LEARNING EXPERIENCE SESSION EXAMPLE

Lesson 1: Weekend Plans and Cultural Exploration

Aspirations Learning Purpose Essential Learnings

1. Listening 1.3.1 Identify and respond to complex

instructions within experiences if they are
1.3 Respond to instructions, supported by given with the support of images and
audiovisual aids or gestures, given by members gestures, without the need for support from
of their learning community. the native language.

Thematic focus Language objective Vocabulary Phoneme

My plans for the Weekend, Plans, Play, Relax, Visit, Explore,
Going to
weekend Activity, Friends

Explorers can identify various weekend activities by using IN

Objective for the Week 'going to.'
Acquire- Recover
Evaluation
Para los niveles de evaluación ten en cuenta que estos se deben plantear partiendo de una
Operación Intelectual del mismo nivel del Objetivo de la sesión o máximo 2 niveles por debajo. Intellectual operations
La redacción de los niveles de evaluación se realiza a partir de una Operación Intelectual, un
ámbito temático, un contexto y finalmente un producto.

Uses “going to” sentences and asks follow-up questions

Level 4 - Avanzado while sharing the planning for the weekend poster to Apply- Use
peers (e.g., “Why are you going to play soccer?”).

Identify correct “going to” sentences independently while

Level 3 - Logrado Recover-Identify
planning the weekend.

Remember “going to” sentences with occasional support

Level 2 - En proceso Recover-Remember
by doing Weekend Activity Hunt.

Level 1 - Iniciado Name “going to” sentences with support. Recover-Name

Actions in the Learning Stages

Las actividades que se preparen para cada fase de la secuencia metodológica deben estar
Recursos
alineadas con los niveles de evaluación para garantizar que los y las estudiantes logren el
propósito de la sesión sugerido por el mentor.

WV mentors begin this session to captivate students by

Hello Hello! Can You
Captivate sharing objectives for the week and what to achieve today.
Clap Your Hands? |
WV mentor shares the “Hello” ritual and warm-up activity.
 Original Kids Song |
Introduction to Weekend Activities: Super Simple Songs
15 -20 minutes
● Use images or flashcards showing various weekend
activities (e.g., playing soccer, visiting grandparents,
going to the beach, reading, cooking).
● Discuss the activities and introduce the sentence
structure “I am going to…”
● Example: “I am going to play soccer this weekend.”

Mini-Practice:

● Students repeat and match activities to the sentence

structure: “I am going to [activity].”
● Example: “I am going to visit my grandma.”

Main Activity 1: Weekend Activity Hunt (15 minutes) 40 minutes

Activity Hunt:

Place images or words of weekend activities around

the classroom (like a scavenger hunt).

Have students search for an activity, pick it up, and

form a sentence using “going to.”

Example: A student finds an image of a book and says,

“I am going to read a book this weekend.”

Sharing:

After finding 2–3 activities, each student shares their

Activate sentence with the class.

Main Activity 2: Planning My Weekend (25 minutes)

My Weekend Poster:

Give each student a blank poster with a weekend

schedule (Saturday and Sunday).

Students choose three activities for each day and write

down their weekend plans using “going to” sentences.

Example: “On Saturday, I am going to play soccer. On

Sunday, I am going to watch a movie.”

Practice Sentences:
Basic Sharing Sentences:
 “On Saturday, I am going to [activity].”
“On Sunday, I am going to [activity].”

Follow-Up Questions:

“What are you going to do on Saturday?”

“What are you going to do on Sunday?”
“Why are you going to [activity]?”

Extended Responses:

“I am going to [activity] because it’s fun.”

“I am going to [activity] because I love doing it with my family.”
“I am going to [activity] because I want to relax.”

Peer Sharing: Students share their posters with a partner and

explain their plans

Oral Assessment:

● In pairs, students take turns asking and answering

Share questions about their weekend plans. 20 minutes
● Example: “What are you going to do on Saturday?” —
“I am going to visit my grandma.”

Teacher Evaluation:

● Walk around and listen to each pair’s conversation

Lead a Group Discussion:

● Ask open-ended questions that prompt students to

reflect on the activities and their use of the “going to”
structure.
○ Example: “What activities did you enjoy talking
about?”
○ “Who can tell us one thing they learned about
Reflect their partner’s weekend plans?” 15 minutes
Highlight Good Examples:

● Give positive feedback by highlighting specific

examples of students who used “going to” correctly or
who asked good follow-up questions.
○ Example: “I noticed that Sarah said, ‘I am going
to the beach because I want to swim.’ That’s a
great sentence!”
Encourage Self-Reflection:

● Ask students to think about how well they used the

“going to” structure.
○ Example: “Who found it easy to say what they
are going to do this weekend? Who had trouble
with certain words?”
● You could also ask students to give a thumbs up,
thumbs sideways, or thumbs down to self-assess how
well they think they did.

Celebrate Effort and Participation:

● Acknowledge students’ efforts and participation,

especially those who showed improvement or tried
hard even if they struggled.
○ Example: “I’m proud of everyone for sharing
their weekend plans, and I saw lots of good
sentences with ‘going to.’ Well done!”

Encourage Peer Praise:

● Allow students to compliment each other’s work.

○ Example: “Turn to your partner and tell them
something they did well.”

Preview Next Steps:

● Give students a quick preview of how they’ll continue

using the “going to” structure in future lessons,
reinforcing that today’s learning is part of a bigger
journey.
○ Example: “Next time, we’re going to talk more
about what you are going to do with your
family, and we’ll keep practicing.”
Bloom’s Taxonomy adapted for Cosmo

Educational Verbs of Bloom's Taxonomy (Adapted for Cosmo)

Order Thinking Skills Intellectual Operations

7 Divulge Inform - Demonstrate – Manifest - Publish - Expose - Explain

Innovate
6 Create Produce - Construct - Design - Model - Plan - Conjecture
Verify - Review - Judge - Detect - Monitor - Criticize - Formulate -
5 Evaluate
hypotheses - Argue - Propose - Deduce - Conclude - Estimate
Execute - Implement - Perform - Experiment - Graph - Transfer -
4 Apply
Deepen Use - Simulate - Exercise - Solve - Calculate
Prioritize - Compare - Deconstruct - Structure - Integrate -
3 Analyze Characterize - Attribute - Organize - Associate - Differentiate -
Select - Discriminate - Contrast - Synthesize
Interpret - Exemplify - Classify - Summarize - Infer - Paraphrase -
2 Understand
Relate - Translate - Present - Refer - Illustrate - Define - Register
Acquire
Remember - List - Describe - Name - Locate - Highlight -
1 Recover
Recognize - Identify