Structuring and Delivering an Effective Lesson

Think about where you would like to teach and which age group you’d like to work with. Then use that
information to create your own class profile. You can also make use of the Planning Effective Lessons
Checklist to help with your lesson planning.

Fill in the information under the headings below and the lesson plan template to create your own
lesson.

I) Planning a Lesson/Making a Plan

My School and Classroom Setting

Worldwide about 200,000 cubic meters of freshwater is available for human use and
maintenance of natural ecosystems, this means that there is 2.24% of fresh water on the
planet; the other 97.76% is saltwater, which is divided into seas and oceans, but we cannot
drink it. According to UNO, 900 million people do not have drinking water in the world. In
some regions, the availability of water is critical, the quality is inappropriate, the services are
insufficient, and the economic investment is not enough to cover the lags, either meeting the
growing demand and the productive activities that are in continuous competition for water,
meanwhile climate change makes ecosystems more vulnerable (Carabias and Landa, 2005).
The Colombian political constitution embraces the protection of the environment from
different perspectives. As a solution, the government adopted a sustainable model that is
concerned with the care and protection of natural resources. In this sense, certain limitations
are established regarding the environment and its use in the economic, political, and social
spheres. On the other hand, we talk about the collective right that we must enjoy a healthy
environment, where natural resources can be enjoyed as an important part of social and
psychological development. Additionally, it supports and defends environmental protection
policies through citizen participation and the respective environmental authorities.
This lesson plan will take place at the Richmond Bilingual School, located at 222 and 53 north
of the city. The school educates about 950 students, ranging in age from 3 and a half and 17
years respectively. It will work with children between the ages of 9 to 11, in the second term of
primary education (elementary), specifically, fourth grade.

Example
 This school is a private English medium institution in the Middle East and many graduates go on
to study abroad in English-speaking countries.
 English is taught as a subject every day for 75 minutes.

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  The classroom is equipped with a chalkboard, overhead projector, screen, TV, DVD player, and
two computers.

My Knowledge of the Students

•Level: This didactic unit is intended to be used in 4th grade.
•They are all Colombians in a bilingual school where English is the target language (10 hours
per week).
•The students have reached a low intermediate level with some minor issues to express
opinions and ideas but problems to create accurate sentences (tenses and verbs, using L1 is
allowed)
•The didactic unit is composed by 10 lessons but in this case we are going describe only one.
The didactic unit will be developed for a whole month, two classes every week.

Example
 This class is a homogenous group of 40 grade 10 Arabic-speaking students.
 Most of the class is at a high intermediate level of English language proficiency.
 The students are enthusiastic learners because most are hoping to attend an English-speaking
college or university abroad and will be required to pass an English proficiency test.

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 My Knowledge of Syllabus
From my point of view, environmental education should be, a transversal subject in all areas of
the educational curriculum of each school. Based on the program "EPM cuida tu planeta" and
"curas en tu colegio", I created the outline of a didactic unit, lessons, and activities to raise
awareness of water care, water cycle and, stewardship to merge subjects as science, social
studies, arts and English. On the other hand, "Character counts": developed by the Josephson
Institute of Ethics, is a program that seeks to ensure that values are adopted in schools
throughout all the subjects they work on at school. The values that we work on are
responsibility, respect, justice, citizenship, goodness, reliability.
To work on environmental values, I think it is important to relate them with the subjects and
make children aware of the responsibility that human beings have to the environment. From
the pedagogical point of view, these values will be worked on the light of environmental
education:
• Responsibility for the appropriate use of water in our daily life.
• Raise awareness about how easy is to use toxic elements to contribute to climate change.
• Being good citizens by making others aware of the excessive use of water.
• Be kind in group work when working.

Example
 Ms. Jones’ assignment is to teach English.
 She was given an English course book as a syllabus; however she is permitted to use other
resources to supplement her lessons as long as she covers the topics outlined in the course
book for grade 10 English.

My Planning Decisions
Since the majority of students will be learning during the whole unit about Water and water
responsibility, the resource in which the upcoming lessons will be based on is the regional,
national and international policies about taking care of natural resources and documents that
are important in colombia and worldwide. The topic during the whole trimester will be natural
resources, but in this particular case will be water cycle. For this reason the general objectives
for the upcoming lessons related with it are :
•Students will describe the water cycle labeling each one of the processes involved on it and
how water transitions between them.
•Students will create informational posters to promote water conservation in their community
by discussing and determining what we can do daily to save water.
•Students will raise awareness of the concept of stewardship by simple actions to decrease
water waste and pollution in a common effort of teachers, students, and parents.

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 Example
 Knowing that the majority of the students hope to attend an English-speaking college or university
abroad, Ms. Jones believes in employing current topics and events as part of her language program. She
also believes in using academic content to teach English language skills.
 She chooses threats to biodiversity as a topic.
 Knowing that English-speaking secondary schools as well as colleges and universities encourage class
discussions, critical-thinking skills, stating one’s own opinion, and identification of different perspectives,
Ms. Jones decides to incorporate these skills into her lessons.
 She has already taught the class note-taking skills and decides that the culminating task will be a
persuasive essay.
 She wants to keep the students engaged and motivated so she decides to use additional resources: video
clip, photographs, an inspirational story, and graphic organizers.

II) Delivering a Lesson: The Formal Lesson Plan

Class: 4th grade

Class Description: B1-B2 prificiency level, multicultural classroom and it is the second term

Topic: Where does the water come from? Water cycle.

Time: 50 minutes

Content Objectives:
- Students will identify the states of water during the water cycle and label them in the right order.

Language Objectives:      

- Students will use present simple and ordinal numbers to describe the water cycle, using key words like
evaporation, condensation, precipitation, and infiltration.

Key Vocabulary: Evaporation, transpiration, condensation, precipitation, infiltration, surface runoff,

groundwater, and absorption

Materials Required: Water cycle lottery, “The Magic School Bus Wet All Over: A Book About the Water
Cycle” By Patricia Relf, water cycle handout, Water cycle wheel, drawing paper, pencils, markers, crayons,
masking tape, glue.

Lesson Sequence:
Activity, Materials Interaction Procedure Teacher Considerations

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 and Timing
warm-up activity, listening First the teacher is going to ask
Step 1 (2 min), speaking if the students have ever seen
rain. “Do you know where
rainwater comes from?” “Does
it actually come from the
clouds?”
Step 2 (5 min): reading In groups, students are going
lottery game and to be given a water cycle
speaking lottery with images and
concepts to organize, they will
have 3 minutes to read and
match the words with the
appropriate images.
After the teacher is going to
show them the images and
words that match
(lesson core): listening “Let’s be good listeners and
Step 3 (10 min) and see what this story tells us
Explain the 4 main speaking about water and how it
concepts to moves”. The teacher is going
understand the to read “The Magic School Bus
water cycle and Wet All Over: A Book About
where does it come the Water Cycle” By Patricia
from Relf. While reading, the
Book about water teacher will emphasize on
cycle “condensation” “evaporation”
and “precipitation” as major
concepts related to the water
cycle.
Step 4 speaking When the story is finished, the
8 minutes teacher will ask them to recall
graphic organizer the three steps water goes
through (evaporation,
Internalize the condensation, and
concepts and label in precipitation) and what they
the right order the are. The teacher will use the
process learnt in the graphic organizer by the
text handout and touch each area
on the picture map, so they get
familiar with the cycle and
what is necessary to complete
each one.
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Interpersonal intelligence
Naturalist Intelligence
Verbal/linguistic intelligence
The teacher will recall background
knowledge so the students can
make connections with the new
topic.
Visual intelligence
Naturalist Intelligence
Verbal/linguistic intelligence
Coopertaive work and games to
develop a better understanding of
the topic and make an effective
introduction of the key words that
will be use during the lesson.
Interpersonal Intelligence
Naturalist Intelligence
Verbal/linguistic intelligence
the teacher will stop as much as
needed to explain the narration and
the processes explained in each
part of the story
Naturalist Intelligence
Verbal/linguistic intelligence
Intra and interpersonal
intelligences
The students will use a graphic
organizer to internalize and
understand the process as well as
the order in which this happens.
 Step 5 writing After students have internalize Naturalist Intelligence
12 minutes and the concepts of the water Verbal/linguistic intelligence
worksheet reading cycle, the teacher is going to
Assemble and hand out the worksheet and The students will have a hands on
describe the water materials to develop in class a activity in which they will recognize
cycle. water cycle wheel. and interact with new concepts.
Students are going to be asked
to cut out, color and assemble
a wheel that shows the 3 main
process in which we can get
water.
step 6 Speaking The teacher will create 4 Naturalist Intelligence
10 minutes Listening groups of students, they will Verbal/linguistic intelligence
paper-notebooks - Writing create a sentence in which they Visual intelligence
markers- colors- etc can fully describe what
happens in each part of the
Description and cycle and design a draw to
recognition of the recreate a big water cycle for
water cycle everyone to complete at the
end of the class.
Closure Listening The water moving about in the Naturalist Intelligence
Step 7 Speaking water cycle does not fall Verbal/linguistic intelligence
3 minutes exactly where it evaporated
from. Some places receive
Reflection about the more, and some receive less
main concepts learnt rainfall. Each place has
in class and its different needs for its water.
importance for the The area may not receive
next class enough precipitation in the
form of rainfall and that can be
a problem. That is why it is SO
important to conserve water.
Who needs to conserve water?
–Everyone!”
                       
                       
Assessment:
Formative (ongoing):
The teacher will observe the learners’ participation in group discussions, construction, and assembly of
their water cycle.

Summative:
1. Diagram about water cycle
2. water cycle wheel
3. Water cycle lottery

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