Social Science - Lesson Plans - UNAD

sOCIAL SCIENCE LESSON PLANNING SERGIO MÉNDEZ MAROLIN FAJARDO ANDRES TORRES SAIAN JACOME BLANCA CAMARGO

WHY IS IT IMPORTANT?

GUIDES TEACHING OBJECTIVES PROMOTES ORGANIZATION

FACILITATES ASSESSMENT ENHANCES ENGAGEMENT

ENCOURAGES CREATIVITY

ADAPTS TO STUDENT NEEDS ENSURES CURRICULUM COVERAGE FOSTERS CONTINUOUS IMPROVEMENT

SOCIAL SCIENCE

+ ESL

CONTEXTUAL LEARNING

CULTURAL AWARENESS

VOCABULARY ENRICHMENT

INTEGRATED SKILLS

CRITICAL THINKING SKILLS

LESSON PLAN BY

sERGIO MÉNDEZ

SOCIAL SCIENCE LESSON PLAN

GRADE: Ninth. DATE: 9/11/2023 TEACHER: Sergio Fabián Méndez Muñoz TOPIC: Present Simple TIME: 2 hours SKILL: Listening, Speaking, Reading, and Writing.

LEVEL: English A2.

SOCIAL SCIENCE DBA (Basic Learning Right): •

DAILY ROUTINES AROUND THE WORLD. Students will use the present simple tense to describe daily routines, they will also explore and compare daily routines across different cultures.

AIM: • The main aim of this lesson is to develop students' language proficiency in the present simple tense while fostering crosscultural understanding through the exploration of daily routines around the world.

SPECIFIC OBJECTIVES: •

Language Proficiency:

Develop students' ability to use the present simple tense accurately and appropriately in written and spoken English.

Provide practice in constructing affirmative statements, questions, and negative statements using the present simple tense.

•

Cultural Awareness:

Encourage students to recognize and respect cultural differences, emphasizing that daily routines can vary based on geography, traditions, and lifestyle.

Communication Skills: •

Critical Thinking:

Encourage critical thinking by guiding students to compare and contrast their own daily routines with those of the cultures they researched.

RESOURCES: SKILLS: Listening: Students will improve their ability to listen and comprehend sentences and short passages in the present simple tense. They should be able to understand both affirmative and negative statements, as well as questions.

Speaking: Students will practice speaking in the present simple by answering questions, describing their routines, and engaging in conversations about daily activities. They will work on pronunciation and fluency while using the correct verb forms.

Reading: Students will read and comprehend simple texts and dialogues written in the present simple tense.

Image 1: Infographic chart shared and created by INVIL Department– UNAD, English A2 group.

Writing: Students will practice writing sentences and short paragraphs using the present simple tense. This includes creating affirmative statements, negative sentences, and questions, as well as describing their own routines and habits.

•

Interactive slides.

•

Intermediate activity: https://wordwall.net/resource/54119396/presentsimple

GRAMMAR POINT: Forming the Present Simple: Explain how to form affirmative, negative, and interrogative sentences using the present simple tense, both for regular and irregular verbs.

Subject-Verb Agreement: Emphasize the correct conjugation of verbs with different subjects (e.g., He/She/It vs. You/We/They).

Present Simple for Daily Routines: Teach how to use the present simple to describe habitual actions and daily routines.

Negative and Interrogative Forms: Explain the use of "do" and "does" for forming negative and interrogative sentences in the present simple tense.

Image 2: Present Simple Chart, taken from NovaKidsSchool.

Third Person Singular: Highlight the addition of "-s" to the verb for third person singular subjects (e.g., He/She/It).

Short Answers: Provide examples of short answers to questions in the present simple tense, such as "Yes, I do" or "No, he doesn't."

Common Errors:

Image 3: Present simple reading, taken from learnenglish-online.

•

Address common errors and misconceptions, like the use of "do" or "does" in positive sentences or missing verb agreement.

Present simple test - homework: https://www.liveworksheets.com/w/en/presentsimple/7281625

ACHIEVEMENT INDICATORS

PROCEDURES / COMMUNICATIVE ACTIVITIES

TIME

ASSESMENT

Introduction. The virtual English class begins with the presentation of an infographic chart. The instructor introduces the topic of the day, which is the present simple tense, and explains that they will be using an infographic chart to visually represent the key points to learn.

Classroom Share the infographic chart on the screen. The Routines: Warm Up. chart is designed to be visually engaging and concise, making it easy for students to grasp the key concepts quickly.

In this part, set the clear expectations and inform the students that by the end of the lesson, they should have a solid understanding of the present simple tense as outlined in the chart.

10 minutes.

☺ Participate actively while looking and analyzing the infographic chart.

Following the warm-up with the infographic chart, delve into a detailed breakdown of the present simple tense. Revisit the key points presented in the infographic chart, offering a more comprehensive understanding of each element.

Explain the structure of present simple verb forms for different subjects, emphasizing the use of "do" and "does" for questions and negatives, as well as the addition of "-s" to verbs for third person singular subjects.

Classroom Routines: Explanation.

Showcase different usages of the present simple tense, such as describing routines, habits, general truths, and scheduled events, provide examples and clarify when each usage is appropriate.

Throughout the explanation, incorporate practice exercises to reinforce the learning. Students needs to be encouraged to apply the concepts they've just learned through interactive exercises.

☺ Participate actively while solving collaborative the word wall activity.

25 minutes.

☺ Taking proper notation. ☺ Give out examples of daily routine verbs.

Utilize interactive slides to present sentences or phrases in the present simple tense. These sentences should include verbs that are commonly used in daily communication. This part is important as we need to encourage students to practice their pronunciation by repeating the sentences after listening to the correct pronunciation.

Classroom Routines: Practice.

Classroom Routines: Production.

Create interactive slides featuring sentences in the present simple tense. Some of these sentences should contain third-person singular subjects (he, she, it). In this part, we need to understand the important of prompt students to identify and underline or highlight the verbs that have been correctly conjugated for third person (i.e., with the "-s" ending) and those that have not.

Focus on speaking practice by having the students read-aloud a specific topic or scenario that requires the use of the present simple tense.

For example, the topic could be "Describing Your Daily Routine" or "Talking About Your Hobbies."

The goal of this stage is to demonstrate how the present simple tense is used in practical, real-life situations.

20 minutes.

15 minutes.

☺ Participate actively while solving different exercises presented into the board / slides.

☺ Read actively the text presented and answer the questions the teacher is going to do. ☺ Proper pronunciation.

☺ Attentive to feedback on real time.

Classroom Routines: Discussion.

Classroom Routines: Assessment.

Classroom Routines: Feedback.

Ask students about what they think other cultures could do differently ask daily routines and create a list of activities might work as a based vocabulary.

This assessment evaluates an individual's ability to understand and use present simple tense rules in the English language. It includes tasks related to forming sentences, identifying correct verb forms, and using them in everyday contexts to measure progress in English present simple proficiency.

Ask the students how they felt, create a bond with them and solve any doubts the topic may have, making sure to resolve all of them in the clearest way possible.

☺ Active participation.

15 minutes. ☺ Respect to other cultures.

25 minutes.

☺ Grade report at the next class. ☺ Proficiency level.

10 minutes.

PRESENTATION STAGE

☺ Respectful manners and active interest in learning.

Students should successfully gather information about the daily routines and habits of the assigned culture.

Demonstrate proficiency in using the present simple tense to describe daily routines.

☺ Monitor students' active participation during the stage.

Start the lesson with visually stimulating slides displaying common daily activities, introducing some icebreakers as well.

Students engage in a quick game, marking off activities as they hear about their classmates’ routines, setting an interactive tone for the lesson.

35 minutes (Introduction and explanation stages).

Connect the interactive games presented previously to the upcoming use of interactive slides in the lesson, creating an engaging and participatory learning environment.

☺ Pay attention to how students employ the present simple tense when presenting and responding to questions.

☺ Assess their proficiency in accurately using the tense to describe daily routines, habits, and cultural practices. ☺ Assess their ability to articulate insights into cultural diversity and language usage.

PRACTICE STAGE

Ensure students can independently and accurately use the present simple tense to describe daily routines.

Conduct a language-focused task where students create sentences describing their own daily routines or information about a given culture's daily habits.

50 minutes (Practice, production and discussion stages).

☺ Assess the accuracy of verb

forms in the present simple tense. Look for correct conjugation of verbs and consistency in their application throughout sentences.

Demonstrate proficiency in using the present simple tense to describe daily routines.

☺ Examine the choice of vocabulary related to daily routines.

Evaluate the use of appropriate time expressions (e.g., every day, usually, on weekends) in conjunction with the present simple tense.

Connect the interactive games presented previously to the upcoming use of interactive slides in the lesson, creating an engaging and participatory learning environment.

☺ Check for consistency in the use of the present simple tense. ☺ Consider the clarity and effectiveness of communication.

PRODUCTION STAGE

Successfully integrate researched information about daily routines into the digital presentation, ensuring accuracy and relevance.

Clearly articulate connections between the, language proficiency, and cultural diversity.

Guide students by providing clear instructions and examples about daily routine scenarios.

Emphasize the importance of using the present simple tense accurately and incorporating interactive elements to enhance engagement.

Offer support during the research phase, ensuring students gather culturally relevant information and emphasizing the connection between language proficiency and cultural understanding.

35 minutes (Assessment and feedback stages).

☺ Avoid stereotypes. ☺ Ensure that the message is straightforward.

☺ Demonstrate critical thinking by identifying similarities and differences between personal and researched cultures. ☺ Every spoken sentence should accurately reflect the present simple tense.

☺ Every written sentence should accurately reflect the present simple tense.

HOMEWORK: Online test.

Topic: Present Simple.

Make sure to: 1.

2.

3.

4.

5.

6.

Provide the test link: https://www.liveworksheets.com/w/en/present-simple/7281625 Guide them through how to use the platforms and how to send the results over e-mail using the proper code on Liveworksheets platform.

Explain how to use the tools.

Advise them to send the final score.

Set a deadline and guidelines.

Resolve doubts.

LESSON PLAN BY

mAROLIN fAJARDO

SOCIAL SCIENCE LESSON PLAN

GRADE: Eighth

DATE: 07/11/2023

TEACHER: Marolin Silena Fajardo Upegui

TOPIC: Quantifiers

TIME: 2 hours

SKILL: Listening, Speaking, Reading, and Writing.

SOCIAL SCIENCE DBA (Basic Learning Right): • Evaluates the impact produced by technological advances on the social and economic development of Colombia in the 19th century.

RESOURCES: ✓ Visual aids: flashcards for explanation and exemplification of the topic. ✓ Concrete material: cards for written and oral practice of the topic. ✓ Means of Representation: visual, auditory and kinesthetic format to cater to diverse students learning preferences.

ACHIEVEMENT INDICATORS Classroom Routines:

•Understand and identify countable and uncountable nouns.

AIM: By end of lesson students will: • Understand and identify countable and uncountable nouns.

• Learn how to use quantifiers with countable and uncountable nouns.

• Be able to ask and answer simple questions related to quantifiers.

• Demonstrate their comprehension by participating in activities that involve using quantifiers.

SKILLS: • Listening: Follow the instructions given in class to carry out academic activities.

• Speaking: I risk participating in a conversation with my classmates and my teacher.

• Reading: Identify meaning relationships expressed in the sentences.

• Writing: Produce questions and answers, taking into account spelling rules, vocabulary adequacy and grammatical structures.

PROCEDURES / COMMUNICATIVE ACTIVITIES

TIME

ASSESMENT ☺

PRESENTATION STAGE ✓ Countable or uncountable? : The teacher 30 asks them to explain what a noun is to minutes later emphasize the difference between those that are countable and uncountable

☺ Some specific nouns will be mentioned for students to answer whether they think they are countable or uncountable.

•Learn how to use quantifiers with countable and uncountable nouns.

• Demonstrate their comprehension by participating in activities that involve using quantifiers.

• Be able to ask and answer simple questions related to quantifiers.

through examples and shares a key to easily identify them: uncountable nouns do not have a plural form. She also asks them to share any that seem confusing (like money and time) to clarify them. ✓ The teacher begins with the theoretical part of the topic using the flashcards. For which, first, the definition of “quantifier” is made and then some of the main quantifiers are explained (much, many, little, few, a lot of, lots of) for both countable and uncountable nouns in terms of meaning, usage and examples. ✓ PRACTICE STAGE ✓ The teacher writes some question 20 exercises which the students must minutes complete and answer with the appropriate quantifier, either orally or by going to the board to write. For example: -How ____ pencils do you have?

I have many/few pencils.

-How ____ salt is there in the ocean?

There is much/a lot of salt in the ocean.

-How _____ water did you drink?

I drank a little/much of water.

PRODUCTION STAGE ✓ The teacher gives them 20 cards that 70 contain questions like those from the minutes previous stage so that the students write them one by one and pass them to each

☺ The teacher will show each of the flashcards in order for the group to respond to the information they remember about said quantifier.

☺ ☺ Both individual and group participation will be taken into account in the solution and correction of the exercises.

☺ Each student must answer orally one of the questions that the teacher will choose at random.

other. The idea is that they answer them and practice. Examples: -How many pets do you have?

-How many lions are there in the zoo?

-How much milk do you buy every day?

-How much sugar does Coca Cola have?

-How many hours do you stay at school?

HOMEWORK: The student will have the option of photocopying the activity or copying the 10 sentences (positive, negative and interrogative) that the teacher will write on the board so that they can complete them with the correct quantifier.

- Do you have __________ friends in England?

- I am very busy; I have __________ things to do.

- We haven't had __________ rain during this month.

- __________ cars can go more than 300 km per hour.

-It is a very small car park; it allows __________ cars.

-Did you receive __________ gifts on your birthday?

-You need __________time to finish your homework.

-We don't have __________ time to listen to your arguments.

-He found __________ support in his family when he got divorced.

-I put a __________ bit of sugar in my coffee because I don't like it very sweet.

LESSON PLAN BY

aNDRES tORRES

SOCIAL SCIENCE LESSON PLAN

GRADE: __tent_ DATE:09/11/2023 TEACHER: Andres David Torres Hernandez TOPIC: ___future simple______ TIME: 2 hours SKILL: Speaking,Listening, Reading, and Writing.

SOCIAL SCIENCE DBA (Basic Learning Right):  Exchange opinions on topics of personal and social interest and academic interest in a natural and coherent way using familiar expressions in the future tense. For example, students participate in a round table giving their opinion on what the world will be like in the year 2050.

AIM:  so that students can express events of social and academic interest in the future, making appropriate use of grammatical structures.  To recognition of verbal conjugations and application to context.  To sensitize students about academic resources in social processes.  Demonstrate their comprehension by participating in activities that involve using future simple

RESOURCES:  Visual aids: flashcards for explanation and exemplification of the topic.  Concrete material: guide for written practice and reading of the topic.  Means of representation: visual, auditory format to meet the diverse learning preferences of students.

SKILLS: Listening: Follow the instructions given in class to carry out academic activities.

• Speaking: Students participate in a conversation with their classmates and teacher to talk about future social events.

• Reading: Identify meaning relationships expressed in sentences.

• Writing: Prepare questions and answers, taking into account grammatical rules, vocabulary adequacy and social events (medication, technology, etc.)

ACHIEVEMENT INDICATORS

PROCEDURES / COMMUNICATIVE

TIME

ASSESMENT

ACTIVITIES Classroom Routines:



 Understand and identify the uses of the simple future and its structures.

 The teacher asks them to form a simple future sentence using will and going to, later emphasizing the differences between will and going to.

 Learn to use will and going to according to their rules

 through examples and shares a series of personal keys to easily identify them when will is used and when going to is used  It also asks them to share their dreams for the future so that they themselves can use the structures previously learned.  The teacher begins with the theoretical part of the topic using flashcards of the grammatical structures and verbs so that the students

PRESENTATION STAGE Some specific uses of the future tense are mentioned for 30 students to respond orally and in writing. minutes

PRACTICE STAGE The teacher will show each of the flashcards in order to the group, in order for students to use verbs in the future tense.

40 minutes

form sentences with them.  Demonstrate your understanding by  participating in activities (guide) that involve the uses of the future through reading.



 







The teacher gives them more than 25 guides that contain future questions so that students can answer them in writing and orally. Other. The idea is that they answer them and practice them.

Examples: 1. What are you going to do after class?

2. What are you going to do tomorrow morning?

3. What are you going to do tomorrow night?

4. Is anyone in your class having a birthday party soon?

5. What time are you going to get up tomorrow?

PRODUCTION STAGE Each student must answer orally one of the questions that the teacher will choose at random 50 minutes

HOMEWORK: The student will have the option of photocopying the activity or copying the entire guide, marking all the sentences that contain simple future structures (positive, negative and interrogative).

LESSON PLAN BY

SAIAN JACOME

SOCIAL SCIENCE LESSON PLAN

GRADE: DATE: 10 – 11 – 2023 TEACHER: Saian Slendy Jácome Pacheco. TOPIC: Modal verb: Can / Can't TIME: 2 hours SKILL: Listening, Speaking, Reading, and Writing.

SOCIAL SCIENCE DBA (Basic Learning Right): • Modal verb: Can / Can't

RESOURCES: ✓ Board. ✓ Creative presentation. ✓ Flash memory card. ✓ Evaluation workshop.

ACHIEVEMEN T INDICATORS Classroom Routines: Warm – Up.

PROCEDURES / TIME COMMUNICATIV E ACTIVITIES The students carry out the warm-up 15 activity which minutes consists of making . a word search so

AIM: • Recognize the modal verb Can. • Recognize the theory, use and complexities of the modal verb.

• Making complete sentences with the use of Can. SKILLS: Listening: The students follow the instructions given by the teacher.

Speaking: Students recognize vocabulary and socialize sentences and verbs. The task is to create a dialogue collaboratively.

Reading: Students read and identify the sentences with their respective modal verb.

Writing: Students write sentences freely about their personal information and own ideas.

ASSESMENT ☺ https://www.canva.com/design/DAF0zESLQFU/oXDS1ew8qAQVCXFow0STA/view?utm_ content=DAF0zESLQFU&utm_campaign=designshare&utm_ medium=link&utm_source=editor

that the students recognize words and verbs that will be used in class.

Warm-up activities are essential for creating an environment conducive to learning, stimulating participation, reviewing prior knowledge, and establishing a pace that prepares students for the lesson to follow.

They are a valuable tool for the overall success of the student's teaching and learning process.

• Understand the grammar of the modal verb can, with its various

✓ What is the modal verb CAN? ✓ Under what circumstanc

30 minutes .

PRESENTATION STAGE ☺ With the online exercise activity, students' understanding, and appropriation of the topic are verified. ☺ Link: https://www.canva.com/design/DAF0zZ1YPBM/suOx0 X8HNAeTHJZqB9T8uA/view?utm_content=DAF0zZ1YP

forms and uses.

es is it used? ✓ What are the rules for using this modal verb?

The topic is explained based on the questions, explaining to the students everything about the modal verb CAN. This verb is fundamental and crucial for daily English communication.

This verb allows us to express skills, ask permission, make informal requests, and build a foundation to obtain better fluency.

Its importance lies in its versatility and usefulness in various situations.

Information is

BM&utm_campaign=designshare&utm_ medium=link&utm_source=editor

given to students so that they obtain knowledge while building meaningful learning. With the explanation through the slides, the topic is explained, and also practical exercises so that they can recognize the theory in practice.

• Students gain significant learning about the modal verb can, create sentences from established grammar, and recognize established vocabulary.

Students practice 30 affirmative, minutes negative, and interrogative sentences with the use of the modal verb Can / Can't.

These exercises help students understand contextual use, gain confidence in their application, and prepare to interact in different everyday

PRACTICE STAGE ☺ The flashcard resource is used for students to carry out the evaluative activity of the class topic. ☺ Link: https://www.canva.com/design/DAF0zGrNLI/nmxYGDoZDp7KIwZYMWPKyQ/view?utm_content=DAF0zGrNLI&utm_campaign=designshare& utm_medium=link&utm_source=editor

communicative situations.

• They create sentences using the modal verb, using their previous knowledge, constructing sentences from

Students carry out 45 the activity minutes assigned for this part. Encouraging the creation and construction of one's own knowledge through creative activities strengthens academic learning,

PRODUCTION STAGE ☺ They build the cards in which they write their own sentences based on the topic seen. ☺ Link: https://www.canva.com/design/DAF00CvaVyI/dYkvq Ua6qpFNRgncrwHsMg/view?utm_content=DAF00CvaVyI&utm_camp aign= designshare&utm_medium=link&utm_source=editor

personal information.

develops fundamental skills and encourages active and continuous learning.

These activities allow them to explore, discover and build their own understanding.

HOMEWORK: For the task, students in pairs create and study 5 question and answer sentences, on a topic of their choice in which they can use the modal verb.

For example: Can you give me an ice cream?

Can you help me with my homework?

Can you take me to school?

Can you tell me what you did yesterday?

Written evidence is not necessary for this activity. Students carry out the activity in the notebook and practice with their partner. Dialogues in the English class are essential to improve language skills, interaction between students, so that students increase their confidence in language communication and can be more prepared for real situations.

LESSON PLAN BY

BLANCA CAMARGO

SOCIAL SCIENCE LESSON PLAN

GRADE: ENGLISH IV DATE: NOVERMER TEACHER: BLANCA CAMARGO PUENTES TOPIC: COMPARATIVE AND SUPERLATIVES TIME: 2 HOURS SKILL: LISTENING, SPEAKING.

SOCIAL SCIENCE DBA (Basic Learning Right): Understanding AIM: the Basics: Ensure that students understand the basic rules of forming comparative and superlative forms of adjectives and adverbs.

Identifying Comparative and Superlative Forms: Teach students to identify comparative and superlative forms in sentences and texts.

RESOURCES:

SKILLS: Listening: Authentic Material:

https://learnenglishkids.britishcouncil.org/fun-games/tongue-twisters/freshfried-fish

https://app.hello.ef.com/grammar/exercise/comparative-andsuperlative?_ga=2.11524404.143410341.1695945710328241274.1695945710&_gl=1*1bffqbu*_ga*MzI4MjQxMjc0LjE2OTU5NDU3MTA.*_ga _25YNHDZQQP*MTY5NTk0NTcxMS4xLjAuMTY5NTk0NTcxMS4wLjAuMA..&utm_source= google.com&utm_medium=organic

https://www.canva.com/design/DAFvxDpyplg/L85FhPPBmRvwrYbWG8ShIw/view?utm_ content=DAFvxDpyplg&utm_campaign=designshare&utm_medium=link&utm_source= publishsharelink

Use authentic materials such as podcasts, interviews, and radio programs. These resources offer variety in accents and speech styles, enhancing listening comprehension in real-life situations.

Listening Comprehension Activities: Design specific listening comprehension activities, such as listening to dialogues and answering questions. This helps develop the ability to understand details and general concepts.

Auditory Games: Implement games that require listening and understanding verbal instructions. This can

include spoken word games, auditory riddles, or similar activities.

Audio-Based Discussions: After listening to an audio, organize class discussions for students to share their interpretations and opinions. This not only improves comprehension but also oral expression.

Speaking: Guided Conversations: Organize activities that encourage guided conversations among students. This could include debates, group discussions, or short presentations on topics of interest.

Role-Playing: Implement role-playing games that simulate reallife situations. This allows students to practice vocabulary and language structures in practical contexts.

Simulated Interviews: Conduct simulated interviews where students take on specific roles and interview each other.

This provides them with the opportunity to apply communication skills in a more formal setting.

ACHIEVEMENT INDICATORS Classroom Routines: Establishing routines in the classroom is crucial for creating a structured and organized learning environment. Routines help students know what to expect, manage their time effectively, and contribute to a positive and focused atmosphere. Here are some common routines that can be implemented in the classroom:

PROCEDURES / COMMUNICATIVE TIME ACTIVITIES USE OF IMPORTANT WORDS IN 30 ENGLISH: the teacher tries to make minutes constant use of commands in the classroom in order to promote an educational environment at all times and associate the daily activities with expressions.

BODY EXPRESSION: to help with the understanding of specific terms, the teacher resorts to constant body expression, which facilitates the understanding of ideas, students visually understand what is not so familiar to them or that they do not understand Morning Routine: aurally, it is one of the more effective in the classroom Start the day with a consistent according to the teacher since morning routine that signals they learn to associate small images the beginning of the school with oral expression. day. This could include a greeting, attendance, and a REPETITION: the teacher makes brief overview of the day's repetitions orally and in writing so schedule. that students through repetition can Entry Routine: acquire information easily and quickly, written repetition also Develop a routine for how strengthens visual learning. students enter the classroom.

This might involve a

ASSESMENT Assessment: Evaluating a student's development in class is crucial for several fundamental reasons.

Measurement of Progress: Evaluation provides an objective measure of a student's progress throughout the course, helping to identify strengths and areas for improvement, allowing for adjustments and customization of teaching to meet individual students' needs.

Constructive Feedback: Evaluation provides an opportunity to offer constructive feedback to students, highlighting their achievements and providing specific guidance on how to improve in particular areas, fostering continuous growth and skill development.

Motivation and Engagement: By receiving feedback on their progress, students feel recognized and motivated to achieve specific goals, fostering greater engagement with learning and

designated area for bags, a brief settling activity, or a check-in process.

Daily Agenda Review:

ACTIVE PARTICIPATION: The teacher in all classes promotes the active participation in each of the activities and builds the class based on the contributions of each one of the Begin each class by reviewing students, which It is a merit and a the agenda for the day. process that helps build learning Outline the topics to be significant. covered, assignments due, and any important announcements. This helps set expectations for the lesson.

Transition Routines: Establish routines for transitioning between activities or subjects. Clearly signal the end of one task and the beginning of another to help students smoothly shift their focus.

Materials Management: Teach students how to organize and manage their materials.

This includes having a designated place for textbooks, notebooks, and supplies.

Consider implementing a system for

a positive approach overcoming challenges.

towards

collecting and distributing materials efficiently.

Group Work Procedures: Set expectations and routines for group work. Clearly outline how students should form groups, assign roles, and collaborate.

Establishing guidelines helps maintain a positive and productive group dynamic.

Questioning Routine: Develop a routine for asking and answering questions in the classroom. Encourage students to ask questions, and establish norms for respectful and constructive responses.  PREPARATION  EXPLAINING  BRAINSTORMING

PRESENTATION STAGE Warm-Up: For the beginning to the 50 class the teacher thinks in a tongue minutes twister, “Fresh, fried fish” This tongue twister is characterized by the repetition of similar sounds, which can be a fun challenge for students when trying to pronounce it quickly without making mistakes. You can ask them to repeat it several times, trying to be

Continuous Improvement in Teaching: Evaluating students' development provides valuable information on the effectiveness of teaching strategies used in the classroom, enabling educators to adjust and continuous improvements in their pedagogical approach to optimize student learning.

faster and more precise each time in their pronunciation.

Tongue twisters are word games commonly used as recreational and educational activities.

Their main objective is to improve diction, pronunciation, and verbal agility. By quickly repeating the tongue twister, students can enhance their ability to articulate sounds with precision and clarity, which is essential in the development of language skills.

Furthermore, tongue twisters encourage the practice of rhythm and intonation, as students must pronounce the words at a fast and steady pace to achieve correct articulation. This not only improves pronunciation but also helps build confidence in oral expression and communication in general.

Previous Knowledge: In the next time the teacher purposes a brainstorming Brainstorms, also known as brainstorming, are a powerful strategy to access students' prior knowledge and foster the generation of creative ideas in the classroom.

The teacher says the topic and she does this question, what are Comparative and Superlative? When can we use them and some possible examples All the students share different ideas and knowledges about the main topic.

When starting a new unit or topic, conducting a brainstorm allows students to share their prior knowledge on the subject at hand. This not only gives them the opportunity to feel valued but also provides the teacher with valuable information about the students' level of understanding and previous experience.

Brainstorming promotes an environment in which students feel free to express ideas without fear of criticism. This can help unlock creativity and foster the generation of original and innovative ideas.

Moreover, brainstorming encourages collaboration among students, as they can build and expand on ideas about a topic in an environment of support and mutual respect. This collaboration can help strengthen collective understanding and foster a sense of community in the classroom.

By allowing students to actively participate in generating ideas, brainstorming can increase their motivation and engagement with the topic, as they feel more involved in the learning process.

Finally, brainstorming also provides the teacher with an initial assessment of students' prior knowledge of a specific topic, which can help tailor instruction and content to meet individual and group needs.

By leveraging brainstorming as a strategy to understand students' prior knowledge, teachers can establish a solid foundation for understanding and building new knowledge in the classroom.

PRACTICE STAGE 

PREPARATION



EXPLAINING



BRAINSTORMING

Presentation: Start with a question: What is the most interesting thing you have experienced?

20 Identification of Support Needs: minutes Evaluation helps identify those students who may need additional support or alternative teaching Introduce the idea of comparing things approaches to reach learning and people in various everyday standards, enabling early and contexts. personalized intervention to ensure no student falls behind.

Define comparatives and superlatives and their function in grammar.

Provide simple examples of how they are used in sentences and daily conversations.

Explain how comparatives are formed with adjectives and adverbs.

Demonstrate the comparison structure for both short and long words.

Offer examples that illustrate the comparison between two elements.

Present the idea of superlatives and their use in expressing the highest or lowest degree of a quality.

Show how superlatives are formed in relation to adjectives and adverbs.

Provide a variety of interactive exercises for students to practice forming comparatives and superlatives.

Encourage active participation and solving exercises Analyze everyday situations where comparatives and superlatives are used, such as describing people, places, or things.

Preparation for the Future: Evaluating students' development provides them with an opportunity to understand their strengths and areas for improvement, helping them prepare for future academic challenges and acquire the necessary skills for progress in higher educational levels.

Stimulate discussion on how effective use of comparatives and superlatives enhances communication in various contexts.

Summarize the key concepts presented during the lesson.

PRODUCTION STAGE  What are those things you want your students to accomplish in each step of the production?

Practice: 20 The teacher in training implemented minutes some exercise which in strengthen the different strategies and knowledges, in this assignment all the students should use comparatives and superlatives in different events.

Production: Making a summary after a class on superlatives and comparatives can be beneficial for several important reasons.

By summarizing, students review and reinforce the key concepts presented in the class, helping to consolidate their understanding of superlatives and comparatives.

The process of summarizing the information allows them to process and organize what they have learned in a

Accountability and Learning Standards: Evaluation helps maintain high achievement standards by communicating clear expectations to students, fostering a culture of accountability and effort towards achieving educational and academic goals.

more coherent and meaningful way, facilitating long-term retention.

Through summarizing, students can identify the most important and relevant points of the lesson, allowing them to focus on the most crucial aspects of the topic.

The process of creating a summary requires students to integrate information from various sources and present it in a concise and coherent manner, which helps develop their synthesis and critical thinking skills.

Making a summary provides students with a useful resource for studying and reviewing the topics covered in the class, which can facilitate their preparation for exams and assessments.

With a clear and concise summary, students can effectively communicate what they have learned to other classmates or people who were not present in the lesson.

The process of summarizing allows students to assess their own level of understanding and determine if there

are areas where they need to review or delve deeper into the topic.

In summary, creating a summary after a class on superlatives and comparatives not only reinforces learning but also promotes organizational, synthesis, and self-assessment skills that are fundamental for students' academic and professional development.

HOMEWORK: Search information about this topic and feedback the topic

CONCLUSIONS Social science lessons naturally integrate the four language skills—listening, speaking, reading, and writing—providing a holistic approach to language learning.

Students can practice language functions, such as describing, comparing, and explaining, within the context of social science topics, improving their language proficiency.

Social science lessons introduce students to a wide range of vocabulary related to history, geography, and society, enriching their language skills.