TIC Eva Peña Chico

LESSON PLAN

ICT Activities for Teaching English

in 5th Grade Primary Education
Name: Eva Peña Chico

Subject: Innovación educativa y TIC en la didáctica de la lengua inglesa

Academic Year: "2024-2025"

Professor: Radoslava Stankova Laykova

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Index

1. Introduction
2. Legal and Didactic Contents and Objectives
o Legal Framework
o Didactic Objectives
3. Methodology
4. Spatial-Temporal Organization
5. Activities
6. Materials
7. Assessment
8. Bibliography
9. Annexes

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1. Introduction

This lesson plan integrates Information and Communication Technology (ICT) into the
teaching of 5th Grade Englishin Castilla y León, aligning with Decree 38/2022 and
the LOMLOE 3/2020, which emphasize the importance of developing digital
competence as a transversal skill for all students (LOMLOE, 3/2020). Research has
shown that integrating ICT tools enhances student engagement, motivation, and the
development of 21st-century skills such as digital literacy, problem-solving, and
collaboration (Barberà & Badia, 2003).

Over a two-week period, students engage in dynamic activities using tools

like Kahoot, JClic, Google Jamboard, and KidPub. Studies indicate that using digital
platforms fosters creativity, autonomy, and collaboration, which are key aspects of
modern educational practices (Jonassen, 2000). By completing interactive
tasks and collaborative projects, students improve both their language skills and digital
competence.

2. Legal and Didactic Contents and Objectives

• Legal Framework

This lesson plan follows the principles established in the Decree 38/2022, of September
29, which regulates the curriculum for Primary Education in Castilla y León. It also aligns
with the Organic Law for the Improvement of Educational Quality (LOMLOE) 3/2020,
which emphasizes the importance of digital competence as a key educational goal for
students across all subjects (LOMLOE, 3/2020). The integration of Information and
Communication Technology (ICT) is a fundamental part of the curriculum, as it allows
students to develop essential skills for both academic and professional contexts
(Anderson, 2008). Research indicates that the use of ICT tools promotes active learning,
helping students engage more deeply with content and improving their problem-solving
skills (Jonassen, 2000).

The LOMLOE also recognizes the importance of inclusive education, ensuring that
students with diverse learning needs receive the support they require to reach their full
potential. This lesson plan incorporates differentiated instruction to meet the needs of

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students with Special Educational Needs (SEN), providing accessible materials, extended
time for assignments, and scaffolding techniques.

According to the curriculum, students in 5th Grade are required to receive 3 hours of
English per week. This plan divides the instructional time into six sessions of 60 minutes
each, spread over two weeks, ensuring students develop their listening, speaking, reading,
and writing abilities while also enhancing their digital competence (Barberà & Badia,
2003).

• Didactic Objectives

This lesson plan is structured around both general and specific objectives, addressing
students' linguistic, technological, and social development.

- General Objectives

1. Improve language skills: Students will practice listening, speaking, reading,

and writing using interactive tools like Kahoot, JClic, and Google Jamboard,
enhancing all aspects of language learning.
2. Foster effective ICT use: Students will learn to use digital tools for projects,
multimedia content, and collaborative work, supporting the development
of digital literacy.
3. Encourage active, autonomous, and collaborative learning: Through individual,
pair, and group activities (e.g., role-plays, blog posts, video projects), students
will develop self-regulation, teamwork, and active participation.

- Specific Objectives

1. Develop vocabulary and grammar: Interactive exercises

like HotPotatoes and JClic help improve vocabulary acquisition.
2. Create and present digital content: Students will produce blog posts on KidPub,
learning to organize ideas and use descriptive language while engaging in digital
storytelling.
3. Strengthen communication skills: Role-play activities will allow students to
practice real-life language use.

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4. Enhance listening comprehension: Interactive tools like Google Forms will

improve students’ ability to understand oral texts.
5. Promote digital citizenship and online safety: Students will learn responsible use
of digital tools and online safety, crucial for developing responsible digital
citizens.

These objectives align with the goals set by the LOMLOE, focusing on the development
of linguistic proficiency and digital competence to prepare students for the modern
world.

3. Methodology

This lesson plan adopts a constructivist and communicative approach, placing students at
the center of the learning process. The teacher facilitates this by guiding students through
practical, real-world tasks that develop both their language skills and digital competence
(Vygotsky, 1978).

The plan employs a combination of Blended Learning, Project-Based Learning

(PBL), Collaborative Learning, and Gamification.

1. Blended Learning: A combination of face-to-face and online activities helps

students engage with digital platforms like Google Jamboard and KidPub while
benefiting from peer interaction in the classroom (Garrison & Kanuka, 2004).
2. Project-Based Learning (PBL): Students complete long-term projects, such
as blogs and podcasts, which require collaboration and the use of ICT tools. PBL
fosters deeper learning by allowing students to apply their skills in real-world
contexts (Thomas, 2000).
3. Collaborative Learning: Activities such as role-play and group tasks promote
teamwork, ensuring that students with different learning needs can support each
other (Johnson & Johnson, 1999).
4. Gamification: Tools like Kahoot and JClic make learning enjoyable and
motivating by transforming routine tasks into fun, competitive challenges.

These methodologies foster essential skills such as critical thinking, problem-

solving, creativity, and digital literacy, preparing students for academic and personal
success in the digital era (Anderson, 2008).

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4. Spatial-Temporal Organization

This lesson plan spans two weeks with a total of 6 instructional hours. Each week
includes 3 sessions of 60 minutes each, for a total of 6 sessions (1 hour per day). Each
session is structured to ensure students engage in different types of learning experiences,
focusing on listening, speaking, reading, writing, vocabulary, and role-play. The first
week is dedicated to comprehension and grammar, while the second week focuses
on creative production and role-play.

Daily Time Distribution

Each 60-minute session follows the same basic structure:

• Warm-up (10 min): Introduction to the day's objectives and review of prior
knowledge.
• Main Activity (40 min): The core learning activity of the day (e.g., listening, role-
play, writing, or speaking tasks).
• Wrap-up (10 min): Reflection, peer feedback, and review of key concepts.

5. Activities

Week 1: Comprehension and Practice

• Day 1: Listening (60 mins)

Objective: Improve listening and comprehension skills.
Activity: Students brainstorm words related to friendship and watch a YouTube
video with subtitles. They then complete a comprehension quiz on Google Forms.
Wrap-up: Class discussion on the video's moral.
• Day 2: Speaking (60 mins)
Objective: Enhance speaking and pronunciation skills.
Activity: Students record a video message introducing themselves and talking
about their hobbies and goals.
Wrap-up: Students reflect on their recording experience and challenges.
• Day 3: Reading (60 mins)
Objective: Improve reading comprehension and grammar.
Activity: Students read a short digital story and complete comprehension and

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vocabulary exercises on HotPotatoes.

Wrap-up: Discuss the story's moral and real-life connections.

Week 2: Creation and Production

• Day 4: Writing (60 mins)

Objective: Develop writing skills through blog creation.
Activity: Students brainstorm vacation-related vocabulary and write a descriptive
blog post about their dream holiday on KidPub.
Wrap-up: Students provide peer feedback on each other’s blogs.
• Day 5: Role-play (60 mins)
Objective: Practice functional language through role-play.
Activity: Students act out shopping scenarios using Google Jamboard.
Wrap-up: Reflect on useful phrases and language learned.
• Day 6: Final Presentation and Reflection (60 mins)
Objective: Present blog posts and role-plays.
Activity: Students present their blog posts and role-play performances to the class.
Wrap-up: Class discussion on learning experiences and personal growth over the
two weeks.

6. Materials

The materials chosen for this lesson plan support active learning and digital competence
development.

1. Hardware
o Tablets: Used for interactive tasks like brainstorming on Padlet and
designing role-plays on Google Jamboard.
o Computers: Essential for creating blog posts on KidPub,
completing Kahoot quizzes, and accessing digital stories on Google
Docs (Lai, 2013).
o Headphones and Microphones: Support listening and speaking activities
like video-based comprehensionon YouTube and podcast recording.

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o Interactive Whiteboard: Facilitates class-wide brainstorming,

presentations, and interactive activities on Google Jamboard (Hattie,
2009).
2. Software
o HotPotatoes: Interactive platform for grammar and vocabulary exercises,
fostering independent practice and self-assessment (Barberà & Badia,
2003).
o Kahoot: Used for vocabulary and grammar quizzes, enhancing student
engagement and immediate feedback.
o JClic: Interactive platform for creating and completing matching
activities focused on vocabulary and grammar.
o Padlet: A collaborative tool for brainstorming and sharing ideas,
promoting active learning and peer collaboration (Jonassen, 2000).
o KidPub: Allows students to publish digital content like blogs,
promoting writing skills and digital citizenship (Miller & Murdock,
2013).
o Audacity: Software for podcast creation, encouraging creativity in
students’ speaking and listening activities.
o Quizlet: Flashcards and study tool for vocabulary review,
supporting autonomous learning (Lai, 2013).

These tools are essential for creating an interactive, collaborative, and self-directed
learning environment that supports the development of critical 21st-century
skills (OECD, 2018).

7. Assessment

The assessment process is continuous, formative, and summative, ensuring students

receive feedback throughout the learning journey. This method aligns with Black and
Wiliam's (1998) findings, which emphasize the importance of ongoing assessment to
enhance student learning and achievement. It evaluates students' progress in listening,
speaking, grammar, vocabulary, and digital competence.

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Evaluation Criteria

Students are assessed using a three-point scale for each key area:

CRITERIA POOR (1) GOOD (2) EXCELLENT (3)

Low Partial
Listening Skills comprehension understanding Full understanding
Full fluency and
Speaking Skills Lacks fluency Moderate fluency accuracy
Grammar &
Vocabulary Frequent errors Occasional errors Accurate use
Digital Creative and
Competence Limited use of tools Correct tool usage independent use

Assessment Tools

• Rubrics: Used to assess blog posts, role-plays, and video messages, ensuring
fairness and transparency. This approach is backed by Anderson (2008), who
notes that rubrics provide clear criteria and expectations, improving the
objectivity of assessments.
• Self-Assessment: Students reflect on their own progress using checklists,
encouraging autonomy and growth. Zimmerman (2002) highlights the
importance of self-regulation in learning, showing that self-assessment
fosters metacognitive awareness.
• Peer Assessment: Students review and provide feedback on their classmates'
work, fostering collaboration and critical thinking. Topping (2009) suggests that
peer assessment encourages active engagement and develops students' critical
thinking and reflective skills.

This assessment system promotes active reflection and supports students' language
development and digital competence, encouraging them to continuously improve their
performance and take responsibility for their learning (Hattie, 2009).

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8. Bibliography

• Anderson, C. (2008). Theories of Learning and Technology.

• Barberà, E., & Badia, A. (2003). ICT in Education: Aims and Practices.
• Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment
in Education, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
• Decree 38/2022, of September 29 (Castilla y León Curriculum for Primary
Education).
• Garrison, D. R., & Kanuka, H. (2004). Blended Learning: Uncovering Its
Transformative Potential. The Internet and Higher Education, 7(2), 95-105.
• Hattie, J. (2009). Visible Learning. Routledge.
• Jonassen, D. H. (2000). Computers as Cognitive Tools. Routledge.
• Ribble, M. (2015). Digital Citizenship in Schools. ISTE.
• Organic Law of Education (LOE) 2/2006 and LOMLOE 3/2020.

9. Annexes

Annex 1: Rubric for Assessing Blog Posts

Criterion Excellent Good Needs Improvement

Content The blog is fully The blog has good The text has a basic
developed, relevant, content, but lacks structure, but lacks
and detailed. some depth. fluency.
Spelling No spelling or Few spelling or Many spelling and
grammar errors. grammar errors. grammar errors.
Creativity Very creative, uses Uses images or Lacks creativity, does
images, colors, and colors, but not in an not use images or
attractive formatting. outstanding way. formatting.
Structure The text is well- The text has a basic The text is
organized, with clear structure, but lacks disorganized and
and cohesive fluency. difficult to follow.
paragraphs.

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Vocabulary Varied, appropriate, The text has a basic Limited or incorrect

usage and precise structure, but lacks vocabulary.
vocabulary. fluency.

Annex 2: Instructions for Using Google Jamboard

1. Access the Tool:

o Log in to your Google account using your school credentials.
o Go to Google Jamboard (search for "Jamboard" or access it via Google
Drive).
o Click on the "+" button at the bottom-right to create a new Jamboard.
2. Interact with the Board:
o Use the tools on the left sidebar to create notes (sticky notes), draw (with
different colors and brush thickness), or add images (from your computer
or the built-in image search).
3. Collaboration:
o Each student can add content in real-time. Students can comment on each
other’s work and collaborate on the board.
o The board can be saved and shared for later review.
4. Tips:
o Use the presentation mode to show your work to the class.
o If you cannot edit the board, make sure the correct permissions are set in
the "Share" menu.

Annex 3: Instructions for Using KidPub (Blog)

1. Access and Account Creation:

o Go to the KidPub website and register with your school account or
Google account.
o Once registered, you can start creating your blog by clicking on "Create
New Post".
2. Write and Design the Blog:
o Write your post in the text area. You can add images, videos, and links to
related pages.
o Use formatting tools (bold, italics, lists) to organize your content clearly.

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3. Publishing:
o When finished, click "Publish" to make your blog available to the class
or teacher.
o You can also save your draft if you don’t want to publish your work yet.
4. Review and Comments:
o Classmates can comment on your post. Be respectful with comments and
respond constructively.
o Read and comment on your peers' blogs to encourage collaboration.

Annex 4: Example of Role-Play Activity in Google Jamboard

Objective: Practice functional language for everyday situations, such as shopping.

1. Activity:
o Instructions: Divide students into pairs. Each pair will be assigned a role:
one as a customer and the other as a shop assistant.
o They will use Google Jamboard to create their own virtual shopping
mall, adding images of products and prices.
o The customer will ask questions about the products, and the shop assistant
will provide details on prices, features, and offers.
2. Possible Scenarios:
o Scenario 1: The customer wants to buy a T-shirt. The shop assistant has to
show the available options and give the price.
o Scenario 2: The customer is looking for a gift. The shop assistant should
suggest options based on the customer's interests.
3. Estimated Time:
o 10 minutes to design the shopping mall in Google Jamboard.
o 15 minutes for the role-play dialogues between pairs.
o 10 minutes for group reflection and review of the vocabulary used.

Annex 5: Example of Comprehension Quiz in Google Forms

1. Objective: Assess comprehension of a video on the topic of friendship.

2. Instructions:

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o After watching the YouTube video, students must complete

the comprehension quiz in Google Forms.
o The questions will include multiple-choice, fill-in-the-blank, and short-
answer formats.
3. Example Questions:
o What is the main message of the video?
▪ Option 1: The importance of sharing.
▪ Option 2: The importance of honesty.
o What key words were mentioned in the video? (write a short answer)
o What would you do if you were the friend in the video? (write a short
answer)

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