You are on page 1of 6

Long-term planning – last four weeks of Internship

March 13 t h to April 7th

Group(s): Ste-Claire: 1A, 1B, 1C, 1/2D, 2A, 2B St-Justin: 11, 12, 13, 14, 15, 21, 22, 23, 25

LES: Creating my Monster

Students are learning about descriptive vocabulary in order to be able to create and describe their own monster. They will
draw it, describe it and present it to their peers.

Main goals:

Students will acquire descriptive vocabulary such as colours, shapes and personality.
Students will learn to use personal pronouns and possessive forms in context.
Students will practice interacting orally with peers.

Reinvestment task/Final Task?

Creation of a monster: a short written description, a drawing that matches the description and a short presentation of the
monster in groups of four.

ESL Competencies to be developed:


C1: To act on understanding of texts
Key Features targeted Evaluation Criteria Observable evidence Tools

Use of the vocabulary seen in Handout about colouring


Uses knowledge from texts Use of words and class. in the right colours of a
expressions from texts monster.
C2: To communicate orally in English
Key Features targeted Evaluation Criteria Observable evidence Tools

Transmits simple messages Use of words, string of Use of complete sentences that Presenting their own
words and short make sense. monster to their peers.
expressions

Cross-curricular Competency (ies) Pick one that you will GIVE FEEDBACK ON

To use creativity

To begin the procedure: To become actively involved in the process. To accept risks and unknowns. To
persevere in exploring.

Targeted learning for this period (from Related Content/Progression of Learning


Language Repertoire: Functional language
(List some expressions you will encourage students to
use when interacting orally)
Checklist to Help You Build a Great Lesson Plan
Make sure to check off the questions before handing-in your lesson

Language Repertoire: Vocabulary Identification:


(List vocabulary words you will focus on) -identify their monsters
-describes their monsters

Language Conventions: Focus on Form/Grammar Word order:


(Grammar and forms will you teach either explicitly or -Form simple sentences.
implicitly?) -Place adjectives before nouns
Strategies: (List strategies you will teach students how Asking for help
to use and provide practice)
Checklist to Help You Build a Great Lesson Plan
Make sure to check off the questions before handing-in your lesson

Group: ______________ Dates: ________________________

Date Goals Activity 1 Activity 2 Activity 3 Evaluation Materials?

1: Introduce body Hook :


parts vocabulary APK about body Fill in the Learn and
February 8th and the monster parts monkey handout practice the none - Body parts
theme. as a group. song ‘Head and handout
shoulders,
knees and toes.’ -White board

Closure : - Marker
Homework:
Teach someone
the song.

2: Hook : Students
Learn about Short video discuss what Creation of
February 15th Valentine’s day about Valentine’s day cards using - Interactive
and create cards Valentine’s day means to them Valentine’s day white board
with related and how they vocabulary. none
vocabulary. usually celebrate -Youtube video
it. Closure :
Homework: Give
your card and
read it to
someone you
love.

3: Hook :
Quick review of Sing the colour
Learn colour Colour quiz personality song. -Interactive
February 22nd names and projected on the vocabulary. white board
identify board, students Closure :
personality and have to find Students have to -Colour quiz
types. objects around mime Homework: None
the room. personalities Start thinking -Multiple objects
and others about how your of different
guess. monster is going colours
to look like
Checklist to Help You Build a Great Lesson Plan
Make sure to check off the questions before handing-in your lesson

Date Goals Activity 1 Activity 2 Activity 3 Evaluation Materials?

4: Hook :
Brainstorm Sing ‘If you’re a
March 1st monster As a group Start writing their monster and you -Monster
features. brainstorm monster’s know it’ from handout
monster feature description. Dave and Ava (
Start writing the ideas. Without the none -Lyrics to the
description of video) song
the monster.
Closure :
Homework:
Have fun during
Spring break!
5: Hook : SPRING SPRING BREAK
SPRING BREAK
March 8th SPRING SPRING SPRING BREAK BREAK
BREAK BREAK
Closure :

6: Hook :
Review Finish writing the
March 15th vocabulary. Ask students to description. Start drawing -The monster
Finish writing share something and colouring handouts
the description fun that their monster.
and start happened tot -Coloured
colouring the them during Closure : none pencils
monster. spring break. Homework:
Finish colouring
the monster and
practice
introducing it.
7: Hook :
Students In teams of four Ask students
March 22nd present their Tell a ‘scary’ students present what they liked C1: Use of
monster and short monster their monsters to about other words and -Evaluation grids
interact orally story to the each other. monsters and expressions
with peers. students. vote to pick from texts
which one is the -Monster
best. handouts
C2: Use of
Closure : words, string of
Homework: words and short
Presenting their expressions
monster to their
parent or a
friend.
Checklist to Help You Build a Great Lesson Plan
Make sure to check off the questions before handing-in your lesson

Date Goals Activity 1 Activity 2 Activity 3 Evaluation Materials?

8: Hook :
Students have to Students C1: Use of -Monster
March 29th APK of colours listen to a text to discussed what words and colouring
Students will and body parts colour in a they preferred expressions handout
demonstrate by doing a class monster drawing about the from texts
understanding brainstorm. correctly. They monster project -Colouring
of text. will be provided and what they pencils
with a paper disliked.
copy of the text.
Closure :
Have a nice
weekend!
9: Create oral Hook : Play thumbs up
interaction Ask students Work on seven up as our
April 5th between what their handout about last activity -Interactive
students. favourite thing to the history of the together. none white board
do during spring sugar shack as
is. a group Closure : - Sugar shack
Be good and handouts
work hard with
Mrs. Belinda!

____ Did you plan to write your agenda on the board and to explain to students what you will be doing?

____Have you thought of a great hook to start your lesson that is related to the topic of the lesson and

different from the hook you did at the previous class? (refer to Pirate workshop)

____ Do you think your supervisor will get a good idea of what your lesson is about? Do you have a concrete goal? (Clear language,

not too wordy, competencies identified, detailed enough to create a picture of what is happening, etc).

____ Did you make sure to include a variety of activities? (3 different activities throughout the lesson)

____ How many winning teaching strategies are you using? You should be able to name them (Round Robin, Wait time, brain breaks, etc.)

____ Did you pinpoint a learning strategy, vocabulary or other related content that you could teach explicitly?

____ Do you have a balance between teacher-centered and student-centered activities? Try not to be speaking for more than 10 minutes at a time.

____ Did you plan for a short oral interaction activity where all students are speaking?

____ Do you show when you will be using the board to write words, useful expressions, functional language and strategies to help

students through visual support?

____ Did you use a coopreative structure when possible? (Try at least 3 during your Internship)

____ Did you include differentiation when possible? Did you make changes from one group to the other and did you record those changes?
Checklist to Help You Build a Great Lesson Plan
Make sure to check off the questions before handing-in your lesson

____Have the students’ needs (developmental, cognitive, affective) been considered? (Type of activity, level of difficulty,

concentration level, interests, etc.)

____ Is there variety in the pedagogical rationale and in the critical moments from one
Please remove these following
lesson plan to the other?
activities from you lesson plan if
____ Did you plan to verify comprehension? you are planning to:
Spend time in class to read a novel
____ Do you plan to model what is expected? (silently or aloud in a large group,
one person at a time);
____ Do you circulate and monitor if students are on task?

____ Do you have an evaluation grid available? Spend more than two periods on a
written production;
____ Did you add a fun factor?

____ Do you have a proper closing? Is it in link to the objective of your lesson? Have two written productions
back to back (variety is needed);
____ Did you plan extra material…just in case? Have an entire class based on
grammar explanations and drill;
____ Are proud of your lesson? Does this lesson create an environment for learning?

____ Would you like to be a student in your own class? Have a whole period on pages from
an activity book or watching a
movie.

You might also like