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Teaching Practicum II Unit Plan Student teachers’ names: Fernandez, Valeria Luna, Evangelina Institution: Carlos Maschwitz School Course: 4th Grade Periods planned: 6 periods Timetable: Tuesdays from 9.40 to 10.25 and 10.35 to 11.25 Submission date: Presentation date: August and September -----------------------------------------------------------------------------------------------------------------------Theme: Solar energy

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Linguistic Exponents: Simple Present, Simple Past, Phrasal Verbs (turn on, turn off, switch on, switch off..) Conditional Type 1 Previous Knowledge:Simple Present, Present Continuous, Simple Past, Past Continuous. General Objectives: By the end of the unit, students will 

Develop their oral skills through students’ interaction in a communicative activity in which they will have to share their own ideas about energy.

gain new vocabulary related to energy and solar energy.

be aware of using solar energy.

be critical thinkers when talking about energy.

know the advantages and disadvantages about solar energy and electricity.

Develop their creativity and create a brochure about energy.

General description of activities to be used: 

KWL chart, the purpose of this activity is to see what they know (K), what they wonder (W) and what they have learned through the unit (L).

Front cover, the purpose of this activity is to have a complete unit divided from the other units in their folders.

Informative texts, the purpose of these activities is reading comprehension and to be able to answer questions.

Watching videos, the purpose of this activity is to develop their listening skills and to be able to answer and talk about the videos.

Experiment, the purpose of this activity is to create a simple solar chimney.

Final Task: students will design a brochure/ leaflet where they will explain why it is important to save energy and how we can do that. Cross-Curricular Relations: Science: solar energy experiment Bibliography: Internet Experiment: http://www.nrc-cnrc.gc.ca/eng/dimensions/issue4/science_activity.html

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Presentation of the group There are 30 students in the group. There are 10 boys and 20 girls. Their level of English is appropriate to 4th grade and their attitude towards it is positive. They pay attention to the teacher and they are aware of the different routines in the classroom (copying from the board, watching the video, reading the text and answering the questions).They work cooperatively. They are used to work independently and they usually use a booklet of natural science in which they read and answer questions related to the different topics. The students understand the language used orally and in the different material used in class but they still use a lot of Spanish to translate the new vocabulary.

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Teaching Practicum II Daily Plan Class Plan # 1 Student teachers’ names (On practice): Fernandez, Valeria Student teachers’ names (Observer): Luna, Evangelina Institution: Carlos Maschwitz School Cooperating Teacher: Natalia Albornoz Course: 4th Grade Periods planned: 2 periods Submission date: June 18th, 2016 Class date: 2nd August, 2016 -----------------------------------------------------------------------------------------------------------------------Specific Theme: energy and types of energy

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Linguistic Exponents: Items to be taught: Vocabulary related to energy (electrical-kinetic-thermal-nuclear.etc) -Present SimpleConditionals type I Re-cycled items: Check prior knowledge about the new topic. Specific objectives: By the end of the class students will be able to:   

Gain new vocabulary related to energy. Know the different types of energy. Distinguished what type of energy do an object use to work (computer, electrical energy)

Opening task: 1. Brainstorming:The student teacher will prepare a KWL chart (What I Know-What I want to knowWhat I Learned) and she will complete the first two columns with the students’ previous knowledge about energy and what they would like to investigate about it in the second column. The students will have the same chart to complete in their folders. The teacher will explain the kids that the last column will be filled when the unit is done. 2. Group work 3. Technique: Oral work. Students will share what they know and what they want to know about energy. 4. Realia used: poster 5. Correction: the student teacher will write the ideas on the poster and we will correct the students’ answer all together by checking the language used.

Science Unit: Full of Energy! Topic: _________________ Name: _________________

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What I know

What I want to know

I know that…

I want to know if…..

What I learned

Main Developmental Task: Activity 1 1. Front cover: The student teacher will show them a front cover for them to complete and colour. So they can have a unit about energy and solar energy.

Natural Science Unit: Full of Energy! In this unit we will…… …………………………………………… …………………………………………… …………………………… …………………………………………… …………………………………………… ……………………………………

4.

Individual Technique: students will complete the front cover Realia used: Front cover

5.

Correction: the student teacher will correct them individually.

2. 3.

Activity 2 and 3

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1. Video: The student teacher will play a video about what energy ishttps://www.youtube.com/watch?

2. 3. 4. 5.

v=wyVF6R9e6xE. The student teacher will play a video about the types of energy https://www.youtube.com/watch? v=8qGyD9Y7SJA Pair work Technique: students will watch the videos and do two activities. A true and false activity about the first video and a completing the gaps actiity about the second video. Realia used: videos Correction: for true and false activity, the students will read the sentences orally and correct them. As for the questions some of the students will read the answers and the student teacher will correct them orally. (the student teachers will correct all the folders)

Video N°1 True and false 1. Light is a type of energy. 2. If we are outside, we get energy from the Sun. 3. Energy from the Sun can’t generate electricity using solar panels. 4. Food doesn’t give energy to animals and humans. 5. Energy is good for television, air-conditioning, video games, etc. Video N°2 Complete the sentences with a word from the box.

Electrical, kinetic, thermal, chemical, nuclear.

Energy cannot be created or destroyed but only converted between different forms. Some different forms of energy are: 1. _________ energy is the current that goes from your plug point all the way to your lamp and lights it up. 2. __________ energy is the energy of movement like when people cross the road. 3. __________ energy is the energy that comes from the heat. 4. __________ energy comes in the form of gasoline or oil. 5. _________ energy comes from the splitting of atoms. Closure task: Matching game: The students will play in groups of 4 or 5. The student teacher will have flashcards of different objects (cars, sun, cook, oil, gasoline, computer, etc) she will show to the students and they will have to say what type of energy is used (thermal, electrical, chemical, etc) Each group will get a point if the answer is correct. The group that has more points win. Macroskills: Listening, reading, writing and speaking

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Materials and resources:  Video: https://www.youtube.com/watch?v=wyVF6R9e6xE. https://www.youtube.com/watch? v=8qGyD9Y7SJA  Poster: KWL poster Excellent, but I’m afraid you’ll run out of activities… See this site for a puzzle http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp or find one here https://crosswordlabs.com/browse?q=energy&submit=Search The plan is passed. Please add the last activity

Teaching Practicum II Daily Plan Class Plan # 2 Student teachers’ names (On practice): Fernandez, Valeria Student teachers’ names (Observer): Luna, Evangelina Institution: Carlos Maschwitz School Cooperating Teacher: Natalia Albornoz

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Course: 4th Grade Periods planned: 2 periods Submission date:June 22nd, 2016/ Class date: 9th August -----------------------------------------------------------------------------------------------------------------------Specific Theme: renewable and non-renewable resources Linguistic Exponents: Items to be taught: vocabulary related to renewable (types of resources: wind, solar, water, soil, rocks, plants, animals) and non-renewable resources (types of resources: coal, oil, natural gas, fossil fuel), differences about them (pollution, damage the environment, produce a lot of energy), simple present, simple past, should and shouldn’t. Re-cycled items: check prior knowledge about types of energy (electrical-kinetic-thermal-nuclear, etc)natural resources of the earth (if they know what they are and if they know what types of resources are there) Renewable and non-renewable resources. Specific objectives: By the end of the class students will be able to:  Differentiate renewable and non-renewable resources.  Know how they can use energy responsibly in their houses. ·

Opening task: 1. Brainstorming: The student teacher will ask them what type of energy they know (Electrical, kinetic, thermal, chemical, nuclear) she will ask for examples and if they do not remember they can check their folders. 2. After that, the student teacher will show different flashcardsand ask the students if they think it is energy that can be used again or not. While she asks them, she will make a chart. In the first column she will stick the flashcard, on the second column she will write the type of resource and in the third column she will write if it is a resource that can be used again (renewable) or not (non.renewable). The students will have to copy the chart on their folders in order to introduce the new vocabulary.

Draw and complete this chart Type of resource

Renewable or non-renewable?

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2. 3. 4. 5.

Water

Renewable

Coal

Non-renewable

Wind

Renewable

Oil

Non-renewable

Tree

Renewable

Soil

Renewable

Rocks

Renewable

Natural gas

Non-renewable

Sunlight

Renewable

Group work Technique: Oral work Realia used: Flashcards Correction: the student teacher will guide them and if needed, she will correct them.

Main Developmental Task: Activity 1 and 2 1. Video: https://www.youtube.com/watch?v=Qw6uXh9yM54(this video explains what are natural resources and then the two types: renewable and non-renewable resources) 2. Pair work 3. Technique: Students will watch a video about Natural Resources: Renewable and Non- renewable energy and they will have to complete the following mind map summarizing the information of the different types of energies. Then, the students will write the advantages of natural resources. While watching the video the student teacher will guide the children to understand the new topic. 4. Realia used: videos 5.Correction: In both activities the student teacher will encourage the children to share their answers.

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Complete the mind map about renewable and non-renewable energy. Write the advantages and disadvantages about the natural resources.

Activity 2 1. https://www.youtube.com/watch?v=ycdke8MTSCI(this video talks about renewable and nonrenewable and how we can use energy responsibly). The student teacher will show the student these two videos and while watching them, she will explain and ask for doubts. Video 2: They will have to look at the pictures in this hand-out and write a sentence for each of them. How can we use energy responsibly? Look at the pictures and write a sentence

3. Individual work 4. Technique: oral and written work 5. Realia used: videos

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6. Correction: the student teacher will ask them to read the text. Activity 3 1. The student teacher will hand out this copy related to renewable and non-renewable resources and she will read it. After that, she will write these questions on the board.

2. 1) 2) 3) 4) 5) 3. 4. 5. 6.

What resource cannot be replaced? Can you mention three non-renewable resources and three renewable resources? What could happen one day with the fossil fuels? Is geothermal energy a non-renewable resource? What is biomass made up of? Individual Technique: writing work Realia used: copy Correction: the student teacher will correct the questions orally or take the folders and correct them.

Closure task: The student teacher will ask the students to investigate about renewable resources. If possible, the student teacher will tell them to copy it on their folders. Macroskills: Listening, reading, writing and speaking Materials and resources: Video Flashcards Copies Passed

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Teaching Practicum II Daily Plan Class Plan # 3 Student teachers’ names (On practice): Fernandez, Valeria Student teachers’ names (Observer): Luna, Evangelina Institution: Carlos Maschwitz School Cooperating Teacher: Natalia Albornoz Course: 4th Grade Periods planned: 2 periods Submission date: June 27th Class date:August 16th -----------------------------------------------------------------------------------------------------------------------Specific Theme:Renewable resources. Linguistic Exponents: Items to be taught: vocabulary related to renewable and non-renewable resources.(water power-solar power-bioenergy power- geothermic power-oil ) Re-cycled items:check prior knowledge about renewable and non-renewable resources and types of energy. Specific objectives: By the end of the class students will be able to:  Differentiate renewable and non-renewable resources.  Gain new vocabulary related to renewable and non-renewable resources.  List the differences between renewable and non-renewable energy resources  Make a mini book about the new information about natural resources.  Help the students to reflect on the importance of renewable and alternative energy sources. Opening task: 1. Brainstorming: the student teacher will ask them what information they gather about renewable resources and write some of it on the board. After that she will hand out this copy where they will read the definition and find the natural resources (soil, fossil fuels, water, air, plants, sunlight). The student teacher will write them on the board and the students will say if it is a renewable resource or a non-renewable resource. 2. Group work 3. Technique: Oral work 4. Realia used:handout

Can you find 6 natural resources?

5. Correction: Orally Main Developmental Task: Activity 1

1. The student teacher will give the students a photocopy with information about the RENEWABLE resources. The text will contain information about the different types of alternative energy and its definitions. The students will read the information with the help of the teacher and they will underline with colours the new concepts.

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2. 3. 4. 5. Renewable Energy and Non- renewable resources 6. Renewable7. resources are those resources that can be renewed or replaced in a short period of time. Renewables are great because they don’t pollute and they provide energy from free, abundant resources. 8. The five renewable sources used most often are: 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Water (Hydropower): The energy contained in running water can be turned into electricity. Water, which is impounded or held behind a dam, is released through a turbine that spins a generator producing electricity. Solar: The energy from the sun can be converted into heat and electricity. Sunlight can be captured using photovoltaic cells which convert the sun’s energy into electricity. Wind: As the wind blows it spins the large blades on a wind turbine and generates electricity. Biomass: Is energy derived from plants and animals. Biomass comes in many forms, the most common being wood. Geothermal: Uses heat generated by the earth’s interior. By drilling down into the Earth’s crust, much like we drill for oil, we can use that heat to generate electricity. Geothermal is a good source for heating homes and buildings. Non-renewable resources Non-renewable resources were formed more than 300 million years ago -long before dinosaurs roamed the Earth. Fossil fuels are made up of plant and animal matter. When plants and animals died, their bodies decomposed and were buried under layers of earth. Millions of years later we have the three forms of fossil fuel: oil, natural gas and coal. Oil is a thick, black, gooey liquid also called petroleum. It's found way down in the ground, usually between layers of rock. To get oil out, a well is dug.

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Natural gas is lighter than air. Natural gas is made out of methane, which is a simple chemical compound made up of carbon and hydrogen atoms. This gas is highly flammable. Natural gas is found near oil in the ground. It's pumped, just like oil, from wells that tap into the source and send it to large pipelines.

2. Individual work

Coal comes in several different forms from hard black rocks to soft brown dirt. Some forms burn hotter and cleaner than others. Coal is used to create electricity. We get to 3. Technique: reading and matching the coal by mining for it.

4. Realia used: texts (handout) 5. Correction: The student teacher will choose some students randomly to correct the exercise all together.

Activity 2 1. The student teacher will give the students this copy where they have information about renewable and non-renewable resources. She will read it and ask questions and if they have any doubts. In the copy there will be five renewable resources and three non-renewable resources and a brief explanation or description of them. After reading it, the student teacher will give them a white A4 sheet of paper and she will explain to them that they will make a mini book. She will show them how to do it and tell them that it will be about renewable and non-renewable resources.

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They will have to include 3 resources for each of them. They will make a drawing and write brief information. 2. 3. 4. 5.

Individual work Technique: reading and Arts and crafts Realia used: copies and mini-books Correction: The student teacher will take the mini-books and correct them

Activity 3 1. The student teacher will give them this copy where they have ten definitions. They will have to read it and choose the best option Read and match the definitions with the correct type of energy. Energy that comes from moving water. Biomass Chemical energy

The term given to any natural movement of air in the atmosphere. A renewable source of energy used to turn

Electricity Solar Energy -

turbines to generate electricity. The ability to do work or the ability to move an object. Fuels that cannot be easily made or "renewed." We can use up non-renewable fuels. Oil, natural gas, and coal are

Wind Hydropower

non-renewable fuels. Energy stored in a substance and released during a chemical reaction such as burning wood, coal, or oil. Any organic (plant or animal) material which is available on a renewable basis, including agricultural crops and agricultural wastes and residues, wood and wood wastes and residues, animal wastes, municipal wastes, and

Renewable Energy Sources Non-renewable Nuclear Energy

aquatic plants. Energy that comes from splitting atoms of radioactive materials, such as uranium. The radiant energy of the sun, which can be converted into other forms of energy, such as heat or electricity. Fuels that can be easily made or "renewed." We can never use up renewable fuels. Types of renewable fuels are

Energy

hydropower (water), solar, wind, geothermal, and biomass A form of energy characterized by the presence and motion of elementary charged particles generated by friction, induction, or chemical change.

2. 3. 4. 5.

Individual work Technique: reading Realia used: copies Correction: the student teacher will ask them to read them orally

Closure task: The student teacher will give them paper fold in half, with the front paper

divided in

two. On the front it will be written a type of energy and they will have to

draw

picture related to it. On the inside they will have to define or write

important

a

information about that type of energy. After that they will give it to the student teacher and she will make a poster

to leave in

the classroom. Macroskills: Listening, reading, writing and speaking Materials and resources: ·

  

Copies for the handouts A4 sheet of papers Posters for renewable and non-renewable resources 16


Teaching Practicum II Daily Plan Class Plan # 4 Student teachers’ names (On practice): Luna, Evangelina Student teachers’ names (Observer): Fernandez, Valeria

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Institution: Carlos Maschwitz School Cooperating Teacher: Natalia Albornoz Course: 4th Grade Periods planned: 2 periods Submission date: July 3rd Class date: 23rd August -----------------------------------------------------------------------------------------------------------------------Specific Theme: Solar energy Linguistic Exponents: Items to be taught: vocabulary related to solar energy (solar panels, silicon, electrons) the use of time connectors (First, second, then, after that, finally) Re-cycled items: check prior knowledge about types of energy, renewable and non-renewable resources. Check prior knowledge about solar energy Specific objectives: By the end of the class students will be able to:  Reinforce all their prior knowledge about energy (types of energy, vocabulary, and natural resources)  Define what solar energy is.  Know important facts about solar energy.  Know what solar panels are and why they are important.  Write the process of solar energy to electricity ·

Opening task: 1. Brainstorming:The student teacher will have different flashcards in a bag about energy resources and types of energy. The student teacher will also have on the board words that will match with the flashcards. The students will came to the front, take a flashcard from the bag and place it next to the correct word. For example; a sun next to solar energy, a coal mine next to coal, etc.

Renewable Wind Sunlight Water Plants Animals 2. 3. 4. 5.

Non-renewable Coal Oil Natural gas Fossil fuels

Pair work Technique: Oral work Realia used: handout Correction: the student teacher will draw the three columns on the board and as the students find the words, she will write them in the correct column (she will ask the students where the word should go and why)

Main Developmental Task: Activity 1

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1. In order to introduce the new topic the teacher will show the students a video about solar power https://www.youtube.com/watch?v=NDZzAIcCQLQ- Then, the student teacher will give them a copy where they will have information about the topic “Solar energy”. They will read it and answer 4 questions and draw how a solar panel works.

Read the text and answer What is solar energy? 1. How can we turn the sun’s light into electricity? 2. What are solar panels made up? 3. What are solar panels used for?

4.

1. 2. 3. 4.

Draw how a solar panel works

Individual Technique: watching a video and answering questions. Realia used: copy and video Correction: the student teacher will take the questions and drawing and correct them.

Activity 2 1. The children will watch a video about the process in which Solar energy turns into electricity. Then, the teacher will give the kids will give the children will have to write the process of solar energy to electricity using the connectors. (First, second, then, after that, finally).The student teacher will help them with this activity by guiding them while writing. https://www.youtube.com/watch?v=x4CTceusK9I

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2. 3. 4. 5.

Pair work Technique: reading and re writing Realia used: copy and video Correction: The teacher will choose different students to check their sentences. Each students will share only one sentence.

Activity 3 1. Brochure: the student teacher will explain to the students that they will do a draft of a brochure and the following class the final brochure. This brochure contains recycled items form previous classes. The students will have to create their own brochures with the aspects they find more relevant for them. The draft brochure will have enough space for the children to create their own drawings and designs for the final copy of the brochure.

2. 3. 4. 5.

Pair work Technique: complete the brochure and arts and crafts. Realia used: brochure Correction: The teacher will take all the brochures to correct them at home.

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Closure task: The teacher will give the kids 10 useful tips in which they are going to reflect on them so they can use them in their 2nd part of their brochure. The teacher will give the kids 5 minutes to read them all ask she will ask some students to come in front of the board to represent the tips by sung mimics, the rest of the students will have to guess which tip is it and that student will be next to play.

How can we help? For saving energy around your home, just follow these easy rules:

1. Turn off the lights when you're done using them, and turn off the TV, computer, video games and other electrical stuff when you leave the room.

2. Adjust the thermostat during the winter. Ask a grown-up to adjust the thermostat by 10 degrees cooler in the winter and 10 degrees warmer in the summer for eight hours a day

3. Don’t leave the refrigerator door open. Every time you open the door, up to one-third of the cold air can escape.

4. Replace a burnt-out light bulb with a new compact fluorescent bulb. Fluorescent bulbs use 75 percent less energy, and they last 10 times longer.

5. Remind grown-ups to use cold water in the washing machine. Hot water won't get the clothes any cleaner, and it wastes a lot of energy.

6. Fix dripping faucets. One drop per second can add up to 165 gallons of hot water a month - that's more than one person uses in two weeks!

7. Take a short shower instead of a long bath. It might take 25 gallons of hot water to fill the bathtub, compared to only seven gallons for a quick shower.

8. Close the curtains during hot summer days to block the sun. During the winter, keep the curtains open.

9. Help a grown-up put plastic sheeting on windows. Blocking cold drafts is called "weatherizing" and it can save a lot of energy.

10. Help your mom or dad plant a tree to help shade your house on hot summer days.

Macroskills: Listening, reading, writing and speaking Materials and resources: ¡

Original brochure Handouts Brochure A4 sheet of papers

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Very good!! Passed Teaching Practicum II Daily Plan Class Plan # 5 Student teachers’ names (On practice): Luna, Evangelina Student teachers’ names (Observer): Fernandez, Valeria Institution: Carlos Maschwitz School Cooperating Teacher: Natalia Albornoz Course: 4th Grade Periods planned: 2 periods Submission date: July 7th Class date: 30th August -----------------------------------------------------------------------------------------------------------------------Specific Theme: Linguistic Exponents: Items to be taught: vocabulary related to solar energy, advantages and disadvantages of solar energy, importance of solar energy. Re-cycled items: previous knowledge about solar energy and energy (types of energy, renewable and non-renewable resources) Specific objectives: By the end of the class students will be able to:  Know the advantages and disadvantages of using solar energy.  Discover why it is important to use solar energy.  Revise previous knowledge by doing a brochure. ·

Opening task: 1. Brainstorming: Bingo (game) The kids will play a bingo game recycling all the vocabulary from the previous lessons. The cards will have pictures that they students have already seen during the unit, so they can recognise the vocabulary easily. 2. Group work 3. Technique: game 4. Realia used: bingo cards

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5. Correction: The winner will have a surprise (a chocolate sweets)

or

Main Developmental Task: Activity 1 and 2 1. Videos https://www.youtube.com/watch? v=MSDG5EqV_F0 The students will watch a video which contains the pros and cons of solar power.Then, the kids will have a copy about why solar energy is important and the advantages and disadvantages of it.The student teacher will write 3 questions for the students to answer and they will complete a chart with the advantages and disadvantages of solar energy. 2. Individual 3. Technique: Reading and writing 4. Realia used: videos and a copy 5. Correction: the student teacher will take the folders to correct at home.

What Is Solar Energy? Solar energy refers to energy from the sun. The sun has produced energy for billions of years. It is the most important source of energy for life forms. It is a renewable resource of energy unlike non- renewable resources such as fossil fuels. Solar energy technologies use the sun’s energy to light homes, produce hot water, heat homes and electricity. The main benefit of solar energy is that it does not pollute the air and is one of the cleanest sources of energy. The only limitation that solar energy possess is that it cannot be used at night. Why Is Solar Energy Important? Solar energy is an important part of life and has been since the beginning of time. Can you imagine your day without the sun? Solar EnErgy IS Important In naturE Solar energy is an important part of almost every life process. Plants and animals use solar energy to produce important nutrients in their cells. Plants use the energy to produce the green chlorophyll that they need to survive, while humans use the sun rays to produce vitamin D in their bodies. However, when man learned to actually convert solar energy into usable energy, it became even more important. Solar EnErgy IS Important aS ClEan EnErgy Since solar energy is completely natural, it is considered a clean energy source. It does not cause air or water pollution. Advantages 

Solar energy is clean and sustainable.Sun is going to last for another 6.5 billion years, according to NASA and there is no way that we could over consume it.  Solar energy is totally free!  Solar energy is a renewable energy and fossil fuels, like gas and oil, are non-renewable energy. Once oil and gas are gone they can't be replaced. Someday these fuels will run out.  Solar energy does not pollute the environment but Fossil fuels create massive pollution in the environment. This pollution affects the water, the air you breathe, and even the meat and vegetables that you eat.  Solar panels might be installed on any number of roofs.  Getting your solar panels can help you to reduce your electricity bills. Disadvantages   

Solar panels have to be spread over long areas to produce sufficient energy. It takes a long time to cook in a solar oven. In cloudy days, the energy is slower than sunny days. You can’t use solar energy at night.

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Read the text and answer 1) What is solar energy? 2) What type of resource is it? 3) Mention two things why solar energy is important

Activity 3

1. Brochure: the student teacher will hand out the draft brochures (from the previous class) and give them a feedback. The student teacher will answer doubts and give the students time so they can make the necessary corrections.

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2. 3. 4. 5.

Individual work Technique: writing Realia used: brochure Correction: the student teacher will take the brochures and correct them.

Activity 4 1. Brochure: the student teacher will explain what they have to do on pages 3, 4, 5 and 6. On page 3 they will have to write and draw why it is important to save energy. On page 4 they will have to describe how they can save energy. They can make a list and a drawing or perhaps make several drawings and write a sentence for each of the drawings. On page 5 they will write a questionnaire of 5 questions and they will choose 5 classmates and interview them. They will write the answers (yes/no) in a separate sheet of paper and then when they had finished, they will do a review orally (for example, “I interviewed 5 classmates and all of them turn off the lights from their houses today, 4 of them unplug the computer today, etc�)

2. Individual work 3. Technique: writing 4. Realia used: brochure

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5. Correction: the student teacher will take all the brochures and correct them at home. Closure task: The students will ask their friends along the classroom if they are doing these activities in order to save energy. Then, the kids will add 2 more ways in which they can save energy. After that we will read the results all together.

Macroskills: Listening, reading, writing and speaking Materials and resources: Video: https://www.youtube.com/watch?v=MSDG5EqV_F0 Passed, Just please, make the few changes suggested ·

Teaching Practicum II Daily Plan Class Plan # 6 Student teachers’ names (On practice): Luna, Evangelina Student teachers’ names(Observer): Fernandez, Valeria Institution: Carlos Maschwitz School Cooperating Teacher: Natalia Albornoz Course: 4th Grade Periods planned: 2 periods Submission date: July 7th Class date: September 6th -----------------------------------------------------------------------------------------------------------------------Specific Theme:Brochure of Solar Power Linguistic Exponents: Items to be taught: interrogative and affirmative form of the present simple, Re-cycled items: previous knowledge about solar energy and importance of it. Specific objectives: By the end of the class students will be able to: 

Design and finish a brochure about energy.

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Reinforce their knowledge about energy, types of it, renewable and non-renewable resources and

solar energy. See an experiment about solar power and describe it.

·

Opening task: Game. Cooperative learning Role play 1. Brainstorming:The kids will do a survey in which they will have to interact with each other. They will have a list of questions related to saving energy (taken from one of the sections of the brochure) “Do you open curtains to let the sun in or close them to keep the sun out.? A. Occasionally B. All the time C. rarely”. These questions will be provided by the teacher in stripes of papers. For example,Student A will ask 5 questions related to how to save energy to Student B. They will ask and answer questions to each other and then they will ask other students too.

2. 3. 4. 5.

Group work Technique: speaking Realia used: questions Correction: the teacher will monitor the children while they are playing.

Main Developmental Task: Activity 1 1. Brochure: the student teacher will hand out the brochures and give the students time to decorate it. The sts will be able to design it as they like, with lots of colours and drawings. The student teacher will tell them that they are going to present them in the science fair. They will have to design and create a FRONT COVER in which they will write an introduction of the topic. Then, they will have different sections such as, Natural resources, what can I do to help, useful tips and a short survey about saving energy. The children will have time to decorate their final copies of their brochures using colours, markers, cardboard 2. Individual work 3. Technique: writing and decorating 4. Realia used: brochure 5. Correction: the student teacher will help them, if they need and check that everybody is finishing the brochure. Activity 2

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1. Experiment: the student teacher will show the materials that she will need for the experiment (three empty and clean cans with the tops and bottoms removed, a wire or paper clip, tape, a straight pin, books and a pinwheel made of paper) Procedure: The chimney is made by taping together three, large, empty, clean tin cans, with the tops and bottoms removed. A wire arch (made from an unbent paper clip) is taped across the opening of the top can with a thumbtack, or straight pin, taped to the centre of the arch, pointing up. The chimney is placed on top of a couple of books, to allow air to flow in from underneath. Finally a pinwheel - made by cutting diagonally in from the corners of a 6 inch square sheet of paper, to within a quarter inch of the centre, bending the every other point from the corners to the centre, and taping them in place... is balanced on top of the thumbtack, taped side down. When placed in the sunlight, the heat from the sun will warm the air inside the cans, creating a convective updraft, and spinning the pinwheel. The student teacher will give them a copy to complete about the experiment. 2. 3. 4. 5.

Group work Technique: experiment and a copy Realia used: materials for the experiment Correction: after completing the copy the student teacher will correct it in class.

Experiment!!

Materials

Put the events in order Take a wire or paper clip and make an arch. Cover the edges with paper tape. Take three cans and put them one on top of the other like a tower. Place it near a window. Put the arch on top of the first can. Then put the pinwheel.

Closure

      

task:

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The student teacher will tell them to take the KWL chart that they had from the first class and she will take the poster of it. They will complete the third column (what they have learned (letter L) throughout the unit. The student teacher will complete the chart as well. Some of the students will read the columns. Macroskills: reading, writing and speaking Materials and resources: ¡

Poster: KWL poster Experiment materials Colour cardboards Please, just change the first activity to a survey which will be much more meaningful!! They could do this in the science fair, too!!

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Self evaluation report

Class: 1

Student teacher in charge: Valeria Fernandez

Date: August 16th; 2016

Observer: Evangelina Luna

1. Organization of the lesson: The organization of the lessons was divided in different parts.          

Warm up questions related to the topic (Full of energy) Front cover of the unit with objectives KWL Chart (written activity with the teacher´s guidance BREAK Copy the activity and watch 1 video twice True or false activity Watch 2nd video 2nd written activity fill in the blanks. Students´ performance during the lesson:The students were enthusiastic and excited throughout the lesson. Even though, they were very talkative and I had to call their attention several times, they all participated and understood all the activities given.

2. Use of materials and resources: The materials used during the lessons were 2 videos, chalk, hand outs (photocopies) and coloured cardboards. During the video the students behaved properly and they were silent. They managed the hand outs very well and I made sure all of them stick the photocopies and complete them.

Management of time (timing / pacing): The management of time was regular. All the activities planned for that day were not successfully carried out since they were too many. The first activity took much more time than the main activities. However, the inly activity the kids could not do was the word search which was the closure one.

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 The students’ Attitude (their reaction to the activities) The student’s attitude towards the activities was positive. They were all eager to finish and complete them without any inconvenience. On the other hand, when they had to think for themselves to write one or two sentences some of them felt insecure and did not know what to write. Uses of language along the class a) Use of English: All the activities were spoken in English and so the student´s doubts. b) Use of translation/Spanish. Translation was only used to translate some words regarding new vocabulary. However, the rubrics for each activity were spoken in English. c) TTT (Teacher Talking Time ) At the beginning of the lessonthere was more TTT (Teacher Talking Time) than after it since this was the first class of a new topicand INPUT was the main character. Nevertheless, the students took great part in everything. d) Provision of Comprehensible input Input was explained through different examples used in our everyday lives such as winter holidays, long weekends and daily routines to explain the main topic in this case ENERGY. After that, the students gave their own point of view of what energy is for them.

3. Handling of the group A. organization of participation Most of the students were encouraged to participate and all the ones whose hands were raised could share throughout the lessons. Although, there were some shy students who did not want to participate but they all paid attention. B. management of discipline The management of discipline used during the lessons worked just fine. There were some students who were very talkative and did not pay attention to the lesson or their peers so I stopped the class and warned them not to continue behaving in that way, if not they would go to the principal´s office. C. organization of students interaction The students interacted during the lesson when the topic was introduced orally.

Other aspects to consider:


 The weakest point of the teacher that day

  

Timing Management of discipline Organization of activities

 The strongest point today of the teacher that day was that the lesson was interesting and it encouraged all the students to participate and involve in the new topic. What is more, the resources used were appalling to the students so they all wanted to take part in everything that was taking place.  An aspect clearly improved was that throughout the lessons the students could finish the lesson successfully because the student teacher reinforced discipline and timing with the activities.

 An aspect in the process of improving would be to reinforce the size of the handwriting when writing on the board since some students could not see well from behind.

 An aspect I/you should consider improving/ work hard to improvewould be to provide more student talking time regarding the lesson and to improve the resources and materials used.

 A part of the lesson that you would change would be making the poster since I wasted time doing that instead of monitoring the students.

 A part of the lesson that I particularly liked was when they all were eager and happy to be involved during the lesson.

 Other comments /remarks

 The children did an incredible job participating and sharing what they knew. Although, I restrained myself to give them all the answers without making them think first and then provide the proper tools to construct or build their own knowledge for themselves.

Peer evaluation report


Class: N° 1

Student teacher in charge: Fernandez, Valeria

Date: Tuesday, August 16th

Observer: Luna, Evangelina

1) Organization of the lesson Students´ performance during the lesson The students were engaged in the topic and they wanted to participate. There were some moments when they talked with his/her partner but when the student teacher calls their attention, they immediately stopped and paid attention. They were very happy to read from the board and to answer to complete the activity (true or false activity). They understood the rubrics and were able to do the activities correctly. Use of materials and resources The student teacher played two videos. The volume was very good and, as all the students were in silence, they were able to see and listen to the videos well. They were very excited to watch the videos. Management of time (timing / pacing) Good. Most of the students were able to follow the pace of the class. If they got lost, everything was repeated at least twice until everybody had understood. The students´ attitude The students were involved in the topic (energy) and they participated most of the class. They loved to colour their front cover. 2) Uses of language along the class Use of English The students participated in class but they sometimes were speaking in Spanish. After the student teacher asked them to try to say what they wanted to say in English, they stopped speaking in Spanish. Use of translation / Spanish It was not frequent. The student teacher was almost all the time speaking in English. TTT (Teacher talking time) The student teacher guided the students and in some moments she was dominated because she had to explain the activity. It was very good balance.

Provision of comprehensible input


It was good. The meaning of some words was conveyed through mimics or, if they did not understand, translation. 3) Handling of the group Organization of participation It was very good. Most of the students participated in class and there were some shy students who did not want to participate, although the student teacher encouraged them to do so. Management of discipline It was very good. The student teacher had to call the attention to some students as they were talking while she explained. But after that, the students behave properly and worked in order. Organization of students’ interaction It was very good. The topic was introduced orally by asking the students if they knew what energy was and what they knew about it. 4) Other aspects to consider The weakest point of the teacher that day was the size of her handwriting as it was a bit small. The strongest point of the teacher that day was the pace of the class. It was fluent and energetic. An aspect clearly improved was that at the end of the class the student teacher was able to do all the activities that she had planned for that day, taking into account the timing and discipline factors. An aspect in the process of improving will be the size of her handwriting in the blackboard as it was quite difficult to see for some of the students at the back of the class. A part of the lesson that I would change probably it would have been to allow more students to read from the board, because they enjoyed doing that. This was not done because there was not enough time. A part of the class that I particularly liked was the fact that the class was quite animated. The process of correcting in the blackboard was well done.


Self evaluation report Class: N° 2

Student teacher in charge: Fernandez, Valeria

Date: Tuesday, August 23rd

Observer: Luna, Evangelina

1) Organization of the lesson Students´ performance during the lesson The students’ performance throughout the lessons was engaging and enthusiastic. They remembered the previous knowledge from last lesson and some of them answered without any difficulties. During the first activity which included flashcards with beautiful drawing about the natural resources they could all understand very easily the concept of RENEWABLE AND NOT RENEWABLE without using the specific vocabulary. Use of materials and resources Flashcards with drawings were used in order to introduce the new vocabulary. The students drew them and understood them very well, although some of them were new like “fossil fuels”. Then, some videos were played, the first was quite long some I played it only one time then I played it again but without the images.. Management of time (timing / pacing) Good. The pace of the class was quite good, they could all follow my instructions when they needed to speed up the activities planned for that day were successfully carried out since they were too many. The students´ attitude The students were engaged to finish and co their activities on time. Most of them wanted to participate and some of them were brave so they come up to the front of the board to complete an activity. 2. Uses of language along the class Useof English Most of the students were encouraged to speak more English during lessons and they could do it without further issues. English was spoken all the time but there were some new vocabulary words that needed translation like “fossil fues”.. Use of translation / Spanish It was not frequent. The student teacher was almost all the time speaking in English. TTT (Teacher talking time) I would say that this class was 50/50 since the students knew more than last lesson they could perform much better than the previous one. They were eager to answer correctly throughout the


lesson. The student teacher was dominated when she had to explain the activity. It was very good balance. Provision of comprehensible input The meaning of some words were conveyed by flashcards, drawings, words or mimics. The different resources helped to reinforce input at this stage.

3. Handling of the group Organization of participation There were more students who felt more comfortable to participate during this lesson. Although, I encouraged the shy kids who sit at the back to participate, some prefer not to do it yet. Management of discipline It was improved. There were some students who misbehaved or bothered their classmates so I called their attention about it. The rest followed the rules and directions properly. They worked in order. Organization of students’ interaction The students were able to participate in each activity. Within the first activities which were quite easy they were all excited to participate but then in the 3 rd activity , the chart of advantages of natural resources , some of them felt insecure so there weren’t many of them who dared to participate in this one. On the whole, the majority of the students were able to get involved in the lesson since they felt more comfortable. 4. Other aspects to consider The weakest point of the teacher that day was timing as there was not able to complete all the activities. The strongest point of the teacher that day was the fluency and interaction with the students in the class. Everybody felt part of the lesson. An aspect clearly improved was that at the end of the class the student teacher was able to do almost all the activities that she had planned for that day, taking into account the timing and discipline factors. An aspect in the process of improving will be the timing given to each activity. Although the students copied from the board and completed the handouts very fast, they were not able to finish them all. A part of the lesson that I would change probably it would have been to allow more students to read from the board or the hand-outs because they enjoyed doing that. A part of the class that I particularly liked was the fact that the students were eager and happy to participate in the class. The process of correcting in the blackboard was well done.


Peer evaluation report Class: N° 2

Student teacher in charge: Fernandez, Valeria

Date: Tuesday, August 23rd

Observer: Luna, Evangelina

1) Organization of the lesson Students´ performance during the lesson The students remembered vocabulary about the topic and they wanted to participate as they did in the first class. There were fewer moments when they talked with his/her partner while the student teacher was explaining. They were very enthusiastic to participate when the student teacher showed the flashcards as well as when they were watching the videos. Use of materials and resources The student teacher used flashcards and handouts and then she played two videos. The volume was very good and, as all the students were in silence, they were able to see and listen to the videos well. Management of time (timing / pacing) Good. Most of the students were able to follow the pace of the class although some of them got lost with the handouts and the activities. Not all the activities planned for that day were successfully carried out since they were too many. The students´ attitude The students were involved in the topic (energy) and they participated throughout the class. They were very excited to guess the flashcards and then to complete the handouts. 2) Uses of language along the class Use of English The student teacher spoke all the time in English and the students spoke most of the class in English. There was a difference with the first class when the students spoke in Spanish most of the class. Use of translation / Spanish It was not frequent. The student teacher was almost all the time speaking in English. TTT (Teacher talking time) The STT was predominant this class because they wanted to participate more and they felt more comfortable with the topic (energy). The student teacher was dominated when she had to explain the activity. It was very good balance. Provision of comprehensible input


It was good. The meaning of some words was conveyed through mimics or, if they did not understand, translation 3) Handling of the group Organization of participation It was very good. Most of the students participated in class and there were some shy students who did not want to participate, although the student teacher encouraged them to do so. Management of discipline It was very good. The student teacher had to call the attention to some students as they were talking while she explained but not as many as the first class. After that, the students behave properly and worked in order. Organization of students’ interaction It was very good. The brainstorming activity was introduced orally with flashcards where the student teacher asked which kind of energy they thought they could use it again and again. The students doubted at first but when they continued guessing they were more confident and they all wanted to participate. 4) Other aspects to consider The weakest point of the teacher that day was timing as there was not able to complete all the activities. The strongest point of the teacher that day was the fluency and interaction with the students in the class. She was confident and energetic. An aspect clearly improved was that at the end of the class the student teacher was able to do almost all the activities that she had planned for that day, taking into account the timing and discipline factors. An aspect in the process of improving will be the timing given to each activity. Although the students copied from the board and completed the handouts very fast, they were not able to finish them all. A part of the lesson that I would change probably it would have been to allow more students to read from the board or the handout because they enjoyed doing that. A part of the class that I particularly liked was the fact that the students were eager and happy to participate in the class. The process of correcting in the blackboard was well done.


Self evaluation report Class: N° 3

Student teacher in charge: Fernandez, Valeria

Date: Tuesday, August 30th

Observer: Luna, Evangelina

2) Organization of the lesson The procedure of the lesson:  Warm up with flashcards prior knowledge form previous lesson  Word search on natural resources  Reading renewable and non-renewable resources  Mini book of the 3 classes Students´ performance during the lesson The students’ performance throughout the lesson was engaging and enthusiastic. They remembered the previous knowledge from last lesson and some of them answered without any difficulties. Use of materials and resources Flashcards with drawings were used in order to introduce the new vocabulary and photocopies. Management of time (timing / pacing) Good. The pace of the class was quite good, they could all follow my instructions when they needed to speed up the activities planned for that day were successfully carried out since they were too many. The students´ attitude The students were engaged to finish all the activities and most of them were brave enough to share their answers even though they were not correct. When they were told they were going to make a mini book they were encouraged ot finish the previous activities fast. 2. Uses of language along the class Use of English English was spoken all the time but there were some new vocabulary words that needed translation like “resources”Use of translation / Spanish It was not frequent. The student teacher was almost all the time speaking in English. TTT (Teacher talking time) The student teacher was dominated when she had to explain the activity. It was very good balance. Provision of comprehensible input


The meaning of some words were conveyed by flashcards, drawings, words or mimics. The different resources helped to reinforce input at this stage. The mind maps or webs on the board helped the students to understand better the new information introduced.

5. Handling of the group Organization of participation Most of the children who sat at the front took more part in the class that the ones who are at the back. They had to be encouraged more often in order to participate. Management of discipline There were some students who misbehaved or bothered their classmates so I called their attention about it. The rest followed the rules and directions properly. They worked in order. Organization of students’ interaction The students were able to participate in each activity. I encouraged the students who sat at the back of the classroom to check if they were following the lesson properly. Other aspects to consider The weakest point of the teacher that day was participation of the ones who were far from the board. The strongest point of the teacher that day was the fluency and interaction with the students in the class. An aspect clearly improved was that at the end of the class the explanations of the new vocabulary and topic introduced. An aspect in the process of improving will be the timing given to each activity. Although the students copied from the board and completed the handouts very fast, they were not able to finish them all. A part of the lesson that I would change probably it would have been to allow more students to participate or interact when explaining. A part of the class that I particularly liked was the fact that the students were eager and happy to participate in the class. The process of correcting in the blackboard was well done.

Peer evaluation report


Class: N° 3

Student teacher in charge: Fernandez, Valeria

Date: Tuesday, August 30th

Observer: Luna, Evangelina

1. Organization of the lesson Students´ performance during the lesson The students remembered vocabulary about the topic and they wanted to participate. They were really engaged to participate when the student teacher showed the flashcards and along the class as well. Use of materials and resources The student teacher used flashcards at the beginning of the lesson and then the students worked with photocopies. Some of them found it difficult to follow the activity but the student teacher managed to help all the students in needs. Management of time (timing / pacing) It was very good as most of the students were able to follow the pace of the class and the activities. The students´ attitude The students’ attitude towards the topic (energy) was fantastic, they were able to remember vocabulary and important information about previous classes. They participated along the class. 2. Uses of language along the class Use of English The student teacher gave all the instructions and explanations in English and the student were able to understand. Only few students were not able to understand but the student teacher managed to explain them until they understood. Use of translation / Spanish It was not frequent as the student teacher asked them to speak in English. TTT (Teacher talking time) It was perfect because the student teacher gave the correct input for the student to understand and participate in class. Provision of comprehensible input It was very good. The meaning of some words was explanated by miming or questions which guide them to understand the meaning (for example with the word “pollution”)


3. Handling of the group Organization of participation Most of the students participated in class and those who did not want were encouraged to do it. Although most of the students participated, some students from the back of the class were not able to participate. Management of discipline It was excellent. The student teacher managed the class very well and when students were reading, she asked for silence. The student responded very well. Organization of students’ interaction It was very good. The students interacted with each other and when a partner did not understand the activity, the student who understood was able to explain everything. 4. Other aspects to consider The weakest point of the teacher that day was to let students from the back of the class participate. The strongest point of the teacher that day was the managing of the pace of the class as well as the explanations. An aspect clearly improved was that the student teacher remained students to speak in English and to make silence when another student was talking or reading. An aspect in the process of improving will be the timing for some activities as some students need more time to do them. A part of the lesson that I would change probably it would have been to allow more students to read from the handout because they enjoyed doing that, although it was done in class. A part of the class that I particularly liked was the students’ participation and how it was evident that they enjoyed the class and the topic.

Self-evaluation report


Class: N° 4

Student teacher in charge: Luna, Evangelina

Date: Tuesday, September 6th

Observer: Fernandez, Valeria

1. Organization of the lesson Students´ performance during the lesson The students remembered vocabulary about the topic (solar energy) and they wanted to participate. They were really engaged to participate when we revise the vocabulary, showed the flashcards and when we talked about solar energy. Use of materials and resources I used flashcards at the beginning of the lesson for the warm up and then we watched a video and worked with photocopies. Only some of them found it difficult to follow the activity but I managed to help all the students in needs and explained deeply the activity. Management of time (timing / pacing) It was very good as most of the students were able to follow the pace of the class and the activities. The students´ attitude The students’ attitude towards the topic (solar energy) was fantastic, they were able to remember vocabulary and important information about previous classes. They participated along the class. 2. Uses of language along the class Use of English I gave them all the instructions and explanations in English and the student were able to understand. Only few students were not able to understand but I managed to explain them until they understood. Use of translation / Spanish It was not frequent as I asked them to speak in English and when they spoke in Spanish I reminded them to speak in English. TTT (Teacher talking time) It was very good because I think I gave the correct input for the student to understand and participate in class. Provision of comprehensible input It was very good. The meaning of some words was explained by miming or questions which guide them to understand the meaning. 3. Handling of the group


Organization of participation Most of the students participated in class and those who did not want were encouraged to do it. Management of discipline It was very good. I think I managed the class very well and when students were reading, I asked the rest of the students for silence. The students responded very well. Organization of students’ interaction It was very good. The students interacted with each other and when a partner did not understand the activity, the student who understood was able to explain everything. 4. Other aspects to consider The weakest point of the teacher that day was the timing for each activity although most of the students were able to do complete them. The strongest point of the teacher that day was the managing of the pace of the class as well as the explanations. An aspect clearly improved was that I remained students to speak in English and to make silence when another student was talking or reading. An aspect in the process of improving will be the timing for some activities as some students need more time to do them. A part of the lesson that I would change probably it would have been to allow more students to read from the handout because they enjoyed doing that, although it was done in class. A part of the class that I particularly liked was the students’ participation and how it was evident that they enjoyed the class and the new topic which is solar energy.


Peer evaluation report Class: N° 4

Student teacher in charge: Evangelina Luna

Date: Tuesday, September 6th

Observer: Fernandez Valeria

3) Organization of the lesson The procedure of the lesson:  Brainstorm prior knowledge  Flashcards  Meaning of the word “renewable”  Participation of students  Copy and answer questions  Watch a video twice  Questions about the video to check comprehension Students´ performance during the lesson The students were connected and engaged during the lesson they followed the teacher’s directions and they were eager to participate. However, they were very noisy and uneasy but they have all understood the topic. Use of materials and resources Video, flashcards, board and handouts. Management of time (timing / pacing) Excellent management of timing by the teacher. They were able to do and finish all the activities on time. The students´ attitude The students were active and eager to participate. They were all engaged and ready to take part in each activity. 2. Uses of language along the class Use of English English was spoken all the time but there were some students who spoke Spanish. However the teacher in charge encouraged them patiently to say it in English. Use of translation / Spanish It was not frequent. The student teacher was all the time speaking in English. TTT (Teacher talking time) She managed the instructions but the students answered and thought. Provision of comprehensible input


Excellent. The teacher used flashcards and previous knowledge from previous lessons to make students feel more comfortable. 6. Handling of the group Organization of participation The management of participation during the class was well managed by the teacher since she tried to picked different students from different places (front, back and middle).Moreover, she also let the ones who raised their hands to participate too. Management of discipline Those students who did not stop talking or who misbehaved were called down by the teacher. Organization of students’ interaction The students were able to participate in each activity. Other aspects to consider The weakest point of the teacher that day the students´ behaviour (overexcited) The strongest point of the teacher that day was student’s interaction An aspect clearly improved was the order of the class- she managed the discipline very well. An aspect in the process of improving will be student’s attitude towards the activities A part of the lesson that I would change probably it would have been to allow more students to participate or interact when explaining. A part of the class that I particularly liked was the fact that the teacher introduced the topic solar power in a wonderful way so everybody were able to understand the new topic.

Self-evaluation report Class: N° 5

Student teacher in charge: Luna, Evangelina


Date: Tuesday, September 6th

1

Observer: Fernández, Valeria

Organization of the lesson

Students´ performance during the lesson The students were really excited to play bingo and they knew all the vocabulary. They remembered vocabulary about the topic (solar energy) and they wanted to participate. They were really engaged to participate after we watched the video, read the photocopy and answered the questions. Use of materials and resources I used flashcards at the beginning of the lesson for the warm up and then we watched a video and worked with photocopies. Most of them were able to follow me while I was reading and explaining the photocopy. As regards as the brochure, some of the students found it difficult to know what to write but after I explained how they had to do it, they managed to it so. Management of time (timing / pacing) It was very good as most of the students were able to follow the pace of the class and the activities. The students´ attitude The students’ attitude towards the topic (solar energy) was fantastic, they were able to remember vocabulary and important information about previous classes (solar panels, how we can save energy, renewable and non-renewable resources, etc). They participated along the class. 2

Uses of language along the class

Use of English I gave them all the instructions and explanations in English and the student were able to understand. Only few students were not able to understand but I managed to explain them until they understood. Use of translation / Spanish It was not frequent as I asked them to speak in English and when they spoke in Spanish I reminded them to speak in English. TTT (Teacher talking time) It was very good because I think I gave the correct input for the student to understand and participate in class. After reading the photocopy, I asked the students to read and they enjoyed doing this a lot.

Provision of comprehensible input It was very good. The meaning of some words was explained by miming or questions which guide them to understand the meaning.


3

Handling of the group

Organization of participation Most of the students participated in class and those who did not want were encouraged to do it. There were few students who talked while I was reading or explaining so I told them not to do it again and after that they behaved perfectly. Management of discipline It was very good. I think I managed the class very well and when students were reading, I asked the rest of the students for silence. The students responded very well. Organization of students’ interaction It was good. The students interacted with each other and when a partner did not understand the activity, the student who understood was able to explain everything. Some students did not understand the brochure and in one case, his partner (who was sitting next to him) had understood, so I asked him if he could explain to his friend and he did. He was very happy to help his friend. 4

Other aspects to consider

The weakest point of the teacher that day was the timing for each activity although most of the students were able to complete them, some of them find it difficult to understand and complete the brochure. The strongest point of the teacher that day was the managing of the pace of the class as well as the explanations. An aspect clearly improved was that I remained students to speak in English and to make silence when another student was talking or reading. An aspect in the process of improving will be the timing for some activities as some students need more time to do them. A part of the lesson that I would change probably it would have been to allow more students to read from the handout because they enjoyed doing that, although it was done in class. A part of the class that I particularly liked was the students’ participation and how it was evident that they enjoyed the class and the new topic which is solar energy.


Peer evaluation report Class: N° 5

Student teacher in charge: Evangelina Luna

Date: Tuesday, September 13th

Observer: Fernandez Valeria

4) Organization of the lesson The procedure of the lesson:  Warm up with flashcards to refresh vocabulary they are already using.  Bingo game  Unfinished activities  Video + questions  Brochure drafts making Students´ performance during the lesson The students were able to answer everything the teacher asked them. They understood the instructions clearly and they were eager to answer correctly. Furthermore, they played a game and they really enjoyed it. Use of materials and resources Bingo cards, video, flashcards and photocopies. Management of time (timing / pacing) Timing was well managed by the teacher who took each activity carefully planned in order to finish all of them on time. The students´ attitude The students were over excited and they were too loud. They were eager to start the lessons as soon as possible. They were very active and energetic. 2. Uses of language along the class Use of English English was spoken all the time but there were some new vocabulary words that needed translation like “resources”-The instructions and doubts were all spoken in English. Use of translation / Spanish It was not frequent. The student teacher was all the time speaking in English. TTT (Teacher talking time) She managed the instructions but the students answered and thought. Provision of comprehensible input Input was provided by the means of a video and the use of flashcards.


7. Handling of the group Organization of participation Most of the students who were at front took more part in the lesson than those who were at the back who were more silent and disconnected. Management of discipline Even though the students were very excited and loud the teacher could manage discipline quite well. Organization of students’ interaction The students were able to participate in each activity. Other aspects to consider The weakest point of the teacher that day the students´ behaviour The strongest point of the teacher that day was management of activities and students ‘interaction with them An aspect clearly improved was the order of the class An aspect in the process of improving will be students attitude towards the activities A part of the lesson that I would change probably it would have been to allow more students to participate or interact when explaining. A part of the class that I particularly liked was the fact that the students were eager and happy to participate in the class. The process of correcting in the blackboard was well done.

Self-evaluation report


Class: N° 6

Student teacher in charge: Luna, Evangelina

Date: Tuesday, September 6th

Observer: Fernández, Valeria

1 Organization of the lesson Students´ performance during the lesson The students were really excited to do a survey in which they had to answer some questions. They remembered vocabulary about the topic (solar energy) and they wanted to participate. They were really engaged to participate, during the survey and while they were completing their brochures. Use of materials and resources I used flashcards at the beginning of the lesson for the survey at the beginning of the class. Most of them were able to follow me while I was explaining the survey. As regards as the brochure, some of the students found it difficult to know what to write but after I explained how they had to do it, they managed to it so. Management of time (timing / pacing) It was very good as most of the students were able to follow the pace of the class and the activities. The students´ attitude The students’ attitude towards the topic (solar energy) was excellent, they were able to remember vocabulary and important information about previous classes (solar panels, how we can save energy, renewable and non-renewable resources, etc). They participated along the class. 2 Uses of language along the class Use of English I gave them all the instructions and explanations in English and the students were able to understand. Only few students were not able to understand but I managed to explain them until they understood. Use of translation / Spanish It was not frequent as I asked them to speak in English and when they spoke in Spanish I reminded them to speak in English. TTT (Teacher talking time) It was very good because I think I gave the correct input for the student to understand and participate in class. After reading the photocopy, I asked the students to read and they enjoyed doing this a lot.

Provision of comprehensible input


It was very good. The meaning of some words was explained by miming or questions which guide them to understand the meaning. 3 Handling of the group Organization of participation Most of the students participated in class. There were few students who talked while I was reading or explaining so I told them not to do it again and after that they behaved perfectly. Management of discipline It was very good. I think I managed the class very well. The students were very excited to finish their brochure for the science fair. Organization of students’ interaction It was good. The students interacted with each other and help each other with the brochure. Some students did not understand the brochure and in one case, his partner (who was sitting next to him) had understood, so I asked him if he could explain to his friend and he did. He was very happy to help his friend. 4 Other aspects to consider The weakest point of the teacher that day was the timing for the activity although most of the students were able to complete it (the brochure), some of them find it difficult to understand and to finish the brochure. The strongest point of the teacher that day was the managing of the pace of the class as well as the explanations. An aspect clearly improved was that I remained students to speak in English and to make silence when another student was talking or reading. An aspect in the process of improving will be the timing for some activities as some students need more time to do them. A part of the lesson that I would change probably it would have been to give more students the time that they needed to do the brochure. A part of the class that I particularly liked was the students’ participation and how it was evident that they enjoyed the class and the new topic which is solar energy. I love the faces when we gave them the presents, I think that they love the presents.


Peer evaluation report Class: N° 6

Student teacher in charge: Luna, Evangelina

Date: Tuesday, September 6th

Observer: Fernández, Valeria

1 Organization of the lesson Students´ performance during the lesson The students were connected and active throughout each activity. They answered some questions from a survey. They were able to use all the new vocabulary and new content learnt. The students competed and finished decorating and correcting their brochures. Use of materials and resources The student teacher used flashcards at the beginning of the lesson to do the survey. AAs regards the brochure many children found it very difficult to do it so the teacher had to explain it several times. However, they were all able to finish it. Management of time (timing / pacing) It was very good as most of the students were able to follow the pace of the class and the activities. The students´ attitude The students’ attitude throughout the lesson was engaging. They all remembered and followed the teacher’s instructions. They used the new vocabulary learnt on their brochures and they were even capable of helping each other (weak students) 2 Uses of language along the class Use of English The teacher spoke everything in English and the students understood her very well. Although some of them had some struggled to speak a whole sentence in English.. Use of translation / Spanish It was not frequent as the teacher did not allow the students to speak everything in Spanish. Moreover, she reminded them to use more English.. TTT (Teacher talking time) The teacher managed the instructions so they could be very clear but the students had to think and work. Provision of comprehensible input It was very good. The meaning of some words was explained by miming or questions which guided them to understand the meaning.


3 Handling of the group Organization of participation Most of the class took part in each activity. There were just some few students who talked or were distracted while the teacher was reading or explaining. Management of discipline It was very well managed since the teacher was walking along the classroom checking what the students were up to. In that way she could monitor the students/ Organization of students’ interaction Excellent. Many students were able to help the weaker or slower students to finish with their brochures. 4 Other aspects to consider The weakest point of the teacher that day was the timing for the activity although most of the students were able to complete it (the brochure), some of them found it difficult to understand and to finish the brochure. The strongest point of the teacher that day was the managing of the pace of the activities as well as the explanations. An aspect clearly improved was that I remained students to speak in English and to make silence when another student was talking or reading. An aspect in the process of improving will be the timing for some activities as some students need more time to do them. A part of the lesson that I would change probably it would have been to give more students the time that they needed to do the brochure. A part of the class that I particularly liked was the students’ participation and how it was evident that they enjoyed the class and the new topic which is solar energy.


Final Report The aim of this report is to reflex on my practice in 4 th grade at Carlos Maschwitz School this year. It has been a wonderful experience to start practicing how to teach English in a primary school since I was able to put into practice all the theory learnt about constructivism and its principles. Throughout my practice lessons I was able to see how the students in 4 th grade constructed their knowledge in contextualized lessons about “Solar Power� and how they were able to make their own brochure using all the materials, vocabulary and structures given by my partner and me using the proper scaffolding for each stage. One of the things I had some difficulties with was timing the lessons. As our schedule was divided in 2 periods interrupted by a 10 minute break, it was difficult for me to finish some activities on time before going to the break or also giving the students more time to finish activities. However, I realized about this the first two practice lessons and I was able to improve the time of each activity. Regarding the course I think the material was useful and interesting/ On the whole, I really enjoyed the subject and the whole experience of teaching and I took a lot of things that I believe will be useful in the future. Valeria Fernandez.

Final Report The aim of this report is to reflex on my practice in 4 th grade at Carlos Maschwitz school this year. Not only is this subject the most important one in the career, but it is also extremely useful for our personal experience in front of a class. To begin with, the first class that I had to observe 4 th Grade I was very anxious as I did not know how they would react and if they would be excited about the topic that we were going to deliver. The support and positive learning environment which was provided in the class help me to relax and to feel confident. As they were a big group, I immediately thought of different strategies that I would need to work with them in a constructive way. This means, less teacher-centred classes and more student-centred


classes, contextualization of the new topic (energy and solar energy) and real-to-life activities among other things. What is more, an aspect of teaching which I felt was particularly important to me was to give time to students to think and construct their knowledge and to be able to answer, for this to happen I had to be able to give a student-centred class. By the end of my practice, I realized how student could construct their knowledge when they had a correct input and feedback. Student learnt about energy, renewable and non-renewable resources, natural resources and solar energy. In conclusion, I feel satisfied and proud of the students work and the classes that I deliver. Practicum II gave me the opportunity to extend my range of experience and to acquire new teaching techniques because I tried to put into practice the theory read during the meetings at Carlos Maschwitz school.

Evangelina Luna

Fernandez, Valeria


Luna, Evangelina

Portfolio -Teaching Practicum II- fernandez and luna  
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