UNIVERSIDAD MARIANO GALVEZ

FACULTAD DE HUMANIDADES
ESCUELA DE IDIOMAS
Lesson Plan 2014
Instructor:

Date:

Aura Lpez Lpez

9-11-2014

Course Title:

Grade:

7th.

Natural Science

Unit:

Specific Topic:

The universe

Planets

Competence:

Recognizes differences of each planet, memorizes or remembers names, using some kind of
materials in an oral or written way.
Rationale:
This is about general culture in real life, and is not important where live because it is part of our Universe.

Lesson Content:
The planets Solar System
Instructional Procedures
a.

Warm-up: Teacher presents a video the Universe in 3D. Planet includes a documentary. Explaining
that these planets are part our world.
b. Teaching procedures
Presentation: At finally of video the teacher says the most important that they need to know and
also students participle talking about what they understood.
Controlled practice: Students draw the planets and in a few words or make a summary about each
planet.
Semi controlled practice:
Free practice: Make groups depending how many students are given a planet for each group and
they present.
c. Closure: Teacher prepares some question and students answer in oral or written way to verifies that
students comprehend.
d. Feedback: Reminded the planets in order and what are the characteristics.
e. Formative/ Summative check: Student presentation
f. Student Participation: Oral and visual presentation
g. Homework: Research more information about Terrestrial Planets

Evaluation Procedures:
Materials and Aids: videos, textbook and internet.

TIME
8
5
10
5
5
5
2

NIVERSIDAD MARIANO GALVEZ

FACULTAD DE HUMANIDADES
ESCUELA DE IDIOMAS
Techniques II
Aura Lpez 076-08-12275
Guatemala, 9-11-2014

Cooperative Learning:
Social learning experiences.

Formal cooperative learning is structured, facilitated, and monitored by the educator over
time and is used to achieve group goals in task work.
Informal cooperative learning incorporates group learning with passive teaching by
drawing attention to material through small groups throughout the lesson or by discussion
at the end of a lesson.
o Base group learning (a long term study group) is effective for learning complex subject
matter over the course or semester and establishes caring, supportive peer relationships,
which in turn motivates and strengthens the students commitment to the groups education
while increasing self-esteem and self-worth.
Students can learn alone or with classmates, with or without teacher. In cooperative learning
teacher decides how many students are in a group or how many groups prefer controlled.
Cooperative learning is associate with benefits in such key areas as learning, self-stream (flow, run)
and interethnic relations (referring to the origin).
If students not know how or why work in cooperative learning then explain they need to know what
is your idea or plan.
How big should groups be?
A good group is formed by 4. If the groups are small or large they need limits and guide in what
they are going to do. An advantage to work in group is that students can share opinions, ideas or
new knowledge.
When teachers use knowledge and skill criteria to form groups, students have a greater chance of
experiencing a group that accomplishes more than they could as individuals. Its also a good
method if the goal is for students to learn how to work with others.
How should groups be formed?
At first is better that teacher forms the groups, one way first is know what is the ability of each
student, counter how many are with the same ability and divided.
How can the teacher get the classs attention?
RSPA:
Rise hand.
Stop talking

Pass the signal

Attention to teacher

What can be done if the nose level becomes too how?

The level depend if all students are working, if the topic is not interesting or motivating of course
they are not work.
What if a student does not want to work in a group?
First students need to know and understand that they can learn more in group and know more
about a new classmate and new ways to study.
How long should groups stay together?
4-8 weeks, they step by step know how work each classmate and learn new abilities.

Tiered task:
According to Tomlinson (1995), tiered assignments are used by teachers within a heterogeneous
classroom in order to meet the diverse needs of the students within the class.
Using tiered assignments allows for the following:

Blends assessment and instruction,

Allows students to begin learning where they are,

Allows students to work with appropriately challenging tasks,

Allows for reinforcement or extension of concepts and principles based on student readiness,

Allows modification of working conditions based on learning style,

Avoids work that is anxiety-producing (too hard) or boredom-producing (too easy),

Promotes
success
and
is
therefore
(Tomlinson, 1995)

motivating.

Bias task:
It is a multiple-choice response selection paradigm characterized by inherent ambiguity. All items
offer a range from extremely context-dependent to extremely context-invariant responses.
Communicative Teaching Principles:
Teacher helps students to express what they want to say and is unique experience.

References:
http://en.wikipedia.org/wiki/Cooperative_learning
http://www.facultyfocus.com/articles/teaching-professor-blog/better-group-workexperiences-begin-with-how-the-groups-are-formed/
http://www.specialconnections.ku.edu/?q=instruction/universal_design_for_learnin
g/teacher_tools/tiered_assignments
http://www.ncbi.nlm.nih.gov/pubmed/8555753