Planning a Lesson (Before, during and after).

Today I want yo share my experience about planning a lesson. I was asked to do a lesson plan for a listening and speaking class with the topic "It's my birthday party" using the numbers from 0-15 with a PDP framework. Then, I was asked to do another lesson plan of vocabulary and writing about the same topic with a PPP framework.  Obviously, students were going to be required to ask and answer "how old are you" and here you have my little dilema.

Before: I thought that when planning a lesson I just had to write some activities to perform with students in the classroom and the objective of the activity as well. Kind of simple, right!

During: When I was doing my Lesson Plann I tried to look for some activities in which students were required to put in practice the numbers and the age. I was managing the the time correctly but in my first lesson instructions were not clear.

After: After I finished my first listening and speaking lesson plann with a PDP framework, mistakes were checked and I was provided with a checklist with the requirements and objectives that a lesson plan needs to achieved such as: " basic details of the heading, oriented objectives, actvities in accordance with objectives, framework, etc. Then, I started to do my second plan of vocabulary / writing about the same topic using a PPP framework in which I selected some activities oriented to my objective I also managed in accordance with the time required to perform the activity.

To conclude, I would like to infer that having a guideline to check the lesson plan really helps to get the desire class with the objective reached and I would like to share my two lesson plans. there you have:

Teaching Practicum I

Teacher: Tomas Antonio Liévano Lazo

Topic: It’s my birthday party

Objective: SWBAT ask and answer how old they are

Target Skill: Listening and Speaking (PDP)

Time	Stage	Activities/Procedure	Details
5 m	Warm up	Hot toy/ students will be passing a toy around the classroom while some music is being played, when the music stops the student who has the ball will be asked a question based on last lesson.	AIM: review las lesson Materials: a toy Type of learner: k Interaction: T-S
10 m	Presentation	How many letters do you see? / using pictures with different amount of letters students will learn the numbers from 0-15.	AIM: students will learn numbers from 0-15 Materials: Pictures Type of learner: V Interaction: T-S
5 m	Presentation	Roleplay (how old are you) / teacher will make a short conversation asking and answering the question “how old are you”.	AIM: students will learn how to ask and answer the question “how old are you”. Materials: nothing Type of learner: V Interaction: T-S
10 m	During	Listening / students will listen and sing a song about the numbers from 0-15.	AIM: students will practice the numbers. Materials: stereo. Type of learner: Auditory Interaction: T-S
10 m	During	Video / students will watch a video about how to ask the age.	AIM: Students will comprehend the proper way to ask the age. Materials: Computer, Projector. Type of learner: Visual Interaction: T-S
10 m	Post	Roleplay / students will play the game sharks are coming in order to get together in groups of two because they will be required to ask and answer the question “how old are you”.	AIM: Students will practice by asking and answering the question “how old are you”. Materials: None. Type of learner: K. Interaction: T-S, S-S
10 m	Post	Test / students will do a test about the numbers (0-15) and also about the age.	AIM: Students will apply what they have learned through the class. Materials: Test task. Type of learner: Interaction: T-S

 and this is the second one:

Teaching Practicum I

Institution: Universidad Don Bosco

Date: 08/31/2015

Teacher: Tomas Antonio Liévano Lazo

Topic: It’s my birthday party

Objective: By the end of the lesson SWBAT ask and answer the question “how old are you?” and to identify the numbers from 0-15 in order to use them in real life situations.

Target Skill: Vocabulary and Writing (PPP)

Time	Stage	Activities/Procedure	Details
5 m	Warm up	Hot toy/ students will be passing a toy around the classroom while some music is being played, when the music stops the student who has the toy will be asked a question based on last lesson.	AIM: review last lesson Materials: a toy Type of learner: k Interaction: T-S
10 m	Presentation	Video of the numbers / a video showing the numbers from 0-15 will be projected twice and students will see the numbers and see the way that are written and pronounced as well.	AIM: students will learn numbers from 0-15 Materials: Computer, Projector. Type of learner: V, A Interaction: T-S
5 m	Presentation	Conversational Video / A video that shows a short conversation between two kindergarten classmates talking about their age (asking and answering how old they are) will be shown to students in order to get familiar with the question “how old are you?”	AIM: students will learn how to ask and answer the question “how old are you?” Materials: Computer, Projector. Type of learner: V, A Interaction: T-S
15 m	Practice	Sharks are coming / students will play the game sharks are coming in order to make groups of three. How old are you / Students will be required to ask “how old are you?” to the classmates in their group. How many students do you see? / Students will be asked to count the amount of students that are in the classroom.	AIM: Practice numbers from 0-15 and how to ask and answer the question “how old are you”. Materials: Nothing. Type of learner: K,A,V Interaction: T-S, S-S
10 m	Produce	Test How many……. Do you see? / Students will do a test in which they will be asked to write the amount of objects that they will see in a picture (balls and toys,).	AIM: Students will put in practice the numbers from 0-15. Materials: Computer, Projector. Type of learner: Visual Interaction: T-S
10 m	Produce	How old are you / Students will be asked to stand up and to ask “how old are you?”  to two students in order to get their age, then students will have to write the name of their classmates and their age.	AIM:  Practice how to get the ask and answer “how old are you?”. Materials: pen or pencil, notebook Type of learner: K, V Interaction: T-S, S-S
5 m	Wrap-up	Hot potato / Students will be sitting in a circle, a toy will be passed through the students and when teacher says “stops” the students who has the ball will be asked to answer the question “how old are you”.	AIM: Students will practice by asking the numbers and the age in order to see how much they have learned. Materials: None. Type of learner: K. Interaction: T-S, S-S

Case of Study

In this case we are going to see the way that a child behaves when he is doing some physical and mental activities in order to prove that Jean Piaget’s theory was correct. I chose a boy who is 4 years old and he performed some activities so we can see the results throughout this case is being developed.

Child’s Profile:

Name: Jefferson Steven Liévano Guardado.

Age: 4 years old.

School life: He has not gone to school yet; however, I am his uncle and I have been interacting with him since he was born and I have taught him the vowels, some colors, numbers, etc.

Family: He lives with his parents but when they are at work, his grandmother is the one who takes care of him.

Studying the child

Steven is 4 years old and according to Piaget’s theory he is in the pre-operational stage, this stage takes place between the ages of 2-7. Let me tell you a little bit about Steven, he is acquiring languages (Spanish as his native tongue and he is starting to learn English as a second language). Steven is sometimes kind of egocentric because he likes to show off when he is doing something; however, since he interacts almost all day with his little sister who is 4^th months and with his cousin who is 8^th months he cares about others; for example, he plays with his sister and cousin and he takes care of them by giving them toys, by distracting them, etc. I could say that Steven feels somehow responsible for the little ones. Steven is very curious, for example every time that I tell him to do something, he asks me “why” and when I give him the explanation he keeps asking me “why”; moreover, he likes to experience the world. He usually questions what I do. He also makes up explanations for the things that he has done; for instance, once he broke a lamp and he told his grandmother that his little sister did it. According to this description, Steven matches the Piaget’s pre-operational stage characteristics.

Experiment 1

Steven was asked to color a car that I had draw for him, when he was coloring he tried not to get out of the drawing; however, sometimes he did get out; he used some crayons and colors. He was very interested on what he was doing (curiosity) and he was telling me that he is very good at coloring and he loves to do it (egocentric). He used different colors such as yellow, brown, blue, black, green, red and a little bit of pink; and, when I asked him to use another color, he did not want to (he wanted to show that he has his own point of view).  Here you can see some pictures and a video of this experiment.

Drawing when it was not colored.

Steven in the Process of coloring.

Here you can see some videos of this activity

Final Result

Experiment 2

Steven was asked to climb some stairs, when he was doing it I was able to notice that he is still developing some operations because he needed a little bit of help from objects in order to climb the stairs. As we know he is in the pre-operational stage so in some activities he may need more time to perform perfectly. I can say that he is doing well according to Piaget’s theory and that he will reach the concrete operational stage and he will perform ideally on this stage. Here you have some pictures.

Steven Climbing Stairs

 He likes to be motivated  and at the end he got a prize

According to the way steven developed I can say that Mr. Piaget was correct and that Steven is performing accordingly to Piaget's theory.