MDD II

Names:
Claudia Millafilo Antilef
Aracely Rodriguez Rodriguez
Teacher: Carolina Rojas
Subject: Teaching practice II
13th, july 2015

Introduction
Education has always been controversial, as nobody has found the perfect
formula to carry the practice of this out. Teachers have to deal with several factors
every day in order to try to help students to learn. Educational policies have made
several efforts to develop a student-centered focus so as to improve their
opportunities when learning; however, all of the measures taken have not been
enough to determine and to eliminate the negative factors that affect teaching. In
the light of this, we as pre-service teachers are asked to observe everything within
a classroom environment so as to make the whole experience better for both
teachers and students; furthermore, what we know as MDDs are pieces of work
useful to organize our ideas, lesson plans and observable factors to work on a
future improvement. In this MDD we will analyze our lesson plans step by step in
order to have a more detailed perspective of what we are doing in our teaching
centers.

MDDII

DESIGN FOR INSTRUCTION

MDD Standards
The teacher candidate sets learning goals that are meaningful for the pupils
and coherent with the national or school curriculum framework.
The teacher candidate designs each class session, identifying resources and
learning activities that are appropriate for these pupils 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 pupils with special needs.
You will need to plan and deliver two lessons
Lesson 1 Topic: Parts of the house
1.2 Lesson 1 Learning Goals: At the end of the lesson, students will be able to
describe their houses to their classmates, written.

Alignment of Learning Goals to School and National Curriculum:

According to the National Curriculum, the learning goals of this topic are based on
the acquisition of simple structures and basic vocabulary regarding parts of the
houses (bedroom, garage, kitchen, among others), so that primary students are
able to exchange information about their homes with their peers, in written as well
as in spoken.

1.Justification:
One of the major goals that MINEDUC through the national curriculum establish
and try to achieve is the use of the language for genuine communication; therefore,
mostly of the topics put forward in the national curriculum are related to students
real life experiences. Having this in mind, it could be said that parts of the house
is an appropriate topic, since it is well known by primary students, and sometimes it
is relevant when exchanging personal information with classmates, relatives or
friends. Finally, the contents checked and assessed throughout this unit are
important for the future understanding and outcomes of the next sub topic related
to furniture that is commonly found in houses.
1.3 Analysis of Pre-Assessment Data:
Thanks to the contents covered in the previous topics, students have a notion of
what cognates are. They are aware that some words in English are similar to
Spanish ones in terms of spelling and pronunciation; hence, they will at least be
able to retain easily some utterances such as living room, and attic, to name but
two. On the other hand, students have been previously assessed with numbers, so
they will be able to say e.g. my house has one/two/three bedrooms.
Finally, it is important to point up that the mentor teacher assessed the parts of the
school in the previous unit, and so they have a notion of the certain words such as
room as well as the activities that pre-service teachers could use, for example:
reinforce the use of cognates through listening input, writings including personal
information, vocabulary quizzes, among others.
1.4 Learning Resources:

White board
Markers
Projector
PPT

Candies
Pictures of pre-service teachers house and its parts.

1.5 Assessments
Throughout the different interventions, a mixed of activities were done by the
students with the main objective of achieving the goals of the lesson plan, in other
words, observing outcomes at the end of the lesson.
1. Selected response
Students faced activities such as multiple choice and matching. In the first
one, they had to select the correct alternative which could be any part of the
house depending on the previous given description. While in the other type
of activity, students have to match the name of the part of the house with a
picture if it.
2. Writing assessment
There was one writing assessment at the end of the lesson, there students
had to produce a whatsapp message to one classmate with the description
of their own house.
3. Performance-based assessment
Students had to say aloud the part of the house that was shown.

1.5.1 Describe how you will promote your students reflection and selfassessment.
Students have the opportunity to exchange their answers with their classmates
before given the official answer in front of the class and also the pre-service
teachers monitor them in the process of doing a certain activity. Moreover, if they
make a mistake they will not be corrected right away so their level of anxiety do not

increase. Finally, students have the opportunity to ask how many questions they
want at any point of the lesson.
1.6 Motivation for learning
It is crucial to share with students the goals that MINEDUC has for them; therefore,
they are aware of the usage that they can give to this topic in their daily routines.
Moreover, it is highlighted the importance of knowing a foreign language as English
is. Finally, students are praised with candies when participating in the different
activities.
1.7 Activities
Lead in
- Ss are shown a picture of the pre-services house.
- T elicits previous knowledge.
- T shares the aim of the lesson.
The lead in is going to take 5 minutes of the lesson.
Presentation
- T shows pictures of her house.
- T uses oral input.
- T describes her house.
- T provides the names of part of the houses.
- T makes sure students pronounce correctly.
- T shows all the rooms together for practicing pronunciation.
- T uses written input afterwards.
The presentation is going to take 10 minutes of the lesson.
Controlled Practice
- T gives the instructions of the activity.
- Ss are asked to work in a multiple-choice exercise.
- T monitors while Ss work.
- T gives feedback.

Less controlled Practice

- Ss are divided into two groups.
- Ss are shown a picture and have to recognize the part of the house.
- Ss are praise when answering correctly.
Freer Practice
- Ss are asked to work with the person next to them and describe them their house
in one sentence.
- T models the activity.
- T monitors Ss.
The practice stage is going to take 15 minutes of the lesson.
Production
- Ss are invited to produce a written speech according to their reality.
- Ss describe their houses in no more than 4 lines.
This part of the lesson is going to take 15 minutes.
What will you do to support students engagement with that activity?
Pre-service teachers will praise students for their correct answers as well as they
will provide feedback for the incorrect ones.

Lesson 2 Topic: The place where I live.

Lesson 1 Learning Goals
At the end of the lesson, students will be able to identify and describe furniture in a
house, orally.
Alignment of Learning Goals to School and National Curriculum:
This lesson plan and consequently its learning goals are strongly related to the
National Curriculum as in unit 2 The place where I live, which is taught in the first
semester. In this unite, students are expected to learn vocabulary, structures and
functions that allow them to communicate in a simple but spoken discourse.
Justification:
The learning goal previously presented is not only relevant, but also appropriate
and functional as everything covered in the lesson can be easily applied to
students own home. Teachers must put an emphasis on speaking activities as it is
extremely necessary to develop this skill in order to take part in a conversation and
communicate with others in everyday world.
Analysis of Pre-Assessment Data:
Students already have previous knowledge about furniture and parts of the house
as they use loanwords from English such as living, sofa and garage. On past
assessments, students have shown to be able to make connections between realia
o images with utterances in English; therefore, they will easily learn new
vocabulary and structures.
Learning Resources:

White board
Markers
Projector
PPT

Candies
Pictures of furniture

Assessments
1. Selected response, e.g. multiple choice, matching, fill-in the blank
questions
-Students have to match pictures with the names that corresponds. Student
A will have the pictures of furniture and student B will have the name. (less
controlled practice)
2. Writing assessment, e.g. essays, essay questions, journaling
-Students have to write 5 lines about their favorite part of the house.
(Production)
3. Performance-based assessment, e.g. Reading out loud, presentation
-Students read the vocabulary after the teacher out loud, then they will have
to remember the vocabulary and say it also out loud (controlled practice)
-Students have to create sentences at the moment that they are asked by
the teacher and say the sentences out loud.(freer practice)
-Students have to read their written speech about their favorite part of the
house.(production)
4. Teacher / student communication, e.g. class discussion, interview, group
work
-In all of the activities the pre-service teacher acts as a monitor and
assessor.
Describe how you will promote your students reflection and selfassessment.
Students will not be over-corrected by the teacher and as they will receive
feedback they must improve their work before the presentation of it.
Motivation for learning:

So as to introduce the topic the pre-service teacher starts telling their students how
much she loves her new sofa by showing them a picture. Furthermore, previous
knowledge is elicited by asking them to say out loud names of different pieces of
furniture that they know. This activities active their schemata and it is motivating for
them to know that they all know something and that they are not empty boxes to
put information in. Furthermore, they will be motivated by the fact that they will
learn new and practical information that they can apply to their daily life.
Activities:
Lead in
T introduces the topic by telling them how much she loves her new sofa and
showing them a picture.
T elicits previous knowledge about furniture by asking them questions.
T writes on the board Ss answers no matter if they say them in English or Spanish.
Presentation
- T sticks pictures of different furniture into the walls.
- T plays some music.
- T gives instructions and then describes furniture.
- Ss stand by the picture which has the furniture described by the teacher.
- T praises students for their correct answers.
- T asks provide feedback for those wrong answers.
Controlled Practice
- T shows pictures of furniture with the name on it.
- Ss repeat after the teacher. (Pronunciation is emphasized)
- Ss are shown the same images but without the name and they have to say the
name out loud by themselves.
Less controlled Practice

- T writes on the board parts of the house (seen in the previous lesson).
- T divides the class in two groups.
- Ss have to find their partner and then put both, the word and the picture, into the
correct part of the house.
Freer Practice
T picks students randomly using sticks with their names written; all of the students
will get picked.
Ss have to create a sentence using a part of the house and a furniture and say it
out loud. They can look at the board to get some ideas.
- Ss produce a written speech according to their reality.
- Ss describe a part of their house and its furniture.

What will you do to support students?

Pre-service teachers will praise students for their correct answers as well as they
will provide feedback for the incorrect ones.

Conclusion
As a conclusion it can be said that MDD II regarding lesson plans are useful
because of different aspects. Pre-service teachers could manage the time for each
activity, for example, and also the awareness of the assumed knowlegde as well as
the anticipated problems helped to develop the lesson smoothly. Finally, it is
important to mention that lesson plans do not only enhace the learning of students
but also the teaching practices of the pre-service teachers.