KJGH

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Nisca, María Abril
Institución Educativa: Escuela primaria N°35
Dirección: Av. Julio Argentino Roca s/n
Cantidad de alumnos: 24
Edad: 6 años
Unidad Temática: “My town”
Clase Nº: 3
Fecha: 9 de octubre del 2019
Hora: 13.20 a 14.20 hs
Duración de la clase: 60 minutos
Fecha de entrega de la planificación: 19 de agosto del 2019
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Learning aims: 
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During this lesson, learners will be able to…
- To revisit vocabulary related to the town.
- To recognize different buildings and components of a town.
- To position themselves: “I’m in the school”.
- To express themselves through play.
- To develop interpersonal and intrapersonal skills.
- To develop logical and spatial skills.
Learning focus:
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- Vocabulary: car, supermarket, house, school, cinema, hospital,
sunny, cloudy
- Simple sentences/questions: I’m in the supermarket; it’shere!; who’s
this?
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Integration of skills: 
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- Spatial skills by positioning themselves and also by spotting

2. differences between two similar pictures
- Interpersonal skills by respecting each other’s turn to get involved
with the mockup and to play and by working collaboratively.
- Visual skills by identifying the different components of a town in the
mockup and pictures.
- Speaking skills by talking about the mockup and about the pictures
- Creative and intrapersonal skills by drawing a building of their
choice (extra activity for fast finishers)
- Logical skills by spotting the differences
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Multiple intelligences:
- Spatial intelligence (position in the mockup, spotting the
differences)
- Linguistic intelligence (talking about the mockup and about the
pictures)
- Logical-mathematical intelligence (counting different components
in the pictures in order to spot the differences)
- Bodily – kinesthetic intelligence (playing a game)
- Interpersonal intelligence (playing together, respecting each other’s
turn)
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Materials and resources:
- The mockup of a town used in class one
- The small puppets of Zootopia characters used in the previous
class
- Flashcards or pictures of places in town used in class one
- A photocopy to spot the differences
- An amplified version of the photocopy (laminated)
- Laminated paper crosses
Possible contingencies:
- Children disrupting or talking to each other while explaining
- Children wanting to get closer to the mockup altogether
- Children touching the mockup without being allowed to
- Children not knowing how to draw a building
- Children not understanding the game or not wanting to play
- Children standing up while working with the photocopy
- Children speaking at the same time.
Classroom management strategies:
- Explain children what they have to do clearly before starting; for
instance, explain that everyone will have a turn to get closer to the
mockup
- Explain that they can touch the mockup but carefully and in their
respective turns.
- Using strategies to calm them down: start singing a song they know

3. to call their attention, saying “if you’re listening touch your (nose)”
and wait for them to realize they are expected to pay attention,
singing the song for sitting down (all the children sitting down,
sitting down, sitting down; all the children sitting down on the
chairs), using a voice level chart like the following:
(image taken from the
Internet)
- Giving them time to figure out how to draw a building but always
monitoring them to help them if needed
- Invite the children to take turns to speak. Encourage them to raise
their hands before speaking.
- Explain them that everyone will have a turn to come to the board
or to go outside to play
- Monitor the children while doing the tasks
Assessment: collecting information and reporting your findings
- Asking questions individually and also to the group (where they
are, what they have drawn, etc.)
- Constantly monitoring they work
- Commenting about the class
- Monitoring them while playing and during the class by encouraging
them to participate
Lesson stages:
Routine
 Purpose: saying hello, introducing themselves, talking about the
weather and their feelings and taking a place in the classroom.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
- Make the children form a round to sing the ‘hello song’:
This is the way we say hello,
We say hello, we say hello

4. This is the way we say hello,
We say hello to you!
They will sing it in normal speed, then slower and then faster.
- Ask the children to sit down on the floor
- Ask about their feelings using the following poster:
- Ask about the weather using the following poster and flashcards:
(Pick one of the children to
paste the weather flashcard on the poster).
 Scaffolding strategies: modelling (if you ask them to sit
down, then you should sit down to), singing.
 Transition comment to link each stage of the lesson with the next
one: Look! Some friends came to visit you. Do you remember them?

5. (taking out the puppets)
Lead-in and presentation
 Purpose: to revisit vocabulary from the previous classes, to
position themselves
 Timing: 15 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
- Ask the children to stay seated until you call their names
(explain this with the rest of the rules before starting the
class)
- Place the mockup in the center.
- Show the children a Zootopia puppet and explain that the
character is visiting the town. Say phrases like: Look! Judy is
in the town. She is in the supermarket.
- Repeat this with the different buildings in order to revisit all
the vocabulary. You can encourage the children to tell you
where the character is.
- Then, call out their names (one at a time) and hand them in a
puppet (allow them to choose the character). Invite them to
place the puppets on the mockup and ask them ‘where is
(Judy)?’ Encourage all the students to answer. Keep on until

6. everyone have had the chance to place a character on the
mockup.
- Finally, place one of the characters on the car and take them
away. Mime as if the character was driving the car.
 Scaffolding strategies: modelling, pointing, asking
questions and explaining
 Transition comment to link each stage of the lesson with the next
one: Look! (Judy) took the car and now it is missing. Let’s play a
game and see what else is missing.
Note: take the mockup out of the classroom before beginning the
next activity so the children do not get distracted.
Development of the sequence of activities
Activity 1: ‘the missing object game’

7.  Purpose: to develop children’s speaking and interpersonal skills;
to revisit vocabulary.
 Timing: 20 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
- Ask the children to sit down on their chairs (use the ‘sitting
down song’).
- With the flashcards already placed on the blackboard, ask the
children to look carefully. Repeat the names of each of the
places (supermarket, cinema, etc.) while pointing at them. As
you do so, number them (draw a number over each of them).
Encourage the children to say the names while you do so.
- Ask two of the children to come to the blackboard. Tell one of
them that have to wait outside, count to five and then knock
the door (model all of these actions for him/her).
- Once the first child is outside, encourage the other one to take
out one of the flashcards of the blackboard and hide it behind
him/her. Encourage the rest of the children not to say a word.
- When the other child knock the door (it may be necessary to
remind him/her to do so), encourage the rest of the children
to ask ‘Who’s this?’ and then help the child waiting outside to
say his/her name.
- Say “come in” while modelling the action with your hand and
let the child in. Ask him/her “what’s missing?” pointing to the
board. If the child do not know the answer or if he/she says it
in L1 you may help them.
- Repeat this action with the rest of the children.
 Scaffolding strategies: modelling, pointing, acting.
 Transition comment to link each stage of the lesson with the next
one: (taking the photocopy on your hand) Now, can you see all
these places here?

8. Activity 2: spotting the differences
(Made with
www.canva.com)
Note: I am going to attach a picture of the amplified version and of the
crosses to an e-mail as soon as I finish it.
 Purpose: to encourage children to use their spatial and logical
intelligences; to develop their speaking skills
 Timing: 15 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
- Ask two of the children to help you hand in the photocopies
to the rest of their partners while you stick the amplified
version on the blackboard.

9. - Explain them that pictures 1 and 2 are similar but not the
same.
- Pickone of the things in the pictures, for instance the hospital.
Ask them (pointing to picture 1) Can you see the hospital in
picture 1? When children point and tell where the hospital is
ask them can you see the hospital in picture two? Give them
time to realize that they are not placed in the same way in
both pictures.
- Stick one of the paper crosses next to the hospital in picture
two and encourage the children to do the same thing on their
photocopies.
- Repeat the same action with the rest of the objects, but this
time encourage the children to come to the blackboard to
paste the crosses.
- When they have finished spotting the differences, tell them to
paste the photocopies in their notebooks.
Note: some children may finish before the others. If there is
extra time, you can ask fast finishers to pick their favourite
building and to draw it below the photocopy.
 Scaffolding strategies: showing an amplified version,
explaining, modelling
 Transition comment to link each stage of the lesson with the next
one: O.K. Now it’s time to clean up and say good-bye!
Closure
 Purpose: to say good-bye and to clean up.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
- Once they have finish with their photocopies/drawing, ask
them to put their things in their bags.
Start singing the good-bye song:
Good-bye, good- bye, good-bye
See you next time
Good-bye, good- bye, good-bye
See you next time

10. (Repeat three times while lowering the voice while pointing
to the voice level chart)
- Say good-bye out loud so they can answer back.
 Scaffolding strategies: modelling, singing, explaining
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations