MDD 2, 3, 4

DESIGN FOR INSTRUCTION, LEARNING GOALS, ASSESSMENT

1. LESSON 1 TOPIC:

1.1. Lesson 1 Learning Goals:

At the end of the lesson, students will be able to create an advertisement for promoting a
clothing item.

Using adjectives related to clothe.

Giving their opinion and reasons.

1.1.1. Alignment of Learning Goals to School and National Curriculum:

At first, the class was design in relation to the teachers planning of the semester.
The teacher follows the units in the book delivered by the Ministry of Education
to students attending seventh grade elementary; in this case, the content is
related to Unit 2: My style.

In relation to the National Curriculum, students are going to be working with

Programa de Estudio for fifth grade elementary. In accordance to the curriculum,
the addressed content can be found in the Unit 4: Whats the weather like?
Specifically, the class will be focused on the learning objective 13, which
emphasizes oral production and the use of vocabulary related to weather,
clothing and seasons. In addition, in relation to oral production, the class will be
focused on the learning objective that aims to identifying and describing items
(clothe).

Furthermore, according to the Programa de Estudio for seventh grade, the

content relates to the units 1 and 2, which one of their common aims focuses on
giving their opinion and justifying it, for instance using the connector because.

1.1.2. 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.
1.2. Analysis of Pre-Assessment Data:

In terms of skills, most students can produce writing tasks once the content has been given
and they have a model to follow. However, they lack of skill to produce orally since they have
not had enough practice during the school process. Because of this, I have decided to give
them a factsheet to complete so they can previously prepare in written what they are going to
say.

When it comes to content, they have difficulties for creating full sentences but they can
connect isolated or already given ideas by only using the connectors because and and.

1.3. Learning Resources:

During the lesson I will apply, the main resources and materials I will need are:

Flashcards (clothing items: picture and name)

Power Point presentation for adjectives.
Projector
Factsheet for students to complete.
Students materials for the poster:
o Color paper
o Pictures of clothe
o Magazines or newspaper
o Color pencils
o Makers
o Scissors
o Glue

1.4. Assessments

In order to check the students progress and assess their work, I will establish previously which
elements they must include on their poster: brand, slogan, chosen item, three reasons why it
should be worn. The poster will be evaluated with a checklist for checking that all the elements
are present.

For the presentation of the poster, I will deliver a factsheet which they will have to fill in in
order for them to prepare it and also for them to be aware of their own progress during the
class. Finally, the students will have to present their final product, not only by reading out loud
their factsheet, but also by being able to connect the ideas they have written.

1.5. Motivation for learning:

At first, in order to catch students attention and promote their motivation, I will start the class
with a lead-in activity, the hangman. The word I chose for the game is clothing since that will
be the main topic of the class.

After the lead-in, I will let them know the objective of the class and explain them what I expect
them to make by the end of the lesson, telling them that they have to imagine they have been
given the task of designing an advertisement for promoting a new brand which will be focused
on one specific type of clothe

1.6. Activities

1.6.1. What will students do?

Lead-in: hangman (7 minutes)

The teacher draws a hangman on the whiteboard and 8 lines, one next to each other.
Students have to guess the word (clothing) by saying out loud isolated letters of the
alphabet.

Matching: vocabulary related to clothing items (15 minutes)

On one side of the whiteboard, the teacher pastes flashcards with pictures of different
items of clothes, and, on the other side, the teacher pastes flashcards with the names
of each item. Students go to the board, one by one, and match the pictures with their
corresponding name. The teacher and students check the matches and correct the
wrong ones. Teacher reads the names of the items out loud and asks students to
repeat, for practicing pronunciation.

Adjectives (10 minutes)

The teacher presents a power point presentation with some pairs of opposite
adjectives related to clothes. The teacher reads out loud the words and students
repeat, for practicing pronunciation.

Advertisement (25 minutes)

Teacher delivers a factsheet for students to fill in in order to complete the necessary
information to later present their poster.

In pairs, students create a poster, advertising a specific item of cloth and using pictures
or drawings. After they finish, they complete the factsheet indicating the name of the
brand, the chosen item and at least three reasons why people should buy/wear the
cloth.

Presentation (25 minutes)

Finally, they go in front of the class and read out loud the information they wrote, by
connecting the ideas.

1.6.2. In order to keep them engaged to the task, I will constantly monitor their
progress and provide them with the help they might need in order to accomplish the
goal of the class.