TPD - Secondary Lesson Plan 6

1. TALLER PRÁCTICA DOCENTE 2017
ALUMNO RESIDENTE: Ailén Moller Poulsen
Período de Práctica: Secundaria
Institución Educativa: Colegio Woodville
Dirección: Avda. Los Pioneros km. 2,900 - S.C. de Bariloche, Río Negro
Sala / Grado / Año - sección: 1º año
Cantidad de alumnos: 15
Nivel lingüístico del curso: Intermediate
Tipo de Planificación: Clase
Unidad Temática: Stories (mythology)
Clase Nº:6
Fecha: 0203/11/2017
Hora: 10:45-12:05hs
Duración de la clase: 80 minutos
Fecha de entrega: 28/10/2017
LESSON PLAN
 Aims or goals:
During this lesson, learners will be able to:
-Practice Practise their reading skills by reading a story
-Practice Practise their writing skills by writing a dialogue
-Practice Practise for their exams by doing the activities
-Work collaboratively
 Teaching points: work on a story and act a scene
 Language Focus:
Functions Lexis Structure Pronunciation
Revision Writing a
dialogue
Vikings,
polytheism,
hammer
Dialogue
structure (using
quotation, etc.)
---
New --- Trickster,
reluctantly,
handmaiden, ox,
mead, feast,
famish, aloft,
dim-witted
(lexis will be seen
while reading the
story, having
students trying to
guess the
--- /ɪː/ as in mead,
feast

2. meaning)
 Teaching approach or combination of methods / approaches:
The PPP model will be use in this lesson.
 Integration of skills: What skills will be integrated and how?
Reading and writing skills will be integrated through the use of a story and the activities
proposed.
 Materials and resources:
Board, photocopies, pictures
 Pedagogical use of ICT in class or at home:
No ICT will be use in the class.
 Seating arrangement:
In rows.
 Assessment: what will be assessed and how
I will check students’ comprehension and understanding by asking questions about the story and
their performance of the activities.
STAGES OF THE LESSON PLAN
 ROUTINE (3’)
Purpose: to let students know that the lesson is about to start
T: Hello everyone, how are you?
SS: Good...
T: How is this week treating you?
SS: Good/Bad...
Interaction Patterns: T-S
Transition: Ok, let’s get ready to work.
 WARM-UP
Purpose: to elicit information from the students
T: Do you remember what we talked about on our first lesson together?
SS: Yes/No… We talked about trips, ancient civilizations…
T: Good, we talked about ancient civilizations. Do you remember the ones we mentioned?
SS: Greeks, Egyptians, Vikings…
T: Perfect, we talked about Vikings. And what do you remember about them?
Comentario [A1]: Try not to rely so
much on students` memory.
You may just “re” introduce the topic
through a simple game, such as a Hangman
game, for instance.
Comentario [A2]: You can brainstorm
and organize ideas through a mind map.

3. SS: …
T: What can you tell me about their religion? …Good, they believed in several gods. Can you
name one?
SS: Thor.
T: Excellent. What can you tell me about him?
SS:…
T: So, having in mind that Vikings believed in many gods, how did they explain the world?
SS: Through story-telling
T: Good, through mythology. Do you know any mythological story or creatures, besides gods?
Any? Not necessary Vikings..
T and students talk a bit more about mythology and its purposes (to explain things, concepts,
etc)
Interaction Patterns: T-S
Transition: Now we are going to talk a bit more about Vikings’ gods and goddesses
---
 PRESENTATION (10’)
Purpose: to introduce the topic and the story
T: So, we’ve said that the Vikings believed in many gods (polytheism). You’ve mentioned Thor (god
of thunder, son of Odin), who had a hammer. What else can you tell me about him? How do you
imagine him? Does he have siblings?
SS: ...
T: Look at this picture. Is it similar to what you told me? ... Ok, now I’ll show you some other
pictures. What do you see?
SS: ...
T: Good. Well here, we have Loki (Thor’s brother, son of the giants, god of fire), Freya (fertility,
love and lust goddess), Heimdall (god of surveillance), and Thrym (king of the giants). Do you think
gods and giants had a good relationship?... If I told you we are going to read a story about them,
what do you think the story might be about? In the story, someone stills steals Thor’s hammer,
what do you think they do to recover it?
SAMPLE PICTURES:

4. Transition: Ok, now please can someone start reading the story?
Interaction patterns: T-S
 DEVELOPMENT (60’)
Activity 1:
Purpose: to read the story
Students read the story out loud; and doubts are checked.
Story: (I found a short version of it, to be able to work in one lesson)
One morning mighty Thor woke to find that his hammer, Mjollnir, was missing. He woke all of the other gods
and goddesses asking if they had seen his hammer, but none of them had, and became quite upset to hear
that Mjollnir was missing. Mjollnir was the most powerful weapon that the gods possessed, and if their
enemies heard that Mjollnir was missing then they might attack, and the gods would be powerless against
them. Loki, the trickster god, had an idea about who had stolen Mjollnir, so he turned himself into a falcon
and flew off to find Thrym, the king of the giants. When Loki found Thrym, the giant confessed that it was
indeed him that who had stolen the hammer while Thor sleptwas sleeping. Thrym also said that he had
hidden it in a place where no one could find it, and he would not return Mjollnir until Freyja, the most
beautiful of all the the goddesses, was made his bride. Loki flew off to tell the gods the bad news. They
debated and argued, but they came to the conclusion that Freyja must had to become Thrym's wife so that
the hammer would be returned. Freyja and the other gods started preparing for Freyja's wedding when the
god Heimdall came up with an idea: Dress to dress mighty Thor up in Freyja's clothing and send him to marry
Thrym. Thor didn't like the idea of dressing up like a woman, but his he disliked the idea of beautiful Freyja
becoming Thrym's bride even more, so he reluctantly agreed. Thor, dressed as a bride, was accompanied by
Comentario [A3]: Title?
You might include a picture in students`
copy, so that becomes appealing to the
eye.
Is it just one-paragraph long? I strongly
believe you should divide the text into
paragraphs.

5. his "handmaiden" Loki to Thrym's castle. When Thor and Loki arrived, Thrym welcomed them in, and held a
feast in their honour. Thor ate an entire ox, a net full of salmon, and six barrels of mead by himself, and when
Thrym asked Loki why the "maiden" was eating so much, Loki replied that she had not eaten for a week in
anticipation of the wedding and was famished. Thinking that "Freyja" was really in love with him he decided
to give her a kiss. Thrym lifted her vail and prepared to kiss his bride when he caught sight of her red eyes.
Alarmed, he asked Loki why his bride's eyes looked the way that they did. Smoothly Loki replied that she had
not slept for a week either, and would be fine once she had had a chance to rest. Dim-witted Thrym accepted
this and decided to make his bride wait no longer for the wedding. Fetching Mjollnir and holding it aloft he
prepared to bless the union when Thor could take it no longer. He ripped off his bridal clothes, grabbed his
hammer, and beat all of the giants to death with it, starting with Thrym.
T: Ok, who can tell me what happens in the story?
SS: ...
Students discuss the story...
T: What type of story is this? Is it a short story? A mythological story?...
SS:...
T: Is Are there any doubts?
SS: Yes/ No
Transition: Good! Now, I want you to work in pairs for the next activity.
Interaction patterns: T-S / S-S
Activity 2
Purpose: to write a dialogue
T: Ok, I want you to choose a fragment of the story and make a dialogue about it. Once you finish,
you’ll have to perform it in front of the class.
T will explain some basic rules about writing dialogues, for example quotation, avoid chit chat
conversation, think who are you talking to, etc. Just some ideas to help students write the
dialogues.
T will walk around and help students when needed.
Transition: I’ve seen some interesting dialogues, who would like to go first?
Interaction Patterns: S-S
Comentario [A4]: Quite a broad
question. Be more specific.
It would be great if you could design and
include a comprehension activity. A
true/false exercise, some questions, a
multiple choice activity. You name it! You
should exploit resources to the full!!
Comentario [A5]: Between the
characters??
How long??

6. Activity 3
Purpose: to present their dialogues
Students pass and present their productions. After each presentation, T will ask questions to the
rest of the group. For example;
What do you think about the scene?
Would you change anything?
Do you think it was well executed?
Transition: Good, well know we are going to round up the lesson.
Interaction Patterns: T-S / S-S
 CLOSURE (10’)
Purpose: to talk about the story and round up the lesson
T: Ok, what do you think about the story? Take into consideration what we talked about before.
What of do you think is the purpose of this story is? (This is connected to what was talked at the
beginning of the lesson). Do you think you would be able to write a mythological story to explain
something?...
Transition: Ok, class. Well done, that’s all for today.
Interaction Patterns: T-S / S-S
 HOMEWORK
----
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x

7. Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Nice lesson, Ailén. Check language mistakes in the story before printing students`
copies. Include the title and a picture. Divide it into cohesive paragraphs.
Go over the comments, and brush the plan up before delivering the lesson.
Have a great time!
Aure