student hesitates a lot but is able to pick up and continue his / her participation, a few noticeable pronunciation difficulties.

1Student shows a lot of problems in fluency and pronunciation.

0Severe difficulties expressing in the language that causes a strain to the listener