MDD 2 & 3 : DESIGN FOR INSTRUCTION

MDD Standards 2 & 3

The teacher candidate sets learning goals that are meaningful for the pupils and coherent
with the language course programme/syllabus.

The teacher candidate designs each class session, identifying resources and learning
activities that are appropriate for these students attainment of the learning goals.

The teacher candidate designs an assessment plan to monitor pupil learning before,
during, and after instruction, including multiple modes and approaches which are aligned with
the learning goals and activities, and considers adaptations for students with special needs.
You will need to plan four lessons to be taught to a group of 4 to 5 students from the
class group you are working with. Describe each lesson according to the following.

1. Lesson Topic:
The first topic is Likes and dislikes, the second topic is Things you can and things you cant do
(Ability), The third topic is about give personal information, and the last topic is describe
peoples appearance.
1.2 Lesson Learning Goal(s):
The first lesson aim: At the end of the class students will be able to express their likes and
dislikes about free time activities and sports, orally.
The second lesson aim: At the end of the lesson students will be able to express things they
are or are not allowed to do in their homes, orally.
The third lesson aim: At the end of the class students will be able to give personal
information, orally.
The fourth lesson aim: At the end of the class students will be able to describe peoples
appearance, orally.
1.2.1
Alignment of Learning Goals to Course Programme and syllabus.
We decided the goal of the lesson plan including likes and dislikes because we
wanted to reinforce the content learned in the previous classes, according to the
syllabus of the subject. In addition, we chose the oral skill to offer the opportunity to
use the language in class and practice for further evaluations inside the course.
The goal of the second lesson we designed was expressing ability with can and
cant. We decided to do include it in our lesson because it was a topic included in
the course programme.
The Goal of the third lesson has been chosen in order to give to our students the
opportunity to practice and give personal information. This topic is connected with
the content in the syllabus.

The last lesson plan is planned to reinforce the content related to peoples
description. In addition, with this lesson we want to provide the opportunity to
practice this topic for final evaluations in the course.

1.2.2
Justification: We consider that is important that students are able to
express their likes and dislikes orally because they have to apply this knowledge in
some evaluations in the future of the subject, and in a real context. Besides,
according to the syllabus our lesson can help them develop and practice the oral
skill, which they need, because they have to present videos and they will be
evaluated with an oral exam. The same happens with the goals of the second class
we designed, it is something that they will find in the programme. Also, it may be
useful if they encounter themselves in situation where English is needed.
Furthermore, in the third lesson aim we thought that if important for students to know
how to give personal information. This is very useful in terms of communication,
since they could use it in the real world. The last goal is to describe people, because
we considered that this knowledge can be used outside the class or in future
lessons.

2.- Lesson Plans: for each of the four lessons you are going to teach. Elements you must
include in the lesson plan: Use lesson plans provided by teacher
2.1 Analysis of Pre-Assessment Data:
First of all the content about daily routines was taught by the mentor teacher. It means that
students know about the simple present tense, frequency adverbs, they know articles, and
they are familiar with time and some verbs. Besides, they know about basic structures to
make questions, they know the numbers, the alphabet, and they know the modality to work
with worksheets and they are exposed to the four skills in their classes (Writing, listening,
speaking, and reading).
2.2 Learning Resources: List all of the materials or technology you will need to implement the
activities.
PPt
Flashcards
Pictures
Videos
Markers
Copybooks
2.3 Assessments
Below, describe the method/s to check on student progress. Consider these approaches:
1. Selected response, e.g. multiple choice, matching, fill-in the blank questions

2. Writing assessment, e.g. essays, essay questions, journaling

3. Performance-based assessment, e.g. Reading out loud, presentation
4. Teacher / student communication, e.g. class discussion, interview, group work
In the first lesson some questions are projected using a PowerPoint presentation. Students
have to ask each other these questions and then they have to create new questions using the
same patterns of the previous ones. The second part will be checked with a checklist that
indicated structures, appropriate vocabulary, participation, mistakes, among others.
For the second class an exercise of multiple choice with images is projected. After that, a list of
question will be projected and the Ss will ask a partner the questions. Then, the Ss will draw
their homes and indicate which activities they can do in each room. Finally they will do an oral
multiple choice guessing game where they will tell 3 things they can do, being one of them
false, classmates have to guess which one it is.
In the third lesson students have to participate in an brain storm, with knowledge about
personal information, for example, cities to live, family members, etc. Furthermore, students will
look at a ppt with some pictures, and they will describe them. Finally students have to record an
audio of themselves describing in their cellphones and then share the audio with a classmate to
get some feedback.
In the last lesson plan students will have a picture of a group of people, and the teacher will
describe one of them and Students will have to guess who the one that is being described is.
Then students will have to match pictures of people with their descriptions. In addition, students
will have to describe one of their classmates. The classmates will have to guess who is the one
being described.
2.3.1 Describe how you will promote your students reflection and self-assessment.
At the end of the classes we will ask them orally what they think about the lessons.
Positive and negative aspects, their experiences, and if they can apply the learned
outside the classroom or they do not.

2.4 Motivation for learning: Describe how you will motivate student learning at the
beginning of the lesson. Consider what you will say and what you will do to motivate student
learning.
We will do a lead in activity which is show a video about exotic sports. With the video we
can ask students if they like one of them or if they practice any sport and start the class
familiarizing them with the vocabulary.
For the second class we will do a lead in with a multiple choice activity with pictures of
famous people they know, similar to the final activity of the class, they have to guess which
thing they can do.
For the third class we will open it asking for previous knowledge about personal information.
It will be useful because students can connect what they already know and activate
vocabulary and content for the rest of the class, using this in their favor.

For the last class the teacher will describe a person and students have to guess who the
person is, with this activity the content of the lesson will be introduced and students will be
motivated to start the class with a little game.
2.5 Activities: Include descriptions of the activities you plan to use in the lesson. Your
activities should be designed to support your learning goals and should be clearly described
and carefully sequenced. Actively engaging students in learning also gives you an
opportunity to assess their understanding. Make sure you take advantage of this
opportunity by coordinating your activities with your assessment plan.
Lesson 1, planned activities:
1. Complete sentences with likes and dislikes structures. This activity will be presented in
the practice stage, it is a controlled activity. It will be used to guide the student to learn the
structure of the sentences in infinitive, interrogative and negative form.
2. Students have to answer what activities celebrities like to do. This activity will be
presented in a ppt and it will show some actors and actresses from hollywood. It is a free
practice activity that is intended for practicing all the vocabulary and knowledge that
students have acquired. This activity is in the middle on the lesson.
3. Students have to ask each other some questions about their personal likes and dislikes
and answer them in pairs. This activity will be presented in the production stage and they
have to prove if they learned the content making questions without any support during the
activity.
Lesson 2, planned activities:
1. Ask students to guess what things famous people can and cant do. Students will be shown
pictures of famous people and three things they supposedly can do. Then they are told that
there is one that they cant actually do and they are asked to guess which one it is.
2. Asking partners from pre written questions what can or cant they do in their houses. With a list
of pre-written question such as where can you study?, they have to say in which part(s) of their
house they are allowed to study or they can study. They ask these questions in pairs.
3. Asking students to draw their houses and link activities they can do in each room.
4. 2 truths and 1 lie, Ss write 2 things they can do and one they actually cant do, they say them
aloud and the rest has to guess which one is the lie. It is a multiple choice guessing game (done
aloud) where they will tell 3 things they can do, being one of them false, classmate have to
guess which one it is.
Lesson 3, planned activities:
1. Teacher asks students about previous knowledge, the content is personal information, so they
have to say something about themselves.
2. The second activity is to describe what is the person doing in some pictures, using the
vocabulary that they already know.
3. Students have to record and audio with their cellphones. The context is that they have a good
opportunity to work abroad. Before an interview the company requires a brief introduction of the
people who is applying for the job, answering some question. So they have to record their

classmate they are working with while he or she is giving personal information. Then they will do
the same the other way around. And then give feedback.

1.
2.
3.
4.

Fourth lesson, planned activities:

Students have some images and they have to guess about whom is the description given by the
teacher.
Students will have to match pictures of people with and their descriptions.
Students will have to make descriptions for the pictures without matching descriptions.
Students will have to describe one of their classmates. Classmates will have to guess who the
one being described is.

a.

What will students do? (For how long? Alone or in groups? Using what resources?, etc.)

Lesson: 1
Students have to participate in the class, answering questions, using flashcards and the
material received. Besides, they have to ask if they do not understand something in the class,
instructions, etc. For the first activity they have to pay attention to the instructions and fill the
gaps, they have 20 minutes to do it. For the second activity they will work individually and they
will answer some questions that will be projected, no more than 15 minutes to finish the activity.
For the third activity students have to make questions to each other about likes and dislikes, it
should take no more than 10 minutes.
Lesson 2:
For the first activity, they will look at the screen as whole class, and the activity should take
more than 5 minutes. For the second activity they will work in pairs asking questions projected
in the screen, this activity should take ten minutes approx. In the third activity they will work in
their copybooks alone and then share with the class. And for the final activity first they will work
alone in their copybooks and then as a class for about 10 minutes.
Lesson 3:
For the first activity every student has to participate in the brainstorm in order to diagnose how
much the class knows, they have 5 minutes to finish. For the second activity students have to
think and share vocabulary with the person that they will work in order to have success in the
activity, they will have some pictures and only 15 minutes to finish. The last activity they will
have to prepare what they will record, practice once or twice and then record the audio, they will
have 25 minutes, and they can also use their cellphones, dictionaries and ask the teacher.
Lesson 4:
For the first activity students will pay attention and they will participate in order to work as a
group and make the corresponding guesses. To the second activity, students will match the

pictures with their classmates and they will have 10 minutes to finish, they will used pictures. In
the third activity they will have to create new descriptions, they will use dictionaries, their
worksheets with vocab, and they will have only 15 minutes to end. In the last activity they will
have 15 minutes to end and they will describe a classmate, to do it they will need they
vocabulary taught in the class.
b.

What will you do to support students engagement with that activity?

Teacher has to provide material according to the lesson, and try to encourage them to
participate no matter if they make mistakes.
3.

Reflection:

After each session (class or tutoring), write a reflection that addresses the following
questions:
o
What knowledge, skills and/or dispositions are needed to help a student learn? What are
you learning about what it means to be a teacher?
o
Based on the implementation of your plan or your interactions with the students, what do
you think you need to improve, do differently or maintain for the next session?
The lessons have been planned to practice Speaking in class, but students tend to speak in
Spanish. It was difficult to change that situation, because even though the teacher told them
many times that they need to practice their English, they would not do it. We believe that
students should be aware of using their English more in classes. We realized that students are
able to comprehend our activities, instructions and explanation, because they do what we ask of
them. However, there is some interference that does not allow them to use their speaking skill in
a more participative form. For that reason we think that we can offer new activities to work on
this skill specifically, giving them the opportunity to practice speaking during class since they do
not use English outside the classroom. Furthermore, we believe that they have to be more
interested in learning, and practicing English. Moreover, they should attend to their English
classes which are offered to them in order to be have more exposure to the language. We can
help them, but we need students which are more participative and interested learning. Also, we
consider that to be a teacher we have got to have special care about the language used
because it can provoke fear in students, because they do not usually use another language to
speak. In addition, we can adopt didactic material in the next classes in order to help them to be
more comfortable with the language and teach them other aspects of the language in order to
give them reasons to be more interested in the lesson.