Lesson 1
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Universidad Católica de Temuco Pedagogía en Ingles Departamento de educación
Lesson 1 “Traditional Games In the Chilean National day”
Students Maria José Álvarez Maria José Salazar Profesor Viviana Rojas C. Course TP VI Date September 3th, 2009
Name of the lesson : Traditional games in the Chilean National day. Time : 90 Minutes Skill : Reading comprehension Vocabulary : Lexicon related to traditional games in Chile. Syntax : simple present Type of text : Descriptive Resources/materials : Handouts, Cardboard, pencils, laptop, data, jigsaws. 1. Objectives 1.1. Conceptual objective(s). -
To identify techniques to develop reading comprehension. To know vocabulary related to games in the Chilean National Day.
1.2. Procedural objective(s). -
To read a text related to traditional games in the Chilean National Day identifying general and specific information. To describe one traditional game by writing a short paragraph.
1.3. Objective(s) related to values/attitudes. -
To value national identity and social behaviour.
2. Contents 2.1. Conceptual contents. -
Techniques to develop reading comprehension. Vocabulary related to Chilean National day traditions and Chilean culture and origins.
2.2. Procedural contents. -
Developing reading comprehension. Developing writing skills.
2.3. Contents related to values/attitudes. -
National identity and social behaviour.
3. Activities
Warm-up activity -
The teacher is going to show a short presentation with images about National day celebration and its traditions.
-
Students will be able to answer aloud some questions related to the presentation.
Pre-reading activities -
Students are going to answer some questions about Chilean National Day
-
Students will be given key words through pictures in order to understand the reading activity and contextualize the topic.
-
The students will predict the topic.
While Reading -
Students will read silently the descriptive text about traditional games in the Chilean National day to check the prediction.
-
Students will answer some questions to check general information.
-
Students will work respond some true/false exercises to the handout to check specific information.
-
Correction of answers.
Post reading activities: -
Students will do some exercises of word order and fill the gaps in order to reinforce grammar.
-
Students will work in pairs to solve a jigsaw related to a traditional game.
-
Students will write a short paragraph of five sentences in simple present and also using the vocabulary learnt in class in order to describe the jigsaw.
A. Oral and/or written activities: The activity will be called “applying what you learnt” in which the students will summarize orally what they learnt about the topic. B. Linguistic reinforcement activities. We are going to give them feedback concerning to the vocabulary that students may not know with the purpose of a better production of the paragraph. 4. Initial, process and product assessment/evaluation: 4.1. Initial assessment/evaluation:
As the lesson is based on the students’ prior knowledge, we are going to ask the students some questions dealing with the topic which concern to Chilean National day and the traditional games that are played in those days. 4.2. Process assessment/evaluation: The process will be evaluated with a checklist that will be attached at the end of the lesson. 4.3. Product assessment/evaluation: The product of the jigsaw and the explanation of it will be evaluated by a rubric.
ATTACHMENTS CHECKLIST
Criteria for the activities in class Student’s Name 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
Student has an active Participation in the class applying vocabulary related to the topic. E
E= excellent G= Good NI= Needs Improvement.
G
NI
Student provides ideas which help in the cognitive process of the classmate E
G
NI
Student Applies what is learnt in the realization of the handout E
G
NI
RUBRIC FOR WRITING PRODUCTION Proficient 4
Partially proficient 2
Main/Topic idea sentence is either unclear or incorrectly placed, and is restated in the closing sentence.
Main/Topic idea sentence is unclear and incorrectly placed, and is restated in the closing sentence.
Needs Improvement 1 Main/Topic idea sentence is unclear and incorrectly placed, and is not restated in the closing sentence.
Paragraph(s) have three or more supporting detail sentences that relate back to the main idea. Information in logical, interesting sequence which reader can follow.
Paragraph(s) have two supporting detail sentences that relate back to the main idea. Student presents information in logical sequence which reader can follow.
Paragraph(s) have one supporting detail sentence that relate back to the main idea.
Paragraph(s) have no supporting detail sentences that relate back to the main idea.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Student demonstrates full knowledge (more than required).
Student is at ease with content, but fails to elaborate.
Mechanics and Grammar
Paragraph has no errors in punctuation, capitalization, and spelling.
Paragraph has one or two punctuation, capitalization, and spelling errors.
Student is uncomfortable with content and is able to demonstrate basic concepts. Paragraph has three to five punctuation, capitalization, and spelling errors.
Student does not have grasp of information; student cannot answer questions about subject. Paragraph has six or more punctuation, capitalization, and spelling errors.
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Work is Illegible.
Neatness
CRITERIA
Exemplary 6
Main/Topic idea sentence is clear, correctly Main/Topic Idea placed, and is Sentence restated in the closing sentence. Supporting Detail Sentence(s)
coherence and Cohesion
Content Knowledge
Lesson 1 “Traditional Games In the Chilean National day”
Students Maria José Álvarez Maria José Salazar Profesor Viviana Rojas C. Course TP VI Date September 3th, 2009
Name of the lesson : Traditional games in the Chilean National day. Time : 90 Minutes Skill : Reading comprehension Vocabulary : Lexicon related to traditional games in Chile. Syntax : simple present Type of text : Descriptive Resources/materials : Handouts, Cardboard, pencils, laptop, data, jigsaws. 1. Objectives 1.1. Conceptual objective(s). -
To identify techniques to develop reading comprehension. To know vocabulary related to games in the Chilean National Day.
1.2. Procedural objective(s). -
To read a text related to traditional games in the Chilean National Day identifying general and specific information. To describe one traditional game by writing a short paragraph.
1.3. Objective(s) related to values/attitudes. -
To value national identity and social behaviour.
2. Contents 2.1. Conceptual contents. -
Techniques to develop reading comprehension. Vocabulary related to Chilean National day traditions and Chilean culture and origins.
2.2. Procedural contents. -
Developing reading comprehension. Developing writing skills.
2.3. Contents related to values/attitudes. -
National identity and social behaviour.
3. Activities
Warm-up activity -
The teacher is going to show a short presentation with images about National day celebration and its traditions.
-
Students will be able to answer aloud some questions related to the presentation.
Pre-reading activities -
Students are going to answer some questions about Chilean National Day
-
Students will be given key words through pictures in order to understand the reading activity and contextualize the topic.
-
The students will predict the topic.
While Reading -
Students will read silently the descriptive text about traditional games in the Chilean National day to check the prediction.
-
Students will answer some questions to check general information.
-
Students will work respond some true/false exercises to the handout to check specific information.
-
Correction of answers.
Post reading activities: -
Students will do some exercises of word order and fill the gaps in order to reinforce grammar.
-
Students will work in pairs to solve a jigsaw related to a traditional game.
-
Students will write a short paragraph of five sentences in simple present and also using the vocabulary learnt in class in order to describe the jigsaw.
A. Oral and/or written activities: The activity will be called “applying what you learnt” in which the students will summarize orally what they learnt about the topic. B. Linguistic reinforcement activities. We are going to give them feedback concerning to the vocabulary that students may not know with the purpose of a better production of the paragraph. 4. Initial, process and product assessment/evaluation: 4.1. Initial assessment/evaluation:
As the lesson is based on the students’ prior knowledge, we are going to ask the students some questions dealing with the topic which concern to Chilean National day and the traditional games that are played in those days. 4.2. Process assessment/evaluation: The process will be evaluated with a checklist that will be attached at the end of the lesson. 4.3. Product assessment/evaluation: The product of the jigsaw and the explanation of it will be evaluated by a rubric.
ATTACHMENTS CHECKLIST
Criteria for the activities in class Student’s Name 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
Student has an active Participation in the class applying vocabulary related to the topic. E
E= excellent G= Good NI= Needs Improvement.
G
NI
Student provides ideas which help in the cognitive process of the classmate E
G
NI
Student Applies what is learnt in the realization of the handout E
G
NI
RUBRIC FOR WRITING PRODUCTION Proficient 4
Partially proficient 2
Main/Topic idea sentence is either unclear or incorrectly placed, and is restated in the closing sentence.
Main/Topic idea sentence is unclear and incorrectly placed, and is restated in the closing sentence.
Needs Improvement 1 Main/Topic idea sentence is unclear and incorrectly placed, and is not restated in the closing sentence.
Paragraph(s) have three or more supporting detail sentences that relate back to the main idea. Information in logical, interesting sequence which reader can follow.
Paragraph(s) have two supporting detail sentences that relate back to the main idea. Student presents information in logical sequence which reader can follow.
Paragraph(s) have one supporting detail sentence that relate back to the main idea.
Paragraph(s) have no supporting detail sentences that relate back to the main idea.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Student demonstrates full knowledge (more than required).
Student is at ease with content, but fails to elaborate.
Mechanics and Grammar
Paragraph has no errors in punctuation, capitalization, and spelling.
Paragraph has one or two punctuation, capitalization, and spelling errors.
Student is uncomfortable with content and is able to demonstrate basic concepts. Paragraph has three to five punctuation, capitalization, and spelling errors.
Student does not have grasp of information; student cannot answer questions about subject. Paragraph has six or more punctuation, capitalization, and spelling errors.
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Work is Illegible.
Neatness
CRITERIA
Exemplary 6
Main/Topic idea sentence is clear, correctly Main/Topic Idea placed, and is Sentence restated in the closing sentence. Supporting Detail Sentence(s)
coherence and Cohesion
Content Knowledge
