Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activity guide and evaluation rubric – Cycle-task, task 5 – Lesson
Planning

1. General description of the course

Faculty or Academic Education Sciences School
Unit
Academic Level Professional
Academic Field Disciplinary training
Course Name Didactics of English
Course Code 551026
Course Type Theoretical Can be enabled yes ☒ No ☐
Number of Credits 2

2. Description of the activity

Type of the Number of

Individual ☐ Collaborative ☒ 3
activity: weeks
Moment of Unit
Initial ☐ ☒ Final ☐
evaluation: Intermediate 2:
Evaluative score of the Delivery Environment of the activity:
activity: 70 Monitoring and Evaluation Environment
Starting date of the activity:
Deadline of the activity: May 9th 2019
April 20th 2019
Competence to develop:
To develop practical and pedagogical skills necessary for English language
instruction and curriculum design, through the study of lesson planning
and the pragmatic proposal of different procedures in English education.

Topics to develop:
- Lesson planning in language education
Steps, phases of the learning strategy to develop:
Cycle-task: students establish the framework required for the
development of their work: knowledge, strategies, and activities. Students
perform the task individually or in groups, giving everyone the chance to
express themselves and make proposals facing the development of it.
Activities to develop:
1. Read the document “Lesson Planning” and “Principles of Lesson
Planning: A Guide for Student Teachers”, found in the Course Contents,
UNIT 2, in the Knowledge Environment and once you have understood and
internalized the contents, in group, answer the following questions:
-what is a lesson plan?
-why is it important to plan a lesson?
-what are the different elements that must be included in a lesson plan?
Describe them.
-what are the steps or stages in a lesson plan development? Describe
them.

2. In group, create a lesson plan. For this, think about a topic to teach and
establish the objectives (linguistic and communicational), level of students,
language skills, activities, evaluation, and any other important aspects you
include in your plan. You can use any sample of lesson plan chart.

These activities will be developed in the forum available

Environment in the Collaborative Learning Environment. Share your
for the discussions and contributions in the forum to receive
development feedback and once your work is accurate, create the final
document.
Individual:

No individual deliveries.

Products to Collaborative:
deliver by After developing the task, only the deliveries student is
student going to share the final document. It has to contain the
following information:
-cover page with the participant members
-answers to the questions
-the lesson plan

1. General guidelines for the collaborative work

Collaborative work is essential in the development of the

activities of the course since through it, learning is
organized, the development of tasks is planned,
 communication is developed, strategies are established
Planning of and knowledge is finally constructed.
activities for Keep in mind that your individual work is imperative
the because if there is no interest on your part to participate,
development this might affect the personal work of others and have a
of negative impact on the process and products to be
collaborative delivered.
work Once the collaborative task is established, first a role
must be chosen (read below) and assume the
responsibility of fulfilling its own functions. Through these
roles, the development of the task is planned, the
different contributions are made, the parties and contents
of the activity are organized and the assigned task is
delivered.
As you can see, if one of the roles is missing,
communication and procedures may be affected, since
there is no collaborative work.

The proposed roles are:

• Leader: He is in charge of coordinating and organizing
the team's efforts, as well as communication. Seeks to
develop a good work process.
• Producer: It is the person who critically questions the
work of the team, with the purpose of ensuring that all
Roles to the information generated is relevant to the case and that
perform by efforts are not diverted.
the student • Tracker: He is in charge of maintaining the attention of
in the the team in solving the problem. It must make the team
collaborative avoid the loss of time and the vagaries of ideas.
group • Rapporteur: Is responsible for organizing the
information and documentation generated by the team
and keeping it up to date when it is needed. He is also
responsible for delivering the final version of the written
report.
• Timekeeper: The person responsible for taking note of
the activities of each of the team members.
Roles and
responsibility The proposed roles are:
for the • Compiler: consolidates the document that is
delivery of constituted as the final product of the debate, taking into
products by account that the contributions of all the participants have
students been included and that only the participants who
participated in the process are included. He must inform
the person in charge of the alerts to notify those who did
not participate, that they will not be included in the
product to be delivered.
• Reviser: ensures that the writing complies with the
rules for submission of work required by the teacher.
• Evaluator: ensures that the document contains the
criteria present in the rubric. He must inform the person
in charge of the alerts so that he informs the other
members of the team in case there is an adjustment to be
made on the subject.
• Deliveries: alerts about the delivery times of the
products and sends the document in the stipulated times,
using the resources destined for the shipment, and
indicates to the other colleagues that the delivery has
been made.
• Alerts: ensures that the members of the group are
notified of the novelties at work and informs the teacher
through the work forum and the course's messaging, that
the document has been sent.

Use of All references considered for this activity have to be cited

references using APA Style. http://normasapa.com/

In the agreement 029 of December 13, 2013, article 99,

the mistakes that infringe upon the academic order,
among others, are the following: paragraph e) “To
plagiarize is to present as your own work the whole or
Plagiarism part of a writing, report, task or document of invention
policy performed by another person. It also implies the use of
cites or lack of references, or includes cites where there is
no coincidence between them and the reference” and
paragraph f)”To reproduce, or copy for profit, educational
resources or results of research products, which have
intellectual rights reserved for the University”.
The academic punishments that the student will face are:
 a) In case of academic fraud proved in the academic
work or evaluation, the score achieved will be zero (0.0)
without leading to disciplinary measures.
b) In case of plagiarism proved in the academic work
of any nature, the score achieved will be zero (0.0),
without leading to disciplinary measures.
To know how the documents must be cited, check the
following document:
Centro de Escritura Javeriano ( ) Normas APA. Sexta
edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.php?o
ption=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

4. Evaluation rubric

Evaluation rubric

Activity
Individual Activity ☐ Collaborative Activity ☒
type:
Moment of
Initial ☐ Unit Intermediate 2: ☒ Final ☐
the eval.
Assessed Performance levels of the individual activity
Score
Aspects High score Media score Low score
It’s evident that It’s partially It’s not evident that
the student read evident that the the student read
and understood student read and and understood the
the contents of understood the contents of the
the suggested contents of the suggested readings.
readings. suggested He didn’t check
References 5
Additionally, he readings. He more references in points
check out
checked more partially checked order to learn more
references in more references in and reconstruct his
order to learn
order to learn more knowledge.
more and
and reconstruct his
reconstruct his
knowledge. knowledge.
 (up to 5 points) (up to 2 points) (up to 1 points)
Some of the None of the
following aspects following aspects
The student are missing: the are evident: the
entered the forum student entered student entered the
on time and the forum on time forum on time and
participated
and participated participated actively
actively and in a
actively and in a and in a meaningful
meaningful way:
he made his meaningful way: way: he made his
Participatio contributions he made his contributions about 15
n in the about the topics contributions about the topics discussed, points
forum discussed, the topics interacted with his
interacted with discussed, mates, and gave
his mates, and interacted with his high-quality
gave high-quality mates, and gave feedback.
feedback. high-quality
feedback.

(up to 15
(up to 7 points) (up to 1 points)
points)
Assessed Performance levels of the collaborative activity
Score
Aspect High score Media score Low score
The document The document The document did
presents the partially presents not present the
answers to the 4 the answers to the answers to the 4
questions. The 4 questions. The questions. The
information is information is information is
clear and partially clear and neither clear nor
Questions pertinent. The 10
pertinent. The pertinent. The
answers answers show a points
answers partially answers do not
reflective
perspective from show a reflective show a reflective
students. perspective from perspective from
students. students.

(Up to 10
(Up to 5 points) (Up to 1 points)
points)
Pertinence The proposed The proposed The proposed 15
of the activities really activities partially activities do not points
 didactic develop the develop the develop the
activities of language skills, language skills, and language skills, and
the lesson and are coherent are partially are not coherent
plan according to the coherent according according to the
topics, the to the topics, the topics, the
objectives and objectives and the objectives and the
the context of context of context of students.
students. students.

(Up to 15
(Up to 7 points) (Up to 1 points)
points)
The deliveries The deliveries role The deliveries role
role posted a posted a single PDF didn’t post a single
single PDF file in file in the PDF file in the
the Evaluation Evaluation Evaluation
Environment. The Environment. The Environment. The
document is document is document is not 5
Delivery
complete, well- partially complete, complete, well- points
presented and well-presented and presented and has
has no serious
has some serious serious language
language
language mistakes. mistakes.
mistakes.
(Up to 5 points) (Up to 2 points) (Up to 1 points)
The group The student The student did not
included included a include a
communicational communicational communicational
and linguistic and a linguistic and a linguistic
objectives and objective but they objective or they
Contents of
they are coherent are partially or not are not coherent 20
the lesson
according to the coherent according according to the points
plan
topics and the to the topics and topics and the
activities the activities activities proposed.
proposed. proposed.
(Up to 20
(Up to 10 points) (Up to 1 points)
points)
Final score 70 points