ültima Planificación del Nivel 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: III
Fecha: 06/11/2019
Hora: 11 a 12 hs.
Duración de la clase: 60 minutes
Fecha de entrega de la planificación: 04/11/2019
Learning aims:
During this lesson, learners will be able to…
• To consolidate vocabulary about clothes, weather and numbers from
previous classes;
• To learn cooperatively;
• To develop interpersonal skills;
• To develop mathematical skills;
• To develop logical, spatial and concentration skills;
• To develop motor skills;
• To develop visual skills.
Learning focus:
• Identify and name the specific vocabulary of the unit: shorts, raincoat, hat,
umbrella, boots, sandals, sunbathing suit, sunny, rainy. Numbers: 1-17
• Identify the vocabulary referred to dressing: What is (she) wearing? (She)
is wearing…
• Identify clothing items related to the weather.
Integration of skills:
• Listening skills by paying attention to the short story;
• Spatial-visual skills by observing the teacher while she tells the story;
• Linguistic intelligence (talking about the weather and clothes)
• Logical-mathematical intelligence (analyzing and solving the problem of
how many socks there are)

2. • Spatial intelligence (making an art project)
Multiple intelligences:
• Musical intelligence by singing the Hello song;
• Visual-spatial intelligence by painting;
• Spatial intelligence by processing and using information;
• Logical-mathematical intelligence (analyzing and solving the problem of
how many socks there are.
Materials and resources:
• Maisy’s Wonderful Weather Book” story printed;
• White paper
• Pencils, crayons
• Glue
• Glitters
• Copies with images.
Possible contingencies:
• Children talking all the time when teacher tells the story;
• Children getting distracted
• Children getting bored during the story;
The possible contingences:
• To warn them that you are going to ask some of them, about
it while you read it. So, they have to pay attention.
• To sing the chant “The mother owl says shh”
https://www.youtube.com/watch?v=jrivo46L8fM
• To tell the story by using mimes.
Classroom management strategies:
• Start each activity explaining what it is;
• Use the strategy to calm them: One, two, three, silence please;
• Ask questions to children who get distracted during the story time;
• Motivate them to finish their artworks;
• Tell them that the ones who is pushing will have to answer two questions
instead of one;
Assessment: collecting information and reporting your findings
• Asking questions about the topic;
• Observing children while they are drawing and working in their artwork in
case, they need help
• Making comments on their work: “well done, lovely”

3. Lesson stages:
Routine
• Warm up
• Introduction
• Activities one, two and three
• Closure
Lead-in
• Warm up: Hello song
Hello, everybody!
I am glad to see you.
Hello! Hello! Hello!
To you and you and you …. And you
Hello, everybody!
I am glad to see you.
Hello! Hello! Hello!
To you and you and you…. and you!
• Purpose: To create a relaxed atmosphere where children naturally can
acquire knowledge and allow them to have fun while they do it.
• Timing: 5 minutes
Activity description and instructions as they will be said to students (include direct
speech):
Receive the children by saying “Good morning everyone, how are you today?”
Wait for answers and reply “I´m fine and happy to be with you”.
Once the children have arrive: “Let’s sing the Hello song”. Get up and sing with
me.”
• Scaffolding strategies:
- Sing and dance the “Hello song” by using a lot of gestures and movements.•••••••
• Transition comment to link each stage of the lesson with the next one:
Excellent job! Now let´s sit altogether on the floor. First, I have a question for
you: do you like stories? (Wait for answers) So, now I´m going to tell you a story
so be quiet, ok?
Presentation
• Purpose: To consolidate the vocabulary related to clothes and weather.
To introduce the new vocabulary related to the weather.•
• Timing: 15 minutes•
Activity description and instructions as they will be said to students
(include direct speech):
“What do you think the story will be about?” Show them the cover of the
book with the character of the story. “Yes, perfect! It´s about a mouse. Do
you like it?” “Me too!”

4. Use the art-book to tell the story.
https://www.youtube.com/watch?v=u7pGl1yXpDE
• Scaffolding strategies:
- Show them the page as long as the character appears in order to
connect the word with its symbol/ picture;
- Ask them to repeat the name of the thing or character that appear;
- Use gestures, mime and movements when telling the story;
- Use body movements and vary the tone of voice;•••••••
• Transition comment to link each stage of the lesson with the next one:
“Now, let´s have some fun! Do you want to build a tower? Let’s see what
happened with it.
Development of the sequence of activities
Activity N° 1:”Showdown” game
• Purpose: To develop listening skills by paying attention to what their
partners say.
To promote sense of independence.
To consolidate vocabulary;
To foster positive relationships;
To develop social and emotional skills and understanding.
• Time: 15 minutes
Activity description and instructions as they will be said to student (include direct
speech):
“Do you see the boxes there? It’s time to construct a tower with them!”
So, let’s sitting in a circle on the floor and construct a tower out of boxes, with
flashcards stuck in at various points”. Well done, we have and a tower, so, It’s
time to play now!
We must remove the cards one at a time and name them without knocking the
tower over. I start with this card. Take out the card and show the children the

5. image. Ask them; What Am I wearing? (wait the answer) yes, I’m wearing a hat!
Well done! Now is the turn of…(child’s name)
Make sure they understand the game.
• Scaffolding strategies:
- Ask them if they have understood what they have to do and ask
someone to explain the game.
- If they haven´t understood it, explain it again by showing them how to do it.
- Monitor them in order that no one pushes each other.
• Transition comment to link each stage of the lesson with the next one: “Do
you like snow? I love snow days. Maisy wants to learn about your favourite
weather!” What is your favourite weather?”
Activity N° 2
• Purpose: To consolidate the weather seen in the story.
• Time: 10 minutes
Activity description and instructions as they will be said to students (include direct
speech)
Ask children to share about the different weather they notice in the book. Tell
children that you will be talking about their favourite weather. Draw a picture of a
sun on one side of the board and a cloud on the other side of the board. Draw to
kids under the sun and one kid under the cloud. Ask children if more of the kids
likes sunny weather or cloudy weather best: “(child’s name), Do you like sunny
day?” yes!! (Child’s name) likes sunny day. Ok , one..here under the sun.. now,
your turn (child’s name).
Erase the kids and draw a different amount of kids under each type of weather,
asking children the same question: Now, let’s draw a snow and rain”, so, (child’s
name) do you like snowy day?
Have children count how many people like sunny and cloudy weather. Repeat this
activity with different weather choices.
Tell children that they will be drawing a picture of them of favourite weather:
“Now, let’s draw my favourite weather. I like snowy weather. I like to model a
snowman. What weather do you like?” Model how to draw your favourite kind of
weather on paper.
When children finish their work, request that they write their names on it.

6. • Scaffolding strategies:
- Hand out of pieces of paper to each child. Have them draw their
favourite types of weather.
- Show them my own draw finishes as an example of what they have to
do.
- To guide them during the activity by walking around them.
- To provide help them pencils, crayons.
- To help them to write their names on the drawing.
• Transition comment to link each stage of the lesson with the next one: “It’s
lovely! Now let it put here your drawings and pay attention here.”
Activity N° 3:
• Purpose: To develop mathematical skills.
To work on visual and listening skills and to consolidate
knowledge about numbers 1-17.
• Time: 10 minutes
Activity description and instructions as they will be said to students (include direct
speech)
Call them to sit down on their tables.
Hand out a copy to each child with images of hats and umbrellas and give each
one glue to each child and a bowl with corn flour. “Let’s count how many hats
there are” Encourage children to count all together: One, two, three…sixteen!!
sixteen hats! Demonstrate the activity by counting some hats: Now we are going to
add glue to each hat. Now we add the glitter or corn flour; and remove excess
inside the bowl. Ready!! Now is your turn! Let’s work in your artwork. Maisy is
learning to count, and she needs your help to count hats and umbrellas. Can you
help her!
Help children with the addition of glitter and remove excess when necessary.

7. • Scaffolding strategies:
- Show them my own artcraft finishes as an example of what they have
to do.
- To guide them during the activity by walking around them.
- To provide help them when adding glitter and removing excess.
• Transition comment to link each stage of the lesson with the next one:
“What a wonderful job! Love them all! Now let it dry and pay attention
here.”
Closure
• Purpose: To clean up.
To revise the vocabulary learnt during the lesson.
To close the topic of the class before going home.
• Timing: 10 minutes
Activity description and instructions as they will be said to students
(include direct speech):
Take everybody to go wash their hands. Once they arrive, tell them to put
their jackets and before going, revise what they have learnt. “Let´s refresh
our memory. What the weather like? (show them a flashcard) Yes, rainy!
Do you like rainy day? (Wait for answers) What do you wear in rainy day?
I wear boots and an umbrella, and you?
- To continue showing and asking them about the flashcards.
“Ok, time to go. Have a nice day !
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing

8. Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations