LESSON PLAN FORM

SOME GUIDELINES:

1. Assessment rubrics to be used need to be attached to the lesson plan.

2. Materials to be used (e.g. videos, worksheets, images, etc.) must be attached to the lesson plan.
3. Focus/working phase and transfer/application phase can be repeated in a lesson planning. They can be alternated if needed.

LESSON PLAN FORM:

Name of student teacher: Yulixa Inés Ríos Beltrán - Lina Fernanda Tapias Rodríguez
School/Institution: Institución Educativa Normal Superior de Sincelejo
Grade: 6° Number of students: 40
Topic:
Different lifestyles.

Stage 1: Desired Results

Established goals:
Students should be able to tell others what they do to prevent the COVID-19 daily.

Students will know: Students will be able to:

1. To share their daily routines with other people from other cultures.
Vocabulary related to activities 2. To share some prevention measures to avoid coronavirus contagion.
1. Take a shower 6. Help with the housework
2. Do homework 7. Wear a mask
3. Play video games 8. Study for exams
4. Wash the hands 9. Listen to music
5. Chat with friends 10. Stay home

Adverbs of frequency
1. Always 3. Usually 5. Often
2. Normally 4. Sometimes 6. Never
Frequency expressions
1. Every day
2. Once a week
3. Three times a week
4. Every night
5. Every Saturday

Present simple tense

1. I do
2. You play
3. She/he washes
4. We listen
5. They stay

Stage 2: Assessment Evidence

Performance tasks: Other evidence:

In this task, the student will be asked to write the answer Students will present a quiz (Appendix 1) in which they should put the name of the
to an email from a relative who is quarantined in Italy. action in each picture.
Currently, there are no borders that separate us from our
loved ones, it is very easy to stay in communication
through digital media. Email is a way to receive news from
others without leaving home. In the email, a student's
cousin tells him that they continue to live as usual without
taking any preventive measures. The student must write a
response for his cousin in which invites him to take the
recommended prevention measures, and tells him what he
does every day to protect himself.

Stage of lesson Aim(s)
Wake up students to stay attentive,
Motivation Phase interested and active during class.
Input Introduce the different types of
phase frequency expressions, frequency
adverbs, verbs and their use in some
activities done daily by other people.
Stage 3: Learning plan
Type of Resources
Procedure interaction Time
(T-S/S-S)
You will need an odd number of students to
play this game. Ask all the students to find a
partner. The student without a partner is the
'leader'. The leader calls out different parts of No 10
the body for the students to connect with their S-S resources minutes
partner, e.g. 'hand to hand', 'knee to elbow', needed
etc. The pairs listen and follow the leader's
commands. If the leader is having problems
thinking of parts of the body, feel free to get
them to repeat after you. After a few
commands have been called out, the leader
says, "People to people." Everyone then has to
find a new partner (including the leader). The
odd student left out becomes the new leader
and so on.
The teacher will show to the students a video
(Appendix 2) with some daily activities done by
children in different hours of the day, so the
student should respond to the following
questions:
1. What of those activities helps to prevent the
coronavirus? Video 20
2. What are those activities that you do daily? T-S beam, minutes
3. How often do you do those activities? markers
*The teacher will show some slides in a PPT
presentation where she focuses on the different
kinds of frequency expressions, adverbs of
frequency, verbs and its use. After that, the

Focus/Working Recognize the differences between
phase my daily routine and other people's
daily routines during the pandemic
depending on their cultures.
Transfer/ To show the differences that can be
Application phase found in people's daily routines
according to their cultures.
Closing To share the opinion that each of the
phase students has regarding the class and
how they felt.
teacher will present some sentences giving to
the students the opportunity to complete it
with the correct verbs.
The teacher will ask students to write 10
sentences individually classifying the No 20
information of their cousin in Italy and their S resources minutes
information about their lifestyle during the needed
coronavirus spreading. After that, they should
write about how often they do those activities.
The teacher will ask students to create a
comparative chart using the previous
information classified in the working phase
about the different lifestyles in Italy and
Colombia during the coronavirus spreading.
After that, students should make a report,
informing about the correct prevention
measures that should be taken by the people.
The report should be exposed in a poster T-S Bond 60
presentation in front of the class. The poster S-S paper, minutes
should include drawings. The teacher will markers,
choose the order of the groups using a random colors
name picker (Appendix 3). The teacher will
evaluate the oral report of the students using a
rubric (Appendix 4), which takes into account
pronunciation, use of grammar, content of the
report, fluency, and vocabulary learned in class.
The teacher will give some recommendations to
students about the prevention measures to
avoid the coronavirus contagion. After that, the T-S No 10
teacher asks the students what was the most resources minutes
difficult of the class, how they felt during the needed
class and say goodbye.
Appendix 1
 Appendix 2

https://www.youtube.com/watch?v=qD1pnquN_DM&list=TLPQMjIwMzIwMjBe9PE09kb7eg&index=10

Appendix 3
 Appendix 4

Name: ________________________________________________ Date: ______________________________

CATEGORY 4 3 2 1
Pronunciation Speaks clearly and Mispronounces some Mispronounces Too many mistakes in
distinctly all (100-95%) basic vocabulary several basic pronunciation make
the time, and words. vocabulary words. his speech hard to
mispronounces no understand.
words.
Grammar Shows exceptional Makes some serious Meaning frequently Meaning completely
control of required mistakes that often obscured by grammar obscured by grammar
grammar concepts in a give unintended mistakes. mistakes.
variety of contexts. meaning (conjugation,
confuses tense, word
order).

Fluency Takes longer than Speech somewhat Painful pauses make Speech totally
necessary to organize disjointed because of speech hard to follow; disjointed; long,
thoughts; says more pauses; language very says less than unnatural pauses.
than required. halting. required.
Vocabulary Excellent control and Adequate, though Meaning frequently Meaning completely
resourcefulness. makes serious obscured by minimal obscured by
mistakes that often vocabulary. vocabulary mistakes;
give unintended inadequate
meaning (wrong vocabulary.
preposition, incorrect
word choice).
Content - Accuracy All the information Most information Some information Much of the
displayed on the poster displayed on the displayed on the information displayed
is accurate. poster is accurate. poster is accurate. on the poster is not
accurate.
 Appendix 5

TOPIC DISCUSSED

Culture is not simply what is known as music, food, and traditions of a social group, culture is every social interaction with the outside world. In
this way, children use culture involuntary to make their learning easier. Thus, comparing and contextualizing what happens in the classroom with
what happens in society becomes easier for their learning. Teaching is hard work that needs many strategies that help students learn in the best
way.

Normally through activities that require communication and a more familiar linguistic function such as tasks and critical literacy, students can
create an analytical awareness that allows them to reflect on what they are learning and analyze beyond what the professor provide so that you
will not be left alone with what the teacher gives in the classroom but will create an environment of researching and learning to facilitate their
learning.

In our lesson plan is evidence the lecture Exploring Children’s Cultural Perceptions through Tasks Based because we used a real-life situation to
present and teach a new topic that can be useful for children not just in the classroom but in their daily life. There are many ways to teach, we
just have to look for a strategy that is useful to the students for their daily life, we have to be authentic and innovative. And that was what we did
in our lesson plan; we choose a topic that was the interest for our students and prepare it taking in to account the grammatical topic requires in
this lesson. Culture is not a static object; it is always moving forward concerning how society advances. So, the teacher must keep up with this to
create that it does not become monotonous and curb the student’s interest in what they are learning. We like teachers have to take advantage
of these tools and new topics that society gives us and use it to teach students the language in a communicative way.