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TBL Lesson Plan

This lesson plan outlines a 90-minute English class where students will co-write a verse for a song about having conflicting feelings. The class will be divided into stages: a warm-up activity where students rhyme words; vocabulary expansion where the teacher provides metaphors; and the main task where students write their verse following the writing process of prewriting, drafting, and editing. Students will provide peer feedback and then present their final verses. At the end, students and teacher will reflect on the experience and the teacher will provide individual feedback.

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Pamela
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1K views3 pages

TBL Lesson Plan

This lesson plan outlines a 90-minute English class where students will co-write a verse for a song about having conflicting feelings. The class will be divided into stages: a warm-up activity where students rhyme words; vocabulary expansion where the teacher provides metaphors; and the main task where students write their verse following the writing process of prewriting, drafting, and editing. Students will provide peer feedback and then present their final verses. At the end, students and teacher will reflect on the experience and the teacher will provide individual feedback.

Uploaded by

Pamela
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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UNIVERSIDAD DE LA SANTISIMA CONCEPCION

FACULTAD DE EDUCACION DEPARTAMENTO DE LENGUAS


ENGLISH PEDAGOGY PROGRAMME
TEACHING PRACTICE

TBL Lesson Plan

Lesson Plan: Co-writing a verse Date: October Time: Length: Teacher:


19th, 2017 11.40- 90 min Pamela
13.10 Garay M.

Aims: Students will be able to co-write a verse for a song about having conflicted feelings. Assumed Knowledge:
Whiteboard, markers, worksheet,
Ref to Communicative Competences: Intermediate speakers, dictionaries

Anticipated problems: Possible solutions:


Ss may not remember the order of compound sentences in English -Ss use the worksheet from
Ss may not know how to use adjectives previous class as a reminder.
Ss may not know metaphores -T shows Ss some metaphors.

STAGES OF THE PURPOSE INTERACTIONS SKILL (S)


CLASS STRATEGIES MAIN ACTIVITIES DEVELOPED
PROCEDURES

WARM-UP To activate T divides the class in teams. T-Ss Listening


previous
knowledge T writes words on the Ss-T Writing
whiteboard for students to
rhyme.
UNIVERSIDAD DE LA SANTISIMA CONCEPCION
FACULTAD DE EDUCACION DEPARTAMENTO DE LENGUAS
ENGLISH PEDAGOGY PROGRAMME
TEACHING PRACTICE

PREPARATION To expand T gives Ss metaphors to T-Ss Listening/Reading


CLASS vocabulary describe feelings. (In English,
feeling happy is like being high
STAGE ONE up or moving upward. Feeling
sad is like being low down or
like falling.)

To use target T gives Ss questions (from Ss-T Reading


language last class) to answer in order
to gather ideas.

To use target Ss answer questions using Ss-Ss Writing


language metaphors previously given.

STAGE TWO To organize


T gives Ss stages of writing T-Ss Listening/Reading
Prewriting (Freewriting
Outlining)
Drafting (sequencing ideas,
organization, rethinking,
supporting, concise word
choice, audience/purpose)
Editing (Grammar,
punctuation, spelling)
UNIVERSIDAD DE LA SANTISIMA CONCEPCION
FACULTAD DE EDUCACION DEPARTAMENTO DE LENGUAS
ENGLISH PEDAGOGY PROGRAMME
TEACHING PRACTICE

TASK Use of previous Ss write their verses following Ss-Ss Writing


DEVELOPMENT knowledge the process and pointing out
CLASS their progress on the writing
process chart.
STAGE THREE
Monitoring T monitors Ss work and Ss-T Listening
answer questions.

After drafting and before Ss-Ss Writing


editing, Ss peer evaluate
themselves per group.

Ss edit their writing Ss-Ss Writing

POST TASK To share Groups share their verse with Ss-T Reading
STAGE CLASS the class.
REPORT
To reflect Ss and T converse about their Ss-T Talking
opinions on the task
development, final product and
their experience writing in
English.

To give feedback T gives each Ss a checklist to Ss-Ss Reading


and assess assess their partners.

T gives Ss feedback. T-Ss Listening

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