Segunda Planificación 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 Martín 787, Trevelin - Chubut
Cantidad de alumnos: cuatro
Edad: 4/5 años
Unidad Temática: Clothing
Clase Nº: N°II
Fecha: 04/11/2019
Hora: 11 a 12 hs.
Duración de la clase: 60 minutos
Fecha de entrega de la planificación: 01/11/2019
Learning aims:
During this lesson, learners will be able to…
• To acquire vocabulary about clothing;
• To develop mathematical skills;
• To learn linguistic structures: what is (she) wearing? (She) is wearing ( a
bathing suit);
• To develop listening skills;
• To develop motor skills;
• To talk about clothes and quantities.
Learning focus:
The activities will focus on:
• Vocabulary: bathing suit, shorts, sandals, hat, socks, sunny, rainy.
• Numbers: 1-17
Integration of skills:
They will develop their:
• Speaking skills by talking about clothing;
• Spatial skills by observing images and bodies;
• Creative skills by creating an artwork;
• Logical skills by counting socks;
Multiple intelligences:
• Linguistic intelligence (talking about their clothing);
• Spatial intelligence (listen, find, assemble, draw);

2. • Interpersonal intelligence (locate the piece in tis correct place and share
materials to create an artwork);
• Logical-mathematical intelligence (counting how many socks there are)
Materials and resources:
• Clothing cards
• Pictures of sun and cloud with rain
• Pencils
• White paper
• Blue paint
• Glue
• Corks
• Snapdragon
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 sing the song “Being polite”:
Don’t forget to say please.
Don’t forget to say thank you.
Don’t forget to say hello.
Don’t forget to say good-bye.
Be a star! Be a star!
Be polite wherever you are!
Don’t forget to say please.
Don’t forget to say thank you.
Don’t forget to say good-bye.
Be a star! Be a star!
Be polite wherever you are!
Classroom management strategies:
• Start each activity explaining what it is;
• Use the strategy that already works with them to calm them down: raise
hand and put a finger in front of the lips;
• Call their attention when they get distracted and show interest in their
work.
Assessment: collecting information and reporting your findings
• Asking questions about the clothes: what colour is it?, do you like it, what
is (she) wearing?
• Making comments on their work.

3. Lesson stages:
Routine
Sing “Hello” Song to start the class.
Hello, everybody!
I am glad to see you.
Hello! Hello! Hello!
To you and you and you…and you
Hello, everybody!
Hello! Hello! Hello!
To you and you and you…and you!
Dialogues with them about their interest.
Lead-in and presentation
• Purpose: to tell children about “My clothes”
• Timing: 10 minutes
Activity description and instruction as they will be said to children (include direct
speech).
Display the four items seen the previous class: boots, umbrella, raincoat and hat.
Invite each child to take an item and place it under the correct weather figure (sun
and cloud with rain). The teacher points to each child in turn and say: (she) is
wearing…This is the moment which the teacher displays the sun and cloud with
rain pictures, and she elicits It’s sunny and It’s raining. Then, she says: when it’s
rainy, we wear…
Introduce four new pictures: bathing suit, shorts, sandals and hat. The teacher
says: When it’s sunny, we wear… Finally, she holds up on the board the picture
cards about clothing under the sun and cloud with rain and gave children say:
When it’s rainy, I wear… /when it’s sunny, I wear….

4. • Scaffolding strategies
- Review the structure and vocabulary about raining clothes: When it is
rainy, I wear… When it is sunny, I wear…
- Ask the children what colour it is.
- Present the clothes again with their colours.
- Say the children how the weather is today and what I am wearing by
using a lot of gestures and movements: It’s sunny, I wear (sandals)
/It’s rainy, I wear (boots)
• Transition comment to link each stage of the lesson with the next one
• “It’s sunny today, what clothes will we need?” (wait for their
comments). “That’s right!” “So are you ready?” Let’s create our
clothes jigsaw
Development of the sequence of activities
Activity N° 1
• Purpose: clothes jigsaw and glue.
• Timing: 10 minutes
Activity description and instruction as they will be said to children (include direct
speech).
The teacher proposes to play with a jigsaw. She gives each child an envelope with
pieces of an image related to warm clothes (sandals, short, bathing suit, hat).
Then, she invites them to assemble the puzzle and asks them: What are you
wearing? I am wearing… Once the children have assembled all the puzzles, asks
each child next to (him) what is (he) wearing….? (He) is wearing… The teacher
asks children to save the pieces and exchange them with another child and re-
assemble the new puzzle. The teacher uses the opportunity to ask the children
again about the new warm clothing vocabulary.

5. • Scaffolding strategies
• Explain;
• Ask questions;
• Demonstrate activity
Transition comment to link each stage of the lesson with the next one.
•
Activity N° 2
• Purpose: Counting. Find and match
• Time: 10 minutes
Activity description and instruction as they will be said to children (include direct
speech).
Hand out on the table the cards with the images of clothes. The children should
select the amount of clothing they see among three options they have. “how many
boots are there? Four, seven or ten. Let’s count…one, two…. Seven! That’s right!
There are seven boots”
Next, hand out to each child a copy of the drawing they must complete by joining
the numbers (1-17). “Let’s join the numbers” and start counting (one, two, three
and four…) inviting children to continue. While they are working, the teacher
interacts with each child asking: “Is it sunny or Is it raining? It’s raining! Good!
What is (she) wearing? (She)is using an umbrella. What colour is the umbrella?
Red, ok let’s paint the umbrella red”

6. • Scaffolding strategies
- Show them images of clothes to help them count the number of (hats,
umbrellas, boots..)
- Ask questions about how many (boots, umbrellas, hats, etc.) there are.
- Invite children to count “one, two, three…”
- Ask questions about the weather: “Is it sunny today? Is it raining
today?”
- Ask questions about colours. “What colour is it?”
- Ask them if they understand and what it is that they have to do.
- Go around and ask were they found the correct number.
• Transition comment to link each stage of the lesson with the next one
“Very good! It’s rainy today, and Sally goes to school. What clothes
does she wear? Can you help her? Let’s paint Sally and her rainy
clothes.
Activity N° 3
• Purpose: to develop imagination and fine motor skills by creating an
artwork.
• Time: 15 minutes
Activity description and instructions as they will be said to students (include direct
speech)
Show children my artwork and ask them if they know what is (he) wearing? Elicit
answers: Yes, (he) is using an umbrella. It’s raining.
Tell them they are going to create their own artwork about raining and umbrella.
Demonstrate the activity by getting one blank sheet and paint and doing my
umbrella and a person, using cork doing the rain on the paper. Explain to them
they have to put it aside to let it dry.
Tell the to write their names down, so the work doesn’t get mixed up.
Give them a piece of paper to draw the umbrella and the person with raining
clothes (boots, raincoat, hat). Then, put some blue paint on a small plate on two
different tables and give a piece of paper and cork to each child. Tell them to print

7. their cork around the piece of umbrella to create the rain.
Wait for the paint to dry and then let them write their names. Always eliciting It’s
raining. (She) is using (red) umbrella, (blue) boots.
• Scaffolding strategies
- Show them images of my artwork to help them to organize their ideas.
- Have a piece of paper to work as an example;
- Show them how to put their cork in the paint and paper.
• Transition comment to link each stage of the lesson with the next one
-Well done! Lovely artworks. Now, Let’s play with snapdragon! Do you
know what it is? Let me show you!
Activity N° 4
• Purpose: with “snapdragon” the goal is to practice the questions “what
colour do you want? and “what number do you want”
• Time: 10 minutes
Activity description and instruction as they will be said to children (include direct
speech)
Ask a child to come to the front of the classes and play with you. Move
snapdragon with your fingers. Let’s his/her partners see the colours on the
snapdragon. “What colour do you want?” (wait answer) yellow / I want yellow.
Yellow (T move the snapdragon twice, once on each syllable of yellow). Now open
the snapdragon so that the child can see the number inside. “What number do you
want? (wait answer) six. Count while making the snapdragon move with each
number: “one, two, three, four, five, six!” Ask the same questions two more times,
and on the last time, open the snapdragon to show the triangle behind, for example
4. If there is a picture of a pair of “boots” under number 4, says: “It’s raining. You
are wearing boots! Look at the class and show the picture and say “(child’s name)
is wearing boots!
Change places with other child and repeat the game. After that doing three or four
times, invite two children to come to the front of the class and playing with other.

8. • Scaffolding strategies
-Explain the game and demonstrate activity.
-Ask questions: What colour do you want? What number do you want?
What is (child’s name) wearing today?
• Transition comment to link each stage of the lesson with the next one.
- “very good, now let’s clean up, let’s put everything away”
- Now let’s go to play…Choose the game race or rock, paper, scissors.
Closure
• Purpose:
- To clean up
- To play a game while they are waiting 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.
• Looking for your games and choose who to play with.
• Invite them to say “Goodbye”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources

9. Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations