GUIDELINE FOR VIRTUAL ACTIVITIES

Gain Attention
Learners from schools should receive an appropriate input from the teacher e.g. a video or a Power Point presentation
with audio, etc. Remember the importance of gaining attention from students. (colorful material, good energy from
teacher, role plays, puppets, songs, etc)
Activate prior Knowledge
Pre-service teacher should choose the appropriate topics and activities considering the suggested curriculum. Pre-
service teachers should activate students ‘prior knowledge, explain the new content, provide some practical activities,
examples, exercises to then ask them to work by themselves. Teachers also must plan some practical activities for
students to practice at home.
Present content: Through videos, power point presentations with audio, use of images, etc. Remember also to
provide guidance. (show students some examples on what is expected from them to do at home)
Practice: Ask students to practice at home. They should be able to work by themselves. They do not need their
parents help, neither to translate information. If students have difficulties, ask them to watch the videos (input) one
more time.

Organization
Your virtual activities should be clearly organized into different steps: input, explanation of activities to do at home,
activities for students to work by themselves.
Language accuracy
It should not contain major errors. Be careful with pronunciation, stress and intonation. Audio must be clear. Please
have in mind student’s age and English level

Weekly lesson plan format for virtual activities (with explanations)

Have in mind that you must teach three hours per week. It means that you must design activities for the class time
assigned.

Name of practitioner: María Fernanda Castaño Morales

Grade: 3 A

Date: 16/09/2020

Main aim based on DBAs: Identify and express the effects of their actions on their local environment (neighborhood,
district, city, town) using simple phrases in English.

Content from DBAs: Pollution

Aim for this session:

 To learn about different types of pollution, their causes, and effects
 To express how to take care of the planet using “should and should not”

Students previous knowledge: vocabulary about the environment

Present Content: The teacher will greet the students and will ask them if they are ready for the class. She will tell them
that in the class there will be a special guest. She will send a voice message introducing the guest and then will send an
image in which Sun makes a short introduction about him and talk about all the damage that people are doing to the
Earth. The teacher will ask the students what they think about it, and then will share a short activity in which children
will have to draw something related to the word “pollution”

The teacher will send an animated video in which it is evidenced the bad effects of pollution, students will watch it and
then they will have to say what they understand about the video. The teacher will ask questions such as: Why do you
think that happened? Why birds and fish were dying? Do you think this is good for the Earth? Etc

Then, the teacher will send an image in which it is shown the different types of pollution that exists and the effects that
each one has both in the planet and in people. Students will have to write down that information in their notebooks.
Then the teacher will write on the chat different activities that humans do to produce pollution, and children will have to
identify which activities produce each type of pollution. The teacher will send an activity and when there are many
answers, she will send a voice message explaining which is the correct answer and so on.

List of activities:
• Ships spill oil in the sea
• Cars produce gases
• Farmers spray toxic substances
• Factories produce smoke
• People produce garbage

Then, the teacher will explain that all these activities are bad for the planet and that people should not do them. So, she
will ask the students to take each activity of the list and write them in their notebooks adding “should not”. She will give
an example with the first one: Ships should not spill oil in the sea

In order to practice vocabulary related to pollution, students will have to do a crossword and once finished, they will
have to choose one of the words from the crossword and talk about the effects that it has on the planet or how to take
care of it.

Finally, the teacher will send a listening activity in which the students will have to listen a letter send by the Earth, and
based on that, they will have to do a true or false activity. Teacher will explain that true means verdadero and false falso
and that they will have to pay very close attention to the Earth to answer correctly.

The teacher will interact with the children and will make them reflect about the things that they should do and should not
in order to take care of the Earth.

Practical activity to let students know what they must do at home by themselves: Teacher will ask the student to
respond the letter to the Earth; they can tell her what they want.

Practical activities for students to do at home: Students will have to write 5 sentences using the structure “should/should
not” in which they can express what to do to take care of the planet.

Reflection
Question for reflection:

Answer this question based on your student’s realities (which is not as bad as some other cases in our country)

What should you do to face economic inequalities in education? Answer it from your role as a teacher

I strongly believe that adaptation to the context is a paramount aspect to face economic inequalities in education. For
me, having the teacher role represents to understand and know the context of the students in order to know which are
the access to resources that they have and to be able to understand their needs. Thus, each class will be carry out
considering not only the cognitive level of each student, but also their economic capacities, that means; that the
methodology and tools implemented in the class should be adapted to the conditions of the population. Also, exploring
the teacher competences and identifying the student’s abilities and capacities is crucial for overcoming the lack of
educational resources of both teacher (or institution) and students, in that sense; if there is limitation of resources to
accomplish the goal of the class, teachers and students can make use of creative activities such as role plays, singing,
dancing, painting or creating posters. As teacher in development, I am aware that we have to do a tiring job to adapt
materials and context to the class proposed, but that is something that most of us are prepared for dealing with,
especially in the Colombian context. In my opinion, that is what it represents to be a teacher in this country.

Asistentes:

Wendy rojas Castaño

Ricardo quintero Ramirez
Any sofia ardila ladino
Camilo Payares
Lissa Yuliany
Jimena Gomez
Karina Viveros
Juan Pablo Gutierez Sanchez
Matias mosquera jordan
Yerardin Bocanegra
Juan Diedo Cardona
Maria Jose Aparicio Rodriguez
Isabbela cardona pino
Luis Santiago Jimenez