Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activity guide and evaluation rubric – Cycle-task, task 5 – Lesson
Planning

1. General description of the course

Faculty or Academic Education Sciences School
Unit
Academic Level Professional
Academic Field Disciplinary training
Course Name Didactics of English
Course Code 551026
Course Type Theoretical Can be enabled yes ☒ No ☐
Number of Credits 2

2. Description of the activity

Type of the Number of

Individual ☐ Collaborative ☒ 3
activity: weeks
Moment of Unit
Initial ☐ ☒ Final ☐
evaluation: Intermediate 2:
Evaluative score of the Delivery Environment of the activity:
activity: 70 Monitoring and Evaluation Environment
Starting date of the activity: Deadline of the activity: November
November 8th 2019 28th 2019
Competence to develop:
To develop practical and pedagogical skills necessary for English language
instruction and curriculum design, through the study of lesson planning
and the pragmatic proposal of different procedures in English education.

Topics to develop:
- Lesson planning in language education
Steps, phases of the learning strategy to develop:
Cycle-task: students establish the framework required for the
development of their work: knowledge, strategies, and activities. Students
perform the task individually or in groups, giving everyone the chance to
express themselves and make proposals facing the development of it.
Activities to develop:
1. Read the document “Lesson Planning” and “Principles of Lesson
Planning: A Guide for Student Teachers”, found in the Course Contents,
UNIT 2, in the Knowledge Environment and once you have understood and
internalized the contents, in group, answer the following questions:
-what is a lesson plan?
-why is it important to plan a lesson?
-what are the different elements that must be included in a lesson plan?
Describe them.
-what are the steps or stages in a lesson plan development? Describe
them.

2. In group, create a lesson plan. For this, think about a topic to teach and
establish the objectives (linguistic and communicational), level of students,
language skills, activities, evaluation, and any other important aspects you
include in your plan. You can use any sample of lesson plan chart.

These activities will be developed in the forum available

Environment in the Collaborative Learning Environment. Share your
for the discussions and contributions in the forum to receive
development feedback and once your work is accurate, create the final
document.
Individual:

No individual deliveries.

Products to Collaborative:
deliver by After developing the task, only the deliveries student is
student going to share the final document. It has to contain the
following information:
-cover page with the participant members
-answers to the questions
-the lesson plan

3. General guidelines for the collaborative work

Collaborative learning is a strategy that allows students to

work together in order to achieve a common goal.
Accordingly, the collaborative work proposed for the
 course is based on a structured and planned process that
Planning of includes individual and group activities, as well as
activities for interaction and socialization in the virtual classroom.
the 1. Explore the syllabus of the course.
development 2. Make several readings of the activity guide and the
of evaluation rubric for each of the units of individual and
collaborative collaborative work.
work 3. All the activities that are carried out for the
development of the activity should be reflected within the
course through the different media and especially in the
forum of each activity, since the interaction; if they work
by Skype or other means they should evidence it in the
forum with screenshots.
4. Be in constant communication with the colleagues and
tutor during the development of activities.
5. In case of any concern, ask the tutor or the colleagues
with time, using the various communication channels
arranged in the course.
6. Enter the contributions with time for the Timely
feedback from peers and tutor.
7. Establish a schedule of activities within each forum and
a table of roles and functions for meet during the
development of each activity.
Different roles are proposed within the collaborative
environment, which allow an appropriate space for
academic growth and effective interaction that promotes
learning and interpersonal relationships. Every student
will take up one of these roles for the development of the
course assignments and can only be changed if decided
Roles to
by the group members.
perform by
Facilitator: Makes sure that every voice is heard and
the student
focuses work around the learning task. Provides
in the
leadership and direction for the group and suggests
collaborative
solutions to team problems.
group
Recorder: Keeps a public record of the team's ideas and
progress. Checks to be sure that ideas are clear and
accurate.
Time keeper: Encourages the group to stay on task.
Announces when time is halfway through and when time
is nearly up.
 Planner: States an action for the completion of the task
at hand according to the instructions and course agenda.
Task monitor: Looks for supplies or requests help from
the teacher when group members agree that they do not
have the resources to solve the problem.

The proposed roles are:

• Compiler: consolidates the document that is
constituted as the final product of the debate, taking into
account that the contributions of all the participants have
been included and that only the participants who
participated in the process are included. He must inform
the person in charge of the alerts to notify those who did
not participate, that they will not be included in the
product to be delivered.
• Reviser: ensures that the writing complies with the
Roles and
rules for submission of work required by the teacher.
responsibility
• Evaluator: ensures that the document contains the
for the
criteria present in the rubric. He must inform the person
delivery of
in charge of the alerts so that he informs the other
products by
members of the team in case there is an adjustment to be
students
made on the subject.
• Deliveries: alerts about the delivery times of the
products and sends the document in the stipulated times,
using the resources destined for the shipment, and
indicates to the other colleagues that the delivery has
been made.
• Alerts: ensures that the members of the group are
notified of the novelties at work and informs the teacher
through the work forum and the course's messaging, that
the document has been sent.

Use of All references considered for this activity have to be cited

references using APA Style.

In the agreement 029 of December 13, 2013, article 99,

Plagiarism the mistakes that infringe upon the academic order,
policy among others, are the following: paragraph e) “To
plagiarize is to present as your own work the whole or
part of a writing, report, task or document of invention
performed by another person. It also implies the use of
 cites or lack of references, or includes cites where there is
no coincidence between them and the reference” and
paragraph f)”To reproduce, or copy for profit, educational
resources or results of research products, which have
intellectual rights reserved for the University”.
The academic punishments that the student will face are:
a) In case of academic fraud proved in the academic
work or evaluation, the score achieved will be zero (0.0)
without leading to disciplinary measures.
b) In case of plagiarism proved in the academic work
of any nature, the score achieved will be zero (0.0),
without leading to disciplinary measures.
To know how the documents must be cited, check the
following document:
Centro de Escritura Javeriano ( ) Normas APA. Sexta
edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.php?o
ption=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

4. Evaluation rubric

Evaluation rubric

Activity
Individual Activity ☐ Collaborative Activity ☒
type:
Moment of
Initial ☐ Unit Intermediate 2: ☒ Final ☐
the eval.
Assessed Performance levels of the individual activity
Score
Aspects High score Media score Low score
It’s evident that It’s partially It’s not evident that
the student read evident that the the student read
and understood student read and and understood the
References the contents of understood the contents of the 5
check out the suggested contents of the suggested readings. points
readings. suggested He didn’t check
Additionally, he
readings. He more references in
checked more
 references in partially checked order to learn more
order to learn more references in and reconstruct his
more and order to learn more knowledge.
reconstruct his and reconstruct his
knowledge. knowledge.

(up to 5 points) (up to 2 points) (up to 1 points)

Some of the None of the
following aspects following aspects
The student are missing: the are evident: the
entered the forum student entered student entered the
on time and the forum on time forum on time and
participated
and participated participated actively
actively and in a
actively and in a and in a meaningful
meaningful way:
he made his meaningful way: way: he made his
Participatio contributions he made his contributions about 15
n in the about the topics contributions about the topics discussed, points
forum discussed, the topics interacted with his
interacted with discussed, mates, and gave
his mates, and interacted with his high-quality
gave high-quality mates, and gave feedback.
feedback. high-quality
feedback.

(up to 15
(up to 7 points) (up to 1 points)
points)
Assessed Performance levels of the collaborative activity
Score
Aspect High score Media score Low score
The document The document The document did
presents the partially presents not present the
answers to the 4 the answers to the answers to the 4
questions. The 4 questions. The questions. The
information is information is information is
Questions 15
clear and partially clear and neither clear nor
answers points
pertinent. The
pertinent. The pertinent. The
answers show a
answers partially answers do not
reflective
perspective from show a reflective show a reflective
students.
 perspective from perspective from
students. students.

(Up to 15
(Up to 7 points) (Up to 1 points)
points)
The proposed The proposed The proposed
activities really activities partially activities do not
develop the develop the develop the
Pertinence language skills, language skills, and language skills, and
of the and are coherent are partially are not coherent
didactic according to the coherent according according to the 15
activities of topics, the to the topics, the topics, the points
the lesson objectives and objectives and the objectives and the
plan the context of context of context of students.
students. students.

(Up to 15
(Up to 7 points) (Up to 1 points)
points)
The deliveries The deliveries role The deliveries role
role posted a posted a single PDF didn’t post a single
single PDF file in file in the PDF file in the
the Evaluation Evaluation Evaluation
Environment. The Environment. The Environment. The
document is document is document is not 5
Delivery
complete, well- partially complete, complete, well- points
presented and well-presented and presented and has
has no serious
has some serious serious language
language
language mistakes. mistakes.
mistakes.
(Up to 5 points) (Up to 2 points) (Up to 1 points)
The group The student The student did not
included included a include a
communicational communicational communicational
Contents of and linguistic and a linguistic and a linguistic
15
the lesson objectives and objective but they objective or they
points
plan they are coherent are partially or not are not coherent
according to the coherent according according to the
topics and the to the topics and topics and the
activities proposed.
activities the activities
proposed. proposed.

(Up to 15
(Up to 7 points) (Up to 1 points)
points)
Final score 70 points