Universidad del Norte

ELP Lesson Plan Format 2019-30

Teacher: Level:
Nelson Giraldo III
Date: Observer:
Karen Villalba

Student Learning Outcomes For the Lesson

Themes & Topics : Specific Language Concepts: Commented [JELV1]: List the themes and topics that are
Express yourself being used to plan the lesson.

Commented [JELV2]: List of specific language concepts

S will be asked about the craziest things they have ever done. They’ll get in
Warm-Up
pairs and talk about their experience during 2-3 minutes. Commented [JELV3]: Teacher facilitates a short
introductory activity (about five minutes long) that has the
purpose of reviewing concepts from previous lesson,
After S will go to the board and write those examples. activating students' prior knowledge, prompting students to
start thinking about the new concept(s) they will learn and
practice in the current lesson.
S will look at the examples they wrote and turn their affirmations into
questions.
They will work in different pairs to create questions using about previous
experiences.
Introduce
Concept S will take turns to ask these questions to each other. Commented [JELV4]: Teacher introduces the main
concept of the current lesson and provides students with the
T will monitor. necessary knowledge for practice of the skill. This stage
begins the scaffolding process, therefore the teacher tends to
have more talk time, but this doesn’t have to be the case.
During this stage the teacher must use modeling, examples,
and a variety of learning styles.
5 students will tell the class which the craziest things they have done.
Guided Practice T will write the mistakes on the board and S will correct them. Commented [JELV5]: Students practice with a high level
of support from the teacher who will be assisting, supporting,
answering questions, and informally assessing student
progress. The teacher will also need to intervene and reteach
any concepts/aspects with which students are struggling.
Also, students could work in small groups to encourage
collaboration and less intervention from the teacher.
Independent S will use their own personal experience to write a short paragraph to talk about
Practice their experience or something that has changed their life. Commented [JELV6]: By this point, students should have
an acceptable understanding of the concept. To continue with
scaffolding, students practice the concept/skill with little
help from the teacher. Student-to-student communication
should be high in this stage of the lesson. Activities in this
stage can be completed individually, in partners, or in
groups.
Wrap- T will ask S to go through the different reviews from the book, page 16 and 17
Commented [JELV7]: The last five to ten minutes of the
Up/Review and practice the tense. lesson should be reserved for wrap-up and review. It is not
good practice to end class in the middle of an activity. The
teacher briefly reviews the concepts of the lesson and solicits
any questions or concerns from students. It is possible to
have a brief informal assessment if the teacher requires more
proof that students have learned the concept(s). During this
time the teacher must also clearly explain what the
Assessment We will play a Kahoot game in order to practice the present perfect. homework is and give instructions for any tasks that must be
completed before the next lesson. The lesson should close by
briefly mentioning what will be practiced in the next class.
Commented [JELV8]: This stage should not usually occur
within the same lesson where the concepts were introduced
and practiced. Assessment in this stage needs to be formal
(informal assessment takes place during the practice stages
of the lesson). Additionally, formative assessment are
encouraged at this point.