FACULTAD DE EDUCACIÓN Y CIENCIAS HUMANAS

Licenciatura en Educación Básica con Énfasis en Humanidades - Inglés

Comité de Práctica Pedagógica
LESSON PLAN

STUDENT TEACHER: ALVARO POLO SCHOOL: SAN JOSE DE MONTERIA GRADE: 11TH HOURS/WEEK:
UNIT TITLE: MY CURRICULUM VITAE LESSON DATE: TIME: 1HR

TASK/PROJECT/PROBLEM Learning outcomes/objectives for a Lesson Teaching Points (For both

(Instructional goal) for a unit of study lesson content and language)

 The Students will create  Working in pairs, students

hypothetical curriculum vitae will create a main idea and
(CV) where they will describe supporting details graphic  Expressions for giving
themselves personally and organizer of a free choice opnions
professionally. The CV should topic. The organizer  Personal information
include: should show a clear  Wh questions
 Their personal information, correlation between the  simple tense
 Their professional skills, main idea and the  ing form
 Their personal goals, dreams and supporting details. The
aspirations (hopes). students should include at
 Their strengths and weaknesses least four supporting
 Information from a person they details.
admire the most.

INSTRUCTIONAL ACTIVITIES
Warm-up Resources/Materials Time
What is the main idea and supporting details?
Board. photocopy.

The Student will read a text**that will show key information about how to identify
the main idea and support details in a paragraph. Then, to check understanding the 10min
teacher will ask them some questions about the importance of identifying the main
idea and the supporting information in a text. The teacher will reinforce the ideas
that they students might have giving examples on the board.

**for example:
Core activities

OUTLINING : LOCATION OF THE MAIN IDEA AND THE

SUPPORTING DETAILS

Student will be working on an example of a paragraph and an outline of the

paragraph. They will analyse where the main idea and supporting details are
mostly located. The should pay close attention to the connectors that appear
in the paragraph.

FOR EXAMPLE:

20min

Photocopies.
Outlines.

Also, the students will be working on some paragraphs using different outlines
to iidentify the main ideas as well as the different supporting details of each one.

FOR EXAMPLE
Closure
the teacher will show to the students how to design a main idea and supporting 30min
details organizer. The teacher and the students will create ”a whole class
organizer” based on a topic on the board. Board, graphic
organizer.
FOR EXAMPLE:
TEACHER: Let’s create an organizer. What topic would you like to choose?
STUDENTS: THE INTERNET!
TEACHER: ok. Let’s set the main idea of it.
STUDENTS: what about this: “people use tehnology for different reasons”
TEACHER: what ideas can support what you have said?
STUDENTS: People use it for communicating with each other….
TEACHER: that’s a good idea! What else…..
STUDENTS: people use the internet a tool at work, people use the internet for
buying products….
After that, in pairs, the students will choose a topic that they would like two talk
about. However, the teacher will suggest some topics to make the students choice
easier.
When the students have deciced the topic, the teacher will hand them a new graphic
organizer that the students should fill based on the topic they selected.
The graphic organizer should include:
a. TOPIC
b. THE MAIN IDEA
c. AND FOUR SUPPORTING DETAILS
 ASSESSMENT:

 Students’ written production will be graded.

 The teacher will monitor the students’ performance.
 Teacher Feedback
 Questions
 Grammar mistakes will be corrected when necessary as well as pronunciation issues.

REFLECTIONS AFTER LESSON IMPLEMENTATION – FOLLOW UP:

OBSERVATIONS AND COMMENTS:

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