Daily Plan Lesson #: 7
Date of delivery of the lesson: 22th June
GOOD WORK. PLEASE RESUBMIT ASAP. WILL THIS BE THE LAST LESSON OR IS THERE ANOTHER ONE?
Student teacher/s: Garcia Deborah - Palomino Macarena
Subject at Teacher Training College: Taller 4
Number of periods in today’s lesson: 1
Lesson length in minutes: 40 min
School: “Wenceslao Posse”
Course: 4th “A”
Classroom/Space where the lesson will be held: ICT room
Starting and finishing time: 10.30-11.10 Year: 2023
First Draft
Project title: Fruits and Vegetables: Common or Exotic?
Timetable for lesson: Friday 4th (10:30-11:10)
Teacher in charge: Maria Florencia Zambonini
Textbook used (in APA style): F. Foster, B. Brown, A. Verdelli & Ma. S. Cormick (2018).
Hey Friends! 2 - Pearson
Unit number: Unit 1 “Healthy Food”
Link to material from textbook (Pupil's Book, Activity Book, Audio, etc):
https://drive.google.com/drive/folders/1Gbpf2ZmkSGh5tE42EbhBvalK2vrRFVKM?
usp=share_link
Link to Unit Plan: Unit plan T4-2023-1ST-GARCIA AND PALOMINO
Part 1: The outline for the lesson
Topic: Creating a poster

CORE TASK

Opening routine Revision Have a short Creating a poster of Closing Routine

Hello! | Super Assessment conversation with the their favourite exotic Bye Bye Goodbye |
Simple Songs worksheet students. fruit or vegetables. Goodbye Song for
Kids | Super Simple
Complete the -What is your (Tangible end
Songs
sorting activity favourite exotic fruit? product)
worksheet. -What color is it? Is it
big or small?
-Where is it from?
common-vs- Salta?Jujuy?Perú?
exotic-group- Brazil?
sort.pdf

is this
assessment?
does this
assess learners
on their goals?
What is the goal of this lesson?

By the end of this lesson, students will be able to effectively revise and consolidate the concepts taught in previous lessons and demonstrate their
understanding by creating a poster that showcases their application of knowledge to real-world examples.

Core task Goal/s Lexical content / lexicalized Grammatical content

grammar

Creating a poster of their favourite
exotic fruit or vegetables.
By the end of this lesson, students For revision: My favourite exotic fruit/vegetable is
will be able to effectively revise and __________________
Common vs Exotic fruits and
consolidate the concepts taught in
vegetables
previous lessons and demonstrate It’s _____________
their understanding by creating a Colours
poster that showcases their Size It’s from _______________
application of knowledge to real-
world examples.
 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 7’ Opening routine: whole class/pair speakin Prior knowledge:

work g Hello song
D: Hello! How are you? Hello! | Super REVISION. Hello. H
Sts: Good! Tired! Wonderful! Simple Songs are you?
M: Oh Great! I’m EXCITED today, because we are going to do
a funny and creative activity today! Game: Feelings
D: Let’s sing the hello song first! Bingo Cards REVISION: I´m fine
happy / not so good
_________________________________________
NEW: wonderful / tire
Opening game:
hungry / great.
M: Let’s play a short game! Bingo time!

D: You are going to work with your sitting partner.

-We have an app that spins a wheel. So, we are going to spin
it and say the name of the fruit. Students will cross out the
fruit/vegetable we say- Bingo Cards

2 5’ Complete this worksheet common-vs-exotic-group-sort.pdf individual work Readin common-vs-exotic- Common vs

g and group-sort.pdf Exotic Fruits and
M: Well! You are going to complete this worksheet. You have writing vegetables.
to group the exotic fruits and vegetables and the common
ones.
D-For example, look at number 1. Are carrots common or
exotic?

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

2 R: reading W: writing S: speaking L: listening.
 St-common!
D-so, we write number 1 in common vegetables. Ready to
continue? If you need help raise your hand. We'll walk around
INCREASE THE DEMAND! THIS IS THE LAST CLASS.. DO
SOMETHING BEYOND THE MERE RECOGNITION,
SOMETHING THAT IMPLIES PRODUCING OUTPUT
BEYOND WORD LEVEL.
we thought of this quick activity in order to revise vocabulary
because then they will have to produce in the poster, which is
the end tangible product.

3 3’ Have a short conversation with the students. Whole class WORK Digital Flashcards Exotic fruits

D: What is your favourite exotic fruit? Raise your hand!

-We choose one student-
St: Cayote
M:What color is it? Is it big or small?
St: It’s green and big
D:Where is it from? Salta?Jujuy?Perú? Brazil?
St: Jujuy

-We are going to repeat this three more times-

Use the flashcards with exotic fruits and vegetables

4 20’ Creating a poster of their favourite exotic fruit or individual work Writing Poster Template
vegetables.Poster Template Poster Template
D-now, you're going to create a poster with your favourite fruit
or vegetable. Look at this poster here

-We will read the example and hand out the templates for them
to complete
 M-okay, you will draw and complete the sentences. Raise your
hand if you need help.

We will walk around and help if needed

ANY INTERACTION BETWEEN THE STS? WHY NOT LEAVE

OUT 3, WHICH IS WHOLE CLASS AND AS A FOLLOW-UP
TO 4, HAVE CHILDREN PRESENTING THEIR FRUITS AND
LISTENING TO OTHERS SO AS TO FIND OUT WHICH ARE
THE MOST POPULAR FRUITS IN THE CLASS.

5 5’ We are going to use this step for our students to present whole class speakin Their posters
their exotic fruit or vegetable. If some of them choose the g
same fruit or vegetable we are going to make them
talk/and show the poster at the same time. The aim of this
activity is to see which is the most popular fruit/vegetable
in the class.

67 3’ It’s time to say goodbye. whole class speaking Aids: “Bye, goodbye!
Goodbye song
Let’s sing the bye bye song. Bye Bye Goodbye | New: See you next
Goodbye Song for time!”
See you next time! Kids | Super Simple
Songs

Speaker
Part 3: Board synopsis and worksheet snapshots.
Step 2: common-vs-exotic-group-sort.pdf

Step 3: Digital Flashcards

Step 4: Poster Template

What will the board look like at the end of the class?
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.