This document outlines a lesson plan for teaching 8th grade English language learners about life in other countries. The lesson uses the CALLA model, which incorporates content, language, and learning strategy objectives. Students will learn about the cultures of countries like Italy, Brazil, and Japan. They will practice language skills like reading, writing, and speaking through activities like completing a chart about various countries and presenting the information to peers. The plan provides guidelines for preparing, presenting, practicing, evaluating, and expanding on the lesson content and language skills.

1. The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins
Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
PLAN CONTENT & LANGUAGE COMPONENTS OF A CALLA LESSON
Directions: In this activity you will work with your group to develop language
activities based on your grade-level content text for the textbook language
analysis. Use the guidelines below.
Include language activities in which students practice two or moreof the
following language skills: listening, speaking, reading, writing,
vocabularyand grammar.
CALLA INSTRUCTIONAL SEQUENCE GUIDELINES
Theme/Topic: Life in Other Countries
Grade/Language Level: 8th grade/ Basic English
Standards:www.mineduc.cl English Program of the Ministry of Education (page
63 – 74)
1. Content Objectives:
 Identify the different cultures of some countries like Italy, Brazil, Japan, England
and Spain.
 Recognize sentence structures of comparatives and superlatives.
 Adapt the information needed to complete the chart.
 Explain orally the information in the chart.
How assessed?
Oral presentation of the groups explaining the information indicated on the sheet

2. The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins
Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
2. Language Objectives:
1. The students will recognize thematic vocabulary and key words, like the name of
the countries, the costumes and any important information about the life in other
countries.
2. Identifying and using structures about comparisons and superlatives, like ‘Brazil
is bigger than Peru’.
3. Reading in loud voice with fluency and appropriate pronunciation when the
students will have to present the information of the country.
4. Using very short and simple sentences and phrases to describe the different
countries or give another kind of information. For example: ‘The capital city of
Brazil is Brasilia’.
5. Applying the lexical unit, for example superlative adjectives (the bigger, the most
expensive, etc.) or frequency adverbs (usually, often, rarely, etc.)
6. Applying spelling items like dots and capital letters, for example: all the names of
the countries are written in capital letter.
How assessed?
Usethe information sheet about countries and also the activities given by the
teacher.
3. Learning Strategies Objectives: (to be added later in workshop)
Materials: Videos, information sheet and self-evaluation sheet.

3. The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins
Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
PROCEDURES
Preparation: How will I find out what my students already know about this content topic and what
related prior experiences they have had? How will I find out what language skills they already know
for this type of task? What vocabulary needs to be taught?
Through previous knowledge passed in the last class about comparative adjectives, adverbs like
slowly, dangerously, softly, etc.
Also, in the previous classes, the students applied language skills like listening with exercises, oral
skills, for example: giving opinion and written skills for example: create dialogues.
Some new vocabulary relatedto the unit, for example country names, nationalities, country places,
customs, languages, etc.
Presentation: What is the best way to present this content so that students understand the
concepts? What language skills will they use?
-The best way to present this content is through a video in which explain the different countries with
their pronunciation. So, they can watch and at the same time, listen how the word is pronounced. So
they can associate the image with the sound.
-They use listening, writing and speaking skills.

4. The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins
Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
Practice: What kind of activities will help my students apply the new information? What language
skills will they be practicing?
Complete the chart, reading aloud, writing sentences (apply or use vocabulary).
They practice speaking, writing and reading skills.
Self-evaluation: What is the best way for my students to assess their own learning of language and
content?
Self-evaluation sheet and fill the check list.
Expansion: How can I connect the topic of this lesson to students’ own lives, culture, and
language? How does this topic connect to other content areas? How can parents become involved?
How can I help students transfer what they have learned to new situations?
-We can connect the topic of the lesson (Life in other countries) through the following examples: the
television (TV programs like discovery channel or TV news where show different places of the world)
and the Internet (in this instrument there are information with different languages).
-This topic is connected with History and Geography subject (through maps and other kinds of
information about other countries).
-The students will bring for the next class adornment to decorate the classroom which will be
prepared in their houses.
-Internalizing the contents: if the students learn to use the contents in the class, they could use it in
new situations. For example: the students have to use the new vocabulary in class telling what
country they like more and why, and then they could use to speak with other people outside of class.

5. The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins
Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
Activity Introduction Script.
Sentences orally given by the teacher (Identifying comparative
adjectives, adverbs and vocabulary):
1. Mary is taller than Barbara.
2. Chile is the most beautiful country than Cuba.
3. The driver drives very slowly.
4. Argentina is cheaper than Chile.
5. The train is more quickly than a bus.
Pronunciation of the name of countries and nationalities (video):
1. Argentina/Argentinean.
2. Venezuela/Venezuelan.
3. Ecuador/Ecuadorian.
4. Mexico/Mexican.
5. Cuba/Cuban.
6. Chile/Chilean.
7. Uruguay/Uruguayan.
8. Bolivia/Bolivian.
9. Paraguay/Paraguayan.
10. Colombia/Colombian.
11. Peru/Peruvian.

6. The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins
Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
Information Sheet
Names:
Date:
Country’s Information Answers
Country
Capital City
Location
Language
Typical Food
Typical Dance
Typical Games
National Flag (draw it)

7. The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins
Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
Country’s Information Answers
Most Expensive than
Cheapest than
Bigger than
Opinion of the Group about the country
Videos
1. http://www.youtube.com/watch?v=BluOmUYbY4o (Introduction activity)
2. http://www.youtube.com/watch?v=Uvh6ra1gbjc&feature=related (Body
activity).

8. The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins
Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
Self-evaluation sheet.
Score: 1 to 5 each point.
Names Gave Good Spoke in Participated Respect to the
ideas Behavior English actively classmates

9. The CALLA Model: Strategies for ELL Student Success©2005 Chamot&Robbins
Camila Barrera – Lissete Gajardo – Milenka Gutiérrez – Alejandro Moreno
Teacher’s assessment of the students learning
Points Excellent Regular Need improve Total
3 2 1
Criteria
The information The information The
Information is complete and is not totally information is
correct complete or wrong and
incorrect incomplete
Students explain Students don’t Students don’t
the information explain all the explain the
Oral use of the in English and information in information in
English use a correct English and the English
pronunciation pronunciation is
not good
The information The information The
Organization is explained by is explained by information is
each student of the majority of given by a few
the group the students of students of the
according to the the group. group
order given in
the chart
Points Marks
Points Marks
6 4.5
3 2.7
7 5.3
4 3.2
8 6.2
5 3.8
9 7.0
 Then the teacher assessment students with a rubric, the teacher will review
the students´ notebooks.