Learning Plan: ELEMENTARY & SECONDARY1

Student William Romero-Muskus Co-operating

Teacher Teacher(s)
Date March 15th, 2024 Start/End Time 8:10-9:25 Room

Title of lesson Memory Snapshot – Simple Past Review Grade level Cycle 1, Secondary 1
Subject English as a Second Language (ESL) Topic Memory and Simple Past Verb
Tense
Relevance The following lesson is relevant to students because it reviews the simple past verb tense and offers a
space for students to practice their speaking and writing through the exploration of the topic of memory.

Additionally, students will have opportunities to reinvest their knowledge of the English language by
following the guiding questions to write their text, as they previously learned about question words.
They will also reinvest knowledge of the language by writing in English using the simple past, as they
have also previously learned about this verb tense.

Materials/Resources The teacher will need the SMART Board, the SMART Board slides, the whiteboard, chalk, and
Required markers.

Students will need their English binders, English notebooks, pieces of paper, agendas, and pencil cases
with their writing materials, such as pencils, erasers, pens, liquid paper, highlighters, markers, and
pencil crayons.

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. During the lesson, students will have the opportunity to
interact in English by participating in the hook activity, sharing their work, 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, completing the “Memory Snapshot” activity, and sharing their work, students
will reinvest what they learned in previous classes and during the class, as well as demonstrat that they
understood the content. Understanding the homework assigned will also 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 writing activity, where they will describe a memory of their choice using what
they learned about memories and the simple past verb tense.

Learning Objectives The objectives are for students to review the simple past verb tense as well as practice their speaking
and writing skills in English. Moreover, students will continue to work on their Criterion C and D. By
the end of this lesson, students will have a better understanding of the simple past verb tense through
the exploration of memories and will have advanced their “Design Project.”

Essential Question(s) What are important memories from our past?

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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Lesson Introduction: Student will know:
Timing
Students will know what verbs are and how to
10 mins Before Class: implement them in sentences. They will know the
(8h10) The teacher will begin by greeting students at the door. basics of the simple past verb tense, and of
memories.

Welcome Time:
1 min The teacher will welcome students to English class, asking
(8h11) them how they are. He will then take attendance and bring
students’ attention to the SMART Board.

3 mins Writing Information in Agendas:

(8h14) The teacher will ask students to take out their agendas and copy
the homework for the next class.

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

procedure):
2 mins Presentation of the Definition of Memory:
(8h16) The teacher will start by presenting the dictionary definition of
memory.
Class Discussion about Memory:
13 mins The teacher will initiate a class discussion about memory,
(8h29) asking the following questions “What is a favourite childhood
memory that you often think about?”, “How do memories shape
who we are and the way we see the world?”, “In your family or
cultural traditions, are there specific events or celebrations that
hold important memories?”, “Can you recall a memory that had
a strong emotional effect on you?”, “Considering the impact of
technology, how has the way we capture and share memories
changed over the years?”.
1 mins Viewing of a Video about Capturing Memories:
(8h30) The teacher will present a short video of a person reflecting on
why people feel the need to take pictures and videos of
everything.
Students will understand when and how to use the
simple past verb tense, as well as the importance of
memories.
Students will do:
Students will participate in a class discussion,
complete a memory description writing activity,
share their memories, and work on their criteria for
their design project.
Cross Curricular Competencies:
Competency 1: Uses information
Students are using information from dictionaries, as
well as their agendas to help themselves complete
the activity.
Competency 2: Solves problems
Students need to complete the memory description
writing activity.

Competency 4: Uses creativity

5 mins Simple Past Review: Students are composing a text about an important
(8h35) The teacher will revise the uses and conjugation of the simple memory from their past using their creativity.
past.
Competency 5: Adopts effective work methods
Students are learning how to work on their own, how
18 mins Memory Snapshot Activity: to manage their time, and how to consult their
(8h53) The teacher will explain that students will need to choose and resources.
describe a memory from their past. The teacher will present all
the guidelines of the activity and check for understanding. Competency 7: Achieves his/her potential
Students are making efforts when completing the
required work in class.

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6 mins Small Group Sharing Time: Competency 8: Cooperates with others
(8h59) Students will share their descriptions with their teams and Students are cooperating with others in the class in a
choose one person in their team who will share with the class. respectful manner.

Competency 9 Communicates appropriately

6 mins Class Sharing Time: Students are communicating to the best of their
(9h05) A few students will share their sentences with the class. abilities when participating orally in class.

Broad Areas of Learning:

Time to Work on the Design Project: BAL 2 – Personal and Career Planning
15 mins Students will continue working on their Criterion C and The students have the chance to explore their
(9h20) Criterion D. personal memories and reflect on the effect that they
have had on their identity. This is going to help them
in the future in terms of personal and career
planning.

BAL 5 – 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.

FORMATIVE - Assessment FOR learning:

Closure (transition):
The sentence writing activity about students’
memories will promote learning as it will offer them
Cleanup Period and Classroom Discussion:
5 mins the chance to practice the simple past verb tense, a
The teacher will then ask students to go back to their seats and
(9h25) topic that was reviewed during the class and
to put back any class materials they used. He will then initiate a
explored in previous classes.
class discussion asking students if they have any questions
about English class, what they will have for lunch, what they
FORMATIVE - Assessment AS learning:
are going to do in the evening, what they are excited about and
what their plans are for the weekend. Not applicable.

SUMMATIVE - Assessment OF learning:

The “Design Project” that students will have time to
work on at the end of the class will provide evidence
of achievement. This assignment will count towards
their second and third 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

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the task at hand.

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

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

Professional Competencies:
Professional Competency 1: By presenting examples that tie to different cultures and initiating a discussion about students’
important memories when they consider their families and 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 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 presenting a video.
Professional Competency 13: By promoting ethical and positive behaviour in the classroom.