1) Aylen, a teacher assistant, led a lesson at Escuela 74 with her co-teacher Maria Eugenia. They worked on a project called "our monster family book". 2) Aylen demonstrated excellent teaching skills. She explained the objectives clearly and focused on vocabulary like adjectives. The students were engaged in the task of creating a mini book. 3) Both trainees, Aylen and Agustina, circulated the classroom to monitor the students' work and provide support. They managed to include a student with cochlear implants.

1. PRACTICE II, DIDACTICS OF ELT and Practicum Primary School level.
Adjunto Regular a/c Prof. Estela N. Braun (2017).
Teacher Assistants: Prof. Vanesa Cabral and Prof. Maria Lis Luján Ramos.
ETA MA John Brakke.
REGISTRO: Estela Braun. 16/08/2017
ALUMNA RESIDENTE: Aylen Bailo (in charge)
COLEGIO: Escuela 74
DOCENTE CO-FORMADORA: Prof. Maria Eugenia Brandi.
Aylen started the lesson with a routine where she prompted oral interaction by asking
students about the weather. Previously, they had been greeted with a chant led by
Maria Eugenia, the teacher in charge.
The, Aylén went onto explaining the objectives of the lesson. They would work on a
project calledour monster family book. She elicited meaning of words and sheexplained
what they were going to do by showing a model: “First, we will read a story: My monster
family”. The mini-book was perhaps a bit small to see from the back of the classroom,
but still students were so eager to do the task.
Aylén showed an excellent teacher’s stance. Her voice was loud and clear and she
explained everything at the right pace for pupils to follow and understand her
instructions. She focused on lexis: adjectives YOUNG, OLD, SMALL, BIG. I was surprised
to see how many vocabulary items about the family students had learnt: cousisns, aunt,
uncle.
Agustina, the pedagogical partner, was active all the time. She handed out the small
books for pupils to complete. Studnets asked where she was at the beginning of the
class. Both trainees have built excellent rapport with the kids.
Children were eager to work on the project and after they had started both trainees
moved around the classroom, monitoring their work and providing support.
In the class, there is one integrated pupil who has cochlear implants, and trainees
managed to include and integrate her during the lesson.
In the littlemonster book, trainees included ESI in away, as there was asentence reading
“I have two young mothers”. None of the kids asked questions about that.
Students copied some of the sentences from the board: e.g. My brother is very BIG.

2. Classroom management was excellent. There are 29 pupils in the class. However, they
never shouted or misbehaved. All of them were working actively, led by Agustina. She
answered to all the questions students asked. She was always visible to students and
ready to provide support.
They followed their lesson plan closely and this was a very successful TBL activity.
When the bell rang, they asked students to finish the activity as homework. I suggest
that you use this activity as part of formative assessment, grading their finished
productions.
Both trainees showed their commitment even after the lesson finished. They helped
pupils with their jackets and asked them to form a line and led them to the hall, where
they remained till after the flag goodbye greeting.
All in all, it was a perfect lesson focused on the right methodology for fourth grade
children. Congrats on your hard work!
Prof. Estela N. Braun
Adjunto a/c Práctica Educativa II