Post task designing a Lesson Plan

Presented by:
Helmer Adrian Cruz

Code:
4.417.470

Tutor:
Dina Esperanza Bonilla

Group:
551023_3

Teacher Development
Universidad Nacional Abierta Y A Distancia
Degree in English as a Foreign Language
Valledupar, June 2020
 2

Task 1: Lesson plan reflection

a. How important do you think a lesson plan is to a successful lesson?

What features do you think a lesson plan should include?

I am agree with the words that Richard says where the “suggests that lesson plans help the

teacher think about the lesson in advance to “resolve problems and difficulties, to provide a

structure for a lesson, to provide a ‘map’ for the teacher to follow, and to provide a record of

what has been taught” (p. 103), besides a lesson plan can help the teacher think about content,

materials, sequencing, timing, and activities, provides security (in the form of a map) in the

sometimes unpredictable atmosphere of a classroom and lesson plan also benefits students

because it takes into account the different backgrounds, interests, learning styles, and abilities of

the students in one class (Farrell,2000,p.31).

I think what the features that should include a lesson plan are: 1. Specify objectives, 2)

learning activities and specify methods of evaluation.

b. Do you think it is a good idea to strictly follow a lesson plan? Why?

Yes, is a good idea to strictly follow a lesson plan because when the teachers planned their

lessons the teachers include all the activities necessary for their classes, where they must focus

on the interests and need of their students, lesson plan is recommended that each teacher makes

his own lesson plan establishing the sequence of activities and meet the expectations of the

class.
 3

c. Some people think that lesson plans severely restrict teachers’ creativity. Do you

agree? Explain your answer.

I am not agree that the lesson plans severely restrict teachers’ creativity, because lesson plan

has some specify objectives, learning activities and specify methods of evaluation which are

established for the same teacher about a planning and focused on the interest and needs of the

students, However, teachers should remember that the original plan was designed with specific

intentions in mind and the plan was based on the teacher’s diagnosis of the learning competence

of the students. Nonetheless, teachers may need to make certain adjustments to the lesson at the

implementation phase (Farrell,2000,p.34)

 Task 2: Lesson plan

Date: July 31, 2020

Background Course A2.2

Information Level:

Grade: Sixth

Lesson name Future tense “ future simple tense”

Time: 45 Minutes

Standard:
The student are in the capacity to understands the basic information on topics related to daily activities, be
able to understand questions about him, friends and family, they are able to extract information general and
specific from a short written text, Write short texts that tell stories and describe people or places, Your
spelling is acceptable even if you make mistakes in words that you don't use often. They express ideas,
sensations, and feelings with short, clear sentences and understandable pronunciation, understands short
texts of some difficulty about daily activities or of interest. ( Basic 2) A2.2.

Main Aims - Increase student motivation through practical exercises.

- The proper use of online exercises taking advantage of technological resources
- Understand an oral description of a situation, person, place or object in real places
- Understand short and simple messages related to the environment
- Understand the general idea in a description or narration the text and its context in the environment.
- Identify simple texts, cultural elements such as customs.
- Apply the reading strategies
- Identify the general theme and relevant details in a text or grammar structure “ future simple”

Materials: - Identify the general theme and relevant details in a text or grammar structure “ future simple”
- Laptop
- While board
 5

- Markers
- Projector screen
- Markers
- Projector screen
- Instruction material
- https://www.curso-ingles.com/aprender/cursos/nivel-intermedio/verb-tenses-future/future-simple
- Exercise material
- https://english.lingolia.com/es/gramatica/tiempos-verbales/future-i-simple-will/ejercicios
- Exercise http://www.ejerciciosingles.eu/ejercicios/54.3-el-futuro-simple.aspx
- Exercise http://www.ejerciciosingles.eu/ejercicios/54.4-el-futuro-simple.aspx

Stage time Aim Procedure

&
Interaction Stage of the Teacher’s activity Learner’s activity Objectives
lesson

Warm-up Teacher says Students say To check attendance

Hello!’ ‘Hello!’
‘How are you?’ ‘Fine, thank you!’
‘Who is absent today?’ ‘Today is absent…’

Homework ‘Who wants to read the Student will read the To check homework
checking homework?’ homework

Introduction Introduces and writes on the Students listen to the To attract student attention
blackboard the title of the lesson: introduction
‘Revision’.
‘Today we will practice reading
and we’ll revise the Future tense
“Future simple”

Introducing Teacher introduces Explain structure “ To create theoretical base

grammar though Projector screen and writes future tense”
 6

on the blackboard about the affirmative, negative

grammar issue ‘future simple’ and interrogative
Teacher will explain the students form
the future simple, in order to Affirmative
remind them their structure and She will like it.
form. Subject + will + verb
Negative:
She won’t like it.
Subject + won't + verb
Interrogative:
Will she like it?
will + Subject + verb

Pre-Reading Starts a discussion about daily To help students find out

routine what to focus on when
reading

While reading ‘Now you will read the text relate Read the text in Determine reading skills
with social context. Who wants to individual form
read first?

Text

Andres will get up early in the

morning. He will go for a morning
walk. He will eat his breakfast and
he will go to college. When he will
come back, his mother will start
preparing lunch. After eating his
lunch he will sleep for a couple of
hours. He will wake up when his
friends will come over. Then they
will play cricket for an hour. He
 7

will go home and start studying.

He will complete his homework
and he will watch television for an
hour. Then he will eat his dinner
with my family. After dinner he
will go for a walk with his father.

The verification of previous topics is reviewed through a small participation at the beginning of each class,
doubts are clarified regarding the topic previously seen, it is important to keep the sequence and clarify all
Warm doubts to continue with the next lesson.
Feedback and everything related to the class must be done through technological means, it is a tool that
Up/Review
motivates the student to develop their activities, online grammar exercises, these give the student the
opportunity to check again and again and know which the correct answer is.

One student in class will take the initiative to read to the group, the others must be attentive to determine
what the text says, then each student will do reading individually.
Presentation Individual activity, reading a short text and also participation of each one of the students, with respect to
Mr. Andres' daily routine, checking the reading through oral questions, online grammar exercises and
homework.

Stage of the Teacher’s activity Learner’s activity Objectives

lesson
Practice
Practice Exercise grammar compression Do exercise To check the
http://www.ejerciciosingles.eu/ejer comprehension grammar
cicios/54.2-el-futuro-simple.aspx
 8

Assessment
(how will the
students Stage of the Teacher’s activity Learner’s activity Objectives
demonstrate lesson
their Post Reading The question to exercise Possible answers To check the
knowledge) 1- Will he sleep after lunch? comprehension of the text
2- Will wake up later? 1- Yes will he
3- Will Andres walk after 2- No he won’t
dinner? 3- No he won´t
4- Will mother prepare his 4- No he won´t
lunch?
The possible answers
will be write on
the White board

Assignment Stage of the Teacher’s activity Learner’s activity Objectives

(how will the lesson
student review
the learned Homework Exercise 1 Do exercise To check the
topic) http://www.ejerciciosingles.eu/ejer comprehension grammar
cicios/54.3-el-futuro-simple.aspx
Exercise 2
http://www.ejerciciosingles.eu/ejer
cicios/54.4-el-futuro-simple.aspx
Task 3: Research reflection

1. First Argument

The contribution of research to teacher´s professional learning and development is “focused

on the teachers investigating pedagogy through different ways of realizing curriculum goals gave

birth to highly effective curriculum and professional Development by teachers through action

research” (Cordingley,2015). “These different modes were all linked with benefits ranging from

improvements in achievement, attainment and engagement for pupils and improvements in

differentiation, willingness to experiment and expansion of the range of learning activities

offered by teachers” (Cordingley,2015).

The combination of experiences of each teacher is very important for specialized and

collaborative training, through collaborative research, active research, and the study of research,

they are considered important keys in the development of joint practice.

2. Second Argument

Teacher support makes an important contribution to the incorporation of new practices,

including research practices, daily peer practice which provides practical and emotional support

through shared risk-taking. Peer support seeks to use new and challenging approaches from

research or other sources because they do not want to disappoint each other. Peer support helps

them try something new, helps them to trust each other quickly.

Working with trusted peers created a meaningful context for teachers when doing their

practices, peers focus broadly and significantly on opportunities for professional dialogue
 10

focused on learning, teachers must experiment with new approaches that link benefits to

students.

3. Third Argument

Enquiry oriented learning and the use of tools where the teacher have focused on developing

tools for coaching which teachers can internalize and use to ‘experiment, assess consequences

and talk about their practice and knowledge, though learning agreements and questioning

frameworks as prompts can help teachers plan their own learning and create structures for

sustaining coaching-based CPDL, when the teacher use a well-structured agreements and

frameworks it help him create an environment for exploring new possibilities and challenging

previously held beliefs, his analysis of the role of ‘smart tools’ as a means of ‘incorporating

useful knowledge that can help teachers improve their practice in relation to a specific task’

(Cordingley,2015).

The importance of opportunities to observe and analyse multiple teaching and learning

exchanges depend of the use of good tools, the observation for learning depends upon clarity

about a focus on learning as well as teaching, clarity about teachers’ aspirations for their pupils

and a willingness to explore the principles underpinning the practices teachers are exploring, as

well as their surface features to help them transfer learning between contexts (Cordingley,2015).

Task 4: Group interaction

11
 12

Reference Bibliography

- Farrell, T. (2002). Lesson Planning. In J. Richards & W. Renandya (Eds.), Methodology

in Language Teaching: An Anthology of Current Practice (Approaches and Methods in
Language Teaching, pp. 30-39). Retrieved from https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-
core/content/view/0A0F286836E0595340DE2DB0C160B6D2/9780511667190c3_p30-
39_CBO.pdf/lesson_planning.pdf

- Cordingley, P. (2015). The contribution of research on teachers’ professional learning

and development. Oxford Review of Education, 41(2), 234–
252. https://bibliotecavirtual.unad.edu.co:2444/10.1080/03054985.2015.1020105