Simulated Teaching - Lesson Plans

Simulated Teaching - MRMS |1
Components for WRITING SKILLS at each level of the Common European Framework of Reference for
Languages (CEFR):
A1:
• Simple sentence structures
• Basic vocabulary and grammar
• Ability to write short messages or simple notes
• Basic punctuation and spelling
A2:
• Ability to write simple descriptions or narratives
• Use of present, past, and future tenses
• More complex sentence structures
• Ability to write simple emails or letters
• Basic knowledge of paragraph structure
B1:
• Ability to write clear, coherent paragraphs
• Use of more complex grammar and vocabulary
• Ability to write formal letters, emails, and reports
• Knowledge of cohesive devices such as conjunctions and linking words
• Awareness of tone and register
B2:
• Ability to write longer, more complex texts such as essays or articles
• Use of a range of tenses and grammatical structures
• Ability to write in different styles, such as descriptive or argumentative
• Use of rhetorical devices and persuasive language
• Ability to summarize and synthesize information
C1:
• Ability to write complex and nuanced arguments or analyses
• Use of advanced vocabulary and idiomatic expressions
• Ability to write in a range of formats, such as academic essays or creative writing
• Knowledge of advanced grammatical structures and syntax
• Ability to write with clarity, precision, and coherence
C2:
• Mastery of the language, including its nuances and subtleties
• Ability to write fluently and confidently in any context
• Use of rhetorical and stylistic devices to create a range of effects
• Knowledge of literary and cultural conventions and their use in writing
• Ability to produce polished and sophisticated texts for any purpose or audience.
Components for READING COMPREHENSION skills at each level of the Common European Framework
of Reference for Languages (CEFR):
A1:
• Ability to understand short, simple texts with basic vocabulary and grammar
• Knowledge of basic sentence structures and word order
• Ability to identify main ideas and some supporting details
• Basic knowledge of cognates and common expressions
• Basic understanding of punctuation and capitalization
A2:
• Ability to understand short, simple texts on familiar topics
• Use of context and inference to understand unfamiliar vocabulary
• Ability to identify main ideas and some details in longer texts
• Basic understanding of paragraph structure and topic sentences
• Ability to make simple inferences based on the text

B1:
• Ability to understand a range of texts on familiar topics
• Use of context clues and knowledge of word roots to understand unfamiliar vocabulary
• Ability to identify main ideas and supporting details in longer texts
• Basic understanding of text organization and structure, such as cause-and-effect or comparison-
contrast
• Ability to make inferences and draw conclusions based on the text
B2:
• Ability to understand a range of complex texts on a variety of topics
• Use of strategies such as skimming and scanning to locate information quickly
• Ability to identify implicit meanings and multiple perspectives in a text
• Understanding of literary devices such as foreshadowing, symbolism, and irony
• Ability to analyze and evaluate the effectiveness of the text
C1:
• Ability to understand complex texts with advanced vocabulary and sentence structures
• Use of advanced strategies such as reading between the lines and analyzing tone and style
• Ability to identify multiple perspectives and layers of meaning in a text
• Understanding of literary techniques such as characterization, point of view, and narrative structure
• Ability to evaluate the validity and credibility of a text
C2:
•
Mastery of the language, allowing for complete understanding of any text
•
Ability to read quickly and efficiently in any context
•
Ability to understand complex and nuanced ideas and perspectives
•
Knowledge of a wide range of literary devices and techniques and their application in different genres
and styles
• Ability to analyze and evaluate texts at a deep and sophisticated level.
Components for LISTENING COMPREHENSION skills at each level of the Common European
Framework of Reference for Languages (CEFR):
A1:
• Ability to understand basic, slow-paced speech with simple vocabulary and grammar
• Basic understanding of common expressions and short phrases
• Ability to recognize basic sounds and intonation patterns
• Basic knowledge of numbers and basic vocabulary related to time, dates, and locations
• Basic ability to understand greetings and basic social expressions
A2:
• Ability to understand simple conversations and short texts on familiar topics
• Understanding of basic grammar structures and sentence patterns
• Basic knowledge of idiomatic expressions and phrasal verbs
• Ability to recognize and understand different accents and dialects
• Basic understanding of context and ability to make simple inferences
B1:
• Ability to understand longer conversations and more complex texts on familiar topics
• Understanding of different intonation patterns, sentence stress, and rhythm in speech
• Ability to recognize and understand idiomatic expressions and slang
• Ability to understand different accents and dialects with some difficulty
• Ability to make inferences and draw conclusions based on context
B2:
• Ability to understand a range of authentic materials, such as news broadcasts and interviews
• Understanding of complex grammar structures and sentence patterns
• Ability to understand a variety of accents and dialects, including regional accents

• Ability to recognize and understand figurative language and cultural references
• Ability to make inferences and draw conclusions based on implicit meaning
C1:
• Ability to understand complex and nuanced speech on a range of topics
• Understanding of advanced grammar structures and sentence patterns
• Ability to recognize and understand a wide range of idiomatic expressions and colloquialisms
• Ability to understand different accents and dialects with ease
• Ability to make inferences and draw conclusions based on a deep understanding of context
C2:
•Mastery of the language, allowing for complete understanding of any speech in any context
•Ability to understand complex and nuanced ideas and perspectives
•Ability to recognize and understand all types of idiomatic expressions, colloquialisms, and cultural
references
• Ability to understand different accents and dialects with ease and accuracy
• Ability to make inferences and draw conclusions based on a sophisticated understanding of context
and subtext.
Components for SPEAKING skills at each level of the Common European Framework of Reference for
Languages (CEFR):
A1:
• Basic ability to introduce oneself and others
• Basic ability to ask and answer simple questions related to personal information and daily routines
• Basic ability to describe people and things using simple vocabulary
• Basic ability to express basic needs and preferences
• Basic ability to use common expressions and phrases related to daily life
A2:
• Ability to participate in simple conversations on familiar topics
• Use of simple vocabulary and sentence structures to describe experiences, feelings, and preferences
• Ability to ask and answer questions related to personal experiences and opinions
• Ability to describe people and things in more detail
• Ability to use a range of common expressions and idiomatic phrases
B1:
• Ability to participate in conversations on a range of familiar topics
• Use of a range of vocabulary and grammar structures to express opinions and ideas
• Ability to give simple presentations on familiar topics
• Ability to use a range of expressions and idiomatic phrases appropriately
• Ability to use appropriate pronunciation and intonation patterns to convey meaning
B2:
• Ability to participate in complex conversations on a range of topics
• Use of advanced vocabulary and grammar structures to express complex ideas and opinions
• Ability to give presentations on a range of topics with clear organization and supporting details
• Ability to use a range of expressions and idiomatic phrases in a sophisticated way
• Ability to use appropriate pronunciation and intonation patterns to convey meaning and convey subtle
nuances
C1:
• Ability to participate in discussions on complex and abstract topics
• Use of advanced vocabulary and grammar structures to express complex and nuanced ideas and
opinions
• Ability to deliver engaging and persuasive presentations with clear organization and supporting details
• Ability to use a range of expressions and idiomatic phrases in a nuanced and sophisticated way
nuances
C2:
• Mastery of the language, allowing for complete fluency in any context
• Ability to participate in complex discussions and debates with ease
• Use of advanced vocabulary and grammar structures to express complex and nuanced ideas and
opinions with a high degree of precision
• Ability to deliver engaging and persuasive presentations with a high degree of sophistication and
rhetorical flair
nuances with complete accuracy.
Vygotsky's (1978) and Ryan and Deci (2020) calls

LESSON PLAN OUTLINE:
Topic: Using Technology to Enhance Learning Level: High School Duration: 1 hour
I. Introduction
• Engage students with a question: "How often do you use technology in your daily life?"
• Briefly explain the purpose of the lesson: to explore how technology can be used to enhance learning.
II. Discussion of Vygotsky's (1978) theory
• Explain Vygotsky's idea of the zone of proximal development (ZPD) and how technology can facilitate
learning within the ZPD.
• Discuss how technology can be used to scaffold learning, such as using online resources for research,
interactive simulations for scientific experiments, or language learning apps for language acquisition.
• Show examples of how technology can provide immediate feedback and support, such as adaptive
learning software or online quizzes.
III. Discussion of Ryan and Deci's (2020) theory
• Explain Ryan and Deci's Self-Determination Theory and how it relates to the use of technology in
education.
• Discuss how technology can increase student autonomy and choice in their learning, such as using
personalized learning programs or allowing students to choose from a variety of tools and resources.
• Show examples of how technology can increase student motivation and engagement, such as using
gamification or incorporating multimedia elements in lessons.
IV. Technology Demonstration
• Demonstrate the use of a specific technology tool or app that aligns with the theories discussed (e.g.,
a language learning app, a science simulation, a personalized learning program).
• Show how the tool or app can enhance learning, provide support, and increase student motivation
and engagement.
• Allow students to try out the tool or app themselves and provide feedback on their experience.
V. Group Activity
• Divide students into small groups and have them brainstorm how technology can be used to enhance
learning in a specific subject area or topic.
• Encourage students to think creatively and come up with specific examples of technology tools or
apps that align with the theories discussed.
• Have each group share their ideas with the class.
VI. Conclusion
• Recap the main ideas discussed and how technology can enhance learning.
• Encourage students to continue exploring and experimenting with technology to enhance their
learning.
• Provide resources for students to further explore the use of technology in education.
Explanation: The lesson plan aims to introduce high school students to the idea of using technology to enhance
learning by incorporating the theories of Vygotsky and Ryan and Deci. The lesson begins with a brief
introduction to engage students and sets the context for the lesson. The main part of the lesson focuses on a
discussion of the theories of Vygotsky and Ryan and Deci and how they relate to the use of technology in
education. The teacher demonstrates the use of a specific technology tool or app that aligns with the theories
discussed, and students have the opportunity to try it out and provide feedback. The lesson concludes with a
group activity where students brainstorm how technology can be used to enhance learning in a specific subject
area or topic. This lesson plan aims to provide a theoretical and practical foundation for students to explore
and experiment with technology to enhance their learning.
Lesson Plan Outline: WRITING SKILLS

Topic: Writing an ARGUMENTATIVE ESSAY
Level: High School
Duration: 2 hours
I. Introduction
• Begin with a discussion of the importance of persuasive writing in academic and real-world contexts.
• Explain that the lesson will focus on how to write a persuasive argumentative essay.
• Engage students by asking them to share their own experiences writing persuasive essays.
• Explain Vygotsky's idea of the zone of proximal development (ZPD) and how it can be applied to
writing skills.
• Discuss how writing skills can be scaffolded through the use of technology tools such as online writing
prompts, graphic organizers, and peer feedback.
• Provide examples of how writing can be used to facilitate critical thinking and reasoning skills.
• Explain Ryan and Deci's Self-Determination Theory and how it can be applied to persuasive writing.
• Discuss how giving students autonomy and choice in their writing topics can increase motivation and
engagement.
• Provide examples of how technology tools can be used to enhance students' sense of autonomy and
choice in their writing.
IV. Model Argumentative Essay
• Provide students with an exemplar argumentative essay that demonstrates effective persuasive
techniques.
• Review the elements of an argumentative essay, including the introduction, body paragraphs,
counterarguments, and conclusion.
• Discuss how the exemplar essay utilizes evidence, logical reasoning, and rhetorical appeals (such as
ethos, pathos, and logos).
V. Writing Activity
• Provide students with a writing prompt that allows them to choose their own argumentative essay
topic.
• Have students use a graphic organizer to outline their essay and identify their main points and
supporting evidence.
• Provide peer feedback and allow students to revise their essay before submitting a final draft.
VI. Peer Review Activity
• Have students exchange essays with a peer and provide feedback on their argumentative techniques,
evidence, and overall persuasiveness.
• Provide guidance on how to give constructive feedback and encourage students to revise their essays
based on their peer's feedback.
VII. Conclusion
• Recap the main ideas discussed and how Vygotsky and Ryan and Deci's theories can be applied to
argumentative writing.
• Encourage students to continue to use these techniques to enhance their persuasive writing skills.
• Provide additional resources for students to further explore argumentative writing.
Explanation: This lesson plan aims to provide high school students with the skills and strategies necessary to
write an effective argumentative essay, utilizing the theories of Vygotsky and Ryan and Deci. The lesson begins
with a discussion of persuasive writing and its importance in academic and real-world contexts. The main part
of the lesson focuses on a discussion of the theories of Vygotsky and Ryan and Deci and how they can be
applied to persuasive writing. The teacher provides an exemplar argumentative essay that demonstrates
effective persuasive techniques, and students have the opportunity to practice outlining, writing, and revising
their own essays. The lesson concludes with a peer review activity that allows students to provide and receive
feedback on their writing, and the teacher provides additional resources for students to further explore
argumentative writing.
SCORING CRITERIA FOR LESSON PLAN: Writing an Argumentative Essay
1. Engagement (10 points)
The lesson plan engages students through a discussion of the importance of persuasive writing, by asking them
to share their own experiences, and by providing real-world examples.
2. Theory Application (20 points)
The lesson plan effectively explains and applies Vygotsky's zone of proximal development and Ryan and Deci's
Self-Determination Theory to persuasive writing.
3. Model Essay Analysis (20 points)
The lesson plan provides a clear model of an effective argumentative essay, including an explanation of its
structure, persuasive techniques, and rhetorical appeals.
4. Writing Activity (30 points)
The writing activity provides students with autonomy and choice in their topic selection, utilizes graphic
organizers to scaffold their writing, and includes peer feedback to encourage revision.
5. Peer Review Activity (10 points)
The peer review activity encourages constructive feedback and revision based on peers' comments, which is
aligned with Vygotsky's concept of collaborative learning.
6. Conclusion and Resources (10 points)
The conclusion summarizes the main ideas discussed in the lesson and provides additional resources for
students to continue developing their persuasive writing skills.
Overall, the lesson plan effectively incorporates Vygotsky's and Ryan and Deci's theories to support students
in developing their argumentative writing skills through scaffolded activities, constructive feedback, and student
autonomy.
Lesson Plan Outline: READING COMPREHENSION

Topic: IDENTIFYING IMPLICIT MEANINGS AND MULTIPLE PERSPECTIVES IN A TEXT
Level: High School
Duration: 1 hour and 30 minutes
I. Introduction
• Begin with a discussion of the importance of identifying implicit meanings and multiple perspectives
in a text.
• Explain that the lesson will focus on developing critical reading skills through the use of Vygotsky and
Ryan and Deci's theories.
• Engage students by asking them to share their own experiences reading texts with implicit meanings
and multiple perspectives.
reading skills.
• Discuss how critical reading skills can be scaffolded through the use of technology tools such as online
reading prompts, graphic organizers, and peer feedback.
• Provide examples of how critical reading can be used to facilitate understanding and appreciation of
multiple perspectives.
• Explain Ryan and Deci's Self-Determination Theory and how it can be applied to critical reading.
• Discuss how giving students autonomy and choice in their reading materials can increase motivation
and engagement.
choice in their reading.
IV. Model Text
• Provide students with an exemplar text that contains implicit meanings and multiple perspectives.
• Review the elements of the text, including the author's purpose, audience, and tone.
• Discuss how the exemplar text utilizes literary devices such as symbolism, imagery, and metaphor to
convey implicit meanings and multiple perspectives.
V. Reading Activity
• Provide students with a reading prompt that allows them to choose their own text with implicit
meanings and multiple perspectives.
• Have students use a graphic organizer to identify the main themes, implicit meanings, and multiple
perspectives in their text.
• Provide peer feedback and allow students to revise their reading responses before sharing with the
class.
VI. Group Discussion Activity
• Have students form groups and share their reading responses with each other, discussing the different
implicit meanings and multiple perspectives they identified in their texts.
• Encourage students to listen to each other's perspectives and challenge their own assumptions about
the text.
• Provide guidance on how to respectfully disagree and explore different viewpoints.
VII. Conclusion
critical reading.
• Encourage students to continue to use these techniques to enhance their critical reading skills.
• Provide additional resources for students to further explore critical reading and multiple perspectives.
identify implicit meanings and multiple perspectives in a text, utilizing the theories of Vygotsky and Ryan and
Deci. The lesson begins with a discussion of the importance of critical reading and how Vygotsky and Ryan
and Deci's theories can be applied to reading skills. The main part of the lesson focuses on a discussion of the
exemplar text and how it conveys implicit meanings and multiple perspectives. Students have the opportunity
to practice identifying implicit meanings and multiple perspectives in their own texts, and participate in a group
discussion to explore different viewpoints. The lesson concludes with a recap of the main ideas discussed and
additional resources for students to further explore critical reading and multiple perspectives.
Scoring Criteria for Reading Comprehension Lesson Plan:
1. Introduction (10 points)
• Engaging discussion of the importance of identifying implicit meanings and multiple perspectives in a
text (3 points)
• Clear explanation of the focus of the lesson on developing critical reading skills through Vygotsky and
Ryan and Deci's theories (3 points)
• Effective engagement of students through sharing their own experiences reading texts with implicit
meanings and multiple perspectives (4 points)
2. Discussion of Vygotsky's theory (15 points)
• Clear explanation of Vygotsky's ZPD and its application to reading skills (5 points)
• Effective discussion of how critical reading skills can be scaffolded through technology tools, such as
online reading prompts, graphic organizers, and peer feedback (5 points)
• Relevant and meaningful examples of how critical reading can facilitate understanding and
appreciation of multiple perspectives (5 points)
3. Discussion of Ryan and Deci's theory (15 points)
• Clear explanation of Ryan and Deci's Self-Determination Theory and how it can be applied to critical
reading (5 points)
• Effective discussion of how giving students autonomy and choice in their reading materials can
increase motivation and engagement (5 points)
• Relevant and meaningful examples of how technology tools can be used to enhance students' sense
of autonomy and choice in their reading (5 points)
4. Model Text (10 points)
• Effective provision of an exemplar text that contains implicit meanings and multiple perspectives (3
points)
• Clear review of the elements of the text, including the author's purpose, audience, and tone (3 points)
• Effective discussion of how the exemplar text utilizes literary devices such as symbolism, imagery, and
metaphor to convey implicit meanings and multiple perspectives (4 points)
5. Reading Activity (20 points)
• Effective provision of a reading prompt that allows students to choose their own text with implicit
meanings and multiple perspectives (5 points)
• Clear direction for students to use a graphic organizer to identify the main themes, implicit meanings,
and multiple perspectives in their text (5 points)
• Effective provision of peer feedback and opportunity for revision before sharing with the class (5
points)
• Meaningful assessment of students' ability to identify implicit meanings and multiple perspectives in
their chosen text (5 points)
6. Group Discussion Activity (20 points)
• Effective direction for students to form groups and share their reading responses with each other,
discussing the different implicit meanings and multiple perspectives they identified in their texts (5
points)
• Encouragement for students to listen to each other's perspectives and challenge their own assumptions
about the text (5 points)
• Effective guidance on how to respectfully disagree and explore different viewpoints (5 points)
• Meaningful assessment of students' ability to engage in group discussion and consider multiple
perspectives (5 points)
7. Conclusion (10 points)
S i m u l a t e d T e a c h i n g - M R M S | 10
• Clear recap of the main ideas discussed and how Vygotsky and Ryan and Deci's theories can be
applied to critical reading (4 points)
• Effective encouragement for students to continue using the techniques learned to enhance their
critical reading skills (3 points)
• Provision of additional resources for students to further explore critical reading and multiple
perspectives (3 points)
Total Score: 100 points
Lesson Plan Outline: LISTENING COMPREHENSION

Topic: Recognizing and Understanding Figurative Language and Cultural References
Level: Middle School
Duration: 1 hour
I. Introduction
• Begin with a discussion of the importance of recognizing and understanding figurative language and
cultural references in texts.
• Explain that the lesson will focus on developing critical reading skills through the use of Vygotsky and
Ryan and Deci's theories.
• Engage students by asking them to share their own experiences reading texts with figurative language
and cultural references.
reading skills.
• Discuss how critical reading skills can be scaffolded through the use of technology tools such as online
dictionaries, graphic organizers, and peer feedback.
• Provide examples of how critical reading can be used to facilitate understanding and appreciation of
figurative language and cultural references.
• Explain Ryan and Deci's Self-Determination Theory and how it can be applied to critical reading.
• Discuss how giving students autonomy and choice in their reading materials can increase motivation
and engagement.
choice in their reading.
IV. Model Text
• Provide students with an exemplar text that contains figurative language and cultural references.
• Review the elements of the text, including the author's purpose, audience, and tone.
• Discuss how the exemplar text utilizes literary devices such as simile, metaphor, and allusion to convey
figurative language and cultural references.
V. Reading Activity
• Provide students with a reading prompt that allows them to choose their own text with figurative
language and cultural references.
• Have students use a graphic organizer to identify the main themes, figurative language, and cultural
references in their text.
• Provide peer feedback and allow students to revise their reading responses before sharing with the
class.
• Have students form groups and share their reading responses with each other, discussing the different
figurative language and cultural references they identified in their texts.
• Encourage students to listen to each other's perspectives and challenge their own assumptions about
the text.
VII. Conclusion
critical reading.
• Encourage students to continue to use these techniques to enhance their critical reading skills.
• Provide additional resources for students to further explore figurative language and cultural
references.
Explanation: This lesson plan aims to provide middle school students with the skills and strategies necessary
to recognize and understand figurative language and cultural references in texts, utilizing the theories of
Vygotsky and Ryan and Deci. The lesson begins with a discussion of the importance of critical reading and
how Vygotsky and Ryan and Deci's theories can be applied to reading skills. The main part of the lesson
focuses on a discussion of the exemplar text and how it conveys figurative language and cultural references.
Students have the opportunity to practice identifying figurative language and cultural references in their own
texts, and participate in a group discussion to explore different viewpoints. The lesson concludes with a recap
of the main ideas discussed and additional resources for students to further explore figurative language and
cultural references.
SCORING CRITERIA FOR THE LESSON PLAN on Listening Comprehension:
1. Clarity and Organization of Content (5 points)
• The introduction is clear and engages students.
• The lesson is organized logically and follows a clear structure.
2. Use of Theories (10 points)
• The lesson effectively incorporates Vygotsky's Zone of Proximal Development and Ryan and Deci's
Self-Determination Theory.
• The theories are well explained and their relevance to critical reading is clear.
3. Text Analysis (10 points)
• The exemplar text is appropriate for the lesson and effectively demonstrates the use of figurative
language and cultural references.
• The analysis of literary devices is clear and easy to understand.
4. Reading Activity (10 points)
• The reading prompt allows for student choice and engages them in critical reading.
• The use of graphic organizers and peer feedback is effective in scaffolding reading skills.
• The group discussion activity encourages students to share their perspectives and challenge
assumptions.
• The guidance on respectful disagreement and exploration of different viewpoints is appropriate for
the level and topic.
6. Conclusion (5 points)
• The conclusion effectively summarizes the main ideas and emphasizes the importance of continued
practice.
• The provision of additional resources is helpful for students who wish to further explore the topic.
Total Score: 50 points
Overall, this lesson plan effectively incorporates theory and practical activities to enhance students' critical
reading skills in recognizing and understanding figurative language and cultural references. The use of student
choice, technology tools, and peer feedback is appropriate for the middle school level, and the group
discussion activity encourages collaboration and exploration of different perspectives.
Lesson Plan Outline: SPEAKING SKILLS

Topic: Using Pronunciation and Intonation to Convey Meaning and Nuance
Level: High School
Duration: 1 hour
I. Introduction
• Begin with a discussion of the importance of pronunciation and intonation in effective
communication.
• Explain that the lesson will focus on developing speaking skills through the use of Vygotsky and Ryan
and Deci's theories.
• Engage students by asking them to share their own experiences with using different tones and
intonations to convey meaning.
speaking skills.
• Discuss how pronunciation and intonation skills can be scaffolded through the use of technology tools
such as speech recognition software and online pronunciation guides.
• Provide examples of how appropriate pronunciation and intonation can convey meaning and nuance
in different contexts.
• Explain Ryan and Deci's Self-Determination Theory and how it can be applied to speaking skills.
• Discuss how giving students autonomy and choice in their speaking topics can increase motivation
and engagement.
choice in their speaking topics.
IV. Model Dialogue
• Provide students with a model dialogue that illustrates how pronunciation and intonation can convey
different meanings and nuances.
• Review the elements of the dialogue, including the speakers' tone, pitch, and rhythm.
• Discuss how the speakers use these elements to convey meaning and nuance.
V. Speaking Activity
• Provide students with a speaking prompt that allows them to choose their own topic.
• Have students practice their pronunciation and intonation using speech recognition software or online
pronunciation guides.
• Provide peer feedback and allow students to revise their speaking responses before sharing with the
class.
• Have students form groups and share their speaking responses with each other, discussing the
different nuances and meanings conveyed through pronunciation and intonation.
• Encourage students to listen to each other's responses and challenge their own assumptions about the
topic.
VII. Conclusion
speaking skills.
• Encourage students to continue to use these techniques to enhance their pronunciation and intonation
skills.
• Provide additional resources for students to further practice their pronunciation and intonation.
use appropriate pronunciation and intonation to convey meaning and nuance in their speaking. The lesson
begins with a discussion of the importance of pronunciation and intonation in effective communication and
how Vygotsky and Ryan and Deci's theories can be applied to speaking skills. The main part of the lesson
focuses on a discussion of the model dialogue and how the speakers use pronunciation and intonation to
convey meaning and nuance. Students have the opportunity to practice their own pronunciation and
intonation using speech recognition software or online pronunciation guides, and participate in a group
discussion to explore different nuances and meanings. The lesson concludes with a recap of the main ideas
discussed and additional resources for students to further practice their pronunciation and intonation skills.
SCORING CRITERIA:
1. Participation and Engagement (20 points)
• Actively engages in the discussion of the importance of pronunciation and intonation in effective
communication.
• Shares personal experiences related to using different tones and intonations to convey meaning.
• Contributes to group discussions and activities.
2. Understanding of Theories (30 points)
• Demonstrates understanding of Vygotsky's theory of the zone of proximal development and how it
can be applied to speaking skills.
• Demonstrates understanding of Ryan and Deci's Self-Determination Theory and how it can be
applied to speaking skills.
• Provides examples of how technology tools can enhance pronunciation and intonation skills.
3. Model Dialogue Analysis (20 points)
• Analyzes the model dialogue, including the speakers' tone, pitch, and rhythm.
• Identifies how the speakers use these elements to convey meaning and nuance.
• Provides insightful and thoughtful analysis of the dialogue.
4. Speaking Activity (20 points)
• Chooses an appropriate topic for the speaking prompt.
• Uses speech recognition software or online pronunciation guides to practice pronunciation and
intonation.
• Incorporates feedback and revises speaking responses before sharing with the class.
• Actively participates in group discussions and respectfully challenges assumptions and explores
different viewpoints.
• Listens attentively to others' responses and provides thoughtful feedback.
Explanation: The scoring criteria assesses students' participation and engagement, understanding of the
theories, ability to analyze the model dialogue, performance in the speaking and group discussion activities.
The criteria also include the use of technology tools to enhance students' pronunciation and intonation skills.
The scoring ranges from 0-100, with each criterion having different weightings. This approach allows for a
comprehensive evaluation of students' learning and ensures that students are graded based on their
performance in various activities.
SCORING CRITERIA for the Lesson Plan on Using Pronunciation and Intonation to Convey Meaning and
Nuance:
1. Pronunciation and Intonation (40 points)
• Uses appropriate pronunciation and intonation patterns to convey meaning and nuance (20 points)
• Demonstrates an understanding of how pronunciation and intonation can be used to convey different
nuances in speaking (10 points)
• Utilizes feedback and revisions to improve pronunciation and intonation skills (10 points)
2. Engagement and Participation (30 points)
• Actively engages in the discussion and activities (10 points)
• Demonstrates respect and consideration for peers' viewpoints during group discussions (10 points)
• Contributes to the overall learning environment (10 points)
3. Comprehension and Application of Theories (20 points)
• Demonstrates an understanding of Vygotsky and Ryan and Deci's theories as they relate to speaking
skills (10 points)
• Applies the theories to improve their own pronunciation and intonation skills (10 points)
4. Technology Use (10 points)
• Utilizes technology tools effectively to improve their pronunciation and intonation skills (5 points)
• Demonstrates an understanding of how technology can be used to enhance learning (5 points)
Explanation: The scoring criteria for this lesson plan are designed to assess students' ability to use
pronunciation and intonation effectively to convey meaning and nuance in their speaking, as well as their
engagement, participation, and comprehension of the theories discussed. Additionally, the criteria evaluate
students' use of technology tools and their understanding of how technology can be used to enhance learning.
The criteria are weighted to reflect the importance of pronunciation and intonation in effective
communication, and the engagement and participation of students in the learning process. The criteria also
reward students for their comprehension and application of the theories discussed, as well as their ability to
use technology tools effectively. Overall, the scoring criteria are intended to assess students' learning outcomes
and encourage them to improve their speaking skills through practice and engagement.
Lesson Plan Rubric

Level 1 Level 2 Level 3 Level 4
Criteria (Needs Improvement) (Satisfactory) (Good) (Excellent)
The lesson plan demonstrates The lesson plan goes above and
Incorporation of The lesson plan does not The lesson plan includes a clear understanding of both beyond in demonstrating a deep
Sociocultural Theory effectively incorporate some elements of sociocultural theory and self- understanding and application of
and Self- either sociocultural theory sociocultural theory and self- determination theory and both sociocultural theory and self-
Determination or self-determination determination theory, but effectively incorporates them determination theory in teaching
Theory theory. they are not fully integrated. throughout. reading comprehension.
The lesson plan goes above and
The lesson plan includes beyond in demonstrating a deep
The lesson plan does not some elements of the The lesson plan demonstrates understanding and effective
Alignment with effectively align with the appropriate reading a clear alignment with the application of the appropriate
B1/B2 Reading reading comprehension comprehension components, appropriate reading reading comprehension
Comprehension components appropriate but they are not fully aligned comprehension components components for the B1 or B2
Components for the B1 or B2 level. with the B1 or B2 level. for the B1 or B2 level. level.
The lesson plan includes
some elements of The lesson plan goes above and
The lesson plan does not engagement and motivation, The lesson plan effectively beyond in demonstrating an
Engagement and effectively engage or but they are not fully engages and motivates exceptional level of engagement
Motivation motivate students. developed. students throughout. and motivation for students.
The lesson plan does not The lesson plan includes The lesson plan goes above and
include clear and effective some methods for assessment The lesson plan includes clear beyond in demonstrating
Assessment and methods for assessment and feedback, but they are and effective methods for exceptional methods for
Feedback and feedback. not fully developed or clear. assessment and feedback. assessment and feedback.
The lesson plan goes above and
The lesson plan is not The lesson plan is somewhat The lesson plan is highly beyond in demonstrating
effective in achieving the effective in achieving the effective in achieving the exceptional effectiveness in
Overall Effectiveness stated learning goals. stated learning goals. stated learning goals. achieving the stated learning goals.
RUBRIC FOR THE IMPLEMENTATION OF THE LESSON PLAN:

CRITERIA:
1. Content Knowledge
2. Engagement and Participation
3. Differentiation and Accommodation
4. Application and Transfer of Learning
5. Assessment
SCORING:
• 4 = Exceeds Expectations
• 3 = Meets Expectations
• 2 = Progressing towards expectations
• 1 = Below Expectations
CRITERIA:
1. Content Knowledge:
• Demonstrates a deep understanding of mathematical modeling and its applications.
• Uses appropriate language, concepts, and examples to convey complex ideas.
• Provides accurate and relevant information to support understanding of mathematical modeling.
2. Engagement and Participation:
• Actively engages in reading and discussion activities.
• Participates in small group activities and discussions.
• Demonstrates a positive attitude and willingness to learn.
3. Differentiation and Accommodation:
• Adapts instruction to meet the needs of diverse learners.
• Provides multiple opportunities for practice and application of skills.
• Uses a variety of instructional strategies to engage and motivate learners.
4. Application and Transfer of Learning:
• Applies reading comprehension strategies to mathematical modeling texts.
• Demonstrates an understanding of how mathematical modeling can be applied in different
contexts.
• Transfers learning to real-world situations beyond the classroom.
5. Assessment:
• Uses a variety of formative and summative assessments to measure learning.
• Provides timely and specific feedback to guide student learning.
• Uses assessment data to inform instructional decisions and differentiate instruction.
OVERALL SCORE:
1. 16-20 = Exceeds Expectations
2. 11-15 = Meets Expectations
3. 6-10 = Progressing towards expectations
4. 1-5 = Below Expectations

Simulated Teaching - Lesson Plans

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Simulated Teaching - Lesson Plans

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Simulated Teaching - MRMS |1

• Ability to make simple inferences based on the text

• Ability to understand a variety of accents and dialects, including regional accents

Vygotsky's (1978) and Ryan and Deci (2020) calls

Lesson Plan Outline: WRITING SKILLS

Lesson Plan Outline: READING COMPREHENSION

Lesson Plan Outline: LISTENING COMPREHENSION

Lesson Plan Outline: SPEAKING SKILLS

Lesson Plan Rubric

RUBRIC FOR THE IMPLEMENTATION OF THE LESSON PLAN:

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