MDD 5

Standard 5: Decision making and analysis of results
Camila Cuevas Araneda
Professional Practicum

Standard
5

Task
1:

Area:
English

Class:
11th
grade
(3
M
I)

Lesson
2

Aim:
At
the
end
of
the
lesson
SWBAT
give
advice
for
everyday
situations
using
should,

ought
to,
and
had
better,
written.

The
change
in
this
lesson
was
because
of
students’
behaviour;
students
were
quite

talkative
after
a
few
days
without
school
because
of
the
Fiestas
Patrias
celebrations.

When
presenting
the
language,
some
students
were
not
paying
attention
to
the

explanations
and
examples
of
the
teacher
and
therefore,
they
were
given
something
to

do
and
get
them
to
work.
Students
were
asked
to
work
in
pairs
and
discuss
the

situations
presented
by
the
teacher
and
create
their
own
piece
of
advice.
The
most

creative
piece
of
advice
was
included
in
the
presentation
and
used
as
an
example,
and

the
students
who
wrote
it
got
a
prize
for
the
next
day.
This
was
a
good
decision,
since

as
it
was
expected
students
immediately
started
working
and
all
the
talking
about

their
personal
lives
was
over.
The
teacher
was
able
to
monitor
students’
work
and

keep
them
on
track.

Lesson
4

Aim:
At
the
end
of
the
lesson
SWBAT
produce
a
poster
with
pieces
of
advice
related
to

jobs
to
their
classmates.

In
this
lesson
there
was
a
modification
because
of
time
issues.
The
matching
activity
at

the
beginning
of
the
lesson
took
more
time
than
it
was
expected
and
therefore
there

was
less
time
to
perform
the
task.
Originally,
students
were
expected
to
both
create
a

poster
for
their
classmates
and
then
present
it
to
the
whole
class.
Since
there
was
not

enough
time
to
do
both
that
day,
students
were
asked
to
only
create
a
poster
to
their

classmates.
The
presentation
of
the
posters
was
removed
and
added
to
the
next

lesson.
In
the
end
it
was
the
right
decision
because
students
were
able
to
work
at
a

slow
pace.
They
had
enough
time
to
ask
questions
to
the
teacher
and
the
opportunity

to
discuss
among
them,
working
in
their
groups
and
producing
the
poster
in
a
relax

atmosphere
within
the
allotted
time.

Task
2:

Lesson
1:

Aim:
At
the
end
of
the
lesson
SWBAT
identify
and
differentiate
vocabulary
related
to

jobs
and
the
use
of
the
modal
should
to
give
advice,
written.

Goals:
-‐
Identify
jobs
vocabulary
in
a
text
about
teenagers.

-‐
Identify
the
use
of
the
modal
should
to
give
advice
in
a
text
about
teenagers.

Assessment:
Worksheet

Evaluation:
Formative

CRITERIA

Excellent
Good
Needs
improvement

Uses
modal
verb
‘should’

to
give
advice.

Identifies
vocabulary

about
jobs.

Uses
modal
verb
‘should’
to

give
advice.

Identifies
most
of
the

vocabulary
about
jobs,

making
one
or
two
mistakes.

Does
not
use
the
modal
verb

‘should’
to
give
advice.

Uses
a
different
modal
verb.

Does
not
identify
most
of
the

vocabulary
about
jobs,
making

more
than
two
mistakes.

Students
were
asked
to
work
in
pairs
with
a
worksheet
and
help
three
teenagers
(out

of
five)
with
problems
related
to
choosing
a
job
for
the
future,
in
the
written
form.

The
results
show
the
goal
was
achieved
by
an
87%
of
the
class,
which
corresponds
to

35
students
of
the
total
(40).
The
majority
of
the
students
in
this
class
can
identify
jobs

and
the
use
of
the
modal
verb
should
to
give
advice.

85%

15%

0%

Percentage
of
students
that
achieved
the

goal
(lesson
1)

EXCELLENT

GOOD

NEEDS
IMPROVEMENT

Lesson

2:

Aim:
At
the
end
of
the
lesson
students
will
be
able
to
give
advice
for
everyday

situations
using
should,
ought
to,
and
had
better,
written.

Goals:
Write
a
short
letter
giving
advice
using
should,
ought
to
and
had
better.

Assessment:
Worksheet

Evaluation:
Formative

CRITERIA

Excellent
Good
Needs
improvement

Create
sentences
using

modal
verbs
‘should’,
‘ought

to’
and
‘had
better’
to
give

advice.

Uses
each
modal
verb
to

give
advice
two
times.

Create
sentences
using
modal

verbs
‘should’,
‘ought
to’
and

‘had
better’
to
give
advice.

Uses
modal
verbs
to
give

advice
more
than
2
times.

Does
not
create
pieces
of

advice.

Does
not
use
any
modal

verb
to
give
advice.

The
results
show
31
students
did
an
excellent
job
with
their
writings
and
7
students

did
a
good
job,
which
means
38
students
out
of
40
achieved
the
goal
of
the
lesson.
The

2
girls
left
did
not
achieve
the
goal
of
the
lesson.
There
is
a
difference
in
comparison
to

the
first
lesson,
given
that
there
are
two
more
modal
verbs
that
are
used
to
give

advice.
It
seems
to
be
confusing
for
students
to
understand
the
correct
use,
which

explains
those
18%
and
5%
respectively.

77%

18%

5%

Percentage
of
students
that
achieved
the

goal
(lesson
2)

EXCELLENT

GOOD

NEED
IMPROVEMENT

Lesson
3:

Aim:
At
the
end
of
the
lesson
SWBAT
consolidate
vocabulary
about
professions

through
matching
and
charade
activities.

Goals:
Match
the
name
of
the
job
with
its
corresponding
description.

Assessment:
Professions
and
occupations
worksheet

Evaluation:
Formative

In
this
lesson
students
worked
with
a
worksheet
where
they
had
to
match
names
of

jobs
with
their
descriptions.
After
an
allotted
time
to
work
on
the
worksheet,
the

teacher
asked
the
students
to
do
peer
correction,
checking
their
work
with
the
whole

class.

82%

10%

8%

Percentage
of
students
that
achieved
the

goal
(lesson
3)

EXCELLENT
(20
pts.)

GOOD
(10
-‐
19
pts.)

NEEDS
IMPROVEMENT
(0
-‐
9
pts.)

Lesson
4:

Aim:
At
the
end
of
the
lesson
SWBAT
produce
a
poster
with
pieces
of
advice
related
to

jobs
to
their
classmates.
Goals:
Produce
a
poster,
write
pieces
of
advice
and
work
in
groups.

Assessment:
Rubric

Evaluation:
Summative

Rating
scale:

Excellent:
Achieves
all
that
is
expected.
Excellent
work.
7
pts.

Good:
Accomplishes
the
criterion
but
leaves
room
for

improvement.
5
pts.

Adequate:
Does
not
completely
achieve
the
required
elements
but

shows
potential
for
improvement.
3
pts.

Poor:
Barely
meets
the
criterion.
It
needs
more
work.
1
pt.

Criteria
Points

Required
Elements

All
the
required
elements
are
included
on
the
poster
(title,
3
different

pieces
of
advice,
illustrations
and
names
of
group
members).

Images

All
illustrations
are
appropriate
and
relevant
to
the
topic
of
the
poster.

Information

The
text
is
accurate,
relevant,
and
produced
by
students
(it
is
not
copied

and
pasted
or
a
literal
translation).

Appearance

Words
are
easy
to
read
from
a
distance,
the
background
does
not

interfere
with
the
content
and
the
overall
poster
is
neat
and
well

organized.

Creativity

The
poster
has
attractive
colors,
designs
and
pictures
that
illustrate
and

enhance
the
content.
Students
made
effective
efforts
to
attract
the

viewers’
attention.

Use
of
class
time

Students
use
time
wisely
during
each
class.
They
focus
on
getting
the

project
done
and
finish
the
poster
on
time.

Group
work

All
members
collaborate
to
the
project.
Students
encourage
and
allow

everyone
to
participate.

Score:

In
this
lesson
students
had
to
create
a
poster
with
pieces
of
advice
for
the
career
the
other

group
chose,
including
personal
qualities
as
well
(funny,
punctual,
loyal,
etc.).

MDD 5

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