Phase2 lesson plan

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template Page 1
PHASE 2 LESSON PLAN
A. Students and Setting:
Students:
A group of 20 students in the first grade level of high school.
They are between 12 and 13 years old.
Some of them (let´s say 50% take private English classes) and the rest only posses the knowledge
acquired at high school, so they have intermediate and low-advanced English proficiency.
All of them have internet connection at home.
Setting:
Location: Arequito, village of 7000 inhabitants in the southwest of the province of Santa Fe -
Argentina
Public High School: EESO 219 "Domingo F. Sarmiento"
Degree offered: Bachelors degree specialized in Social Sciences
Bachelors degree specialized in Economics and Management
Secondary duration: 5 years
Class: They have 2 classes/week, one of 60 minutes and the other of 40 minutes. The room is
provided with internet and each student has a notebook (provided by the state through an
educational plan called “Conectar Igualdad”).
Each classroom has a router for internet connection.
The school has a video room provided with a screen and a projector.
B. Lesson Background:
Students were working on their receptive skills -listening and reading-, and productive skills –
writing and speaking-, about the their personal description, physical and emotional.
They produced a digitalized word document in which they described themselves and then they
shared the results in class. In this class they will work in groups about famous character, so they
will leave the first person and describe others.
In a following class –indiviadually-, they are going to describe a famous character following the
instructions and knowledge of this class.
C. Learning Objectives/Expected Results:
Learning objectives:
 Find information in a foreign language with the teacher's guidance;
 Explore various written/listening materials related to areas of general, curricular and non-
curricular interest in physical or digital format and in different contexts of reading/listening.
 Develop different comprehension strategies, establishing relationships with words or
expressions, deducing and going back to previous knowledge,
 This sequence suggests activities for students to learn to introduce a famous person who is
attractive to them.
 Activate the knowledge acquired before, referring to personal information and description of
people.
Expected Results:
 That students can read from internet, comprehend the information and complete an exercise
that describes the famous character

D. Materials and Sources:.
Materials:
Pictures, notebooks, papers, pencils, erasers.
Copies of written instructions or worksheets (2)
1) Pictures (without names)
Leonel Messi Leonardo Di caprio Selena Gómez
Alejandro Sanz Barack Obama

2) Worksheets
Worksheet 1: Complete the information about the character you see in the picture.
This goes at the other side of each picture
FULL NAME
AGE
NATIONALITY
PROFESSION
FAMILY INFORMATION
PHYSICAL DESCRIPTION
OTHER INTERESTING INFORMATION
Worksheet 2: Select the sentences that are right: Names, Professions, Nationalities and
more. Some sentences are wrong (10)
1. He is a singer
2. BARACK OBAMA
3. He´s Argentinean.
4. He´s a basketballer
5. SELENA GÓMEZ
6. He´s an actor
7. He´s an European Politician.
8. She´s a famous dancer
9. ALEJANDRO SANZ
10. Selena has already married twice.
11. He´s also doctor.
12. He travells around the world giving
concerts.
13. He is also a lawyer.
14. LEONEL MESSI
15. Messi is 20 years old.
16. He sings in Spanish and in English.
17. Leonardo is 30 years old.
18. He’s a football player from our country.
19. She is also an actress.
20. 4.He’s a football player from our country.
21. She is also an actress.
22. Selena is 40 years old.
23. He lives in USA.
24. He acts in films and on TV.
25. She sings pop music.
26. He plays in Europe.
27. She’s American.
28. LEONARDO DI CAPRIO
29. He was born in India. He is a politician.
30. He was the main actor in the film Star
War 2.

New materials added for Phase 2
3) Rubric for scoring
a) Self-Peer evaluation
Peer Evaluation Form
Name_______________________________________________
Class Period______
Date_________________
Write the names of your group members in the numbered boxes. Then, assign yourself a value for each
listed attribute. Finally, do the same for each of your group members and total all of the values.
Values: 5=Superior
4=Above Average
3=Average
2=Below Average
1=Weak
Attribute Myself 1. 2. 3.
Participated in
group discussions
Contributed useful
ideas
Oral Skill
Quality of
completed work
TOTAL
b) Teacher evaluation of the group
Group Self Evaluation
Checklist Values: 5=Superior
4=Above Average
3=Average
2=Below Average
1=Weak
Name_______________________________________________
Class Period______
Date_________________
Topic of Study______________________
Group Members’ Name___________________________________
Yes No
Students finished the task on time.
They encouraged each other and we cooperated with each other.
They shared ideas, then listened and valued each other’s ideas.
They used quiet voices while communicating.
The best was
They could improve at

Sources:
4) Web research: https://www.google.com.ar; http://www.bing.com/; https://ar.yahoo.com/
5) For a better understanding and searching specific words they will use On-line
dictionaries: http://www.wordreference.com/es/en/translation.asp?spen
6) Biographic web pages : • Wikipedia
• Library Spot
• Biography Center
7) Youtube videos (only for listening purposes)
An interview to Messi (in spanish)
“Yes we can” ….Barack Obama
I´m flying….. a scene from the film Titanic
A year without rain by Selena Gómez
Looking for Paradise by Alejandro Saenz
E. Procedures / Timing: 60 minutes
Teacher says/does . . . Students say / do . . . Time needed
Let´s work today with the description of other
people, let´s say famous.
The teacher shows students some pictures
(taken from magazines) of well-known
characters.
See the pictures and say their
names:
She/He is……………………
5 min.
After dividing students in groups of 4 each
-they already worked in group work so
students know how to do this.
The teacher gives them a rubric for self and
peer evaluation and a worksheet which is
glue on a sheet of paper with Worksheet 1,
at the other side.
Please remember the roles each member of
the group has and start working:
1) Find for information in the web about
them using the worksheet guide.
2) Take notes of more important data.
Teacher suggests the use of on-line
dictionaries (if necessary)
Teacher reminds each member role within
the group: searcher, writer, speaker and
coordinator.
Begin searching the information.
Students can use on-line
dictionaries and the websites
mention in Sources
On the meanwhile, Students can
also listen to songs or see videos
about this famous character.
15 min.

OK, let’s stop for a moment and share what
you have written.
Then each group will present orally the
information found (all members must read).
Read the information found in the
group, make corrections or
suggestions when other group is
reading.
10 min
Teacher gives student Worksheet 2 and the
instructions
You have to match the information with the
pictures you have in your group. Remember
that 10 sentences are wrong. Select only the
real data you need o describe each
character.
Encourages them to use English as much as
possible to express themselves.
This time, each member group has to read
one of the sentences.
Teacher uses formative assessment by
taking notes of expressions and vocabulary
used by students. At the same time makes
corrections on pronunciation issues.
Re write in their notebooks the right
information about the picture of the
group (individual task)
Then Students read sentences
helping each other with the
pronunciation.
15 min.
Teacher collects rubric and explain the last
activity.
Let´s listen some audios about the related
characters and guess who is talking.
Teacher asks questions about each audio:
Who…..? Where………? What…?
Students listen to the audios and
individually (not in group) say the
name of the person that is talking
or singing. Besides they can say the
name of the song hear, the name of
the film the dialogue belong to or
whatever they discover or guess
through the audios.
15 min
F. Learner Feedback/Formative Assessment:
The evaluation will not be a single instance or only the resolution of the final tasks, but will be part
of the learning process so I will consider the following:
 Individual and group performance and commitment (through the students and teachers’ rubric);
 Contributions and use of TIC resources;
 Resolution of the tasks;
 Cooperation and desire to self improvement in each of the tasks;
 Linguistic and cultural reflection.

The teacher will also use a rubric during the whole lesson (observing, listening, rotating attention to
different students and walking from one group to another).
G. Extended Reflection:
This lesson has been improved in the following issues:
 I explained better the background, establishing the previous activities;
 I added two rubric, one for self-peer evaluation and the other for the teacher;
 I Modify Worksheet 2 in order to add wrong information about a the characters so as to make
students think a bit more.
 I develop the idea of formative assessment during the lesson.
 I added an audio exercise to develop all four basic skill.
The main topic of this course are included in this lesson since it starts with the using of authentic
material –pictures taken to famous people that appear on well-known magazines and later the
teacher uses real audios of the characters to go on working in their description. Besides, for the
resolution of the exercises (Worksheet 1 and 2) they can use real and update information that they
can find using the internet.
The use of group work is present from the beginning to the end of the lesson as regard the
exercises proposed and the evaluation process. As regards the individual learner differences, I
decided to use group work and change roles every time we start a new lesson. I also offer variety
of material and tasks. Students use their receptive and productive skills according to their
proficiency level.
Students are part of their peers´ assessment process by using rubrics. Besides, the evaluation
process will be for the students but also to consider my own techniques used -suitability,
complexity, usefulness, etc. to check my teaching practices and modify them or improve them if
necessary.
Finally, I consider that this lesson is appropriate for this teenager group since it explore various
written/listening materials related to areas of general, curricular and non-curricular interest in
physical or digital format and in different contexts of reading/listening.

Phase2 lesson plan

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