Daily Plan Lesson #: 8

Date of delivery of the lesson: June 23rd Starting and finishing time: 11.25h-12.10h Year: 2023
Draft #

ADD A STEP MAKING CHILDREN INTERACT ABOUT THE POSTERS. THEY COULD WRITE A
COMMENT INSTAGRAM STYLE FOR INSTANCE. FOR THAT YOU WILL NEED TO TEACH 5-6
PHRASES AS LEXICAL CHUNKS. YOU CAN PROVIDE SMALL HEARTS FOR THEM TO WRITE
COMMENTS AND STICK THEM NEXT TO THE POSTERS.
PLEASE RESUMIT EXPLAINING WHAT YOU WILL DO.
Student teacher/s: García, Deborah-Palomino, Macarena Project title: Fruits and vegetables: Common or Exotic?
Subject at Teacher Training College: Taller 4 Timetable for lesson: Friday 23rd (11.25h-12.10h)
School: Wenceslao Posse Textbook used (in APA style): F. Foster, B. Brown, A. Verdelli & Ma. S. Cormick (2018).
Course: 4th A Hey Friends! 2 - Pearson
Classroom/Space where the lesson will be held: Classroom 4th Unit number: Unit 1 “Healthy food”
A Link to material from textbook (Pupil's Book, Activity Book, Audio, etc):
Teacher in charge: Florencia Zambonini https://drive.google.com/drive/folders/1Gbpf2ZmkSGh5tE42EbhBvalK2vrRFVKM?
Number of periods in today’s lesson: 1 usp=share_link
Lesson length in minutes: 40 min Link to unit plan: Unit plan T4-2023-1ST-GARCIA AND PALOMINO
Part 1: The outline for the lesson

CORE TASK

Opening routine We are going to Walk around the Give them general Closing Routine
Hello! | Super ask them about classroom to see feedback on their Bye Bye Goodbye |
Simple Songs their work and everybody’s work. Goodbye Song for
which fruits they poster. (as an art Kids | Super
chose, colour, and gallery) Simple Songs
where is it from.
There will be visual While they are
aid on the board, if walking around we
necessary. are going to ask
(depending on the them about their
downgrading or posters.
upgrading)

Core task Goal/s Lexical content / lexicalized Grammatical content

grammar

Walk around the classroom to see Showing their work and talking For revision: Exotic fruits and I like ________________
 everybody’s poster. (as an art about their posters. They will be vegetables It is _________________
gallery)
able to describe their poster using My favourite _____ is ______ It isn’t ______________
While they are walking around we all the previous knowledge.
are going to ask them about their
posters.

Part 2: Procedure

STEP TIME FOREGROUND NARRATIVE AND PROCEDURE TYPE OF SKILLS AIDS / RESOURCES / BACKGROUND
(number INTERACTION (R-W-S- MATERIALS NARRATIVE
& label)
(WC-SG-PW)1 L)2 (LINGUISTIC
CONTENT)

1 2’ Saying hello whole class speaking Hello song Prior knowledge

Hello! | Super
. REVISION. Hello.
Simple Songs
Ts: Hello, everyone! Are you ready to start the lesson? How are you?
D: How are you today? Are you good? Are you wonderful?
Visual aid
feelings AND Feelings
-Students will answer- MIMICS REVISION: I´m
fine / happy / not so
M: Are you tired? Are you hungry? good

-The students will dance and sing without our help- NEW: wonderful /
tired / hungry /

1 WC: whole class / SG: small group / PW: pair work

2 R: reading W: writing S: speaking L: listening.
 great.

2 10’ We will stick some flashcards on the board, only exotic fruits and whole class speaking Digital Flashcards Exotic Fruits and
vegetables. vegetables.

M-remember the posters you created last class?

Students: yes!
M-okay, would you like to tell us about your favourite exotic fruit or
vegetable?

We will choose some students to tell us about their poster

Student: my favourite exotic fruit/vegetable is…
It’s…(color). It has got…
It’s…(size)
it’s from…
It’s delicious!

PROVIDE A MODEL YOURSELVES BEFORE YOU EXPECT THEM TO

SPEAK. ALSO PROVIDE SCAFFOLDING AS NEEDED.

3 10’ Art gallery (we will stick their posters before the class) whole class speaking Poster Template Exotic fruits and
D-now, stand up and we will walk around the classroom to see your Poster Template vegetables
posters. Are you ready?
Students: yes! Ready!

The students will be able to present their posters and talk about
their favourite exotic fruit or vegetable

HAVE KIDS INTERACT ON THEIR POSTERS SOMEHOW.

5 3’ It’s time to say goodbye. whole class speaking Aids: “Bye, goodbye!
M-today is our last class together! Goodbye song
 D-thank you so much for everything! Bye Bye Goodbye | New: See you next
Goodbye Song for time!”
Let’s sing the bye bye song. Kids | Super Simple
Songs

Speaker

Part 3: Board synopsis and worksheet snapshots.

Digital Flashcards

Poster Template

Part 4: Plan adjustments

Part 5: Self-assessment of your plan (to be submitted with your final version)
RUBRICS FOR LESSON PLANNING BASED ON THE EPOSTLE. USE THEM FOR SELF-ASSESSMENT.

We will use the traffic-light approach to assessment. Highlight the descriptors (only if they apply to your planning)
using different colours.

GREEN: I feel pretty confident.

YELLOW: transitioning from red to green. I just need a bit more time.

RED: I need to go on exploring, reading, learning and / or experimenting / I feel I can´t do this yet.

Identification of Learning Objectives

 1. I can identify curriculum requirements and set learning aims and objectives suited to my learners’ needs and interests.
2. I can plan specific learning objectives for individual lessons and/or for a period of teaching.
3. I can set objectives which challenge learners to reach their full potential.
4. I can set objectives which take into account the differing levels of ability and special educational needs of the learners.
5. I can decide whether to formulate objectives in terms of skills, topics, situations, linguistic systems (functions, notions,
forms etc.).
6. I can set objectives which encourage learners to reflect on their learning.

Lesson Content

1. I can structure lesson plans and/or plan for periods of teaching in a coherent and varied sequence of content.
2. I can vary and balance activities to include a variety of skills and competences.
3. I can plan activities to ensure the interdependence of listening, reading, writing and speaking.
4. I can plan activities to emphasise the interdependence of language and culture.
5. I can plan activities which link grammar and vocabulary with communication.
6. I can plan to teach elements of other subjects using the target language (cross- curricular teaching, CLIL etc.).
7. I can identify time needed for specific topics and activities and plan accordingly.
8. I can design activities to make the learners aware and build on their existing knowledge.
9. I can vary and balance activities to enhance and sustain the learners’ motivation and interest.
10. I can vary and balance activities in order to respond to individuals learners’ learning styles.
11. I can take on board learners’ feedback and comments and incorporate this in future lessons.

Lesson Organisation
 1. I can select from and plan a variety of organisational forms (frontal, individual, pair, group work) as appropriate.
2. I can plan for learner presentations and learner interaction.
3. I can plan when and how to use the target language, including metalanguage I may need in the classroom.

Resources

1. I can identify and evaluate a range of coursebooks/materials appropriate for the age, interests and the language level of
the learners.
2. I can select those texts and language activities from coursebooks appropriate for my learners.
3. I can locate and select listening and reading materials appropriate for the needs of my learners from a variety of sources,
such as literature, mass media and the Internet.
4. I can make use of ideas and materials included in teachers’ handbooks and resource books.
5. I can design learning materials and activities appropriate for my learners.
6. I can guide learners to produce materials for themselves and for other learners.
7. I can select and use ICT materials and activities in the classroom which are appropriate for my learners.
8. I can design ICT materials and activities appropriate for my learners.
9. I can guide learners to use the Internet for information retrieval.
10. I can use and critically assess ICT learning programmes and platform.