This document outlines two lesson plans focused on intercultural reflection and indigenous cultures in Argentina. Lesson 1 introduces students to the Guarani language and culture through listening to the national anthem in Guarani. Students then discuss aspects of culture identity and complete a definition. Lesson 2 engages students by watching a video on ethnic groups in Argentina and reading texts on indigenous cultures. Students work in groups to complete a chart comparing different cultures and reflect on commonalities between them. Both lessons aim to improve students' language skills and cultural awareness.

1. Práctica Docente III
2020
Tutora: Prof. Aurelia Velázquez
Assignment:Unit 3
Deadline: May 26
Aromando, Milagros - Redondo, Luis
This time, you will have to plan TWO COMPLETE LESSONS. Again, I recommend you work
collaboratively (in pairs).
- You must include use of ICT in this lesson. You have to include AT LEAST one of the
following resources.
❏ TheNationalAnthem in Guarani
http://www.youtube.com/watch?v=VDSF4vqLaMo
❏ TheWiphalaFlag
https://www.youtube.com/watch?v=fWcCHkxxIvs
❏ Indigenous cultures in Argentina
https://theculturetrip.com/south-america/argentina/articles/7-indigenous-cultures-you-can-
actually-visit-in-argentina/
- Make sure you use the lesson plan template.
- Revisit your Didactics materials, and bibliography on how teenagers learn and behave.
- Include the materials you are planning to use.
- You must achieve skill integration.
- In order to cater for possible SEN students, think of some differentiation that might be
planned.

2. LESSON 1
_______________________________________________
● Class/ year: 4th year - 24 students of 16/17 years old
● Linguisticlevel: pre-intermediate
● Type of plan: Class
● Duration: 60 minutes
● Teachingpoints: Intercultural reflection
________________________________________________
● Lesson aims: During this lesson, students will be able to:
❏ Be aware ofn the importance of language within a culture.
❏ Reflect on the complexity of a culture identity and its different aspects.
❏ Expand their collaborative learning skills through group work.
❏ Become more aware of our own cultural viewpoints.
❏ To improve speaking skills by doing oral activities and working in groups
❏ To improve listening activities by listening to the teacher and partners
❏To improve writing skills by writing a paragraph about the dialects found in
Argentina.
__________________________________________________
● Languagefocus
LEXIS FUNCTION STRUCTURE
REVISION Adjectives
(great, horrible,
awful, amazing)
Sharingfeelings I enjoy it because..
I don´t like it
NEW Vocabularyrelated to
Interculturality
Expressing and
supporting opinions
points of view?
I think/agree with
(don’t)
____ because __
Comentario [A1]: become
Tabla con formato
Comentario [A2]: ?

3. MATERIALS: :
- Speaker.
- Board and pieces of chalk.
- Pieces of papers with a spidergram.
- Laptop.
- Overheadprojector.
- Big poster with the definition of culture identity and blank spaces.
- https://es.educaplay.com/recursos-educativos/5864273-culture_identity.html
ROUTINE (3 minutes) .
Greet students, elicit date and write it on the board.
Transition comment: Great! Now I would like to ask you to put your arms next to your legs,
to close your eyes and relax yourself. You will listen to something, pay attention, please.
WARM- UP (5 minutes) .
Purpose: To engage them affectively in the topic of the lesson.
- When all the students are in their positions the teacher will playThe National Anthem
in Guarani:
http://www.youtube.com/watch?v=VDSF4vqLaMo
- The teacher will pay attention to the expression of the students while they are
listening.
Transition comment: Great! Now you can open your eyes.
PRESENTATION (5 minutes).
- The teacher will say to them that while they were listening their faces expressed
surprise and confusion (he/she will use the adjectives to express the feelings he/she
sees in that moment) and she/he will ask some questions: “Do you recognize the
song?” “Have you ever heard that dialect?” Do you know which language is itit is?
Comentario [A3]: Good! I´d skip the
introduction, and go straight to the
lyrics…

4. How did you feel while listening to our National Anthem in another language? Why do
you think they are singing it using their own dialect?
- If they use some Spanish words or expressions, the teacher will repeat them in
English.
Scaffolding strategies: Asking questions,writing down on the board some key words,
eliciting some ideas, resorting to previous knowledge.
Transition comment: Great! Now we will work in groups.
PRACTICE (10 minutes) .
* The teacher would organize by him/herself the students in groups of 4 students each one by
grouping them in a way students with specific needs feel comfortable and can be guided by their
peers and also in order to promote integration. As students with ADD and ADHD might get quickly
distracted and also disrupt others they might work more closely to us.
- The teacher will write on the boardCULTURE IDENTITY she/he will use a large
font in order to help a student with some visual aid or a dyslexic one.
- The teacher will explain to them that language (writing it down on the board always
using a large font) is one aspect of our culture. One really important aspect as it
helps to communicate meaning and to be understood.
- Now the teacher will hand out one piece of paper to each group with the following
spider gram.
- The teacher will ask to the pupils to complete the chart adding other aspects they
consider relevant within one culture identity. They can use all the circles or not and
also they can add more.
- Once they finish they will share their opinions with the rest of the group.

5. - The teacher will ask for a volunteer to copy the spider gram on the board with the
ideas they share.
Scaffolding strategies: The teacher will walk around to be visible for the students in case
they need help.
Transition comment: Very good! You provided interesting aspects of a culture identity; now
let's work all together to find a definition.
PRODUCTION (32 minutes) .
Activity 1:Crossword (12 minutes)
- The teacher will turn on the projector and he/she will ask to the pupils to look at the
blackboard as he/she will display this activity there.
- The teacher will explain to the students that they will try to discover through a
crossword the most important words to form the definition of “culture identity” later.
- Please, click on the following link to see the activity:
https://es.educaplay.com/recursos-educativos/5864273-culture_identity.html
- The teacher will explain to the students that they are going to read the clues that
appear projected on the board and they have to try to guess together what the word
is. In order to help SEN students the teacher will also read aloud the clues.
- The pupils will say aloud the words and the teacher will copy them on the crossword.
- The teacher will show them how the activity is by doing the first word. She will read
the clue “The status of belonging to a particular Nation” well the correct word is
“Nationality”
- As they will have only ten minutes to discover all the words the teacher can click to
another clue if they are having problems discovering one definition.
- When they finish they will check if those words are the correct ones.
➔ Here the definitions and words you will find in the crossword:
NATIONALITY: The status of belonging to a particular Nation.
GENERATION: All of the people born and living at about the same time, regarded
collectively.
ETHNICITY: The fact or state of belonging to a social group that has a common national or
cultural tradition.
BELONGING: An affinity for a place or situation.
Comentario [A4]: Lovelyactivitiy!
Some words might be difficult to come
up with, such as ethnicity. You may
provide some extra hints.

6. RELIGION: The belief in and worship of a superhuman controlling power, especially a
personal God or gods.
IDENTITY:The fact of being who or what a person or thing is.
LANGUAGE:A system of communication used by a particular country or community.
FEELING: An emotional state or reaction.
CULTURE: The ideas, customs, and social behaviour of a particular people or society.
GROUP: A number of people or things that are located gathered or classed together.
Scaffolding strategies: Giving an example, eliciting ideas.
Transition comment: Great! Do you like the activity? Now, we will try to write the definition
of “Culture Identity” using the words you discover!
Activity 2:Definition (7 minutes)
- The teacher will stick a big poster previously made by her in the blackboard with the
definition of “culture identity”. (It was made using a big and clear font and also the
teacher left enough space between lines to help those students who suffer from
dyslexia or have vision problems)
- The definition will have blank spaces to be completed by the students:

7. - The teacher will displace display pieces of cardboards (previously made for byher
using a big and clear fontto help those students who suffer from dyslexia or have
vision problems) face down on one table in the front of the classroom.
- The words found in the crosswords will be written onin the pieces of cardboards:
IDENTITY – NATIONALITY - GROUP
ETHNICITY- RELIGION- FEELING
GENERATION -LANGUAGE -
CULTURE - BELONGING
- Each group will choose a representative who will come to the blackboard next to the
table.
Comentario [A5]: Make sure you
start the pragraph with a subject. Just
looking at the layout, “Culture Identity”
seems to be the title and the paragraph
seems to start with “is”. I guess this was
not intentional, but it may be
misleading.
Thus, I´d recommend to start with an
introductory IT.

8. - The teacher will ask the first volunteer to take one cardboard and to look at it and say
aloud the word written. His/her group should help him/her to stick the word in the
correct space in the definition.
- Then the next volunteer will do the same and they will repeat the procedure until the
definition is completed.
- The others groups can make suggestions and corrections to the other groups until
the definition is complete correctly.
Scaffolding strategies: The teacher will monitor the students while they complete the
definition.
Transition comment: Great! You find a perfect definition! Well as we have seen during the
lesson, Language is very important for a particular culture to communicate. I mean it helps
us to express values, beliefs and customs; it has an important social function and fosters
feelings of group identity and solidarity. It is the means by which culture and its traditions and
shared values may be conveyed and preserved.
Activity 3: Writing: Reflecting about the different dialects we can find in
Argentina, being aware of that. (13 minutes)
- The teacher will ask the students which is the official language of Argentina is.
- The teacher will explain to them that “Guarani” (as they have seen in the first activity)
is one of the dialects we can find in Argentina. The teacher will ask to them to
mention other dialects spoken in Argentina.
- The teacher will take some notes on the board using the ideas mentioned.
- Now the teacher will ask the students to work with the partner sitting next to him/her
- The teacher will ask the pupils to write a paragraph under the title “Dialects: Our
language”
- The teacher will copy the title on the board.
- The teacher will explain to them that they can use the ideas and reflections of the
class and they should put emphasis on the importance of language for a culture and
the dialects we can find in Argentina.
- They should give the writing to the teacher to be checked.
Scaffolding strategies: Monitoring students, helping them with structures and vocabulary
when necessary.
Transition comment:Well, the class is coming to an end.
Comentario [A6]: There are quite too
many gaps, and not many clues as
regards context so as to define which
word fits best.
Comentario [A7]: Quite a
broadinstruction
Comentario [A8]: You should
encourage them to go through some
pre-writing activities, such as
brainstorming, note-taking, organizing
ideas.

9. CLOSURE (5 minutes) .
- As weWe have seen during this lesson plan the importance to communicate with
others, to use language to express ourselves and to be understood.
- So now, we will listen again to our National Anthem, but this time sung in Spanish
and using sign language to help those who couldn't hear to understand this beautiful
and important message for all us.
- The teacher will ask the pupils to stand up and to sing the Anthem imitating the signs.
- He/she will suggest to the students to learn how to sing the Anthem using sign
language so every time they sign it, they may be helping a SEN student.
https://www.youtube.com/watch?v=mYrt--cQbTM
- Ok, I hope you enjoy this lesson, reflect about these topics at home because next
class we will be working on cultural reflection. Bye!!
LESSON 2
_______________________________________________
● Class/ year: 24 students of 16/17 years old
● Linguisticlevel:Pre-intermediate
● Type of plan: Class
● Duration: 60 minutes
● Teachingpoints:Interculturalreflection
__________________________________________________
● Lessonaims:
❏ Become aware of identities/sub-cultures within one culture.
❏ Become aware that people from different cultures and backgrounds hold
similar values and beliefs.
❏ To improve listening activities by listening and watching a video.
❏ To improve writing skills by writing a script for a presentation.
❏ To improve speaking skills by sharing their ideas and information.
Comentario [A9]: You may choose
an extract and learn that part of the
Anthem using sign language.

10. ❏To improve reading skills by reading short texts.
__________________________________________________
● Languagefocus:
LEXIS FUNCTION STRUCTURE
REVISION Adjectives, adverbs,
comparatives,
superlatives
Comparing ..the largest
Mapuche
populations in...
NEW Vocabulary related
to Interculturality
(struggles, plights,
blend, hybrid,
soybean, etc)
Interpreting The political
organization of the
Mapuche
community…
MATERIALS :
- Board and pieces of chalk.
- Laptop.
- Overheadprojector.
- Pieces of papers with short texts printed on it.
- Video: https://study.com/academy/lesson/ethnic-groups-in-argentina.html
- Big and colourful posters.
- Cellphones.
- https://create.kahoot.it/share/e12f3569-0522-4e13-8db4-d5c7ae944feb
ROUTINE (3 minutes) .
Greet students, elicit date and write it on the board.
Transition comment: Great! Do you remember that last class you wrote about the different
dialects spoken in Argentina? Let's discover a little more about those Indigenous
communities.
WARM- UP (10 minutes) .
Comentario [A10]: Will you provide
some feedback on their paragraphs?

11. Purpose: To engage them affectively in the topic of the lesson.
- The teacher will ask the students to look at the blackboard as he/she will display a
video
- Please, pay attention and take notes
https://study.com/academy/lesson/ethnic-groups-in-argentina.html
Transition comment:How What aninteresting video, don't you think? Now we will work in
groups.
PRESENTATION (7 minutes) .
* The teacher would organize by him/herself the students in 7 groups, grouping them in a way
students with specific needs feel comfortable and can be guided by their peers and also in order to
promote integration. As students with ADD and ADHD might get quickly distracted and also disrupt
others they might work more closely to us.
- The teacher will hand out seven short texts. One for each group taken
from:https://theculturetrip.com/south-america/argentina/articles/7-indigenous-
cultures-you-can-actually-visit-in-argentina/
Comentario [A11]: You should
assign a more specific instruction. What
should they focus on? The video is
rather long and they might lose interest
if the task is not crystal clear or doable.

13. - The teacher will ask the pupils to read the text they have. The teacher will invite the
pupils to infer the meaning of the words they don´t know through the context.
- When they finish reading the teacher will ask for a volunteer to share what each
group has read.
Scaffolding strategies: Helping pupils understand the information given in the texts.
Transition comment: Well done! Now, that you have become experts on indigenous
cultures, let’s organize the information and put it altogether.
PRACTICE (20 minutes) .
Activity 1 Chart (13 minutes)
- The teacher will turn on the projector and he/she will ask to the students to look at
the blackboard as he/she will display there a chart previously done by her/him in
Microsoft Excel.
- Chart:

14. - The teacher will ask pupils to work with the same groups.
- Each group will complete their part of the chart, using the text and browsing the
internet (with their cell phones or a notebook) to gather the data needed.
- Once they finish completing the table, the teacher will ask each group to help him/her
complete the chart displayed on the board.
- The teacher will use a large bolded font and a different colour for each column for
those pupils suffering from dyslexia or having visual impairments.
Scaffolding strategies: Encouraging students while they complete the table altogether,
browsing the internet.
Transition comment: In the previous activity we put emphasis on the differences between
the indigenous cultures, but, do you think they share something in common?
Activity 2 Reflecting and speaking (7 minutes)
- The teacher will stick on the board three big posters with colourful pictures.
- The teacher will ask to the students to look at them and to think what similarities they
think the communities can share.
- The teacher will explain to the students that these three pictures represent the values
of the seven communities.
Comentario [A12]: Checkspelling of
residence.
Comentario [A13]: It would be good
to complete the columns about one of
the communities as a whole group, so
that students realize what they are
expected to do.
Shall they write down notes or complete
sentences?

15. -

16. - The teacher will take notes on the board with the students´ ideas.
- When they finish sharing their ideas the teacher will say: yes! These communities
share the LOVE FOR THEIR CULTURE, FOR THEIR LANGUAGE AND FOR THEIR
LANDS AND THE TIRELESS FIGHT FOR THEIR RIGHTS.
Scaffolding strategies: Showing the pictures, eliciting phrases and ideas.
Transition comment: Wow! What interesting reflections! Now we will use all the knowledge
you have about these communities to make a presentation for the rest of the school.
PRODUCTION ( 10 minutes) .
Activity 1 Draft (10 minutes)
- The teacher will organize the class in three groups.
- Each group has to choose two Indigenous communities to work on.
- The teacher will ask to the groups to make a first possible draft of a script (for
example a dialogue between a person who belongs to a Qom community with a
person who belongs to a Wichí community in which they speak for example about the
characteristics of each culture) to make a presentation to the whole school telling

17. what they have learnt about these indigenous communities. (The teacher will correct
them at home. They just have to write the first ideas).
- The teacher will explain to the pupils that this activity is the first part of a project, that
they will continuous working on it on the following weeks until everything is ready for
the presentation.
- The idea is that in the presentation they wear their customs, show their objects and
instruments, among others. The day of the presentation they also will sing the
National Anthem using sign language.
Scaffolding strategies: Walking around the groups listening, suggesting ideas and helping
with the vocabulary.
Transition comment: The lesson is coming to an end, let's see what have youyou have
learnt.
CLOSURE ( 10 minutes) .
* In the previous lesson the teacher has checked the available connection of the school and also
he/she has checked that all students have a mobile phone to do this activity. But, that day the teacher
will bring a portable modem in case they have problems with the connectivity. She/he has also
allowed the students to work in pairs in case some of them forget their mobiles.
- The teacher will explain to the pupils that they are going to play an online game to
see how much they have learnt during these two lessons.
- The teacher will ask to connect their mobile phones and join at: www.kahoot.itand
write the suggested pin.
- (*Aure: you can also have a look at the game at:
https://create.kahoot.it/share/e12f3569-0522-4e13-8db4-d5c7ae944feb,
here you will also find the answers).
- Nice class! The following lesson we will be preparing our next presentation. Bye!!
Lesson plan
component
Excellent
5
VeryGood
4
Good
3
Acceptable
2
Needsimprovement
1
Visual organization x
Coherence and
sequencing
x
Comentario [A14]: Checkmeaning
Comentario [A15]: Great!
Con formato: Fuente: 12 pto, Resaltar

18. Variety of resources x
Stages and activities x
Scaffoldingstrategies x
Languageaccuracy x
Observations
Excellent job, Mili and Luis!
You may even think of a cross-curricular project with the History and
Music teacher, for instance.
- Con formato: Sangría: Izquierda:
1,27 cm, Sin viñetas ni numeración