.

1.
Standard 5: Decision making and analysis of results
Camila Cuevas Araneda
Professional Practicum

2. Standard
5
Task
1:
Area:
English
Class:
11th
grade
(3
M
I)
Lesson
2
Aim:
At
the
end
of
the
lesson
SWBAT
give
advice
for
everyday
situations
using
should,
ought
to,
and
had
better,
written.
The
change
in
this
lesson
was
because
of
students’
behaviour;
students
were
quite
talkative
after
a
few
days
without
school
because
of
the
Fiestas
Patrias
celebrations.
When
presenting
the
language,
some
students
were
not
paying
attention
to
the
explanations
and
examples
of
the
teacher
and
therefore,
they
were
given
something
to
do
and
get
them
to
work.
Students
were
asked
to
work
in
pairs
and
discuss
the
situations
presented
by
the
teacher
and
create
their
own
piece
of
advice.
The
most
creative
piece
of
advice
was
included
in
the
presentation
and
used
as
an
example,
and
the
students
who
wrote
it
got
a
prize
for
the
next
day.
This
was
a
good
decision,
since
as
it
was
expected
students
immediately
started
working
and
all
the
talking
about
their
personal
lives
was
over.
The
teacher
was
able
to
monitor
students’
work
and
keep
them
on
track.
Lesson
4
Aim:
At
the
end
of
the
lesson
SWBAT
produce
a
poster
with
pieces
of
advice
related
to
jobs
to
their
classmates.
In
this
lesson
there
was
a
modification
because
of
time
issues.
The
matching
activity
at
the
beginning
of
the
lesson
took
more
time
than
it
was
expected
and
therefore
there
was
less
time
to
perform
the
task.
Originally,
students
were
expected
to
both
create
a
poster
for
their
classmates
and
then
present
it
to
the
whole
class.
Since
there
was
not
enough
time
to
do
both
that
day,
students
were
asked
to
only
create
a
poster
to
their
classmates.
The
presentation
of
the
posters
was
removed
and
added
to
the
next
lesson.
In
the
end
it
was
the
right
decision
because
students
were
able
to
work
at
a
slow
pace.
They
had
enough
time
to
ask
questions
to
the
teacher
and
the
opportunity
to
discuss
among
them,
working
in
their
groups
and
producing
the
poster
in
a
relax
atmosphere
within
the
allotted
time.

3. Task
2:
Lesson
1:
Aim:
At
the
end
of
the
lesson
SWBAT
identify
and
differentiate
vocabulary
related
to
jobs
and
the
use
of
the
modal
should
to
give
advice,
written.
Goals:
-­‐
Identify
jobs
vocabulary
in
a
text
about
teenagers.
-­‐
Identify
the
use
of
the
modal
should
to
give
advice
in
a
text
about
teenagers.
Assessment:
Worksheet
Evaluation:
Formative
CRITERIA
Excellent
Good
Needs
improvement
Uses
modal
verb
‘should’
to
give
advice.
Identifies
vocabulary
about
jobs.
Uses
modal
verb
‘should’
to
give
advice.
Identifies
most
of
the
vocabulary
about
jobs,
making
one
or
two
mistakes.
Does
not
use
the
modal
verb
‘should’
to
give
advice.
Uses
a
different
modal
verb.
Does
not
identify
most
of
the
vocabulary
about
jobs,
making
more
than
two
mistakes.
Students
were
asked
to
work
in
pairs
with
a
worksheet
and
help
three
teenagers
(out
of
five)
with
problems
related
to
choosing
a
job
for
the
future,
in
the
written
form.
The
results
show
the
goal
was
achieved
by
an
87%
of
the
class,
which
corresponds
to
35
students
of
the
total
(40).
The
majority
of
the
students
in
this
class
can
identify
jobs
and
the
use
of
the
modal
verb
should
to
give
advice.
85%
15%
0%
Percentage
of
students
that
achieved
the
goal
(lesson
1)
EXCELLENT
GOOD
NEEDS
IMPROVEMENT

4. Lesson
2:
Aim:
At
the
end
of
the
lesson
students
will
be
able
to
give
advice
for
everyday
situations
using
should,
ought
to,
and
had
better,
written.
Goals:
Write
a
short
letter
giving
advice
using
should,
ought
to
and
had
better.
Assessment:
Worksheet
Evaluation:
Formative
CRITERIA
Excellent
Good
Needs
improvement
Create
sentences
using
modal
verbs
‘should’,
‘ought
to’
and
‘had
better’
to
give
advice.
Uses
each
modal
verb
to
give
advice
two
times.
Create
sentences
using
modal
verbs
‘should’,
‘ought
to’
and
‘had
better’
to
give
advice.
Uses
modal
verbs
to
give
advice
more
than
2
times.
Does
not
create
pieces
of
advice.
Does
not
use
any
modal
verb
to
give
advice.
The
results
show
31
students
did
an
excellent
job
with
their
writings
and
7
students
did
a
good
job,
which
means
38
students
out
of
40
achieved
the
goal
of
the
lesson.
The
2
girls
left
did
not
achieve
the
goal
of
the
lesson.
There
is
a
difference
in
comparison
to
the
first
lesson,
given
that
there
are
two
more
modal
verbs
that
are
used
to
give
advice.
It
seems
to
be
confusing
for
students
to
understand
the
correct
use,
which
explains
those
18%
and
5%
respectively.
77%
18%
5%
Percentage
of
students
that
achieved
the
goal
(lesson
2)
EXCELLENT
GOOD
NEED
IMPROVEMENT

5. Lesson
3:
Aim:
At
the
end
of
the
lesson
SWBAT
consolidate
vocabulary
about
professions
through
matching
and
charade
activities.
Goals:
Match
the
name
of
the
job
with
its
corresponding
description.
Assessment:
Professions
and
occupations
worksheet
Evaluation:
Formative
In
this
lesson
students
worked
with
a
worksheet
where
they
had
to
match
names
of
jobs
with
their
descriptions.
After
an
allotted
time
to
work
on
the
worksheet,
the
teacher
asked
the
students
to
do
peer
correction,
checking
their
work
with
the
whole
class.
82%
10%
8%
Percentage
of
students
that
achieved
the
goal
(lesson
3)
EXCELLENT
(20
pts.)
GOOD
(10
-­‐
19
pts.)
NEEDS
IMPROVEMENT
(0
-­‐
9
pts.)

6. Lesson
4:
Aim:
At
the
end
of
the
lesson
SWBAT
produce
a
poster
with
pieces
of
advice
related
to
jobs
to
their
classmates.
Goals:
Produce
a
poster,
write
pieces
of
advice
and
work
in
groups.
Assessment:
Rubric
Evaluation:
Summative
Rating
scale:
Excellent:
Achieves
all
that
is
expected.
Excellent
work.
7
pts.
Good:
Accomplishes
the
criterion
but
leaves
room
for
improvement.
5
pts.
Adequate:
Does
not
completely
achieve
the
required
elements
but
shows
potential
for
improvement.
3
pts.
Poor:
Barely
meets
the
criterion.
It
needs
more
work.
1
pt.
Criteria
Points
Required
Elements
All
the
required
elements
are
included
on
the
poster
(title,
3
different
pieces
of
advice,
illustrations
and
names
of
group
members).
Images
All
illustrations
are
appropriate
and
relevant
to
the
topic
of
the
poster.
Information
The
text
is
accurate,
relevant,
and
produced
by
students
(it
is
not
copied
and
pasted
or
a
literal
translation).
Appearance
Words
are
easy
to
read
from
a
distance,
the
background
does
not
interfere
with
the
content
and
the
overall
poster
is
neat
and
well
organized.
Creativity
The
poster
has
attractive
colors,
designs
and
pictures
that
illustrate
and
enhance
the
content.
Students
made
effective
efforts
to
attract
the
viewers’
attention.
Use
of
class
time
Students
use
time
wisely
during
each
class.
They
focus
on
getting
the
project
done
and
finish
the
poster
on
time.
Group
work
All
members
collaborate
to
the
project.
Students
encourage
and
allow
everyone
to
participate.
Score:
In
this
lesson
students
had
to
create
a
poster
with
pieces
of
advice
for
the
career
the
other
group
chose,
including
personal
qualities
as
well
(funny,
punctual,
loyal,
etc.).