Profesor (a) titular: _________________________ Grade: 4-A Date: October 2 nd, 2019

Profesor (a) titular: _________________________ Grade: 4-A Date: October 4 th, 2019

Initiation to the teaching Practicum – 2019_2

Teacher in development: David Hincapié Gómez

Lesson plan format

1. Grade and level: 4th - A1

2. General objective of the class (es): Make students aware about the concepts and processes that
are implemented in order to take care of the environment.

3. At the end of the lesson, students will be able to:

Recognize and try to contribute solutions upon environmental issues.
Express the practices that can favor or deteriorate the environment.

4. Pre-requisites:
Some previous knowledge about present tense of verb to be, some verbs in present tense and one of
the modal verbs: Should.

5. Materials: Board, video beam, laptop, tape recorder, worksheets, markers.

6. Procedures.
October 2nd.
Minutes Procedures
10 Min I will be a little bit innovative or ”game-changer” at
the very beginning of the class, even before greeting
students, I will display a kind of awareness-raiser
video, in Spanish, in order to introduce the topic of
the lesson and catch the students attention. I say
this because the tone of the video’s narrator is very
thrilling.
15 Min I will tune on the song “Michael Jackson – Heal the
Anticipated problems and possible
solutions
Since students have just been in
break-time, they may have lack of
attention while the video runs. If this
happens, I will pause the video if
necessary and will ask the students
to concentrate.
Students may not participate that
 world”, as the background melody with subtitles en
inglés/español displayed on the board. Afterwards,
we will do a warm up activity that consists of asking
(in Spanish) to students some questions to elicit
prior knowledge, such as: What do you think the
message of the video is? Do you agree with what
the narrator says? Why?
This is the introductory activity of the lesson.
15 Min I will gather the students in groups of four and then, I
will deliver a word-search with vocabulary related to
the environment. This is with the intention of getting
the students familiarized with the main topic of the
class.
20 Min I will display a very didactic game (which is adapted
in a power point presentation) in which students will
learn how to select the current garbage, which is
normally in any bedroom, and take it to the correct
rubbish bin.
15 Min I will display a PowerPoint presentation, which
emulates flash cards, about recycling processes and
vocabulary related. This will help students to narrow
down the topic of the class, which is very wide, and
get the idea of what’s upcoming. I will write on the
board
15 Min I will deliver a handout to students which we will all
fill and solve together. Every student will have a
worksheet and I will also gather them in groups of
three in order to start developing collaborative work.
much, even though the activity is in
Spanish, they can be lazy or
something so that I would have to
engage them with a good tone of
voice and body movement.
Students may take longer than
expected finding all the words in the
soup. I will pass over every group
and will do two things: Speed up the
finding of words and tell them the
meaning.
Maybe students cannot be as
engaged as expected for any reason;
for example: they just don’t care or
they want to chat with partners. This
would be challenging and I would
have to manage to get those
students as an active part of the
class. For instance, asking him/her to
deliver the handout we will work with
later on.
Students may show some rejection
because it would be maybe so much
information in one session. I will slow
the rhythm of the class changing the
mood through a kinesthetic game like
stretching up.  
Perhaps students disrupt the activity
or they just want to work with the
best friends; in that case, I will
arrange the groups and will let them
know that in the English we must be
respectful.
 October 4th
15 Min I will start the class with a warm up activity that is
Chinese whispers (broken telephone). I will select
randomly 4 students (for each line of seats of the
classroom) and I will tell to those four students, four
solutions (in English) for four conflicts that will be
written on the board and that will be the chain
message. Finally, expecting that the message didn’t
get lost or changed, we will discuss if whether or not
the solution is accurate.
15 Min I will make a review of what was seen in previous
part of the lesson. Additionally, I will project a
pedagogic game through PowerPoint slides, which I
attached below in the original version and also, the
version that I adapted. This will help students to
learn while engaged with the game.
25 Min I will deliver a handout with a reading. We will do the
reading in group, that is to say, I will be giving the
word to any student randomly and he/she will read a
fragment of the text. I will always be clarifying
(switching) the text into Spanish to ensure
understanding. Then, we will answer the questions
cooperatively.
35 Min As the final product of the lesson, I will gather the
students in groups of six and they will have to paint
and decorate the carton boxes that I will take to
class. This is with the aim that students convert the
carton boxes into the recycle bins, which of course
will be differentiated by colors.
They must have brought the temperas of different
colors and brushes.
Attachments/materials.
Maybe some students can start
disrupting the class with bad
behaviors. I would make them active
participants of the activity instead of
exclude them.
Maybe students will be disengaged
because they don’t find the game
interesting; in that scenario, I would
have to come up with some other
engaging activity or game or enhance
the main topic of the lesson with
more meaningful examples related.
The rejection to a reading in English
can arise since maybe they are not
familiar with. I will lead them to notice
that they are completely able to
understand by switching into Spanish
and remarking the parts of the
reading they are supposed to know.
Maybe students can take the activity
as if it were a game and start playing
around the classroom or chatting with
classmates. In that case, I would
have to walk over the work groups
very constantly to check their actual
work. 
https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/colombiabilingue/dbacurriculo/ca
rtillas_mallas_aprendizaje/Mallas%20de%20Aprendizaje.pdf

https://1c7951e0f713f82c10d3-9c5e6fbd2c9d828eb37b6bf0399bddd6.ssl.cf1.rackcdn.com/clean-
green/index.html

https://www.youtube.com/watch?v=pgoCqs-HWWo
https://www.youtube.com/watch?v=iQToXedMRxc
https://www.puzzles-to-print.com/printable-word-search/earth-day-word-search.shtml
https://en.islcollective.com/english-esl-worksheets/vocabulary/environment/recycling/102910
https://en.islcollective.com/english-esl-powerpoints/vocabulary/environment/recycling/83656
https://en.islcollective.com/english-esl-worksheets/vocabulary/environment/environment-quiz/21980

http://classroommagic.blogspot.com/2012/03/earth-day-goodies.html?
showComment=1333067573925#c8154035680328330689

https://drive.google.com/file/d/0B4HFwfdLs3hCY1JadHlzNV9RaXVGUWo4T2dnWUFwQQ/view

Adaptation:
file:///C:/Users/usuario/Downloads/RRR%20game-convertido.pdf