Mdd2 3.docx
- 1. 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 lessons 1. Lesson 1 Topic: 1.2 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 give directions, orally and in written form. 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 align 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 Eteens (students and teacher book). This book is used for both teachers of English into the school. To give instructions is the fourth unit of Eteens book. 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. 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 important to students, because they can apply spatial skill which is also relevant in their daily life. It also helps students to increase communication, because they can interact with their classmates, which improves learning processes and acquisition of the language. It is
- 2. challenging because this content was carried out through oral and written activities, so students had to speak real English during the class, something that was not common for them. 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 PreAssessment Data: Discuss what students already know and can do regarding your goals before you began your lessons. Preassessments may include your mentor teachers´ descriptions of past assessments and activities. According to our mentor teacher “Luciana Rojas”, students had never worked with directions before and they do not know how to use them. However, they know how to use imperatives, which were part of the lesson in terms of structure of the sentences used. To use imperatives was easier for the pupils, because they did not need to use the pronouns, which were difficult for them. Also, students knew their environment, and their neighborhood, both of them were used into the lesson to explain students the words and phrases used in order to give directions effectively in their own atmosphere. 1.4 Learning Resources: List all of the materials or technology you will need to implement the activities. Implements and materials: Pictures (flashcards), worksheets. 1.6 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 At the beginning of the lesson, the teacher to be shows some flashcards to students with images of signals related to directions, so she will ask students to guess what the lesson will be about. She also tells students a story about a “friend” who does not know how to get to a specific place near the school known by students. In the story, the new vocabulary is included and the teacher asks students to repeat it while telling the story. 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. ● T shows 6 images of signals related to directions, she puts the images on the board ● T tells a story about a new friend that did not know how to get to the Mall from the School.
- 3. ● T uses the story to present the new vocabulary and makes Ss repeat the expression while telling the story. ● T writes on the board the nine new expressions for Ss to copy it on their notebooks. ● Ss complete a dialogue with the corresponding “direction” chosen from 3 alternatives. ● Ss have to complete a worksheet giving directions according to a map (without alternatives). ● Ss, with the same worksheet, have to ask “How can I get to the …?” to their classmates and write down the answers. ● In groups of 4, Ss have to compare the answers their classmates gave and write down the correct one. ● T asks Ss to give directions for getting to the supermarket (near the school), to the train station (near the school) or to their home. They choose. Ss have to draw the map and write the directions in a poster. The carefully selected sequence of activities in that lesson engages students from the very beginning of the lesson. Then, students learn how to use the content recently explained, and at the end students have to produce a task on their own. They use the words and phrases taught, which helps teachers to be to assess the knowledge acquired by the students during the class. a. What will students do? (For how long? Alone or in groups? Using what resources?, etc ● Ss copy the new vocabulary on their notebooks. ● Ss complete a dialogue with the corresponding “direction” chosen from 3 alternatives. ● Ss have to complete a worksheet giving directions. ● Ss, with the same worksheet, have to ask “How can I get to the …?” to their classmates and write down the answers. ● Ss have to compare the answers with their classmates. ● Ss have to draw the map and write the directions in a poster. Above, it is possible to observe all the activities performed by the students exclusively. Some of them are individual, such as copy, to complete a dialogue (in a worksheet), to complete a worksheet (exercises). Other activities are in pairs, in these ones they need to use mainly spoken english, which helps to improve students competences in this specific area. In order to perform the final activity they need to create a poster in which creativity and high order thinking skills are presented, because the have to use what they learnt, what they believe is better to explain the direction, the kind of drawing, and also elaborate their own directions for getting a specific place into their neighborhood. b. What will you do to support students´ engagement with that activity?
- 4. At the first point, the activities done during the lesson were based on the real life of the students. They felt strongly familiar with the directions given, because they were used to guide people to get to points of the city where they live. So, the story told also include places near the students' neighborhood such as the same school, Perales bridge, Talcahuano Mall, etc. The following activities were guided by the teachers to be, and the engagement came from the pair and group work. They were not familiar with this kind of activities, because the mentor teacher prefers to work with individual task. 2. Lesson 1 Topic: I.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 indicate to a friend how to get to a place through a comic. I.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 align 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 reflect on the units of the Book Eteens (students and teacher book). This book is used for both teachers of English into the school. To give instructions is the fourth unit of Eteens book. 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. I.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. In this case, the aim of the lesson plan is relevant and challenging for students, because with this activity students can develop other types of skills, so here students that are shy, do not like speaking in public, or that are not willing to work in pairs or groups have the opportunity to participate in the class as well. Additionally, this activity shows to students that are others types of language of communication, not only written or spoken, but also they can express themselves through painting and drawing too. I.2 Analysis of PreAssessment Data: Discuss what students already know and can do regarding your goals before you began your lessons. Preassessments