This document provides a lesson plan for a class on privacy and public figures. The 40-minute lesson will focus on reading and discussing an opinion essay on whether the media should respect celebrities' private lives. Students will analyze the structure of the essay, including its introduction, body paragraphs with reasons and examples, and conclusion. They will then begin writing their own opinion essays. The plan outlines the objectives, materials, activities, and assessment. It provides details on the warmup, reading, class discussion, and writing structure activities.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Laura Román
Período de Práctica: Escuela Secundaria
Institución Educativa: Escuela Manuel Belgrano
Dirección: Viamonte 860, Comodoro Rivadavia
Sala / Grado / Año – sección: 6to año (sección única) – jornada extendida
Cantidad de alumnos: 6
Nivel lingüístico del curso: C1 CEFR
Tipo de Planificación: Clase
Unidad Temática: Las personas y los medios de comunicación
Clase Nº: 7
Fecha: 10/10/2018
Hora: 13:00 a 13:40hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 06/10/2018
 Teaching points: structure and language of an opinion essay
 Aims or goals:
During this lesson, learners will be able to…
- To talk about privacy and public figures
- To read an opinion essay and understand its structure
- To develop their reading and writing skills,
Language focus:
Functions Lexis Structures Pronunciation
Revision Express
tentative
opinions,
The media, posts,
campaigns,
products, fur, trade
Linkers of contrast, reason,
add info and sequencing
events,
would
New Express your
stand through
writing
Privacy, to report, to
take responsibility,
lawmakers,
Use of linking phrases (it’s
my intention to examine, in
terms of .., to sum up, …)
figure

 Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure (Harmer,2010).
 Integration of skills: students will work on their listening, speaking, reading and writing
skills, as well as on critical thinking (evaluating ideas)
 Materials and resources: whiteboard and markers, Student book page 90 Focus 4
Pearson,
 Pedagogical use of ICT in class or at home: students will be allowed to use Word
reference if necessary.
 Seating arrangement: during some activities they will be sitting as one group facing each
other. They will also work in groups of three and in pairs, arranging the desks as
necessary.
 Assessment: I’ll check students’ comprehension through questions, their answers to the
activities and their written and oral productions

2. Routine: Timing 3’
Purpose: to start the lesson, get students in the mood for work, establish rapport.
Grouping: Lockstep
I will enter the classroom and say hello to each of them, and ask each one how they are, or
about something I know was happening in their lives. I’ll ask them to put their desks facing each
other as if they were at a long house table. Once they’re all seated, I’ll say, please open your
folders, what day is it today? I’ll write the date on the board and ask them to do the same on
their folders.
Warm up Timing 10’
Purpose: To introduce the students into the topic of the class, to review expressions to
state opinions
Grouping: individual
I will write on the board “PRIVATE LIFE” and say: “We have been working on social
media and people, and how social media is part of our everyday lives. In your opinion,
should the media have greater respect for the private lives of public figures? Why?”
EA: Each student will say their opinion and justify their answer. I’ll encourage them to use
the language from the previous classes (I frankly believe … I’m not convinced because …
I think I’d emphasize … and so on)
T: Great! Today we are going to be reading about this issue.
Activity 1: Timing 10’
Purpose: To read and talk about celebrities and their privacy
Grouping: lockstep
I will ask them to open their student’s book at page 90. I’ll focus their attention on the
website article at the top of the page.
T: Have a look at the website article. What is the question it posed? At first sight, what do
most people think? EA: Most people think the media should respect the public figures’
private lives. T: OK. Let’s read the latest comment from the people who voted Yes. Who
would like to read it? Thanks. What does it mean to be in the public eye? EA: It means
everyone is watching what you do because you’re famous. Ok. Now, let’s see the latest
comment from the people who voted No. Who can read it? Thanks. OK. Some of you
said some minutes ago that you think the press should keep out of private life? Some
said the opposite. What do you think about the reasons we read in both comments? Have

3. you changed your mind?
Activity 2 Timing 13’
Purpose: To deduce the structure of an opinion essay
Grouping:
Last year and this year, we have worked with essays, remember? What is an essay? Is it
a piece of formal or informal writing? Is it short or long? EA: It’s long and it is formal. T:
Exactly. You have worked with descriptive and narrative essays. Today we are going to
work with an opinion essay. Have a look at the book again, on the same page. There is
an essay right below the webpage article.
T:
Before we read it, how many paragraphs does it have? EA: It has 4 paragraphs. T: Great!
What do you think the first paragraph will be about? EA: It’s like an introduction. T: Great!
Who would like to read it? Students will take turns reading each sentence of the first
paragraph, as we sometimes do. T: So, according to the essay so far, what does the
author think about the issue? What sentence makes you think so? EA: The second
sentence says the media can only report on private life when it benefits society. T: Super!
Please, underline that sentence. It is the essay’s thesis statement. Let’s have a look at
the second and third paragraphs. Again, students will take turn reading the sentences out
loud. T: What two ideas does the author analyze in each paragraph? Which is the topic
sentence, the sentence that summarizes the paragraph? EA: In terms of public figures, …
and Whereas certain stories … T: Great! Each paragraph has a topic sentence. It’s the
one which controls the whole paragraph. What other information can you find in those
paragraphs. EA: There are examples.
T: Excellent! What about the last paragraph? Students will continue reading it out loud,
one sentence each. T:so, what is the most important sentence there? Is it similar to any
other sentence in the essay? To which one? EA: Yes, It’s similar to the thesis statement.
I’ll draw the following scheme on the board. I’ll give them a copy to complete:
OPINION ESSAY
1ST paragraph  introduction + thesis statement (the author’s opinion)
2nd and 3rd paragraphs  reasons + examples / explanation
last paragraph  restating thesis statement + conclusion

4. OPINION ESSAY STRUCTURE
1ST paragraph  ______________ + ______________ (the author’s opinion)
2nd and 3rd paragraphs  ______________ + __________ / ____________
last paragraph  ____________ thesis statement + ____________
T: Excellent! Next class you are going to be writing your own opinion essays.
Closure: Timing 3’
T: Great job! Before we go, if you were a celebrity how would you handle your private
life? Why?
Lesson plan component Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual organization
Coherence and
sequencing
Variety of resources –
Learning styles
Stages and activities
Teaching strategies
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30