INTEGRAL PEDAGOGICAL PRACTICE - 518018

Lesson Plan Student's name: Paula Alejandraa Beltran Beltran

Group: Grade 5° of primary

Theme/Topic: Possessive Adjectives

Skill:
Standards Level A2.1
Framework Basic primary. Basic 1

• I participate in games and activities following simple instructions.

Guide 22 • I participate in word search games for unknown words.
• I describe personal traits of people around me.
• I describe myself or another familiar person, with simple and sho
age and physical characteristics.
• I follow and give basic instructions when participating in familiar
• Identify and correctly classify possessive adjectives in given sente
School (Indicador de logro) • Use possessive adjectives appropriately to indicate possession or
situations.

Learning Objective: By end of

lesson students will… At the end of the class, students will be able to identify, correctly u
possessive adjectives, including “my”, “your”, “his”, “her”, “its”, “o
(Measurable & aligned to appropriately in written and oral contexts.
learning plan and activities.)
Problem Anticipation Have a plan B in case the connection doesn't work or the power fai
resource to replace online games and videos and explain the topic
creative way to capture students' attention. In addition, to reinforc
there will be some kind of activities that will help them to have con
case the class is shorter due to an extracurricular activity, the topic
will be reinforced with activities.
 Vocabulary:

Brick words: Possessive adjectives, my, your, his, her, its, our,
their, nouns, adjectives, Personal pronouns, I, you, he, she, it,
we, they, sentences.

Presentation/warm up:
Introduction/Background Information (Why are we learning this, what does my student already kno
learning about in this lesson?)

Time: 10 Minutes

Session 1
The game of “broken telephone” will be played with simple vocabulary such as animals, things, occ
universal activity that integrates all students.
Session 2
Memorization game where by rows each student will have to say a word and the next partner says
on. The row that makes the least mistakes will get points to redeem them in a low grade.

Instructions (Step-by-step details of how the lesson will be undertaken)

Time: 50 minutes
Session 1
The topic of possessive adjectives will be explained with the support of slides clarifying doubts abo
be done to demonstrate if the topic is clear, which consists of making 5 sentences using possessive

Session 2
For this session, there will be a brief reminder of possessive adjectives through the game “Tingo Tin
interactive dynamics that encourage the participation of everyone, where they will have to demons
skills.

Practice: Teacher models the activity Teacher - student interaction

 Time: 30 minutes

Session 1
After the explanation, we will work on two activities:
1. notebook activity (20 min): this activity consists of each student making 2 sentences with each p
2. online game (10 min): this game will be projected on the television and all students will solve it t

Session 2
this part will be divided into 2 parts.
1. Dynamic activity (20 min): For this part there will be an activity in which all the students will par
the end, the one with the most points will be rewarded, thus encouraging motivation and teamwor
2. Feedback of the sentences created (10 minutes): all the sentences written by the participants w
correct and confirm if the points are valid or not.

Production:

Time: 30 minutes
Session 1
the production will be divided in two parts as follows:
1. Pair activity (20 min): this activity consists of each student in pairs having to describe their partn
2. Online games (10 min): two quick games will be played in which all students will be able to parti

Session 2.
this part will also be divided into two parts and the activities consist of:
1. Complete guide (10 min): they will have to complete a simple guide with the corresponding poss
context.
2. Online card game (20 min): the game consists of the student who participates or chooses to par
and the sentence that appears will have to be translated into English.

Observation: As an observation, I feel that the students felt motivated in each of

motivated to learn. However, in the first session it was evident tha
will have to investigate further and find out more about the type o
L PEDAGOGICAL PRACTICE - 518018
Alejandraa Beltran Beltran
Date: Tuesday, April 16th- April 23rd, 2024

Duration: 2 session of 2 hours

and activities following simple instructions.

earch games for unknown words.
its of people around me.
nother familiar person, with simple and short sentences, taking into account their
teristics.
instructions when participating in familiar games.
classify possessive adjectives in given sentences.
ves appropriately to indicate possession or belonging in different contexts and

students will be able to identify, correctly use and differentiate between English
cluding “my”, “your”, “his”, “her”, “its”, “our” and “their”, applying them
and oral contexts.

e connection doesn't work or the power fails. Or prepare another teaching

ne games and videos and explain the topic on the classroom whiteboard in a
students' attention. In addition, to reinforce or improve the students' confidence,
of activities that will help them to have confidence to express themselves. and in
due to an extracurricular activity, the topic will be explained and the next class
ctivities.
 Materials Required:
•Visual presentation: PowerPoint presentation that will show important
aspects of the explanation of the topic.
•Interactive games: Dynamic games that help students practice the use
of possessive adjectives and encourage active participation.
•Grammar exercises: Notebook activities and worksheets to complete to
help with writing and reading skills.
•Online resources: Online games that offer interactive activities to
practice possessive adjectives.
These materials are designed for different types of learning and
cognitive styles of children.

ning this, what does my student already know, what can we look forward to

10 Minutes

ple vocabulary such as animals, things, occupations, etc. It is a flexible and

ve to say a word and the next partner says that word adding another one and so
s to redeem them in a low grade.

be undertaken)

50 minutes

the support of slides clarifying doubts about the topic. After this, an activity will
sts of making 5 sentences using possessive adjectives.

sive adjectives through the game “Tingo Tingo Tango”, an online game and other
everyone, where they will have to demonstrate their writing and oral expression

interaction
 30 minutes

ch student making 2 sentences with each possessive adjective.

the television and all students will solve it together.

an activity in which all the students will participate, playing in teams by rows. At
thus encouraging motivation and teamwork.
he sentences written by the participants will be corrected together in order to

30 minutes

dent in pairs having to describe their partner.

ed in which all students will be able to participate.

ities consist of:

a simple guide with the corresponding possessive adjective according to the
student who participates or chooses to participate has to move the deck of cards
d into English.

that the students felt motivated in each of the activities, since they were always
wever, in the first session it was evident that some students were scattered, so I
further and find out more about the type of learning that the children have.
 UDL Principles Effective Classroom Management

Multiple Means of Representation:

In order to cater to the various forms Positive Expectations: At the beginning of
of learning, visual elements and the two sessions, two goals to be achieved
kinesthetic activities were in the class were implemented. Aspects that
implemented, but no audiovisuals were fulfilled in their great majority.
were actually used.

Multiple Means of Engagement: The Classroom Routines: Routines such as

autonomy they are offered is by being greeting as soon as the teacher enters the
leaders in the group work and also by class and raising one's hand to participate
giving feedback on how they liked the are established, but these are two aspects
activities. that need to be reinforced.

Multiple Means of Expression: is

Reinforcement Strategies:The strategy used
provided with the different activities
is a time off before going on break or extra
provided, both written and oral.
points on a grade that is low.

Consistent Consequences: The only

important rule I have tried to instill is the
greeting, since they were not used to
greeting as soon as the teacher entered.

Ask to yourself
How do you anticipate the range of
student background The students' perception of the topic and
experience, vocabulary, and vocabulary was effective, as they were seen
perception will be for this part to be engaged.
of the lesson?

I have yet to understand how some students

What do you anticipate as barriers to
learn as they were scattered with certain
student comprehension?
activities.

What do you anticipate as barriers to

lack of self-confidence because they believe
students demonstrating
that their peers will make fun of them
what they know?

How are students using the available Students like online games and activities
options, resources, other than notebook work, as most students
and tools? find writing boring or tedious.
 They get stuck in reading because there are
Where are students getting stuck or
several words they don't recognize, but I will
not achieving what
try to work on vocabulary other than the
you had hoped?
subject as well.

In the explanation, there are some students

Where do you have to reteach? who do not have the same learning pace, so
they have to be repeated in a different way.

yes, most of them achieved the objective

How did the lesson go? Were all and I could see it in the production activities
students able to of each session. For the first session there
progress toward the goal? How could were difficulties but with the review of the
you tell? second session we saw more mastery of the
subject by the students.

Activities outside the classroom that not

What are some ideas you want to
only help develop your English language
integrate into the
skills but also help you learn to speak and
lesson design next time?
write in English.

The design of two online activities broke

certain barriers but in one of the activities I
Did the additional design strategies
implemented there was disinterest so I will
further reduce barriers?
take it into account not to implement it
again.
ssroom Management

Ennvironment: no desks were

rearranged, but activities that
were motivating for the students
were carried out.

Interaction: I always try to set an

example to the students with my
attitudes, therefore I try to
promote rules that help their
presentation, since most of the
students do not have good
manners.

Time: time is something I have to

work on because I run short of
time sometimes.
https://udlguidelines.cast.org/