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PHASE 1-2 LESSON PLAN

A. Students and Setting


-Students are ranged from 16 to 25, most of them are in college, in the academy where
I work I have three different levels or groups, two basic levels and an intermediate, but
for this assignment I'm going to choose one of the classes in basic level. The basic
levels are capable of making short sentences and understand spoken English when is
spoken clearly and slow.Setting
-It's a Language Academy, I have 20 students, we meet four times a week, from
Tuesday to Friday for 2 hours a day. It's just a level 2 in the Language Academy and
most of them really don't have a real English background.B. Lesson Background
-Last lesson we were talking about a new topic, it was about possessions, possessive
pronouns and adjectives, next lesson I'm going to practice with them and complete
some exercises. I'll have them bring personal possessions and one of the exercises is
to say what we have, I'm bringing some personal stuff also. I try to model and then have
them follow my example. After that have them work in pairs and describe what their
partners have to practice third person possessions.- Next, Ill have them in groups of 4
and make a short composition about the objects in the group, each student will have a
different role as writers, readers, assistants and judges of their own work.
C. Learning Objectives/Expected Results
-Students will be able to communicate effectively their possessions using the
possessive adjectives and nouns, aldo they will be able to say what other people have,
encouraging to make full sentences and practicing so they get confidence when they
speak.D. Materials and Sources
-Basically personal possessions, ranging from school objects to treasured possessions.
In previous classes some students brought to the classroom Laptops, coins and bills
from different countries, engagement rings, collectable objects such as baseball cards,
DVD's and Blue-Rays, even photo-albums, it tends to be interesting and students get to
know each other better, of course the teacher brings some personal possessions too.Sources: List where your materials came from so that others may find them. You can
also list 1-2 resources that you used or that other teachers might find helpful in
preparing a similar lesson.
-Personal possessions, school pbjects, clothing accessories, etc.This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
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E. Procedures / Timing
Teacher does/says . . . "Good morning everybody, how are you feeling today?
Students do/say . . . "Good morning teacher, fine, very well, I'm sleepy, I'm sick....
Approximate Time: 3 minutes
Teacher does/says . . . "Ok, last class we discussed about "This, That, These, Those",
and I told you to bring some personal objects, I brought a Ring -My Precious!-, I brought
a rubber ball, a brought a notebook, and I brought a couple of crayons."
Students do/say . . . "Students will bring their objects and put them on their desks,
eventually there are many students laughing looking at their classmate's objects, some
of them will bring impressive objects."
Approximate Time: 7 minutes
Teacher does/says . . . "I'm going to explain the possessive pronouns and possessive
adjectives, their use and differences. After that I'll answer questions or clarify doubts"
Students do/say . . . "Students will pay attention, if they don't understand very well or if
they have doubts they'll get the chance to ask as much as possible."
Approximate Time: 10 to 15 minutes
Teacher does/says . . . "OK, now using pieces of paper they will "tag" names of the
objects they don't know, some of them will bring objects with difficult names and the
teacher is going to explain the vocabulary."
Students do/say . . . "Teacher what's the name of this object?"
Approximate Time: 10 minutes.
Teacher does/says . . . "Now, I'm going to model saying what I have, -This is my ring. This ring is mine. -This is your classroom. -This classroom is yours. The teacher will
correct as needed"
Students do/say . . . "Students will practice the new grammar and vocabulary saying
what they brought to class."
Approximate Time: 10 minutes
Teacher does/says . . . "I'll have them work in pairs and say what their partners brought
to class, -That's her purse. -That purse is hers. -Those are his coins. -Those coins are
his. The teacher will correct as needed"
Students do/say . . . "Students will consolidate grammar and vocabulary by practicing,
they will get more confidence and at the same time they will have fun showing their
objects."
Approximate Time: 10 minutes.
F. Alternative Assessment
-Formative and peer assessment will be used. The teacher expects values like
responsibility in bringing objects, friendship as more advanced peers help classmates
during the activities. The use of the grammar and the new vocabulary is key.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
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G. Reflection Phase 1
-Speaking skills and pronunciation sub skills are evaluated. Initiative is really important.
These activities are designed to extend vocabulary and grammar to express
possessives according to the subject they want to talk about. Alternative assessment is
planned to be used during the activities.
G. CLASSROOM MANAGEMENT
Write a short paragraph describing how you have incorporated some of the classroom
management strategies that were discussed in Week 4. (Refer to the video for Week 4
for ideas.)
- In this lesson I will had them work in groups, the more advanced students work
separated from each other. I will give them different roles as for make them engaged
with the activities, everyone in the groups has a different role, one is going to read, one
is going to write, one is going to help in the redaction and the other is going to be
helping with the timing and keeping the noise at an acceptable level while they work.
H. REFLECTION - Phase 2
Include the following information:
(a) Describe how this lesson plan is similar to or different from your Phase 1 plan in
Week 2. What have you changed or added? Explain why your changes make it better.
(b) In Phase 2, you must include all four of the major topics in the course so far:
integrated skills, alternative assessment, differentiated instruction/individual learning
differences, and classroom management. Explain how this lesson incorporates each of
these four required topics.
-This lesson plan is similar pretty much in everything to the previous one, only added
some activities and the classroom management part for this phase, improved the timing
of the activities so it fits, and added pair work prior to group work to have them work
with different students, alternative assessment while they are working in groups so that
students are able to identify any mistakes before reporting to the teacher, individual
learning differences is a must, Ill have them work with students with different strengths
and characteristics, and of course the integrating skills (and sub skills) , thats why the
changes make it better

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 3