LESSON PLAN FORMAT 2

Name: Diana Massengale # of Days class meets per week: 4

Level: Advanced # minutes in the lesson: 15
Source: Klippel 3.1 #48 Guide
Check one: _X___ Close to original ____ Invented ____ Hybrid

Learning Objectives (Student Focused Goals); Students will be able to

Decide and rank activities by importance while sticking to a theme

Work as a team while completing activity
Share opinions with entire class and defend their decisions.
Discuss and debate with their classmates to reach an agreement as an entity.

Personal Teaching Objectives [e.g., these are teaching matters you personally are working on and
trying to improve in your own teaching (e.g., giving directions, volume of voice, providing feedback to
students, fielding questions from the class, tailoring your vocabulary to the proficiency level of the class
etc.]:

Slowing down while giving instruction

Using easier vocabulary for the lower level students and grading speech in general
Practice Scriveners vanishing technique while they work on the activity and allow
them to come to a consensus on their own.
Step in if necessary and adapt a more teacher-oriented lesson.

Language Focus [e.g., Vocab, Pronunciation, Grammar point]:

Primarily speaking in a clear and concise manner using their skills in discussion and
rationalizing amongst one another. I will not focus on pronunciation and correct tenses as
much, since I care more about them learning the content rather than the technicalities of
the language.

Anticipated knowledge & problems (i.e. what will students have to know before this
lesson and what have they had trouble with?)

Since it is a microteaching, I will have to assume they understand certain vocabulary

words (especially regarding tourist attractions and travelling). I am also assuming that
they already know how to discuss and argue in a more professional matter (or debate).
Their language knowledge will have to be rather advanced for it to be comfortable and
believable.
Some problems will be the debate aspect as the students are not entirely comfortable with
it yet. I am also assuming that this type of lesson is more suitable for Spanish students.
There may be trouble with prioritiesthis activity is fairly personal and can be difficult
to agree on certain topics.

Solutions:
I am modifying the guide sheet to be more tourist-friendly. I am going to focus more on
public speaking and their reasoning behind the ranking. Klippel suggests a fish bowl
and formal activity, but since it is only fifteen minutes I will not be following his lesson
plan. cI also want to keep it more light-hearted and natural since it is my first time doing
a student-focused activity.

Materials:

A Guide worksheet with list of tourist attractions

Pictures of certain attractions, regions, and Spanish cultural components if some students
are confused or uncertain
The board for me to write their final choices for the entire class to see and refer to
throughout the discussion.

What did you change/adapt from source material (e.g. Ur, Klippel,)

Since it is a shorter class, I narrowed down the list from 10 to 3 choices. The students will
be in groups of three (if all arrive). All the students will get a handout instead of me
reading off a list to one group (too time-consuming). I created my own handout rather
than using Klippels worksheet.
I will also write their responses on the board as the group leader reads their final decision.
This allows the students to see the opposing answers rather than trying to remember
everything. I will also write the classrooms Top 3 when decided. I will also not have the
group leaders sit in a fishbowl setting as it could potentially be time consuming and
awkward for a Microteaching; they will remain in their seats with their group members.

Procedures Timing Interaction Purpose

Patterns

Pass out the handout 2 min T> Ss To convey the primary

and explain the activity. focus of the lesson. To
Have students read the ensure that no students are
directions and options. confused as to what the
Go over any cultural directions are. To review
specific terms if there is the terms and ensure
any confusion. students are all aware (or
remember) the cultural
attractions in their city.

Divide the students into

groups of three (giving
each student a number <30 seconds T>Ss To have the students
Ss>Ss
1-4) and separate into interact with people they
different areas of
classroom.
Groups will discuss and
rank their top 3 choices
based off the 06 min
worksheet. They will
unanimously rationalize
their choices to present
to the class (must work
with theme).
Have the groups elect
one group member to
read their options in 03 min
front of the class. I will
write their responses on
the board while they
speak. They will have
to provide a clear
explanation for why
they chose each option.
All four groups must 4 min
work together as a class . setting. To contextualize
to rank the Top 3
choices based off the
answers. Teacher will
write the final decision
on the board.
dont typically work with
and perhaps have different
interests than them. Also
so students will step
outside their comfort zone
and express their differing
opinions with less familiar
classmates.
To converse about
Ss>Ss personal preferences,
reasons, and compromise
as a group.
To practice oral
presentation in front of
S>T peers. Also shows
potentially different
priorities within groups.
To defend their decisions
in front of the class and
provide clear explanations
for their rankings.
To practice debate and
Ss>Ss compromise in a classroom
why different options for a
guided tour may be better
than ones own original
choices. To have students
agree without teacher
intervention and create a
more learner-centered
environment.
 Welcome to Barcelona!

You are about to give a tour to a foreign ambassador visiting your city. The
ambassador requested that you show her a variety of places that you feel truly
represent your home. The tour only lasts two days, so you have to narrow down
your options to what you feel gives a well-rounded tour. Below are different options,
and you and your partners must pick THREE and rank them in order of importance
to share with the class.

o An art museum (featuring Pablo Picasso work)

o A historical cathedral
o A local market with shops and vendors
o An 18th century cemetery
o An amusement park
o Authentic Catalan restaurant
o A local winery or vermouth site
o Gauds architectural sites
o The beaches
o A small hike in the nearby Montserrat Mountain
range
Pablo Picasso Gauds Casa Batll
Vermouth Montserrat Range

Barcelona Cathedral