MDD 3: plannings

By: Pamela Humeres Barros

Teachers name: Mara Gabriela Sanhueza

 Lesson Plan 1

Lesson Plan # School: Instituto de Date: April the 6th Time: Length: Teacher: Pamela Humeres
1 humanidades 07:50 90 minutes :
PPP
Aim: At the end of the lesson SWBAT disscuss about their Exponents:
priorities in real-life situations (orally)

Anticipated Problems ..and Solutions Aids:

Students finish the activity too fast Teacher gives students an extra worksheet Projector
Power point
Body language
Whiteboard
Coursebook

Stages Procedure Interaction Time Instructions skill Assess

What am I going to do? T-Ss;Ss- (min) What Im going to say ment
Ss;etc
Prayer Ss-Ss 5 min

Students pray before starting the lesson

presents herself and starts the warm-up

Warm Up / Lead in
10
min
T gives students sticks in order to make them write T-Ss
their names on it

Students return the sticks to the teacher

After students finish writing their names, the teacher Ss-T
tells them that she is going to use them during the
next classes

Presentation

After the warm-up, T asks students what they usually T-Ss Speakin
do at weekends. 10 g
min
T writes students answers on the whiteboard

T tells students that today they are going to start a

new unit which is called A balancing act and that
many of the words written on the whiteboard are part
of the vocabulary of the unit

T presents a powerpoint with the vocabulary of the

unit

T models the pronunciation of the words and asks

students to repeat

Practice
20 Listening
Then T asks students to open the book and go to T-Ss min
page 19

T tells students to complete the first three tasks in

order to introduce the vocabulary of the unit

Production

T gives students different situations in which they Speakin

have to discuss about what their priorities would be in T-Ss g
each case

Students work in pairs and take notes of their answers 15

Ss-Ss min
T tells students that they are going to present thei
cases and their answers in front of the class Ss-T

30
min
Students present in front of the class Ss-Ss Speakin
g
After all the volunteers present, T gives them T-Ss
feedback

}
 Lesson Plan 1 sources

Powerpoint Presentation
 Class 1 Activity

Student A

If you were the president what would you do?

Option 1 Option 2
Use countrys money in education Negotiate with other countries and
and health invest in international business

Student B

If you were a famous singer what would you do with the money?

Donate money to charity Buy cars, clothes and luxurious

foundations things

Student A

If you were the head of the family

Save money for your children Waste money in clothes and

education electronic devices
Student B

If you win the lottery what would you do? List the things that you would do in order of preference and
explain why

Student A

What would you do if you were the opposite sex for a day?

Student B

What would you do if you have to choose between money or love?

Student A

What would you do if you were rich for only one day?

Student B

If you knew that this was your last day on Earth, what would you do?
 Lesson Plan 2

Lesson School: Instituto de Date: Time: Length: Teacher: Pamela Humeres

Plan # 1 Humanidades
11/04/2017 11:20 90 min
PPP

Aim: At the end of the lesson SWBAT design an

advertisement (orally) telling how to sleep well

Anticipated Problems Solutions Aids:

Students do not know the vocabulary from Teacher asks students to ask their vocabulary Images
the text doubts after reading the text
Data Projector

Body language

Whiteboard

Coursebook

Stages Procedure Interaction Time Instructions skill Assess

ment
What am I going to do? T-Ss;Ss- (min) What Im going to
Ss;etc say

Prayer of the Students pray before starting Ss-Ss 5 minutes

day the lesson
Presentati T asks students if they know how T-Ss
on much time we need to sleep at night
5 minutes

Speaking
T asks students if they have
problems to sleep at night and if Ss-Ss
they sleep at least 8 hours every
night

T tells students that now they are

going to read a text about this topic
and they need to read carefully
because they are going to complete
an activity about it

20
minutes
 T-Ss

Practice T tells students to go to page 20 and Reading

look at the title

Asks students to answer the

questions in task 1

Then T asks students to read the

article (as a class) (popcorn
reading)

Then asks students if their

predictions were correct and what
the main aim of the article is.

Ss-Ss

T asks SS to work in pairs and

answer the questions in task 3

T asks students to complete task 4

on the whiteboard
 T asks students to answer the
questions all together.

Productio T-Ss
n
25minutes
T explains the next activity
Ss-Ss

T asks students to work in pairs and

create an advertisement (orally)
telling the class how to sleep better.

This activity has to last at least 3

minutes
T-Ss

T tells students that they have to

present in front of the class and that
they have 20 minutes to create their
advertisement Speaking

Ss-T
 Ss-ss

Teacher monitors students and 25

answer doubts minutes
T-Ss

Students present in fron of the class

T gives students feedback

Sources Second Lesson Plan
 Lesson Plan 3

Lesson School: Instituto de Date: 11/04/2017 Time: Length: Teacher: Pamela Humeres
Plan # 1 Humanidades
11:20 90 min
PPP

Aim: At the end of the lesson SWBAT determine the rules for Exponents:
the guests and staff of a hotel
Must and Should

Anticipated Problems ..and Solutions Aids:

Students do not know some of the Teacher answer students questions before starting the activity Worksheet
vocabulary on the worksheet
Data Projector

Whiteboard

markers

Stages Procedure Interaction Time Instructions skill Asse

ssme
What am I going to do? T-Ss;Ss- (min) What Im going to say nt
Ss;etc

Prayer Students pray before starting the day Ss-Ss 5

of the minut
day es
 T writes the objectives on the board 5
minut
Warm T- Ss es
Up /
Lead in T tells students thay today they are
going to talk about should and must
Present teraction Time
ation
T explains students the differences T-ss
between should and shouldnt and
must and mustnt and writes them on 10 Listening
the board minut
es

T gives some examples of the uses

T asks students to give some

examples of sentences using these
modal verbs.

T modules the pronunciation of the

words and asks students to repeat

Practice
25
T explains the next activity minut
T-Ss
es

T writes two categories on the

whiteboard (should and must)
 T tells students that she is going to put
some flashcard on the table and that
they have to decide the category that
they belong to

Using the sticks, T calls students to

participate.

Then, T checks students answers and

they correct the mistakes all together

T delivers a worksheet in order to

practice the use of should and must

T-ss
When the activity is finished, T asks
Producti students have you stayed in a hotel? 20
on What do you like about staying there? minut
es

Then T tells students that today they

are going to be in charge of the
administration of a hotel they have to
create the rules and decide what the
rules.

Students need to use should,

shouldnt and must and mustnt

T delivers the worksheet and asks for

a volunteer to read the description of
the hotel and then for another
volunteer to read the instructions

T tells students that they have to work

Ss-ss
in groups of three
25
minut
es Speaking

Students work in groups of 3

Teacher writes six categories on the Ss-T
board

When students have finished, T asks

them to write one of their rules on the
whiteboard.

T asks students if there is any rule that T-Ss Writing

they want to add or erase.

Finally T delivers a worksheet and tells

students that it is for extra practice.

Lesson Plan 3 Sources

Worksheet
 The Modal Hotel
The Modal Hotel features two outdoor pools in beautifully landscaped grounds. It also has a spa and two restaurants. It is
a 5-minute walk from the night market and fishing pier.

Your group has just taken over the management of the hotel.

With your group members look at the following information and decide what the rules are going to be in your hotel, use
must, mustnt, should and shouldnt.

Examples:

Guests must check out before 12 p.m

Guests should take care of their luggage
Guests mustnt smoke in their rooms.

Guests Rules
Checking in and out
Check out before 11 am / 12 pm
Check in after 1 pm / 2 pm
Pay by cash / credit card?
If a guest checks out late?
If a guest wants to stay longer?
Cancellation cost?
Rooms
Leave key when guests go out?
Smoking in the room?
Wi-fi access cost?
Have visitors?
 TV channels?
Other Rules
Staff Rules
Working hours
Work weekends (how often?)
Work evenings (how often?)
Holiday leave (how often?)
If staff are sick?
Clothes
Wear uniform?
Clothing for receptionists /
bellboys?
Clothing for kitchen staff
Other Rules
 Lesson Plan 4

Lesson Plan # 1 School: Instituto de Date: Time: Length: Teacher: Pamela Humeres
Humanidades
PPP April the 18th 11:20 90 minutes
Grade: First year of
highschool

Aim: At the end of the lesson SWBAT create and present a role-play
about a movie in which children are the main characters.

Anticipated Problems ..and Solutions |Aids:

Students do not know how to pronounce some Teacher models the pronunciation in order to encourage Images
words students to repeat after her
Power point

Body language

Whiteboard

Stages Procedure Interaction Time Instructions skill

What am I going to do? T-Ss;Ss-Ss;etc (min) What Im going to say

 Interaction Time Instructions

Presentation What Im going to say

T shows a picture with some kids in a show T-Ss 15 Speaking

minut
es In which famous street in New
T asks students some questions about the York do they perfom musicals
picture and plays?

T mention some popular movies and plays in

which children perform
How old are the people on the
picture?

Would you like to be an actor?

How do you think that their lives

are different to yours?

Can you mention another child

who works in this industry?
Practice

T asks students to open their books in page 24 25 Listening

minut
es
T shows a video and asks students what is the
video about

T asks students to complete task 3 together

T shows the video again and complete task 4 T-Ss

T checks the task Ss-Ss

Students complete task 5 and then they watch

the video again in order to check their answers

Production 25
minut
T explains the next activity.
es
T-Ss
T asks students to imagine that they are
working in broadway as an artist
Ss-Ss Writing
T asks ss to prepare a short role-play inspired
in one of the movies proposed by the teacher
 T shows a powerpoint presentation with the Speaking
suggested movies
25
T tells students that they are going to present in minut
front of the class and they can work in pair or in es
grous of three

T monitors the activity and answer questions

When time is up, teacher asks students to

present their role-plays in front of the class

When all the groups have presented, T gives

feedback.
Lesson Plan 4 Sources Powerpoint
 Role-play Rubric

Excellent Adequate Poor

6 4 2
Pronunciation Speaker pronounce Some mistakes that Incomprehensible
the words almost do not interfere
perfectly with meaning
Body Languaje Facial expressions Facial expressions Very little use of
and body language and body language facial expressions
generate a strong sometimes or body language.
interest and generate a strong Did not generate
enthusiasm about interest and much interest in
the topic in others. enthusiasm about topic being
the topic in others. presented.
Fluency Natural pattern of Occasional pauses Too many
speech hesitations
Volume Volume is loud Volume is loud Volume often too
enough to be heard enough to be heard soft to be heard by
by all audience by all audience all audience
members members at least members.
throughout the 80% of the time.
presentation.
Total:
 Lesson Plan 5

Lesson School: Instituto de Date: Time: Length: Teacher: Pamela Humeres

Plan # 1 Humanidades 20th April 07:50 90 min
PPP Grade: First year
highschool

Aim: At the end of the lesson SWBAT list compulsory situations and preferences for specific professions

Anticipated Problems ..and Solutions Aids:

Students did not know the professions Teacher gives a description of the profession Worksheet
Data Projector
Markers

Stages Procedure Interaction Time Instructions skill Asses

What am I going to do? T-Ss;Ss- (min) What Im going to say sment
Ss;etc
Warm Up / Lead in
Students do the prayer of the day
10
T writes the objectives on the whiteboard T-Ss min

T tells students that today they are going

to learn the uses and differences between
mustnt and dont have to
 Interaction Time Instructions
What Im going to say?
Presentation T-ss

T explains the uses of mustnt and dont 15

have to and writes them on the whiteboard min Speaking

T asks students to copy the content on

their notebooks Ss-T

T gives some examples and asks students

to give some others too

Practice
T-Ss
20
T delivers a worksheet (workbook)+ (davis
min
day) in order to practice

T monitors while students are completing

the activities
 T tells students that they are going to
check the first two items

T tells students that now thay have to

complete task 3, 4 a

T monitors students and aswers students Speaking

doubts Ss-T

T asks students to come to the board and

15
complete the items in order to check
min
students answers

Finally, T asks students to come to the

board and complete the tasks in order to
check their answers

20
Production T-Ss min
T explains the next activity

T gives a list of professions and asks

students if they know what they do

After giving students a while to think about

it, T tells students that they have to choose
one profession of this list and describe
what they dont have to do and what they Ss-t
mustnt do in their daily routines
 Writing
Students need to explain why 10
min
T asks students to present in front of their
classmates

Lesson plan 5 sources

Lesson Plan: Level: 1st year Date: Time: Length: 90 Teacher: Pamela
# of highschool May the 25th 11:20 minutes Humeres Barros

AIM: At the end of the lesson SWBAT design a flyer about a

musical event

AIDS/ RESOURCES:
Powerpoint presentation with the instructions of the project
Data Projector
Lesson Plan 6

STAGE OF LESSON PURPOSE/STRATEGIES Interaction SKILL (S) Time

and procedure DEVELOPED
T tells students that today
I. PREPARATION they are going to start T-Ss
STAGE with the project 5
minute
T tells students that this s
project is 50% of the final
mark and that the other
50% is the test ( May the
2nd)

T shows a powerpoint
presentation with the
explanations of the
project
 T tells students that this
project is going to be
divided in three steps, the
creation of a flyer, a
podcast and the
presentation of the
podcast

T tells students that today

they are going to create a
flyer for a musical event

II. TASK T tells that they need to T-Ss

DEVELOPMENT go to their groups and
STAGE start working in the flyers

T tells students that they

need to be careful and
include all the required
elements in the flyer

T checks that all students

have materials

T tells students that she

 has some materials if they
need Ss-Ss

T supervises that all

students are working Ss-T

T answers questions and

gives advices

T tell students that they

need to deliver the flyer
at the end of the class

T tells students that time

is almost up and that they
have 10 minutes to finish
the flyer

III. POST TASK STAGE

-T provides some T-Ss
feedback to the Ss about
their work in class after
receiving all the flyers

-T tells students that next

class they are going to
start working with the
script of the podcast

Lesson Plan 6 Sources

 Lesson Plan 7

Lesson Plan: Level: 1st year of Date: Time: Length: 90 Teacher: Pamela
# highschool May the 27th 11:20 minutes Humeres Barros

AIM: At the end of the lesson SWBAT create a script for a podcast about a Assumed Knowledge
musical event

AIDS/ RESOURCES:
Instructions for the podcast

STAGE OF LESSON PURPOSE/STRATEGIES Interaction SKILL (S) Time

and procedure DEVELOPED
T tells students that today
I. PREPARATION they are going to start T- Ss
STAGE with the second part of 5
project minute
s
T shows a powerpoint
presentation with the
explanations of the
second part of the project

T tells students that

today, they are going to
start working on the script
 of their podcast

T gives the instructions for

the podcast, mention the
requirements and show
the rubric that is going to
be used to evaluate the
podcast

II. TASK T tells that they need to T-Ss

DEVELOPMENT go to their groups (the
STAGE same groups of the flyer)
and start working in the
script

T tells students that they

need to be careful and
include all the required
elements in the podcast

T tells students that all

the member of the group Ss-SS
need to talk in the
podcast

T checks that all students Ss-T

are working
 T answers questions and
gives advices

T correct grammar
mistakes

T tell students that they

need to deliver bring the
podcast ready next class

III. POST TASK STAGE

-T provides some T-Ss
feedback to the Ss about
their work in class

-T tells students that next

class they are going to
show their podcast to the
class so they need to be
prepared
Lesson Plan 7 Sources
Lesson Plan 8
Lesson Plan: Level: 1st year of Date: Time: Length: 90 Teacher: Pamela
# highschool May the 28th 11:20 minutes Humeres Barros

AIM: At the end of the lesson SWBAT present a podcast about a musical event. Assumed Knowledge

AIDS/ RESOURCES:
Podcasts file
Rubric
Speakers

STAGE OF LESSON PURPOSE/STRATEGIES Interaction SKILL (S) Time

DEVELOPED
T tells students that today T-Ss
I. PREPARATION they are going to present their
STAGE podcast in front of the class 10
minute
T tells them that they need to s
participate, ask questions and
make comments, because
that is going to affect their
mark

At first T asks for volunteers T-Ss 10

II. TASK to present their podcasts minute
DEVELOPMENT s
STAGE If there are no volunteers
teacher asks for a group to
 present their work

T tells students that all of Ss-Ss Speaking

them need to participate by
asking questions or making
comments. 50
minute
T emphasizes that this is s
going to affect their mark
directly

T evaluates by using a rubric,

as it was mentioned while Ss-T
giving instructions, this is
going to be an individual mark

T listens to each podcast and

take notes about students
participation

T tells students that time is

almost up and that they have
10 minutes to finish the flyer

III. POST TASK STAGE

-When all the groups have T-Ss 15
presented their podcast, T minute
provides some feedback s
about students performance,
 participation and work in
classes

Lesson Plan 8 Sources

CATEGORY 4 3 2 1
Listen to other Listen intently. Listent intently Sometimes does Sometimes does
presentations Does not get and make not appear to be not appear to be
distracted or comments but listening but is listening and did
distract their has one not distracting not make any
classmates distracting and make comment
Student make attitude comments
comments
Speaks clearly Speaks clearly and Speaks clearly Speaks clearly Often mumbles or
distinctly all the and distinctly all and distinctly cannot be
time, and the time, but most of the time. understood
mispronounces no mispronounces Mispronounces
word one word more than one
word
Information All information Most information Some information Information had
presented in the presented in the presented in the several
podcast was clear podcast was clear podcast was clear inaccuracies or
and accurate and accurate and accurate was not clear
Required The podcast All required All but 1 of the Several required
elements includes all elements are required elements were
required elements included on the elements are missing
as well as podcast included on the
 additional podcast
information

Class Work The student used The student used The student used The student did
all the time given most of the time some of the time not work on his
to work on his flyer to work on his to work on his flyer in class
flyer flyer

Test

English Name: Mark

Reading Quiz Grade: I B Student's
Miss Andrea Rodrguez M. Date: May 2nd , 2017 score:
Time: 45 minutes Total score: 37 Passing score: 19
I. Read these tipsfrom studentson how to relax (5)
II.- Read the letter and answer the questions (9)

Januray
th
27 , 2011
Dear Anna,
How are you? I'm fine. I am very busy lately with school and my hobbies. I
have basketball practice twice a week every Tuesday and Thursday afternoons.
I play basketball quite well. Each practice is two hours and then I have to go
home and do my homework. Every Friday we have a math quiz (a short exam).
So I have to work extra hard on school work after my basketball Thursday
practice. I'm quite good at math, but still it is very tiring. I often have to take a
cold shower so I can concentrate on my school work.

Also, every Saturday morning I enjoy jogging around the park. I like taking
my dog, Jimmy, with me. We like running quickly together. Saturday evenings I
like watching football games on the television. My father often watches the
games too, but he can't always do that. He sometimes doesn't come home from
work on time. My mother can watch with us, but she doesn't like football so
much. She enjoys painting pictures. She can paint very well! My sister goes
riding on Sunday mornings. Her horse is called Johnny. He is a little slow because
he is old. But when he was young he was very quick.
Well, I have to run. I still have homework to do and I can't do it if I go on writing
to you, which I like doing ;-)
1. Who writes the letter?

a) Dana b) Anna

2. What sport does the writer play?

a) Basedall b) football c ) basketball

3. When does she play?

a) Mondays and Thursdays b Tuesdays and Thursdays

c ) Wednesdays and Thursdays d) Sundays and Thursdays

4. How well does the writer play this sport?

a) well b) quite well c ) very well d) not well

5. How well is the writer in math?

(a) well (b) quite well (c ) very well (d) not well

6. What does the writer enjoy doing with the dog?

(a) Watching television (b) jogging (c ) painting

7. What else does the writer enjoy doing and when?

The writer

8. What do the other family members like to do? Match the correct answer.
The father painting

The mother horseback riding

The sister watching football games

9. What can't the father sometimes do? Why?

The father sometimes .

because .

Listening

IV. You are going to watch a video about inventors building a special machine. Watch the first part of thevideo (up to 00.41) and
complete the sentences.(4)

1. Getting up in the morning is very

2. A lot people the sound of an alarm clock.
3. Can this of inventors make getting up easier?
4. They want to build a special machine that wakes you up and you ready for the day.

V. Watch the second part of the video (from 00.41). Put the events in order.(4)

a) they decide how the machine can undress someone

b) they build the bed
c) they try building a feeding system with food
d) they try building a feeding system with water
VI. Watch the fi nal part of the video (from 01:55) and complete this description of what the Get Up
and-Go-does? (5)

It 1________________ you awake, 2____________ you up, 3__________ you, 4_______________ you,_____________ 5 you and
6_______________ you your clothes. Youre-ready for your day!

Task 2

Fundamente considerando referentes didcticos y de contexto, y porque su propuesta de planes de clases

(actividades de aprendizaje, intervencin docente y de recursos) permite abordar en forma coherente,
significativa y suficiente el logro de las metas de aprendizaje.

This unit and each of the lessons were planned based on the objectives proposed by the course book Eyes Open 3 by
Cambridge. In addition, they were also based on different levels of Blooms Taxonomy, from understand and comprehend
the different concepts in this unit, to be able to apply the their new knowledge in different tasks, like creating a flyer and a
podcast, in which students need to apply the vocabulary from the unit and show their speaking skills.

In addition, the final mark was the average of these two products, with a listening and reading test.

The main objective of these evaluations was to involve students in a different activity in which their personal interests like
their favorite musical genres and artists were considered, in order to make them learn meaningfully.
 Task 3

Reflexione en torno al proceso que sigui para planificar las clases, identificando sus fortalezas, debilidades y
desafos para su puesta en accin.

First of all, I needed to plan the unit in order to set the dates and the content that it was going to be included in each
lesson. After that the lesson plan process was easier. I think that one of my strengths was that I planned these activities
thinking in all my students and their special needs and learning styles. I used different materials like visual aids, listenings
and worksheets, and I look for different ways to evaluate my students, not just through a test. On the other hand I consider
as a weakness the fact of starting my unit on April, because I consider that I have not the possibility of getting to know my
students enough, and sometimes I made mistakes because of that