First observation school n°256 5th grade

1. GUIA DE OBSERVACIÓN
Nombre del Establecimiento: School N°256
Curso y año del aula observada:
BURBUJA/ HORARIOS 16.05 a 16.50
Asignatura: Inglés
Tema de la clase observada:Animals
1. Descripción de la organización especial del aula: recursos, ubicación de los bancos,
tipo de orden…
¿Cómo están organizados los bancos? ¿En qué situaciones esta organización se
modifica? ¿Cómo es el orden del aula?, ¿muchas láminas, armarios, útiles de los
chicos, escritorio del docente? ¿Cuáles son los sonidos predominantes en el aula?
COVID PROTOCOL.
In 5th grade, students' tables are organised around the classroom, forming a square, and two
tables are placed at the centre. Of course, this organisation follows the government's social
distance regulations. Furthermore, the teacher's table is in the classroom's right corner, which
gives her a complete view of students' faces, so whenever she presents a new topic, it allows
her to address all pupils and see their reactions. The 5th grader kids have all their school supplies
on the table and it was surprising observing that they respect their classmates' space.
The most predominant sounds in the classroom are those coming from the students, as
they talk to each other about their activities. Moreover, there are usually different questions
directed to the teacher regarding words' definitions or how to approach a particular task.

2. 2. Descripción de la organización temporal
Horario, distribución del tiempo. ¿Cómo comienzan y terminan las clases? ¿Qué tipo
de ritmos hay (acelerados, aquietados, fluctuantes)? ¿Qué tiempo se la dedica a cada
cosa? ¿Cuáles son las tareas a las que se le dedica más tiempo (poner orden, hablar
sobre la convivencia, trabajar en el cuaderno, trabajar en grupo, que el docente de
clase expositiva, puesta en común, que los chicos trabajen solos)? El horario escolar,
¿se cumple?, ¿en qué situaciones se utiliza?
In the first lesson I had with them, Juliana (the teacher) revised the vocabulary they learned
in previous lessons, different types of animals. She then wrote all the words they have seen
on the whiteboard and check if they still remember most of them. Some exchanges between
the teacher and her students reminded me of some concepts we studied in Practice II. Here
there are some examples that I would like to analyse:
Exchange 1:
Student A: ¿Profe qué es un rhino?
Teacher: A rhino? What is a rhino, kids?
Some Students: Es un rinoceronte, teacher.
The teacher, in this case, does not answer him in Spanish but in English and does not
give him the answer directly. Still, she directed the question to her students so that they can
participate in the class.
Juliana spent 5 minutes checking the previous knowledge. Then she continued with the
following activity: watching an extract from the Disney movie “The Sword In The

3. Stone(1963), in which the wizard Merlin gets into a magic duel with madam Ming, a witch
who practices black magic. Students already had a bingo chart in their notebooks with the
names of different animals, so they had to pay close attention to the different species that
appeared during the extract and marked whenever they identified one.
Animal Bingo
Fox Turtle Crocodile
Owl Caterpillar Hen
Dragon Squirrel Pidgeon
The Sword In The Stone(1963) - The Wizard's Duel, First part
The experience was incredibly interesting as young learners got involved as soon as the
teacher presented the video through the projector on the wall. Throughout all the extract,
students commented each other about what was going on:
Student A: vamos corre! corre!
Student B: Uhh!
Student C: ¡Se convirtió en un dragón!
Student D: ¿Seño eso era un zorro?
Teacher: Yes! That was a fox.
This activity took approximately 15 minutes as there were some problems with the
audio coming from the laptop. While pupils were fulfilling the bingo chart, Juliana wrote
some sentences on the whiteboard. Then after claimed “bingo!” and check their charts with
the teacher, she explained the next activity in which they had to choose an animal and match
the different sentences that decribed it.

4. Some pupils attempt to ask Juliana about some sentences:
Student A: it eat cheese? (referring to the fox)
Teacher: No, it doesn’t.
This activity took around 15 minutes as students had to scan the sentences on the
whiteboard to match them with their corresponding animal. To conclude, the teacher ended
the lesson by answering and checking some doubts about the topic and signed the end by
saying, “Well, now is time for a break. See you, next class.” Furthermore, the duration of
the class was exactly 45 minutes and the leisure time was respected.
3. Uso de recursos
¿Cuáles son los recursos que se le dan al cuaderno y carpeta? ¿Cuáles son los usos
que se le dan a los libros de texto? ¿Se utilizan otros espacios (biblioteca, taller de
informática)? ¿Para qué se utiliza el pizarrón? ¿Se usan otros recursos? ¿Hay
computadoras en el aula?SE USA ADM (AULA DIGITAL MOVIL)
In this case, students used their notebooks to check the bingo chart with the video projected in
the wall. They did not use the workbook as they had everything already written down.
Moreover, the whiteboard was used to check vocabulary and present the activity with the
different sentences.
4. Dinámica

5. ¿De qué manera se explicitan las formas de trabajo? ¿Cuáles son las formas de
motivación que utilizó el docente? ¿Qué aspectos modificó en la dinámica de trabajo:
cambio de lugares, uso de otros recursos, dedicación de mayor tiempo para
determinada tarea? ¿Cómo es la forma de corrección y devolución? ¿Cómo las
recupera?
Juliana explained the activity and checked if all students understood the vocabulary they had
to apply. The motivational form that I found was the use of the projector and the presentation
of an animated movie to identify the different animals they have learned. The teacher’s form
of correction was through cooperative feedback from other classmates and she mostly
answered back in English. The vocabulary is recovered in every activity as they are all topic-
related content.
5. La clase: Describa cómo fue la secuencia de la clase observada.
1. Organisation of students - Checking the attendance - Ask them about their day.
10 mins
2. Check previous content - Explanation of the teacher of what they did in the
previous class. 5 minutes
3. Presentation of First activity - Video and Animal Bingo Chart. 15mins
4. Presentation of Second Activity - Connect Sentences that describe each animal in
the chart.15 minutes
5. Doubts. 5 mins
6. End of Lesson.
6. El grupo de alumnos
¿Cómo está constituido el grupo? ¿Cómo es la relación entre ellos? ¿Cómo es la
relación entre varones y mujeres? ¿Hay algunos chicos que no se integren, qué hacen?
¿Pueden realizar trabajo colectivo, cómo colaboran entre ellos? ¿Cuánto tiempo
tardan en “entrar en tarea”?¿Cuáles son las dificultades que presentan y cuáles las
virtudes?
Twelve students constitute the group and their relationship seems friendly and stable.
Regarding students’ distribution in class, some male students sit together, but in some cases,

6. they are mixed. They talk and share comments and do not hesitate to contribute to the class.
For the most part, they seemed to get along pretty well with all their classmates, but two
students sit at the centre of the classroom. They did not talk with their classmates, maybe
because it might be challenging to start a conversation with others as they faced the whiteboard,
which is the case of those sitting on the sides.
7. Síntesis e impresiones de la clase observada.
My first impression of 5th grade was joyful as you could feel a class environment in which
students were involved with the activities and gave you a sense that they followed what the
teacher was presenting. Despite the teacher’s answers and questions being in English, students
could comprehend what she said and fulfiled their activities without further problems.
Dialogue that occurred when pupils were completing the second activity.
Student A: ¿Tenemos que usar todas las oraciones?
Teacher: No, only those that describe the animal.