INSTRUCTIONAL DESIGN FOR TEACHERS

8th GRADE - A1, A2 & B1 - UNIT 04

WEEK 04: July 13th - 17th
Dear teacher,
Welcome to this Reading Hour class! Today’s session is the third and final one devoted to extensive reading, and we’ll give students the chance
to keep reading the chosen book for the 2nd term. Remember their options for 8th grade were:
- Newspaper Chase (paperback & e-reader)
- The Tomorrow Mirror (e-reader)
- Ali and His Camera (e-reader)
You can also use a variety of activities or increase the level of the ones presented so they meet your students’ needs. Remember English should
always be promoted. You can use hints, sentence frames, prompts, models, further questions, etc. in case students have difficulties.
If you like working with music, here you have something you can listen to while checking the session. Hope you enjoy the final one!
Let’s go!
You will find the curricular information for this week in the chart below.

EXPECTED LEARNING
AREA PRIORITIZED EVALUATION
PERFORMANCE CONTENT EVIDENCE / DESIGNED TIME*
ORGANIZER STANDARD CRITERIA
(DESEMPEÑO) PRODUCT
Reading ENGA1.22 Reading Expresses an opinion, in Will vary Makes a poster Use information from 75 minutes
Comprehension an oral or written way, according to the about the book the text (activities 4 & 5)
ENGA2.22 Reading about the content of a chosen book chosen Creativity
Comprehension written text. Collaboration
ENGB1.22 Reading
Comprehension
* Due to the fact that the schedules vary according to each branch, the design is leaving some time to be managed by the teacher as needed:
welcoming students, reinforcement of golden rules, recovering knowledge from the previous session, giving feedback to students,
communicating instructions for the platform day, etc.

You will now find the sequence of activities and steps proposed for the next 75 minutes of the week:

ACTIVITY 4 - CATCHING UP (35 minutes)

DESCRIPTION RESOURCES

Step 1 (10 minutes): Introduction Zoom

Show learners the pictures and the progress chart on slide 3 in the PowerPoint presentation. PowerPoint presentation
FYI: The picture of the chart on slide 3 is the one proposed in the first RH session. You might Breakout rooms
have changed it according to your students’ suggestions, so be careful to change the picture on
the slide as well.

Remind students they started reading at the beginning of the unit (about 4 weeks ago) and they
continued reading at home and during the SOLO sessions. Now that they have finished reading their
chosen books, they have the opportunity to share what they wrote on the chart.
Group students who have been reading the same book in teams of 3 or 4 (you have that information
from RH session 1). Set learners in teams using the breakout rooms and give them some minutes to
share what they read.

Important! Promote the use of English. In case students need help (like A1 level or some A2
level learners), you can provide some sentence frames for them to use:
- I read...
- I understood...
- I really liked…
- I wonder...
Remember to adjust them to your students’ level, model the use of the phrase, and drill the
pronunciation before setting learners in teams. With lower levels, you can also work this
moment in plenary.

Bring the class together. Set the objective using slide 4: “Make a poster to promote the reading of your
book”. Make sure students have the objective clear.

Step 2 (5 minutes): Setting instructions Zoom

Now that all students remembered the story they read during the unit, tell them that they will work on PowerPoint presentation
their products collaboratively. In case students need some time to finish reading, you can allot some Canva
minutes.
Powtoon
Explain that in a poster we use pictures and phrases (or short sentences) to make it attractive, and that
they will have to present it in no more than 3 minutes. Tell learners they will be working in teams again.
Remind students they should include:
- For A1 level learners: slide 6 (highlighting present simple and present continuous)
- For A2 level learners: slide 7 (highlighting simple past and past continuous)
- For B1 level learners: slide 8 (highlighting present perfect and past simple)

Also, there are some sentence frames on slide 9 for students to use in their presentations, in case
students need some starters.

OPTIONS:
Depending on your time and on your students’ proficiency (in English and in the use of technology), you
can promote the use of these online tools for their posters:
- Canva (you can copy and paste the link for the tutorial here): students will be able to create
infographics by editing existing templates.
- Powtoon (you can copy and paste the link for the tutorial here): students will be able to make
videos, so their “posters” are animated.
- PowerPoint presentation (Drive).
You should consider, however, that in case students go for Canva or Powtoon, the editor should share
their screen with their partners. This way they will all work collaboratively.

NOTE: It is important to tell learners that they can use all the language resources (grammar,
vocabulary, expressions, etc.) they know from past units (1 to 4) in their posters and presentations, not
only the information from the book.

Step 3 (20 minutes): Zoom

Set learners in the same teams using the breakout rooms. Remind them they will have 20 minutes to Breakout rooms
create a poster and prepare a short presentation (3 minutes) to promote their book. All students
should be part of the presentation.

During this time, you can monitor your students´ work by entering to each group using the tool “Join
breakout room”. You can find further information about how to join a breakout group here. You can be
a resource and helper.

ACTIVITY 5 - PRESENTATIONS & REFLECTION (40 minutes)

DESCRIPTION RESOURCES

Step 1 (5 minutes): Zoom

Bring the class together and tell learners it is time to share their posters. Remind the class that each
presentation should last about 3 minutes and that all participants should take part.
You should use this time to get to some agreements with students for the activity to go smoothly. It is
advisable that learners turn their cameras on when presenting.

Step 2 (25 minutes): Zoom

Students share their screens (for everybody to see the poster) and perform their presentations.

After each presentation, you can ask one learner from the audience to mention what they liked the
most from the product. For example, the creativity or the use of vocabulary from the unit. Then, you
can give learners feedback using the sandwich technique:
- Something positive
- Something to improve
- Something positive (again)

Remember this is Extensive Reading, so we should foster creativity and not focus too much on
accuracy. Also you can invite some of the listener to ask further questions to the character of the sto

Step 3 (10 minutes): Zoom

Ask learners to think about the message of this book. Tell learners to go to flipgrid.com to answer Flipgrid
some questions (you have a tutorial on how to use Flipgrid here):
- Did you like this story? Why (not)?
- What message or learning can you get from this book?
 Share the code with students. Recommend learners to sign in using their schools accounts.

OPTION: You can ask learners to answer orally by sharing in trios, and then invite some volunteers to
share with the class.

All the best!