Alexandra Pozzan 2016

Overview of Long -term planning

Duration: From: March 7th to April 6th
Group(s): 5A
Overview of the 11 -week period

(usually 4 classes per 9 day cycle)

LES: Boy Soup

Main goals:
- Students develop their cooking and illness vocabulary
- Students collaborate and practice the L2
- Students reinvest the acquired knowledge in a variety of tasks (letter, recipe, etc.)
Reinvestment task/Final Task?
Students create their own soup recipe.
ESL Competencies to be developed:
C1: Interacts orally
Key Features targeted
Evaluation Criteria

Observable evidence

Discussion, conversation

Tools

Participation, full sentences, Uses English at all times,

proper verb tense
contributes to discussion
C2: Reinvests understanding of texts
Key Features targeted
Evaluation Criteria
Observable evidence

C1 rubric and task based

(checklist)

Letter writing, recipe writing

Tools

Shows understanding of
topic, vocabulary and
meaning

Uses keywords/vocabulary

C2 rubric, C2 evaluation
handout

C3: Writes texts

Key Features targeted

Evaluation Criteria

Observable evidence

Tools

Letter writing, recipe writing

Produces various texts

Uses appropriate verb tense,

vocabulary, proper format

C3 rubric

Cross-curricular Competency (ies) Pick one that you will GIVE FEEDBACK ON
Communicates appropriately & Cooperates with others
Targeted learning for this period (from Related Content/Progression of Learning
Language Repertoire: Functional language
When I am sick,
I like/dislike
In my soup,
(List some expressions you will encourage students to My favourite soup is I like to add
What do you do
use when interacting orally)
Language Repertoire: Vocabulary
Vegetables, spices, cooking techniques (boil, roast, etc.)
(List vocabulary words you will focus on)
Language Conventions: Focus on Form/Grammar
Present tense, imperative sentences, compound sentences
(Grammar and forms will you teach either explicitly or
implicitly?)
Strategies: (List strategies you will teach students how Predicting, cooperate
to use and provide practice)

Alexandra Pozzan 2016

Date

Goal(s)
Introduce the
LES

Teaching and Learning Activities

Routines and
reading period

1
C1/C3:
March Expressing
habits.
7th
Strategies:
predicting.
Complete task
2 of LES.

2
C2: check
March understanding
of story and
9th

5 + 15 minutes
Routines and
reading Boy
Soup (using
Tumblebooks)

topic of
cooking.

3
March
14th

Introduce
students to
elements of
Irish culture.

Introduce
students to
elements of
Irish culture.

4
March
17th
C2/C3: writing

5 + 10 minutes
Introduce St
Patricks Day.
Brainstorm
about Ireland.
5 minutes
Review what
happened last
time. Read a
few of exit
cards.

Exploring the
book:
Explores the
pictures. Ask
WH questions
to predict what
the story is
about.
10 minutes
Task 2A
Comprehensio
n: Students
complete SB
p.3. Correct
answers and
language.

Activity 1: Being Activity 1: Being

sick, Part A:
sick, Part B:
What do you do
Brainstorm
to make you feel sicknesses as
better when you class and the
are sick? Share. like. Complete
Complete SB
SP p. 2
p.1.
15 minutes
10 minutes
Task 2B and 2C: Task 2D
Students
Reading aloud:
complete SB
Students read
p.4. Correct,
together the
check for
recipe a few
comprehension
times (p.18).
and
Use different
pronunciation.
tones.
10 minutes
20 minutes
10 minutes
Watch the movie Song of the Sea

50 minutes
Watch the movie Song of the Sea

movie reviews
5 minutes

45 minutes

Assessment
Exit card:
What is your
favourite thing to
do when you are
sad?
1-3 sentences

5 minutes
Exit card:
What did you
like/dislike about
the story?
2-4 sentences

5 minutes
Exit card:
What do you
think will happen
next?
3-5 sentences
5 minutes
Explain review
and template.
Brainstorm
ideas. Students
can start writing
and finish as
homework.
10 minutes

Resources
- Boy Soup book

C1: Student
participation and
language during
class and pair
discussions.

- Boy Soup
Student Booklet
(SB)

C3: Exit card

- Boy Soup
Teachers Guide

C2: Task 2A, 2B

- Boy Soup book

C1: Student
participation and
language during
class and pair
discussions.

- Boy Soup
Student Booklet
(SB)
- Boy Soup
Teachers Guide

C3: Exit card

C3: Exit card

C2/C3: Movie
review

- Movie: Song of
the Sea

- Movie: Song of
the Sea
- Movie review
template

Alexandra Pozzan 2016

Start task 3 of
the LES

5 + 15 minutes
Routines and
reading period

10 minutes
Prep for task 4
cooking
vocab: teach
names of
techniques and
such. Fill in the
blank Handout.

5 + 15 minutes
Routines and
Boy Soup
rereading/
listening.

15 minutes
Group
formation (4)
and group work
reminders
(cooperation).

Task 3 - Letter
Task 3
format and
Redaction:
brainstorming:
Students write
Explain SB p.5.
letter
Brainstorm idea
individually.
for the first half
Those who
of the page.
finish first do
Write them on
individual work.
board.
Collect work.
5 minutes
20 minutes
Prep for task 4 Prep for task 4
imperative
complex
sentences:
sentences:
Class plays
Show students
Simon says.
how to write
Teacher models compound
first then
sentences AND.
students take
Student
turns.
practice.
5 minutes
15 minutes
Task 4:
Students complete SB p.6 and p.7.
Minimum 7 instruction sentences.
Remind students of watched videos
and the Boy Soup recipe.

5 + 10 minutes
Routines and
reading period

10 minutes
Teach editing
and provide
assignment
checklist.

30 minutes
Task 4 (continued):
Students finish their recipe and edit
it. Students draw their soup on SB
p.8.

5 + 15 minutes

10 minutes

Routines and
reading period

Grammar:
5
would/could/
March should
22nd

Would/Could/
Should: Teach
correct form.
Students do
practice
handout.

C3: Letter
writing
Grammar:
imperatives;
compound
sentences

6
March Vocab:
24th
cooking

teachniques

Strategy:
cooperation

7
March C1/C3: recipe
29th
writing
Strategy:
cooperation

8
C1/C3: recipe
March writing
31st

25 minutes

Easy
Homemade Ice
Cream | FullTime Kid | PBS
Parents
https://www.yout
ube.com/watch?
v=7TiMhu7nDd
U
5 minutes
Rock Some
Guacamole With
This Easy KidFriendly Recipe
| Cooking with
Kids | ULIVE
https://www.yout
ube.com/watch?
v=TZtfYqO2fFc
5 minutes
Exit card:
Name 1 thing
you did to help
cooperation and
1 thing you need
to improve.
5 minutes
Exit card:
Name 1 thing a
peer did to help
cooperation and
1 thing a peer
needs to
improve.
5 minutes

C1: Student
participation and
language during
class and pair
discussions.
C3: Letter writing

C1: Student
participation and
language during
class and pair
discussions.

C1: Student
participation and
language during
class and pair
discussions.
C3: Recipe
C1: Student
participation and
language during
class and pair
discussions.
C3: Recipe

- Would/could/
should Handout
- Boy Soup
book/Tumblebook
- Boy Soup
Student Booklet
(SB)
- Boy Soup
Teachers Guide
- Video
- Fill-in-the-blank
- Sentences
Handout
- Boy Soup
Student Booklet
- Boy Soup
Teachers Guide
- Video

- Boy Soup
book/Tumblebook
- Boy Soup
Student Booklet
- Boy Soup
Teachers Guide
- Editing info and
checklist
- Boy Soup
book/Tumblebook
- Boy Soup
Student Booklet
- Boy Soup
Teachers Guide

Alexandra Pozzan 2016

Strategy:
cooperation

9
April
1st

10
April
4th

11
April
7th

C1/C3: recipe
writing and
presentation
preparation

Strategy:
cooperation;
self-evaluation
C3: recipe;
presentation;
peer
feedback; selfevaluation
Strategy:
cooperation
C2: following a
recipe
C3: exit card

Routines.
Presentation
explanations.
Show
examples and
give content
suggestions
and
requirements.
5 + 10 minutes
Routines and
reading period.

5 + 10 minutes
Explain the
activity. Read
the recipe.
Identify difficult
vocab and
such. Explain
kitchen rules.
15 minutes

Presentation prep:
Remind students of computer lab rules and
cooperation procedures. Students work on the
computer to create their presentation slideshow.

5 minutes

*Take a 5 minutes break to play Simon says for eyes

and body health!*

40 minutes
Presentations:
Students present their soups in teams. Between each
groups students write peer feedback using form

40 minutes
Cooking activity:
Re-explain the rules. Students prepare the recipe in
their presentation group following the instructions.
Students clean up the kitchen.

35 minutes

C1: Student
participation and
language during
class and pair
discussions.
C3: Recipe;
presentation.

Self-evaluation.
Teacher
explains and
students
complete form.

5 minutes
Tasting and exit
card:
Students taste
their dish. Write
2-4 sentences
on the
experience.
10 minutes

- Presentation
guidelines
- Boy Soup
Student Booklet
- Boy Soup
Teachers Guide
-Computers with
PowerPoint or
Prezi.

C3: Recipe;
presentation;
peer feedback;
self-evaluation.

- Projector
- Peer feedback
form
- Self-evaluation
form

C2: following a
recipe.

- Raw recipe that

takes under 30
minutes
- Ingredients for
the recipe
- Cooking tools
- Daycare kitchen

C1: Student
participation and
language during
interactions.
C3: exit card

Alexandra Pozzan 2016

Reflection
Doing this long-term plan was an interesting experience. It was certainly challenging, but it was also very informative. As we
discussed in class, LTP are really useful and much more practical than daily lesson plans. I really appreciate that aspect of it be.
No matter how long I spend on daily lesson plans, I never use them to my liking, because I have no time to consult them while
teaching. This something I can easily look through before a class and while teaching, so I know exactly what I am doing.
However, I still see the necessity of daily lessons plans, but I would create them differently from when I do them for
supervisions or assignments.

Nevertheless, creating a LTP was also difficult. Since I am only starting as an educator, I do find that I do not have a big enough
bank of materials and I found myself at loss when wanting to supplement the LES that was the core of my LTP. I have done my
best, but I still feel that, if it were to be applied in real life, my LTP would be a bit bland and lack some linking elements. If I
were to teach it, I would definitively revise the LTP after the first or second lesson so that it is more cohesive as a whole, but
also to make changes according to the students level and difficulties. Looking back, I also realise that I should have included a
homework column because the fact of not having is inconsistent with long-term planning. Overall, I definitely see the point of
long-term planning and I am certain it will be useful during my upcoming internship and further teaching opportunities.