I. DESIGN FOR INSTRUCTION

MDD Standards 2 - 3 The teacher candidate sets learning goals that are meaningful for the pupils and

coherent with the national or school curriculum framework. The teacher candidate designs each class session, identifying resources and

learning activities that are appropriate for these pupils’ attainment of the learning goals.

The teacher candidate designs an assessment plan to monitor pupil learning before, during, and after instruction, including multiple modes and approaches which are aligned with the learning goals and activities, and considers adaptations for pupils with special needs.

You will need to plan and deliver two or four lessons

1. Lesson 1 Topic :

1.2 Lesson 1 Learning Goal(s): Define what you expect students to know and be able to do at the end of the lessons. The learning goals should be specific, observable, challenging and varied. Learning goals should describe what your students will learn and be able to do by the end of the lesson, and not simply what activities they will do during the lesson.

At the end of this lesson students will be able to make prediction about their professional future lives, orally

1.2.1 Alignment of Learning Goals to School and National Curriculum: Explain how these learning goals align with the school and national curriculum / progress maps.

This goal is strongly aligned with the school and national curriculum. At first

the topic to cover was given by the teacher of English Miss Luciana Rojas,

who is following the curriculum of the school. This school curriculum is

based on the national framework, which is also reflected on the units of the

Book E-teens (students and teacher book). This book is used for both

teachers of English into the school. So that, all the previous content

checked also was based on the outline displays in that book, which is the

same of the exposed on the “bases curriculares” for 8th grade, even though

that the context of the topic was modified by the teacher to make it more

appealing to students.

1.2.2 Justification: Explain how these learning goal(s) are relevant, challenging, and appropriate. Consider their importance to previous and succeeding topics covered in the class, the student's future in the class and school, to national curriculum, and skills needed in the everyday world.

This aim is important to students, because it implies a function of the

language that is commonly used. It is challenging for students because this

lesson production stage was carried out through an oral activity, which is

always a process that student are more reluctant to participate in, and even

more, because students are not used to speak English. So, in this context,

it helps students to increase communication, because they can interact with

their classmates, which improves learning processes and acquisition of the

language. In addition, it was also meaningful for students, because they

had to apply their knowledge in a contextualized activity, so they

internalized better the new knowledge. This content was the last one

prepared for the semester by the teacher.

1.3 Analysis of Pre-Assessment Data: Discuss what students already know and can do regarding your goals before you begin your lessons. Pre-assessments may include your mentor teachers´ descriptions of past assessments and activities.

According to my mentor teacher, Miss Luciana Rojas, students had never work before with predictions, so it was a new topic for them, however, they were working with activities that involved present simple tense and past simple tense, so working with prediction was an assumed topic to continue with. Besides, the context in which “predictions” were carried out was familiar to students, because they already knew some of the jobs and professions that were presented to them.

1.4 Learning Resources: List all of the materials or technology you will need to implement the activities.

Computers (laboratory)PaperPower point presentationGoogle form (https://goo.gl/forms/7wG046KCz1dU74Ml2)

1.5 Assessments

Below, describe the method/s to check on student progress. Consider these approaches:

1. Selected response, e.g. multiple choice, matching, fill-in the blank questions2. Writing assessment, e.g. essays, essay questions, journaling3. Performance-based assessment, e.g. Reading out loud, presentation4. Teacher / student communication, e.g. class discussion, interview, group work

1.5.1 Describe how you will promote your students´ reflection and self-assessment.

In this lesson there is an opportunity to evaluate the students’ work where the whole class participate, so they can correct themselves. Additionally, during the production stage the teacher will be monitoring the students’ performance.

1.5 Motivation for learning: Describe how you will motivate student learning at the beginning of the lesson. Consider what you will say and what you will do to motivate student learning.

Teacher to be asks students what they think they will be in the future in terms of professions.

Teacher shows students a list of jobs and professions in order to make them remember the vocabulary

Teacher asks students questions about the jobs in order to elicit information and activate previous knowledge (CCQ’s)

Teacher shows a power point presentation with the professions and their corresponding names

1.7 Activities: Include descriptions of the activities you plan to use in the lesson. Your activities should be designed to support your learning goals and should be clearly described and carefully sequenced. Actively engaging students in learning also gives you an opportunity to assess their understanding. Make sure you take advantage of this opportunity by coordinating your activities with your assessment plan.

a. What will students do? (For how long? Alone or in groups? Using what resources?, etc.)

CONTROLLED PRACTICE:

Students have to fill in the blanks with the missing part of speech for each sentence

(pronoun, modal verb, verb to be, and profession) according to the picture next to it. Then,

students have to complete sentences adding some information about the job or profession

taking this information from a box above. (e.g. I will be a doctor, I will work in a hospital).

This activity will be individually, and students have from 5 to 6 minutes to accomplish it

using the computer.

Students check the exercises aloud accompanied by the teacher showing the worksheet on

the board. In this part of the lesson all the students participate, and it last 3 minutes.

FREER PRACTICE:

Students have to write ten sentences making predictions about jobs using the professions

given and the names of their classmates. This activity is also individually, and pupils have 5

minutes to do it on the computer.

b. What will you do to support students´ engagement with that activity?

During all the practice stage the teacher is observing, monitoring the students’ work, and helping them as this topic is something new for them. This activity is really engaging for students, because they are in a stage in where they are going to high school, so students are already thinking on what they want to be in the future.

2. Lesson 2 Topic :

2.1 Lesson 1 Learning Goals: Define what you expect students to know and be able to do at the end of the lessons. The learning goals should be specific, observable, challenging and varied. Learning goals should describe what your students will learn and be able to do by the end of the lesson, and not simply what activities they will do during the lesson.

At the end of the lesson students will be able to comprehend specific and general information from a Horoscope.

2.1.1. Alignment of Learning Goals to School and National Curriculum: Explain how these learning goals align with the school and national Curriculum.

This goal is strongly aligned with the school and national curriculum. At first

the topic to cover was given by the teacher of English Miss Luciana Rojas,

who is following the curriculum of the school. This school curriculum is

based on the national framework, which is also reflected on the units of the

Book E-teens (students and teacher book). This book is used for both

teachers of English into the school. So that, all the previous content

checked also was based on the outline displays in that book, which is the

same of the exposed on the “bases curriculares” for 8th grade, even though

that the context of the topic was modified by the teacher to make it more

appealing to students.

2.1.2 Justification: Explain how these learning goal(s) are relevant, challenging, and appropriate. Consider their importance to previous and succeeding topics covered in the class, the student's future in the class and school, to state and national curriculums, and skills needed in the everyday world.

This aim is relevant to students in order to complement the previous lesson taught to them with others skills. It is challenging because this text has new

vocabulary for them; however, students were guided to accomplish this aim helped by the teacher who taught them strategies that help students to go through a successful reading process, which at the same time is useful for students to know as they are going to high school, they will find these activities and they will already know how to do those. Additionally, it is contextualized, so students know that in the future they are going to find this types of text in real world.

2.2 Analysis of Pre-Assessment Data: Discuss what students already know and can do regarding your goals before you began your lessons. Pre-assessments may include your mentor teachers´ descriptions of past assessments and activities.

2.3 Learning Resources: List all of the materials or technology you will need to implement the activities.

Power point presentation Computers (laboratory)

2.4 Assessments

Below, describe the method/s to check on student progress. Consider these approaches:

1. Selected response, e.g. multiple choice, matching, fill-in the blank questions2. Writing assessment, e.g. essays, essay questions, journaling3. Performance-based assessment, e.g. Reading out loud, presentation4. Teacher / student communication, e.g. class discussion, interview, group work

2.4.1 Describe how you will promote your students´ reflection and self-assessment.

At a first point, I will look the students working so I will notice their mistake and correct them. Also, students are encourage to make peer assessment

in the part where they compare their answers (prediction). Finally, students have to write a complete horoscope putting in practice what they learn during the class, then, they will send it to my email, so there I will have the opportunity to see the students’ strength and weaknesses.

2.5 Motivation for learning: Describe how you will motivate student learning at the beginning of the lesson. Consider what you will say and what you will do to motivate student learning.

Teacher shows students a Horoscope which is at the back of a newspaper: teacher asks students questions in order to elicit information.

Teacher asks students if they have ever read the horoscope: teacher contextualizes the lesson

Teacher explains the aim of the lesson Teacher gives instruction for the task Teacher gives students strategies to accomplish the activity: students feel more

confident to know they can do the activity.

2.6 Activities: Include descriptions of the activities you plan to use in the lesson. Your activities should be designed to support your learning goals and should be clearly described and carefully sequenced. Actively engaging students in learning also gives you an opportunity to assess their understanding. Make sure you take advantage of this opportunity by coordinating your activities with your assessment plan.

2.6.1 What will students do? (For how long? Alone or in groups? Using what resources?, etc.)

Students do reading for looking the general idea of the text at first, then, they read it again in order to do reading looking for specific information. At the post reading stage, students are encourage to write their own horoscope so they put in practice what they learnt.

2.6.2 What will you do to support students

I will monitor students’ work, reinforce and repeat the strategies to students as many times as they need, so they can accomplish the reading activity successfully.

3. Reflection :After each session (class or tutoring), write a reflection that addresses the following questions:o What knowledge, skills and/or dispositions are needed to help a student

learn? What are you learning about what it means to be a teacher?o Based on the implementation of your plan or your interactions with the

students, what do you think you need to improve, do differently or maintain for the next session?

I believe that know your students gives and advantage when teaching them, it is important to know what vocabulary to use when talking to them, so if they are not very used to listen to the teacher speaking in English they can easily understand what you are saying, and also, you have to be flexible if they finally do not understand you, so the teacher needs to speak in Spanish. Giving good instructions is another relevant skill that helps students learn, because if they know exactly what to do they do not get frustrated for not understanding what they were asked. Being well prepared for a teaching a lesson is one of the most important aspect that contributes to become a good teacher and deliver a good lesson in which your students will certainty learn something.

For the next time, I think I should maintain the way in which I speak to student, to be gentle at the moment of interacting with them. That helped me in order to make students feel confident and secure when asking me to repeat something or help them when they need or do not understand something. However, I think I need to feel more confident and not to be so nervous when delivering a lesson.