LESSON PLAN PHASE 2.

A. Students and Setting

Students:

Sixth grade (ages 11 to 12); beginning EFL. Students enjoy learning new things by

means of setting contexts and problem solving situations, they are more interested

in performing academic activities than ludic; however they like both, they also prefer

reading, writing, and listening activities because they feel afraid of speaking in front

of large groups.

They like to take part in authentic tasks and even when they participate a lot and

know so much vocabulary, because they have being taught that way in previous

years, they like to be guided step by step by the teacher in order to speak accurately

and not just saying random words. They are well-behaved students.

Setting: The Institution is a public primary school that, in my country, it means it is supported by the government, the national syllabus contents (based on social practices of the language) are designed for students who has 60 minutes English lessons three times a week but they just have twice, so the contents must be adapted to fit timetables. All the students are Mexican and most of them middle class, there are 30-35 children in this class. B. Lesson Background

Students are learning how to write different type of texts. In Spanish lessons,

students have studied the types of letters and also their levels of formality. In

previous English lessons, students have studied how to write short messages and

telegrams and also some vocabulary and grammar. In this case, they are expected

to write a letter, not just any letter, they are expected to write an invitation letter to

any social event. So, they have been taught some grammar and vocabulary

implied in activities in the classroom on previous lessons (they have been given

some letters from magazines and websites to read and identify specific

characteristics, similarities and differences with other types of letters). This is the

final topic where students are expected to prepare and complete a final task of this

module. Students already know how to say the time, how to write the date, identify

social events, ordinal and cardinal numbers and some parts of the letters, they will

be placed in teams of 5 people, and they are used to work in similar projects trough

teamwork.

C. Learning Objectives/Expected Results

As this is the final lesson, students are expected to complete the main task that is writing an invitation letter based on previous models, students should be able to use common expressions, identify and choose the appropriate level of formality, the type of social event they want to invite their classmates to, grammar and vocabulary use (R.S.V.P., call, come to my party, the time, places, dates etc.) in logical and coherent way but using simple sentences. They will also be able to identify some conventions of invitation letters such as big letters, pictures and intended audience based on previous letters shown, they need to be skilled enough so they can convince their classmates their party is the most attractive (orally and in written form) and so their classmates decide going to the most attractive and complete invitation (because the only condition will be that the date and time most be the same in every invitation). Students oral performance and product (invitation letter) will be evaluated by their

peers and the teacher. As there are 6th graders, and they are about leaving the

school this year this task will let them to express their feelings about it (for those

who decide a graduation party), share common interests with their classmates,

organize their own speech and written skills, use receptive skills to interpret texts

(oral and written) and fosters their imagination and creativity while learning the

language by pretending to have a luxurious and amazing dream party.

D. Materials and Sources

Materials:

Overhead projector/ computer

Slides about 3 invitations and some social events

Markers, colors, glue, 1 magazine and a dictionary per team.

White sheets (for drafting) and Cardboard (for their final product)

2 different invitations with missing information

Sources: I did not use any sources but the pictures on different websites, so I just

write the links of the pictures.

The Cover Slide Picture

http://www.the-campus.org.uk/images/content/campus-party-image.jpg

Picture 1 Baby shower invitation

https://img1.etsystatic.com/000/0/6291378/il_fullxfull.352679665.jpg

Picture 2 Wedding invitation

http://ourwedding.pixelsplasher.com/~paraphernalia/wedding.invitation.card.design

/images/wedding-invitation_rings.jpg

http://www.the-campus.org.uk/images/content/campus-party-image.jpghttps://img1.etsystatic.com/000/0/6291378/il_fullxfull.352679665.jpghttp://ourwedding.pixelsplasher.com/~paraphernalia/wedding.invitation.card.design/images/wedding-invitation_rings.jpghttp://ourwedding.pixelsplasher.com/~paraphernalia/wedding.invitation.card.design/images/wedding-invitation_rings.jpg

Picture 3 Birthday invitation

https://www.partytimesrus.com/item_images/P10085.jpg

Picture 4 Wedding invitation to be analyzed

http://cdn3.frip.in/wp-content/uploads/2013/05/Old-Vintage-Wedding-Invitation.jpg

Picture 5 Baby Shower Picture to complete

http://www.zikamu.com/wp-content/uploads/2014/11/baby-shower-invitations-

awesome-baby-shower-invitation-card-idea-with-white-background-with-gray-zig-

zag-frame-and-gray-letters-with-light-blue-letter-accents-together-with-gray-and-

blue-baby-clothes.jpg

Voting ballot Template

https://www.scholastic.com/teachers/sites/default/files/posts/u133/images/electionb

allot1.jpg

https://www.partytimesrus.com/item_images/P10085.jpghttp://cdn3.frip.in/wp-content/uploads/2013/05/Old-Vintage-Wedding-Invitation.jpghttp://www.zikamu.com/wp-content/uploads/2014/11/baby-shower-invitations-awesome-baby-shower-invitation-card-idea-with-white-background-with-gray-zig-zag-frame-and-gray-letters-with-light-blue-letter-accents-together-with-gray-and-blue-baby-clothes.jpghttp://www.zikamu.com/wp-content/uploads/2014/11/baby-shower-invitations-awesome-baby-shower-invitation-card-idea-with-white-background-with-gray-zig-zag-frame-and-gray-letters-with-light-blue-letter-accents-together-with-gray-and-blue-baby-clothes.jpghttp://www.zikamu.com/wp-content/uploads/2014/11/baby-shower-invitations-awesome-baby-shower-invitation-card-idea-with-white-background-with-gray-zig-zag-frame-and-gray-letters-with-light-blue-letter-accents-together-with-gray-and-blue-baby-clothes.jpghttp://www.zikamu.com/wp-content/uploads/2014/11/baby-shower-invitations-awesome-baby-shower-invitation-card-idea-with-white-background-with-gray-zig-zag-frame-and-gray-letters-with-light-blue-letter-accents-together-with-gray-and-blue-baby-clothes.jpghttps://www.scholastic.com/teachers/sites/default/files/posts/u133/images/electionballot1.jpghttps://www.scholastic.com/teachers/sites/default/files/posts/u133/images/electionballot1.jpg

E. Procedures / Timing

TEACHER DO/SAY STUDENTS DO/SAY TIMING T shows to students 3 invitations on slides (See appendix 1) to be read and some social events in order students identify the one which matches the information on the letter. T guide students to support their ideas. T shows an invitation to students (See appendix 2) and asks them to tell him what the social event is? If they would like to go? Why and why not? If it is formal or informal, happy or sad and public or private.

Students read the invitations and matches them to the numbers of different social events. Ss tell the reasons why their answers are correct or not. Students tell their ideas to the teacher by answering the questions.

10 minutes

Interaction

Teacher to students Students to teacher Teacher in front of students Students in rows

Teacher asks students what kind of information an invitation should have? T asks students to find the aspects listed on the board on the invitation for wedding and what aspects could be added?

Students brainstorm their answers (date, time, place, greeting, farewell, social event, R.S.V.P, telephone number etc.) Students look for elements of invitations on a sample letter and also identify the information they can add to complete the invitation.

TIMING

10 minutes

Interaction

Interaction Teacher to students Students to teacher Teacher in front of students Students in rows

T tells the importance of having the last information in an invitation and asks students if they would go to any social event without specific information. T places ss in pairs; T gives to students 2 different invitations (A and B) T asks ss to seat one A and one B and write the name of different parts of the invitations provided (See appendix 3).

Students work in pairs and fill in the blanks by identifying the parts and elements of those invitation letters (parts of invitation letters). Students share their answers to the whole group.

TIMING

5 minutes

Interaction

Students to students Students face to face (pairs) T monitors and walk around the classroom.

T places ss in teams of 5 and gives them a piece of

TIMING

paper with different social events, so students have to look for the people who matches their paper e.g. all the birthday party together, all graduation party together. T gives ss 3 minute to rearrange the class and sit together as a team. T gives ss color sheets, white sheets, tape, a magazine, markers and their dictionaries so that students could work on doing an invitation. T asks ss to choose a social event in order to do their invitations, taking into account that the main goal is to convince their classmates that their invitations are complete and they should go to their event, they can use any strategy (offering something, prizing or atmosphere) because all the social events will be the same date, and they have to choose just one event. T monitors activity by helping individual students who might find very hard to complete the activity by providing ideas and help them to organize their own work.

Students work together to design an invitation letter with the characteristics listed by the teacher. They have to decide: The social event, place, level or formality, illustrations etc.

10 minutes

Interaction

Students to students Students sat in teams (rounded tables) T walks around the class by monitoring activities T assesses teams by providing ideas T helps students to understand the assignment Ss sit in teams of four (rounded tables) They could work on the floor or using the walls if they prefer to do so.

T asks ss to paste their invitations around the classroom. T asks students to stand up (in teams) in front of one invitation. T gives 2 minutes to read the invitation and asks ss to write the reasons why they decide or not to go to that event, teacher provide each student with voting ballots (See

Students read different invitations, write reasons whether they decide or not going to that even and check the voting ballots to decide their favorite invitation.

TIMING

10 minutes

Interaction

F. Alternative Assessment

For the first three activities teacher will activate students previous knowledge and

identify some weaknesses and strengths students have about previous topics so

appendix 4) so they check the invitation they liked most. Every two minutes teacher will asks teams to stand up in front of a different invitation and write the reasons of going to that event or not. T provides some students (5 advanced students) a check list to evaluate peers invitations. T evaluate students written invitation according to a rubric.

Some strong students are given a check list instead of voting ballots so they could provide feedback to the other teams.

Students to students Mingling T monitors the activity T is the timekeeper Students in teams placed near the invitation and then they will be changing places.

T gives 2 minutes to each team to present their invitations to the whole class and convince their classmates why they should go to their event. Once all the teams explain their invitations, the teacher asks students to raise their hand and vote for the event they will go to according to their voting ballots. T asks some students to read the comments on their ballots. T evaluate students oral performance according to the same rubric mentioned before. T gives feedback about the activity and teams performance and asks ss to paste their voting ballots on their notebooks asking volunteers to read their comments sop they feel confident enough to do so.

Students present their invitations in teams to their classmates (orally). Students listen to their classmates and make the final decision to the event they will go. Students provide some feedback using their voting ballots. Students listen to the teacher and give some feedback.

TIMING

15 minutes

Interaction

Students to students (ss oral presentations) Ss to students feedback T to students feedback

he could assess them better, also the teacher will clarify some questions students

could have about the parts of the invitations, social events and levels of formality.

For the drafting station teacher will be walking around the classroom so he could

help teams with questions or spelling mistakes, also helping students to use their

dictionaries and providing with additional ideas so they can improve their work.

For the production period the teacher will be taking some notes about common

mistakes, and will be filling a rubric about students written and oral performance so

he could give feedback in the end of the class, teacher also will identify students

who can talk about any kind of invitation and them who need to be supported.

Teacher also provide some students with check list so instead of writing just single

comments about why they go to the party or not they will be evaluation the

invitation fulfils the requirements of invitation letters, this students will give

feedback too (peer assessment). Finally, everyone in the lessons will be assessing

their peers work using the voting ballots provided by the teacher.

G. Classroom management.

Classroom management implies many things about teaching such as organization,

interaction, giving instructions, attend individuality and how as teacher we apply

tasks so students can achieve specific goals. In this case what can be observed in

this lesson plan is that there is an extra section in the activities where I wrote the

type of interaction the activity requires and also how the classroom will be

organized for that activity including teamwork to draft, prepare and explain the

invitation, pairs so students could work together to identify different aspect of

invitations helping each other, the activities are well organize so students can

move almost easily from one activity to another. Students self-check their work by

comparing theirs with other teams and reflect on strengths and weaknesses.

Activities no need complex instructions so teacher can be very brief and foster

students talking time.

This lesson also create the purpose not only to create but also to convince their

classmates to go to their parties which is based on a task based model. Some

activities teacher pay special attention to students individual needs but monitoring

and helping providing ideas or help them to correct their own work so they will be

more confident when they have to show their work.

Finally students invitations are displayed twice, first when students have to fill their

voting ballots and then when they explain their invitation trying to convince their

classmates making products to be more memorable and real.

H. Reflection - Phase 2

a) The lesson plan for phase two is not that different to lesson plan in phase one,

most of the activities are the similar, just complemented with some ideas of

alternative assessment and classroom management. First of all I tried to adjust the

time for the activities because in the last plan the activities where too long to be

met, in this case I tried to be more conscious about timing; however if students do

not finish the activities T can adapt the plan to fit two lessons just being careful the

activities meet the goals expected. I also included activities which foster different

types of interaction and I modified a little bit the template provided so I could show

interaction.

Talking about alternative assessment I modified the plan so there could be self,

peer and the assessment provided by the teacher so the process evaluation will be

more accurate and will let students to be more reflective about their own learning. I

used three different types of evaluation tools check list (peers), rubric (teacher) and

voting ballots (self and peer assessment). In the last plan classroom management

was there but it was not that complete or clear as it is in this lesson plan, especially

because of this modification I did to the template so I could show interaction,

organization and how teacher assess individual students as it is shown in letter G.

b) This lesson integrates skills so students can complete a task (writing an

invitation). In order to convince their classmates to go to their parties, students

should use mainly productive skills such as writing and speaking. Also they need to

use receptive skills for decision-making about what party they should go, so they

can read and listen to the characteristics of each event and then decide the one

that they like most.

Most of the stations need in a way or another the use of integrated skills and also

there are activities that clearly show the main skills to be practiced at that stage for

example: Preparation station implies mainly writing and reading skills for drafting

and also speaking and listening to get agreed about the content. Reading is mainly

developed when students read the letters of different teams and finally they were

listening to their classmates so they can change their main or not about the

previous party selected to go.

Grammar, vocabulary use and pronunciation are crucial to complete this task in

order to be understandable students must try to be as accurate as possible. In the

beginning of the class teacher tend to use informal assessment such as eliciting

information, identifying specific characteristics and brainstorming ideas, but in the

last two activities teacher grade students with formal evaluation tools such as

rubric and checklist using teacher, self and peer assessment.

I might need to design a formal test or quiz so students could reflect on their own

learning before starting the lesson, but in this case it was so hard to do so because

of the time.

Letter G shows specifically how classroom management was implicit in the lesson

plan and also how individual needs were monitored and attended.

Thank you so much for your comments.

APPENDIX 1

SLIDES

APPENDIX 2

APPENDIX 2

INVITATION TO BE ANALYZED AND COMPLEMENTED

APPENDIX 3

APPENDIX 4

Voting ballots