This lesson plan aims to raise students' awareness of indigenous cultures in Argentina. It includes 7 activities: 1) Matching texts and pictures of indigenous cultures. 2) Highlighting examples of passive voice in texts. 3) Researching aspects of assigned indigenous cultures. 4) Posting researched information on a Padlet. 5) Classifying cultural aspects as deep or surface using an iceberg model. 6) Playing a guessing game to review vocabulary. Adaptations for students with dyslexia include using multi-sensory methods like drawing, repeating words, and hand gestures. The plan seeks to develop students' cultural understanding, grammar, research, and vocabulary.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Iannaci, Mariela; Schneider, Vanesa and Laurens, Paula.
TUTOR: Aurelia Velázquez
Institución Educativa: Escuela Secundaria N° 6
Año y sección: Third Year.
Nivel lingüístico del curso: Pre- intermediate
Cantidad de alumnos: 24
Tipo de Planificación: Clase
Unidad Temática: Intercultural reflection
Clase Nº: 1
Duración de la clase: 60 minutes
Fecha de entrega de la planificación: May 26th

2. Learning Aims
● To raise students´ awareness of indigenous cultures;
● To develop critical thinking;
● To promote students´ working collaboratively;
● To help students understand/learn vocabulary related to indigenous cultures;
● To encourage students´ appropriate use of internet research and ICTs,
● To foster students´ development of their listening skill by asking students to listen
to their classmates´ thoughts;
● To foster students´ development of their oral skill by discussing indigenous
cultures;
● To foster students´ development of their reading skill by reading different
paragraphs related to indigenous cultures ;
● To foster students´ development of their writing skill by asking students to write
full sentences about indigenous cultures.
Teaching point: Intercultural reflection
Language Focus

3. LEXIS FUNCTIONS STRUCTURE
R
E
V
-Passive voice in Present
Simple and Past Simple
tenses.
N
E
W
- Vocabulary related to
indigenous cultures: (their
typical food, clothing,
humor and communication
patterns.)
-Vocabulary related to
deep and surface culture
-Describing people, places
and things
-Drawing Conclusions
Materials
● Pictures and texts taken from https://theculturetrip.com/south-
america/argentina/articles/7-indigenous-cultures-you-can-actually-visit-in-argentina/
● Internet connection
● Cellphones
● Blackboard
● Padlet
● Iceberg poster
● Blackboard, chalk, markers
● Flashcards (for students with dyslexia)
Procedures
ROUTINE: (2 minutes)

4. 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 present the topic, we will stick the pictures of the indigenous people found in
https://theculturetrip.com/south-america/argentina/articles/7-indigenous-cultures-you-can-
actually-visit-in-argentina/ and other pictures which represent Argentinian culture on the
blackboard. Then, we will ask students “Which of these pictures represent us as
argentiniansArgentinians and why?”
We expect they won´t realize that all of them represent Argentinian society. So, we will raise
their cultural awareness by saying that all of them are part of our culture, and point out that
some of them are indigenous people who actually live in our country.
These are the pictures:

5. 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:
“Great! Let's learn more about these people.”
PRESENTATION: (10 minutes)
At this stage, we will divide students into seven groups of three students each one ( as the
number of students is 24, three groups will consist of four students) , and we will give each
group a text about a different indigenous culture. Then, we will explain the procedures.They
will have to match the texts with the pictures stuck on the blackboard. To do so, they will read
the text and once they are ready, they will have to say which pictures they think their texts refer
to.
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.
Comentado [A1]: From the website, right?
You should have included the texts in the lesson plan, too.

6. ● Transition comments to link each stage of the lesson with the next one:
“Excellent! Now, we are going to do another activity.”
DEVELOPMENT (PRACTICE and PRODUCTION)
Activity 1: (5 minutes)
In order to revise passive voice in Present Simple tense and Past Simple tense, we will ask
students to highlight examples of passive voice in their texts. We will say to them they can use
two different colours. One color for examples of passive voice in Present Simple tense and
another color for examples of Passive Voice in past simple tense.
Scaffolding strategies:
- Explain to students what they have to do;
- 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:
“ Excellent! Let´s do another activity!”
Activity 2: (15 minutes)
In order to develop students´ cultural awareness, we will ask them to do some research about
one specific indigenous community.To do so, we will ask students to remain in the same groups
as before we will assign the communities to the groups. For example, group 1: Mapuche ; group
2: Qom; group 3: Guarani, group 4: Chané; group 5: Huarpe; group 6: Quechua and group 7:
Wichí. Then, we will ask them to browse the internet to find out information about their typical
food, clothing, humor and communication patterns. After having searched the net, we will ask
students to write two or three full sentences about these aspects in their notebooks. We will ask
them to use Passive Voice wherever possible.
Scaffolding strategies:
- Explain to students what they have to do;
- Monitor students while they are doing the activity;
- Ask students to browse the internet to find information;
- Provide them with the necessary help.
Comentado [A2]: You should demonstrate first. You may
take one example, write it on the board and elicit the grammar
structure involved.

7. ● Transition comments to link each stage of the lesson with the next one:
“Fantastic! Now, we are going to post all our job on a padlet.”
Activity 3: ( 7 minutes)
Once students have finished with their research, we will ask them to remain in the same groups
as before. Then, we will tell them that we have created a padlet for them to post all the
information they have searched in the previous activity. To do so, we will ask them to access
the following link: https://padlet.com/mariela_iannaci/msi2gcwsttno5v8u
Scaffolding strategies:
- Explain to students what they have to do;
- Monitor students while they are doing the activity;
- Ask students to post all information investigated on the padlet;
- Provide them with the necessary help.
● Transition comments to link each stage of the lesson with the next one:
“Good job! Now, going on with the topic, discuss this in your groups. Do you know the
difference between the visible and the less visible aspect of culture ?”
Activity 4: ( 8 minutes):
In order to help students develop a greater cultural awareness, we will introduce the
concepts of deep and surface culture. To do so, we will bring to the classroom a big
poster of an iceberg and ask them to classify the aspects they have investigated in
activity 2 ( food, clothing, humor and communication patterns) and write them in the
place they think they belong to on the iceberg picture. By doing so, students will
understand that culture is much more than what we can just see. We will explain to
them that despite the fact that there are aspects of culture that are invisible, they have a
big impact on people's lives. We will discuss these concepts and the reasons for their
decisions orally.

8. Illustrative picture taken from the net
Scaffolding strategies:
- Explain to students what they have to do;
- Elicit answers;
- Explain the concepts of deep and surface culture;
- 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 play a fun game. Are you ready?”.
CLOSURE: ( 5 minutes)
To end this lesson, we will invite students to play a game. This activity will create a fun
atmosphere for students to revise vocabulary. To do so, we will stick the pictures of the
indigenous people we used in the warm- up on the blackboard and we will put seven strips of
paper face down on one desk. Each strip contains one sentence about one of the 7 indigenous
cultures they have learnt in this lesson. After that, we will ask each group to choose a student
who will select a strip at random. She/he will pick one strip of paper up. Then, she/he will read
the sentence aloud for her/his classmates to guess which community it refers to. The first group
who names the correct community, will get a point. After that, they will stick the strip of paper
on the correct picture. The group who gets most points is the winner.
When they finish playing the game, we will say “Excellent. It was really fun. See you next
class.!”
These are the sentences:
- They speak their own language ( Guarani)
- It is one of Argentina’s largest indigenous communities ( Qom)
Comentado [A3]: To be able to do so, you should ask
students to read the information on the padlet thoroughly,
right?

9. - They have their own calendar ( Mapuche)
- They are a very small community ( Chané)
- The majority of this community resides in San Juan, San Luis and Mendoza (Huarpe)
- They have a very typical costume. Women wear elaborate dresses and multiple skirts.
( Quechua)
- Their common name is the Mataco people ( Wichí)
★ In order to cater for possible SpLD students, we have planned the following
in case we have students with DYSLEXIA.
We believe that a good way of promoting diversity and inclusion could be to apply different
techniques that are very useful for any kind of special needs. In order to teach new vocabulary
to students with dyslexia, we will implement the use of multi-sensory methods by using the
auditory, visual and kinaesthetic learning styles to help learners understand the meaning of new
words. This will be helpful not only for students with special needs but also for all the students
in the classroom. We will repeat the new words many times and we will draw what words mean
on the board At the same time, we will make gestures and facial expressions to foster their
understanding. In this way, the learners will be able to learn the new vocabulary in a better
way.
To be completed by your tutor:

10. 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
Scaffolding
strategies
x
Language
accuracy
x
Observations Interesting ideas!
Just a comment as regards timing. I´m afraid you may need some extra
time to fulfil all the activities. Copying their texts on padlet may take
rather long, it may be assigned as homework. But you need to make
sure everyone accesses to the data so as to play the game.