Learning Plan: ELEMENTARY & SECONDARY1

Student William Romero-Muskus Co-operating

Teacher Teacher(s)
Date Wednesday, October 6th, 2022 Start/End Time Room

Title of lesson A Scary Story in the Past and Present Grade level Cycle 1, Secondary 1
Subject English as a Second Language (ESL) Topic Conjugating Simple Past and
Present Tenses
Relevance The following lesson is relevant to students as it reinforces prior knowledge by discussing current
events and festivities namely Halloween. In doing so, students are encouraged to use what they learned
in class in conjunction with their imagination to write a scary story.

Materials/Resources The teacher will need the SMART Board, the SMART Board slides, the whiteboard, and the alphabet
Required test website generator.

Students will need their English binders, agendas, and pencil cases that have their writing materials,
such as pencils, erasers, pens, liquid paper, and highlighters.

QEP Subject Area Competency 1: Interacts orally in English

Competencies
Students will have multiple chances to interact orally in English from the moment they enter the
classroom as they are greeted by the teacher in English. Depending on when students arrive, they may
have time to talk to their peers in English as there is an English-only rule in the classroom. During the
lesson, students will have the opportunity to interact in English by participating in the class discussion
about Halloween, answering the teacher’s questions, and asking questions relevant to the class, as well
as their work at dedicated moments.

Competency 2: Reinvests understanding of texts

By listening to the lesson and writing their journals, students are reinvesting what they revised and
generally understood about verb conjugations. In writing their journals, they are demonstrating that they
understood the content. Understanding the homework assigned will encourage students to reinvest their
knowledge of the English language to captivate all the transferred instructions.

Competency 3: Writes and produces texts

Students will compose a journal entry about a scary story using what they learned about simple past and
present tenses. Students will also recopy their English homework in their agendas.

Learning Objectives At this point, students have learned the simple form of the past, and present verb tenses from previous
lessons. This lesson will therefore reinforce their prior knowledge and ameliorate their use of these verb
tenses in order to form a text. By the end of this lesson, students will have a better understanding of
how to conjugate verbs to produce text.

Essential Question(s) How do we use the simple past and the simple present?

1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
1
Lesson Introduction (hook): Student will know:
Timing
Students will know what verbs are and how to
7 mins Before class: implement them in sentences.
(13H53) The teacher will begin by greeting students at the door and by
taking attendance.

Welcome Time:
1 min The teacher will welcome students to English class and bring
(13H54) their attention to the SMART board, which shows that there is
an alphabet test.

Development (Learning activities – step by step sequential Students will understand:

procedure):
Students will understand when to use verbs in the
Alphabet Test: simple past and the simple present as well as how to
5 mins The teacher will randomly pick five students to come to the conjugate them. They will also understand how to
(13H59) front of the class to do the test. For this test, the teacher will go compose a text following a given prompt.
to a random letter generator website and generate five letters for
students to say out loud in English. The teacher will then take
note of the grades that students received in his class list.

Writing Information in Agendas:

The teacher will ask students to take out their agendas and copy
6 mins the homework of the day, extra help dates, as well as English
(14H05) club dates explaining by who it will be supervised and where it
will be held.

Students will do:

Class Discussion:
The teacher will initiate a class discussion about what students Students will put compose a scary story following a
10 mins think about Halloween. Students will participate in the given prompt. They will use a minimum of three
(14H15) discussion by sharing their thoughts. words in a word bank as well as verbs in the simple
past and the simple present.

Revision of the Simple Past and Present: Cross Curricular Competencies:

Students will revise the reasons why the simple past and the
10 mins simple present are used, and how they are conjugated.
(14H25)
Journal Writing:
The teacher will introduce the journal topic by reading the
39 mins prompt to the class. He is then going to explain the writing
(15H04) instructions for the journal. After, students are going to
continue the story and conclude it using a minimum of three
words in the provided word bank.
Competency 1: Uses information
Students are using information from their resource
books, agendas, dictionaries, and guides to
understand the content as well as create their
sentences.
Competency 2: Solves problems
Students need to complete the journal entry.
Competency 4: Uses creativity
Students are composing their own scary stories using
their imagination.

2

Closure (transition):
Collection of Posters and Class Discussion:
The teacher will collect students’ journals by calling out their
student numbers. He will then ask them to nicely put back any
class material they used. If time permits, the teacher will ask
students what they did last Halloween. At 15H07, the teacher
will ask students to put their chairs up on their desks and to
wait at their place until the bell rings to leave.
4 mins
(15H08)
3
Competency 5: Adopts effective work methods
Students are learning how to work on their own, how
to manage their time, and how to consult their
resources.
Competency 7: Achieves his/her potential
Students are making efforts in composing the best
scary story they can make.
Competency 8: Cooperates with others
Students are cooperating with others in the class in a
respectful manner.
Competency 9 Communicates appropriately
Students are communicating to the best of their
abilities when participating orally in class and when
writing their stories as they use what they learned
previously and what they revised during class.
Broad Areas of Learning:
BAL 4 – Citizenship and Community Life
The students will be learning as a group. Therefore,
they must behave in an appropriate manner for
learning to be effective. Community life is
incorporated because classmates are part of a
community.
Universal Design for Learning / Differentiation
Content will be presented in different ways as oral
instructions will be given and visual aids will be
utilized. Therefore, both auditory and visual learners
are supported in this lesson. Students’ knowledge
will be differentiated as both specific and open-
ended questions are included in this lesson. All
students will be encouraged as the teacher will
inform students that the three most original and
interesting stories will be picked. This will motivate
all students to apply themselves in their work as
everybody has the chance to be picked and not only
students with a high level in English that make the
least amount of errors.
FORMATIVE - Assessment FOR learning:
Not applicable.
FORMATIVE - Assessment AS learning:
Not applicable.
SUMMATIVE - Assessment OF learning:
The journal activity will provide evidence of
achievement. This assignment will count towards
their first report card.
Equity, Diversity & Inclusion (EDI) Considerations:
Aspects of cultural responsiveness and student identity awareness have been incorporated through the variety of the content having
specific answers as well as open-ended answers, so students feel comfortable exploring the way they use English while sticking to
the task at hand.

Further Considerations:
Learning styles have also been included with the proposed individual work and group learning.

Reflection:
To be completed after the teaching of the lesson.

Professional Competencies:
Professional Competency 1: By exploring a holiday throughout the class and presenting examples that tie to different cultures.
Professional Competency 2: By speaking clearly and correctly to the students to ensure their understanding.
Professional Competency 3: By carefully planning this lesson according to the QEP and students’ level.
Professional Competency 4: By moderating the classroom and ensuring that students are on task and participating.
Professional Competency 5: By assessing students’ work abilities to ensure the assignments are challenging and they are
improving.
Professional Competency 6: By using the CT’s behavioural modification system in case it is needed.
Professional Competency 7: By acknowledging student diversity in the classroom and considering it when teaching the English
language.
Professional Competency 8: By participating and engaging with the students, as well as by using encouraging vocabulary.
Professional Competency 11: By reflecting upon the class and trying to find methods to improve teaching.
Professional Competency 12: By incorporating the use of technology (SMART Board, and Alphabet Generator).
Professional Competency 13: By promoting ethical and positive behaviour in the classroom.

4
5