Design Process Worksheet

1. OBJECTIVES:

A. If we see & hear them B. If we see & hear them C. What I will commit to
do this, they can transfer do this, then they cannot doing differently in my
this learning: (yet) transfer: classroom to ensure my
results look like
Column A? Include
strategies for transfer
introduced in this course
such as GRR, feedback,
engagement strategies.
Vocabulary: • Don’t know how to use Shared instruction:
• Name the vocabulary Identify new vocabulary
• Family members correctly. in real contexts.
• Healthy and unhealthy • Use the first language
food. to ask questions. Activity 1 :
• Introduce themselves • When a question is
understood, students Bring a photo and share
Grammar: prefer to use L1 to some information using
• Use of Verb to be. (am, answer them. the phrases.
is) • Recognize the
• Use of Pronouns (I, vocabulary but don’t This is my ________
she, he) know how to follow up My mom is ______
a short conversation My dad is _________
• Formulaic expressions with a peer using that She likes (favorite fruit).
o My name is ______ previous knowledge. My name is ________
o She/he is_________ I am _____________
o She/he likes My favorite animal is
_________ __________-
My favorite fruit is
• Formulaic questions: ___________
o What is your
name? Teacher will help students
o Who is she? (show with prompts of simple
a picture about a phrases which students
photo of a will read and use to start
classmate) the dialogue.
o What is your
favorite food? Use question to ask for
personal information

Activity 2:
Teacher will present basic
questions in a roulette.
 • What is your
name?
• Who is she? (show
a picture about a
photo of a
classmate)
• What is your
favorite food?

Students will answer

together.

Guided practice
Working in share and
answer questions about
personal information.

Pairs game

In a bowl, there will be

basic questions checked
previously.
Students will pick a
question and read it to
their peer. The peer will
answer it.
Each student will ask at
least 3 different questions.

Independent practice:
Follow up short
conversation by sharing
and asking for personal
information.

Students will present

themselves in pairs, in
which they need to use at
least 3 questions.

(Pairs will be chosen

randomly)

Feedback

Teacher will provide

feedback at the end of
each session.
 Self-assessment

Students will receive a

little Checklist at the end
of each session where
they need to rate with
“yes” or “not yet” how
they feel about their
performance.

2. Summative Assessment Task (G-R-A-S-P-S) or Post

Assessment
Goal (for the
Task) To create a recording of a short dialogue including formulaic
expressions and questions in order to share personal information.

Role (of
student) Making new friends – two kids will meet each other for the first time.

Audience Teacher and classmates.

Situation Students go to a new school in USA and they need to introduce

themselves in order to meet new friends.
(authentic
context)

Performance In pairs, you will record a short dialogue including the formulaic
(instructions expressions and questions shown on the board.
for students)
“What’s your name?”
“My name is….”
“How old are you?
“I am…”
“What’s your favorite food?
“My favorite food is…”
“Is it healthy or unhealthy?”
It is …
“What’s your favorite animal?”
“My favorite animal is….”

“Nice to meet you!”

After that, you will listen to your recording to answer what I did well,
and what do I have to improve?
Standards
(grading You will be graded based on the checklist.
criteria:
Checklist for
your students
and your
rubric for
you)

Questions to assist in the design of the task

1. How does the assessment call for the application of knowledge and skills?
2. Is it open-ended? Will it yield more than one answer?
3. How authentic is the task?
4. How does the task provide evidence of understanding via transfer?
5. How is the task multi-faceted?

3. Pre and Post Checklist Categories for self and peer

assessment:
Categories Yes Not yet

1. I can ask questions to my friends.

2. I can say my name and age to others.

3. I can understand what my friends say.

4. I can share what I like to my friends.

What knowledge and skills will your students need to succeed in the
assessment you just designed?

What students will need to know The skills students will need to be able
to do

- The correct meaning of the - Use of the vocabulary.

vocabulary: - Listen and understand formulaic
o Name, age, family members, expressions.
food. - Answer open questions.
- Pronouns (I, she, he) - Recognize their progress (self-
- Verb to be (am, is) assessment.
- Formulaic expressions:
o My name is ______
o I am ___________
o My favorite animal is ________
o My favorite food is ____________

Abbreviated performance task:

Speaking Interaction

Learning Activities (from student’s perspective). Indicate whether the Intention

strategy is whole class, groups or individual work. Label each (Related to
activity as A, M, or T in red. Column C and
lesson flow.
 Engage,
introduce, etc.)
Week 1 (or Lesson 1)

Objective: To learn how to share personal information.

Let’s start watching a storytelling where a kid is introducing himself Engage

https://www.youtube.com/watch?v=Gx3z1N00wGY (A) introduce

Answer the following questions: (M)

What do you see? Thinking
What is she doing? routine.
When do you have to introduce yourself?

Focus lesson

First, teacher will show a video example of a short conversation where Self-assessment
two people are introducing themselves.
Sell the idea of self-assessment. (A)
After that, students will pick a person and be that person. Teacher will
explain the checklist with different items, give it to students so they
can score the person they chose. (M)

After understanding what self-assessment is, students are ready to do

the pretest.

Pre test
Have a conversation with a friend. Pick your buddy. Pre test

Pretest: Students will receive prompts with formulaic question and

expressions. They will use them to share and ask for personal
information to a peer. (T)

Create a short conversation and record it. Situation: Making new

friends. (T)

After that, students will listen to their recording and assess their work
using the checklist. Self-assessment

The teacher will save all the recording and pretest checklists to be
compared with the posttest.

Week 1, Lesson 2
Objective: To use formulaic expressions to share personal
information.
Practice 1
Practice 1: Sharing
Bring a photo and share some information using the phrases (M) information
This is my ________ GRR (guided
My mom is ______ instruction)
My dad is _________
She likes (favorite fruit).
My name is ________
I am _____________
My favorite animal is __________-
My favorite fruit is ___________

Teacher will help students with prompts of simple phrases which

students will read and use to start sharing information.
Practice 1
Practice 1:

Group in pairs. (T)

Ss will pick 4 pictures to share with a friend.
Ask questions about them:

What is your favorite animal?

Each other can ask the same question.

Record yourself for a minute.

Present the checklist and assess themselves.

After self-assessment, students will receive feedback from the teacher

about which aspects they need to improve, and how to improve it.

Week 2 - Lesson 1
Objective: To ask for personal information

Teacher will present basic questions in a roulette. (M) GRR ( guided

instruction: we
• What is your name? do it)
• How old are you?
• What is your favorite food?
• What is your favorite animal?

Students will answer together.

Guided practice
Working in share and answer questions about personal
information. (M)

Pairs game
 Collaborative
In a bowl, there will be basic questions previously checked. (you do it
together)
Students will pick a question and read it to their peer. The peer
will answer it.

Each student will ask at least 3 different questions. (M)

Week 2 - Lesson 2

Practice 2 Practice 2

Objective: Follow up a short conversation by sharing and asking

for personal information. Independent
(you do it alone)
Students will record a short dialogue in which they need to present
themselves in pairs. They need to use at least 3 questions learned
in the last lesson(T)

(Pairs will be chosen randomly)

Self-assessment
They will listen to their recording and do the self-assessment. After
that, teacher will provide them with feedback about aspects they Feedback
need to improve and congratulating what they have done well.

Week 3 – Lesson 1
Objective: Use of pronouns and verb to be.

Students will learn the pronouns with flashcards (A) GRR: Focus
lesson: I do it
I
She
He
They

First, students will remember the vocabulary such as: girl, boy, mom, Guided
dad, sister brother with flashcards. After that, they need to connect the instruction: We
verb to be with the vocabulary they already know. For example. do it.
Boy: He
Mom: She . (M)

In pairs Activity in pairs

After making that connection, ss will work in groups of three and

complete a puzzle about the use of verb to be. There will be pieces of
pronouns and pieces of previous vocabulary, they must puzzle them in
the correctly. (A) GRR:
Collaborative
Students will see 3 pictures and create 1 sentence per picture using this “You do it
knowledge. (M) together”
Week 3 – Lesson 2
Objective: To use pronouns and verb to be to share personal
information.

Practice 3
Practice 3
Ss will pick in a bowl a photo of an artist. They must use the questions
and verb to be learned before, in order to share information about the
person in the picture. The conversation will be recorded. (T)

They will be guided with prompts:

What is (her/his) name? Her name is ________

Where is he/she from? She/He is from_______
Why is he/she famous? She/He is a ________

After that, students will listen to their recording and assess their work Self-assessment
using the checklist.

At the end of the practice, students will receive feedback from the Feedback
teacher about which aspects they need to improve, and how to improve
it.
Week 4 – Lesson 1

Posttest. Post test

In pairs, ss will record a short dialogue including the formulaic
expressions and questions shown on the board.

Create a short conversation and record it. Situation: Making friends in

a new school. T

“What’s your name?”

“My name is….”
“How old are you?
“I am…”
“What’s your favorite food?
“My favorite food is…”
“Is it healthy or unhealthy?”
It is …
“What’s your favorite animal?”
“My favorite animal is….”

“Nice to meet you!”

Students will make sure to record the short conversation. Self-assessment

The teacher will save all the recording and pretest checklists to be
compared with the posttest.