The document outlines plans for two English language lessons for 8th grade students. It details the learning goals, their alignment with curriculum standards, an analysis of students' prior knowledge, and resources needed. For lesson one, the goal is for students to be able to give oral and written directions. A variety of engaging activities are described, including using pictures and a story to introduce vocabulary, completing worksheets, asking peers for directions, and creating a poster with a map and written directions. The document provides rationales for how the goals and sequence of activities are appropriate for supporting student learning.

1. DESIGN FOR INSTRUCTION
MDD Standards 2­ 3
● The teacher candidate sets learning goals that are meaningful for the pupils and
coherent with the national or school curriculum framework.
● The teacher candidate designs each class session, identifying resources and
learning activities that are appropriate for these pupils’ attainment of the learning
goals.
● The teacher candidate designs an assessment plan to monitor pupil learning
before, during, and after instruction, including multiple modes and approaches
which are aligned with the learning goals and activities, and considers adaptations
for pupils with special needs.
You will need to plan and deliver two lessons
1. Lesson 1 Topic​:
1.2 Lesson 1 Learning Goals: ​Define what you expect students to know and be able to
do at the end of the lessons. The learning goals should be specific, observable,
challenging and varied. Learning goals should describe what your students will learn
and be able to do by the end of the lesson, and not simply what activities they will do
during the lesson.
At the end of the lesson students will be able to give directions, orally and in written form.
1.2.1 Alignment of Learning Goals to School and National Curriculum: ​Explain
how these learning goals align with the school and national curriculum /
progress maps.
This goal is strongly align with the school and national curriculum. At first
the topic to cover was given by the teacher of English Miss Luciana Rojas,
who is following the curriculum of the school. This school curriculum is
based on the national framework, which is also reflected on the units of the
Book E­teens (students and teacher book). This book is used for both
teachers of English into the school. To give instructions is the fourth unit of
E­teens book. So that, all the previous content checked also was based on
the outline displays in that book, which is the same of the exposed on the
“bases curriculares” for 8th grade.
Justification: ​Explain how these learning goal(s) are relevant, challenging,
and appropriate. Consider their importance to previous and succeeding
topics covered in the class, the student's future in the class and school, to
state and national curriculums, and skills needed in the everyday world.
This aim is important to students, because they can apply spatial skill which
is also relevant in their daily life. It also helps students to increase
communication, because they can interact with their classmates, which
improves learning processes and acquisition of the language. It is

2. challenging because this content was carried out through oral and written
activities, so students had to speak real English during the class, something
that was not common for them. In addition, it was also meaningful for
students, because they had to apply their knowledge in a contextualized
activity, so they internalized better the new knowledge. This content was the
last one prepared for the semester by the teacher.
1.3 Analysis of Pre­Assessment Data: ​Discuss what students already know and can do
regarding your goals before you began your lessons. Pre­assessments may include
your mentor teachers´ descriptions of past assessments and activities.
According to our mentor teacher “Luciana Rojas”, students had never worked with
directions before and they do not know how to use them. However, they know how to
use imperatives, which were part of the lesson in terms of structure of the sentences
used. To use imperatives was easier for the pupils, because they did not need to use
the pronouns, which were difficult for them. Also, students knew their environment,
and their neighborhood, both of them were used into the lesson to explain students
the words and phrases used in order to give directions effectively in their own
atmosphere.
1.4 Learning Resources: ​List all of the materials or technology you will need to implement
the activities​.
Implements and materials:
​Pictures (flashcards), worksheets.
1.6 Motivation for learning: ​Describe how you will motivate student learning at the
beginning of the lesson. Consider what you will say and what you will do to motivate
student learning
At the beginning of the lesson, the teacher to be shows some flashcards to students
with images of signals related to directions, so she will ask students to guess what the
lesson will be about. She also tells students a story about a “friend” who does not
know how to get to a specific place near the school known by students. In the story,
the new vocabulary is included and the teacher asks students to repeat it while telling
the story.
1.7 Activities: ​Include descriptions of the activities you plan to use in the lesson. Your
activities should be designed to support your learning goals and should be clearly
described and carefully sequenced. Actively engaging students in learning also gives
you an opportunity to assess their understanding. Make sure you take advantage of
this opportunity by coordinating your activities with your assessment plan.
● T shows 6 images of signals related to directions, she puts the images on the
board
● T tells a story about a new friend that did not know how to get to the Mall from the
School.

3. ● T uses the story to present the new vocabulary and makes Ss repeat the
expression while telling the story.
● T writes on the board the nine new expressions for Ss to copy it on their notebooks.
● Ss complete a dialogue with the corresponding “direction” chosen from 3
alternatives.
● Ss have to complete a worksheet giving directions according to a map (without
alternatives).
● Ss, with the same worksheet, have to ask “How can I get to the …?” to their
classmates and write down the answers.
● In groups of 4, Ss have to compare the answers their classmates gave and write
down the correct one.
● T asks Ss to give directions for getting to the supermarket (near the school), to the
train station (near the school) or to their home. They choose. Ss have to draw the
map and write the directions in a poster.
The carefully selected sequence of activities in that lesson engages students from the
very beginning of the lesson. Then, students learn how to use the content recently
explained, and at the end students have to produce a task on their own. They use the
words and phrases taught, which helps teachers to be to assess the knowledge acquired
by the students during the class.
a. What will students do? (​For how long? Alone or in groups? Using what
resources?, etc
● Ss copy the new vocabulary on their notebooks.
● Ss complete a dialogue with the corresponding “direction” chosen from 3
alternatives.
● Ss have to complete a worksheet giving directions.
● Ss, with the same worksheet, have to ask “How can I get to the …?” to their
classmates and write down the answers.
● Ss have to compare the answers with their classmates.
● Ss have to draw the map and write the directions in a poster.
Above, it is possible to observe all the activities performed by the students exclusively.
Some of them are individual, such as copy, to complete a dialogue (in a worksheet), to
complete a worksheet (exercises). Other activities are in pairs, in these ones they need to
use mainly spoken english, which helps to improve students competences in this specific
area. In order to perform the final activity they need to create a poster in which creativity
and high order thinking skills are presented, because the have to use what they learnt,
what they believe is better to explain the direction, the kind of drawing, and also elaborate
their own directions for getting a specific place into their neighborhood.
b. What will you do to support students´ engagement with that activity?

4. ​At the first point, the activities done during the lesson were based on the real life of the
students. They felt strongly familiar with the directions given, because they were used to
guide people to get to points of the city where they live. So, the story told also include
places near the students' neighborhood such as the same school, Perales bridge,
Talcahuano Mall, etc. The following activities were guided by the teachers to be, and the
engagement came from the pair and group work. They were not familiar with this kind of
activities, because the mentor teacher prefers to work with individual task.
2. Lesson 1 Topic​:
I.1 Lesson 1 Learning Goals: ​Define what you expect students to know and be
able to do at the end of the lessons. The learning goals should be specific,
observable, challenging and varied. Learning goals should describe what your
students will learn and be able to do by the end of the lesson, and not simply
what activities they will do during the lesson.
At the end of the lesson students will be able to indicate to a friend how to
get to a place through a comic.
I.1.1 Alignment of Learning Goals to School and National Curriculum: ​Explain
how these learning goals align with the school and national Curriculum.
This goal is strongly align with the school and national curriculum. At first
the topic to cover was given by the teacher of English Miss Luciana Rojas, who is following
the curriculum of the school. This school curriculum is based on the national framework,
which is also reflect on the units of the Book E­teens (students and teacher book). This
book is used for both teachers of English into the school. To give instructions is the fourth
unit of E­teens book. So that, all the previous content checked also was based on the
outline displays in that book, which is the same of the exposed on the “bases curriculares”
for 8th grade.
I.1.2 Justification: ​Explain how these learning goal(s) are relevant, challenging, and
appropriate. Consider their importance to previous and succeeding topics
covered in the class, the student's future in the class and school, to state and
national curriculums, and skills needed in the everyday world.
In this case, the aim of the lesson plan is relevant and challenging for
students, because with this activity students can develop other types of skills, so here
students that are shy, do not like speaking in public, or that are not willing to work in pairs
or groups have the opportunity to participate in the class as well. Additionally, this activity
shows to students that are others types of language of communication, not only written or
spoken, but also they can express themselves through painting and drawing too.
I.2 Analysis of Pre­Assessment Data: ​Discuss what students already know and
can do regarding your goals before you began your lessons. Pre­assessments

5. may include your mentor teachers´ descriptions of past assessments and
activities.
As students already know the topic that is being covered in class, they will
not have much problems to achieve the task asked by the teacher to be. Students already
know the exponents, which were taught in the previous class, and they also know how to
give a direction in terms of structure (imperatives in this case), so there is not much
difficulty for them.
I.3 Learning Resources: ​List all of the materials or technology you will need to
implement the activities.
2.5 Motivation for learning: ​Describe how you will motivate student learning at the
beginning of the lesson. Consider what you will say and what you will do to motivate
student learning.
The teacher to be will show students a comic magazine as an introduction to the
activity students will have to do. The teacher to be will ask students if they like reading
comics or drawing, and also what is their favourite comic in order to engage students
to the activity and present it.
2.6 Activities: ​Include descriptions of the activities you plan to use in the lesson. Your
activities should be designed to support your learning goals and should be clearly
described and carefully sequenced. Actively engaging students in learning also gives
you an opportunity to assess their understanding. Make sure you take advantage of
this opportunity by coordinating your activities with your assessment plan.
Students have to create a comic of maximum 10 boxes of dialogue, where the main
character has to give a direction to a friend to get to a place chosen by the students.
This activity has the aim of reinforcing what students already knew and learnt, and give the
opportunity to students to develop and use their imagination to fulfill this activity as
they want. However, students always have to keep in mind the main objective of task.
2.6.1 What will students do? (​For how long? Alone or in groups? Using what
resources?, etc.)
In this class will have to work individually in a session of 45 minutes, that is
why the activity is not so long. To complete the task students will work with color pencil,
glue, cardboard, images, and any other material they consider necessary for their work.
Do not forget that this task allows students to use their imagination as they want.
2.6.2 What will you do to support students engagement with that activity?

6. I, as a teacher, will encourage students to make them believe that they can
do the activity, if they are not good at drawing, I will give them the chance to use images
or any other kind of resource so they complete the task so they will know they have other
alternatives and it is not as structured as they may think. I will also be a monitor so they
can count with my help, if they need.
3. Reflection:
After each session (class or tutoring), write in your journal a reflection that
addresses the following questions:
o What knowledge, skills and/or dispositions are needed to help a student
learn? What are you learning about what it means to be a teacher?
Based on the implementation of your plan or your interactions with the students, what do
you think you need to improve, do differently or maintain for the next session?