Lesson Plan 3- Online Practicum

Basic Information:
● Instructor Name(s): Jenna Steele, Solangee Jimenez
● Course: Online Practicum
● Date: Apr 9, 2024
● Time: 4-5:30pm EST, 3-4:30pm Colombia
● Location: Online, Colombia
● Language level(s): A1-A2 (beginner)
● Learners’ background: Colombian, Spanish L1

Overview of Lesson:
First, we will go over the objectives and ask the question of the day. Next, I will present the
vocabulary but in a different way. I will ask them what clothing item is appropriate for that
weather, they will choose it, and I will move it to the clothesline. Since a lot of the vocabulary is
repeated throughout the lesson I will have them fill in the blanks as we progress through the
plan/vocabulary slides. Next, we will practice the vocabulary we learned from the slides with a
game of kahoot. This will be progressively discussed as we go along, noting what items they
struggle identifying. Next, I will introduce the grammar of “will + verb”. I will introduce the words
that trigger the grammar (words that discuss the future/future plans. Next I will ask the students
to fix a jumbled sentence and practice arranging it. If there is time, I will have them look at the
google forms comprehension questions as a pre task. Then I will play the audio twice, and have
them answer the questions and submit the google forms.

Previous Knowledge:
The students are 15-16 years old. Their L1 is Spanish and they are at about an A1-A2 level.
From previous lessons, I know they bring in some limited knowledge of the language like simple
present tense and basic vocabulary like food items, colors, and numbers. Some students have
more advanced sentence structure than others. Most of the students are fairly comfortable with
participating in class. The last few classes, about 5-6 students showed up. The lessons will be
accommodated for that. The class has been shortened to an hour.

Learning objectives:
1. Students will be able to use possessive adjectives and pronouns.
 2. Students will be able to use vocabulary about clothing.
3. Students will be able to use future tense with modal verbs.
4. Students will be able to describe what people wear.
5. Students will be able to explain what they will pack for a trip.
6. Students will be able to plan appropriate outfits for different types of weather.

Rationale:
1. Applying possessive pronouns to discuss what belongs to them and what belongs to someone
else.
2. Describing what they need in the future.
3. Establishing appropriate goals.
4. Planning for conditional situations like weather.

Assessments:
1. Word recall- when going over vocabulary, fill in the repeated clothing items we previously
covered.
2. Kahoot
3. Comprehension questions
4. Fix the jumbled sentences. (Unscramble the sentences)

https://teams.microsoft.com/l/meetup-join/19%3aFnDnJrWO_61OOpwQ-WfobrhaReL5J
pZWxcVmGBwvneI1%40thread.tacv2/1712691258167?context=%7b%22Tid%22%3a%2
2b1ba85eb-a253-4467-9ee8-d4f8ed4df300%22%2c%22Oid%22%3a%228262168c-5553-48
e3-bf3e-f1c06659810d%22%7d

Time Activity Supplies/handouts Reflect and Assess:

Reuse, Revise, Reject

2 min (4:00-4:02) Go over objectives Canva link Keep: I didn’t have

(slide 1) Sol with me today so
I translated them the
best I could.

5 min (4:02- 4:07) “Question of the Canva link Revise: They did well
day”- use with it but it was hard
vocabulary from last for them to recall
week (slide 2). Ask what we learned a
and respond. week ago. They did
 try their best.

10 min (4:07-4:17) Vocabulary Canva link Keep: I could revise

presentation/ Fill in this. This was more
the blanks. vocabulary focused
and didn’t use much
“What clothing item grammar. But it was a
is appropriate for good way to
the weather?” The introduce the words. I
students will tell me liked how I had them
which ones and I tell me what items are
will move it to the appropriate for the
clothesline in the weather. It was a
slide. negotiation of
meaning exercise and
Have the students can be tweaked to be
read the names of more so if I adjusted
clothing items it to talking about
certain situations.

10 min (4:17- 4:27) Kahoot- practice the https://play.kahoot.i Adjust:

vocabulary t/v2/?quizId=778333 Unfortunately, this
22-c341-4be2-9138-1 didn’t work. Only one
88be68344ce student could use it
and the other was not
involved. I had them
text me the responses
to the google form
answers and I could
have had them do that
to induce
participation.

5 min (4:27- 4:32) Road trip- Canva slide Keep: This activity
Introduce “will” was a good way to
(future tense) + introduce explicit
common verbs meaning of grammar
and when “will” is
used and related
verbs to the activity.
The students even
used other verbs they
knew instead of the
ones I provided!
5 min (4:32- 4:37) “Will” verb Canva Keep: Again, this was
continues what a useful way for them
words trigger it. to understand the
explicit semantic
rules and negotiation
of meaning by
explaining what
words trigger that
verb. Introducing the
trigger words helped
with negotiation of
meaning.

5 min (4:37- 4:43) Where are you Canva Adjust: They liked
going?- Tell us this and even used
where they will go verbs that I didn’t
present in the earlier
slides. Next time, I
would give them a
handout with all the
vocabulary and the
verbs

5 min (4:43- 4:50) What will the Canva Class shortened-

weather be like? didn’t use

5 min (4:50-4:55) Pack your bags! Where will you… Class shortened-
Groupwork- plan didn’t use
your vacation

5 min (4:55-5:00) Present items https://docs.google.c Class shortened-

om/document/d/1vF didn’t use
kCKqrGtMIAiDaA
KmC4PqHI2IDN2K
N0rKEaya6wfpY/ed
it?usp=sharing

5 min (5:00-5:05) Road Trip Audio Road trip Reuse: This was a
(pre task)- read assessment good pre task. Having
google form them read the
questions questions beforehand
was helpful.

5 min (5:05-5:10) Listen to Road Trip Road Trip audio Reuse: This was just
audio above their level but
 they did well
responding to the
questions. An
adjustment would be
having the questions
in chronological
order and stopping
halfway to answer
them.

5 min (5:10-5:15) Complete Road trip Adjust: I wasn’t able

Comprehension assessment to figure out how to
questions allow them to be
respondents to the
Go over responses survey so I had to go
over the questions
with them by sharing
my screen and them
messaging me their
answers. I have to
figure out how to
allow respondents
because this is a
useful tool.

Reflection:

I crafted this lesson plan by myself. Sol was unable to attend because of school so I also taught
it by myself. I think it went really well because I was able to take the lead, which I hadn’t before.
Because of that, I learned some valuable lesson ideas and this reflection is more useful to me. I
was able to use the translingual method and would speak to them in Spanish and repeat what I
said in English. A majority of the class I spoke English with them and in the beginning of the
class it was hard for them to understand me but as the class went on, they became more
comfortable.

Overall, I really enjoyed teaching by myself. Only two and at one point three students showed
up but it made it more intimate. I learned some valuable things about myself as a teacher and
interacting with students. I also enjoyed crafting this lesson plan. I felt I incorporated enough
grammar, reading, writing, and speaking skills. It was more well-rounded. I used reading and
other tools (like ESL cafe) to help me craft some ideas. I didn’t know how well the “unscramble
the sentence” assessment would go but they loved it! I think this lesson plan could use some
adjustment but was overall successful and helpful.

Rubric

The lesson plan is a group assignment and should be completed together with your peer teachers. You
may edit and revise it before actually teaching the lesson. The reflection will be submitted individually.

Excellent Adequate Weak

Completion The lesson plan is The lesson plan may be The lesson plan is
complete with all missing some of the missing several items,
necessary information basic information, or does not account for the
included, appropriate some of the total amount of time,
links to materials for subheadings are not lacks links to materials,
activities, each fully explained or filled lacks rationale or
subheading is filled in, out. Some links to objectives or other
and the time allotted is materials are missing or critical lesson plan
equal to (or greater not sufficiently items
than) lesson activities explained

Content Learning objectives and Learning objectives and Learning objectives and
lesson activities are lesson activities are lesson activities are not
clearly aligned, mostly aligned, clearly aligned,
specific, measurable, specific, measurable, specific, measurable,
achievable, and realistic achievable, and realistic achievable, and/or
with appropriate time though it may not be as realistic. Lesson does
given to each part of clear. The appropriate not include ideas for
the activity. Lesson is time is given to each how to differentiate
broken down part of the activity, but instruction or make
chronologically with may lack transitions or adjustments if things do
 transitions and includes ideas for how to not go as planned.
ideas for how to differentiate instruction Unclear what the
differentiate instruction or make adjustments if activity’s purpose is or
or make adjustments if things do not go as lacks a theme and
things do not go as planned transitions between
planned activities

Connection to course Key terms from the Key terms from the Key terms from the
course are applied course are mostly course are missing or
accurately and in all applied accurately but applied inaccurately.
relevant areas. may be missing some Developing use of key
Demonstrates mastery relevant key terms. terms and application
in applying course Emerging mastery in of theory to practice
content to the practice applying course content
of teaching to the practice of
teaching