lesson plans 8th grade

8/8/2019 Lesson Plans 8th Grade

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Escuela Bsica Pamela Vliz CelednPaul Harris Prospective Teacher

Universidad de Playa Ancha

Lesson Plan

Date: September 1 st , 2010 Level: 8 th grade

Skills: Reading and Writing.

Expected Outcomes: Students will be able to identify specific information in the texts Students will be able to identify the correct place of an adjective in a sentence:

(Pronoun + Verb + ADJECTIVE + Noun + Complement)

Resources: Worksheet Chilean Halloween and America s Halloween celebration , dictionaries, dataprojector and the students book.

Introduction:

Core of the Class:

Pre-stage

While-stage

Time

3 min.aprox.

5 min.aprox.

10 minaprox.

10 min.aprox.

5 min.aprox.

20 min.aprox.

10 min.aprox.

Comments

The students enter the classroom and greet theteachers. They sit down and get ready for the class whilethe teacher calls the roll.

The teacher explains the activities that the students willbe doing that day and the objectives of the class.

Both the students and the teacher correct thehomework out loud about superlatives.

The teacher gives the students the worksheet for thatday and reads out loud the two texts on it.

The students and the teacher share what the texts sayand what their opinions are about this celebration.

The students complete the activities I and II on theworksheet about specific information from the text.

The students and the teacher correct the exercises.


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Post-stage

Closing:

15 min.aprox.

7 min.aprox.

5 min.aprox.

The students continue working on the worksheet(exercise III). They put some words in the correct orderand find the right sentence.

The students and the teacher correct the answers on thewhiteboard.

The students and the teacher review together what theylearned today. The teacher emphasizes some commonerrors.


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Lesson Plan

Date: September 6 th , 2010 Level: 8 th grade


Expected Outcomes:

Students will be able to read a text and identify the superlative form included on it. Students will be able to read a paragraph and using the new vocabulary complete it.

Resources: Data projector, dictionaries, worksheet (Chilean Halloween), PPT slides.

Introduction:

Core of the Class:

Pre-stage

While-stage

Time

5 min.aprox.

5 min.aprox.

20 minaprox.

10 min.aprox.

7 min.aprox.

3 min.aprox.

Comments

The students enter into the classroom and great theteachers. They sit down and read a book for one minute,then they write down how many words they read thatday while the teacher calls the roll.

The teacher explains the activities to the students thatthey will be doing today and the objectives of the class.

The teacher gives the test back to the students. Wecorrect it out loud.

The teacher asks the students the structure used in thesuperlative form. The teacher explains the use of superlatives to them. The + (short) adj + EST/- The + adj(y) + IEST/ - The + MOST + (long) adj.

The students work on the Chilean Halloween worksheetexercise IV and match the A column (nouns) with the Bcolumn (adjectives).

The students and the teacher correct the answerstogether.


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Post-stage

Closing:

7 min.aprox.

3 min.aprox.

25 min.aprox.

5 min.aprox.

Using the previous sentences, the students did thematching in exercise IV. They create new sentences bychanging the adjectives into their superlative form.

The students and the teacher correct the sentences.

Students complete a paragraph with the appropriateadjectives and some personal information. The studentshand out the paragraph they were working on to theteacher for some extra points for the coming test.

The teacher and the students review the activities theydid, the adjectives they practiced today and the newwords they learned.


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Lesson Plan


Skill: Writing.

Expected Outcomes:

Students will be able to identify and use some adjectives in their superlative form correctly.

Resources: Data projector, dictionaries and paragraph.

Introduction:

Core of the Class:

Pre-stage

While-stage

Time

5 min.aprox.

10 min.aprox.

10 minaprox.

15 min.aprox.

20 min.aprox.

Comments

The students enter into the classroom and greet theteachers. They sit down and the teacher explains theactivities that the students will be doing today. Theteacher also explains the objectives for the class.

The teacher gives back the paragraphs to the students.The ones who have not completed it have to finish theparagraph. The teacher calls the roll.

The teacher and the students correct the paragraphs onthe whiteboard.

The teacher reminds to the students some adjectivessuch as fat, expensive, happy, thin, and so on. Thestudents have to say the superlative form for each one.

The teacher shows some pictures to the students (8different images). We talk about them using theadjectives they know. Together, we give a context toeach picture.


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Post-stage

Closing:

20 min.aprox.

5 min.aprox.

5 min.aprox.

The students write down a sentence for each pictureusing the adjectives in their superlative form and thecontext we already gave to each one.

The students and the teacher correct the sentences theywrote.

The teacher and the students review what they did, theadjectives they used in the sentences and the newvocabulary they learned making the sentences.


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Lesson Plan

Date: September 22 nd , 2010 Level: 8 th grade


Expected Outcomes:

Students will be able to identify the correct use of the superlative adjectives.

Resources: Data projector, dictionaries, worksheet History of the English Language

Introduction:

Core of the Class:

Pre-stage

Time

5 min.aprox.

5 min.aprox.

5 minaprox.

5 min.aprox.

5 min.aprox.

Comments

The students enter into the classroom and greet theteachers, they pick up the paper from the floor and sitdown.

The teacher calls the roll and explains the activities andthe objectives for the class to the students.

The teacher gives the worksheet for today calledHistory of English Language to the students.

The students and the teacher talk about what they hadbeen studying before the independence day celebration.On the whiteboard, we write the superlative adjectiveform: - The + (short) adj + EST/ - The + adj (y) + IEST/The + MOST + (long) adj.

The students give some examples for each case usingthe adjectives and vocabulary they know. The teacherwrites down their sentences on the whiteboard andcorrects the mistakes they made.


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While-stage

Post-stage

Closing:

10 min.aprox.

5 min.aprox.

5 min.aprox.

10 min.aprox.

5 min.aprox.

5 min.aprox.

5 min.aprox.

10 min.

aprox.

5 min.aprox.

5 min.aprox.

The teacher reads the text on the worksheet twice. Thestudents share their impressions about what they justread and what the text was talking about.

The students answer the first item of the worksheetabout the text.

The teacher and the students correct the answers on thewhiteboard and underline where the answers of thequestions are on the text.

The students work on exercise II of the worksheet andidentify the incorrect information in each sentence andcorrect it using the text .

The teacher and the students correct the sentenceslooking for the right information in the text.

The students answer the third part of the worksheet,based on the text previously read.

We correct the questions and underline where theanswers were.

The students create new sentences, correcting themisspelled adjectives on exercise IV.

The teacher and the students correct the sentences onthe whiteboard. The teacher corrects the mistakes andexplains the structure of the superlative adjective formto the students.

The students with the teacher review the main point of the class and some errors they made during the class.


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Lesson Plan


Skill: Writing.

Expected Outcomes:

Students will be able to use new vocabulary correctly. Students will be able to name and identify some important people in History.

Resources: Data projector, students book and dictionaries.

Introduction:

Core of the Class:

Pre-stage

Time

5 min.aprox.

3 min.

aprox.

10 minaprox.

5 min.aprox.

2 min.aprox.

Comments

The students enter into the classroom and greet theteachers. They sit down and read a text out loud for oneminute, then write down how many words they read.The teacher calls the roll while they are reading.

The teacher explains the activities that the students will

be doing today and also the objectives for the class.

The teacher introduces the new Unit called People andPlaces on page 86. The students and the teacher talkabout the people on that page: - Albert Einstein, IsabelAllende, Teresa of Calcutta and Benjamin Flanklin; whoare they? Why are they important? What do they knowabout the life of those people?

In pairs, the students complete a chart on page 87 aboutthe four people we were talking before, classifying theminto four areas: -History, Science, Invention and Arts.

The students correct out loud their answers with theteacher.


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While-stage

Post-stage

Closing:

10 min.aprox.

5 min.aprox.

7 min.aprox.

5 min.aprox.

18 min.aprox.

3 min.aprox.

2 min.aprox.

The students take a look at the pictures on their books(page 88) and with the teacher discuss about who theyare: - Pocahontas, El Zorro, Robinson Crusoe, Joan of Arc, Robin Hood, Daniel Boone and The Lone Ranger.

The students with the help of the pictionary and theteacher acquire new vocabulary: - arrow, gang, cabinand trail.

The teacher reads the paragraph twice emphasizing thekey words that can help the students to find out theanswers.

The teacher and the students correct the activity. Thestudents underline the words that helped them to knowthe characters.

The students read the Folk Heroes from page 89 andidentify the correct name of the characters thatcorresponds to each paragraph.

The students share with the teacher the new vocabularythey learned and also the important people from thehistory they were talking about.

The teacher tells the students not to forget about thetest scheduled for next class and the contents on it.


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Lesson Plan



Expected Outcomes:

Students will be able to identify specific information in a text. Students will be able to use the adjectives in superlative form correctly.

Resources: The test

Introduction:

Core of the Class:

Pre-stage

While-stagePost-stage

Closing:

Time

5 min.aprox.

5 min.aprox

10 min.aprox.

60 minaprox.

10 min.aprox.

Comments

The students enter into the classroom and greet theteacher. They sit down and get ready for the test.

The teacher explains the activities the students will bedoing today and the objectives for the class.

The teacher gives the test to the students and explainseach item on it. The teacher makes sure that everybodyunderstands the instructions of test and answers thestudents questions about them.

The students take the test while the teacher calls theroll.

All the students give their test back to the teacher. Theteacher asked them how difficult it was.


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Lesson Plan

Date: October 4 th , 2010 Level: 8 th grade


Expected Outcomes:

Students will be able to identify and name important people in History. Students will be able to identify specific information in a text. Students will be able to use the new vocabulary correctly.

Resources: Data projector, worksheet Pocahontas test and students book.

Introduction:

Core of the Class:

Pre-stage

While-stage

Time

5 min.aprox.

5 min.aprox.

20 min.aprox.

5 minaprox.

4 min.aprox.

2 min.aprox.

Comments

The students enter into the classroom and greet theteacher. They sit down and read a book out loud for oneminute. The teacher calls the roll while the studentswrite down how many words they read.

The teacher explains the activities that the students willbe doing today and also the objectives for the class.

The teacher gives the test back to the students andcorrects it out loud with them on the whiteboard.

The students with the teacher start talking about whatthey were learning the class before the test. We discussthe same characters: Robin Hood, El Zorro, AlbertEinstein and Isabel Allende.

The students fill in the chart on page 90 about DanielBoone, Robin Hood and El Zorro matching the statementwith each character.

The teacher and the students correct the activity on thewhiteboard.


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Post-stage

Closing:

10 min.aprox.

10 min.aprox.

3 min.aprox.

5 min.aprox.

3 min.aprox.

4 min.aprox.

2 min.aprox.

5 min.

aprox.

2 min.aprox.

5 min.aprox.

The teacher gives the worksheet to the students(Pocahontas) and reads the text about her. The studentsand the teacher share what the text says.

The students read the text again and answer the firstpart of the worksheet.

The students and the teacher correct the answers andunderline the key words that helped them to find theanswer.

The students continue with the second part of theworksheet, which is also about the text. They have tofind and correct the mistake in each sentence.

We correct the answers out loud.

Using the vocabulary the students learned from thepictionary on September 9, they complete the name foreach image following the word given on page 90.

The students and the teacher correct the words on thewhiteboard.

The students practice the same vocabulary and

complete the puzzle on page 91.

The teacher corrects the puzzle with the students on thewhiteboard.

We review the activities we were doing today, thevocabulary they were practicing and the new words theylearned.


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Lesson Plan



Expected Outcomes:

Students will be able to read and recognize the use of prepositions of time (in, on, at) in asentence.

Resources: Data projector, worksheet Pocahontas , dictionaries and students book.

Introduction:

Core of the Class:

Pre-stage

While-stage

Time

5 min.aprox.

5 min.aprox.

25 minaprox.

5 min.aprox.

15 min.

aprox.

10 min.aprox.

Comments

The students enter into the classroom and greet theteachers. They sit down and the teacher calls the rollwhile they prepare their materials for the class (book,dictionary, notebook, etc).

The teacher explains the activities students will be doingtoday and the objectives for the class.

The students and the teacher organize the order for thepresentations of next Wednesday.

The students are given the rubric evaluations for next-class presentation about an important person in History.

The teacher introduces new Language Focus about

prepositions of time (in, on and at) on page 91. Theteacher explains the rule for using these prepositionsand gives examples for each one.

The students work on the worksheet Pocahontas andcomplete the activity V with the correct preposition.


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Post-stage

Closing:

5 min.aprox.

10 min.aprox.

5 min.aprox.

5 min.aprox.

The students and the teacher correct the activity outloud.

The students put some words in order and create newsentences.

The students and the teacher correct the sentences.

The students and the teacher review what they learnedtoday. The new prepositions and vocabulary theyacquired.


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Lesson Plan



Expected Outcomes:

Students will be able to use the language for communicative purposes and talk about animportant person in History.

Students will be able to answer some questions about what their classmates talked about.

Resources: Data projector, students presentation.

Introduction:

Core of the Class:

Pre-stageWhile-stagePost-stage

Closing:

Time

5 min.aprox.

5 min.aprox.

5 minaprox.

70 min.aprox.

5 min.aprox.

Comments

The students enter into the classroom and greet theteachers. They sit down and read a book for one minute.They write down how many words they read.

The teacher calls the roll and explains the activities thestudents will be doing today and the objectives for theclass.

The students prepare their material for thepresentations.

The students start the group presentations about animportant person in History.

The students and the teacher talk about thepresentations, how they felt, if they liked it or not, if itwas hard to talk in front of their classmates or not. All inall, their impressions about the activity.


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Lesson Plan



Expected Outcomes:

Students will be able to read a sentence and write down the appropriate preposition of time orplace that is missing.

Students will be able to identify and use the prepositions of time and place (in, on and at)correctly.

Resources: Data projector, worksheet, dictionaries and students book.

Introduction:

Core of the Class:

Pre-stage

While-stage

Post-stage

Time

5 min.aprox.

15 min.aprox.

15 minaprox.

15 min.aprox.

Comments

The students enter into the classroom and greet theteachers. They sit down and the teacher calls the roll.The teacher explains the activities they will be doingtoday and the objectives for the class.

The teacher remembers the students the prepositions of time they learned the class before the presentations.The students complete a chart on their books (page 91)about the rules of the prepositions: in, on and at whenworking as prepositions of time.

The teacher introduces the new Language Focus:Prepositions of place . Students are explained the

prepositions of place: in, on and at with examples foreach case.

The students work on different activities, practicingwhat they just learned about prepositions of place. Theyfill in the gaps with the correct prepositions.


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Lesson Plan

Date: November 3 rd , 2010 Level: 8 th grade

Skills: Reading, Writing and Listening.

Expected Outcomes:

Students will be able to identify specific information in a text. Students will be able to use the different prepositions of time and place (in, on and at)

correctly.

Resources: Test, data projector, students book, radio.

Introduction:

Core of the Class:

Pre-stage

While-stage

Post-stage

Time

3 min.aprox.

2 min.aprox.

5 minaprox.

55 min.

aprox.

3 min.aprox.

2 min.aprox.

Comments

The students enter into the classroom and greet theteachers. Then they sit down and get ready for the test.


The teacher gives the test to the students and explainsit. She makes sure that everybody understands theinstructions of test and answers the students questionsabout them.

The students take the test while the teacher calls the roll

in order to save time.

Once the students have done the test and give it to theteacher, they open the book on page 93. We do thelistening activity N 7.

The students and the teacher correct the activity outloud.


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Closing:

7 min.aprox.

5 min.aprox.

3 min.aprox.

2 min.aprox.

3 min.aprox.

Students listen to an interview three times and completethe chart on page 93.

The students and the teacher correct the activity on thewhiteboard.

Using the information from the interview studentscomplete the activity N 10 on page 93.

We all correct the answers.

The teacher and the students review what they did, thetest and the listening activity.


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Lesson Plan

Date: November 8 th , 2010 Level: 8 th grade


Expected Outcomes:

Students will be able to identify and use correctly the imaginary conditional WOULD.

Resources: Data projector, students book, test, ppt slides and worksheets.

Introduction:

Core of the Class:

Pre-stage

While-stage

Time

5 min.aprox.

5 min.aprox.

5 minaprox.

20 min.aprox.

15 min.

aprox.

3 min.aprox.

Comments

The students enter into the classroom and greet theteachers. They sit down and read a book for one minuteout loud. They write down how many words they read(while the teacher calls the roll).


The teacher gives the rubric back with the marks of thePeople Presentation to the students and also

comments on their work.

The teacher hands in the test they did last Wednesdayand correct it together.

The teacher introduces the new Language Focus:

WOULD on page 93. The students take a look at someppt slides What would you do if you won the lotteryand share their opinions.

The students complete the chart on page 93 about thecorrect use of WOULD , according to the informationgiven.


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Post-stage

Closing:

2 min.aprox.

8 min.aprox

5 min.aprox.

10 min.aprox.

7 min.aprox.

5 min.aprox.

The students and the teacher correct the chart out loud.

The teacher tells a story to the students using theconditional WOULD.

The students share their opinions about the story

In groups of 4 students create a story telling what theywould do if they had the opportunity to travel any placein the world.

Students share their places and what they would dothere.

The students and the teacher review the new languagethey learned (WOULD). We talk about the correct use of this structure when expressing an imaginary situation.The teacher assigns homework (page 97).


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Lesson Plan


Skills: Reading, Writing and Listening.

Expected Outcomes:

Students will be able to identify specific information in a text. Students will be able to use the imaginary conditional WOULD appropriately. Students will be able to identify the different sound between the words GOOD and WOULD.

Resources: Data projector, worksheet, video, students book.

Introduction:

Core of the Class:

Pre-stage

While-stage

Time

3 min.aprox.

2 min.aprox.

10 minaprox.

15 min.aprox.

6 min.aprox.

4 min.aprox.

Comments

The students enter into the classroom and greet theteachers, then, sit down and the teacher calls the roll.

The teacher explains the activities that the students willbe doing today and the objectives for the class.

The students and the teacher correct the homework(reading comprehension on page 97)

The teacher asks the students what they learned the lastclass (11.08.10) and writes on the whiteboard thestructure of WOULD in affirmative form: Pronoun +WOULD + Verb (infinitive) + Complement.

The students work on the worksheet, filling the blankswith the conditional WOULD + verb (exercise II).

The teacher and the students correct the exercise on thewhiteboard.


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Post-stage

Closing:

6 min.aprox.

4 min.aprox.

5 min.aprox.

8 min.aprox.

4 min.aprox.

8 min.aprox.

10 min.aprox.

5 min.aprox.

The students do the exercise III from the worksheet.They put the words in order creating a new sentenceusing the WOULD form and with that they complete themain sentence.

The teacher and the students correct the sentencestogether.

The teacher explains the pronunciation of the wordWOULD to the students.

The students practice the word and repeat it. Theteacher divides the class into 3 groups. Each group hasto repeat the word would twice

The teacher makes a comparison between the wordsWOULD and GOOD in terms of pronunciation.

The same groups have to say GOOD and WOULD andthey have to notice the difference in the sound.

The students listen to the song That I would be goodtwice, paying attention to what the song says and to theword WOULD on it. At the same time, the students readthe lyrics of the song on the worksheet (exercise I).

The students and the teacher review what they didtoday. The students repeat again the differencebetween GOOD and WOULD.


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Lesson Plan



Expected Outcomes:

Students will be able to identify and use COULD and COULDN T correctly Students will be able to use the new words: award, coffin, lady, nurse, sergeant, and

tombstone correctly.

Resources: Data projector, worksheet, ppt slides, students book

Introduction:

Core of the Class:

Pre-stage

While-stage

Time

5 min.aprox.

3 min.aprox.

10 minaprox.

7 min.aprox.

7 min.aprox.

Comments

Students enter into the classroom, and greet theteachers. They sit down and read a book for one minute.They write down how many words they read.

The teacher calls the roll and explains them the activitiesthey will be doing today and the objectives for the class.

The teacher asks the students what the new languagethey learned the last class was. The teacher explainsagain the structure of WOULD:Affirmative: Pronoun + WOULD + Verb + Complement.Interrogative: (what) WOULD + Pronoun + Verb + Comp.Negative: Pronoun + WOULD + NOT + Verb + Comp.The teacher gives examples for each one.

The teacher and the student complete the exercise 5 onpage 96 about new vocabulary: award, coffin, lady,nurse, sergeant, and tombstone.

The teacher asks the students what things they COULDand COULDN T do when they were children. The teachertakes some notes about what the students share.


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Lesson Plan


Skills: Speaking and Listening.

Expected Outcomes:

Students will be able to use the language for communicative purposes and talk about a placethey would like to visit.

Students will be able to answer some questions about what their classmates talked about.

Resources: Data projector, students presentations.

Introduction:

Core of the Class:

Pre-stageWhile-stagePost-stage

Closing:

Time

5 min.aprox.

5 min.aprox.

75 minaprox.

5 min.aprox.

Comments

The students enter into the classroom, greet theteachers, clean the classroom and sit down.

The students get ready for their presentations. Theteacher explains the objectives and the activities for theclass.

The students in groups present a place they would liketo visit. The teacher calls the roll while they arepresenting their places.

The students and the teacher talk about thepresentations, how they felt, if this time was easier thanthe first time presenting an important person in History.


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Lesson Plan

Date: November 22 nd , 2010 Level: 8 th grade

Skills: Writing.

Expected Outcomes:

Students will be able to describe a place using could or couldn t Students will be able to identify the correct use of could and couldn t in a situation.

Resources: Data projector, video of New York, ppt slides, dictionaries, block sheets, crayons.

Introduction:

Core of the Class:

Pre-stage

While-stage

Time

4 min.aprox.

2 min.aprox.

3 minaprox.

5 min.

aprox.

5 min.aprox.

3 min.aprox.

Comments

The students enter into the classroom and greet theteachers. They sit down and read a book for one minuteand write down how many words they read that day.

The teacher calls the roll and explains the activities thestudents will be doing today and the objectives for theclass.

The students watch some ppt slides and share theiropinions about the following question: which is the mostinfluential country in America?.

The students watch a video about New York.

They share their opinions about the video with theteacher.

The teacher tells the students the things she could andcouldn t do while she was in the states.


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Post-stage

Closing:

3 min.aprox.

30 min.aprox.

5 min.aprox.

The students close their eyes and imagine the perfectplace for them in the world, with the characteristics theywant for it.

In groups of four, the students have to draw on a blocksheet the perfect place for them (they can combine thecharacteristics and create a new one). On the other sideof the sheet they name the place and write down 5things they could or couldn t do on that place.* The teacher gives them an example using the video of New York. The teacher also shows them a ppt slides withsome activities they can use in their sentences.

The students talk about their places and show theirdraw.


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Lesson Plan


Skills: Reading and writing.

Expected Outcomes:

Students will be able to recognize and use would- wouldn t-could-couldn t appropriately. Students will be able to identify the different vocabulary learned in the class. Students will be able to identify specific information in a text.

Resources: Test, data projector and students book.

Introduction:

Core of the Class:

Pre-stage

While-stage

Post-stage

Time

3 min.aprox.

3 min.aprox.

5 minaprox.

55 min.

aprox.

5 min.aprox.

Comments

The students enter into the classroom and greet theteacher. They sit down and get ready for the test.


The teacher gives the test to the students and explainsit. She makes sure that everybody understands theinstructions of test and answers the students questionsabout them.

The students take the test while the teacher calls the roll

in order to save time.

Once the students have done the test and give it to theteacher they open the book on page 104 and read thesentences on the exercise 1.


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Closing:

10 min.aprox.

5 min.aprox.

2 min.aprox.

2 min.aprox.

The teacher reads out loud the text on page 105 twice.Students answer the questions about the text.

The students and the teacher correct the answers on thewhiteboard.

The students and the teacher talk about the test, whichwas the harder item for them and why.

We review the new vocabulary they learned.

lesson plans 8th grade

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