Name of the lesson: To be or not to be…

Class profile: It is a 4th grade of high school with 20 students belonging to the Drama program in a school with an artistic modality.
There are two students with SEN. One has ADHD and the other has Visual Impairments.

OA: OA4 Producir y comprender con fluidez textos orales y escritos claros en situaciones comunicativas que involucren otras visiones de
mundo y la propia, con el fin de interactuar y tomar conciencia de su propia identidad

Learning outcome: After identifying the plot’s parts of a play, the students create a short play in groups using the content learned,
and then perform it for the whole class while developing collaborative work and respectful thinking.

Success Criteria: Students can identify and name the parts of the plot in a play. Students can create a play (script) considering the
parts of the plot in a play.

Lesson duration: 180 minutes.

Assumptions: Students know elements of a drama play, because they are involved in this area. Students may not know the English
vocabulary about drama for what they already know in Spanish.

Anticipated problems and solutions: Since they are drama students and one of them has ADHD, keeping them in one place can
be difficult and monotonous for them. That is why I will choose to change the order of the room, make a dynamic class, with a lot of
movement, interactions, and activities that allow them to develop freely during the class. On the other hand, I have a student with
visual problems, therefore I will have to use resources with more images than texts, projected on the board, so that reading is not a
problem for her.

Stage Timin Interaction Procedure (write the step by step for students) Differentiatio Materials and
g pattern n resources
Choose 2
types of
differentiation
and highlight
it: resource,
task, and/or
support

Warming As a whole
up class-
semicircle
15 Students sit around as a circle to play the game Differentiation - Ball of wool
min “The Ball of Wool (el ovillo)”. They must create a by support: - List of drama topics
story by adding a sentence each time the ball is As a teacher, - Whiteboard/
caught. Topics for the story are presented on the changing the markers
board (rescue, love discussion, flight lost). order of the - 20 pieces of paper
room is - A bag
essential to - Ppt
develop a
class where
interaction

Individual work
  We will play “The Ball” and
 I will give you the topics and once I start movement is
the story with a sentence, I will throw the paramount.
ball to anyone.
 Every time someone catches the ball, has
to add a new idea/part to the story.

AFL: The Pensieve (Where am I going?)

Then, teacher asks the students to write in a

piece of paper the answer to some question
(presented on the PPT) in order to think what they
will learn and what they will do by the end of the
lesson, based on the game played previously.

 Now, take this piece of paper, and write

your answer to these questions: What will
 be the topic of the class? What task will I
have to do by the end of the lesson?
 As a clue, think on the previous game…
DO NOT WRITE YOUR NAME.
 Then, fold your paper and throw it in the
bag.

Pre As a whole
activities class -
: semicircle
25 Teacher presents the Learning Outcome. Then, - Datashow
min students pick a random paper from the bag and - ppt
check if what is written fix to the Learning - Picture of an empty
Outcome presented. (Second part of AFL Where Theatre room
am I going?) - Cutouts of
elements of a play
- Scotch tape

 I'm going to go through your places, and

you must take a piece of paper out of the
Pair work-
bag.
semicircle
 You will read your partners’ answer,
Differentiation
 compare it with the LO and see if what is by task:
written fixes with what we are going to do. As there is a
student with
ADHD and
another with
visual
problems,
APK carrying out a
Teacher presents a picture of an empty theatre task where
room. Students choose little cutouts of elements they can
that a play should have (costumes, scenery, move,
characters, script, makeup, director, props, etc.), interact, and
and sticking them on the projected picture do not have to
(board). strain to read,
is important.
This
differentiated
task allows all
students to
 In pairs, you will choose from teacher’s
complete it
table a cutout of an element you consider
without
must be part of a play.
exclusion.
 Once you and your partner select one,
stick it on the theatre room projected on
the board.
 After all the students have chosen their cutouts
and pasted on the board, teacher does the
question: What plays and playwright do you
know? Students answer orally from their sits.

While Individual work

activities – semicircle
50 LISTENING - Datashow
min Students watch and listen to the video “Plot - PPT
Mountain”, a song about the parts of the plot in a - Speakers
play. https://www.youtube.com/watch? - Video (song) “The
v=NpWHZJZQDSE Plot Mountain”.
- Cutouts of “Romeo
and Juliet” with
images and text.
- Color cardstocks
 You will listen to this song named “The - Glue stick
- Chart with
 Plot Mountain”, and after, I want you to questions (AFL)
Pair work give a general idea about what it is. - Printed emojis
(Listening for Gist)

As a whole
class Students comment what was the song about.
Now, they have to listen again in order to answer
a couple of questions.

Group work (5)

 You will listen again, but this time you

have to identify the parts and order of the
plot and a brief description of each one,
Differentiation
according to what you listen. Write notes
by resources:
on your notebook. (Listening for detail)
As there is a
 Now, stand up, join to the partner in front visually
of you, then share and compare the ideas impaired
you got from the video with him/her. You student,
will have 5 minutes for this. reading alone
and only text
 can be a bit
difficult. In this
case, a
resource that
was adapted
Once students have finished, teacher presents with little text
the answers on the board, checking vocabulary and images
Individual work
and pronunciation needed. was chosen.
Working in a
group also
Students receive the play Romeo and Juliet benefits her
(images and text) cut into parts. They have to because while
reorganized the play according to the plot her
structure previously learnt in the song classmates
(Introduction, rising action, climax, falling action, read, she can
resolution) identify
. Students stick the play reorganized in a colored according to
cardstock. the images.

 Stand up and join in groups of 5

  We are going to work in the floor, so move
the chairs.
 You’ll receive the play Romeo and Juliet
cut out and messed up. You have to
reorganize it according to the plot
structure.
 Once you have the order you think is the
correct one, stick the ordered parts of the
play on the cardstock.

The work is checked together and feedback is

provided.

AFL: “Gravity Emoji” WHERE AM I?

For closing the first part, students must evaluate
themselves by putting an emoji according to how
they feel according to different questions that the
teacher will ask them: Can I name all the parts
that the plot has? Can I describe each part that
the plot has? Was it difficult for me to do the tasks
 today?

 I will project a chart with questions

 You have to pick an emoji for each
question, that represents how you feel
about the question.
 Stick the emoji next to the question on the
board.

Post Group/
activities individual work
10 APK - Whiteboard
min Students brainstorm concepts they remember - Markers
from the previous class on the board. - WordWall (web
page)
- PPT
- Pieces of paper
with the topics.
  I want you to come to the front and write - Blank sheets
on the board words related to what we did - Cardstocks
last class. - Scotch tape
 Write a word and pass the marker to
another student.

Then, students play a game on WordWall that

consists in matching concepts of the plot with
their characteristics.

 We are going to play a game all together.

 We have to match some concepts of the
plot with their characteristics.
 Let’s play!
After the game, teacher presents again the LO as
in the previous class.

Production
Students join in the same groups of 5 of the
previous class for the next activity. They have to
create a short script about a topic provided by the
teacher. The script must include all the plot’s
steps and characteristics.

 Join to the group you worked with the last

class.
 I will give each group a topic (love, terror,
family conflict, homosexuality, taking an
important decision)
 You have to create a short script (you
decide the length) for the topic you got.
 The script has to contain of the elements
learnt about the plot and its characteristics
(Introduction, rising action, climax, falling
 action, resolution).
 I will show you the Plot Mountain in order
to guide your work.

Once they have written their script, students

practice it and prepare a brief performance to
present in front of the class.

 Now, you are going to present a play with

the script you wrote.
 You have 10 minutes to practice your
script. Decide who is going to be what
character, and prepare the play.
 When time is over, the presentations start.
 We will make a draw to decide which
group goes first.
 Teacher presents the Assessment Tool for the
activity.

Students present their plays to the class.

Closure

To close the class, students make a gallery walk.

On chart paper, each group write and draw what
they learned. After the completed works are
attached to the classroom walls, others students
affix sticky notes to the posters to extend on the
ideas, add questions, or offer praise.

 I will give you a cardstock, and with your

group, write or draw what you learned.
 You have 5 minutes to do this.
 Once you finish, stick your work on the
 wall.
 Students of the other groups will read your
work, and add some info you think is
missing on your partners’ work.
 Also, you can give praises to your
classmates.

Reflection: My experience of planning lessons with differentiation activities and AfL activities (100- 150 words)

Reflect upon the experience of planning the differentiated activity and the AfL activities. Use these questions to guide your
reflection.

● Why is my differentiated activity suitable for my learners?

● Why is my AfL activity suitable for my learners?
● What aspects do I need to polish my differentiated/AFL activity? Why?
● What sense can I make of the situation?
● What knowledge (for example academic literature) can help me understand the situation?
● What concrete action can I think of to enrich my teaching performance?
When I thought about what activities, resources, and materials to consider for this lesson, I started by thinking about my students'
profile. That was my starting point. I had to design tasks that everyone could do without excluding anyone. Even the organization of
the room is thought of all of them.
Finally, I believe that it is not difficult to include all the students in the class, and to achieve that all of them reach the desired
objective.
It remains as a pending task not to forget the importance of differentiation in our classes, and the importance for the learning of our
students.

Rubric
Criteria Highly achieved Achieved Needs Development Not achieved

Class Profile Describes the context of the Describes all required 2 or more aspects are Does not describe the
Describe the grade you activity in detail including all aspects mentioned in missing. context.
select for this the required aspects adding “class profile” description.
assignment, the number sociocultural aspects*.
of students in that class
and which unit from the
national syllabus you
will focus on. Describe
their level of English,
their interests, and their
learning preferences.

Learning outcome The LO is linked to the The LO is linked to the The LO is not clear The L.O. is not coherent
Provide your learning national syllabus, describing national syllabus, because: with the principles for
outcome for the lesson the cognitive skill. describing the cognitive (any of the reasons teacher English under a
based on the national
syllabus (Bases The learning outcome is skill. below) communicative
curriculares). SMART (specific, The learning outcome is - It does not state the approach.
 measurable, achievable,
relevant, and/or time-
bound).
The LO includes attitudinal
skills.
Success criteria Includes more than 2
success criteria that are
linked to the LO using clear
language and describing
what successful learning
looks like.
Includes at least one SC
related to attitudinal skills.
Assumptions Describes at least 3 or more
assumptions mentioning
both: what learners already
know AND what may be
difficult for them.
It includes how students
might behave with different
activities.
SMART (specific, skills and/or contents
measurable, achievable, that need to be
relevant, and/or time- developed in the
bound). lesson.
- It is not linked to the
national syllabus.
- It is not SMART.
- It describes the
activity students will
perform, not the
cognitive skill and
content.
Includes at least 2 The Success criteria The Success criteria
success criteria that are (any of the reasons (any of the reasons
linked to the LO, using below): below):
clear language and - don’t aim at the skill, - are not present
describing what content, or OA - are not linked to the
successful learning looks (National curriculum) learning outcome.
like. students develop in - don’t aim at the skill,
the lesson. content, or OA (National
curriculum) students
develop in the lesson.
Describes at least 2 Does not describe The description does not
assumptions: clearly the correspond to an
participants’ assumption.
One assumption makes assumptions on what OR
reference to what learners learners already know The description does not
already know. or possible difficulties. correspond to the LO.
AND
One assumption makes
 E.g.: students might feel
engaged with the activity
since they like technology
Anticipated The teacher shows his/her
problems and awareness describing 3
solutions potential problems for both
the learners AND the
teacher, and proposes
effective, feasible, and
contextualized solutions.
Activities The sequence of activities
includes all of the following:
● Interaction among
students based on a
reading text in a real
context
● A real purpose for
speaking
● Variety of interaction
patterns (Three or more)
● Use the principles for
communication and
constructivism.
Instructions The language used in the
The description of the
reference to what learners
don't know.
The teacher shows his/her
awareness describing 2
potential problems for
both the learners AND the
teacher, and provides
appropriate and
contextualized solutions.
The sequence of activities
includes at least 3 of the
following:
● Interaction among
students based on a
reading text in a real
context
● A real purpose for
speaking
● Variety of interaction
patterns (at least 2)
● Use the principles for
communication and
constructivism.
The language used in the
There is little or no The solutions are not
awareness of potential related to the problems
problems for the exposed above,
learners AND OR
teachers. The number of problems
No solutions are do not match the
proposed. number of solutions.
The activities do not The activities do not
relate to the topic OR reflect a contextualized
do not promote sequence for developing
interaction among real speaking.
students aiming at
real speaking.
Activities have only
one interaction pattern
AND/OR the
interaction described
is teacher-student.
And/or use the
principles for
communication and
constructivism.
Instructions are not No other support but
 tasks for each stage is
divided into smaller steps.
The instructions are
specific, concrete, and
sequential, promoting the
use of L2.
Resources
Describe the resources
and materials used in the
lesson.
Include the resources and
material in the designated
area.
Differentiation
The differentiated task:
- describes the step by step
of the differentiated
task
- addresses the purpose of
the stage and learning
outcome
instructions is student-
oriented.
All the instructions are
specific, concrete,
sequential, and promote the
use of L2 along with the
lesson.
Scaffolding is mentioned
such as the use of modeling,
sentence stem, ICQs, or
other support for
instructions.
Materials and resources are
chosen according to the
tasks and are detailed for
each stage of the lesson.
Materials are suitable for the
students’ characteristics and
the learning outcomes;
promoting the development
of contents and abilities.
E.g.: video about healthy
habits of children in Chile.
The differentiated task:
1. Matches the type of
differentiation
selected: by
resource, by task,
and/or by support.
2. includes scaffolded
instructions is student- always specific, instructions are
oriented. concrete, sequential. provided.
All the instructions are They are too long
specific, concrete, and/or the description
sequential, and promote is too confusing. They
the use of L2 along with are not divided into
the lesson. Some sort of smaller steps.
support is mentioned.
Materials and resources Materials do not Materials and resources
are chosen according to match the learning are not present in the
the tasks and are detailed outcomes for the lesson plan.
for each stage of the lesson.
lesson. Materials are just
E.g.: Video from youtube listed.
E.g.: video
E.g.: students’ book
The differentiated task The differentiated task The differentiated task
addresses three of the presents two of the presents three or more
following aspects: following aspects: of the following aspects:
1. Matches the type -doesn’t match the -doesn’t match the type
of differentiation type of of differentiation
selected: by differentiation selected: by
resource, by task, selected: by resource, by task,
- offers the students multiple activities and a step and/or by support. resource, by task, and/or by support.
options by step description 2. includes and/or by support. -includes an incomplete
- offers the students a
variety of resources 3. addresses the scaffolded -includes an description of the
and support purpose of the stage activities and/or a incomplete task.
- offers the students and learning description of the description of the -partially addresses the
different levels of outcomes task task. purpose of the stage
challenge
4. offers the students: 3. addresses the -partially addresses the AND/OR learning
- multiple options purpose of the purpose of the outcomes
- variety of support and stage and stage AND/OR -partially offers or fails to
resources learning outcomes learning outcomes offer the students at
- different levels of 4. offers the students -partially offers or fails least one of the
challenge at least one of the to offer the following:
following: students at least - multiple options
- multiple one of the - variety of support
options following: and resources
- variety of - multiple different levels of
support options challenge
and - variety of
resources support and
- different resources
levels of - different levels
challenge of challenge

AFL activities
The AfL activity:
- describes the step by step
- is coherent with the stage
purpose
- answers each AfL
question
- There is a close
connection between
the LO/SC and what is
being assessed.
The 3 AfL activities
- are described step by step
- are coherent with the stage
purpose.
- address each AfL question.
- There is a close connection
between the LO/SC and
what is being assessed.
The AfL activity/activities
address three of the
following aspects:
- is described step by step
- is coherent with the
stage purpose.
- addresses each AfL
question.
- There is a close
connection between the
The AfL The AfL activity/activities
activity/activities address less than two
address less than of the following aspects:
three of the following - is described step by
aspects: step
- is described step by - is coherent with the
step stage purpose.
- is coherent with the - addresses each AfL
stage purpose. question.
- addresses each AfL - There is little or no

Reflection The teacher reflects on the
The teacher describes the implicit assumptions behind
impact of the knowledge the decisions made in the
retrieved during the first
part of this subject in lesson plan, on the
his/her teaching consequences of the
performance following the strategies included in the
new Estándares de lesson plan, on how the
Formación.
lesson connects with the
curriculum, and on the
criteria/rationale behind the
decisions made.
Adapted from Teacher´s academy, British Council and Ministry of Education, Chile.
LO/SC and what is being
assessed.
* In the case 2 AfL
activities are designed, all
of them should address
three of the aspects
mentioned above.
The teacher reflects upon
the effective application of
knowledge and skills
acquired in the module.
Teaching knowledge test, Cambridge Esol Examinations.
question. connection between the
- There is little or no LO/SC and what is
connection between being assessed.
the LO/SC and what is AND/OR
being assessed. The teacher just
AND/OR mentions the AFL
The teacher just activities. However, the
mentions the AFL description is vague.
activities. However,
the description is
vague.
The teacher reflects The reflection is off-task
upon the application or makes little reference
of the knowledge to the question being
acquired in the asked.
module.