NAME OF THE GAME: SUGGESTED YEARS/GRADES: 4 YERAS OLD

COKING IN HALLOWEEN
SUBJECTS IN WHICH YOU CAN USE THIS GAME:
PRINCIPALMENTE DE REALIZARA EN LA CLASE DE INGLES TIME: 30/40
AUNQUE ADAPTANDOLA SE PUEDE HACER EN TODAS
ASSESSMENT AGENT

ASSESSMENT CRITERIA TA PA SA OT

VOC PARTICIPACIÓN, VOCABULARIO, INDEPENDENCIA,

ABU
VOCA LARI
BULA O,
RIO,
LEARNING OUTCOMES: PSIC CONTENT (GRAMMAR, VOCABULARY AND COMMUNICATIVE LANGUAGE) : ASSUMED KNOWLEDGE:
PSICO VOCAB OM
MOR ULARI VOCAB OREI
EICID O, ULARIO, CIDA
AD PSICO PSICOM D
FINA MOREI OREICID FINA
Y CIDAD AD FINA Y VOCABULARIO,
RITM FINA Y Y RIT PSICOMOREICIDAD
O RITMO RITMO MO FINA Y RITMO

PRE-INCLASS ACTIVITY MATERIAL & PLACE

AULA

ACTIVITIES:

PRE-TEACHING TIME L R S W

ACTUAL-TEACHING - DIFFERENT VERSIONS OF THE GAME ACCORDING TO THE STUDENTS' SKILLS OR LEVEL TIME L R S W

POST-TEACHING TIME L R S W

DIFFERENTATION:
REINFORCEMENT & /OR ADAPTATION EXTENSION

TA: TEACHER A., PA: PEER A., SA: SELF A., OT: OTHER.

LESSON EVALUATION
UNIT NAME:
LESSON: Number of this lesson
YEAR/GRADE: Teaching audience among the total in the unit. 2/6
Name your unit. Usually with something related to the topic.
TIME: Minutes this lesson last
SUBJECT: Name of the subject

ASSESSMENT AGENT

ASSESSMENT CRITERIA TA PA SA OT

Criteria are developed by analysing the learning outcomes and identifying the specific characteristics that contribute to the overall assignment. These are
the standards by which learning is judged. Refer to the Unit created to select the criteria that applies in this lesson.

LEARNING OUTCOMES: CONTENT: ASSUMED KNOWLEDGE:

What your students will be able to know/do… after your intervention. Get inspired by the What your ss already know or
Name the content to be learnt (vocabulary, grammar,
verbs/actions in blooom's taxonomy. Scaffold difficulty. Clearly related to assessment. structures, how to write a paragraph, essay…)
should know (to perform
Measurable and clear statements. properly during lesson)

PRE-INCLASS ACTIVITY MATERIAL & PLACE

Any activities to be done beforehand.(e.g. Whatch flipped video, find information ….) Any special equipment, material or place needed for this lesson.

ACTIVITIES:
INDICATOR COMPETENCE METHODOLOGY BLOOM'S
PRE-TEACHING TIME L R S W

Pre-teaching activity/ies should introduce the knowledge the ss need to perform properly in class (e.g. Vocabulary..). It is
advisable that they are attractive and motivating (How will you excite your ss about the subject matter?)

Match all activities with the indicator and the competence from your unit, also state the bloom's taxonomy domain addressed.
Indicate the time you are going to devote to this task and the language skill to be practiced.
INDICATOR COMPETENCE METHODOLOGY BLOOM'S
ACTUAL-TEACHING TIME L R S W

Roadmap of the lesson. Write out everything you are going to do. (Add or delete rows as you need: 1 color 1 activity).

(e.g. 1. Show video about …. 2. Ask the following questions about video… indicate timing per activity and the language skill
practiced).

Tips: Try to work all 4 skills in a lesson. Usually, from receptive skills (listening & reading) to productive skills ( speaking &
writing). Scaffold difficulty in both conent and cognitive domain.

INDICATOR COMPETENCE METHODOLOGY BLOOM'S

POST-TEACHING TIME L R S W

Make sure you make a proper closure: some action, task or statements that will help ss make sense out of what has been
taught to help form a coherent picture, to eliminate confussion and frustration and reinforce major points to be learned.

DIFFERENTATION:
REINFORCEMENT & /OR ADAPTATION EXTENSION

Modification or extra tasks you need to add in order for all learners to succedd in this
any extra task or modification for fast learners so all ss get to learn as much as they can.
lesson

ASSESSMENT - FINAL TASK LO L

INDICATOR COMPETENCE METHODOLOGY BLOOM'S
R S W
Assessment: Make sure all learning outcomes are assessed (formal or informal assessment). Remember multiple intelligences
theory (provide enough and varied opportunities so all ss can show their learning).

LO: LEARNING OUTCOME///TA: TEACHER A., PA: PEER A., SA: SELF A., OT: OTHER.

LESSON EVALUATION

After finishing your lesson, how was it? What worked better? Is there anything you would change about this lesson? Any unexpected situation?