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Lesson Plan: Unit 4 – An Uninvented Inventions

Lengua Extranjera Inglés Nivel 4 17 ago 2026 Publicado en EdutekaLab · términos de origen

Unit 4. An uninvented inventions. Generate a lesson using the activities given and the links to have a lesson evaluated by a project and prepare an eportafolio to get the students' evidences, include (objectives, evidences, reflection ) The project will be evaluated by a rubric. Generate a rubric. Include in the lesson A). You will review different websites about sequencing tenses, take notes and report your results in a word document. B). Then, you will see a power point presentation about what a narrative text is, take notes and write them down in the same word document that you report your sequencing tenses results. 1. You will watch a video called Top 5 accidental food inventions. 2. Then, you will complete a chart about the inventions mentioned in the video. Materials https://youtu.be/Qzw-RzWEydM?si=-fWD1rO4_7vm3li7 https://www.bbc.co.uk/learningenglish/course/intermediate/unit-20/tab/grammar https://www.englishgrammar.org/sequence-of-tenses-exercise-2/ https://uapa.bunam.unam.mx/u/humanidades/past_continuous_review/ 3. You will read 4 different articles, will choose one of the inventions that you liked it. 4. You will pay attention on the sequence of events which are used in the description of the invention and will complete the graphic organizer with the information learned. (Use past tenses and passive voice). https://www.sciencealert.com/these-eighteen-accidental-scientific-discoveries-changed-the-world https://www.pbs.org/wgbh/nova/article/top-10-science-stories-2019/ https://www.smithsonianmag.com/science-nature/ten-most-significant-science-stories-2020-180976660/ https://classroom.google.com/c/NzA4NTMwNDg4NTY3/a/NzA4NTMwNDg4NjI4/details 5. You will prepare a script for a scientific digital history, you will talk about one of the discoveries you read, use the information learned and the sequence of events. 6. You will present your story , narrating the sequence of the scientific invention or discovery. (Use past tenses active or passive) 7. You will evaluate one your classmate´s projects. The information required: the invention, the inventor, setting (time & place), sequence, evolution, impact in the world, reflection, references). from 3 to 5 minutes.

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Lesson Plan: Unit 4 – An Uninvented Inventions

General Information

  • Level: Secondary (Ages 15-17)
  • Subject: English as a Foreign Language
  • Duration: 3 weeks (24 hours total; 8 hours per week)
  • Topic: Sequencing tenses, narrative texts, and scientific inventions
  • Project: Research and present a scientific invention story using sequencing tenses and narrative structures. Create a digital portfolio with evidences and reflections.

Learning Objective (SMART)

By the end of this 3-week unit, students will be able to research and analyze an accidental scientific invention, write a structured narrative using correct sequencing of past tenses and passive voice, and present their story orally in English for 3-5 minutes. They will also compile and reflect on their learning process in a digital portfolio.

Materials and Resources

Assessment Criteria and Rubric

Criteria Excellent (4) Good (3) Fair (2) Poor (1)
Content Accuracy (Invention facts, sequence, setting, impact) All information is accurate and detailed; clear sequence of events. Most information is accurate; sequence mostly clear. Some inaccuracies; sequence sometimes unclear. Many inaccuracies; sequence unclear or missing.
Use of Grammar (Sequencing tenses and passive voice) Correct and consistent use of past tenses and passive voice. Minor errors but mostly correct use. Frequent errors affecting clarity. Incorrect use; hinders understanding.
Organization and Clarity (Narrative structure and flow) Clear, logical structure; easy to follow. Organized but with minor lapses in flow. Some organization; ideas occasionally unclear. Disorganized and confusing.
Oral Presentation (Fluency, pronunciation, timing) Fluent, clear pronunciation; within time limit (3-5 min). Generally fluent; minor pronunciation issues; time mostly respected. Hesitant; pronunciation affects understanding; time exceeded or too short. Very hesitant or unclear; poor timing.
Digital Portfolio (Evidences, notes, reflection) Complete and well-organized portfolio with all evidences and thoughtful reflection. Mostly complete with good organization and reflection. Incomplete portfolio; reflection is basic. Portfolio missing or poor organization; little or no reflection.

Lesson Plan Outline

Week 1: Introduction and Grammar Review (8 hours)

Session 1 (2 hours) – Activating Prior Knowledge and Grammar Review

Objective: Students review sequencing tenses and narrative text basics.

  1. Warm-up (15 min): Teacher asks guiding questions about inventions students know and how to tell stories about past events.
  2. Grammar Websites Review (60 min): Students explore the BBC and EnglishGrammar.org sites about sequencing tenses and take notes in a Word document.
  3. Past Continuous Review (30 min): Students review the past continuous form using the UAPA link and practice exercises.
  4. PowerPoint Presentation (15 min): Teacher shows a presentation on narrative texts; students take notes in the same Word document.

Session 2 (2 hours) – Video and Chart Activity

  1. Video Viewing (30 min): Watch “Top 5 Accidental Food Inventions” video.
  2. Chart Completion (60 min): Students complete a chart with details about each invention (name, inventor, time, place, impact) based on the video.
  3. Group Discussion (30 min): Discuss how the inventions were accidental and their impact.

Session 3 (2 hours) – Reading and Selection

  1. Article Reading (90 min): Students read four articles about accidental scientific discoveries, choosing one invention they find interesting.
  2. Initial Selection (30 min): Students share their choice with peers and justify why they picked it.

Session 4 (2 hours) – Graphic Organizer

  1. Sequence of Events (60 min): Students use the articles to fill out a graphic organizer focusing on the invention’s sequence, using past tenses and passive voice.
  2. Teacher Feedback (60 min): Teacher checks organizers and provides feedback on grammar and content accuracy.

Week 2: Script Preparation and Portfolio Development (8 hours)

Session 5 (3 hours) – Script Writing

  1. Script Guidelines (30 min): Teacher explains the format and content requirements for the digital scientific history script.
  2. Script Drafting (150 min): Students write their scripts incorporating the sequencing of events, past tenses, and passive voice. Teacher circulates for support.

Session 6 (2 hours) – Oral Presentation Practice

  1. Practice Presentations (120 min): Students practice reading their scripts aloud in pairs or small groups, focusing on pronunciation, fluency, and timing (3-5 minutes).

Session 7 (3 hours) – Portfolio Assembly and Reflection

  1. Portfolio Setup (90 min): Students create their digital portfolios including:
    • Objectives
    • Notes from grammar review and narrative text
    • Completed chart
    • Script
    • Reflection on learning process and challenges
  2. Reflection Writing (90 min): Students write a guided reflection answering prompts about their research, writing, and speaking experience.

Week 3: Presentations and Peer Evaluation (8 hours)

Session 8 (4 hours) – Presentations

  1. Student Presentations (240 min): Each student presents their scientific invention story to the class (3-5 minutes). Teacher and peers listen actively.

Session 9 (2 hours) – Peer Evaluation

  1. Evaluation Training (30 min): Teacher explains the rubric and how to give constructive feedback.
  2. Peer Assessment (90 min): Students evaluate one classmate’s presentation using the rubric and provide written feedback.

Session 10 (2 hours) – Final Reflection and Teacher Feedback

  1. Reflection Sharing (60 min): Volunteers share their reflections and lessons learned.
  2. Teacher Feedback (60 min): Teacher provides final comments on portfolios, projects, and presentations. Discusses next steps for oral and written skills.

Teacher Notes and Recommendations

  • Scaffold grammar and vocabulary: Provide sentence frames for sequencing events and passive voice to support weaker students.
  • Use pair and group work: Encourage peer collaboration to increase confidence in speaking and writing.
  • Monitor time closely: Especially during presentations to keep within the 3-5 minute limit.
  • Prepare backup activities: For possible connectivity issues, prepare printed materials of articles and charts.
  • Encourage critical thinking: Ask students to reflect on how accidental inventions impact society and scientific progress.

Micro-plan de implementación

Micro-Plan for Implementation

  1. Preparation: Prepare the PowerPoint on narrative texts, ensure all links and materials are accessible, set up the digital portfolio platform.
  2. Starting the Unit: Begin Week 1 with grammar review websites and note-taking instructions. Emphasize the goal: to understand sequencing tenses and narrative structure for a project.
  3. Activity Flow:
    • Week 1: Grammar and content input, video and chart completion, reading and selection.
    • Week 2: Script writing and oral practice, portfolio building with reflections.
    • Week 3: Oral presentations, peer evaluation, and final reflections.
  4. Closing & Evaluation: Use the rubric to assess presentations and portfolios. Collect peer evaluations. Guide students in final reflections to deepen metacognition.
  5. Contingency Tips: If internet is unavailable, use printed materials of articles and grammar guides. For presentations, students can record audio on phones if live presentation is not possible.