WEEKLY LESSON PLAN BY JOHN MORALES

DATES: WEEK OF: STANDARD:

GRADE LEVEL OBJECTIVE ACTIVITIES CONTENTS INSTRUCTIONAL STRATEGY MATERIALS ACTIVITY EVALUATION AND

FEEDBACK____Input (Listening-reading)____Output (Speaking-writing)____ Modeling____Media presentations____Class/group discussion____Re-teach/Review____Guided practice____ Independent practice____Test____Cooperative work

____Textbook____Workbook____Photocopy____Tech____Manipulatives____ Master____ Notebook____ Realia____ Other

------ Group assessment------ Self-evaluation------ Co- evaluation------ Individual Assessment------ Quantitative assessment------ Qualitative assessment------ Eclectic assessment

____Input (Listening-reading)____Output (Speaking-writing)____ Modeling____Media presentations____Class/group discussion____Re-teach/Review____Guided practice____ Independent practice____Test____Cooperative work

____Textbook____Workbook____Photocopy____Tech____Manipulatives____ Master____ Notebook____ Realia____ Other

------ Group assessment------ Self-evaluation------ Co- evaluation------ Individual Assessment------ Quantitative assessment------ Qualitative assessment------ Eclectic assessment

____Input (Listening-reading)____Output (Speaking-writing)____ Modeling____Media presentations____Class/group discussion____Re-teach/Review____Guided practice____ Independent practice____Test____Cooperative work

____Textbook____Workbook____Photocopy____Tech____Manipulatives____ Master____ Notebook____ Realia____ Other

------ Group assessment------ Self-evaluation------ Co- evaluation------ Individual Assessment------ Quantitative assessment------ Qualitative assessment------ Eclectic assessment

____Input (Listening-reading)____Output (Speaking-writing)____ Modeling____Media presentations____Class/group discussion____Re-teach/Review____Guided practice____ Independent practice____Test____Cooperative work

____Textbook____Workbook____Photocopy____Tech____Manipulatives____ Master____ Notebook____ Realia____ Other

------ Group assessment------ Self-evaluation------ Co- evaluation------ Individual Assessment------ Quantitative assessment------ Qualitative assessment------ Eclectic assessment

____Input (Listening-reading)____Output (Speaking-writing)____ Modeling____Media presentations____Class/group discussion____Re-teach/Review____Guided practice____ Independent practice____Test____Cooperative work

____Textbook____Workbook____Photocopy____Tech____Manipulatives____ Master____ Notebook____ Realia____ Other

------ Group assessment------ Self-evaluation------ Co- evaluation------ Individual Assessment------ Quantitative assessment------ Qualitative assessment------ Eclectic assessment

HOMEWORK:_____________________________________________________________________________

NOTES:

WEEKLY LESSON PLANS

Name Week ofSubject- Standard

MondayInstructional Strategy

Materials

Evaluation and self- reflection

------ Group assessment ------ Self-evaluation ------ Co- evaluation ------ Individual Assessment------ Quantitative assessment ------ Qualitative assessment ------ Eclectic assessment.

TuesdayInstructional Strategy

Materials

Evaluation and self- reflection

------ Group assessment ------ Self-evaluation ------ Co- evaluation ------ Individual Assessment------ Quantitative assessment ------ Qualitative assessment ------ Eclectic assessment.

WednesdayInstructional Strategy

Materials

Evaluation and self- reflection

------ Group assessment ------ Self-evaluation ------ Co- evaluation ------ Individual Assessment------ Quantitative assessment ------ Qualitative assessment ------ Eclectic assessment.

ThursdayInstructional Strategy

Materials

Evaluation and self- reflection

------ Group assessment ------ Self-evaluation ------ Co- evaluation ------ Individual Assessment------ Quantitative assessment ------ Qualitative assessment ------ Eclectic assessment.

FridayInstructional

WEEKLY LESSON PLANS

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Real examples

SUBJECT: ENGLISH GRADE: 8-10 TEACHER: xxxxxWEEK: Apr 30-May 4

GOALS TOPICS ACTIVITIES RESULTS. 8 A/B: Language Objective: Students will review and produce their own perfect tense sentences in dialogue.

Content Objectives: Students will be able to talk about social groups (Unit 2, Lesson 4) . Students will be able to carry out a debate using techniques and terminology for agreeing and disagreeing, supporting with evidence

9A/B: Language Objective: I can recognize the past participle and the past/future perfect tenses and reproduce them in speech.Content Objectives: Students will be able to carry out a debate using techniques and terminology for agreeing and disagreeing, supporting with evidence

10A: Language objectives: Students will be able to use language of comparison and contrast in a multi-paragraph essay.Students will be able to use reflexive pronouns .Content Objectives: Students will be familiar with the “American Dream” and compare it to their own dreams.

8 A/B: Social Groups (Unit 2, Lesson 4)

9A/B: School Uniforms Unit 6 Lesson 1 Pearson pp. 176-180

10A: The American & Colombian DreamUnit 1, Lesson 4 pp. 24-29

8A/B: Debate, review page 60 in Pearson book, View perfect tense video on Successnet, students will create dialogues about social groups using perfect tenses

9A/B: Debate, dialogue, writing essays. Students will read dialogue and passage in the book as well as an outside (genuine) reading/news article, on the theme.

10A: Read Dialogue and Passage about American Dream in book (p. 24/25), discuss and complete questions on the pages, Complete exercise in book on reflexive pronouns, discuss “The Colombian Dream, notes on Compare/contrast words, Students start writing.

8M: A: Revised essays, read p 60 on making inferences, saw tweed run video from youtube.B: Read page 60, practiced making inferences, reviewed perfect tense and students wrote sentences to practice.W: B: Took more notes on perfect tenses, started notes on debate, started class with a journal topic: “Is it important to be in a social group?” supposed to use perfect tense.A: worked on making inferences through watching videos and using background knowledge.Th:F:

9M: B: class discussion on school uniforms—active conversation but needed support for basic things like wear, put on, take off, etc.A: Class wrote an essay on School UniformsW: Read page 177 and answered questions, provided one argument for, one argument against.Th:F:

10W: Started with journal writing on the “Colombian dream,” talked briefly about this and the American dream, read dialogue on page 25

Th:F:

DATE: May 7 to May 11

STANDARD: Uses English to communicate in class, and is able to produce sentences about his surroundings by using in a creative way vocabulary

taught in class. Demonstrates comprehension of a variety of printed material by developing reading strategies in order to learn and get information

about his /her surroundings daily matters, new topics, events, literature, interests.

Content objective: Students will be able to understand, talk, read and write about how can familiar things help us with changes.

OBJECTIVE ACTIVITIES CONTENTS INSTRUCTIONAL STRATEGY MATERIALS ACTIVITY REFLECTIONSLanguage objective:

Students will be able to understand and give their opinion about how can familiar things help us with changes.

Warm up. Big question video unit 4 week 1.

Presentation. Student´s book pages 118-119.

Production. Drawing activity then presentation in font of the group.

Changes in people, plants, weather and underground.

__X__ Input (Listening-reading)__X_ Output (Speaking-writing)____ Modeling____ Media presentations__X_ Class/group discussion____ Re-teach/Review____ Guided practice___ Independent practice____ Test____ Cooperative work

_x___ Textbook____ Workbook___ Photocopy_X___ Tech____ Manipulative____ Master____ Notebook____ Realia____ Other

Planned material realized almost completely.

Language objective:

Student’s will be able to compare and contrast when asked to read and talk about how can familiar things help us with changes.

Warm up. Picture it animation video unit 4 week 1.

Presentation. Student´s book pages 120-121.

Practice. Students will be asked according to a story

ComparingContrast

_x___ Input (Listening-reading)__x_ _ Output (Speaking-writing)___ Modeling____ Media presentations____ Class/group discussion____Re-teach/Review____Guided practice__x__ Independent practice____Test____Cooperative work

_x__Textbook____Workbook____Photocopy____ Tech____Manipulative____ Master__x__ Notebook____ Realia____ Other

to compare and contrast.

Language objective: Students will be able to use the past, present and future tenses of verbs when asked to write about how can familiar things help us with changes.

Warm up. Grammar jammer unit 3 week 4.

Presentation. Teacher will teach the past and the future of the verbs.

Production.

__x__ Input (Listening-reading)__x__ Output (Speaking-writing)____ Modeling____Media presentations____Class/group discussion____Re-teach/Review____Guided practice____ Independent practice__x__Test____Cooperative work

__x__ Textbook__x__Workbook____Photocopy____ Tech____Manipulative____ Master__x__ Notebook____ Realia____ Other

Language objective:

Students will be able to speak and practice for the Cambridge exam.The idea is to introduce and prepare the students for all five parts of the Cambridge speaking exam.

Vocabulary activities related to:

Personal information

____ Input (Listening-reading)___ Output (Speaking-writing)____ Modeling____ Media presentations____ Class/group discussion____ Re-teach/Review__x__ Guided practice__x__ Independent practice____ Test____ Cooperative work

____ Textbook____ Workbook____ Photocopy____ Tech___ Manipulative____ Master____ Notebook____ Realia____ Other

SUBJECT: ENGLISH GRADE: SECOND A AND B TEACHER: xxxxxWEEK: FROM JAN 11TH TO JAN 13TH, 2011.

GOALS TOPICS ACTIVITIES RESULTS Follows spoken and written

instructions related to class activities.

Talks about what is happening at the moment of speaking.

Produces simple oral and written texts to describe people using adjectives.

Uses simple reading skills to understand short stories.

Instructions. Present

Progressive. Descriptions

.

1.The teacher is going to act out some VERBS (playing, listening, writing, reading, eating, coloring, dancing, sleeping, running, walking, swimming, and drinking). The idea is to make them recognize the actions. The teacher is going to make emphasis on the suffix ING at the end of the verb. Afterwards, he is going to ask them to give some oral sentences using these verbs. The educator is going to write down on the board and they are going to copy them down in their notebooks.2.The students are going to work on Backpack textbooks, some pages related about Present Progressive Tense. The teacher is going to clarify them the vocabulary. Students’ book: pg 4, 5, 6, and 8. Students’ workbook: pg 3, 4, 5, and 6.3.The students are going to draw a free picture and they are going to describe it using present progressive tense (minimum 3 sentences). Finally, they are going to socialize their pictures.4. The students are going to develop their second book report which consists of drawing some pictures from the text and describe them using present progressive tense. Due date Jan 19th.

SUBJECT: ENGLISH GRADE: SECOND A AND B TEACHER: JULIÁN ALBERTO ALARCÓN ARÉVALOWEEK: FROM JAN 16TH TO JAN 20TH, 2011.

GOALS TOPICS ACTIVITIES RESULTS Follows spoken and written

instructions related to class activities.

Talks about what is happening at the moment of speaking.

Produces simple oral and written texts to describe

Instructions. Present

Progressive. Descriptions

. Likes and

dislikes. Directions.

1.The teacher is going to talk about his likes and dislikes. He going to focus learners’ attention on the following expressions: I like to… or I don’t like to… He is going to give some examples; then, he is going to ask them about some examples. Afterwards, They are going to work on the Backpack textbook, some pages related to this topic. Student’s book: pg 16, 17, 18, 19, 20, 21, and 22. Students’ workbook: pg 13, 14, 15, 16, and 17. The educator is going to help them out to solve these pages2.The teacher is going to play “Simon says” in order to practice

people using adjectives. Understands the concept of

right, left, up, and down. Asks and gives information

about hobbies, likes and preferences.

Uses simple reading skills to understand short stories.

“up, down, left, and right. Afterwards, he is going to draw some pictures inside a square. The idea for them in to describe where the pictures is according to the directions studied. Example. The car is on the left down. They are going to develop this exercise in their notebooks.3. The teacher is going to act out some feelings and emotions. Then, the learners are going to draw them in their notebooks. Afterwards, he is going to give them a word search which they are going to develop individually.4.The teacher is going to review the present progressive tense. He is going to give them a workshop in which they are going to describe some pictures, unscramble some sentences and matching some pictures with their sentences.5. Learners are going to show their second book report. They are going to make an oral presentation about what they draw