Facultad de Educación.

Pedagogía en Educación Media en Inglés.

MUESTRA DESEMPEÑO DOCENTE 2-3

Valentina Acuña Zapata

English Teaching Experience IV
UCSC Supervisor: Astrid Guerra.
Mentor teacher: Carlos Solar.

June, 2019.
ESTÁNDAR II
 Metas de Aprendizaje.

Estándar: El profesor o profesora en formación formula y secuencia metas de aprendizaje

significativas para sus estudiantes, que son coherentes con los planes y programas nacionales
o los del establecimiento.

Tarea 1
Formule metas de aprendizaje para la unidad, identificando los contenidos involucrados y
señalando su distribución en las diferentes sesiones de clases que dispone. La unidad debe
abarcar entre 6 y 10 horas de clases, aproximadamente.

Orientaciones para la tarea

Explicite los siguientes componentes de la matriz de Metas de Aprendizaje:

1. El objetivo general de la unidad

2. Las metas de aprendizaje, abordando metas con diferentes niveles de complejidad: alta,
mediana y baja.
3. Los contenidos conceptuales, procedimentales y actitudinales involucrados en cada
meta, cuando corresponda hacer este tipo de desglose.
4. Cuando corresponda hacerlo, la organización de los contenidos conceptuales a través
de una red.
5. La distribución de las metas de aprendizaje en las diferentes sesiones de clases que
dispone para el desarrollo de la unidad.

1. Unidad temática Countries, Cultures and Customs.

2. Objetivo general de la unidad Students will be able to value and compare different
cultures and customs orally.

3. Metas de aprendizaje y desglose de contenidos

Metas de Desglose de contenidos Sesión

aprendizaje
Conceptuales Procedimentales Actitudinales

SWBAT compare Comparative form To describe Ss will develop 1

different places in and adjectives to pictures to write consciousness about
written form. describe places short sentences cultures around the
around the world. comparing them. world, demonstrating
being interested and
respectful to others'
cultures and their own.

SWBAT highlight a Superlative form To describe Ss will work 2

quality among three and adjectives to famous people to collaboratively in order
or more people describe people highlight the to achieve a common
from different from around the most prominent goal, being respectful
nations written. world. quality among towards classmates
them. ideas and interests.

SWBAT create a Comparative form, To create a Ss will develop 3

brochure comparing superlative form brochure consciousness about
different places, and adjectives to comparing cultures around the
people or describe different different world, demonstrating
festivities. elements. elements. being interested and
respectful to others'
cultures and their own.

SWBAT answer a Comparative form, To answer a Ss will develop 4

test on superlative form written test on consciousness about
comparatives and and adjectives to comparatives and cultures around the
superlatives describe different superlatives world, demonstrating
adjectives written. elements adjectives. being interested and
respectful to others'
cultures and their own.

SWBAT structure Connector of To prepare an Ss will work 5

the steps of an easy sequence to oral presentation collaboratively in order
recipe using enumerate the about an easy to achieve a common
connectors of steps of an easy recipe from goal, being respectful
sequence. recipe. another country. towards classmates
ideas and interests.

SWBAT orate the Connector of Oral presentation Ss will develop 6

steps and elements sequence to about an easy consciousness about
needed to prepare enumerate the recipe from cultures around the
an easy recipe from steps of an easy another country. world, demonstrating
another country. recipe. being interested and
 respectful to others'
cultures and their own.

Tarea 2
Fundamente la propuesta explicitando los criterios utilizados para formula las metas de
aprendizaje, seleccionar los contenidos y para determinar el tiempo asignado a cada meta.

In order to value other cultures, it is necessary to value our own first, so then we can compare
it to other realities around the world. Every class was designed in a mode they could do that
gradually, that is the reason why the first activities of the first lesson were focused on
diagnosing what students knew. These classes were also dedicated to teach them useful
vocabulary (mainly adjectives) and of course the use of comparatives and superlatives. This
grammar content was contextualized in the different festivities that every country has, in
different places and characteristics you can find around the world. Then, the use of connectors
was taught in a context that could give students different views from other cultures: recipes
around the world.
Students were not really interested in the grammar content, which is pretty common, but they
were more receptive when we started to contextualize the lessons. At the beginning for example
they were able to compare celebrities from around the world that they like, to highlight different
characteristics of their classmates and finally, they learned about different cultures through
typical recipes. Moreover, they could not only compare but actually learn all the diverse
customs and places that there are apart from our own which is essential for them to respect
what is different and that is the most important goal, personally.
Even though it sounds easy to compare different elements and to enumerate the steps of a
recipe, the complexity was focused on the cognitive level of every final product. I did not want
them to reproduce or to copy a formula because there is little cognitive process on those
procedures. I wanted them to learn, to produce and to create which was not as easy as I thought
because there was not much pedagogical time, and most of the students does not take advantage
of the time that they have in classroom. This means that they were always asking for more time
which represented a delay in the next sessions. However, the time was enough to teach what it
was planned and to produced what it was expected.
Tarea 3: Reflection.

During the planning process, one of the parts that presented a higher level of difficulty, for me
at least, was the form and sequence of the goals and the learning content more than the
foundation of the decisions about them. I think this stage was more difficult since it involved
the selection of contents that could be more relevant for the students; in addition, this process
involved knowing a little more about my students, their cognitive abilities and their personal
interests. Although there was a process of observation before taking the class, I believe that it
is necessary to know your class better in order to define more clearly (and easily) what are the
students weaknesses and strengths in terms of behavior and academic area. Also, the same
teaching process that I have been in for the last few weeks has helped me to discover through
failures and successes of the activities, which ones worked with certain grades and which ones
do not.

On the other hand, once I selected the contents to cover, I think it was easier for me to define
the goals and learning objectives for each class. Once I had the contents, I made a list of
possible activities that I could develop, which allowed me to establish the objectives and create
a sequence with the topics that I would see with the students. Finally, I consider important to
mention that when I presented the lesson plan of the unit to the teacher, he was satisfied with
the contents and activities prepared.

MDD 3 - Tarea 1: Lesson Plan (1)

Unidad Countries, Cultures Subunidad: “Comparatives & Sesión N° 1
and Customs. Superlatives”

Objetivo general de la unidad At the end of the unit, students will be able to
value and compare different cultures and customs
orally.

At the end of the lesson, students will be able to compare different

Meta (s) de aprendizaje places in written form.

Contenidos:

Conceptuales Comparative form and adjectives to describe places around the

world.

Procedimentales To describe pictures to write short sentences comparing them.

Actitudinales Students will develop consciousness about cultures around the world,
demonstrating being interested and respectful to others' cultures and their
own.

Momentos de Actividades de aprendizaje Intervención docente Recursos de Tiempo

la clase aprendizajes estimado

Warm up Students say the adjectives - T writes in the board Whiteboard 10

Brainstorm. they know out loud in order the word Markers minutes
to create a Brainstorm. ADJECTIVES and
asks Ss what adjectives
they know.
- T writes in the board
the adjectives Ss say.

Presentation Review of adjectives. - T presents a Word Data 20

Word-Search puzzle search puzzle with the projector minutes
Explanation of short and adjectives that are Laptop
long comparative going to be seen in the PPT
adjectives. unit. Worksheet
Then, comparative forms - T models with the Diskette
using the same adjectives help of the other Pendrive
using different objects. teacher asking Ss Discman
“Who is taller?” Cellphone
- T shows students
different objects (old
and new) to explain the
comparative adjectives
and form.
Ss classify short and long
Practice: adjectives in a chart. - T asks Ss to classify Data 25
the different adjectives projector minutes
Ss in pairs rearrange papers seen in short or long PPT
with sentences in disorder orally. Papers
and change the adjectives - T reviews the w/sentences
in their comparative form. sentences orally with
Ss.
Show them a PPT w/places - T asks students to
around the world. compare dif. places of
the world while
monitores them.
Ss choose a place between
Production: two options and explain - T monitores the Notebook 25
why they choose it using activity and finally, minutes
the comparative form in review the sentences
written form.. created by Ss.

Lesson Plan (2)

Unidad Countries, Cultures Subunidad: “Comparatives & Sesión N° 2
and Customs. Superlatives”

Objetivo general de la unidad At the end of the unit, students will be able to
value and compare different cultures and customs
orally.

At the end of the lesson students will be able to highlight a quality

Meta (s) de aprendizaje among three or more people from different nations written.

Contenidos:

Conceptuales Superlative form and adjectives to describe people from around the world.

Procedimentales To describe each person to highlight the most prominent quality among
them.

Actitudinales Ss will work collaboratively in order to achieve a common goal, being

respectful towards classmates ideas and interests.

Momentos de Actividades de aprendizaje Intervención docente Recursos de Tiempo

la clase aprendizajes estimado

Warm up The first S of each group - T explains the Whiteboard 10

Caterpillar of writes an adjective on the activity. Markers minutes
adjectives. board. The next one writes - T monitores the
activity while timing it.
another one. This goes on
- T reviews that the
and on until the time is adjectives are well
over. written and not
repeated.

Small review of the - T asks questions such Data 20

Presentation
comparative form.
Explanation of the
superlative form.
Model examples with
ourselves.
as: “What did we learn projector minutes
last class?” “What do Laptop
we use it for?” PPT
- T explains the use of
the superlative form.
- T models examples in
context. “Mr. Carlos is
the tallest teacher in
the school”.

Ss change the adjectives - T asks Ss to classify 25

Practice
 they wrote in the warm-up the adjectives from the Data minutes
activity into the superlative warm up activity. projector
form. - T monitores Ss. PPT
Notebook
“Who is the most...?”
- T reviews the
In the screen, Ss will see sentences orally with
different adjectives in the Ss to see “who is the
comparative form. They most…?”.
have to classify their - T gives the
classmate into this instructions of the
adjectives. activity to students.
- T monitores Ss
Using the previous
sentences.
answers, students write
complete sentences.

Production Ss compare famous people - T asks Ss to compare 25

from around the world the people shown in Data minutes
using superlative and the PPT using projector
comparative form if superlative or PPT
comparative form. w/images
wanted.
- T monitores Ss work. Notebook

Lesson Plans (3)

Unidad Countries, Cultures Subunidad: “Comparatives & Sesión N° 3

and Customs. Superlatives”

Objetivo general de la unidad At the end of the unit, students will be able to
value and compare different cultures and customs
orally.

At the end of the lesson, students will be able to create a brochure

Meta (s) de aprendizaje comparing different places, people or festivities of the world.

Contenidos:

Conceptuales Comparative form, superlative form and adjectives to describe different

elements.

Procedimentales To create a brochure comparing different elements.

Actitudinales Ss will develop consciousness about cultures around the world,
demonstrating being interested and respectful to others' cultures and their
own.

Momentos de Actividades de aprendizaje Intervención docente Recursos de Tiempo

la clase aprendizajes estimado

Pre task T shows different places, - T asks Ss to create Data 30

celebrations and famous sentences orally using projector minutes
people in order to catch the the adjectives given. Laptop (includin
interest of the Ss. - T monitores the PPT g lead in)
activity to check Kahoot
Ss create sentences orally previous knowledge. Cellphones
with the adjectives given in
the images. - T gives the
instructions of the
Kahoot game.
Kahoot game to make sure -T reviews the answers
Ss achieve the knowledge. w/Ss. “Why is this a
comparative
sentence?” “Why do
you think this is a
Superlative?”
- T presents the task
that Ss will do.
40
Task Creating a brochure using -T shows Ss a model of Data minutes
different places, famous what they will create. projector
people, family among Ss choose a topic PPT
others. - T delivers color Color
The brochure must contain papers to Ss to create papers.
5 sentences using the the brochure.
comparative and 5 - T monitores Ss work.
sentences using the
superlative form (10
different adjectives)
10
T asks Ss questions related
Post Task - T asks Ss what do Whiteboard minutes
to the activity and gives they think about the Markers
general feedback. activity.
- T asks if there is any
question regarding the
topic.
- T reminds Ss about
the test of the
following week.
Lesson Plan (5)

Unidad Countries, Cultures Subunidad: “Connectors” Sesión N° 5

and Customs.

Objetivo general de la unidad At the end of the unit, students will be able to
value and compare different cultures and customs
orally.

At the end of the lesson, students will be able to structure the steps
Meta (s) de aprendizaje of an easy recipe using connectors of sequence.

Contenidos:

Conceptuales Connector of sequence to enumerate the steps of an easy recipe.

Procedimentales To prepare an oral presentation about an easy recipe from another

country.

Actitudinales Ss will work collaboratively in order to achieve a common goal,

being respectful towards classmates ideas and interests.

Momentos de Actividades de aprendizaje Intervención docente Recursos de Tiempo

la clase aprendizajes estimado

Warm up Ss are asked yes/no - T asks questions such Data 10

questions. as “Do you like typical projector minutes
Ss raise their hand to chilean food? PPT
empanadas? porotos?
indicate “yes”
Sopaipillas? Do you
know food from other
countries?”

Presentation Ss are asked to predict what - T asks Ss to predict Data 20

 the text is about by reading what is the reading projector minutes
the title. about by looking at the PPT
Ss read a text related to title.
Chilean culture and its
customs/typical activities. - T asks Ss to read the Data
ourselves. text out loud to check projector
Ss recognize vocabulary pronunciation.. PPT
and relate the text to their - T presents Laptop
own experiences. conjunctions and
Ss are introduced frequency adverbs.
conjunctions and their
functions.

Ss complete short activities - T asks Ss to complete Data 25

Practice related to other cultures as short activities all projector minutes
a group on the board. together. PPT
Fill in the blanks. - T asks Ss to complete Reading of
a text with the word a recipe
Kahoot: Ss are shown a
that corresponds (and, Kahoot
phrase and two options to or, but, first, second, game
complete it. Ss choose the etc)
correct one and explain - T present a kahoot
why. game to Ss.

Production Ss in groups of 3 create a -T models a Projector 20

presentation about an easy
recipe.
presentation about an PPT minutes
easy recipe. Laptop
- T presents the rubric
-Ss get in groups of 3
and are assigned a dish
to present.
- Ss look up the recipe
and use the connectors
to explain every step.

Tarea 2: Fundamente, considerando referentes didácticos y de contexto porque su propuesta

de planes de clase (actividades de aprendizaje, intervención docente y recursos) permite
abordar en forma coherente, significativa y suficiente el logro de las metas de aprendizaje.

The unit plan was divided into two main topics: Comparatives and Superlatives and the use of
connectors. At the beginning of the unit, it was presented to the students different adjectives
that were going to be useful in the development of the following classes. Everything was related
to the main topic Countries, cultures and customs. Then, students developed a task in which
they created a brochure using the two different forms seen to compare places, people,
festivities, cultures, among others, Furthermore, it is important to mention that this task was
evaluated as a summative mark. All of this, was created not just to teach students the content
in terms of English knowledge, but also with the purpose of making students face different
realities around the world and how they can compare those cultures with their own. While
thinking on how to teach comparatives and superlatives, I considered important to make
students really immerse into different cultures. Also, the modeling part using the resources that
I had in real context make a difference among students. Showing them how to compare me and
other teachers, or giving them the opportunity to know different devices that they did not know
until that class creates a significant learning. During the lessons, the PPT and Data projector
were really useful and caught students attention immediately since they are not used to be
taught using those resources. I would like to mention that realia was used since I showed the
elements that I was talking while doing the lessons. Finally, students were able to write
different sentences using the adjectives they look for in the word search puzzle. Also, I wanted
that students were able to use the previous content related to Likes and Dislikes to compare the
places chosen, which worked pretty well. Thus, in the lesson plans I was able to teach not only
the main skill, but all the others too, exposing students to the language even if they are not used
to do it. At the end of the three lessons related to Comparatives and Superlatives, a summative
test was done.

The activity related with connectors was incredible useful since students were able to
understand the steps of a recipe and also, were able to investigate by themselves different
recipes from different countries. This activity gave them the opportunity to look for the cultures
of other places and compare how different is Chile in terms as basics as food. They understand
how to use and, but, or, first, second, third, etc by creating a PPT presentation with images of
the recipe in the computer lab. They had to show to the rest of the class different requirements
such as were people eat that food, at what time, the steps and the procedure. Thus, every student
will know not only how to use the connectors, but also will know about the huge cultural
diversity in our globe. Last, that presentation was evaluated as a summative mark. This was
decided since students like to perform this kind of activities and many of them wanted to bring
the food they were going to present. (That part was not required in the evaluation since not all
of them can bring the recipe prepared).
Tarea 3: Reflection.

As I previously mentioned, one of the most complicated parts to me was the selection of
appropriate activities for the content and academic level of the children. I think this is mainly
due to the little knowledge I had of them. During the planning of the activities, I resorted to
resources available on the internet and to literature related to teaching methods; however, as I
was knowing a bit more my students, I realized that they lacked prior knowledge to develop
the activities.

I think that the subjects that had not been covered entirety, limited myself a bit as a teacher in
training. For instance, some students did not know many adjectives and that should have been
seen in previous units. However, at the same time, I believe that it was something good to
happen because it gave me the opportunity to confront the problems that appeared. Moreover,
I must say that the students were very participative when doing warm ups to engage them with
the contents. Also, I think I've been able to make sure that the contents we saw were understood
and will help them to be more connected to those who come.

Regarding the student that require a little more support, I can say that although it was necessary
to explain a couple of times more, he was able to carry out the activities planned in an active
way although a little slower than the rest of his classmates.

Following the previous idea, I think it is important to constantly provide feedback on the
students process, but I think I should do this with higher attention to the students who requires
this teaching support with more consistency.