1

Introduction for Trainers

Welcome to this training session! This guide is designed to help you effectively navigate and present the materials in the curriculum workshop.
Here’s what you need to know:
1. Scripts for Each Slide
Each slide in this deck is accompanied by a script to guide your delivery. However, we do not expect you to memorize the content.
Instead, review the scripts ahead of time and plan your presentation to match your personal style and delivery preferences. Use the
space provided under each slide for your personal notes or adjustments.
2. Customization and Preparation
As a trainer, it's essential to tailor the script to suit your voice, training approach, and the needs of your audience. This will help ensure
that the content feels authentic and engaging. We encourage you to rehearse beforehand and prepare your unique insights or examples.
3. Optional Interactive Activities
Time permitting, several optional interactive activities have been included. These are designed to enhance participant engagement and
understanding. Each activity includes clear, step-by-step instructions for smooth implementation.
4. Handouts and Supporting Materials
Several slides are supported by specific handouts to enrich the learning experience. Ensure these materials are distributed to participants
as needed. Here is a quick guide:
o Slides 42-43: Group Work: Make These Objectives SMART (Digital)
o Slide 46: SMART Objective Group Work (Digital)
o Slide 47: Attendees will receive digital handouts and will be encouraged to print the grade they are currently working on before
the session. In the trainer's folder, you will find a PDF with the possible answers.
o Scenario curriculum handouts: teachers receive one (Digital)
o Lesson Plan Format: There is a QR code in the handout on slide 46. They need to download or make a copy of the document. In
addition, they could download before the session.
o Slides 2 and 83: Pre-Test and Post-Test: (Digital – QR/Link)

All materials will be included in the attendees' folder on Teams. Trainers should download these materials to their USB drives to
share them with attendees who were unable to access them prior to the session. Additionally, these materials, including the
presentation in PDF format, will be posted on the English Network one day before the session.

These resources will provide participants with tangible tools to apply the training content effectively in their educational settings.

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Final Tips
This training is an opportunity to inspire and guide teachers in implementing the curriculum. By preparing thoroughly, embracing flexibility, and
customizing the content to your style, you can deliver a session that is both impactful and memorable. Let's make learning an engaging and
collaborative experience!

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Slide 1 Slide Title: Lesson Planning and Competency-Based Curriculum

Time Estimate: 2 minutes

Purpose: Set the tone for the session and introduce the focus on lesson
planning within the competency-based curriculum.

Greetings: "Good [morning/afternoon], everyone! Welcome to today’s

session. My name is [Name], and I am honored to be here with you as we
work together on this transformative journey for education in Panama."

Introduce the session. "Today, we will focus on how lesson planning can
drive meaningful change under Panama’s competency-based curriculum.
This curriculum marks a significant step in preparing our students for the
challenges and opportunities of the future."

Set the tone. "This session is a chance to collaborate, reflect, and build
strategies that will directly impact the success of our students. Please feel
free to share your thoughts or ask questions as we move forward. Let’s
begin."
Slide 2 Slide Title: Pre-Test

Time Estimate: 5-10 minutes

Purpose: Collect information to see what teachers know about the
curriculum before the training to assess the success of the training overall.

Introduction: "Before we get started, let's do a quick check of what you

know! Scan this code, or use the link, to open the Microsoft form. This is a
short pre-test."

"We will take about 5-10 minutes to complete the pre-test. please work on
your own."

Allow time for the teachers to complete the pre-test. This test can be taken
on phones, tablets or laptops.

Transition: "Thank you for taking the time to take the pretest. Were you
surprised? How many answers do you think you already knew? In this
session we will cover all the topics on the pretest, and so much more!"

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Slide 3 Slide 2: Agenda for February 21, 2025
Agenda for February 21, 2025 Time Estimate: 2 minute

1. Welcome and Objectives Overview Purpose: To provide a quick overview of the session's structure.
2.Understanding and Working with the Curriculum

3.Planning for Competency-Based Teaching Review the agenda: "Here is our agenda for today. First, we will overview
4.Planning Engaging Lessons: The Learning
the components of the new competency and standards based curriculum.
Sequence and First Daily Plan
From there, we’ll move into planning for competency-based teaching and
5.The Action-Oriented Approach in Practice designing and sequencing engaging lessons with a clear alignment to
6.Reflecting on Learning standards, outcomes, and objectives.
7.Closing and Reflection
We will then explore the Action-oriented approach to support learning.

Finally, we will reflect on what we’ve learned, and end with a closing
reflection.

Slide 4 Slide Title: General Session Objectives

Time Estimate: 1 minute
General Session Objectives
Purpose: Clearly present the session objectives without reading the slide.
• Teachers will identify the components of the curriculum: the
standards, the competencies, and the scenarios
"Today, we have five key objectives to guide our work. First, we’ll identify
• Teachers will identify the level of English for their grade, and
understand the progression the curriculum’s components—the standards, competencies, and
scenarios—so we have a clear foundation.
• Teachers will outline the connection between
Communicative Teaching and the Action Oriented Approach
We’ll also review the progression of English levels, helping you understand
• Teachers will develop SMART objectives for learning
sequences what’s expected for your grade.
• Teachers will develop a lesson planner and lesson plans to
support competency development t with curriculum goals Next, we’ll outline how Communicative Teaching supports the Action-
Oriented Approach, giving practical strategies to connect these
methodologies.

From there, we’ll focus on developing SMART objectives for your learning
sequences and using those objectives to build lesson plans that align with
the curriculum’s goals and support competency development."

Transition:
"With these objectives in mind, let’s begin by looking at the components of
the new curriculum."

Optional Engagement (if time permits):

5
 "As you think about these objectives, consider: Which objective do you feel
most confident you can achieve? Which one might be challenge to
accomplish? Which objective relates to areas where you have questions? If
anyone would like to share, we have time for one or two quick responses."

Slide 5 Slide: Understanding and Working with the Curriculum

Time Estimate: 1 minute

UNDERSTANDING Purpose: To transition into the curriculum content.

AND WORKING WITH
THE CURRICULUM Present the purpose:
"In this section, we will focus on understanding the components of the new
February 21st, 2025 competency-based curriculum and how they guide teaching practices."

Transition:
"Now, let’s move forward and explore the components of the curriculum in
more detail."

Optional engagement:
Ask if anyone has participated in the development of the curriculum and
would like to share their experience.

Engage prior knowledge: "What do you already know about competency-

based curriculums? How might this approach differ from what you are used
to? We can take one or two brief responses before continuing."

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Slide 6 Slide: Session Objectives

Time Estimate: 2 minutes

Purpose: To introduce the specific objectives for this section of the session.

Explanation:
"In order to work with the curriculum effectively, we need to understand
some of its key components.

In this section, we will focus on identifying and aligning curriculum

standards, competencies, and outcomes.

We will also define core aspects of the curriculum for developing English
learning in the classroom and explore how the 21st-century project grounds
the theme-based lesson planner."

Transition:
"Let’s explore how curriculum standards and competencies are defined and
used in practice."

Optional engagement:

"Do you have any experience with aligning standards and competencies.
How does this process currently look in your classroom? What are some key
questions you have about alignment? If anyone would like to share, we can
take one or two quick thoughts before moving forward."

"Write down two or three questions you want to be able to answer by the
end of this session. As we continue, when you learn the answer make a
note. We can use these to check-in as we work together."

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Slide 7 Slide: The New English Curriculum - Think, Pair, Share

The New English Curriculum Time Estimate: 5 minutes

Purpose: To activate participants' prior knowledge about the curriculum

components through a collaborative activity.
• Think Make a list of at least 10 things
Introduce the activity:
• Pair you know about components "Let's reflect on what we already know about the components of the new
• Share of the curriculum. English curriculum."

Think phase:

"Take one minute to write down as many components of the curriculum as

you can. Don’t worry if you can’t think of all 10—just list what comes to
mind."

Pair phase:
"Now, pair up with someone next to you. Combine your lists and discuss
your ideas to create one shared list of at least 10 components."

Share phase:
"Let’s quickly hear from a few pairs. Share one or two components from
your list that stood out to you."

Transition:
"As you can see, you already know quite a bit about the curriculum, and
have some ideas that will help guide you. In fact, you may be surprised at
how prepared you are for the new curriculum, because this work builds on
your knowledge and experience, while helping you become even more
effective in your teaching contexts."

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Slide 8 Slide 7: The New Theme Lesson Planner - Key Features
The New Theme Key Features
Lesson Planner Time Estimate: 2 minutes

1 The CEFR: The Common European Framework of Purpose: To provide an overview of the first four key components of the
Reference. lesson planner.
2 5 Skills: Speaking, listening, reading, writing, and
Explanation:
mediation!
"You’ve already started to identify components of the curriculum. Let’s now
3 The Standards: Benchmarks for what all students will
look at the first four key components in more detail."
achieve.
4 Outcomes: The results of the learning in the class Present the content:
that help students achieve the standard.
"First, we will see the CEFR, or Common European Framework of Reference,
which provides a standardized framework for measuring language
proficiency.

As language teachers, the next component is very familiar, the five skills—
speaking, listening, reading, writing, and mediation—represent a holistic
approach to language development. Mediation is a critical skill for
communication not only in English but between many languages. We will
learn more about this skill shortly.

Next, we have the standards. We have the general standards, the BIG Goals
we all want to achieve, and the specific standards, that help you customize
learning for what your students can do in the classroom. This helps you
achieve learning process.

The standards are support by outcomes. Outcomes are the results of

classroom learning. This is performance you can observe to see that
students are achieving their goals."

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Slide 9 Slide 8: The New Theme Lesson Planner - Key Features

Time Estimate: 2 minutes

Purpose: To provide an overview of the remaining three key components of

the lesson planner.

Transition:
"Other components of the curriculum you may have heard about include
the 21st-century projects.

These 21st century projects help you organize real-world scenarios to

provide students with opportunities to apply the English they are learning
in meaningful ways. The projects are all connected to real-life contexts for
the children of Panama, reflecting the world around you, which is a rich
book to work from to develop language. Further, the 21st century project
work prepares students to use English to communication and work with
others, important for a successful work and family life.

"The standards are the goals, the outcomes are the results, and the
Competencies define the specific knowledge of English and understanding
of how to use English to communicate in social ways in the real-world. The
Competencies are what learners can actually accomplish with the
language."

"We will also explore objectives. Objectives are the specific aims of each
lesson, carefully planned by the teacher. Objectives connect directly to the
outcomes and standards, providing a clear structure for achieving the goals
of the curriculum. Teachers create their objectives so the curriculum can be
realistic to your context of learning and what you and your students can do
in your classroom."

Transition to the next part:

"Let's take a detailed look at each of the components."

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Slide Slide Title: The CEFR and Language Proficiency Levels
Time Estimate: 2 minutes
10
Purpose: Provide an overview of the CEFR and its role in the curriculum.

Introduction:
"The curriculum is based on the Common European Framework of
Reference for
Languages, or CEFR. This framework helps organize courses and track
students’ language progress systematically."

Explanation:
"The CEFR outlines six proficiency levels. These levels are then grouped into
three categories:

Basic User, which includes levels A1 and A2.

Independent User, covering levels B1 and B2.

Proficient User, which includes levels C1 and C2.

The CEFR allows one to quickly describe the English level of ability in a way
that is
recognized globally. Each level describes what learners can do in listening,
speaking, reading, and writing, and mediation."

"By aligning with CEFR, we ensure that our standards and teaching practices
in Panama meet internationally recognized standards.
This consistency supports both teachers and students, promoting equity in
education across different regions of the country and preparing all of our
students for their dreams
and future aspirations, in Panama or beyond."

Transition:
"In the next section, we will explore how CEFR descriptors can guide lesson
planning and
help achieve curriculum goals."

Optional Interaction:
Ask:
"Has anyone here had an opportunity to experience working with CEFR
levels to plan for

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 classroom learning?"

"How do you find using the CEFR helpful for organizing lessons?"

Slide Slide Title: The CEFR in Panama

11 Time Estimate: 3 minutes

Purpose: Explain how Panama’s customized CEFR levels reflect both

language development and students' social and cultural growth,
highlighting the progression across grades and stages.

Transition from Previous Slide:

"The CEFR is an international scale that can be used for local use. Panama
has customized its own CEFR levels to better align with our national
educational goals and context."

Explanation:
"We have adapted the CEFR into a progression of levels that reflect the
specific stages of language learning for our students.

Panama’s customized CEFR levels reflect students’ linguistic growth

alongside their understanding of the world around them:

Foundational Learner (Pre-A1.1 to Pre-A1.4): Pre-K to Grade 2

At this stage, students focus on their immediate surroundings. They talk
about their family, their daily routines, and their school. By Grade 2, they
start describing simple elements of their world, such as their favorite foods,
animals, and places.

Beginner (A1.1 to A1.3): Grades 3 to 5

Students expand their language skills to explore their community and
Panama’s natural beauty. They begin talking about local landmarks, the
rainforest, the oceans, and their community. They describe people and
activities in their neighborhoods, fostering a connection between their
language learning and their cultural identity.

High Beginner (A2.1 to A2.4): Grades 6 to 9

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Here, students deepen their ability to express themselves in English, using
more complex sentences and vocabulary.
During these years, students reflect on who they are and their connection
to Panama’s rich heritage.

They use language to explore topics like the country’s biodiversity, cultural
traditions, and historical significance, gaining a deeper appreciation for
Panama’s identity and their role within it.

Pre-Intermediate (B1.1 to B1.3): Grades 10 to 12

In their final years, students refine their ability to use English for academic
and professional purposes. They express their aspirations, share their
vision of Panama in the global context, and discuss who they want to be.
They also use language to explore how they can contribute to the country’s
development and represent its values on the world stage."

Relevance:
"This progression ensures that students’ language learning is intertwined
with their growing understanding of Panama as a nation—its culture,
environment, and future—helping them develop as both confident
communicators and proud citizens."

Transition:
"By using this customized approach we can help our students develop the
English skills for success today and in the future. Let's learn more about the
skills of English."

Optional Engagement:
Ask:
"How do you see your students responding to lessons that connect
language learning with Panama’s environment, culture, and future?"

"If you have used lesson that are customized with local Panama context,
what was your experience? How did your students react?"

"Are there specific topics that inspire more engagement in your

classrooms?"

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Slide Slide Title: The Five Skills

12 Time Estimate: 3 minutes

Purpose: Explore the 5 skills of English in the Panamanian curriculum

Transition:
"Building on the customized CEFR levels, these five essential skills supports
students ability to learn and make progress in English."

Explanation:
"Let’s take a brief look at the five skills that guide students' language
development:

Listening: This skill helps students comprehend spoken language. Whether

they’re following classroom instructions or listening to conversations, it
forms the basis of effective communication.

Reading: Reading allows students to engage with written texts, helping

them build comprehension skills that grow from simple sentences about
family or community to complex academic texts.

Speaking: Speaking enables students to express themselves, from

describing their surroundings in early grades to discussing aspirations and
Panama’s future in high school.

Writing: Writing builds students’ ability to communicate ideas clearly,

starting with basic sentences and evolving into structured essays or
reflections on their heritage and identity.

Mediation: Mediation is about bridging gaps—helping students connect

ideas and communicate effectively across contexts, cultures, and languages,
preparing them to represent Panama on the global stage."

Relevance:
"These five skills are embedded across all CEFR levels to ensure that
students develop comprehensive language abilities. They don’t just learn
English—they learn to use it in meaningful ways to connect with their
environment, culture, and future goals."

Transition:

14
 "Each of the 5 skills have specific modes of learning. Understanding this is
important as it helps us expand upon communicative language teaching to
competency based teaching that is action-oriented."

Slide Language Skills and the Action-Oriented Approach (1)

13 Time Estimate: 5 minutes

Purpose: Explain how each of the five skills breaks into two modes
(receptive, productive, interactive, mediation) and introduce the how
communicative language teaching is the foundation and support of the
action-oriented approach, using a practical example to clarify the
difference.

Transition:
"Let’s look at how each skill functions within two specific modes."

Explanation of Skills and Modes:

"Each skill fits into specific modes that guide how students interact with
and use language:

Listening: This skill operates in both the receptive and interactive modes.
Students listen to understand information and respond in conversations.

Speaking and Writing: These are productive and interactive skills. Students
create language, whether by expressing ideas in conversations or
composing written texts, while also engaging in exchanges with others.

Reading: This skill focuses on comprehension of written texts and includes

phonemic awareness—the ability to recognize and work with sounds in
words, which is foundational in early grades.

Mediation: Mediation includes interpreting and connecting text, concepts,

and communication. For example, students might explain the meaning of a
text to a peer or clarify ideas during a group discussion."

15
Slide Slide Title: Language Skills and the AoA Part 2

14 Communicative Approach Action-Oriented Approach Time Estimate: 5 minutes

From
to Real-
World Go straight,
Purpose: Clarify how communicative language teaching (CLT) supports the
Practice
Application then turn
left.
action-oriented approach (AoA) with practical examples, building directly
Focus is on
mastering Go
Turn
Builds on prior on the first slide.
vocabulary and straight knowledge by
sentence left applying
structure language to
through meaningful,
repetition and real-world task.
practice.
Explanation of CLT and AoA:
"Communicative language teaching focuses on fluency and accuracy by
practicing vocabulary, grammar, and structured communication.
Why It Matters It is focused on ensuring students can use language correctly and
By combining practice with meaningful tasks, students learn to use
English confidently in academic, social, and professional context confidently.

The action-oriented approach BUILDS on this by making language a tool for

completing meaningful, real-world tasks.

Students become ‘social agents,’ using English to solve problems,

collaborate, and engage with the world."

Practical Example:
"To make this distinction clear, let’s use teaching directions as an example:

In the communicative approach, students practice phrases like, 'Turn left' or

'Go straight,' using flashcards or repeating sentences. The focus is on
mastering the vocabulary and sentence structures.

The Action-Oriented approach than builds on this learning experience by

having students apply the language in a real-world tasks.

For example, they might work in pairs to give directions to a partner on a

map or complete a scavenger hunt in English.

The purpose is more than practicing the language, it is about using in

meaningful task ways.

Relevance:
"As we build on what we know from the communicative approach and add
relevant, meaningful, real world tasks, we can ensure that students are
developing to use English in practical, everyday situations.

16
 By incorporating real-world tasks and projects, the curriculum prepares
students to succeed in academic, social, and professional contexts."

Optional Engagement:
Ask:
"Make a list of five of your favorite communicative language activities.
Brainstorm with your group to add Real-World Action-Oriented tasks to
those activities? How does this expand on your current classroom practice
to make language learning purposeful for you and for your students?"

"How do you see this shift benefiting your students?"

Slide Slide Title: Standards

15 Time Estimate: 2 minutes

Purpose: Introduce the purpose and role of standards in the English

curriculum and connect them to the previous discussion on CLT and AoA.

Transition:
"As we’ve seen, the action-oriented approach builds on communicative
language teaching by encouraging students to apply their language skills in
meaningful, real-world tasks.

Standards provide the structure to ensure this happens consistently across

classrooms in Panama."

Explanation:
"Standards define what students are expected to achieve at each stage of
their language development.

They outline what students should know and be able to do and serve as a
guide for teachers to align classroom activities with measurable outcomes.

In Panama, our standards are written as 'can-do' statements and aligned

with the CEFR, ensuring clear goals and international consistency."

Relevance:
"By linking real-world tasks with specific 'can-do' outcomes, standards
ensure teaching is focused, consistent, and connected to meaningful

17
 progress. They help students and teachers see proficiency when students
communicate with English."

Transition:
"To further understand the standards, we have created a scope and
sequence. Here you can see the General Standards we want all students to
achieve."
Slide Title Slide: The Scope and Sequence of the Curriculum

16 Show briefly and move to the next slide.

Slide Slide Title: General Standards

17 Time Estimate: 4
minutes

Purpose: Introduce the general standards within the scope and sequence
framework, emphasizing their purpose and connection to the modes of the
five skills.

Introduction:
"Let's take a closer look at the scope and sequence for the general
standards. This document organizes the progression of English language
learning across all grades, from Pre-K to Grade 12."

Explanation:
"The scope and sequence provides a structured overview of what students
are expected to achieve at each grade level and proficiency level.

These general standards represent the broad goals we want all students to
reach as they develop their English skills.
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 Each section of the scope and sequence aligns with the five skills and
reflects their progression from foundational learning in Pre-A1.1 to pre-
intermediate proficiency at B1.3"

Modes of Skills:
"The general standards in the scope and sequence describe the highest
level of the skill and reflect both modes of the skill.

Optional: As time permits, or as necessary review the modes of the skill.

Listening: Receptive and interactive

Reading: Reading and phonemic awareness
Speaking: Productive and interactive
Writing: Productive and interactive
Mediation: text, concepts, and communication

Relevance:
"This scope and sequence is a critical tool for teachers. It provides a map for
student progress."

Transition:
"Let's take a closer look at how to navigate the scope and sequence."
Slide Slide Title: Navigating the Scope and Sequence
Grade Pre-K K 1 2
The scope and sequence

18
Pre A1.1 Pre A1.2 Pre A1.3 Pre A1.4
provides a map of student
progress, from
Proficiency
level Foundational Learner

Can
The general standards
Time Estimate: 2 minutes
foundational levels (Pre- Can
demonstra
te for each skill are
Can Can comprehen
A1.1) to pre-intermediate recognize
and
recognize
and
respond to
identify
sounds and
sion of
sounds, provided at each
proficiency (B1.3), aligned
respond to show familiar

Purpose: Guide teachers through understanding the structure and purpose

familiar
basic
sounds,
spoken
sounds,
comprehen
sion of
words, and
basic proficiency level,
to specific grades.
words, and familiar phrases,

showing what
words, and
Listenin phrases words and follow
phrases
g with basic instructions
using
gestures, phrases , and get

students should
of the scope and sequence, focusing on proficiency levels, skill progression,
gestures,
visual cues, spoken the gist of
simple
or short slowly and conversatio
words, or
utterances. clearly. ns when
achieve as they
phrases.
spoken
slowly and
clearly.
progress.

By reading through the

Can show
understand
ing of the
general
meanings
Can show
understand
ing of main
ideas of
Can
recognize
Can get the
gist and
recognize
familiar
and its overall purpose.
stories words in
of stories familiar

skills at each level, you

when they simple
when they words in
are heard texts when
are heard simple
Reading and they are
and texts.

can see how language

supported supported
supported
with with
with

Explanation:
pictures. pictures.
pictures.

develops progressively Can use

Can Can use
year over year. Can name
identify
things
basic
language
basic
language

"The scope and sequence is organized by proficiency levels, starting with

and
things and using and
formulaic
engage in simple formulaic
Speakin expressions
simple words and expressions
g to describe
exchanges. engage in to ask and
things and
very simple respond to
answer
exchanges. questions.

foundational learning at Pre-A1.1 and advancing to pre-intermediate

questions.

Can Can

Scope and Sequence

communic communic Can

The skills are

proficiency at B1.3.
ate simple ate simple Can write compose
ideas ideas by about simple
through copying oneself sentences

sequenced from Pre- Writing

drawings
and
symbols.
words and
with
drawings
using
simple
words.
to express
simple
thoughts
Purpose
K through Grade 12. and
symbols.
and ideas.
The scope and sequence organizes
Can
expectations for teaching and
learning, ensuring alignment with
Each level is aligned with specific grades, giving you a map of what students
combine
basic
Can use mediation
Can use
basic
strategies
basic
strategies
for
Can use
mediation
strategies
strategies
such as
asking for
clear,measurable goals across all
skills and grades
should achieve at each stage."
to clarify clarification such as clarification
meanings and ask gestures , repetition
Mediation such as for and body of key ideas
drawings repetition language and use of
and body to support to express gestures
language. understand basic ideas. and visuals

"For each skill—Listening, Reading, Speaking, Writing, and Mediation—the

general standards are provided at each proficiency level. These standards

19
 outline what students are expected to accomplish as they progress in their
learning."

"By reading through the skills at each level, you can see how language
develops progressively year over year. For example, in reading, students
move from recognizing familiar words with pictures in the early grades to
interpreting academic texts by high school."

"The skills are sequenced from Pre-K through Grade 12 to ensure a

consistent and logical progression across all grades and levels."

Relevance:
"This scope and sequence is essential for teachers because it organizes
expectations for teaching and learning in a way that is clear and
measurable. It ensures alignment across all skills and grades, giving you the
tools to guide students toward success."

Transition:
"Next, we’ll explore how the standards connect to scenarios and themes,
providing context for real-world language use and helping you bring the
scope and sequence to life in your classroom."
Slide Slide Title: Introduction to Scenarios and Themes

19 Time Estimate: 2 minutes

Purpose: Introduce the Scenarios and Themes within the scope and
sequence framework, highlighting how they contextualize language
learning.

Explanation:
"Building on the general standards, the scenarios and themes provide the
real-world
context for learning English. They show how language skills are applied to
meaningful,
practical tasks in everyday situations for students in Panama."

"The scenarios represent common situations where students use English to

communicate, such as meeting new people, exploring their environment,
or learning about Panama's
heritage.

20
Each scenario is paired with themes that guide more specific areas students
will explore.

For example:
In Kindergarten, Scenario 2: Our Routines students engage with simple
commands like
'Pick it up!' and 'First, I sit down,' giving them a practical reason to use
English in their
daily classroom routines.

In Grade 4, Scenario 4: Visiting the Panama Canal students learn about

Panama’s history
and culture, using descriptive language like 'huge' and 'historic' and
explanations with 'because,' connecting English to a deeper understanding
of their country’s significance.

In Grade 12, Scenario 2: My Personal Success Story students reflect on their

achievements and future goals, discussing themes like community service
and career aspirations.

This prepares them to succeed in academic and professional settings, using

English to contribute to and represent Panama’s future."

Relevance:
"This structure makes English learning purposeful, helping students see the
relevance of
language to their lives, their culture, and the greater world."

Transition:
"Let's take a closer look at how to navigate the scenarios and themes in the
scope and
sequence."

21
Slide Slide Title: Scenarios and Themes: How to Navigate

20 Time Estimate: 2 minutes

Purpose: Guide teachers on how to navigate the scenarios and themes

section of the scope and sequence, explaining the role of scenario numbers,
Scenario
Numbers on the colored tabs, and the connection to the Big Ideas.
Left, Read from
Top to Bottom The color coded
tabs tell you how
each scenario
connects to the "Let’s look at how to navigate this section of the scope and sequence."
big ideas.

Explanation:
Colored Tabs Big Ideas are informed by the content areas of "Here’s how it’s organized:
align with the science, math, art, and social studies from the
4 Big Ideas of general education curriculum
the Curriculum
Scenario Numbers: Each scenario is numbered and listed in the left-hand
column, read from top to bottom. This structure makes it easy to locate and
follow scenarios across grades.

Colored Tabs: The colored tabs at the top align each scenario with one of
the Four Big Ideas of the curriculum: Expressing Ourselves and Connecting
with Others, Family and Society, Nature and Wellness, and Being Local and
Global Citizens. These tabs help you see the focus of each scenario at a
glance.

Big Ideas Context: The Big Ideas are informed by content areas from the
general education curriculum, such as science, math, art, and social studies.
This ensures that English language learning is integrated with broader
academic goals."

Relevance:
"By organizing the scenarios and themes in this way, the scope and
sequence connects language learning to real-world tasks and topics that are
authentic and relevant to Panamanian students."

22
Slide Slide Title: Creating the English Curriculum Based on Standards of
Competency and Learning Outcomes
21
Time Estimate: 2 minutes

Purpose: Connect scenarios and themes to the structured competency-

based framework, showing how the curriculum organizes skills and their
modes into meaningful, measurable learning goals.

Transition:
"Building on the meaningful, real-world contexts provided by scenarios and
themes, the curriculum organizes English competencies into a structured
framework.

Rather than offering a decontextualized list of skills, scenarios and themes

embed these competencies into practical, relevant situations."

Explanation:
"This framework connects the specific standards to the development of
each skill in its appropriate modes—receptive, productive, interactive, and
the modes of mediation.

Through this process, students develop language skills that progress

systematically, connecting their learning to real-world tasks and their
communicative journey toward the future."

Relevance:
"This structure ensures that as you use the curriculum, you are helping
students achieve measurable outcomes and preparing them to use English
effectively in academic, social, and professional contexts."

23
Slide Slide Title: What are 21st Century Projects?

22 Time Estimate: 2 minutes

What are 21st Century Projects?
21st Century Projects
Purpose: Explain how 21st Century Projects connect standards,
21st Century Projects are real-world tasks where students integrate their learned skills, competencies, and
outcomes to create something. These projects are designed to apply language skills in authentic,
competencies, and skills to real-world, developmentally appropriate, and
collaborative scenarios and develop 21st-century skills like critical thinking, creativity, collaboration, and
digital literacy.
Panama-centered tasks, while fostering 21st-century skills.
Why they are important: These projects prepare students to use language to talk about things that are
relevant and real-world learning experiences. Transition:
"Scenarios and themes contextualize the standards, and competencies
How they support the curriculum: A 21st century project is a focus for a series of lessons. It helps connect
the language students learn day-over-day. guide language learning.

21st Century Projects bring these elements together, providing

opportunities for students to apply their skills in meaningful, real-world
ways."

Explanation:
"21st Century Projects are designed to integrate the curriculum’s skills,
competencies, and outcomes into authentic and developmentally
appropriate tasks.

These projects:

Develop Communication Skills: Students apply listening, speaking, reading,

writing, and mediation in purposeful, real-world contexts.

Are Centered on Panama: Projects reflect local relevance, connecting

students to their culture, environment, and communities.

Foster 21st-Century Skills: They align with the 4 C’s—critical thinking,

creativity, collaboration, and communication—preparing students for the
demands of the modern world.

Relevance:
"21st Century Projects ensure that students use language in ways that are
practical, connected to their lives, and rooted in the context of Panama
while fostering essential skills for their future."

24
Slide Slide Title: 21st Century Project Ideas
Time Estimate: 3 minutes
23
Purpose: Show how 21st Century Projects align with scenarios and themes,
connecting language skills to real-world tasks while adapting to classroom
contexts and technology access.

Explanation:

"Each project connects to a specific scenario and theme, giving teachers

flexible options to engage their students.

"Let’s take Grade 4, Scenario 1: Visiting the Panama Canal as an example. In

this scenario, students learn descriptive language and verbs to talk about
the Canal, such as 'The ships are big because...' or 'A ship is crossing the
Canal!' They practice using adjectives and explanations to describe an
important Panamanian landmark.

The project ideas then build on this learning by helping students apply
these same language skills to their local context.

For example:

Favorite Place Poster: Students describe their favorite places in their

neighborhood using the descriptive language they practiced, like 'because'
and 'the best.'

Virtual Neighborhood Walk: Using a digital map tool, students label favorite
spots and create a 'tour' of their neighborhood, applying environmental
awareness and communication skills.

Neighborhood Storybook: Students write a story about their neighborhood,

using superlatives like 'the most interesting' and 'the biggest,' drawing on
the descriptive and explanatory skills they developed in the scenario.

By shifting the focus from the Canal to their personal surroundings,

students further contextualize what they’ve learned, connecting language
development to their real lives."

Technology Integration:

25
 "Knowing that everyone has different levels of knowledge and access to
technology, 21st century projects suggest both low-tech and high-tech
options for teachers.

High-tech projects might include creating digital maps, storybooks, or

presentations.

In low-tech classrooms with limited technology access, students can design

or outline these projects on paper, fostering critical thinking and
technological awareness."

Relevance:
"By aligning with the scenarios and themes, 21st Century Projects ensure
that language learning is meaningful, relevant to students’ lives, and
focused on building practical skills for the future."

Slide Slide Title: Finding the Standards, Outcomes, and Competencies

24 1 Find the standards for speaking. Find the Time Estimate: 10 minutes
general standard, two specific standards
and a learning outcome for speaking.
Finding the What do you notice? Purpose: Guide participants through an activity to explore and connect the
Standards, Outcomes Find the standards for listening. Find the
standards, outcomes, and competencies in the curriculum, encouraging
2
and Competencies general standard, two specific standards reflection and understanding.
and a learning outcome for listening.
Look in the curriculum handout and What do you notice?
answer the following questions:
Introduction:
3 Find the competencies section. Read "We’ve have been discussing the curriculum. Now, let’s take some time to
through all three competencies.
What do you notice? explore these elements more closely by reviewing the documents in front
of you."

Activity Setup:
"I will pass out the Scope and Sequence, including the general and specific
standards, as well as a scenario relevant to your grade level.

You can also choose a scenario that fits your teaching context.

Together, we’ll review the standards, outcomes, and competencies."

Guided Activity:
"I'll show some questions on the screen. Each of these questions will
appear step by step. Take your time to find the details in the documents,

26
and feel free to discuss them with the person next to you. Afterward, we’ll
reflect together as a group."

Click 1: Question 1 Appears

"Find the standards for speaking. Locate the general standard, two specific
standards, and a learning outcome for speaking. What do you notice about
how these elements connect to each other and the curriculum
framework?"

[Give participants 3 minutes to review and discuss.]

Example answer: I notice that speaking includes two skills: interactive and
productive. Interactive tasks focus on conversation and collaboration, like
engaging in discussions or responding to others' ideas. Productive tasks, on
the other hand, involve individual performance, such as giving a speech or
presenting in front of others. The standards clearly outline both skills to
help teachers design balanced lessons that develop students’ ability to
communicate effectively in diverse situations.

Click 2: Question 2 Appears

2. "Find the standards for listening. Locate the general standard, two
specific standards, and a learning outcome for listening. Again, think about
how these standards build toward the learning outcome and how they
connect to the skills we’ve discussed."

[Give participants 3 minutes to review and discuss.]

Example answer: Listening integrates both receptive and interactive skills.

Receptive tasks focus on understanding tone, intent, and details, while
interactive tasks involve interpreting and discussing what is heard. This
combination ensures students can both process information independently
and engage in collaborative discussions about it.

Click 3: Question 3 Appears

3. "Turn to the competencies section. Read through all three competencies.
What do you notice about their relationship to the standards and learning
outcomes? How do these competencies shape the overall goals of language
learning in this curriculum?"

[Give participants 3 minutes to review and discuss.]

27
 Example answer: There are three competences: linguistic, which focuses on
grammar, vocabulary, and pronunciation; pragmatic, which is about using
language to achieve goals like making requests; and sociolinguistic, which
involves understanding social contexts, such as politeness and turn-taking.
These competences ensure students develop accurate, functional, and
socially appropriate communication skills.

Reflection and Group Discussion:

"Let’s come back together. What did you notice about the connection
between the general standards, specific standards, and learning outcomes?
How do the competencies support these connections? Who would like to
share their observations?"

[Facilitate group discussion and clarify any questions participants may

have.]

Transition:
"Let's add the next piece and look at the 21st century projects and how
they help us organize our outcomes for learning."

Slide Slide Title: Identify the Outcomes that Best Align to the 21st Century Project

25 Time Estimate: 1 minute

Purpose: Provide an overview of the outcome alignment activity that

teachers will complete over the next 5 slides.

"Now that we have looked into our general and specific standards. Let's
look more closely at the 21st century projects. You will be able to see how
the 21st century projects help you choose and align objectives for your
teaching context.

Your task will be to identify the outcomes that align best with this project,
skill by skill.

We’ll begin with listening outcomes and work step by step.

Transition to Next Slide:

"Let’s start with the listening outcomes."

28
Slide Slide Title: Listening Outcomes for the 21st Century Project

26 Time Estimate: 3 minutes

"Now let’s start with listening. Take a moment to read the receptive and
interactive modes for listening, along with the specific outcomes on the
right.

Think about how these outcomes align with the project of creating a poster
about the Panama Canal.

As you read, consider:

How do these outcomes help students gather the information they need to
complete this project?
Which of these outcomes do you think best supports students in listening
activities connected to this 21st-century project?
Take your time. I’ll give you a minute or two to review and reflect. Feel free
to jot down your thoughts."

Check the Answer:

"The outcome that best aligns to the poster project is Outcome 3:

'Can respond to and ask basic questions about the canal (e.g., "What is the
canal? It’s a water path for boats").'
This outcome directly supports students as they listen, process information,
and articulate what they’ve learned in a way that connects to creating their
poster."

Transition:
"Let’s move on to the next skill: reading."

29
Slide Slide Title: Reading Outcomes for the 21st Century Project
Time Estimate: 2-3 minutes
27
"Next, let’s examine the reading outcomes. Take a moment to review the
descriptions of the reading skill and the specific outcomes listed on the
right.

As you read, consider:

Which outcome best supports students in gathering and organizing the

information they’ll need for their poster about the Panama Canal?
How does the ability to read and interpret information contribute to the
creation of the 21st Century Project?

Take your time. I’ll give you a minute or two to think and identify the most
aligned outcome."

Check the Answer:

"The outcome that best aligns to this project is Outcome 1:

'Can create lists from information read in texts about the Panama Canal
(e.g., "Canal, ships, water").'

This outcome supports students in organizing key information that will form
the foundation of their poster, ensuring that they accurately convey details
about the Canal."

Transition:
"Let’s move on to the next skill: speaking."

30
Slide Slide Title: Speaking Outcomes for the 21st Century Project

28 Time Estimate: 3 minutes

"Now let’s look at the speaking outcomes. Take a moment to review the
descriptions of the productive and interactive modes for speaking and the
specific outcomes listed on the right.

As you read, ask yourself:

Which outcome best supports students in verbally sharing information and

ideas for their poster about the Panama Canal?

How does this skill connect to their ability to communicate effectively about
the project?
I’ll give you a minute to review and choose the most aligned outcome."

Check the Answer:

"The best outcome for this project is Outcome 1:

'Can narrate a short story about a current event related to the Canal using
simple language (e.g., "We are watching the ships pass by.").'

This outcome ensures that students practice narrating ideas and events in a
clear and engaging way, which is essential for presenting their project."

Transition:
"Next, we’ll explore how writing aligns to this 21st Century Project."

31
Slide Slide Title: Writing Outcomes for the 21st Century Project

29 Time Estimate: 3 minutes

"Next, we’ll examine how the writing outcomes align with this 21st Century
Project. Take a moment to read through the productive and interactive
modes for writing and review the specific outcomes listed on the right.

As you reflect, consider:

Which writing outcome best supports the development of a poster about

the Panama Canal?

How does this outcome help students clearly and effectively convey their
ideas?"

Check the Answer:

"The best outcome for this project is Outcome 2:

'Can create simple instructional posters on the Canal for younger students
(e.g., "The Canal is for big ships.").'

This outcome aligns perfectly with the project’s focus, allowing students to
use their writing skills to craft clear and engaging messages for a specific
audience."

Transition:
"Finally, let’s take a look at how mediation connects to this 21st Century
Project."

32
Slide Slide Title: Mediation Outcomes for the 21st Century Project

30 Time Estimate: 3 minutes

"Now, let’s explore how mediation outcomes align with the 21st Century
Project.

Mediation is unique because it often happens naturally in every class as

students help each other and share understanding.

These skills are always being developed as part of regular interaction.

Take a moment to review the mediation outcomes. Think about how these
might emerge during group work or project creation.

Consider:

Which mediation outcome best supports the process of creating a poster

about the Panama Canal?

How does this outcome show up in a collaborative, real-world task like this
one?"

Check the Answer:

"The outcome that best aligns here is Outcome 3:

'Can simplify instructions about the Canal by miming (e.g., pretends to steer
a boat for "boat in the Canal").'

This outcome directly reflects the collaborative and interpretive work

students will engage in during the project. It emphasizes their ability to
make abstract ideas clearer through practical and interactive strategies."

Reinforce the Importance:

"Mediation is key in projects like this because it connects communication,
understanding, and collaboration. When students work on group tasks, like
creating their poster, you’ll see these skills naturally develop and
strengthen."

33
Slide Title Slide: The Communicative Competences of the Curriculum

31 Show briefly and move to the next slide.

Slide Overview of The Three Pillars Slide Title: Overview of The Three Pillars
Linguistic features
The competencies equip students to know the
32 language, use it meaningfully, and apply it
appropriately in diverse settings. Time Estimate: 3 minutes
Linguistic Competencies - Learn to Know
• Develop grammar and sentence structure.
• Expand vocabulary (nouns, verbs, adjectives,
Purpose: Bridge between the 21st-century project outcomes and planning
etc.). the language for lessons, introducing the three pillars of language learning.
• Strengthen pronunciation and phonemic
awareness.

Pragmatic Competencies - Learn to Do Transition:

• Use language to express preferences and
opinions. "Now that we’ve explored how 21st-century projects align with standards
• Practice real-world tasks.
• Engage in meaningful communication.
and outcomes, the next step is planning the specific language students will
develop through these lessons.
Sociolinguistic Competencies - Learn to Be
• Adapt language for different social and cultural
contexts.
• Promote respectful and appropriate Explanation:
communication.

"To support this process, the curriculum provides detailed language

organized into the three key pillars of language learning:

Linguistic Competencies, or Learn to Know: This includes the vocabulary,

grammar, and pronunciation students need for effective communication.

Pragmatic Competencies, or Learn to Do: Here, we focus on how students

use language in real-world tasks, expressing preferences, and engaging in
communication.

34
Sociolinguistic Competencies, or Learn to Be: This ensures students adapt
their language to social and cultural contexts, promoting respectful and
appropriate communication."

"Imagine students working on a project about traditional foods like

Sancocho: they use Linguistic Competencies to learn vocabulary including
nouns like 'ingredients', 'root', 'vegetable', verbs like 'cut', and 'boil, and
adjectives like 'delicious'.

Students also learn Pragmatic Competencies to express preferences, such

as 'I like Sancocho because it’s delicious and healthy,'.

Finally, students learn Sociolinguistic Competencies to politely decline more

food during a meal, saying, 'Thank you, but I’m full,' which is culturally
appropriate in social settings."

"By planning to use all three pillars of language we ensure students build
comprehensive skills that go beyond grammar and vocabulary, equipping
them to communicate effectively and appropriately in real-world
situations."

Transition:
"Next, we’ll take a closer look at Linguistic Competencies, or Learn to Know,
and explore how grammar, vocabulary, and pronunciation are presented in
the curriculum."

Optional Engagement, if time permits:

Invite sharing and reflection:

"Some of you may have had the opportunity to work with these pillars
during the curriculum development process or in your classrooms.

If you’d like, take a minute to share your perspective:

How have the three pillars helped you plan lessons or projects more
effectively?

Do you have any examples where students demonstrated growth because

of this approach?

35
Slide Slide Title: Linguistic Features
Linguistic features

33 Grammar Functions:
Time Estimate: 2 minutes
Function 1-3 Grammar Patterns with
Examples

Vocabulary:
Purpose: Clarify how teachers can choose linguistic features to align with
Nouns: 8-20 words
Verbs: 8-20 words 21st Century Projects and create meaningful, manageable lessons.
Adjectives: 8-20 words

Additional vocabulary as relevant

including: adverbs, prepositions, Introduction:
conjunctions, modal verbs, and more.

Pronunciation and Phonemic

"Every scenario provides recommended linguistic features, like grammar,
Awareness:
1-3 examples of pronunciation patterns
vocabulary, and pronunciation, that are appropriate for the CEFR level and
throughout
Phonemic Awareness Examples from the real-world context of the scenario."
grades PreK-Grade 8

Aligning to Projects:
"To align these features with your 21st Century Projects, start with the
project’s communicative purpose.

For example, if students are creating a poster about the Panama Canal,
they’ll need vocabulary like nouns for parts of the canal (‘locks,’ ‘ship’) and
adjectives like ‘historic’ or ‘important.’

Grammar features like conjunctions (‘because’) or superlatives (‘the

biggest’) directly support the project’s language needs.

For pronunciation, you might work on correctly stressing key vocabulary,

like the word Canal in ‘Panama Canal,’ or focus on specific phonemes like
/b/ in ‘boat.’ Phonemic awareness helps students build clarity and
confidence in speaking."

Choosing Features:
"Follow this simple process:

1. First, focus on what language the project requires.

2. Next, look at the recommended features.
3. Finally, prioritize what’s manageable for your students."

Correct Misconceptions:

"Remember, you don’t need to teach everything on this list.

It’s a guide, not a checklist.

36
 For example, you might skip some grammar points if they are not needed
for the project or focus on only a handful of vocabulary words."

"This approach ensures the language you teach is purposeful, practical, and
tied directly to students’ projects."

Transition:
"Let’s review Pragmatic Competencies. These focus on how students
actually use the language they’re learning in meaningful, real-world
contexts."

Optional Engagement:

"Take a moment to think about a 21st century project that you would like to
work with in your grade. Which linguistic features—grammar, vocabulary,
or pronunciation—would be most useful for your students to prepare for
that real-world project? Take a moment to share and discuss in your group."

Invite one or two participants to share their ideas with the group.
Slide Slide Title: Pragmatic Competencies

34 Time Estimate: 2 minutes

Purpose: Highlight how pragmatic competencies guide students in using

Pragmatic Competences language meaningfully, focusing on interaction, expression, and achieving
communication goals.
• Includes 2-4 key language functions relevant to the scenario and
theme.
Transition:
• Functions align with CEFR progression, growing in complexity as "After identifying the linguistic features your project needs, the next step is
students advance.
• Designed to guide meaningful communication tasks for the to think about how students will use that language in meaningful ways. This
lesson. is where pragmatic competencies come in."
• Focuses on how students interact, express ideas, and achieve
communication goals. Introduction:
"Pragmatic competencies focus on how students use language in
communication.

This includes how they interact, express preferences or opinions, and

structure their ideas to achieve communication goals."

Key Elements of Pragmatic Competencies:

"The curriculum provides 2 to 4 language functions that:

37
Align with the scenario and theme to guide meaningful communication.

Match the CEFR progression, becoming more complex as students advance.

Are designed to help students interact, express ideas, and achieve goals in
real-world tasks."

Choosing and Teaching Pragmatic Competencies:

"As with linguistic features, you don’t need to teach every function listed.
Instead:

1. Select what aligns with your project:

For example, in Grade 4, Scenario 4 (Visiting the Panama Canal), students
might:

Describe preferences: 'I like the big boats.'

Express opinions: 'I think the Canal is important for Panama.'
Use discourse markers: 'The Canal connects two oceans, so it’s amazing.'

"Select the functions your students need for their project and help them
practice these in class. For example, if students are creating a poster about
the Panama Canal, focus on expressing opinions and describing
preferences."

"Your context is important. The curriculum provides the information you

need, but as a teacher, it’s your role to determine what is practical,
manageable, and most useful for your students.

Not every language function in the box needs to be taught. Prioritize the
ones most relevant to your project and ensure they are accessible and
manageable for your students."

Wrap-Up:
"Pragmatic competencies ensure students don’t just learn the language—
they learn to use it meaningfully. Let’s move to sociolinguistic competencies
to see how students adapt language for social and cultural contexts."

Optional Engagement:

38
 "Take a moment to think about a project your students might do. What
pragmatic competencies would help them most? Share with a partner or
group."

Slide Slide Title: Sociolinguistic Competencies

35 Time Estimate: 2 minutes

Socio-linguistic Competence Purpose: Explain how sociolinguistic competencies ensure students can
communicate appropriately in diverse social and cultural contexts.
• 1-3 Functions per Scenario: Aligned with grade level and CEFR
progression. Pragmatic
Competences Transition:
• Real-World Contexts: Always tied to meaningful, practical situations. "We’ve explored linguistic and pragmatic competencies. Now,
• Progressive Skills: Grow from simple interactions to formal and
intercultural communication.
sociolinguistic competencies help students adapt their language to social
and cultural contexts."
• Focus on Appropriateness: Teach respectful and effective language use.

• Integrated Approach: Connects with linguistic and pragmatic Explanation:

competencies for complete communication.

"Each scenario includes 1-3 sociolinguistic functions tied to real-world

contexts.

For example, in Grade 4’s 'Visiting the Panama Canal' scenario, students
might practice expressing enthusiasm politely or responding to questions
about the Canal, like saying, 'Yes, I think the big boats are amazing!'

When planning, think about how these competencies fit into your project.
Ask yourself:

1. What real-world social interactions does the project require?

2. Which functions are most useful for the students’ communication goals?
3. How can I connect these functions to the linguistic and pragmatic skills
they are developing?

Remember, sociolinguistic competencies should complement—not

overwhelm—your lessons.

Select the most appropriate functions based on your students’ needs and
the context of the project."

Transition:

39
 "Next, we’ll look at how to bring all parts of the curriculum together by
developing SMART objectives for your lessons."

Optional Interaction:

"Take a moment to reflect on a 21st Century Project or scenario you’ve

worked with or plan to work with.
Which sociolinguistic function from the scenario or theme would be most
relevant for your students to practice?
How would this function support their real-world communication goals?
Share with a partner or group."
Slide Title Slide: SMART objectives

36 Show briefly and move to the next slide.

Working with
SMART
Objectives

40
Slide Slide Title: Designing SMART Objectives
Time Estimate: 2 minutes
37 S Specific and student-centered

Purpose: Introduce how to create SMART objectives that align with the
curriculum and support meaningful learning.
M Measurable

Designing SMART Introduction:

Objectives A Achievable "Let’s talk about how to create SMART objectives for your lessons. SMART
objectives help ensure that learning is specific, measurable, achievable,
realistic, and time-bound. These objectives connect directly to the
R Realistic
curriculum and focus your lesson planning."

T Time-bound
Explanation:
"When planning a lesson, a SMART objective answers three key questions:

What language (linguistic competencies) will students use?

How will students use the language (pragmatic competencies)?
In what kind of activity will they demonstrate this learning to achieve their
outcome?"

Modeling an Example:
"Imagine you’re teaching Grade 4, Scenario 4 about the Panama Canal. Your
SMART objective might look like this:
‘Students will use adjectives like “big” and conjunctions like “because” to
describe the Panama Canal in a short group discussion to express their
opinions on why it is important to Panama.’

This objective is clear and manageable, focusing on one skill and activity
while aligning with the curriculum competencies."

Clarify Expectations:
"It’s important to remember that SMART objectives should summarize the
competencies. You don’t need to repeat them word-for-word. Focus on the
language and tasks that are most relevant and practical for your students
and lesson."

Transition:
"Now that we’ve introduced how to design SMART objectives, let’s work
through a model together. This will give us a chance to see how the process
unfolds step-by-step and clarify any questions as we go."

41
Slide Slide Title: Practice Making an Objective SMART

38 Time Estimate: 5 minutes

Purpose: Guide teachers through the process of refining a general objective

into a SMART objective with clear, practical steps.

Introduction:
"Now that we’ve reviewed the elements of SMART objectives, let’s practice
refining one together. We’ll start with a simple objective and work through
each part of SMART to make it stronger and more effective."

Step 1: Present the Objective:

"First, let’s look at this general objective: 'I want my students to learn to
swim.' This objective tells us what the goal is, but it’s not SMART yet. Let’s
refine it step by step."

Action: Read aloud the general objective on the slide: I want my students to
learn to swim.
Ask:
"What do you think is missing from this objective? Why isn’t it clear
enough?"
(Wait for a few responses before transitioning to the first step.)

Step 2: Specific and Student-Centered:

"To make this objective specific and student-centered, we need to focus on
what the students will do. Instead of saying, 'learn to swim,' we can specify,
'to be able to swim without stopping.'"

Action: Reveal the red text for "Specific and Student-Centered."

Ask:
"How does this change make the objective more clear and actionable for
both students and teachers?"

Step 3: Measurable:
"Next, we need to make the objective measurable. Adding details like 'swim
for 40–60 meters' makes it easy to determine if the objective has been
met."

Action: Reveal the red text for "Measurable."

Ask:

42
"Why is it important to include a measurable distance? How does this help
us assess progress?"

Step 4: Achievable:
"To ensure the objective is achievable, we consider what is realistic for the
students. Here, we specify that students will use 'the freestyle stroke.'"

Action: Reveal the red text for "Achievable."

Ask:
"Why is it important to include this detail? How does this help set realistic
expectations?"

Step 5: Relevant:
"Now, let’s ensure the objective is relevant. In this case, the students have
already been participating in swimming classes for 4 months, so the goal
builds on their prior learning."

Action: Reveal the red text for "Relevant."

Ask:
"How does including relevance motivate students and connect the
objective to their experiences?"

Step 6: Time-Bound:
"Finally, we need to make the objective time-bound. By adding 'by the end
of the year,' we create a clear timeline for achieving this goal."

Action: Reveal the red text for "Time-Bound."

Ask:
"Why does adding a time frame make the objective more actionable and
focused?"

Wrap-Up:
"By putting all these elements together, we get a SMART objective:
'By the end of the year, my students will be able to swim without stopping
for 40–60 meters in a pool using the freestyle stroke.'

This process ensures your objectives are clear, achievable, and directly tied
to your students' learning needs."

Transition:
"Great work refining the swimming objective together! Now, let’s apply the
SMART framework in the context of English language learning. "

43
 Optional Engagement:
"Take a moment to think of an objective you’ve written or worked with in
the past. Could you apply these SMART elements to refine it? Share your
ideas with a partner or your group."

Slide Slide Title: Practice Making an Objective SMART

39 Time Estimate: 5 minutes

Purpose: Guide teachers through refining a general objective into a SMART

objective in the context of English language learning.

Transition:
"Let’s continue practicing SMART objectives, this time with an English
language learning focus. Together, we’ll refine the objective, 'Learners will
improve their listening skills,' step by step to make it SMART."

Explanation:
Step 1: Present the Objective
"Here’s the initial objective: 'Learners will improve their listening skills.'
While this gives us a starting point, it’s not yet SMART."

Transition
"Let’s take a look at some more examples of SMART objectives from a
teacher in Panama who has worked with the curriculum."

Action: Read the general objective aloud: Learners will improve their
listening skills.

Ask:
"What do you think is missing from this objective? Why isn’t it clear
enough?"
(Wait for a few responses before transitioning to the first SMART step.)

Step 2: Specific and Student-Centered

"To make the objective specific, we identify exactly what students will do. In
this case, we’ll focus on listening to announcements and instructional
videos about 'Keeping our Communities Clean.'" To focus on improving
their listening skills, what can students do after listening?

44
Elicit: Elicit one or two examples of how to write the specific things
students will do to demonstrating listening before showing the answer.

Action: Reveal the blue text: Learners will listen to announcements and
instructional videos about 'Keeping our Communities Clean" and summarize
the information to answer questions.
Ask:
"How does this change make the objective more actionable and relevant to
students?"

Step 3: Measurable
"Next, we make the objective measurable by adding a clear target. For
example, 'identify four specific details' ensures we can evaluate their
progress."

Action: Reveal the blue text: Learners will be able to identify four specific
details in announcements and instructional videos about 'Keeping our
Communities Clean.'

Ask:
"Why is it important to add a measurable element? How does this help us
assess progress?"
Answer: This ensures we can measure the learning the students perform
during the lesson.

Step 4: Achievable
"To ensure the objective is achievable, we confirm it aligns with students’
abilities. Here, we’ve focused on identifying details in announcements and
videos—realistic and age-appropriate tasks."

Action: Reveal the blue text: Learners will be able to identify specific details
in spoken announcements and simple instructional videos.
Ask:
"How does this detail ensure the objective is realistic for students?"
Answer: This helps us look at what students will be doing and consider if
students will be able to achieve the objective.

Step 5: Realistic

45
"Making the objective realistic connects it to students’ lives. For example,
understanding community-focused videos makes the learning meaningful
and applicable."

Action: Reveal the blue text: Learners will apply this knowledge to their
daily lives by understanding practical announcements.
Ask:
"How does making an objective realistic help motivate students and make
learning meaningful?"
Answer: A realistic objective is connected to their real lives and important
to students. This makes learning language more useful and can improve
motivation.

Step 6: Time-Bound
"Finally, we make the objective time-bound by setting a clear deadline. 'By
the end of the lesson' keeps the focus and urgency."

Action: Reveal the blue text: By the end of the lesson, learners will be able
to identify specific details in announcements and instructional videos.

Ask:
"Why is adding a time frame important for focus and accountability?"
Answer: We should always know that we can complete the objective in a
period of time. In some cases, by the end of the lesson may take two or
three class periods, depending on how much time you have.

"Now, when we put it all together, our SMART objective becomes:

'Students will be able to identify 4 specific details in spoken announcements
about "Keeping our Communities Clean," to summarize the information and
answer questions by the end of the lesson.'

This process ensures that your objectives are clear, practical, and directly
tied to students' learning needs."

46
Slide Slide Title: Example of SMART Objectives from a 6th Grade Lesson Plan

40 Time Estimate: 5 minutes

Purpose: Provide teachers with examples of SMART objectives while

engaging them in an interactive reading and reflection activity.

Introduction
"Now that we’ve practiced creating a SMART objective together, let’s take a
look at some examples from a 6th-grade lesson plan. These objectives align
with a project on designing a school clean-up day poster."

"Take a moment to read the examples on the slide. I have a few questions
after you have had some time to read."

Allow at least 1 minute for teachers to read.

"As you were reading, were you able to see:

"Which parts of these objectives make them specific? Can you find details
like the topic, task, or expected performance?"
Elicit one or two examples.

Trainer Note: Specific details include:

Speaking: 'Describe a community cleaning task using at least three
sentences in the future tense.'
Listening: 'Identify at least five specific details from announcements and
videos.'
Reading: 'Interpret at least two simple charts or graphs.'

"How can teachers measure if students achieve these objectives? Look for
numbers or specific outcomes."
Elicit one or two examples.

Trainer Note: Measurable outcomes include:

Speaking: 'At least three sentences in the future tense.'
Listening: 'Identify five specific details and extract two pieces of practical
information.'
Reading: 'Accurately explain the data and relevance in three sentences.'

47
 Time-Bound:
"When are these objectives expected to be completed? How do you
know?"
Elicit one or two examples.

Trainer Note: Time-bound indicators are implied through the lesson

context. For example, objectives like 'By the end of the lesson' ensure tasks
are manageable within a defined period.

Transition: Let's continue with a few more objectives.

Slide Slide Title: Example of SMART Objectives from a 6th Grade Lesson Plan
(Part 2)
41
Time Estimate: 4 minutes

Purpose: Guide teachers through an interactive analysis of SMART

objectives and transition into group work to create their own examples.

Transition:
"Let’s continue examining these SMART objectives. This time, we’ll focus on
Writing and Mediation. As with the previous examples, take a moment to
read these carefully. I’ll ask some questions to help us reflect on what
makes them SMART."

Allow some time for participants to read before asking the questions.

"Which parts of these objectives make them specific? Can you find details
like the task, topic, or performance expectations?"
Elicit one or two examples from participants.

Trainer Note: Specific details include:

Writing: 'Create a list of at least 10 supplies needed for cleaning tasks.'
Mediation: 'Confirm peers’ contributions by paraphrasing at least two key
points accurately.'

48
Measurable:
"How can teachers measure if students achieve these objectives? Look for
numbers or specific outcomes."
Elicit one or two examples from participants.

Trainer Note: Measurable outcomes include:

Writing: 'At least 10 supplies, accurately spelled and organized into
categories.'
Mediation: 'Paraphrasing at least two key points accurately and asking
clarifying questions.'

Time-Bound:
"When are these objectives expected to be completed? How do you
know?"
Elicit one or two examples from participants.

Trainer Note: Time-bound indicators are implied, such as completing tasks

during group activities or discussions within the lesson timeframe.

"These objectives are SMART because they focus on specific, measurable

tasks tied directly to meaningful classroom activities. They also highlight
how language skills connect to practical, real-world scenarios."

Transition to Group Activity

"Now it’s your turn to create SMART objectives! In your groups, you’ll work
with a specific grade level and scenario from the curriculum to develop
SMART objectives for at least two skills"

49
Slide Slide Title: Make These Objectives SMART

42 Time Estimate: 3-minute introduction, 10 minutes for activity. The activity

begins on the next slide

Purpose: Guide teachers through refining general objectives into SMART

objectives using curriculum-aligned information for a Grade 3 scenario.

Introduce the task:

"On the screen, you can see all the information the teacher has selected for
this lesson: the project, standards, outcomes, and competencies. On the
right side, you’ll find draft objectives for each skill—listening, speaking,
reading, writing, and mediation.

Your task is to work together to refine these objectives into SMART

objectives using everything we’ve covered so far."

Explain the Process:

"The 21st Century project ties everything together. Ask yourself: What do
students need to accomplish to succeed in this project?"

"The standards and outcomes tell you what students should achieve, and
the competencies give you the language and skills they’ll need."

Transition:
"To make smart objectives we also need to consider the communicative
competences."

50
Slide Slide Title: Communicative Competences and Their Role

43 Time Estimate: 1 minute

Purpose: Guide teachers through refining general objectives into SMART

objectives using curriculum-aligned information highlighting the
competences.

Explanation:
"Here are the competences selected for this lesson. For the activity,
remember that these competences, along with the standards and
outcomes, guide the development of SMART objectives."

"These competences were carefully selected by the teacher to align with

the project and standards. Now, your task will be to refine the draft
objectives using these competences and the curriculum information
provided."

Transition to Group Activity:

"Let’s practice SMART objectives one more time before we begin."
Slide Slide Title: Group Work: Make these objectives SMART

44 Time Estimate: 5 minutes

Purpose: Model making an objective SMART to scaffold the activity on the

next slide where teachers will revise objectives using information selected
for the lesson.

Introduction:
"Before we begin, let's practice making this objective SMART! "

Step 1: Present the Objective:

"First, let’s look at this general objective: 'Students will be able to listen to
questions about food preferences and understand responses.' This
objective tells us what the goal is, but it’s not SMART yet. Let’s refine it step
by step."

Action: Read aloud the general objective on the slide: I want my students to
be able to introduce themselves and share personal details.
Ask:
"What do you think is missing from this objective? Why isn’t it clear
enough?"

51
(Wait for a few responses before transitioning to the first step.)

Step 2: Specific and Student-Centered:

"To make this objective specific and student-centered, we need to focus on
what the students will do. Instead of saying, 'listen to questions about food
and understand responses,' we can specify, "To be able to listen to a peers’
survey questions about food preferences."

Step 3: Measurable:
"Next, we need to make the objective measurable. Adding details like
'respond to at least 3 questions with accurate answers' makes it easy to
determine if the objective has been met."

Step 4: Achievable:
"To ensure the objective is achievable, we consider what is realistic for the
students. Here, we specify that students will "answer survey questions."

Step 5: Realistic
"Now, let’s ensure the objective is realistic."

Step 6: Time-Bound:
"Finally, we need to make the objective time-bound. By adding 'by the end
of the lesson,' we create a clear timeline for achieving this goal."

Wrap-Up:
"By putting all these elements together, we get a SMART objective:
'Listening: "Students will be able to listen to peers’ survey questions about
food preferences (e.g., 'What’s your favorite food?') and respond to at least
3 questions with accurate answers (e.g., 'I like apples') by the end of the
lesson."

Transition:
"Great work now let's revise the rest of the objectives to make them
SMART!"

52
Slide Slide Title: Reviewing SMART Objectives
Time Estimate: 5 minutes
45
Purpose: Engage participants in reviewing the correct SMART objectives by
eliciting answers and referencing the provided information to ensure
alignment with the SMART framework and curriculum materials.

Introduction:
"Now that you’ve worked on refining your objectives, let’s review them
together.”
Trainer’s note: During the review, ask the questions and elicit one or two
answers from the teachers before providing additional clarification. If
teachers have fully covered the answer, move to the next objective and
continue the review.

Review:
Ask: "How can we ensure the Listening objective is specific and
measurable?"
Answer: "By focusing on listening to peers’ survey questions about food
preferences and responding to at least three questions with accurate
answers, the objective directly connects to the 21st Century Project. This
ensures it is specific to the task, measurable by the number of responses,
and achievable within the lesson."

Ask: "For Speaking, how can the objective encourage meaningful

communication while being measurable?"
Answer: "The objective asks students to use at least three complete
sentences to ask and answer questions about food preferences. This builds
on the pragmatic competence of expressing likes and dislikes while making
the goal specific, measurable, and relevant to the survey activity."

Ask: "For Reading, how does the objective connect to interpreting

information and ensure it is measurable?"
Answer: "By requiring students to read a class chart, identify at least two
trends, and explain them in a sentence, the objective uses linguistic
competence (e.g., nouns like ‘apples’) and ensures specific, measurable
learning tied to the survey results."

Ask: "How does the Writing objective stay relevant to peer communication
while being achievable?"
Answer: "It asks students to respond to written questions about food
choices in complete sentences. This aligns with the interactive standard of

53
 responding to peers and builds on vocabulary like ‘Do you like apples?’
ensuring the task is specific, relevant, and achievable."

Ask: "For Mediation, how does the objective connect to real-life tasks and
stay practical?"
Answer: "Simplifying food-related instructions by pointing to and naming
items aligns with the mediation competence of using simplified language
and gestures to communicate. This makes it specific, practical, and aligned
with real-world collaboration."

Relevance:
"These objectives demonstrate how the SMART framework, when
combined with the standards, learning outcomes, and 21st Century Project,
ensures that objectives are clear, relevant, and achievable for your
students."

Transition:
"Next, we’ll look at how you can take these principles into your own
planning to refine and align your objectives with the curriculum goals."

Optional Engagement:
"What did you notice about how the information you used earlier helped
shape the objectives? How can this approach help in your lesson planning
with the curriculum materials?"
Slide Slide Title:

46 Trainer Notes - Correct Examples:

Listening: "Students will be able to listen to peers’ survey questions about

food preferences (e.g., 'What’s your favorite food?') and respond to at least
3 questions with accurate answers (e.g., 'I like apples') by the end of the
lesson."

Speaking: "Students will be able to ask and answer questions about food
preferences using at least 3 complete sentences in simple discussions with
peers (e.g., 'What’s your favorite food?' 'I like bananas') by the end of the
lesson."

Reading: "Students will be able to read a short class chart about favorite
foods, identify at least 2 trends (e.g., 'Most students like bananas'), and
explain these trends in one complete sentence by the end of the lesson."

54
 Writing: "Students will be able to respond to written questions from peers
about food choices in complete sentences (e.g., 'Do you like apples?' 'Yes, I
do') by the end of the lesson."

Mediation: "Students will be able to simplify food-related instructions for

peers by pointing to and naming items (e.g., asking 'Do you like apples?'
and pointing to an apple and 'apple') by the end of the lesson."

Slide Independent Practice with Sentence Frames for SMART Objectives

Slide Title: Sentence Frames for SMART Objectives
PreK-Grade 3 (Foundational Learner - Pre A1.1 to A1) Grade 7-9 (High Beginner - A2.2 to A2.4)

47 Listening: "Students will be able to listen to ___ and follow ___ (e.g., ___)
to do ______ in a _______ by the end of the lesson.”
Listening: "Students will be able to ___ and note ___ specific ___ in
a _________ by the end of the lesson."
Time Estimate: 10 minutes
Speaking: "Students will be able to ask and answer ___ questions Speaking: "Students will be able to participate in ___ about , Purpose: Guide teachers in using sentence frames and curriculum scenarios
about ___ using sentences like, '___' in a _____ by the end of the lesson." sharing ___ with supporting ___ in a _________ by the end of the
Reading: "Students will be able to match ___ to ___, identifying ___ lesson." to draft a SMART learning objective for one of the five skills.
correctly in a _____ by the end of the lesson." Reading: "Students will be able to skim ___ and highlight ___
Writing: "Students will be able to write ___ with correct ___ in a ____ by main ______ to do ____ in a _________ by the end of the lesson."
the end of the lesson." Writing: "Students will be able to write ___ to ___, describing ___
Mediation: "Students will be able to use ___ to help a peer understand with ___ in a _________ by the end of the lesson." Introduction
___ in a ______ during the English lessons." Mediation: "Students will be able to ___ a peer’s ___ into simpler
___ during the English lesson.’ "Now it’s time to apply everything we’ve learned about SMART objectives.
Grade 4-6 (Beginner - A1.2 to A2.1)

Listening: "Students will be able to identify ___ details in ___ to do ___

Grade 10-12 (Pre-Intermediate - B1.1 to B1.3) On the screen, you’ll see sentence frames for each skill, organized by grade
in a ___ by the end of the lesson."
Speaking: "Students will be able to describe ___ in ___ using ___
Listening: "Students will be able to ___ and identify ___ to do
___ in a _________ by the end of the lesson."
bands. These frames are here to guide you in drafting clear and effective
sentences with adjectives to do ___ by the end of the lesson."
Reading: "Students will read ___ in ___ and answer ___ questions about
Speaking: "Students will be able to give ___ on ___, including ___
about ___ to do ____ in a ______ by the end of the lesson."
objectives that align with the curriculum."
___ to do ___ by the end of the lesson." Reading: "Students will be able to analyze ___ and write ___ with
Writing: "Students will be able to write ___ in ___ with ___ sentences ___ key ___ to do ____ in a _____ by the end of the lesson."
about ___, using words like ___ to do ___ by the end of the lesson."
Mediation: "Students will be able to summarize ___ in ___ to help ___ in
Writing: "Students will be able to draft ___ about ___, including
___ to do ____ in a _____ by the end of the lesson." "Use your handout to review the curriculum information for specific grade
a ___ during the English lesson." Mediation: "Students will be able to prepare ___ summarizing
___ for ___ during the English lesson." groups (preschool, elementary, middle and high school). This can help us
make the objectives. Then, based on the outcomes, standards, and
competencies provided, write one SMART learning objective for one of the
five skills: listening, speaking, reading, writing, or mediation."

Activity Setup
Instructions for Teachers:

1. Choose a scenario: Use the curriculum scenario handout to select a

scenario that fits your grade level group.
2. Focus on one skill: Decide which skill (listening, speaking, reading,
writing, or mediation) you want to target.
3. Draft your objective: Use the sentence frames on the slide as a guide to
write a SMART objective that aligns with your chosen scenario.

Reminders during Facilitation:

"Are your objectives:
Specific: What exactly will students do?
Measurable: How will you know they’ve succeeded?
Achievable: Is it realistic for their level?
Relevant: Does it connect to the scenario?

55
 Time-bound: When will it be completed?"

Facilitation
Allow 5 minutes for teachers to work.
Circulate the room to provide guidance.
Answer questions. Encourage teachers to adapt frames to their context.

Slide Slide Title: Let’s Share Objectives

48 Let’s Share O jectives Time Estimate: 5 minutes

Purpose: Facilitate group sharing of SMART objectives, provide constructive

feedback, and reinforce key concepts.

Introduction:
"Now that you’ve created your SMART objectives, let’s take a moment to
share them. This
activity will help us reflect on how the objectives align with the SMART
criteria and learn
from one another’s ideas."

Debrief and Sharing:

"Would anyone like to share their SMART objective with the group? Let’s
review how the objective aligns with the SMART framework and connects
to the outcomes and scenarios."

Elicit examples from the group. Allow time for discussion.

Provide Feedback:

Highlight strengths:
"This is a great example of a SMART objective because it’s clear and
measurable."

Offer suggestions:
"How could this be more specific?"
"Does this objective include a clear time frame?"

Transition:
"Great work sharing your objectives! Now you have everything you need to
begin

56
 developing plans to support learning in the classroom with the new
curriculum. Let's take
a look at the Theme Planner, and understand how it will help you organize
lessons for your students."

Slide Title Slide: Understanding and Working with the Theme Lesson Planner

49
Understanding Show briefly and move to the next slide.

and Working
with the
Theme Lesson
Planner

Slide Slide Title: Session Objectives

Session objectives Time Estimate: 1 minute
50 Teachers will .....
Purpose: Briefly explain the session objectives without reading the slide.
• Identify key sections in the Theme Lesson
Planner
"In this session of the workshop, we will focus on understanding and using
• Analyze a completed Theme Lesson Planner the Theme Lesson Planner effectively. You’ll explore its key sections, analyze
section by section.
a completed example to see how everything comes together, and identify
• Identify and explain the Learning Sequence for the learning sequence that supports planning.
Planning

• Review core components of the Action-Oriented We’ll also review the core components of the Action-Oriented Approach,
Approach which ensures your lessons are meaningful, relevant, and aligned with the
curriculum goals."

Transition:
"Let’s begin exploring lesson planning in the curriculum."

57
Slide Slide Title: What is Planning and Why is it so Important?

51 Time Estimate: 3 minutes

Purpose: Explain the steps in planning and their role in creating effective
Theme Lesson Planners and 21st-century projects.

Introduction
"Planning starts with the objective. To design an effective lesson, you need
to clearly define what you want students to achieve."

Explanation:
"The Scenarios of the curriculum are key tools that help organize the
standards and provide learning outcomes, making it easier to develop
Theme Lesson Planners.

The end goal of each Theme Plan is a 21st-century project. In the selected
scenario, you can choose a project or create your own to align with your
students' needs.

Use the project to connect the standards with the results you can achieve in
the classroom. The outcomes are a guide to help you identify the specific
skills students need to meet the standards and succeed in the project.

Once the outcomes are clear, create objectives to support student learning.
These objectives prepare students with the language and skills required to
complete the 21st-century project successfully.

Using this process, you can leverage the Curriculum Resources to design
your Thematic Lesson Planner effectively. Let’s practice this together in the
upcoming activity."

Transition: "The theme planner will help you organize all the information in
the curriculum to plan for our trimester, and to plan interesting, sequential
lessons that build day over day."

58
Slide Script for Slide: Brief Introduction to the Theme Lesson Planner - Page 1
Brief Introduction to the Theme Lesson Planner - Page 1
52 Theme Lesson Planner Overview - Parts 1-3
1 Theme Planner = Multiple Lessons
Time Estimate: 3 minutes
Part 1: Theme Lesson Planner - Overview Section
Three Part Purpose: Introduce the structure and purpose of the Theme Lesson Planner
1. General Information: Teacher(s), grade, CEFR level, and clarify its connection to the scenario templates and curriculum
trimester, weekly hours, scenario, and theme. This section
organizes information for creating all 5 daily lesson plans organization.
2. Specific Standards and Learning Outcomes:
1 Skill = 2 Standards (Both modes of the skill) Introduction
1 Skill = 1 Outcome (Select 1, aligned to 21st century project)
"The Theme Lesson Planner is a tool designed to organize multiple lessons
3. Communicative Competencies and 21st Century Project: in a logical, sequential way. It allows you to plan for a series of lessons that
Linguistic Competence - Select 1 or 2 Grammar Features
Select 8-10 vocabulary words connect over days or even weeks, depending on your teaching hours.
Pragmatic Competence - Select 1 Whether you use one planner or multiple planners in a trimester depends
Sociolinguistic Competence - Select 1
21st Century Project - Select 1 on the weekly hours of instruction."

Explanation:
General Information Section:
"The Theme Planners has 2 key parts. Part 1 organizes all the information
you will need to plan 5 daily lessons.
This first section organizes key information, such as the teacher, grade,
CEFR level, trimester, weekly hours, scenario, and theme. This ensures that
your plan aligns with the specific needs of your students and the curriculum
expectations."

Specific Standards and Learning Outcomes Section:

"The standards you will use for the planner are already organized in the
scenario for your grade level. Simply copy the standards directly from your
scenario into this section.

For learning outcomes, you will select outcomes from the scenario that
align with the 21st-century project you have chosen or plan to develop.
Each skill—listening, reading, speaking, writing, and mediation—should be
connected to the project goals."

Communicative Competencies and 21st-Century Project Section:

"This section focuses on integrating linguistic, pragmatic, and sociolinguistic
competencies with the 21st-century project.

Linguistic Competence: Choose one or two grammar features and select 8-

10 vocabulary words that are essential for students to achieve the
outcomes.

59
 Pragmatic and Sociolinguistic Competence: Select one of each from the
scenario to ensure students build skills for real-world communication.
21st-Century Project: Use the project provided in your scenario or create
your own project aligned with your students’ needs and curriculum goals."

Relevance
"In the first part of the Theme Lesson Planner helps you organize all the
curriculum information you will reference when teaching the lessons. This
helps you feel confident you are create lessons that connect to the
standards, learning outcomes, and communicative competencies to ensure
that lessons build toward achieving the 21st-century project."

Slide Script for Slide 1: Example Theme Lesson Planner – General Information
and Standards Detail
53 Example Theme
Lesson Planner
Time Estimate: 3 minutes
Section 1-3
Grade 4, Scenario 1, Trainer Note: If you have prepared the Example Lesson Plan handout,
Theme 2 distribute the handout now, to improve ease of reading for the group.

Organizes information Introduction:

for 5 daily lesson plans. "Let’s begin by looking at the first two sections of the Theme Lesson
Planner for Grade 4, Scenario 1: Visiting the Panama Canal, Theme 2: The
Vessel is Crossing. This example demonstrates how the planner organizes
essential information directly from the scenario and aligns it with the
curriculum."

Section 1: General Information:

"In Section 1, you document the essential details—grade, CEFR level,
weekly hours, and the selected scenario. This ensures your lesson plan
reflects your teaching context and aligns with the curriculum requirements.
These details are straightforward; you know the information to place here
or you can transfer it directly from the scenario."

Section 2: Specific Standards and Learning Outcomes:

"In Section 2, the specific standards from the scenario are copied directly
into the planner. These standards are already aligned with the curriculum,
so there is no need to adjust them.

60
 The learning outcomes, however, require careful selection. The outcomes
should directly align with the 21st-century project to ensure students
develop the necessary skills to achieve the final goal of the theme.

Special Trainer Notes during review:

"Here are some key points to keep in mind as you review this example:

Standards: These represent the broader skill goals for each skill and remain
unchanged. They provide the foundation for the lessons.

Learning Outcomes: These define what students will accomplish in each

lesson and must be carefully chosen to directly support the 21st-century
project.

Selecting the right outcomes ensures that lessons have a measurable focus
and stay connected to the final project."

Transition:
"Now that we’ve reviewed the foundation of the planner, let’s look at how
communicative competencies and the 21st-century project are organized in
Section 3."
Slide Slide Title: Example Theme Lesson Planner – Communicative Competences
Detail
54 Example Theme
Lesson Planner
Section 1-3
Time Estimate: 3 minutes
Grade 4, Scenario 1,
Theme 2 Script:

Introduction:
Section 3:
Communicative
"Here we can see Section 3: Communicative Competencies and the 21st-
Competencies Century Project. This section organizes the linguistic, pragmatic, and
sociolinguistic competencies students will develop through the lessons, as
well as the 21st-century project that brings everything together."

Prompt for Reading:

"Take a moment to read the details in this section. Notice how the
competencies are aligned with the grammar and vocabulary provided in the
scenario.

The linguistic competence focuses on grammar structures, vocabulary, and

phonemic awareness.

61
Pragmatic competence describes how students will use the language in
real-life contexts, and sociolinguistic competence highlights the social and
cultural aspects students need to succeed in communication.

At the bottom, the 21st-century project is detailed. This project is the final
outcome of the theme planner. All lessons are designed to help students
complete this project successfully."

Key Points to Highlight:

"Linguistic competence ensures students have the foundational grammar,
vocabulary, and pronunciation needed to succeed."

"Pragmatic competence helps students apply the language to meaningful

tasks, such as describing current events or creating instructional materials."

"Sociolinguistic competence develops the ability to explain and interact

appropriately within cultural or social contexts."

"The 21st-century project ties all these competencies together into a real-
world, collaborative activity. In this example, students create a poster about
the Panama Canal using the grammar and vocabulary they have learned."

Connection Between Sections:

"As you can see, this planner provides a clear, logical progression from
general information to specific standards, learning outcomes, and
communicative competencies. The planner ensures that all components are
aligned with the scenario and curriculum to create cohesive, effective
lessons."

Transition:
"Next, we will practice transferring information from a scenario into a
planner, just like the worked example we’ve reviewed."

62
Slide Slide: Brief Introduction to the Theme Lesson Planner –
Example Theme
Lesson Planner
Time Estimate: 2 minutes
55 Section 4-5
Grade 4, Scenario 1, Section 4: Specific Objectives:
Theme 2 "In Section 4, you will write the specific objectives for your lessons. These
objectives are built directly from the learning outcomes you selected earlier
Section 4: Specific
Objectives
and follow the principles we’ve practiced for creating SMART objectives.

Remember, objectives describe what students will accomplish by the end of

the lesson.
Section 5: Materials
and Teaching
They need to be specific, measurable, achievable, relevant, and time-
Strategies bound.

Here you can focus on refining your objectives so they guide each lesson
toward the skills needed for the 21st-century project."

Section 5: Materials and Teaching Strategies:

"Section 5 focuses on how you will support your objectives. Here you will:

List the materials needed, such as visuals, texts, or tools.

Next, if you are teaching in a context where you have students who need
special attention, think about how you can plan for differentiated
instruction. In the curriculum resources, you will find information about
how to support students with different needs. This can help you plan for
differentiated instructions.

Together, these two sections ensure your lessons are well-organized,

purposeful, and responsive to your students’ needs."

Note Importance of Practice:

"As you begin working with the theme lesson planner, you may find that it
is easier to plan these sections, after completing the daily plans of your
lessons."

63
Slide Slide Title: Example Theme Lesson Planner – Specific Objectives and
Example Theme Lesson Materials
Planner Section 4-5
56 Grade 4, Scenario 1,
Theme 2 Time Estimate: 3 minutes

Section 4: Specific Introduction:

Objectives
"Now we will review Sections 4 and 5 of the completed Theme Lesson
Planner."

Prompt for Reading:

Section 5: Materials and
"Take a moment to read through the specific objectives in Section 4. Notice
Teaching Strategies
how these objectives are built from the selected learning outcomes and
aligned to the 21st-century project. Each objective ensures students make
measurable progress toward completing the project while focusing on one
of the five language skills."

"Now, look at Section 5. This section lists the materials and teaching
strategies needed to support these objectives. You’ll see resources that
help students achieve their goals and differentiated instructions to address
diverse learning needs."

Key Points to Highlight:

"Specific objectives ensure each lesson is purposeful and student-centered.
For example, identifying specific information from a text or summarizing
details are clear, measurable tasks that contribute to the 21st-century
project."

"The order of the objectives reflects a suggested sequence of learning,

starting with receptive skills like listening and reading and progressing to
productive skills like speaking and writing. This sequence ensures that
students build on their understanding step by step, receiving and
processing information before applying it."

"Mediation is a skill that is present in every lesson, even if it is not always

explicitly highlighted. Having a clear mediation objective helps us recognize
when mediation is happening. Mediation is how students help each other
bridge understanding—whether by pointing to a picture or explaining with
one word of an indigenous language. Mediation is essential for
collaborative, and an important part of real-world communication. By
including mediation objectives you can ensure students develop this critical
skill consistently across all lessons."

64
 "In Section 5, the materials and teaching strategies are designed to support
these objectives. Differentiated instructions are critical—they ensure that
all students, regardless of their level, have opportunities to succeed and
stay engaged."

Transition:
"As you can see, this planner provides a clear and logical structure for
teaching, ensuring that objectives, materials, and strategies are aligned
with both the scenario and the curriculum."

Optional Interaction:
"Let’s look at the objectives. Can anyone identify which skill corresponds to
objective 1? What about 2?" Continue to elicit for Objectives 3-4.

Order of objectives:
Listening
Reading
Speaking
Writing
Mediation
Slide Slide Title: Brief Introduction to the Theme Lesson Planner – Page 3
Example Theme Lesson Planner Section 6
Grade 4, Scenario 1, Theme 2
57 Time Estimate: 1 minute

Introduction:
"Let’s take a look at Section 6, the Learning Sequence Organizer. This
section is where you can summarize the lessons in the sequence and note
the day or days you expect to spend on each lesson."

Explanation:
"It’s important to remember that one lesson may take one, two, or even
three days to complete, depending on your students’ progress. That’s
perfectly acceptable. Move through the sequence naturally, allowing
enough time for students to understand and internalize the material.

The lessons in this sequence are designed to support the 21st-century

project, with each day reinforcing language skills and building on what
students learned previously. The action-oriented and meaningful context of
these lessons helps students use the language with purpose and relevance
every day."

65
 "Use this section to summarize the focus of each lesson in a few sentences.
Make sure your summaries align with the learning outcomes and help
students progress toward completing the project."

Transition:
"Now, let’s look at a worked example of a completed learning sequence."
Slide Slide: Example Theme Lesson Planner – Section 6
Example Theme Lesson Planner Section 6
Grade 4, Scenario 1, Theme 2
58 Time Estimate: 1 minute

Introduction:
"Let’s take a moment to review this example of the Learning Sequence in
Section 6."

Prompt for Reading:

"Take a moment to read through the example. Notice the time allocated for
each lesson—some take two days— this teacher has planned for two days
for each lesson."

"When planning, consider the time you have for English each week and the
length of your periods. For example, teachers with 45- to 75-minute lessons
may be able to complete one full lesson in a single day. If you have shorter
periods, such as two 30-minute lessons following a longer period, you
might need two days to complete a single lesson. This flexibility allows you
to adapt the sequence to your schedule and students' needs. You can find
more information about time planning in the curriculum’s appendix."

Clarifying Questions:

"What do you notice about the sequence of skills? Why do you think this
order supports student learning?"

Answer 1:
"The sequence starts with listening and reading, which focus on receptive
skills and support interaction for learning. This is where students are learn
new language and receive language input. The sequence then continues
with speaking and writing, which focus on productive skills, and develop
communication with others through interaction. This supports learning by
ensuring students first understand the language before using it actively."

66
 "How does summarizing your lessons here help you plan for multiple days
of learning?"
Answer 2:
"By starting with listening and reading, students build vocabulary and
grammar in context, which helps them feel more confident when they
move on to speaking and writing. The final step of completing the 21st-
century project allows students to apply all the skills in a meaningful way."

"This sequence is a summary of several days of teaching. By completing

Sections 1–6 of the planner, you are preparing for multiple days of
connected and progressive instruction. "
Slide Slide Title: Recommended Learning Sequence (Section 6)
Recommended Learning Sequence (Section 6)
59 Lesson Planner - Recommended Learning Sequence Time Estimate: 1 minute
Develop one skill — Integrate all skills

Purpose: Clarify that while the learning sequence focuses on one skill,
lessons always integrate multiple skills.

Speaking Writing Speaking Writing "Here is an important thing to remember. While each lesson focuses on
developing one primary skill, such as listening or reading, all lessons
Focus on Listening Focus on Reading integrate multiple skills to create meaningful language use."

Mediatio Readin Mediatio Listenin Explanation:

n g n g

"For example, in a lesson focused on listening, students might listen to a

text, then speak about what they heard, write sentences related to it, and
mediate by helping peers understand the content.

Similarly, in a reading-focused lesson, students will read a text but also

discuss it, write responses, and work collaboratively to connect it to real-life
contexts."

67
Slide Slide Title: Recommended Learning Sequence (Section 6)

60 Recommended Learning Sequence (Section 6) Time Estimate: 2 minutes

Lesson Planner - Recommended Learning Sequence
Develop one skill — Integrate all skills
Purpose: Explain the integration of skills and the logical sequence for
language learning leading to the 21st-century project.
Speaking
Reading

Reading Writing
Transition:
Reading Speaking
21st Century
Project
"Here we can see the rest of the skills. Again, while the focus of each lesson
Focus on Speaking
is on one skill, all skills are integrated throughout the sequence to support
comprehensive language learning."
Listening
Focus on Writing
Mediation

Mediation Listening

Mediation Listening Writing

Explanation:
"The order of the sequence has a purpose based on what we know about
how students learn language:

First, students need to see the language, the word or a picture of it, hear it,
and understand its meaning. This is often done through listening-focused
presentations.

Next, students need additional input to reinforce what they are learning.
This is commonly achieved through reading.

To internalize the language, students need opportunities to communicate,

or talk together. Speaking follows naturally as they begin to process and use
the language actively.

Finally, to deepen understanding and enrich meaning, students write.

Writing helps solidify their knowledge and create a record of their
learning."

Key Takeaway:
"This logical progression ensures students develop language skills
effectively and are fully prepared for the 21st-century project. The project
integrates all skills, allowing students to demonstrate their abilities and
engage in mediation by negotiating meaning and collaborating to complete
their tasks."

68
Slide Slide: Example Theme Lesson Planner – Daily Plan (Blank)
Time Estimate: 1 minute
61
Introduction:
"Here is the blank daily lesson plan. For each learning objective, you will
Example Theme Lesson create one daily plan. "
Planner Daily Plan
Grade 4, Scenario 1, Theme 2 Explanation:
"The daily plan is where you bring your lesson to life. Each stage helps your
students build real-world language skills."

"The daily plan includes the following stages:

-Warm Up: A short and fun activity to engage your students and set the
tone for learning.

-Presentation: This is where you introduce or review vocabulary, grammar,

and the social context of the language. Students practice the new content
with your guidance.

-Preparation: Students work together on a task that prepares them to use

the language in a real-world situation connected to the scenario.

-Performance: This is when students use the language actively, performing

the task in pairs, groups, or as a class.

-Post/Assessment: A time for students to review what they learned and for
you to make notes about their progress."

Note on Time and Lesson Planning:

"It is important to note that not all of these stages need to happen in the
same lesson.

For example, you can complete the presentation stage in one lesson, then
review and complete the preparation stage in a second lesson. This
flexibility allows you to adapt the plan to your students’ pace and your
available time."

Transition:
"Let us move on to a completed example so you can see how all of this
works in practice."

69
Slide Slide: Example Theme Lesson Planner – Daily Plan Lesson Detail
(Completed)
62 Time Estimate: 3 minutes

Purpose:
Guide teachers through the stages of a completed daily plan, showing how
each activity builds on the previous one to develop real-world language
skills and support the learning objective.

Introduction:
"This slide shows a completed daily lesson plan for Grade 4, Scenario 1,
Theme 2."

Prompt for Reading:

"Take a moment to review the completed plan. As you read, notice how this
lesson focuses on listening while integrating aspects of speaking, reading,
and writing. Additionally, notice how the activities allow students to
practice mediation by having collaborative group activities."

Allow 1 minute for reading. Review the following questions as appropriate

for your audience. You can be selective based on time.

Clarifying Questions:

Warm Up Section:

"How does the 'What’s in the Picture?' activity help students engage with
the topic and prepare for the rest of the lesson?"
Answer: "It introduces key vocabulary in a fun, interactive way and activates
students’ background knowledge about the Panama Canal."

Presentation Stage Section:

"Why is it important to introduce vocabulary and grammar clearly before

students begin practicing with a partner?"
Answer: "Clear modeling helps students understand the language structure
and gives them confidence to use it during later activities."

Preparation Stage Section:

"How does comparing pictures in pairs support mediation skills?"
Answer: "Students work together to describe and compare objects, helping
each other understand and use the language correctly."

70
 Performance Stage Section:
"Why do you think students are asked to interact with different partners
during this stage?"
Answer: "This builds fluency and adaptability by exposing students to a
variety of perspectives and responses, mimicking real-world
communication."

Post/Assessment Stage:
"How does this stage connect back to the learning objective?"
Answer: "Writing sentences and sharing them ensures students practice the
targeted grammar and vocabulary, showing they can apply what they
learned in a structured way."

Final Summary:
"This completed plan shows how listening serves as the foundation while
integrating other skills like speaking, reading, writing, and mediation. Each
stage is purposeful, engaging, and helps students use the language in
meaningful ways."
Slide Slide: Example Theme Lesson Planner – Daily Plan, Closing Section

63 Time Estimate: 1 minute

Purpose:
To explain how the final sections of the daily plan support reflection,
assessment, and preparation for future lessons.

Transition:
"Let us look at the final sections of the daily plan, which help you reflect on
student progress and organize follow-up tasks."

Explanation:

Homework Section:
"This section is for assigning optional tasks to reinforce learning or prepare
for the next lesson. Homework should connect to the objectives and
provide meaningful practice."

Formative Assessment of Learning Section:

"This section helps you evaluate what students achieved, identify areas for
review, and plan next steps to improve their learning."

71
 Teacher’s Comments/Observations Section:
"Use this section to document key observations about the lesson, including
successes, challenges, and ideas for future improvements."

Transition
"These sections ensure you reflect on each lesson and prepare for the next,
supporting student progress and lesson effectiveness. Let's look at a
completed example."
Slide Slide: Example Theme Lesson Planner – Daily Plan, Closing Section (Worked
Example Theme Lesson Planner Daily Plan
Example)
Grade 4, Scenario 1, Theme 2
64
Time Estimate: 3 minutes

Purpose:
Guide teachers in analyzing the closing sections of a completed daily plan
and understanding how they support reflection, assessment, and
preparation for future lessons.

Introduction:
"Now, let us review the worked example of the closing section of a daily
plan. Each part here helps you reflect on students' learning, guide next
steps, and connect to future lessons."

Prompt for Reading:

"Take a moment to read through this example. As you do, notice how each
section—reflection, homework, formative assessment, and teacher’s
observations—connect to the overall lesson and provide insight useful for
you in planning the next lesson in the sequence."

Allow 1 minute for reading.

Review the following questions as appropriate for your audience. You can
be selective based on time.
Clarifying Questions:

Reflection Activity Section:

"How does asking students to share one thing they learned help reinforce
the lesson?"
Answer: "It encourages students to think critically about their learning and
gives them an opportunity to talk about what they understood."

Homework Section:

72
 "What is the purpose of connecting the homework task to the day’s lesson
and the next lesson?"
Answer: "It helps students practice the day’s learning in a new context and
prepares them for the next lesson and the 21st century project."

Formative Assessment Section:

"How does observing students during tasks like mingling or writing help
guide your planning for future lessons?"
Answer: "It allows the teacher to identify specific areas where students are
struggling and plan targeted interventions or reviews for the next class."

Teacher’s Comments/Observations Section:

"Why is it important to note individual student needs and successes in this
section?"
Answer: "It ensures the teacher remembers specific details about students’
progress and can personalize support in the next lessons."

Slide Slide Title: Connecting the Action Oriented Approach to Lesson

Development
65
30 seconds

This is a transition slide, the following can be used to connect the lesson
planner presentation to the AoA.

Transition:
"Now that we have reviewed the completed lesson planner, you can see
how each section works together to guide students through purposeful,
meaningful learning experiences. Every element of the plan—objectives,
activities, and assessments—is designed to engage students in using
language in real-world contexts."

"This connection to real-world language use reflects the principles of the

Action-Oriented Approach. Let us now look more closely at how this
approach shapes lesson planning and supports students in becoming active
language users."

73
Slide Slide Title: Processing Our Learning with the Action-Oriented Approach
Time Estimate: 1 minute
66
Purpose:
Explain the connection between the Action-Oriented Approach and
effective lesson planning, emphasizing its real-world application.

Introduction:
"The Action-Oriented Approach ensures that learning is meaningful and
connected to real-life situations. It focuses on helping students actively use
language while building essential skills."

"This approach emphasizes planning that supports student independence,

collaboration, and progress through guided support and clear, actionable
feedback. It is centered on creating lessons that are relevant, engaging, and
grounded in real-world scenarios, which help students see the purpose of
their learning."

Transition:
"Now, let’s focus on its key elements and how they work together to create
meaningful learning experiences."
Slide Slide Title: What are the Key Elements of the Action-
Oriented Approach?
67
Time Estimate: 1 minute

Purpose: Highlight the five foundational elements of the Action-Oriented

Approach and their roles in effective teaching and learning.

Explanation:
"The Action-Oriented Approach emphasizes collaboration, real-word
context, and authenticity. At its core are five essential elements that work
together to create meaningful and effective language learning experiences.

First, we have the learner, who actively engages in using language to

complete real-world tasks. The focus is always on what students can do
with the language.

Next is the teacher, who serves as a guide and facilitator, providing support
and creating opportunities for students to succeed in meaningful tasks.

74
 Tasks are the centerpiece of this approach. They give students a clear
purpose for using language, making learning practical and engaging.

Resources include everything from texts and visuals to real-life examples

that help students connect learning to their world.

Finally, assessment helps track progress, giving teachers and students the
feedback they need to refine and improve their skills as they work toward
completing tasks."

Transition:
"The most critical element of the Action-Oriented Approach is the learner.
They are the focus of the curriculum and of everything we do."
Slide Slide Title: Learners as Social Agents

68 Time Estimate: 1 minute

Purpose: Explain the concept of learners as social agents and its relevance
to the Action-Oriented Approach.

Explanation:
"In the Action-Oriented Approach, learners are viewed as social agents. This
means they are active participants in constructing meaning and using
language to engage with real-world tasks and situations."

Key Notes:
"By acting as social agents, learners collaborate to solve problems,
communicate ideas, and achieve goals in meaningful, real-life contexts."

Synthesizing learning to create connection:

"Everything we have explored in our training is aligned to this core idea: our
learners are social agents.

This means our students are active participants who use language for real
purposes.

For example, in the Lesson Plan we reviewed, Grade 4, Scenario 4 on

Visiting the Panama Canal, the students identified details about the Panama
Canal, discussed comparisons using real-world visuals, and prepared to
create meaningful projects.

75
 These activities reflect how students co-construct meaning, develop
communication strategies, and act in collaborative tasks, all while engaging
in purposeful, real-life contexts.

Action-Oriented learning is about helping students to use English

meaningfully in today, tomorrow, and in the future."

Transition:
"Next, we will explore how this concept is applied in lesson planning."
Slide Slide Title: Six Lesson Stages of the Action-Oriented Approach

69 Time Estimate: 2 minutes

Purpose: Help participants notice the connection between the Action-

Oriented Approach stages and the lesson plan structure, as well as the
scaffolding of tasks in each stage.

Introduction:
"The Action-Oriented Approach is structured around these six clear learning
stages. Each stage provides focus and progression, supporting students as
they build skills step by step."

Noticing Activity 1:
"Take a moment to review these stages. Does this structure remind you of
anything?"

Answer:
"This structure mirrors the lesson plan we reviewed earlier. The lesson plan
reflects these stages, ensuring that your teaching follows a logical, student-
centered progression."

Noticing Activity 2:
"Now, notice how each stage includes specific tasks. How does this
scaffolding support student learning?"

Answer:
"This scaffolding ensures students are supported at every step of their
learning journey. For example, in the 'Preparation' stage, practice tasks help
students build confidence before moving to the 'Performance' stage, where
they apply their learning in a meaningful way."

76
 Key Point:
"This scaffolding is a natural part of the Action-Oriented Approach. It allows
students to progress step by step while ensuring they stay engaged and feel
supported. In the curriculum appendix, you will also find examples of task
types you can use at every stage of lesson planning."

Transition:
"Let’s continue exploring how this approach comes to life in meaningful
classroom activities."
Slide Slide Title: AOA in Lesson Planning: Warm-Up and Presentation

70 Time Estimate: 5 minutes

Purpose: Highlight how familiar communicative language tasks align with

the Action-Oriented Approach, the importance of real-world context, and
how tasks can be adapted for different levels of ability.

Introduction:
"The table on the left lists examples of Action-Oriented Pre-Tasks. Take a
moment to review them. Do any of these look familiar to you?"

Noticing Activity 1:
"These activities are also communicative language tasks. For example,
asking personal questions or describing a picture are strategies many of you
already use. What makes these tasks communicative?"

Answer:
"They involve interaction, meaningful use of language, and encourage
students to express themselves."

Explanation:
"The key enhancement of the Communicative activities is adding the real-
world context to make the activities Action Oriented. In a traditional
comparatives lesson, students might describe a picture of two people on a
worksheet. But in the Action-Oriented Approach, the context is grounded in
real life and relevant to students' experiences.

In this example, students describe features of the Panama Canal, a real,

nationally significant treasure. This makes the learning meaningful, action-
focused, connected to their the real-world.

77
The great news is that you can use all your favorite communicative activities
by enhancing them with real-world contexts. Add real-world connections
relevant to Panama to align your lessons with the Action-Oriented
Approach."

Trainer Note: Have participants refer to the model lesson in handout to

read the examples.

Application Activity:
"Now, let’s look at the model lesson on the right. Which Action-Oriented
task is being used here? Is it personal questions, picture analysis, or
something else?"

Answer:
"Picture analysis. Students analyze a picture of the Panama Canal, discuss
what they see, and use it to learn vocabulary and grammar connected to
the theme."

Noticing Activity 2:
"Finally, notice that the list of tasks on the left does not indicate a specific
level of ability. This is intentional. Teachers choose and contextualize the
task with language that is appropriate for their students' level, using the
information provided in their lesson planner. How does this flexibility help
you plan for your specific students?"

Sample Answer:
"This allows you to tailor tasks to your students' language level while still
focusing on real-world applications. "

Key Takeaway:
"Action-Oriented tasks does not replace communicative language learning,
it enhances your practice by focusing on real-world, meaningful contexts.
Most importantly, you can adapt all your favorite tasks and activities to
meet the needs and abilities of your students."

78
Slide Slide Title: AOA in Lesson Planning: Performance Tasks

71 Time Estimate: 5 minutes

Purpose: Highlight how the Preparation and Performance stages in an

Action-Oriented Approach lesson scaffold tasks and progressively build
language skills and student agency.

Explanation:
"The tables on the slide provide examples of tasks that align with the
Preparation and Performance stages. Let’s explore how these tasks match
the model lesson and notice how they scaffold learning."

Noticing Activity 1:
"Look at the Preparation stage in the model lesson. Which task from the list
of Preparation tasks matches this stage?"
Answer: "Picture Comparison. In the Preparation stage, students compare
pictures of different parts of the Panama Canal using sentence frames,
helping them practice relevant vocabulary and structures."

Noticing Activity 2:
"Now, look at the Performance stage in the model lesson. Which task from
the Performance tasks list matches this stage?"
Answer: "Picture-Based Discussion. In the Performance stage, students
discuss differences between pictures, applying the language they practiced
in the Preparation stage."

Noticing Activity 3:
"Notice how these tasks scaffold learning. How does the Preparation stage
help students succeed in the Performance stage?"
Answer: "The Preparation stage introduces key language and sentence
structures that students can use during the Performance stage. This
scaffolding ensures they are ready to communicate effectively."

Noticing Activity 4:
"How else does this model lesson scaffold learning?"
Answer: "Through the use of the picture activity. At each stage of the
lesson, students work with a picture, and at each stage, the complexity of
the picture activity increases.

New language is introduced, and students take on greater levels of agency.

This is how the Action-Oriented Approach scaffolds tasks progressively."

79
 Key Takeaway:
"These examples show how the Action-Oriented Approach supports
learners step by step. Each task builds on the previous one, ensuring
students develop the language, confidence, and independence they need to
succeed. You can adapt tasks like these to suit your students’ needs and
refer to the curriculum appendix for more examples."
Slide Slide Title: AOA in Lesson Planning: Post, Reflection, and Homework

72 Time Estimate: 2 minutes

Purpose: Highlight how the Post task reinforce learning and provides an
opportunity for teacher's to assess learning.

Noticing Activity 1:
"Look at the Post task in the model lesson. What do you notice about the
type of task students are completing here?"

Answer: "It is a small writing task where students compare features they
discussed earlier, applying what they learned using sentence frames from
earlier stages."

Explanation:
"This short writing task checks learning while connecting to earlier stages,
students can refer to the model on the board to write the sentences. This
allows you to see how well students understood the lesson, and provides
insight into key takeaways. This can also be used to inform assessment of
learning during the lesson in a basic way."

80
Slide Slide Title: AOA in Lesson Planning: Post, Reflection, and Homework

73 Time Estimate: 2 minutes

Purpose: Highlight how the Reflection and Homework stages reinforce

learning, promote student agency, and prepare students for the next
lesson, closing the loop on the Action-Oriented Approach.

Noticing Activity 1:
"Now, look at the Reflection task. What did students choose to reflect on—
grammar points or something else?"

Answer: "Students reflected on meaningful content, like the Panama Canal,

rather than just grammar."

Explanation:
"This demonstrates agency. As social agents, students focus on what
interests them, using English to explore relevant topics. This personal
engagement deepens learning and makes language meaningful. In
reflection, you can see how what interests students and how they are
connecting with language to communicate their lives and their learning."

Key Takeaway:
"As you can see, daily lesson plan scaffolds and supports planning lessons
that aligned to competencies and standards. It also, supports developing
communicative skills in an action-oriented way, ensuring students build
language skills with purpose and meaning."

81
Slide Title Slide: Planning for Competency-Based Teaching

74 Trainer Note: From here until the end of the session the focus will shift from
learning and reviewing the curriculum, to actively creating a lesson with the
curriculum and putting what they have learned into practice.

PLANNING FOR Transition Script:

COMPETENCY-BASED "We have now explored how the curriculum supports an Action-Oriented
TEACHING Approach and aligns with the learning sequence.

February 21st, 2025 As we move forward, the focus shifts from understanding to doing. You will
begin actively applying what you have learned by planning lessons that
integrate competencies, standards, and real-world contexts into your
teaching."

Slide Slide Title: Let’s Begin a Lesson Planner and Create Daily Plans
Let’s Be in a Lesson P anner
75 and Create Daily Plans! Time Estimate: 1 minute
Teachers will .....

Purpose: Transition into the active workshop phase where teachers will
• Identifying a 21st century project
create parts of their Theme Planner and Daily Lessons, connecting theory to
(Section 3)
practice.
• Finding and transferring appropriate standards and
learning outcomes and competencies to own
Explanation:
Theme Lesson Planner (Sections 2 and 3)
"Now it's your turn. Our objectives for the next part of this session is to
• Developing SMART objectives for each of the 5 complete the overview and one daily lesson, to help you begin working
lessons (Section 4) with the curriculum. You will be selecting a 21st-century project, identifying
the standards and outcomes that align with it, and develop clear objectives
for one lesson in your sequence.

Let’s begin!"

82
Slide Slide Title: Complete Part 1 of the Theme Lesson Planner – Page 1
Complete Part 1 of the Theme Lesson Planner - Page 1
76 Organize the information from the curriculum in Time Estimate: 2 minutes, 10-15 minutes for the activity
the first part of the Theme Lesson Planner. This
will help you create your daily plan.
Purpose: Provide instructions for completing the first part of the Theme
Remember: Lesson Planner and encourage collaboration.
1. Choose a Scenario and Theme
2.Copy the Standards Introduction:
3.Select a 21st Century Project you know you "Here is what we will do. First you’ll organize information directly from the
and your students can complete
4.Align the outcomes to your selection
curriculum into your theme planner, which will help guide the rest of your
5.Review and select that Linguistic, Pragmatic, lesson planning process."
and Sociolinguistic Competences

Steps to Complete:
We will have 10 minutes to work. "Here’s what you’ll do:

1. Choose a scenario and theme from the scenario curriculum handout.

2. Copy the standards associated with that scenario and theme into the
planner.
3. Select a 21st-century project you know you and your students can
realistically complete.
4. Align the learning outcomes to your project selection.
5. Review and select the linguistic, pragmatic, and sociolinguistic
competencies that match the project."

Adjust as appropriate based on the timing of your workshop:

"You will have 10 minutes to work on this. If you have questions, let me
know, and I’ll come by to help."

Trainer Note:
Teachers can work individually, in pairs, or in groups, as appropriate to their
level of knowledge. Encourage collaboration—pair and group work are
excellent ways for teachers to share ideas and support one another.

Instruction Check Questions:

"Do you know where to find the scenarios and themes in the scenario
curriculum handout?"

"Can you identify where the 21st-century projects are listed?"

Comprehension Check Questions:

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 "What are the three types of competencies you need to review and select?"
(Answer: Linguistic, Pragmatic, Sociolinguistic)

"How do you choose and align the learning outcomes?" (Answer: By

selecting the 21st-century project)

Facilitation Note:
During the group work, circulate around the room. Answer any questions,
clarify instructions, and provide support to individuals or groups as needed.

Pay attention to how teachers are approaching the competencies and

projects, offering guidance to ensure alignment with the
curriculum.
Slide Slide Title: Now Let’s Create 2 Objectives
Time Estimate: 1 minute for instructions, 10-15 minutes for activity
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Purpose: Guide participants in developing two specific and aligned
objectives using the Theme Lesson Planner.

Transition:
"Let’s continue by creating two objectives for our daily plan."

Explanation:
"To create your objectives:

Start with Listening. Consider your 21st Century Project. Review the
outcomes and competences to ensure alignment.

Use the sentence frames provided for Listening Objectives to draft an

objective for your daily plan.

Once done, repeat the process for Reading and create an objective for your
daily plan"

"Take about 10-15 minutes to complete this task. Let me know if you have
any questions or need clarification as you work."

"If you finish early, take the opportunity to work on a speaking, writing, or
mediation objective."

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 Trainer Notes:

Allow participants to work individually, in pairs, or in small groups, as

appropriate.

Remind participants to use the handouts and work from the earlier section
of the training.

Circulate during the activity to answer questions, offer guidance, and

provide support where needed.
Slide Slide Title: Now You Will Create a Lesson Plan

78 Time Estimate: 1 minute for instructions, 20 minutes for activity

Purpose: Guide participants in drafting a lesson plan using the provided

template, ensuring alignment with the Action-Oriented Approach and
Panama-specific contexts.

Introduction:
"Now it’s time to create a lesson plan."

Explanation:
"Let's review the process.

First, complete the top section of the planner with details like your grade,
scenario, and theme. Use the information you’ve already organized in the
Theme Planner.

Next, copy your Listening Objective into the lesson plan. This objective will
guide your planning for this specific lesson.

Finally, use the stages of the lesson planner to scaffold tasks for your lesson.
Think about your 21st-century project and the context you’re working in—
Panama. What language do your students need to learn? What activities
will help them achieve the outcomes and connect to the real-world
context?

Activity Instructions:
"You’ll have about 20 minutes to work on this. Use your handouts to find
sentence frames for objectives, task ideas for scaffolding, or refer to the

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 curriculum booklet for scenarios, themes, standards, and outcomes. If you
have questions or need support, I'm here to help."

Trainer Notes:

Encourage participants to review handouts for:

Sentence frames for objectives.
Task ideas for scaffolding.
Curriculum booklets for scenarios, themes, standards, and outcomes.
Slide Slide Title: Share with Another Group
Time Estimate: 1 minute for instructions, 10 minutes for activity
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Purpose: Facilitate peer collaboration and feedback by sharing and
discussing lesson plans with other groups.

Transition:
"Let's share our plans."

Explanation:
"To share we will make small groups and take turns presenting your lesson
plan.

You can listen as others share, and give notes and share ideas on what you
think about the plan. You can also share any advice or insights that might
help others enhance their plans."

Activity Instructions:
"You’ll have about 10 minutes. Let's learn from one another. Let me know if
you need support or have questions."

Trainer Notes:
Encourage participants to focus on actionable and constructive feedback.
Circulate to observe discussions, provide clarification, and highlight good
practices to the larger group when wrapping up the activity.

It is appropriate to allow time for a short break after sharing.

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Slide Slide Title: Lesson Planning, Sharing, and Reflection

80 Time Estimate: 30 seconds

Purpose: Transition into the closing reflection and wrap up.

Explanation:
Now we have completed our lesson plan, let's think about what we have
learned during this time.

Slide Slide Title: Reflection

Time Estimate: 30 seconds for transition
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Purpose: Set up a group reflection activity to summarize and share key
Reflection takeaways from the session.

What have you learned in these 5 hours? Script:

"Now, let’s take a moment to reflect. What have you learned in these five
hours? Let's take some time to think and share together."

Questions to scaffold the reflection are on the next slide.

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Slide Slide Title: Pause and Review

82 Time Estimate: 1 minute for instructions, 5-10 minutes for group discussion,
2 minutes for eliciting and summarizing

Purpose: Facilitate group reflection on the learning process and key

takeaways, and address any remaining questions before concluding the
session.

Transition:
"Work with your group to discuss your takeaways and insights."

Activity Instructions:
"Discuss these questions in your groups. Think about how today’s work has
helped you develop your Theme Planner, create Objectives, and plan
learning sequences. Also, reflect on what is most relevant to you right now
and what questions you might still have.

You’ll have 5-10 minutes for this discussion. Once you’ve shared your ideas,
we’ll come together to hear some highlights and address any final
questions."

Trainer Notes:

Circulate among the groups to observe, listen, and provide clarification if

needed.

After the group discussion, ask a few groups to share key insights or
questions.

Summarize the main points and ensure all questions are addressed before
transitioning to the closing.

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Slide Slide Title: Post-Test

83 Time Estimate: 5-10 minutes

Purpose: Provide an opportunity for teachers to re-evaluate their

knowledge following the training and understand how the training
improved knowledge of the curriculum.

Introduction: "We are almost finished but before we go, we have one final
check to see how much you learned!"

"We will take about 5-10 minutes to complete the post-test. please work on
your own."

Allow time for the teachers to complete the post-test. This test can be taken
on phones, tablets or laptops.

Transition: "Thank you for taking the time to take the post-test. Where you
surprised at how much you knew this time? What question do you think
you answered correctly in both assessments? Where there any questions
you felt you couldn't answer?"

Elicit any final questions and provide clarification.

Transition: "And now, the time has finally come for us to say goodbye."

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Slide Slide Title: Thank You!

84 Time Estimate: 1 minute

Purpose: Conclude the session with a note of appreciation, highlighting the

collective effort to build a brighter future for Panama through education.

Closing Words:
Thank you! "Thank you all for your hard work and engagement today. We’ve
accomplished a lot together, and your dedication to your students and their
success is inspiring."
“A one we can do so itt e; to ether we can do so much.”
-Hellen Keller Encouragement:
Training will continue in future courses and workshops! "Every lesson you plan and every skill you teach helps build a stronger
future for Panama. Together, we are shaping confident, capable, and
empowered learners who will lead our country forward."

Note on Future Training:

"This training is just one step in our shared journey. There will be more
courses and workshops to continue building on what we’ve started here
today."

Final Words:
"Thank you once again for your commitment, collaboration, and passion for
our students and for Panama. Together, we are making a difference for
generations to come."

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