Primer planificación del Nivel Inicial. Level Initial 2

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Ana Laura Ortiz
Institución Educativa: Instituto Davies
Dirección: Av. San Martin 787, Trevelin - Chubut
Cantidad de alumnos: cuatro
Edad: 4/5 años
Unidad Temática: Clothing
Clase Nº: I
Fecha: 28/10/2019
Hora: 11hs a 12 hs
Duración de la clase: 60 minutos
Fecha de entrega de la planificación: 26/10/2019
Learning aims:
During this lesson, learners will be able to…
• To acquire new vocabulary about clothing.
• To learn linguistic structures: what is (she) wearing? (She) is wearing (a
bathing suit).
• To develop listening skills;
• To develop motor skills;
• To develop visual skills;
• To talk about what he/she is wearing.
Learning focus:
The activities will focus on:
• Vocabulary: raincoat, umbrella, boots,bathing suit, shorts, sandals, hat,
sunny, rainy.
• Listening and say, find and match, drawing, painting, imagination and fine
motor skills.
Integration of skills:
They will develop their:
• Speaking skills by talking about clothing.
• Spatial skills by observing imagines and bodies.
• Creative skills by drawing their favourite clothes.
Multiple intelligences:

2. • Musical intelligence by singing the Hello song;
• Linguistic intelligence (talking about their clothing)
• Spatial intelligence (listen, find and match)
• Interpersonal intelligence (sharing materials to paint their drawings)
Materials and resources:
• Whote paper with a shape of body
• Clothing forms
• Scissors
• Glue
• Crayons, pencils
• Video
• Book Big Fun, page 62
Possible contingencies:
• Children talking at the same time when the teacher asks questions;
• Children playing or running around instead working;
• Children getting up at the same time to get their pencils or crayons;
• Children not wanting to sit down and paint;
• The possible contingencies:
▪ to allow those who speak a lot to participate first.
▪ to request that each one bring a pencil to the worktable.
▪ to draw a body on the board and have the children draw a
hat, a pair of boots, a raincoat, a hat, sunny and rainy day
Classroom management strategies:
• Start each activity explaining what it is;
• Use the strategy that already works with them to clam them down: raise
hand and put a finger in front of the lips or to sing “Being polite” song.
• Call their attention when they get distracted and show interest in their
work.
• Motivate them to finish their artworks.
Assessment: collecting information and reporting your findings
• Asking questions about the clothes: what colour is, do you like it, what is
(she) wearing?
• Observing children while they are painting and cutting in case they need
help.
• Making comments on their work: “It’s lovely”
Lesson stages:
Routine

3. Sing a Hello Song to start the class.
Good morning, my children,
Good morning to you.
I’m happy to see you,
I will play with you
Dialogues with them about their interest.
Lead-in and Presentation
• Purpose: To create the context where children can acquire the new
vocabulary relation to “My Clothes” and allow them to have fun while
they do it.
• Timing: 10 minutes
Activity description and instruction as they will be said to children (include direct
speech).
Activity description and instructions as they will be said to children (include direct
speech). The teacher puts on the raincoat, boots and hat and takes up the umbrella
and she will be walking around the classroom and say: (repeat pitter patter)
It is rainy! Yes, it is rainy
What are you wearing? I am wearing a hat, a raincoat, and boots!
Teacher points to each item as she names it. Finally, she points to her umbrella and
asks: what is this? Reply: it is an umbrella. We use umbrellas for the rain!
• Scaffolding strategies
• Say to the children how the weather is today and what I am wearing by
using a lot of gestures and movements.
• Show and tell them the name of the clothes in English.
• Ask them to repeat the name of the clothes that are mentioned.
• Ask the children what color it is.
• Present the clothes again with their colours
• Use gestures, mimes and body movements when telling the name of the
clothes.
• Transition comment to link each stage of the lesson with the next one
It’s raining today, what clothes we will need” (wait for their comments).
That’s right! “So are you ready? Let’s see a video about clothes.
Development of the sequence of activities
Activity N° 1
• Purpose: to develop listening skills by pay attention to what the teacher
says.

4. • To consolidate vocabulary
• Timing: 10 minutes
Activity description and instruction as they will be said to children (include direct
speech).
Display the video of the Pearson Book and have children look at the items of
clothing. (The short video is part of the material of the book and it shows the new
vocabulary and focuses on the union of the words with its image.).
Next children open their books on page 61 and the teacher says, “Let’s find Alan’s
clothes, where is the umbrella?” Can you find it? Well done! And What colour is
it?” Then teacher points to the raincoat and then to the one that she used as a prop
and she says: “I’m wearing a raincoat” and encourage children to children to
describe what they are wearing. She points to each item in turn, name it, and
invites children to describe what is teacher wearing. Then say: I’m wearing a pink
raincoat, I’m wearing a hat, I’m wearing blue boots
• Scaffolding strategies
• Ask questions and showing “What is (he) wearing? in order to aid
comprehension and check understanding.
• Ask questions about what Alan or Sally are wearing today, using a lot of
gestures and movements and point to the clothes. If they have not
understood it, explain it again by saying and pointing them.
• Transition comment to link each stage of the lesson with the next one
• It is raining, I am wearing my blue boots ….
• What is Alan / Sally wearing…?
• Let’s help Sally and Alan get dressed raining clothes.
Activity N° 2
• Purpose:
• To build up and develop a positive self-esteem
• pain, cut and glue.
• Timing: 15 minutes
Activity description and instruction as they will be said to children (include direct

5. speech).
The teacher gives each child a copy of the body and images of clothing and they
must paint, cut and glue on the body. She provides them a recipient with colours,
scissors and glue. “She/ He is Sally/Alan, they lost their raining clothes, we will
help them to get dressed”.
It is an opportunity for children to complete the drawing with the parts of the face,
the vocabulary is reviewed: eyes, nose, ears, mouth and hair and the teacher to ask
questions as: What colour eyes are? What is this (and point to her nose) do you
remember? It is a nose
Alan / Sally

6. • Scaffolding strategies
•To guide them during the activity by talking with them about
their work.
•To provide them help at the moment of cuting the pictures and
pasting in the right place in Sally’s/Alan’s body shape
• Transition comment to link each stage of the lesson with the next
one: “What a wonderful job It’s lovely!. Now let’s clean the table and
pay attention here”
Activity N° 3
• Purpose:
- listen and sing the “Umbrella song” by .
- Imagine and draw his/her umbrella.
• Time: 15 minutes.
Activity description and instruction as they will be said to children (include direct
speech).
Invite the children to sing the new song about the rain: “The umbrella
song”. Before singing the song, the teacher invites children to make a
circle and practice tapping the different sounds with the hands and feet.
Once the children are familiar with the rhythms, they enjoy recognizing
them in the song and combining them with the actions, the teacher start
to sing and inviting them to follow her.
At the end of the song, ask each child to describe their umbrella, adding
that the best thing about, asking them what colour his/her umbrella is, Is
it big or small umbrella?”
After the song moment the teacher suggests children that they draw a
picture of themselves with their imaginary umbrellas!
Umbrella song
Down come the rain drops SPLASH, SPLASH, SPASH! (stamp feet on the
splashes
Let’s run for cover, DASH, DASH, DASH! (run on the stop)
Pitter patter, pitter patter, DRIP, DRIP, DROP (clap hands in rhythm)
I’m under my umbrella till the raindrops STOP! (put up pretend
umbrella)

7. • Scaffolding strategies
• Explain;
• Ask them if they have understood what they have to do
and ask some to explain the song.
• Demonstrate activity: if they have not understood it,
explain it again by showing them how to do it.
• Demonstrate activity
Transition comment to link each stage of the lesson with the next one.
• Now let’s go to play race or rock, paper, scissors.
Closure
• Purpose
- To clean up
- To play a game while they are waiting for their parents.
- To say goodbye.
• Timing: 5 minutes
Activity description and instructions as they will be said to students
(include direct speech)
• Take everybody to put on shelves the pencilcase and
books.
• Tell them to put their jackets and give them their artwork,
opportunity to revise what they have learnt. “What is
Sally/ Alan wearing? (pointing at the shape of the
Alan/Sally body which they have dressed). Yes, he is wearing
an orange hat. What is this? Do you remember? (wait for
answers) No, they are boots. Blue boots. /perfect!”
• Invite them to say “Goodbye”

8. 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