This document contains a lesson plan for a 7th grade English class. The plan aims to analyze adjectival order and encourage creative writing. During the lesson, students will analyze the order of adjectives in poems and practice rearranging mixed adjectives correctly. They will also analyze elements of poetry like rhyme and stanzas in a sample poem. Finally, students will write additional stanzas applying what they learned about poetry elements and describing their own likes and dislikes. The teacher will provide scaffolding, monitor students, and choose volunteers to share their writing at the end of the class.

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: Favourite things (poems)
Clase Nº: 10
Duración de la clase: 1 hora 20 minutos
Fecha de la clase: 26/6/19
Fecha de entrega de la planificación: 22/6/19
Learning Aims
During this lesson, learners will be able to analyze the adjectival order (reading,
writing, speaking skills). Also, they will be able to share their creative writings
(listening, speaking skills).
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Adjectives (shape,colour, size,
opinion, etc)
-Elements of poetry (rhyme,
stanzas,figures of speech)
To describe things in detail.
A big clock.
N
E
W
-Proper order of adjectives
mentioned above.
To describe things in detail and
with a proper order.
A weird big square old white
clock.
Materials

2. -whiteboard.
-Cambridge checkpoints books.

3. -Folders.
-Markers.
Procedures

4. ROUTINE (10 minutes)
This time, the routine will be a little bit different given the fact of that the last two lessons students
were restless and because they kept on talking and screaming even when they were asked to be
quiet, to respect each other, and being explained why it is so important for them to pay attention.
-Hello everybody. How are you today?
-I am glad to hear that. Today we are not going to directly start the lesson because I want to spend
some minutes talking about an important issue. All right?
Wait for signs that they are all listening and paying attention. If someone isn't, he/she will be asked
to be quiet and to listen.
-I noticed how most of you started talking a lot, or even screaming, going around the classroom and
so on and so forth during my lessons. I want you to raise your hands and to explain why you do so.
I will wait for their answers. Possible explanations (if any) will be taken into account and will be
addressed.
-Now I want to explain, again, why I am so insistent on this issue. First of all, you are attending
school to learn. If it wasn't necessary, you wouldn't be here. Right?
Wait for answers.
-Ok. Second, I know that you are expected to sit for PET exam from Cambridge this year. Right?
So...how do you think you will get to the exam if you don't take this subject to revise known things
and to learn new ones? If you had to take the exam next week, would you pass?
Wait for answers.
-Now, most of you attend this school from kinder. You know a lot of English, but...did you notice
how you made basic mistakes lately? For example… "he don't" or "she like". And we did address
those mistakes, not once, not twice but several times.
Wait for comments.
-It is OK if it is an isolated mistake. But repeating it all the time is not a good sign. It makes me think
that we should go back to basic topics so you can revise it again. But, again, you know this. You are
well aware.
-But here is the thing...you don't pay attention and you hurry up to write anything before the time is
over. And when you hurry, even when you were provided with a timing of good 20 minutes for
making a simple list of things and then choosing one to describe it, is it acceptable that you finally
say "I don't want to write" or "I didn't understand the task"? Even if I explained it several times and
checked for doubts, plus even went to you to ask you "do you need help"?
Wait for answers.
-So, please, you must realize that you are here for you. You are the ones to learn the language.
Nati studied already. I am studying too. But if we are all here is because we want you to learn, not
to waste your time. Ok?
Wait for answers.

5. -And again, please, respect each other when someone is speaking. If you want to be heard, you
must do the same. What one student asks or shares with us is useful for all. And last but not least,
listen to the explanations, ask the things you need to ask, and read the task too. Do not just assume
that you understood all without reading it, listening to the explanation and then expressing your
doubts if any. Ok? What I want is that you learn. I am here to learn how to teach, and I won't be
happy if I leave the classroom today feeling like you didn't learn anything. All right?
Wait for answers and discuss their answers if necessary.
-I know you can do it, because I saw you working very well. You are very capable of doing this very
well. I believe in you, but you must make an effort too. Don't take anything for granted, because
practice makes perfect but procrastinating doesn't. All right?
WARM- UP (10 minutes)
-Now, I am going to write some mixed letters, and you have to unscramble them as for finding the
word. Ok?
Elements of poetry:
yeaviicrt (creativity)
llitraetaino (alliteration)
hymesr (rhymes)
tephmroa (metaphor)
After finding the words, I would ask:
-Would you add something else to these elements of poetry? Is there any element that you would
add?
Wait for answers and add elements if more ideas are mentioned.
PRESENTATION (10 minutes)
We are going to read the poem again. We already read it on Friday, and even got to analyze it but
we lacked of time to continue working. So, as for setting the context again, we will read it again.
After that, they will share their opinions about the format of a poem using this one as an example.
-How many stanzas can you find here? Remember what stanzas are?
I would explain again what stanzas are if necessary.
-What about the rhymes?
Wait for answers.
-can you find any figure of speech? Where?
Wait for answers.
-Good. Now, we are going to revise again the adjectival order.
DEVELOPMENT (PRACTICE and PRODUCTION)

6. Activity 1: Adjectival Order
Timing: 23 minutes
Scaffolding instances are marked with italics.
She was a beautiful, tall, thin, young, black-haired ,Scottish woman.
What an amazing, little, old, Chinese cup and saucer!
It was made of a strange, green, metallic material.
Source of examples: https://dictionary.cambridge.org/grammar/british-grammar/about-adjectives-
and-adverbs/adjectives-order
Now, I will write the following:
She was a (tall, young, beautiful, thin, Scottish, black-haired) woman.
What an (old, little, Chinese, amazing) cup and saucer!
It was made of (green, strange, metallic) material.
And I will say:
-As you can see, here we have three sentences with the adjectives mixed. First, we are going to
read the key point again. Who wants to read it?
I will choose a student and after s(he) finished reading, we will reflect upon the explanation
together.
-So, basically there is a rule for the adjectival order. First, we have to place the opinion, then the
size, shape, age, colour, nationality and the substance. Let's take this example:
I will point to example 1 and say:
-If we have to follow that pattern, we have to check what would come first. She was a...opinion?
Which of these words is an opinion? Beautiful, tall, thin, black -haired, young or Scottish?
Wait for answers.
-Great. It is "beautiful" because beauty is subjective and while some people think someone or
something is beautiful or cute, some others don't. So "she was a beautiful…" A beautiful what?
What comes after opinion?
Wait for answers.
-Size, right. So… "She was a beautiful, tall, …" And after size?
Wait for answers.
-Shape. Great. So...which word is it now?
Wait for answers.
-Excellent. "She was a beautiful, tall, thin, …" And now?
Wait for answers.

7. -Age! Good! So… "She was a beautiful, tall, thin, young, …" What is next?
Wait for answers.
-Good! Colour. She was a beautiful, tall, thin, young, black- haired…And now?
Wait for answers.
-All right. Scottish woman. Excellent. So, do you get the idea?
If it is challenging for them to follow the pattern, I will help them to solve the next two sentences.
Otherwise, they will solve it on their own in pairs of two and then they will share their answers,
explaining the reason behind their choices.
After students finished ordering all, and we revise it all together, they will be asked to invent three
more examples and to explain each adjective and its order.
Students will be asked to hand in their sentences with the explanation.
Transition:
-Now that we revised again this topic, we are going to work on creative writing...
Activity 2: Creative Writing
Timing: 25 minutes
Scaffolding instances are marked with italics.
-What do you think that creative writing is?
Students will have some minutes to share their ideas. Then, I will say:
-Today we are going to use the poem as a basis for your creative writing. You are expected to do
the following:
-First, you will look the meaning of the unknown words up in a dictionary. You will write down the
definition. Ok?
Wait for answers.
-All right. Then, you are going to count how many syllables per line and stanzas you can find there.
You will write the number next to each line. Ok?
I will show where they are expected to write the number and I will show them how to do it with the
first line as an example.
-After that, you will analyze how the rhymes are made. Which words seem to rhyme, why, etc. All
right?
Wait for answers.

8. -Ok. Finally, you are expected to write four more lines, that is a stanza, using poetry elements
(remember the ones we discussed like figures of speech, rhyme, etc). Also, these lines must be
related to your likes and dislikes. Any doubt?
If any doubt arises, I will answer the question and then say:
-You must finish this before the time is over. But remember, don't hurry up! But also do not waste
your time playing around! All right?
Wait for answers.
-Ok. You may start working.
I will monitor students' work, any help them when required.
Transition:
-It is almost time for the break, so I will choose 3 volunteers to read or sing the poem.
If some of them didn't finish the writing, or wants to revise it before handing it in, they will be given
the possibility to do it as homework (and they must hand it in on Friday).
CLOSURE (2 minutes)
Volunteers will share their lines with the rest of the class. Then, we say goodbye.
-Thanks a lot. Now wait for Naty to let you go out. Goodbye!
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
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvemen
t
1

9. Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Fine!
Keep an eye on timing and classroom management strategies. You can
do it!
I need to watch your videos! Share them asap, pls.