Lesson 9

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: Favourite Things
Clase Nº: 9
Duración de la clase: 1 hora 20 minutos
Fecha de la clase: 21/6/19
Fecha de entrega de la planificación: 17/6/19
Learning Aims
During this lesson, learners will be able to read and analyze a poem related to
favourite things (reading, speaking and listening skills) and to improve their
creative skills through writing skills.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Components of a poem (rhymes,
stanzas,etc)
Likes and dislikes
To analyze a poem
appropriately
To express likes and dislikes.
You were so silent,
Your eyes were so violent.
I don't like to scream.
N
E
W
To express likes and dislikes
through a creative writing (poem)
To express likes and dislikes
through a creative writing
(poem)
Your eyes were so violent,
Screaming so silent.

2. Materials
Books (check points) pages 26 and 27
Folders
Whiteboard
Markers.
Procedures
ROUTINE 3 minutes
I would greet students and ask them how they are today.
-good morning! How are you feeling today?
-I am glad to hear that. I am fine too, thanks for asking.
WARM- UP 6 MINUTES
I would play hangman with the students this time. They will have some clues but as the word is
short (POEMS) they will just have the following clues:
-It can be considered art.
(Provide them time to suggest possible answers)
-It is written most of the time.
(Provide them time to suggest possible answers)
-It can be used for songs too.
(Provide them time to suggest possible answers)
PRESENTATION 10 minutes
Now, students would be asked to share ideas (brainstorm) what they consider a poem must have
(components of a poem)
-Now, can you tell me...what do you think a poem must have? What makes up a poem? (Other
possible question is: what makes a difference between a poem and a simple text?)
Students will have time to share their ideas raising their hands and explaining their choice. (They
will be asked: what makes you think that?)
They will not receive a yes or no yet. I will just write their answers for later.
DEVELOPMENT (PRACTICE and PRODUCTION)
Activity 1: Reading and analysing
Timing: 15 minutes
Scaffolding marked with italics.

3. -Go to page 26. There, look at the poem. Can you read the title?
Wait for answers.
-Good. So, here we have the topic of the poem. So, I need four volunteers to read four lines each.
Who wants to start?

4. Reader 1 reads the first four lines.
-Great. You're next.
Reader 2 reads the next four lines.
-Good! Your turn.
Reader 3 reads the next four lines.
-Very good. Now it is your turn.
Reader 4 reads the last lines.
Now we are going to discuss the brainstorm from the presentation.
-After all we read, would you still be saying that all the components you mentioned before must be
part of a poem?
Wait for answers.
-And would you add something you didn't mention before?
Wait for answers.
We will revise each component that students mentioned and then I will add the following
components (if they are not mentioned before)
Transition:
-So, now that we revised the components, look at the key points on page 27...
Activity 2: Adjectival Order
Timing: 30 minutes
Scaffolding marked with italics.

5. -Who wants to read now?
I would select a new reader and we will revise the main idea of this key point. I would write the order
of the adjectives as the key point states and I would then say:

6. -Now look at page 26 again, task 3. (I would read the task and then say) You can work in pairs of
two. As we already read and discussed the rationale of the adjectival order, you will have to
complete this task and to invent two more examples including all of this (pointing to the list of
opinion, size, shape, age, etc order). Is it clear? Any doubt?
If any doubt arises, I would explain again or to answer the questions students may have. Then, I
would say:
-OK. So, now you may start. You have 20 minutes to do all: the task and the examples.
When the time is almost over, I would say:
-We will revise your answers now. How did you organize the sentences? Raise your hand.
-Do you all agree with the answer?
We will discuss their answers and then I would ask some students to share their own examples.
I would praise students and then say:
Transition:
-Excellent. So, now we will focus on your own production...
CLOSURE 15 minutes
-You will now add four more lines to the poem we read earlier. You can focus on your own likes and
dislikes. As you can see, the author of this poem expresses likes and dislikes through the poem. I
want you to do the same. Don't worry if you cannot think about uncommon words, just try to be as
creative as possible. And also remember to accomplish with the components of the poem!
Remember what we revised earlier?
Wait for answers.
-Good. Listen, you just have 15 minutes. If you are not able to finish it now, you may bring it for the
next lesson. But now you must start working on it. OK?
Wait for answers.
-All right.
When the time is over, I would say:
-It is time to go to the break. Wait for Naty to let you go out. See you on Wednesday!
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)

7. ▪ Scaffolding strategies
▪ Transition comment to link each stage of the lesson with the next one
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvemen
t
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Good!!
You may provide an example of your own (poetry writing).