MODELO PARA PLANIFICAR UNA CLASE MULTINIVEL EN INGLÉS

7/26/2019 MODELO PARA PLANIFICAR UNA CLASE MULTINIVEL EN INGLS

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INSTITUTO ASUNCIN DE MXICOOPEN DEMO CLASS

MULTI LEVEL LESSON PLAN

Date: Friday, June 10th , 2016Grade: Second Grade

Number of Ss. 38

Hour: 8:40 amTime: 1 hSubject. Engl ish II Level: K-3 Teacher: Mariana Aguilar

Theme:Lets read stor ies!(content based and adapted according with: units 11 and 12 from Oxford Discover for second gradestudents and from unit 18 Oxford Discover for sixth grade students)

Main Skills to develop: Oral Reading / Reading comprehension, listening and speaking Subsidiary skills to develop: writing

Purpose: That Ss. explore and improve their reading comprehension and that they start to create their own critical thoughts

throughout the study of stories and tales

Methodology:Total Physical Response (TPR)..1) To motivate and get a rapport 2) To set Ss. In context 3) To create an appropriateenvironment toward workingNatural Approach (NA)To get a quick diagnose of students language knowledge and abilities (to stablish the contents bylevels to work with)Task Based Language Learning (TBLL)To Ss. practice and produce according with the complete topic of the class

Main aim:By the end of the lesson students will be encouraged to read aloud and speak freely about the topic presented in English.

Subsidiary aims:Ss. will be able to sequence events in a storySs. will be able to identify main ideas and detailsSs. will be able to use new vocabulary according with the topicSs. will improve the study of basic phonics (digraphs /ch/ /th/ andfinal consonants: /ks/ /x/)Possible problems:Ss. behavior and attitudes may be not appropriated to work withT. may have problems with the use of TICSTime to develop the complete lesson plan*Extra activities planned by the school

Possible solutions: T. will be encouraging and motivating Ss. to get involved in the

class using games, jokes, songs, different tones and voice

modulation and body language

T. will implement some of the 49 techniques for groupmanagement

T. will prepare extra materials to avoid losing time solvingtechnical difficulties (contingency material)

T. will set an alarm that indicates the 10 last minutes to achievethe goal

T. will re schedule the activity or she will to summarize theinformation (contingency plan)


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CONTENTS BY LEVELS

BELOW LEVEL AT LEVEL ABOVE LEVELRead and discuss at an elementary level the

text presented using the vocabulary related to

reading (s).That Ss. can distinguish between the concepts:

Title, characters, beginning, development and

end.

Ss. sequence events chronologically

Identify the vocabulary to list events ( first,

then , after that , finally)

Illustrating a story according to the text

presented to them.

That at the end of the activity they may

explain what they have understood from thereading

Discuss their impressions about reading and

activity

Target :

Ss. feel motivated to reach the next level ofcompetence (at level)

Read and discuss in a basic level 1 the text

presented using the vocabulary related to



end.





presented to them.

Ss. May be able to identify in the reading main

ideas and detailsIllustrating a story according to the text

presented to them.

That at the end of the activity they may

explain what they have understood from the

readingDiscuss their impressions about reading and

activity

Target :

Ss. Feel motivated to reach the next level of

competence (above level)

Read and discuss in a basic level 1 the text

presented using the vocabulary related to



end.




Ss. wonder about the climax of story and also

that they can be able to identify it within

reading

Illustrating a story according to the textpresented to them.

Ss. May be able to identify in the reading main

ideas and details


presented to them.That at the end of the activity they may

explain what they have understood from the

reading

Discuss their impressions about reading and

activityTarget:

Ss. Feel motivated to reach the next level of

competence (Independent reading and

improvement of reading skills)


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LANGUAGE ACTIVITIES AND MATERIALS

Oral expression: Ss. speaks and comment freely about the readings and give their personal point of viewReading:Ss. improve their reading aloud and individual reading from different texts and difficulty degree.Writing: Ss. take their first steps trying to write information related with the topic in EnglishMaterials: Paper sheets, computer, Power Point presentation, cannon, Internet, a box, stickers, contingency materials, alarm clock,office supplies, candies, a stuffed doll, markers, masking tape and speakers.

DIDACTIC SEQUENCE

WARM UP:Teacher introduces herself to Ss. and greet them, the T. and Ss. sing along and play head shoulders,knees and toes in order toactivate and focus Ss. attention in the class. (interaction: class as a whole / time: 3 to 5 minutes)

SET IN CONTEXT: T. and Ss. play a guessing game by placing an object in a box. T. encourage Ss. to do questions about the object in orderthat they eventually guess what it is. T. ask to Ss. to do questions that describe the way the objects feels or how it is used for example.(Interaction: class as a whole/ lock step / Time.5 minutes)

PRESENTATION:T. presents the vocabulary of the first reading what in the box? T. asks Ss. to repeat each word in order that they improvepronunciation and practice phonics: digraphs /ch/ /th/ and final consonants: /ks/ /x/, after that T. and Ss. read the story. Finally T. asks Ss toidentify the first elements of the reading: title, characters, beginning, development and end. (Interaction: class as a whole/ lock step / Time:10

minutes)

PRACTICE: T. presents the vocabulary of the second reading T. asks Ss. to repeat each word in order that they improve pronunciation, then T.

and Ss. read the story. Finally T. asks Ss. to identify the secondary elements of the reading: Ss. sequence events chronologically and Identify thewords that help to list events ( first, then , after that , finally) (interaction: class as a whole/ lock step / Time: 10 minutes)

PRODUCTION: T. present the vocabulary of the third reading T. asks Ss. to repeat each word in order that they improve pronunciation then Ss.

Read the story. Finally T. asks Ss. to identify the third elements of the reading: the climax of story, identify it within reading, identify in reading,main ideas and details and illustrating a story according to the text presented to them at last (interaction: teams/ lock step / Time.15 minutes)

ASSESMENT:

Final product:T. asks children to share their drawings according what they understood of the last reading, Ss. explain briefly the knowledgeaccurate of text and then T. asks some explicit, detailed questions about the content of it (often these are called IRIs. (interaction: class as awhole/ time: 3 to 5 minutes)Ss. participation(use of teachers moneyto count participation and commitment, this money can be exchanged by the Ss. to get a prize atthe end of the class.Direct observation:T. monitors Ss. progress during the whole class


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ACTIVITIES BY LEVEL AND COMPETENCE

BELOW LEVEL AT LEVEL ABOVE LEVELT. delivers a sheet of paper to Ss. and asks the

children to identify the first components of readinginside the story

By teams Ss. elaborate drawings describing thestory with the conditioning that they should use

the text presented as accurately as possibleThe level of appropriation of reading and writing

system of children is respected.

As in the first and third cycles ,T. provides them a

sheet to draw the story theyve read, telling themthat it must have beginning, a moment of great

emotion and a finalSs. elaborate drawings by teams where the events

have continuity (Sequence of events) with thecondition that Ss. must use the text presented as

accurately as possible

T. delivers a sheet of paper to Ss. and

gives the following information to develop theirdrawings:

-Care their drawing sequence ( storyboard)contains a beginning , a development, a climax and

an end- Ss. identify the main idea of the text and at least

2 details in the same

-Overseeing that the text and images areconsistent and clear

GROUPAL CLOUSURE AND CONTENTS WRAP UP BY LEVELSa) When Ss. start production activity, the teacher can approach to the below level students to guide or help them if they have any problem with

the activity. The attention that can be given is personalized. In the other cycles T. will do clarifications and useful corrections to Ss. final

productionsb) Ss. can go to read in front of the group voluntarily to share their productions

c) The teacher closes its activity, rewarding achievement and participation of each student and exchange special awards to outstanding students.

SOURCES , NOTES AND OBSERVATIONS

SOURCES:

https://www.sedl.org/reading/framework/assessment.html

SEP (2006) La planeacin en el aula multigrado, Secretara De Educacin Pblica, 2006 DF

H Douglas Brown (2002) Teaching by principles: an interactive approach to language pedagogy, Ed. Longman, NY

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass Inc Pub.

NOTES AND OBSERVATIONS:
https://www.sedl.org/reading/framework/assessment.htmlhttps://www.sedl.org/reading/framework/assessment.htmlhttps://www.sedl.org/reading/framework/assessment.html

MODELO PARA PLANIFICAR UNA CLASE MULTINIVEL EN INGLÉS

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