1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Iannaci, Mariela and Schneider, Vanesa.
TUTOR: Aurelia Velázquez
Institución Educativa: Escuela Secundaria N° 6
Año y sección: Second Year.
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 28
Tipo de Planificación: Clase
Unidad Temática: Gender Stereotypes
Clase Nº: 1
Duración de la clase: 60 minutes
Fecha de entrega de la planificación: March 26th
Learning Aims:
● To help students to identify gender stereotypes represented in the media and their
social environment;
● To raise students´ awareness of gender stereotypes;
● To promote critical judgement;
● To promote working collaboratively;
● To help students acquire gender-stereotype related vocabulary;
● To encourage appropriate use of internet research and ICTs,
● To foster students´ development of their listening skill by watching and listening to
the video;
● To foster students´ development of their oral skill by discussing gender stereotypes;
● To foster students´ development of their reading skill by reading the song;
● To foster students´ development of their writing skill by writing their own definitions of
the expressions given;
● To help students understand the differences between regular and irregular verbs in
the past simple tense.
2. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Pink, beautiful,
dogs, sports, music,
cooking, cleaning,
watching series,
shopping, babies,
firefighter, teacher,
money, long hair,
play football, play
with dolls.
❖ Past tense of the
verb to be:
was/were
N
E
W
❖ Vocabulary related
to gender
stereotypes
Strong, tough,
athletic, optimistic,
confident, make up,
sensitive, cry,
political.
❖ Speaking about
gender
stereotypes;
❖ Understanding and
using new
vocabulary.
❖ Regular and
irregular verbs in
the past tense.
Materials :
● Whiteboard
● Laptop
● Video: https://www.youtube.com/watch?v=aTvGSstKd5Y
● Worksheet
● Handouts of the song.
Procedures
Comentado [A1]: No language function??
3. ROUTINE: (2 minutes)
We will greet students and ask them how they are. Then, we will ask them what date it is
and write it on the blackboard.
WARM- UP: (8 minutes)
To introduce the new topic, we will write “ gender stereotypes” on the blackboard. We will
elicit students´ different opinions and concepts orally and we will write them on the
blackboard. In this way, students´ prior knowledge will be activated and they will be
introduced to the topic.
Scaffolding strategies:
- Explain what they have to do;
- Provide them with help, if they don't know how to express themselves.
● Transition comments to link each stage of the lesson with the next one:
“Good job! Now, we are ready to start our lesson about “Gender Stereotypes”.
PRESENTATION : (10 minutes)
At this stage, we will draw a Venn diagram on the blackboard and we will write “boys” and
“girls” above each circle. After that, we will give each student a different word or phrase for
them to put them in the circle they think they belong to (including the region they share)
Some of these phrases and words are new for students (strong, tough, athletic, optimistic,
confident, make up, sensitive, cry and political) so we will explain the meaning of these
words orally through flashcards and gestures, and we will give them examples. Once they
are ready, we will invite them to watch the following video.
https://www.youtube.com/watch?v=aTvGSstKd5Y
After watching the video we will ask students to reflect upon the previous activity, and we will
ask them some questions for them to think of gender stereotypes. For example: “Are the
phrases or expressions exclusively related to boys or girls?”; “Would you put any word/phrase
in a different circle?”; “Do you agree with the boys and girls in the video?.”
When we finish this oral discussion, we will invite them to watch the video again and, looking
at the circles, tick the words and expressions they hear in the video.
4. Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Ask students to reflect upon gender stereotypes;
- Provide students with different questions to elicit their answers;
- Monitor students while they are doing the activity;
- Provide them with the necessary help.
● Transition comments to link each stage of the lesson with the next one:
“Great! Now we are going to do a reading activity”
DEVELOPMENT (PRACTICE and PRODUCTION):
Activity 1: READING (5 minutes)
As a pre-reading activity, we will ask students to say orally what they think the title of the
song refers to. After listening to their opinions, we will say to them that it means that it
doesn´t matter if you are born a girl or a boy. We will add that what is really important is to
accept ourselves so that we can accept others. Then, we will invite students to read the song
“Born this way” by Lady Gaga aloud.
Born this way.
It doesn't matter if you love him, or capital H-I-M
Just put your paws up 'cause you were born this way, baby
My mama told me when I was young
We are all born superstars
She rolled my hair and put my lipstick on
In the glass of her boudoir
"There's nothing wrong with loving who you are"
She said, "'Cause he made you perfect, babe"
"So hold your head up girl and you'll go far,
Listen to me when I say"
I'm beautiful in my way
'Cause God makes no mistakes
I'm on the right track, baby I was born this way
Don't hide yourself in regret
Just love yourself and you're set
I'm on the right track, baby
I was born this way (Born this way)
Chorus:
Oh there ain't no other way
Baby I was born this way
Baby I was born this way
Oh there ain't no other way
Baby I was born this way
Right track baby I was born this way
Don't be a drag, just be a queen
Don't be a drag, just be a queen
Don't be a drag, just be a queen
Don't be don't be don't be
5. Give yourself prudence
And love your friends
So we can rejoice your truth
In the religion of the insecure
I must be myself, respect my youth
A different lover is not a sin
Believe capital H-I-M (hey hey hey)
I love my life I love this record and
Mi amore vole fe, yah
I'm beautiful in my way
'Cause God makes no mistakes
I'm on the right track, baby
I was born this way
Don't hide yourself in regret
Just love yourself and you're set
I'm on the right track, baby
I was born this way
(Chorus)
Don't be a drag, just be a queen
Whether you're broke or evergreen
You're black, white, beige, chola descent
You're Lebanese, you're Orient
Whether life's disabilities
Left you outcast, bullied, or teased
Rejoice and love yourself today
'Cause baby you were born this way
No matter gay, straight, or bi
Lesbian, transgendered life
I'm on the right track baby
I was born to survive
No matter black, white or beige
Chola or orient made
I'm on the right track baby
I was born to be brave
I'm beautiful in my way
'Cause God makes no mistakes
I'm on the right track, baby I was born this way
Don't hide yourself in regret
Just love yourself and you're set
I'm on the right track, baby
I was born this way yeah
(Chorus)
6. Scaffolding strategies:
- Explain what they have to do;
- Ask students to reflect on the meaning of the title;
- Ask students to give their opinions;
- Ask students to read the song aloud;
- Provide them with the necessary help.
Activity 2: AFTER READING (15 MINUTES)
After having read the song, we will ask students to do the following activity in groups. We will
divide students into seven groups of four students each one. Then, we will explain the
procedures. In activity A, they have to look at the expressions highlighted in green in the song
and explain with their own words what they mean and how they are related to gender
stereotypes. They have to discuss the meaning and then, write it down in the worksheet. Once
they are ready, all the groups will exchange their definitions.
This is the worksheet I will give them to work on:
A) Look at the words phrases that are highlighted in green in the song. Write
what you think they mean, taking into account gender stereotypes.
We are all born superstars:
________________________________________________________________________
_________________________________
I'm beautiful in my way:
________________________________________________________________________
________________________________________
Don't hide yourself :
________________________________________________________________________
________________________________________
I was born to be brave:
________________________________________________________________________
____________________________________
Don't be a drag, just be a queen:
________________________________________________________________________
________________________________________
In the religion of the insecure:
________________________________________________________________________
________________________________________
No matter black, white or beige:
________________________________________________________________________
________________________________________
Comentado [A2]: It may quite challenging for elementary
students.
7. Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Monitor students while they are doing the activity;
- Provide them with the necessary help.
Activity 3 : Focus on Past Simple (10 minutes)
At this stage, we will write the following verbs on the blackboard: TOLD, ROLLED, PUT, SAID
and MADE. We will then ask students to look for them in the song and highlight them. Then,
we will ask them “Does this part of the song refer to the present or past life of the singer?” We
expect students will answer that it refers to the past since they already know the past simple
of the verb to be : was and were. After that, we will ask them if they can find a common pattern
in the highlighted verbs. In case they can´t, we will explain that in the past simple tense, we
find two kinds of verbs: regular and irregular. We will explain that regular verbs are formed
with their infinitive form plus “ed” and irregular verbs usually change forms. After this
explanation, we will ask them “Which of the highlighted verbs are regular and which ones are
irregular?” we expect they answer that the only regular verb is “roll”, so, we will ask them if
they can infer the infinitive form of the other verbs. We will help them with the answers. After
that, we will write other verbs on the blackboard for them to classify. We will allow them to use
their cellphones to look the verbs up online. We will ask them to complete the following chart
in their notebooks.
The verbs we will write for them to classify are: PLAY, CRY, WATCH, LOOK, STUDY, WEAR,
GO, FIND, SING and READ.
Regular Irregular
Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Monitor them while they are doing the activity;
- Provide them with the necessary help.
● Transition comments to link each stage of the lesson with the next one:
“Fantastic! Now, we are going to do our last task”,.
Comentado [A3]: Write meaningful language chunks, not
words in isolation.
8. CLOSURE: (10 minutes)
As a final task, we will ask students to remain in the same group as before. Then, we will
explain to them that each group has to browse the internet and search for different images
which represent what they understand by gender stereotypes. Once they finish, we will ask
them to choose one word or expression they have learned during the lesson, and think
which image might be linked to it. This will be done with each image. I will let them work until
the lesson ends, making sure they save the pictures since they will use them the following
class.
Scaffolding strategies:
-Explain to students what they have to do;
-Monitor students while they are doing the task;
-Provide students with the necessary help
When the activity is finished, we will say
“It was a wonderful class. You did very well. See you next class!”
★ In order to cater for possible SpLD students, we have planned the following in
case we have a student with DYSLEXIA.
We know that acquiring vocabulary can be really difficult for students with dyslexia. Due to the
fact that this lesson provides a lot of new vocabulary, we have decided to teach to the student
with dyslexia fewer words. For example, in the warm up section, we will give each student a
word or expression. We will give the student with dyslexia an easy word to learn. For example,
“optimistic” since this word is transparent and its pronunciation doesn´t differ too much from
the spelling. We will do the same with the rest of the activities which include new vocabulary.
In the presentation, we will implement the use of multi-sensory methods which include the
auditory, visual and kinaesthetic learning styles because they are useful to learn new words
and do different tasks. Taking into account this method, in order to teach few words and
expressions, we will repeat them many times orally and at the same, we will employ visual
aids as well as gestures to help the student with dyslexia understand the meaning. For
instance: If we want to teach the word “cry”, we will use a flashcard (with the word written and
the action drawn on it) and make the necessary gestures to promote his/her understanding.
In activity 2, we will select only a short motivating paragraph from the song. We should be
aware that students with dyslexia mustn´t be asked to read aloud since it is difficult for them
to read aloud and understand meaning at the same time. So, we won´t ask he/she to do so.
For example: In activity 2, we might choose the following paragraph:
Don't hide yourself in regret
Just love yourself and you're set
Comentado [A4]: Everyone benefits from them!
9. I'm on the right track, baby
I was born this way
We can see that it is a short paragraph and it doesn´t have difficult. With respect to activity 2,
we will only select two expressions to work on gender stereotypes. These expressions re: “We
are all born superstars” and “I'm beautiful in my way”
In activity 3, we will give he/she short and clear explanations on the grammatical structure.
We will also bear in mind that grammar should be taught in small steps. Furthermore, Multi-
sensory techniques can be included by using the color-coding of words or phrases. So, we
will teach the past simple by saying that verbs in red are regular verbs and verbs in blue are
irregular verbs. By doing so, we will help him/her understand the structure better. Once he/she
have understood, we will give him/her a short and simple task to practise this structure.
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
![Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Pink, beautiful,
dogs, sports, music,
cooking, cleaning,
watching series,
shopping, babies,
firefighter, teacher,
money, long hair,
play football, play
with dolls.
❖ Past tense of the
verb to be:
was/were
N
E
W
❖ Vocabulary related
to gender
stereotypes
Strong, tough,
athletic, optimistic,
confident, make up,
sensitive, cry,
political.
❖ Speaking about
gender
stereotypes;
❖ Understanding and
using new
vocabulary.
❖ Regular and
irregular verbs in
the past tense.
Materials :
● Whiteboard
● Laptop
● Video: https://www.youtube.com/watch?v=aTvGSstKd5Y
● Worksheet
● Handouts of the song.
Procedures
Comentado [A1]: No language function??](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)