Name: Sheny Maria Fajardo Mendez Date: 07/09 /2020_____Level: 4th Grade

Two lessons 80 minutes.

What is your Student Learning Objective for the lesson?
• Students will be able to identify wild animals using different techniques.

By the end of the lesson, SWBAT:

Teac
T Stage her Students will…. Materials/A
i will…
m ids

e VAKT
5
Warm up  The  The children AV K
minu teacher sing the
tes enters the song that
(I classroom unconscious
consi greets the ly introduces
der children them to the
that and theme of
five begins to wild animals
minu sing with
tes them the
for a song with
War mime from
m up the jungle
are book, the
enou children
gh, follow the
beca teacher in
use the game
it is a (it may be
playf some
ul song or
activi body
ty exercise
that that
has mentions
nothi wild
ng to animals )
do
with
the
subj
ect,
it is
more
of an
affec
tive
type.
)
15
Encounter  Providing AVK
min a clear  Brainstormin
( context g
I  Give vocabulary.
think students  ICQ :
that the Students
this opportunit internalize
is y to talk and
the about a express
nece topic and concepts
ssar to related to
y socialize vocabulary:
time with Guessing
to classmate the mimics
prod s through that their
uce mimicry classmates
new games represent.
know  The
ledg teacher
e in will give
the students
stud the
ents opportunit
in a y for
playf students
ul to
and differentiat
inter e wild
activ animals
e from
way. domestics.
)  Thus
evaluatin
g
previous
knowledg
e.

15
Clarify  Finding  CCQ: With AVK
min out what the help of
( students the
In already illustrated
this know vocabulary
secti  Providing contained
on of students in the
the with a textbook,
class chance to students
, peer will classify
stud teach. and identify
ents (Ex. With wild
will games to animals:
assi locate the Expressing
milat environm the
e the ents differences
cont where between
ent animals wild and
and develop) domestic
pract  Through animals
ice it stories, from his own
with learn the knowledge.
a
partn English  ICQ:
er, I name of Students
think wild will have to
15 animals, write and
minu tell short
tes is stories,
a where they
usef include the
ul animals
time learned in
slot.) the
developme
nt of the
class:
Relate the
environment
and the
behavior
and
environment
of wild
animals and
how they
differ from
domestic
animals.
Through
creatively
narrated
stories
students will
learn the
name of wild
animals in
the English
language.
15
Remember
•Doing choral  Doing choral AVK
min(I repetition. repetition
n 15 •Paying close about wild
minu attention to animals
tes problems that seen in
the students may have. classes.
stud •Giving students  CCQ: The
ents specific feedback. students
will will play an
pract association
ice game, they
and will listen
repe to the
at names of
the the animals
new they have
voca learned and
bular they will
y, move to
even point them
write out, they
it, for will
the pronounce
ages the name of
of the animal
the loudly:
stud Placards of
ents wild and
and domestic
the animals are
level put up in the
of classroom
Engli and the
sh children are
they asked in a
have playful way
,I to run where
consi the
der it requested
a children are.
good This activity
spac will serve to
e of verify that
time) difficulties or
entrenchme
nts of the
subject the
students
have.
 Feedback is
given by
masterfully
giving
feedback.
20mi
Internalize  Giving  Students AV
n. students return to the
(For think time topic by
the to get ideas answering
Inter or recall oral
naliz preferences questions
e, . from the
stud  Allowing teacher.
ents students to  Students
have write and draw and
20 draw on the write wild
minu subject for animals with
tes, evaluation. their
as  Guide the respective
this writing of names on
part stories their own,
is a about wild seen in
bit animals. class.
com  In pairs the
plex, students
stud make a
ents story
will including the
have wild animals
5 seen in
minu class.
tes
to
answ
er
 oral
ques
tions
,
5 to
draw
and
10 to
work
in
pairs
.)
20 Providing a clear The students expose AVK
Fluently use
min communicative task about wild animals,
(. that is motivating they develop their
20 and relevant to exposition from the
minu students. knowledge acquired
tes in class, the teacher
for a makes sure that the
good students build their
grou own exposition on
p of their own. (This will
stud be qualified as an
ents evaluative project)
to
deve
lop
their
pres
entat
ion
in a
coup
le of
minu
tes.)

VAKT: * I already had the VAKT selection included in the plan format, but I preferred to have a separate
VAKT activity to demonstrate the skills acquired.

In the following chart, list the objective of your lesson, write down the
activities you would do, using the
learning styles, and explain why they are VAKT, as it is in the example
below:

Objective: By the end of the lessons students will be able to identify

some common jobs and occupation; through different techniques,
students will learn vocabulary of Jobs and occupation.

Activities VAKT
VAKT
 The students will be organized in pairs, each
couple will receive some cards with elastic to
hold them on the head, a member of the couple
will have the card on, and while the opposite
one has to mimic or draw what the job or
occupation they have on the card.

 Students will listen to the vocabulary of jobs and

occupations will observe flash cards referring to
the vocabulary (images and spelling) they will
make their own flash cards, then they will
practice vocabulary with conversations and VAKT
different techniques
1. The first activity is VAKT because the students will
be asked to:

V: Observe images, and interpret what I see

in the quick drawing or mimic
A: Listen to the answer of the partner who is
trying to guess.
K: Mimic and interaction with the couple
T: Quick Drawing
 2. The second activity is VAKT because the
students will be asked to:

V: Observe Flash cards of Jobs and

occupations
A: Listen to vocabulary from Jobs and
occupations
K: Elaborate on Flash cards and work on
vocabulary and conversations
T: Draw and write on Flash cards

Stage 3: PLAN YOUR ACTIVITIES

Instructions: Complete the required information as it is in the example

below. Use the activities you selected in stage 2.

Topic: Numbers

By the end of the lessons students will be able

Objective:
to identify some common jobs and occupation; through
different techniques, students will learn vocabulary of
Jobs and occupation.
Time: 60 Minutes lesson
Flashcards, board, worksheets, crayons, sheets
Materials:
of paper.

Time Stage Procedure VAKT

and
 Purpose
10 Internalize The students will be organized in VAKT
pairs, each couple will receive
Minute the some cards with elastic to hold
s them on the head, a member of
the couple will have the card on,
and while the opposite one has
to mimic or draw what the job or
occupation they have on the
card.
information
that
was
learnt in
the
class.

Use Students will listen to VAKT

the the vocabulary of
target jobs and occupations
language will observe flash
learnt in cards referring to the
the vocabulary (images
class in a and spelling) they will
real-life make their own flash
situation. cards, then they will
practice vocabulary
with conversations
and different
techniques