English project (DECEMBER)
Features and dates
Presentation brief:
English project (PBL Binder by teams / individual personal narrative).
HIGH SCHOOL
Monday 4th of December personal narrative essay (individually)
Oral presentations (PER LEVEL)
December 8th : B1 LEVEL
December 11th: A2 LEVEL
December 12th : B2 LEVEL
December 13th : C1 LEVEL
Written Project A: personal narrative essay (individually)
The narrative essay must be based on your personal experience in day to share, use correct grammar and
punctuation, with a good range of language with accurate spelling.
This must include the following:
Cover (full name, school shield, grade, english level, date, title of the project: (day to share (name
of the place) personal narrative essay).
Total of words WITHOUT COUNTING THE COVER depending on level
For more info and structure look at the video: https://www.youtube.com/watch?v=z0uXjL2IdeU
Must be sent via UNOI 6:00 pm sharp.
A2: 200 – 220 words
B1: 200 – 250 words
B2: 250- 300 words
C1: 300- 450 words
Written Project B: PBL Binder (teams)
The PBL Binder must be based on day to share process on logistics, problem – solving experiences,
previous activities, considering others.
It must be completed with the following checklist and requirements.
Cover (full name of the teammates, school shield, grade, english level, date, title of the project:
(day to share (name of the place) PBL project).
Rubric evaluation for PBL project.
THE DUE DATE WILL BE BASED ON YOUR PROJECTS PRESENTATION DAY AND
SCHEDULE.
Oral Project: (PRESENTATION)
3 - 6 minutes Presentation
The presentation should contain 3 - 5 pictures of the day to share experience including oneself.
The presentation must contain only titles, key words and pictures or photos
The presentation contains general information about the chosen location, problematic and a
possible suggestion to solve it.
The presentation includes the experience during the process of the project from a personal point
of view, also choosing and answering 2 of the guiding project questions.
The content of the presentation will be based on the 4 C’s skills (Critical thinking, Creativity,
Collaboration and Communication).
CHECK LIST FOR ORAL PRESENTATIONS
3 questions per student 1 min. each question
The student must be dressed in formal clothes for the oral presentation.
The student must present 5 minutes before the presentation starts.
Checklist for evaluation of oral projects
BEST PRESENTERS CRITERIA
Speakers usually use
Speakers sometimes Speakers consistently
Speakers use few of the appropiate
use the appropiate use the appropiate
the appropiate functions and
Appropiacy functions and functions and
functions and vocabulary
of language vocabulary to vocabulary necessary
vocabulary necesary to necessary to
communicate (2-3 to communicate
communicate (1pt) communicate (4-5
Content
pts) (6pts)
pts)
Students use Students Students visual aids Students visual aids
superfluous or no ocassionally use are related to the reinforce
visual aids. visual aids that presentation. presentation in a
rarely support consisten manner.
Visual aids
presentation.
Speakers seldom Speakers sometimes Speakers usually Speakers always
mantain poise; rarely maintain poise; maintain poise; maitains poise; use
use effective sometimes use often use effective effective
presentation effective presentation presentation
Presentation skills
Body techniques such as presentation techniques such as techniques such as
language gesture and eye techniques such as gesture and eye gesture and eye
contact. Read from gesture and eye contatc. Seldom contact. Do not just
notes most of the time. contact. Read from read from the read the report.
the report least half report.
of the time.
Most students show All students All students
Some students
little participation participate fully participate fully and
Participation participate well at
and/or one student throught most of the equally throught the
times.
dominates the team. presentation. presentation.
Audience has
Audience cannot Students present Students present
difficulty following
understand information in information in
the presentation
Organisation presentation because logical sequence logical, interesting
because the
there is no sequence of which audience can sequence which
students jumps
information. follow. audience can follow.
around.
Speakers usually
Speakers use
usea language
Speakers have some language correctly,
Speakers make many correctly, including
Accuracy problems language including grammar,
errors in language use. grammar,
use. vocabulary and word
vocabulary, and
order.
word order.
Language
Speakers have some Speakers have a few
Speakers hesitate Speakers speak
Fluency problems with problems with
frequently. without hesitation.
hesitation hesitation.
Speakers have some Speakers have few
Speakers struggle with Pronuncitation and
problems with problems with
Pronunciation pronunciation and intonation sound
prounciation and pronunciation and
intonation. natural.
hesitation. intonation.
The student’s The student’s The student’s The student’s
Time presentation was 1 - 2 presentation was 3 presentation was 4- presentation was 6
min min 5 min min
Rubric evaluation for critical thinking questions
Indicator 0 1 2 Observation
1. The student has knowledge of the
subject.
2. The student identifies an
application in the daily life.
3. The student is reflexive about the
subject.
4. The student shows deductive and
inductive thinking.
5. The student makes decisions
based on his or her posture.
Grade:
Rubric evaluation for personal narrative essay
Indicator Yes No Observation
1. Cover and topic The student follows the checklist as listed.
1 0
2. Introduction The student explains why, when, where, who the
experience in day to share was. Presents the topic in
2 0
general, includes transition phrases or linkers and
explains the general idea.
3. Body paragraph Catch the attention of the readers.
The student describes what happened at the
beginning, middle and the end of the experience,
2 0 using a personal point of view with sequence.
4. Conclusion 2 0 The student shares a reflection using feelings,
emotions, whether it was a positive or negative
experience.
And finally, what did it learned and what did it
realized.
Fonts: 2 the student can quote a person from the place
5. Language use The student applies phrases, vocabulary and key
1 0
words learned on the semester.
6. Punctuation marks The personal narrative essay uses correct spelling,
1 0
capitalization, and appropriate punctuation.
7. Organization and The personal narrative essay shows clear statement of
format ideas, title that orients the reader and smooth
transitions.
1 0
Cohesive sequencing and within paragraphs.
Spacing, fonts, margins, and number of pages
according to APA format 7th edition.
Grade:
Rubric evaluation for PBL Binder
Indicator Yes No Observation
Cover, topic, index, 1 0 The student follows the checklist as listed.
page number
Index must have the titles and page numbers.
Introduction Introduce general topic.
Use 2 textual references.
1 0 Include appropriate connectors.
Introduce name, place & social purpose of the place.
Justification Justification: These questions must be solved;
Why is it going to be done?
What is it going to be done for?
1 0 What problem does it solve?
How is it going to be done?
Objective and An objective determine social context and main
specific objective problem
Add 3 textual references.
1 0
An specific objective describe the main points to be
faced
8. Body paragraphs Include an idea in each paragraph
Follow logical & chronological order of the team’s
1 0 work.
Explanation in 3rd person
9. Critical analysis of 1 Answer at least three of the following guiding
the situation
questions based on the problem you identify
10. Conclusion Summarize the key points
1 0 Reflection; give readers something to think about.
11. References List of references used (min of 8) in APA format (7th
version)
1 0 Spacing, fonts, margins, and number of pages
according to APA format 7th edition.
Annexes Pictures, Daily Report activities, Jerarquic Map,
1 problem-solving graphic organizer, self and co
evaluation sheets.
Guiding questions:
What is the primary goal or objective of the social project, and how is its success measured?
What evidence supports the need for this social project? Is there data or research to justify its
existence?
What strategies are in place to adapt to changing circumstances, and how does the project
demonstrate flexibility and resilience?
How does the project address issues of equity and inclusion, and is it promoting social justice and
fairness?
Are there any conflicts of interest or potential ethical concerns associated with the project's
leadership or funding sources?
How does the project assess and communicate its impact on the lives of the individuals or
communities it serves?
What plans are in place for the sustainability and long-term viability of the project beyond its
initial implementation?
What are the most pressing needs of the community, and have these needs been thoroughly
researched and prioritized?
How has the community's input been incorporated into the planning and development of solutions
to address their needs?
What resources are currently available within the community, and how can they be leveraged to
support sustainable solutions?
Are there existing programs or initiatives, both within and outside the community, that could be
coordinated or partnered with to maximize impact?
What are the root causes of the community's challenges, and how can interventions address these
underlying issues rather than just providing short-term relief?
How can the proposed solutions be culturally sensitive and respectful of the community's values,
traditions, and customs?
What strategies are in place to ensure that assistance reaches those who need it most, and that it
doesn't inadvertently benefit a select few or create dependency?
Are there potential unintended consequences or negative impacts of the interventions that need to
be anticipated and mitigated?
How are the social, economic, and environmental factors in the community taken into account in
the development of solutions?
