LESSON PLAN

Title/Topic: Stages of development by Erik Erikson

Date: March 16th, 2023 Class: 2 Grade: 10°
Practitioners: Dayhana Betancour and Eymy Martinez

Welcome in (establishment rapport ) We will greet students and ask them how
has been their day. Ask some of them how
was their weekend.

Hook (activating background knowledge)
(20 minutes)
We are going to start the class by doing an
activity that consists of students writing
down their names on a colorful sheet and
answering two questions:
1. What was something that you liked
doing when you were younger that
now you don’t? why?
2. How would you describe your future
self?
To share some of the ideas, we will play hot
potato.

Sharing of Learning Goals and Criteria Goal:

for Success - Students will be able to share
different ideas related to the different
generations by integrating the cause
(5 minutes) and effect connectors, having a
reflection process and connecting
this topic with their reality, sharing
some experiences according to the
questions proposed.

Success criteria:

- Students can share their ideas with

their partners and teachers in the
target language with short but
meaningful interventions during the
class.
- Students will use some
cause-and-effect connectors to share
life experiences and thoughts related
to the generations.

Input (Teaching) and Modelling - Content Focus: The stages of

(Showing) development and Cause-Effect
connectors.
 - Skills Focus: Giving reasons why
(20 minutes) when providing their opinion by
using Cause-Effect connectors to
communicate.
- Guiding Question(s) for listening,
reading, and learning:
What influences style(clothes
and music), values, and
interest of a generation?
why?
Do you disagree with your
friends/parents, siblings, or
children on music, fashion,
interest, or values? why?

- The teacher should provide easy

examples to show better the
intention of the activity and clarify
doubts.

Guided and Independent Practice. The students will practice the

cause-and-effect connectors presented in the
previous section by integrating them into
(60 minutes) their speech, additionally, they are going to
write some short sentences about 2
generations (Gen Z and Millenials) and the
different characteristics of some of them,
explaining the previous knowledge and
believes that they have about it.

After the short practice, we are going to

continue with the speaking practice where
the students will express their ideas
regarding generations. This discussion will
be guided by some questions that we are
going to post on one slide where they can
observe and analyze them for a while.

Checks for Understanding and Ongoing - Observations that focus first on

Formative Assessment strengths.
- Conversations that support
(During practice time) assessment and promote rapport.

During the class, the teacher will be

observing and guiding (correcting) the
process of the construction of the speech for
the group in order to follow the
communication process in the target
 language. When students share final ideas
with the class there is a spoken feedback
focus on strengths and positive aspects.

Closure We are going to recap the main ideas

discussed during the class creating a
(5 minutes) reflective space highlighting the keywords
and we will ask some students to summarize
the lesson in a word or phrase that caught
their attention.

Resources/Materials