Original lesson plan
School: Public school, fifth grade.
Trainee Teacher: Elizabet Gonzalez
Date: 29/05/2020
Time allotted: 80 minutes
Textbook: Winners 2, unit 3.
Communicative Goal: Expressing what other people don’t eat and drink.
Vocabulary Focus: eat vs drink; water, coffee, soft drinks.
Recycled Language: food, fruit, vegetables, likes and dislikes.
board.
is it out loud. She will also ask what food they like.
Comprehension and clarification (25 minutes)
The teacher will deliver this photocopy, and ask for two volunteers to read. Before starting, she will ask “what’s Tom's favourite food?” Then
they will start reading. After they have finished reading, the teacher will ask again the previous question “what’s Tom's favourite food?”,the students will answer,“pizza”.
After that, the teacher will deliver another photocopy with a T/F activity.
True or false
Tom hates vegetables. ___
Tom likes pizza. ____
Toby dislikes fruits. ____
Zendaya likes fruits. ____
Once they have done it, the activity will be corrected orally in order to check comprehension. After that, the
teacher will ask the students what they have noticed in the text.
Board synopsis:
1. Zendaya doesn’t drink soft drinks.
2. Tom doesn’t eat hamburgers.
3. Toby doesn’t drink coffee.
4. Tom eats pizza.
- The teacher will ask for a volunteer to help her deliver another photocopy.
Expressing what other people don’t drink or eat
Zendaya …………….… soft drinks.
Tom ………………………. hamburgers. He ……………………. fruits.
Application
Activity #1:
Type: Pseudo- communicative activity
Focus: Writing/ Grammar
Group scheme: solo
Description The teacher will deliver a photocopy. The students will have to complete the sentences
Complete the sentences
He ……… eat vegetables
……. …………. drink coffee
Mary ……..… ………. soft drinks.
It……….. eat………...
Activity #2:
Type: Quasi-communicative activity
Focus: Listening
Group scheme: Pairs
Description The teacher will deliver a photocopy. She will read aloud some sentences and the students will have to circle the foods and drinks
Listen and circle what the characters do not eat.
Activity #3:
Type: fully communicative
Focus: Writing, speaking
Group scheme: Solo/ group
Description The students will write at least four sentences about one member of their family, what he or she doesn’t eat, and then share it with the whole class. While sharing they can get feedback from their peers and not only the teacher. After having done that, they will get into groups and make posters with those sentences and pictures/drawings. Then they will stick them in the classroom. They can compare how many people don’t eat/drink the same food/drinks. Students can find the similarities and differences between their families.
Reflection
Tick the sentences that express what these people do not eat or drink.
Maggie doesn’t like vegetables.____
Jackson doesn’t eat hamburgers.____
Derek drinks coffee. ____
Susan doesn’t eat fruits. ____
Andrew doesn’t drink soft drinks. ____
Lesson Plan enhanced with technology
During the first part of the lesson the new topic will be introduced, which in this case happens to be "doesn't drink/eat". The last activity of this lesson plan, a fully communicative, will be enhanced with technology since students have already been in contact with the new item. At this stage they are able to manipulate the language and create content for which technology plays an important role.
Activity #3:
Type: Fully communicative
Focus: Writing, speaking
Group scheme: Pairs
Description: The students, in pairs, will come to an agreement and choose two of their favorite famous living people, one from Argentina and one from another country. They will have to gather some general information about their life, their likes and dislikes and talk about their diets, what they drink and eat and what they don't. Once they have collected all the information,they will be given a tutorial on how to use Padlet and after that learners will create a wall on Padlet and display it in a written way and/or by recording audios. Images and videos will have to be included. The first part of this activity, gathering all the information and watching the tutorial, will be done in class and the second part, creating their presentation on Padlet, will be for homework. The students will be evaluated based on the correct use of the new item that they have learned, their creativity and clear organization of information.
The choice of this activity is based on the SAMR Model, which was developed by Ruben Puentedura in 1980, for the analysis of the integration of technology in the classroom. It is a four-step model in which each level focuses on the use and purpose of technology. Here we can observe the modification and redefinition stage of the SAMR model. At the modification level, technology allows for significant task redesign, and with Padlet learners are able to work collaboratively in a synchronous way. At the redefinition, stage technology allows for the creation of tasks that were previously inconceivable. They couldn't have been done without the use of technology. Students are asked to use images, videos, written text, recordings. The combination of these would not be possible without the help of technology.
Also, a connection between this lesson and the local components it contains can be seen, since the learners have to choose a famous person from Argentina, their country with their own culture. In spite of not being based on a coursebook, there are several connections with what Glocal means, that can be made.
- Contextualization: This activity is contextualized in students' reality since they have to choose their favorite famous person from their own country. This activity is personalized since there is an inclusion of local references such as familiar personalities, places, food.
- Linguistic contrasts: Students will have to look for information in spanish and in English. They have to pay attention to form, meaning, and use of the target language with the information they have found in spanish.
- Intercultural reflection: At the beginning of this lesson students were presented with a text about foreign people and now they also have to choose people from their own country and a foreign one, so learners are in contact with different cultures.
- Facilitation of learning: Students will be able to look up information in their mother tongue in order to facilitate their learning and understanding.
Bloom's digital taxonomy is the fusion of traditional frameworks and theories with technology in order to enrich the learning experience and engage 21st century learners' curiosity. It creates a hierarchy of learning activities in a digital environment.
Technological tools, such as Padlet in this case, are used as learning objects. These objects are able to promote journal writing, collaboration, real-life problem - based learning.
This lesson, goes from the lower order thinking skill to the higher.
- Remembering is implied in this lesson since the students will have to remember how to use the structure of likes and dislikes, that was seen in previous lessons, they will put into practice the new item "doesn't drink/eat" and what they already know in order to make coherent sentences. Learners will have to retrieve the material from the internet.
- Understanding because students will have to construct meaning from written material.
- Applying: Students will use the new content that they have learned and the information gathered to prepare their Padlet presentation.
- Evaluating: They have to select the information in a critical way for their presentation.
- Creating: Students will choose how they want their presentation to look like. They will create their own, original, wall on Padlet.
This lesson can also be analized from the point of view of NAPS, which stands for Nucleos de aprendizaje prioritarios. They are the curricular contents which are common to the whole country. They present an intercultural perspective that fosters the acceptance and inclusion of different cultures.
They are organized in four cycles which are; the first cycle primary, second cycle primary, basic cycle secondary, and oriented cycle secondary. This lessson is situated in the second cycle primary, since it's fifth grade.
NAPS have an intercultural approach, so they are based around six main points which are; listening comprehension, reading, speaking, writing, reflecting on the foreign language and culture.
Students put into practice their writing, speaking and reading skills. They are able to reflect on their own culture, food and compare it with the foreign one since at the beginning of the class they were presented with an activity which included famous people from another countries and in this activity they also have to choose a foreign person.
- Creativity and innovation: Padlet allows the users to choose different templates, designs and types of media by adding text, images, videos, recordings, etc.
- Communication and collaboration: Students are able to work collaboratively at the same time.
- Information and representation: Padlet allows students to analyze and organize the information in the best way possible.
- Joint liability: The learners are responsible for the information they will choose to publish on their Padlet wall. All the members of the group can add information, edit it, and save the work.
- Critical thinking: students will have to do some research about their favorite famous people, think critically to decide what they will include and how they will organize the information.
- Autonomous use of ICT: Students become autonomous as they will have to conduct research on their own, look for specific information and organize it.
The TRIPLE E theoretical framework can also be observed in this lesson. It was developed by Liz Kolb. It comprises three components that the use of technology in the classroom should include, which are:
- Engagement: The use of Padlet engages students since they are using technology in the school context. While students gather information and create their presentation they are creating new content, putting into practice the English language, while using it as a means for communication, and making use of an online tool. Learners have an active role in the learning process since they can share their ideas and are in charge of selecting the material that they are going to use.
- Enhancement: Students are able to draw a connection and interact with written text, images, and videos at the same time. Padlet allows students to make clear connections and show their understanding of the content since they need to select the right information and produce something new in the target language. This tool is appealing for students since they are able to work with images, text, videos, and different templates and designs.
- Extension: Padlet allows students to share their wall with their classmates and the teacher but also with people from outside the classroom so the school community has access to it. It can be shared with people from around the world, as well, which enriches the intercultural development. This tool can be used in real life, for another subject, to make summaries and study, or even for a future job.
Padlet Tutorial: https://elizabetsictple.blogspot.com/2020/10/padlet-tutorial.html
Bibliography
- SAMR Model A Practical Guide For Ed Tech Integration. (2017) Retrieved from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
- Bloom's Digital Taxonomy Verbs For 21st Century Students (2016) Retrieved From https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
- Sneed (2016) Integrating Technology with Bloom's Taxonomy. Retrieved From https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
- Wedlock, M.S (2017) The Technology Driven Student: How to Apply Bloom's Revised Taxonomy To The Digital Generations. Retrieved From http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf
- Lopez Barrios & Villanueva (2014) Global vs Local. Does it matter?
- Consejo Federal de Educación (2012). Núcleos de Aprendizaje Prioritarios. Educación Primaria y Secundaria. Lenguas Extranjeras. Retrieved From http://www.me.gov.ar/consejo/resoluciones/res12/181-12_01.pdf
- Ripani. F. (2016) Competencias de Educación Digital. Ministerio de Educación y Deportes. Retrieved from http://www.bnm.me.gov.ar/giga1/documentos/EL005452.pdf
- Ripani. F. (2016) Orientaciones Pedagógicas. Ministerio de Educación y Deportes. Retrieved from http://www.bnm.me.gov.ar/giga1/documentos/EL005853.pdf
- Adapting to meet Diverse Needs in ELT. Chapter 8. Differentiated Learning: Teacher's Pathways to meaningful Technology Integration. Garcia M.L (2018)
