Lesson 3

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Keila Belén Medina
Año y sección: 7mo B secundario
Nivel lingüístico del curso: B1-B2 CEFR based
Cantidad de alumnos: 26
Tipo de Planificación: Clase
Unidad Temática: Short Stories
Clase Nº: 3
Duración de la clase: 1 hora 20 minutos
Fecha de la clase: 31 de Mayo del 2019
Fecha de entrega de la planificación: 26 de Mayo del 2019
Learning Aims
During this lesson, learners will be able to…summarize what happened in the
story up to page 156, to work individually, and to self-assess their
comprehension on the topics they were analyzing the previous lessons.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Figures of speech.
-Tenses (Present, past and
future)
-Connectors.
-To add more information
about characters or things
that happens on the story.
-To specify when those
actions occurred and to
predict what will happen
next.
-To summarize ideas
cohesively and coherently.
-“ The Troddler came here
out of the blue”
-“I felt scared”
-“First, we learnt that a
troddler is a toddler troll.
Then, that they have strange
ears. Also, (…)”

2. N
E
W
-Self assessment vocabulary.
-Completing missing letters
(spelling)
-To evaluate their
comprehension on the story
so far.
-To revise possible spelling
mistakes
“Based on what you read,
how can you describe a
troddler?”
Materials
-“The Troddler” short story.

4. - Students’ folders.
-Worksheets with questions to be answered.
Procedures
ROUTINE (3 minutes)
I would let students finish setting up their things as they are just arriving. Then, I would greet them
and ask them how they are today.
-Hello everybody. How are you today?

5. I would wait for their answers.
-I am glad to hear that.
WARM- UP (5 minutes)
-Can someone tell me what we did on Wednesday ? Please, raise you hand.
I would let some students volunteer to say what they remember about lesson 2.
Then, I would continue:
-All right. We finished the one-pagers, you exposed your results and answered
some questions orally.
TRANSITION
So, can you remember the last page of “The Troddl er” you read?
PRESENT ATI ON (5 minutes)
I would wait for someone to volunteer and answer the question.
-That’s right. You read up to page 156. As you might have been thinking, today we are going to
work with the short story again.
I would now write “The Troddler” on the whiteboard and continue:
-But, today we are not going to design one-pagers nor work in groups. You will be working
individually most of the time. Ok?
TRANSITION
I would write next to the title “pages 157-13” and say:
-Also, as you can see, we are almost finishing the reading. Thus, as a way to start this lesson (and
before you continue reading) listen carefully to what you have to do now.
DEVELOP M ENT (PRACTI CE and PRODUCTI ON)
Activity 1: Summing up the story so far
Timing: 23 minutes
Scaffolding strategie s are highlighted.
-This is the only activity that you can do in pairs today. You have to think about
how to summarize the story so far, in you own words.
I would write “summarizing” in the whiteboard and ask:
-I know that you have been working on summarizing. But, in order to revise what
you know, let me ask you: what is summarizing? Raise your hands, please.
I would listen to any comment about the concept of summarizing. Then, I would
thank students and continue:

6. -Ok, most of you explained that summing up is, basically, to explain the plot
briefly. And that is exactly what it is. So, now, what do we need to consider
before summing up a story? Can someone tell me?
I would listen to some brainstormi ng and then say:
-Right. We need to consider the timeline (and I would write timeline with some
arrows next to the word) What can help us to summarize the plot on an effecti ve
way is to take into account the facts in order. For that, we need to use
connectors like: First, then, after that, for that reason, besides, as a
consequenc e, finally (I would write them all next to the word “timeline”).
-Remember that if you don’t follow a proper timeline, your summarizing won’t be
coherent. You must be able to let anyone read your summarizing and to be sure
that that person would be able to understand the story. Ok? What else you thi nk
you should bear in mind?
I would be quiet and see if someone has any idea.
-What you also need to bear in mind is that a summarizing of a short story
shouldn’t be longer than a page. Not the two faces of a single page, but just one.
Remember that you aim to share relevant informat ion, and not everythi ng that
you learn through the story. OK?
Here, I would write “length” below timeline.
The whiteboard 13 minutes to summarize the story would look like this:
Summarizing  timeline  connectors: first, then, after that, for that reason,
Besides, as a consequenc e, finally.
 Length and relevancy
-Now, you may start writing your summary. Remember that you can work in pairs
(as you are already sitting) or individually.
After explaining, students will count with. Then, I would ask them the following:
-As soon as you finished, revised, and you are sure you don’t want to change
anything, you hand me in what you wrote. Please, don’t forget to put your names
on your sheets. If you worked in pairs, you write both names on it, OK?
TRANSITION
-Ok, now, as you have handed in I will ask you to listen to me for a minute.
Activity 2: Reading
Timing: 12 minutes
Scaffolding strategie s are highlighted
-What you have to do now is to read. Just read from page 157 to 163 and
remember to highlight unknown vocabul ary. You don’t have to look up for the
meaning right now because after you finish reading I will explain what you have
to do then. Do you understand?
I would wait for some doubts to arise, and answer them if required. As regards
the boy with dyslexia, I will be monitoring him so I can help him to read when

7. necessary. He is able to read on his own pace, but as for avoidi ng frustrati on, I
would be aware of him on every single moment .
When students finished reading, I would proceed to get their attention.
TRANSITION
-I can see that you were able to finish reading now. So, please, now pa y attention
because you will have to complete a worksheet.
Activity 3: Asse ssme nt worksheet
Timing: 25 minutes
Scaffolding strategie s are highlighted
“The Troddler”: Worksheet
PART 1: QUESTIONS
1) a) As regards your hypothesis about what was going to happen after page
156, which one was right? Why?
b) How can you describe a Troddl er? Include figures of speech on your
description.
c) What is the main conflict of the story?
PART 2: WRITING
2) a) Complete the letter on pages 153-154. Do you believe that it is reall y
necessary to get all the pieces of a letter to fully understand it? Why/why
not?
b) Predict what will be the ending of the story. Bear in mind all the charact ers
and to solve the main conflict. Write about 80-100 words.
PART 3: IDENTIF Y
3) a) Unknown vocabul ary. Write them and look their meaning up.
b) Figures of speech (similes, idioms, metaphor, hyperbol e, alliteration) and
write down one example for each.
c) Tenses. Exemplify each of them.
d) New adjectives/ quot ati ons that can add more informati on about the
characters.
I would hand in students the worksheet from above and explain:
-As you can see, this worksheet aims to assess your comprehension on the story so far. In part
one, you have three questions. In the first one, you have to explain what hypothesis you thought
about what was going to happen after page 156 was right. If your hypothesis were wrong, you
explain why. OK?

8. -Question two is about describing a troddler in your own words, using at least one figure of speech.
For example: a troddler is as scary as a monster. OK? Do you follow me so far?
-Question three asks you to describe what the main conflict is. Just explain it. All right?
I would wait for them to ask anything before I go on.
-Good. Now, part two has two tasks. The first one asks you to complete the letter on pages 153-
154. OK?
-The second one, asks you to write a prediction for the end. It has a word count, so try to be as
concise as possible. Do you get all the tasks so far?
Again, I would provide them with time to ask anything. Then, I would go on.
-The last part of the worksheet asks you to go back to the unknown words you found on pages 157
to 163 and look up for the meaning. Then, you have to find one example for each figure of speech.
In the case of that you are not able to find an example for one figure of speech; you can invent one
based on the pages you read today. OK?
I would provide time for them to ask anything, again. Then I would finish:
-The last one asks you to identify tenses and exemplify them. Do you have any doubt?
I would wait for students to ask any doubt they may have. And then, I would say:
-You may start working now.
When necessary, I would go and help students if any doubt arises during the time they are working
on the photocopy. Also, I would be very alert to anything that the SEN student may need.
TRANSITION:
-It is almost time for the break. For that reason, I will ask you to round up your ideas and to hand me
in what you have done. If you couldn’t finish, don’t you worry because I will give you more time next
lesson.
CLOSURE(6 minutes)
-All right, everyone. As you know, next lesson we will finish reading the story. We will see if your
predictions for the end of the story are right or not. Now, I will leave you with Naty. Wait until she let
you go out for the break. Thank you and see you next week.
Each activity must be described in terms of the following components:
 Timing
 Activitydescription and instructions as they will be said to students
(include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one

9. To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Good!
Keep an eye on time. Try to improve the warm-up stage, from now
onwards.