DESIGN FOR INSTRUCTION

MDD Standards 2- 3
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: Furnitures
1.2 Lesson 1 Learning Goals: At the end of the lesson student will be able to name
furniture orally and written.
1.2.1

Alignment of Learning Goals to School and National Curriculum: This

topic is what is working by students, according to national curriculum. And this
goal is related to the work of the same topic but in the level of vocabulary.

1.2.2

Justification: This lesson was planned to students to train the vocabulary,

which will be used in the next evaluation. Not just in terms of new grammatical
content , but with the idea of practicing pronunciation, contextualization, and
use of them by activities

1.3 Analysis of Pre-Assessment Data: even when students should have seen this
words, the idea is to reinforce the vocabulary in context again; not just having in mind
the test but, also the use of them and to save by acquisition of this vocabulary.
1.4 Learning Resources: hand out with the name of each furniture, ppt with the
instruction and the activity in itself.
1.6 Motivation for learning: I will ask some simple question to correlate the content with
what they know (previous knowledge) and to clarify what we are going to do.
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?

Activity 1: student will hear and repeat the name of each word
Activity 2: student will write down the name of each word
Activity 3: teacher will ask the name of each element pointing at the icture
Activity 4: teacher will as Ss to put the hand out with the name in the corresponding picture
b. What will you do to support students engagement with that activity?
I will carefully asking student to repeat the word and to use the time properly to engaging
them to participate in this type of activity as a game.

2. Lesson 1 Topic: Hobbies

I.1

Lesson 1 Learning Goals: At the end of the lesson student will be able to
identify their classmates hobbies, orally.

I.1.1

Alignment of Learning Goals to School and National Curriculum: Following

the topic this is to reinforce the grammatical aspect. Including in the national
curriculum.

I.1.2

Justification: This is also to reinforce a specific system (orally) related to what

they have seen in class.

I.2

Analysis of Pre-Assessment Data: Students already know the words in itself,

hobbies, in this case I am going to reinforce how to use it.

I.3

Learning Resources: hand out, ppt. and material to give feedback.

2.5 Motivation for learning: I will tell them about my hobby showing a video and some
photos.
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?

Activity 1: Student will hear my hobby and the description of a picture using
the target language. Then, they will tell me about their hobbies

Activity 2: Student will listen and watch how play guessing games to play in
duos, but with hobbies and the target language.

2.6.2

What will you do to support students engagement with that activity?

I will model the instruction carefully and also explain that this is a game,
stablishing student perception to this kind of games. Also, I will repeat
instructions peer by peer.

3. 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?

Based on the implementation of your plan or your interactions with the students, what do
you think you need to improve, do differently or maintain for the next session?