The lesson plan summarizes a 90 minute English class for 7th grade students focusing on analyzing a short story called "The Troddler". The plan includes 5 parts: 1) a warm-up to introduce the topic and recall prior learning, 2) presenting examples of a "one-page" summary, 3) a reading activity where students analyze the story in groups, 4) an extension activity where students add examples of missing linguistic elements, and 5) creating a one-page summary incorporating their analysis. The plan provides detailed instructions, timing, and scaffolding for each activity with the goal of developing students' literary analysis and language skills.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Keila Belén Medina
Año y sección: 7mo B secundario
Nivel lingüístico del curso: B1-B2 (CEFR based)
Cantidad de alumnos: 26
Tipo de Planificación: Clase
Unidad Temática: Short Stories
Clase Nº: 1
Duración de la clase: 1 hora 20 minutos
Fecha de la clase: 24/ 05/ 2019
Fecha de entrega de la planificación: 19/05/2019
Learning Aims
During this lesson, learners will be able to…analyze the short story (called The
Troddler by Bruce Coville) through the figures of speech, to learn new
vocabulary, hypothesize about what is coming next and analyze the main
characters.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Present tenses (simple and
continuous)
-Figures of speech (alliteration,
idioms, similes, metaphors, etc)
-Past simple.
-To describe what is
happening in the story.
-To say facts about the
characters.
-“The troll’s scent is horrible”
- “There was a troddler in
the house”
N
E
W
-Figures of speech: creating
them inside the story.
-To extend a description of
what is happening, or
happened, through figures of
speech.
-“ The troll’s scent is as
horrible as rotten milk”
-“Oh! There was a troddler in
the house and I heard him
scream Uuuuh”

2. Materials
-The Troddler short story by Bruce Coville (students already have it)
-Sheets for making a “one-page”
-Examples of one-page (excerpted from Pinterest)
-Student’s folders to revise definitions.
-Bilingual dictionaries.
-Whiteboard markers.
-Projector to show the examplesof one-page.
Procedures
ROUTINE (15 minutes)
Students enter the classroom, set their things inside the lockers as they just arrived at
school.
When they are ready, and the preceptor marked their absence/presence, I would say:
-Hello, so, today I am going to deliver the lesson. We merely know each other, but I’d like
to introduce myself more formally. My name is Keila, I am a trainee here and you always
see me inside the school because I work in primary level here too. But I am with you to
learn just as you do. I would like you to introduce yourselves, say your names and
anything else you would like to share. You can also ask anything you want to know.
I would hear student’s names because I know some of them because I heard their names
(but not all of them) and also because I am the teacher of several siblings (on primary
level) of these students (7th
grade). I’d like to generate a good atmosphere from the very
beginning as they tend to avoid asking me questions just because they don’t really even
remember my name. For this reason, I will provide this brief talk today.
WARM- UP (5 minutes)
I would here infer the thematic of this lesson.
-So, now, remember what you did last Friday? Please, raise your hands
before speaking.
Students will share their answers raising their hands. I would write some
notes on the whiteboard as they offer ideas: a shor t story, called The
Troddler
-Right, you worked with the short story “The Troddler” by Bruce Coville. And, more
specifically, what are you focusing on? Language, literature or both?
Now, I would write: figures of speech, vocabulary, characterization, questions,
hypothesizing about what comes next.
Transition:
-Right. So, last week you were working in groups and you were working on those topics.
Today we will be working with this short story again but in a different way.

3. PRESENT ATI ON (10 minutes)
-Today, I will ask you to work in groups again but in another particular
page. Here, you will take some notes and then you will design something
called one-page. Do you know what this is?
I would wait for some students to say if they know what a one-page is. If
they don’t know what it is, I would tell them that I will show them some images so
they can get some ideas.
-A one-page is a combination of information and art. Here, you will be asked to organize
the ideas you gathered in the note-taking and to put it into the pages I will give you.
Transition:
-Please, now get into your groups. When you are ready, please make silence and listen
carefully, I will explain what you have to analyze first.
DEVELOP M ENT (PRACTI CE and PRODUCTI ON)
Activity 1: Reading
Timing: 15 minutes
Scaffolding strategie s: Marked with gray
I will explain now.
-Now, I will ask you to read the page I am going to assign to each group.
After you read it, please write down what you have found (or not) about the
following:
(I would write the topic in the whiteboard as I say them aloud)
- Figures of speech, tenses you can find, characters, unknown
vocabulary.
I would explain that they just need to make a draft, and that they can all
write together what they find.
-The idea is that you all contribute to what you find out: alliteration,
similes, hyperbole, idioms, the tenses, characters, the vocabulary and put
some examples of each. For example, if I find that there is use of past
tense, I write “past tense and “Anders sat on the corner” to support my
finding. Do you understand the task? Any doubt? Please, feel free to ask
anything.

4. After students get to ask all their doubts, I would go group by group to
check again if they present problems or doubts .
Transition:
When the time is over, I would ask students the following:
-Ok, you have worked very well. But now I want you to pay attention so I
can explain what comes next.
Activity 2: After-readin g
Timing: 10 minutes
Scaffolding Strategies: Marked with gray
-I am sure that there are some things that you couldn’t find as for the
figures of speech. For example, some of you found examples of similes
while others didn’t. And, some others found examples of alliteration while
some of you didn’t. Right? Do you follow me so far?
After checking students are getting the idea, I would proceed.
-Good. So, what I want you to do now is that you choose one aspect you didn’t find on
your page and to choose one paragraph and make an extension with an example of what
is missing. For example: if I didn’t find any simile, I will select a part of the text and add
one.
Here I would write a hypothetic example.
-“She was scared and didn’t know what to do” this is a hypothetic example, and here I will
add a simile. So, I would change it like this:
“She was scared and didn’t know what to do”

“She was as scared as a child walking on stage for the first time and didn’t know what to
do”
-Do you get the idea? I want you to choose two figures of speech that are missing and to
make an extension using it.
After checking that students understood the activity, I would go place by place to monitor
their advances and to help them to solve the possible problems or doubts that may arise.
Transition:
When time is over, I would say:

5. -Good, now, I want you to stop what you are doing and to look at the whiteboard.
Activity 3: One Page
Timing: 17 minutes
Scaffolding strategies: Marked with gray
I would use the projector as for showing students what a one-page is and its different
models. Here are some of them that I would show:
(Source: ar.pinterest.com Pinterest)
Then, I would say:
-All that you can see here are models of one-pages. As I told you before, they are a
mixture of writing and art. So, what I want you to do now is to think about how you can
design a one-page presenting the things you analyzed so far. That is, the figures of
speech and the examples, the characters and how they are, the vocabulary you have
learnt, etc.
After finishing explaining and showing students the one-page examples, I would hand
them in a sheet (all white) and I would ask them to start working.
-When you receive your sheet, you may start working. Please, if you have any doubt, raise
your hand and I will go to you. Avoid standing up. Also, you can work in pairs but you all
must work on your page.

6. Transition:
When time is over, I would ask students to hand me in their pages.
-The time is over. Please, hand me in your pages (put your names on the page please!)
and go back to your seats to arrange your things because I want to ask you some
questions.
CLOSURE (3 minutes)
-All right. I want to ask you if you liked the lesson, if you didn’t like the
lesson and why. You can also mention what you liked the most. This is not
a mandatory task, but I want to know your opinion, so please raise your
hands if you want to share your comments .
I would go student by student that raise his/her hand and listen to her/him.
As I hear each comment, I would thank each student and leave it to Natalia (the teacher)
so she can tell them if they may go to their break.
Each activity must be described in terms of the following components:
 Timing
 Activitydescription and instructions as they will be said to students
(include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one

7. To be completed by your tutor:
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
There are several aspects that should be polished. Take them into
account when planning the second lesson.
Have a good time!