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

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-invitationsawesome-baby-shower-invitation-card-idea-with-white-background-with-gray-zigzag-frame-and-gray-letters-with-light-blue-letter-accents-together-with-gray-andblue-baby-clothes.jpg
Voting ballot Template
https://www.scholastic.com/teachers/sites/default/files/posts/u133/images/electionb
allot1.jpg

E. Procedures / Timing

TEACHER DO/SAY
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.
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?

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

STUDENTS DO/SAY
Students read the
invitations and matches
them to the numbers of
different social events.

TIMING

10 minutes

Ss tell the reasons why their

answers are correct or not.

Students tell their ideas to

the teacher by answering
the questions.

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.
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.

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

TIMING
10 minutes

Interaction
Interaction
Teacher to students
Students to teacher
Teacher in front of students
Students in rows
TIMING
5 minutes

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

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.
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

10 minutes
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.

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.
TIMING

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.

10 minutes

Interaction

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.
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.

Some strong students are

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

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.

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.

TIMING

15 minutes

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

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

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