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MDD 2, 3, 4:

ASSESSMENT

DESIGN

FOR

INSTRUCTION,

LEARNING

GOALS,

MDD Standards

The teacher candidate sets learning goals that are meaningful for the
pupils and coherent with the national or school curriculum framework.

The teacher candidate designs each class session, identifying


resources and learning activities that are appropriate for these pupils
attainment of the learning goals.

The teacher candidate designs an assessment plan to monitor pupil


learning before, during, and after instruction, including multiple
modes and approaches which are aligned with the learning goals and
activities, and considers adaptations for pupils with special needs.

You will need to plan and deliver two lessons


1. Lesson 1 Topic:
1.2 Lesson 1 Learning Goals: Define what you expect students to
know and be able to do at the end of the lessons. The learning
goals should be specific, observable, challenging and varied.
Learning goals should describe what your students will learn and
be able to do by the end of the lesson, and not simply what
activities they will do during the lesson.
SWBAT name and
accessories, orally

recognize

vocabulary

related

with

clothes

and

Alignment of Learning Goals to School and National Curriculum:


Explain how these learning goals align with the school and national
curriculum / progress maps.
This learning goal is aligned with the national curriculum using plans and
programs from the MINEDUC (Ministry of education). The unit in which the
lesson plan will take place is Unit 3: Vida juvenil en otros pases.
1.2.1 Justification: Explain how these learning goal(s) are relevant,
challenging, and appropriate. Consider their importance to
previous and succeeding topics covered in the class, the student's
future in the class and school, to state and national curriculums,
and skills needed in the everyday world.
This learning goal is relevant, challenging and appropriate firstly due to the
fact that the aim is related with what the national curriculum asks. Besides,
it is absolutely important for students to identify and know how to describe
clothes and accessories, because this topic is something that they can talk
about in everyday conversations.

1.3 Analysis of Pre-Assessment Data: Discuss what students


already know and can do regarding your goals before you began
your lessons. Pre-assessments may include your mentor teachers
descriptions of past assessments and activities.
According to what the guide teacher claims students know about some
types of clothes but the basic items. This is why the vocabulary to be
covered in the lesson is current and related to their own customs and also
related to the new urban tribes that they know.
1.4 Learning Resources: List all of the materials or technology you will need
to implement the activities.
PPT
WORKSHEET
DATA
WHITEBOARD
FLASHCARDS

1.5 Assessments
Below, describe the method/s to check on student progress.
Consider these approaches:
1. Selected response, e.g. multiple choice, matching, fill-in the
blank questions
2. Writing assessment, e.g. essays, essay questions, journaling
3. Performance-based
presentation
4. Teacher / student
interview, group work

assessment,

e.g.

communication,

Reading
e.g.

class

out

loud,

discussion,

During the class Ill deliver the students a matching activity in which they
have to match clothes and accessories to the correct word.
1.5.1 Describe how you will promote your students reflection and
self-assessment.
I believe that the best way to promote students reflection and selfassessment is to motivating them and showing them that what they are
learning is useful for something. By making them realize about this, they
will be able to reflect and think about if what they are doing is enough for

accomplishing
performance.

the

goals

they

need

for

achieving

good

English

1.6 Motivation for learning: Describe how you will motivate student
learning at the beginning of the lesson. Consider what you will say
and what you will do to motivate student learning.
In terms of motivation I will star by chatting with them about the clothes I
wore on the weekend by showing them pictures of myself. This will engage
them because they are always curious about how teachers look outside the
classrooms. Furthermore, for them to complete the activities successfully I
will ask the teacher to provide some kind of regard to the people who work
hard. Regards like some points for the next evaluation or going out a little
bit early from the classroom to go to break.
1.7 Activities: Include descriptions of the activities you plan to use in the
lesson. Your activities should be designed to support your learning goals and
should be clearly described and carefully sequenced. Actively engaging
students in learning also gives you an opportunity to assess their
understanding. Make sure you take advantage of this opportunity by
coordinating your activities with your assessment plan.
a. What will students do? (For how long? Alone or in groups? Using
what resources?, etc.)
Activity
Worksheet with matching activity

Choosing activity

Drawing a person and describing it

Description
In
10
minutes
students
by
themselves will have to complete a
matching activity in which they will
have to connect words with the
images showed in the worksheet
Teacher will form groups of 4.
Students will have to choose one
representative of the group. Then
the teacher will show an image on
the projector with three options then
the representative of the groups will
have to run and write the correct
answer in the board. The team who
does it faster wins.
Students will have to draw a person
wearing the outfit the teacher
delivers them through a flash card
(flash card shows 3 different types of
clothes and 2 accessories). Then
they will have to describe it bu using
the verb wear.

b. What will you do to support students engagement with that


activity?
I will support my students engagement maintaining a good working
atmosphere and by using their own preferences and personal
interests.
2. Lesson 2 Topic:
2.0 Lesson 2 Learning Goals: Define what you expect students
to know and be able to do at the end of the lessons. The
learning goals should be specific, observable, challenging and
varied. Learning goals should describe what your students
will learn and be able to do by the end of the lesson, and not
simply what activities they will do during the lesson.
Students will be able to comprehend general and specific ideas from
an audio about two people talking about different clothing styles
2.1
Lesson 1 Learning Goals: Define what you expect
students to know and be able to do at the end of the lessons.
The learning goals should be specific, observable, challenging
and varied. Learning goals should describe what your
students will learn and be able to do by the end of the lesson,
and not simply what activities they will do during the lesson.
.Alignment of Learning Goals to School and National Curriculum:
Explain how these learning goals align with the school and national
Curriculum.
As I explained before this learning goal is aligned with the national
curriculum using plans and programs from the MINEDUC (Ministry of
education). The unit in which the lesson plan will take place is Unit 3: Vida
juvenil en otros pases.
.
2.1.1 Justification: Explain how these learning goal(s) are
relevant, challenging, and appropriate. Consider their
importance to previous and succeeding topics covered
in the class, the student's future in the class and school,
to state and national curriculums, and skills needed in
the everyday world.
The learning goal was challenging because they had to listen to a
conversation of two native speakers talking, and this is something they
are not use to do because they speak Spanish and also they do not have
real contact with the foreign culture. In term of relevance, I strongly
believe that it is really important for students to know how to listen
correctly in the foreign language. Is one of the most important skills for

us as foreigners due to the fact that for us the second language is more
passive, so in this case it is important to always practicing it for
generating a good understanding.
2.2
Analysis of Pre-Assessment Data: Discuss what students
already know and can do regarding your goals before you
began your lessons. Pre-assessments may include your
mentor teachers descriptions of past assessments and
activities.
According to what the guide teacher claims students know some
strategies for listening activities such as recognition of cognates,
predicting, listening to the main ideas among others.
2.3
Learning Resources: List all of the materials
technology you will need to implement the activities.

or

Ppt, Notebook, worksheet, Data Projector, Speakers, Whiteboard,


Whiteboard markers
2.4

Assessments

Below, describe the method/s to check on student progress.


Consider these approaches:
1. Selected response, e.g. multiple choice, matching, fill-in the
blank questions
2. Writing assessment, e.g. essays, essay questions, journaling
3. Performance-based
presentation
4. Teacher / student
interview, group work

assessment,

e.g.

communication,

Reading
e.g.

class

out

loud,

discussion,

The elements that I used to assess this lesson were a worksheet,


observation and sharing of opinions.
2.4.1 Describe how you will promote your students reflection and
self-assessment.
By making fun activities such as hangman and pair- group activities such as
think-pair share activity students will be engage and motivated. This is
because, they are not used to work playing or sharing their personal
preferences. Also, I believe that students are curious and they like to know
about each other preferences so this will encourage them to participate.
2.5 Motivation for learning: Describe how you will motivate student
learning at the beginning of the lesson. Consider what you will say and what
you will do to motivate student learning.

For starting I will make a hangman activity game for eliciting knowledge. As
I described before, students will play the game in groups and competing
between them, so I believe this will motivate them to work because they are
really competitive and also they like to be standing and more active in the
classrooms.
2.6 Activities: Include descriptions of the activities you plan to use in the
lesson. Your activities should be designed to support your learning goals and
should be clearly described and carefully sequenced. Actively engaging
students in learning also gives you an opportunity to assess their
understanding. Make sure you take advantage of this opportunity by
coordinating your activities with your assessment plan.
2.6.1 What will students do? (For how long? Alone or in groups?
Using what resources?, etc.
Activity
Hang man activity

Listening activity: Worksheet with


Selection chart and multiple choice
questions

Think pair share activity

Description
In this activity the class will be
divided in 3 groups (each row is a
group) and the students will have to
select 2 representatives per row.
First pair in discovering 4 words wins
(classmates
can
provide
their
representatives some hints). The
activity will have to be developed in
20 minutes.
Teacher will deliver a worksheet with
a selection chart and multiple choice
questions for developing listening
activity. For the first section students
will have to select which clothes and
accessories the speaker will talk
about for the different occasions.
For the second section the students
with have to complete a multiple
choice exercise
This activity (between revisions and
checking of vocabulary playing of
recording etc) will take 28 minutes
Teacher will write a question about
what students would like to wear for
a special occasion, then they will
have to think individually an answer
(5 minutes). After the individual step,
they will have to get in pairs and
discuss their answers (7 min). Finally
they will form a circle and share
what they talked about and share

their different personal preferences.


(10)

2.6.2 What will you do to support students


I will support the students by answering every questions and
also maintaining a good classroom atmosphere. Also a good
way of supporting them is by using icqs and ccqs to check
understanding. Moreover, I will modelate the instructions and
clarify meaning of every word they can find strange
Reflection:
After each session (class or tutoring), write in your journal a
reflection that addresses the following questions:
o

What knowledge, skills and/or dispositions are needed


to help a student learn? What are you learning about
what it means to be a teacher?

After these classes I realize that students engage in activities when they see
that the teacher is engage with their own interests. I can say this because
they were participative through the classed for example in first class making
comments about the accessories or clothes I showed. For example when I
showed piercings, and ear lobe expansions, I asked them if they would like
some day to use one of those accessories and they participated a lot by
commenting where they would like to have a piercing or how awful they
found the use of earlobe expansions.
In the case of the second lesson they were motivated when they saw that
they werent going to sit as usual, and that they were going to play a game
in teams. Furthermore, I could notice that they really like active lesson in
which they can move or interact with their classmates.
However not all that glitters is gold and some aspect that I have to improve
is the classroom management. This is because I am sometimes very passive
with them and permissive and the students start making noise or star
misbehaving due to this. So in this case I have to be stricter if they
misbehave or they are not doing what they were asked for.