Lesson Plans

Class: Upla Final Practicum Supervise Teacher: Isabel Vásquez School: Liceo Tecnico-Profesional Barón Class: 1º F of Secondary School Year: 2009

-Universidad de Playa Ancha, Valparaíso 2009-

Index

I. - Introduction

II. - General contents

A. Portfolio Introduction…………………………………………3 B. Reading Articles……………………………Posted on July 13

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C. Pedagogical Artifacts a. Workshop Nº two……………………posted on June D. Reflective Writing…. a. Reflection Nº 1……….Posted on April b. Reflection on a famous teaching Quote …..Posted on May c. The way I feel………………. Posted on June E. School Information…………………………………4 F. Unit Plans and Lesson Plans………………5-31 G. Learning Material (written and/or Audio)………………………

……………………………….Posted on August H. Evaluation Instruments……………………… Posted on August

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Introduction From the beginning to the end, to do my practicum process at Liceo Baron was a huge challenge, since I had never worded with people who were in social risk or danger. It was a fulfilling experience since students from the very first day got on very well with me. They greeted me with a handshake as well as saying goodbye with it. My guide teacher at the school was a very helpful person, giving me feedback from the very first day I stepped in front of the class. He gave me advices of how to face the students how to behave in front of them and how to manage any complicated situation. This portfolio shows little by little the process I got involved on, since the very beginning, just being an observer and then practicing with my teacher and then finally being the teacher myself. The lesson plans show that the classes were a mixture between traditional and instructional classes, but mixing it with ICTs and group work, and less grammar structures. There a thousand of positive things I took from my teaching practice process, and I can say it was beautiful and I love teaching.

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School Information El Liceo Técnico-Profesional Barón, se encuentra en la ciudad de Valparaíso, ubicado en Calle Gonzalez #449 esquina Tocornal, y tiene una matricula de 520 alumnos. Es un Liceo que tiene cuatro carreras técnico-profesional de nivel medio: Refrigeración y climatización, Terminaciones de la construcción, Instalaciones sanitarias y estructuras metálicas. Directora: Teresa Irribarra Espinoza. Sub-director: Victor Torres Ruz. Jefa de UTP: Ana Jara Pincheira Orientador: Patricio Olivera Lorce Jefe de Producción: Luis Cerain Barraza Fono: 2255108 e-mail: [email protected]

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Lesson Plans

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Unit: This is me! Lesson plan 1 Date: June, Thursday 11th Time: 90 minutes Motivation (15 minutes) • •

Checking vocabulary seen before the strike Review of module: To be, countries, nationalities and professions.

Development (60 minutes) •

Power point presentation of countries, nationalities and professions: In this power point students will review all the conceptual contents seen before the strike. They will associate the picture of the country, nationality and profession with the written word of it, as well as the pronunciation of the word.

Consolidation (15 minutes) • •

Students will be asked: how do you say _____(Spanish word)____? First countries, then nationalities and then professions Students will be told they will have a test one week ahead. And the modules are given to them to study at home.

 The module is attached at the end of the lesson plans.

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Lesson plan 2 Unit: this is me! Date: June 12th, First period Time: 45 minutes, Motivation (7 minutes) •

The teacher will ask students: How do you say _______Spanish profession___?

Development (28 minutes) •

The teacher will create some stories with the students in which they are the professionals. He will do this in English and Spanish. E.g. Molina works with ...trabaja con Pato laguna, so he is a ____Students’answer: model____.

•

Pair work with the module: students will do a word search about professions.

Conclusion: (10 minutes) •

The teacher will check if everybody found the 22 answers. And will ask them to answer, he will just be a guide.

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Lesson plan 3 Date: June 12th second period Time: 45 minutes Motivation: •

The teacher will ask students to tell him some professions in English seen last class.

Development •

Students will finish working with the last part of professions of the module, they will do the crossword. In which they have the hints wich are pictures of the profession

•

After finishing that part, students will do exercises of to be in negative and affirmative: he is a doctor, he is not a doctor. This content was seen before the strike.

Conclusion •

Students will answer the module questions to see if they are right or not. Some students will come to the whiteboard to check the answers

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Lesson Plan 4 Date: June 17th Time: 90 minutes Motivation (10 minutes) •

The teacher will check last class vocabulary, countries and nationalities, professions and to be, asking the students for some complex vocabulary.

Development (70 minutes) Reading comprehension activity: Pre-reading (15 minutes): • The teacher will read up four extracts that are on the module. Then he will write questions for every extract on the whiteboard. He will provide some answers as examples. While reading (15 minutes): • Students will ask for some vocabulary and will review the nouns seen in the module by themselves or asking the teacher. Post reading (40 minutes): • Students will write down the questions and their answers respectively, on their copybooks. • Then some students will come to the whiteboard to write the answers for all the students to check them. Conclusion: (10 minutes) The teacher will ask students if they understood everything, if there are some doubts, or if they need to practice something more, etc. He will explain the test they will have next class. Giving them some examples.

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Reading activity questions (they do not appear on the module) Text Nº 1 • • • • •

What is your name? What do you do? Where do you study? Where are you from? What nationality are you?

Text Nº 2 • • • • •

What is her name? What does she do? Where does she study? Where is she from? What nationality is she?

Text Nº 3 • • • • •

What is his name? What does he do? Where does he study? Where is he from? What nationality is he?

Text Nº4 • • • • •

What are their names? What do they do? Where do they study? Where are they from? What nationality are they?

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Lesson plan 5 Date: June 18th Time: 90 minutes Motivation (10 minutes) •

The teacher will check some vocabulary they learnt throughout the unit. An also some structures they had to remember.

Development (70 minutes) Test: Pre-test (15 minutes): • The teacher will give students 10 minutes to give one last look to the module and ask him some questions before the test. • The teacher will organize the room. He will change the students seat, taking on the whole classroom, to be safe with the ones that cheat and to have a better view of all the students. While-test (50 minutes): • The teacher will explain students the test, step by step. He will ask if students understood the instructions and then students will start the test. Post-test (5 minutes) • The teacher will take all the tests back, and he will allow students to come back to their origial seats and see if check their answers with their modules. Conclusion (10 minutes) •

The teacher will ask students if it was to hard or to easy, and check some students’ doubts.  The test is attached

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Lesson plan 6 Date: June 19th Time: 45 minutes, first period Motivation (10 minutes) •

The teacher will grade the tests and then deliver them to students. He will trespass them to the school book.

Development (25 minutes): •

The teacher will check the test along with his students

Conclusion (10 minutes): • •

The teacher will talk to students about the unit the module, the good and bad things about the module, etc. He will ask for feedback

Time: 45 minutes, second period.

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Lesson Plan 7 Date: June 25th Time: 90 minutes Motivation (5 minutes): •

The teacher will remember some of the vocabulary about professions they learnt during last unit.

Development (70 minutes): •

•

Building vocabulary: Places and To Be Pre The teacher will check the difference of uses of to be verb: Ser I am a student To be Estar I am at school While The teacher along with the students will write the sentences on the whiteboard using all the personal pronouns, and making the difference between ser and estar. o o o o o o

You are a mechanic You are at the garage He is a pilot He is at the airport She is a doctor She is at the hospital

o Paula and I are police officers o We are at the police station o You are actors o You are at the theater o Sanchez and matigol are footballers o They are at the stadium •

Post: Module work: Students will do the first pages of exercises of the module given.

Conclusion (10 minutes) Class summary: The teacher will ask students the differences between Ser and Estar, and when they are supposed to use them. 13

Also the teacher will ask students some vocabulary of places and buildings: How do you say______Spanish word_____?

Lesson Plan 8 Date: June 26th, first period Time: 45 minutes, Motivation (5 minutes): • Remember previous learnt vocabulary: places and buildings of the city. • The classroom will be organized as a big circle, in which students will look to each other Development (35 minutes): •

Pre: o The teacher will show students some flashcards about places of the city. o Students will repeat after the teacher.

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While: o Students will be given the flashcards previously presented. o The teacher will make students to stand up and show their pictures one by one. As the one that stands up has a picture of a place of the city, the teacher will say: e.g. where is Mr. Romero (the one standing up)? And students will have to answer: He is at the Airport (as that is the picture the student has). o The teacher will check phonetics: Th = [θ][ ð], for the to make the difference between words like “the” and “thanks” “theater”. Students will pronounce it all at the same time and one by one as well. o Module work: Students will work in pairs and will do the word search that appears in the module.

•

Post: Students will write sentences in their notebooks some sentences with the words fount on the module.

Conclusion (5 minutes): The teacher will check if the structure of to be was learnt and practiced enough and he will answer students doubts.

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Lesson Plan 9 Date: June 26th, second period. Time: 45 minutes Motivation (5 minutes): •

The teacher will make some students to create sentences using their classmates’ last names: e.g. Mr. Soto is at the hospital.

Development (35 minutes): Guessing game: • Pre o The teacher will stick up the flashcards he was using the previous class on the whiteboard. o Then they will be numbered. • While o The teacher will make them remember, and then he will take them off the whiteboard. o Students will come one by one and will try to stick them in the number they corresponded. This will be a memorizing game. •

Post: o Students will have to say the full answer: using pronouns and to be while they found a correct picture. o Module work, students will do a crossword.

Conclusion (5 minutes): • •

Students will be asked if they can create some sentences using famous people's names. The teacher will ask students if they are clear or not, and he will answer questions.

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Lesson plan 10 Unit: This is me! Time: 90 minutes Date: June 30th Motivation (15 minutes): Students will be asked which places of the city they have already learnt: • How do you say ____Spanish word___? Development (60 minutes) • •

Students will be taken to the library to see a power point presentation about places of the city, spelling places and preposition at. Students will be asked to pronounce the corresponding word, the translation, and the spelling at the moment they see the picture. E.g.:

At the fire station •

At the hospital

Students will start working on the module they were given last class.

Consolidation (15 minutes) •

The teacher will check the answers for the activity they had to do before about places of the city from the module.

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Lesson plan 11 Unit: This is me! Time: 90 minutes Date: July 2nd Motivation (10 minutes): • Students will be asked to say some sentences they learnt last class: For example: Who knows how to say en el hospital? En el aeropuerto? En la estación de policía?, etc. Development (70 minutes): Pair work: •

• •

Students will do the word search found on the module. Here students will have to find 18 words related to places of the city, such as: Fire station, bar, disco, bakery, hotel, school, etc. Answers will be checked on the whiteboard. Second part of the module: Students will have to do a crossword where they will also find places of the city with a hint given which is a picture of the corresponding place. Third part: Students will have to do exercises with simple present to be, in affirmative, interrogative and negative in “yes or no” answers. At the same time they will be taught how to write those sentences (grammar)

Consolidation (10 minutes) •

The teacher will check the answers with the students on the whiteboard and going to the students’ seats. The teacher will have to check students’ doubts.

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Lesson Plan 12 Unit: This is me! Time: 90 minutes Date: July 3rd Motivation (5 minutes): •

Students will be taken to a trip near the school to recognize and internalize the places of the city checked in this unit, at the same time the professions and occupations seen before will be reviewed in this trip.

Development (80 minutes): •

Students will identify the places making exercises and they will be taken pictures to consolidate the structures of “I am/ you are/he is/etc. at the hospital, school”, etc.

Consolidation (5 minutes): •

The teacher will check with the students all the doubts they have and if they acquired the vocabulary required.

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Lesson plan 13 Unit: This is me! Time: 90 minutes Date: July 09th Motivation (10 minutes): • •

Students will be asked if they remember the places they visited last class. The teacher will ask students if the trip was meaningful for them.

Development (70 minutes): • •

•

Students will have to write some questions on their notebooks to answer on the library. Students will be taken to the library to see the power point presentation about their trip. They will recognize each other and the teacher will ask the next questions: o Where is Mr. Romero? o Students answer: He is at the fire station. o Where are you? o We are at the post office o Where are Mr. Soto and Mr. Cano? o They are at the police station Students will answer the questions they wrote before.

Consolidation (10 minutes): •

The teacher will check if there are doubts and will announce next quiz which will be next class, and he will review some contents.

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Lesson plan 14 Date: July 23rd Level: 1º level of high school Time: 1:30 Introduction (10 minutes) This class will be divided into two periods, one for reviewing the unit, and the second one for a ppt test. Core of the class Pre-stage (5 minutes): • The teacher will ask students about the places of the city they visited before vacation. As well as the use of the module of places of the city. While-stage (35 minutes): • The teacher will draw some places of the city on the whiteboard. • Students will be used as models and they will answer orally. o Where is Mr. Tognia? o He is at the drugstore, etc. Post-stage (5 minutes): • •

Students will be checked in terms of vocabulary, and the structure they have learnt last classes. Students will be taken to the Library.

Closing (40 minutes): The test is a ppt presentation, in which students will have to answer the next questions: • Where are you? o They will have to answer with their reality (school) • Where is he? o 3 different answers shown disorganized • Where is she? o 3 different answers shown disorganized • Where are they? o 3 different answers shown disorganized. 20

Lesson plan 15 Date: July 29th Level: 1º grade of high school. Time: 3 periods (2:15 hrs) Introduction (5 minutes) • Students will be told that the class will be a review of the semester unit. • Students will be asked the contents they learnt throughout the semester. Core of the class (2 hours) Pre-stage: • • •

The contents seen in the last units are: Countries, Nationalities, Places of the city, pronouns and to be in interrogative, negative and affirmative. Students will be asked some of the vocabulary they learnt in unit I, as well as in unit II. The teacher will show the flashcards that were shown at the beginning of the unit.

While-stage • • •

Students will be asked the meaning and they will do a class work with the flashcards, asking each other about the content of the learnt units. They will also write on their notebooks the new exercises the teacher will give them. They will answer written and spoken questions.

Post-stage • •

The teacher will ask students to answer the written questions. A brainstorming will be made with student’s vocabulary the teacher will ask.

Closing (10 minutes)

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•

The students will be asked doubts and questions before the test to check what is necessary.

Lesson plan 16 Date: July 30th Level: 1º grade of high school Time: 1:30 minutes Introduction: •

Students will be organized in one by seat, separate from each other.

Core of the class •

Test: this test is called “level test” which summarizes the whole semester content.

Closing •

Students will be asked the difficulty of the test.

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Lesson plan 17 Date: July 31st Level: 1º F of high school Time: 45 minutes, first period Introduction (5 minutes): •

The teacher will review to different uses of “to be verb”.

Core (35 minutes): Pre-stage: • •

The teacher will show to new grammar structures of “to be verb” o “there is” and “there are” Students will check different uses of those structures, in the classroom context as well as the house one.

While-stage: • • •

Students will write on their notebooks some examples of the uses of those structures. The teacher will show a “wh- question”: “How many” and explain to students its use. The teacher will create some questions using how many, and he will answer them using there is or there are.

Post-stage: • The teacher will write more questions on the whiteboard. These questions must be answered by students, and they will be asked to answer the teacher’s questions. Closing (5minutes): • •

Students will be asked doubts and mistakes will be corrected. Students will organize the room for the next period, creating a semicircle.

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Lesson plan 18 Date: July 31st Level: 1º F of high school Time: 45 minutes, Second period Introduction (7 minutes): The teacher will check last class content (first period), and he will make a brainstorming about the “there is” and “there are” structures, using classroom objects, house furniture, etc. Core (30 minutes) • For this activity, the class will be a semi-circle. Pre-stage: •

The teacher will make a brainstorming of fruits students know. He will write them on the whiteboard.

While-stage: • • • •

•

The teacher will show students some flashcards of fruits, which will go from number one (two times) to number ten. Then the teacher will write the fruits on the whiteboard. Students will spell (guided by the teacher) some fruits, and they will learn the pronunciation. Then the teacher will deliver the flashcards to students and they will create answers for the next question (checked last class): o How many fruits are there in that picture? The students will be asked to create possible answers for the above question.

Post-stage: •

Students will answer the above question: o There are two cherries; there is one banana, etc. 24

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Most of the students will be asked to answer the question, and then they will interchange the flashcards and ask to each other.

Closing (8 minutes): Students will be asked some doubts, and the teacher will ask some students will be asked to create sentences they learnt

Unit Plans

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PLANIFICACIÓN UNIDAD DIDÁCTICA Sector

Lenguaje y Comunicación, Subsector Inglés Unidad II, This is me!

3. Solicitar y entregar información oralmente y por escrito; desarrollar diálogos simples relacionados con los textos de lectura o su vida personal y escribir oraciones sintácticamente correctas y Comunicativamente apropiadas. 4. Reconocer y manejar un léxico de aproximadamente 1.000 palabras Que considere los términos ya adquiridos en la Educación Básica.

Unidad (Núcleo) 1 medio F de Curso Tiempo Aprendizaje Objetivo Aprendizajes Fundamental Esperados

16 hrs.

•

Iniciar y responder saludos, presentaciones, despedidas, invitaciones, preguntas y/o manifestar preferencias, acuerdos, o demostrar comprensión de textos orales de mayor longitud.

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Completar y/o redactar frases u oraciones para resolver tareas destinadas a demostrar comprensión auditiva y lectora

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Objetivo de aprendizaje de la unidad: Solicitar y entregar información oralmente y por escrito con respecto a saludar, presentarse, despedirse, dar y buscar información.

Contenidos del Aprendizaje

Conceptuales •

Personal information: name, age, address, etc.

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Vocabulary of: Jobs, Work places, numbers, family members, countries and nationalities.

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Present simple To be - yes/ no questions (short answer)

Procedimentales COMPRENSION LECTORA • Fluidez, comprensión, búsqueda de información general y específica, análisis de textos. COMPRENSION AUDITIVA • Escuchar, demostrar comprensión en inglés o en español si fuese necesario. EXPRESION ESCRITA • Redactar oraciones gramatical y semánticamente correctas, uso de vocabulario. EXPRESION ORAL

Actitudinales •

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Crecimiento y autoafirmación personal: la comprensión de una lengua extranjera expande las posibilidades de conocer la realidad (en un ambiente socio-cultural y de trabajo) Formación Ética: El respeto y la valoración de los modos de ser, pensar y valorar otras culturas. Persona y su entorno: Responsabilidad y respeto hacia el mismo alumno y su

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•

comunidad (a través de la perseverancia, rigor y creatividad)

Fluidez, dicción, entonación

Actividades

Recursos •

Flashcards

Participan en brainstorming, recuerdan lo visto anteriormente.

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Whiteboard

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Markers

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Completan oraciones (guía de ejercicios).

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Photocopies

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Realizan matching, y responden a flashcards.

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Books

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Power point

Los alumnos y alumnas: •

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Practican spelling

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Realizan comprensión de lectura.

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Internet

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Extraen información de pequeños textos.

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Cassettes

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Formulan preguntas y respuestas.

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Copybooks

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pens

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Realizan repetición.

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Participan en Guessing game, wordsearch, crossword.

Evaluación •

1ra evaluación U II, C 1.

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2dra evaluación oral U II, dictado C1.

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3ra evaluación oral U II, C1

presentations

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•

Traducen oraciones (ejercicios escritos).

PLANIFICACIÓN UNIDAD DIDÁCTICA Sector

Lenguaje y comunicacion, Subsector Inglés

Unidad (Núcleo) de Aprendizaje

Unidad III

There is one banana!

Curs 1 medio F o

Tiempo

10 hrs

Aprendizajes

Objetivo

Comprender e interpretar textos escritos simples, auténticos o adaptados; obtener información general o específica y Fundamental demostrar su comprensión, en castellano si fuera necesario. Solicitar y entregar información oralmente y por escrito; desarrollar diálogos simples relacionados con los textos de lectura o su vida personal y escribir oraciones sintácticamente correctas y comunicativamente apropiadas. Objetivo de aprendizaje de la unidad:

Esperados

Completar y/o redactar frases u oraciones para resolver tareas destinadas a demostrar comprensión auditiva y lectora. Iniciar y responder preguntas y demostrar compresión de textos orales de mayor longitud.

Comprender e interpretar textos escritos simples, auténticos o adaptados, tales como aquellos de tipo descriptivo y de longitud creciente.

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Contenidos del aprendizaje Conceptuales •

Wh- question: How many and how much.

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Simple present: There is and there are (neg. and aff.)

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Vocabulary of fruits and vegetables

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Vocabulary of the classroom

Procedimentales

Actitudinales

COMPRENSION LECTORA Desarrollo del Pensamiento: • localización de información general y • Desarrollo de las habilidades de específica en una serie de textos de interpretación, análisis y síntesis y el mayor extensión. conjunto de habilidades comunicativas. COMPRENSION AUDITIVA Y ESCRITA • Completar y/o redactar frases u Crecimiento y autoafirmación personal: • la comprensión de esta lengua oraciones para resolver tareas extranjera expande en forma importante destinadas a demostrar las posibilidades de conocer la realidad, comprensión auditiva y lectora. COMPRENSION ORAL • Formulación de preguntas y respuestas solicitando o dando información, usando oraciones y/o frases modelos con pronunciación y

utilizar información e interesarse por ello.

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entonación apropiada.

Actividades

Recursos

Evaluación

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LOS ALUMNOS Y ALUMNAS: • • • • • • •

Completación de oraciones. Practican en pares Ejercicios de la pizarra y del cuaderno Fill in the blanks Translations Guessing games Class games, asking each other

• • • • •

Flashcards whiteboard Photocopies Markers Technological devices

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Pens notebooks

• • •

one written test using ppt presentation one test filling in the blanks and matching students participation in class, being this orally or written

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