I´m so proud of myself, life couldn´t be better for me.
Some people may think this is not important or the standards are very low on those courses, but i got the higher score and I got it bcz of my own work, not because someone helped me, not because of anything else.. JUST ME, me working hard on something I wanted to do for myself...
My Peers comments??
hahahhahahahhaha
The best ever!!
self → I can improve my lesson plans,be more clear on the ideas on the reflection but i´m still proud of this Lesson Plan
peer 1 → This lesson plan shows careful planning. The reading touches a cultural aspect that is not clearly expressed in the lesson plan. This the content of the text could be discuss with the class to learn and consolidate information about this national holiday.
peer 2 → The lesson plan is very detailed. It is ready for execution and I for sure will use this in my class..
peer 3 → Congratulations, very good! Your lesson plan is well structured and includes almost everything that is required. Keep on going, Best regards!
Have no words to describe how i feel,
Phase 2 Lesson Plan
A) Students
This Lesson plan will be directed to a level B1 learner that is able to talk, understand, and communicate in English.
The ages of the student are between 18 and 40
A B1 apprentice has competent proficiency and can understand and respond to clear speech on familiar topics. Student can connect phrases to tell a story or give account and can write simple connected text on a familiar topic.
The B1 level by the CEFR (Common European Framework of Reference of Languages) Indicate that the learner English knowledge is intermediate
In order to establish the English level of the student, when the apprentice come to the institute interested on learning or enhance the English knowledge he possess , the institution apply an evaluation that determine in what level the apprentice will be placed to learn English.
A1) the Institution
Is a private Institution dedicated to prepare kids and adults on different programs, including English on different levels, the mission of the institution is to procure a professional leaning on every program.
The English classrooms have 15 to 40 students per class, 4 days per week, 1 hour each class day.
B) Lesson Background
The precedent lesson and workshop was the Sentence structure where the apprentice learned what a sentence is: A sentence is a group of words that make sense when they are put together.
The order of a sentence: The basic parts of a sentence are the Subject (usually a noun), the Verb (Identifies and action or a state of being),
And the Object (receives action and follows the verb).
And the purpose of a sentence:
There are four main sentence types: declarative, imperative, interrogative and exclamatory. Choosing between them means first assessing what your purpose is going to be in writing or speaking the sentence.
The new module is the synonym and antonym which are a symbol of a rich vocabulary.
To know the synonym and antonym is essential when writing and speaking; after this module the students will have a better oral and written expression, will be able to, progressively, use an extended vocabulary.
This is the first lesson of this module about synonym and antonym which will be followed by activities of antonym and workshops for better understanding of the topic.
C) Learning Objectives:
o Enrich the learner vocabulary.
o Boost intellectual development
o Express themselves adequately due the lexical variety acquired
o Realize the functional sense of the language, as its variety and richness
o Understand and comprehend the concepts of antonyms synonyms
o Recognize words and their respective synonyms
o Know and apply the antonyms
C1) The Expected Results:
Being able to adequately express themself orally and by written on every social and cultural activity context, to satisfy the necessity of communication and explore the channels that develop the sensibility, creativity and esthetic.
Participate on diversified situations of communication and use the oral language adequately on cultural and social activities, apply the basic rules of oral communication and take up an attitude of cooperation and respect with the others feeling, ideas, opinions and knowledge.
Use the basic skills of language (listen, talk, read, write and discuss) effectively on the schooling activity to find, process information, elaborate
and memorize concepts as to write text.
Recognize the concept of “opposite or contrary ideas” finding and
Differentiating the antonym words within a text
Comprehend and apply words that have the same or similar meaning within a text (synonyms)
Use an extended vocabulary with new terms including synonyms and antonyms to demonstrate the knowledge of the words used.
D) Materials and Sources:
Board
Will be used to place the pictures of the happy and sad face to start the brainstorm activity at the beginning of the class, also will be used to write the ideas of the brainstorm
Markers
To write on the board when developing the brainstorm
Worksheets
Will be used to help the learners to have a better understanding of the topic by working on the activities presented there
Pictures
The pictures of a happy and sad face will be used to warm up the class with a brainstorm activity
Dictionary
Learners will use the dictionary to find the definition of the words, the synonyms and antonyms as well.
Pens
Students will work on their worksheets writing a new essay with new words, they need their pens to create the new reading
D1) Sources:
http://www.elsp.ie/understandingandusingthelevels.shtml
This source was used to have a better understanding of the leveling of the students; this source was created by the English Language Support Programm, of the Trinity College Dublin, Dublin2, and Ireland (funded by AIB)
http://www.theteachersguide.com/infotext.htm
This source is taken from the teacher’s guide website that provide help to the teachers, I just copied the reading from them not the whole worksheet, their worksheet is directed to a reading comprehension activity, the worksheet I made is to work changing the words for synonyms.
http://www.superteacherworksheets.com/pinterest/pz-synonym-story.html
With this source what I wanted to show are the different worksheets and help we can find on different website to help our students
And also that I will use some of those worksheets for the students to practice the topic and they can place them on their portfolios.
E) Procedures and Timing:
Teacher does/says . . .
Students do/say . . .
Approximate Time
Show to the students a picture (happy face) and ask:
This face is?
Write on the board all the words the students say
Briefly explain those words are synonymous of Happy
Show the another picture (sad face)
And ask:
If we have the opposite?
Write on the board all the words the students propose
Respond without noticing synonyms and antonyms of the word happy
Will get words as: Content Excited Cheerful
For antonyms will say words as: Sad Sorrow pain
15 minutes
Briefly explain those words are antonyms of happy
dictate the meaning of each concept
Synonym: a word having the same or nearly the same meaning as another in the language, as happy, joyful.
Antonym: a word opposite in meaning to another. Sad is antonym of happy.
Make notation on their notebooks about the definition of the concepts
5 minutes
Indicate the learners to form groups of four students each
Tell the students to select three students, one student on each group to be the moderator, another student will be the writer and will prepare the worksheet to present to the teacher the third student will be the reader.
While providing the worksheets to each student explain the activities to the students,
Read the document,
Find the unfamiliar words, and find the definition on the dictionaries write them down on your own vocabulary notebooks.
The monitor of each group have to keep an eye on the development of the group, if any of you need any help the monitor
Students move their desks to form the groups
Receive the worksheets and
Select between them the three students for moderator, writer and reader.
Monitors pay attention to the group they are in charge to encourage the members to actively participate, speak in English and if there is any member not engaged on the work, monitors will inform the teacher.
35
will call me.
When the whole group finish writing down the words and definitions on the notebooks
The monitor will ask the reader to start reading on a low tone of voice to don´t distract the other groups
Using the same reading you will create a new document, changing the words for synonyms.
change the words, making sure the document doesn´t lose the meaning,
You don’t need to change all the words, the minimum of words to change are 10
If you change more than 10 correctly you will get extra bonus per word
Now start with the dictionary procedure, if you have any question ask to the monitor to call me, you have 15 minutes to find the words and write them down with the definition on your vocabulary notebook.
Circulates around the students if they have any questions or need any help.
When students finish finding and writing down the words with the
Pick up their dictionaries and vocabulary notebooks
Start looking for the words they are not familiar with.
Write the word and the definition on the notebook. As a new
definitions
Return to the front of the class
explain the next activity once again
Remember you are going to change the words for synonyms, the minimum amount of words to change are 10
Now that you have the definition of each new word for you
Create a new text,
Your new text will have the same idea but with different words.
Continue circulating around for questions from the students or help
Also viewing if someone is speaking on a different language, or don’t participate on the activity
Once you finish with your new text count how many words you changed for a synonym and write the number on a side of the sheet
When notice the groups finished with the activity go back to the front of the class.
Call randomly a student from different groups to read the new texts created by them
vocabulary.
Readers start reading the document, as the others read on their own copy
Discuss about the words to use as synonyms
What words to change
With the contribution of the whole group the writer start rewriting the new text clean on one of the copies to give back to the teacher.
When finish the new text count the words they changed for synonyms and write the number of words on a corner of the worksheet.
Students stay on their places and the one called by the teacher from each group go to the front of the class to read the new text
created by their group.
Ok guys now we have five minutes left to prepare the agenda for the next class
Please bring your dictionaries, we will continue working on the synonyms and antonyms
Monitors please put the worksheets of each group on my desk
Make sure the name of all the students on the group is written on the page
Next class I will give you a new vocabulary with the synonyms you used today
Ok guys, see you on the next class
Bye (smile)
Write the name of each participant on the worksheet.
Place the desks back in order
Write down what they will need for the next class
Leave the classroom saying bye to the teacher.
5
F) The Alternative Assessment
In this particular lesson the teacher will start with a brainstorming that will help to evaluate the students’ English performance.
The functionality of this module and the work is evaluated through the directly observation of participation and assessment of students
To evaluate the students the teacher will count on the development and skills that the module has, considering the differences of each person since this group is formed by learners from 18 to 40 years old, which give us a heterogeneous group
The performing on this class will be important since the student is enhancing his/her vocabulary and will demonstrate the skills through writing, reading and speaking
The teacher will evaluate the students by observation while the learners are on the groups, hearing them speaking with the others and at the end of the lesson when some of the participants read the new text for the class
This lesson will also be assessed by the execution of the worksheets. the amount of words changed correctly.
The students will be able to evaluate themselves with the contents on the portfolios
at the end of the module.
G) Classroom Management
The strategies used for the classroom management used on this lesson is giving responsibilities to the students
o Monitors are a hand on each group formed to tell the others what they have to do next.
o Monitors are the voice of the group when they have any question for the teacher; keep the others learners busy on their duties.
o Also making other learners to be in charge of some work.
o Any student can be the monitor because is the responsibility which make them work toward the good performance of the whole group.
o Learners get the agenda for the next class; know what to bring to have a successful participation on the class.
o When organizing the students into groups, gives more space to move around, (students move the desks and put them back at the end of the class)
H) Reflection
This lesson demonstrate the use of integrated skills from the beginning, when using the brainstorm; reading and writing skills on the essay activity as the students has to create a new text by changing the words for synonyms, the new essay will be read on the following classes as they will continue working on the text adding more information, using the synonyms and antonyms and the new vocabulary they are learning.
At this stage the students are evaluated by the observation of perform and participation on the activities, there are more activities to complete that will help the students to reach the objectives of this module
With this module the learners under the B1 level (intermediate) of English which are already capable to basically talk, understand and communicate in English will develop all their knowledge, this module will open the channels for the learners to expand the areas where they communicate, on a basic knowledge of English the learners are not able to communicate properly, on an intermediate level the learner is able to communicate but only on familiar topics and their vocabulary is always the same but with a rich vocabulary the learners can develop themselves in different areas.
This is the same lesson plan used before, is the same topic, the same reading, same warm up activity used on the previous lesson plan sent on phase 1
I have added explanations to the materials and the sources, even when I am using the same sources I wanted to add the explanation of what to find on those websites for teachers to find more help.
Made changes on the lesson plan, even when the first activity is the same and have the same timing, on the second activity there described I made changes on the timing, and procedure, the steps are better explained and more clear
This lesson plan is better because the timing is more logical for the work the students have to perform.
On the previous lesson plan the work was directed to the students individually on this lesson plan to have a better achievement of the students. I placed them on groups, giving some students responsibilities such as the monitor, writers and readers.
The way to explain the steps to be followed by the teacher and the students is changed also.
This lesson plan keep the use of the integrated skills from the beginning with the brainstorm, reading the document, rewriting of the new essay and speaking when discussing on the groups to prepare the worksheet.
At this stage of the lesson plan the learners are evaluated, most of all, by the observation on the groups, how they interact with the other students, if they speaks in English only, the teacher will also assess the students by the execution of the worksheet by the number of words they changed, if they challenged themselves by switching more than the required amount of words.
By creating heterogeneous groups, learners feel more confident to talk, share ideas and discuss without feeling they are watched
Also with the brainstorming all the students have the chance to express themselves and have a better developing.
The classroom management is incorporated on the lesson plan by giving the students responsibility and duties, they feel more engaged with the class
Piedelmundo!!!
por que son las palabras que se le dicen 
