Lesson 2

1. Alumno residente: Orelia, Analia
Institución Educativa: Casita Musical
Dirección: calle 13 N° 255General Pico La Pampa
Cantidad de alumnos: 15-20
Edad: 3-4 años
Unidad Temática: Classroom Language and The shapes
Clase Nº:2
Fecha: 04/10/2019
Hora: 9:30
Duración de la clase: 45’
Fecha de entrega de la planificación: 10/10/2019
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Learning aims: 
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During this lesson, learners will be able to…
 To learn vocabulary related to shapes
 To revisit classroom language, mood
 To develop logical, interpersonal, intrapersonal, spatial, kinaesthetic , verbal , visual skills
 To improve their social relationships among peers and the English teacher.
Learning focus:
 To learn the shapes, circle, triangle, square, ,rectangle
 To revisit vocabulary about mood and the name
 Development of interpersonal skills among peers with the teacher
 Development of intrapersonal skills to promote self-esteem and confidence in the use of
L2.
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Integration of skills: 
They will develop their: -
 Speaking skills by greeting each other; -
 Senso-motors skills by waving their hands and miming faces through emotions and also
painting, and joining figures.
 Logical, intrapersonal, spatial, kinaesthetic, verbal , visual skills by identifying some shapes
 Interpersonal skills by working in groups and sharing material.
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2. Multiple intelligences:
* Linguistic intelligence (greeting each other and talking about the shapes and Parts of the
Body)
* Logical intelligence (greetings among them and the teacher opening class and closing,
moods and recognizing the shapes
* Spatial and Interpersonal intelligence (create a robot as an artwork)
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Materials and resources:
 ICT laptop
 A big white board and a small one in hand and some markers and a rubber to clean
models in case it needs.
 Buddy (the Puppet)
 15
 Flashcards with shapes
 A robot artwork project with shapes
 Poster to put up the shapes
 Shapes cut and a rod thread to fish them from a box ELA
 A game with the parts of the face and a dice (ELA
 Shapes cut and a rod thread to fish them from a box ELA
Possible contingencies:
 Children talking at the same time when teacher asks questions or give instructions
 Children not wanting to sit down and draw/paint;
 Children getting bored of drawing/painting; -
 Children unable to work in groups ,behaviour problems
 Children absent last class.
Classroom management strategies:
 Start each activity explaining what it is, mime and make gestures.
 Call Mr Silence or say commands with changed voice
 Encourage them to be helpers
Assessment: collecting information and reporting your findings

3.  Observing children and make comments about their efforts at every moment of the class
 Observing children and give a feedback or retell if they do not understand by gestures or
L1 in last case.
 Keeping a diary of the children’s development of each activity, to promote their
intelligences in advance.
Lesson Stages
Lesson 2 (second day )
Routine
We sing the Hello song and dance. Then I ask them how are you? I name one of them( the
most anxious to speak maybe)and ask “ how are you ?” or encourage them to ask me (while
miming) “How are you teacher Ana ? ” Then I realize someone shouts, and I see Buddy, looks
angry today, invite them to sit down and ask them “ How are you ?“ happy ? and Buddy ? is he
happy ?¨( I shake my head)
Hello Flashcard

4. Lean in:
 Purpose :
:
- to revisit and reinforce vocabulary seen last class about greetings and mood
- to develop their interpersonal and verbal skills, speaking in L2
 Timing : 5 minutes
 Activity Description and instruction as they will be said to students ( include direct
speech )
I invite them to sit down and ask Buddy’s his mood, “Buddy how are you today? Angry, why
are you angry ? Because I am on the shelf, rrrrrrrr” I say “ ok Buddy now you are here” Buddy
tells he has another surprise for them… “I have some friends to introduce to you, Shapessss
shapesssss where are youuu ? (moving his head like looking for them)
I bring more friends to rebuild my robot friend Pip, ( speak the children directly) do you
remember ? Encourage Yes/ No answers. “Yes “ or “what ? “(If one child was absent last class,
we can retell the story about Pip, Buddy’s friend)
 Scaffolding strategies:
- Ask question about mood or names and lead the answers
- Repeat the questions and encourage them to answer
- Point to the flashcards on board and mime the mood
 Transition comment to link each stage of the lesson with the next one
I say “Ok ok, we have a lot to do, are you reaaaadyyy ?? I will present Buddy’s friends”.
Here the shapes !!!”
Activity 1:
 Purpose :
- to learn The shapes circle, triangle, square, rectangle ( they have seen the
forms in L1), counting and observing the lines which form them.
- to develop their interpersonal skills and intrapersonal ones.
 Timing: 10 minutes

5.  Activity Description and Instructions as they will be said to students (include Direct
speech):
Buddy shows his friends, the shapes (They are hidden till this moment) (Children have learned
them in L1), Buddy presents the shapes through a story. He tells children …. “ I have to tell
you these friends they are not happy, they are not angry, they are not sad….. THEY ARE
ALONE….” …….(and taking the shapes out one by one of the poster, Buddy shows the shapes
and says they come to the kindergarten to work/play with them and join to rebuild Pip. Pip,
his robot friend.
I prepare flashcards of a sun, a piece of pizza, an ocean picture and a window., and have them
nearby, so when I am telling the story and I can show the pictures easily to exemplify my story.
Teacher: “The circle is above the sky always with the sun (show the flashcards of the sun and
mime looking up ) ,AlONEEEEEE poor circle so sad !!! ( mime and make gestures of the shapes,
and say they are sad because they are alonneee , or have no friends repeating in each one) you
know a circle , make a circle in the air, one line ( and make the gesture to encourage them to
do it then, I follow with the triangle always like a pizza, (Look three lines (one, two three and
show the flashcard of a pizza) , the rectangle like an ocean picture , just four lines ( one, two,
three, four lines and show flashcard here too) and the square like a window ( four lines like a
window), But all are aloneeeeee, have no friends, they never join to do something and this is
the time for it. To do something for someone together the happy shapes’ faces ( see Picture 1
below) are displayed inside the big poster (see Picture 2),
Meanwhile I make comments “well, now let’s put again in the poster and try to think in
something useful to help Buddy and his robot friend”, children put them in the right place
again
I prepare flashcards of a sun, a piece of pizza an ocean picture and a window.( I prepare more
as the picture show, but Just I show these four named)
Picture 1 (e.g. see the triangle, children can insert and take them out)

6. Picture 2
Picture 3 to exemplify the story ( just 4 used in the story, others in case they are needed)

7.  Scaffolding:
- Retell the story and encourage them to participate
- Point out the shapes and repeat after placing in each place
 Transition comment to link each stage of the lesson with the next one
I say “ I imagine you want to join the pictures ok ?” “ yessss!!!” Well Buddy says he has an
idea. To prepare a similar robot and so then they can help Buddy with Pip and rebuild it.
 Activity 2:
 Purpose:
- to develop their interpersonal, spatial and creative skills
- to develop self-esteem and confidence
- to develop empathy for others
 Timing : 20 minutes
 Activity description and instructions as they will be said to students (include direct
speech)
I invite them to sit on their chairs and give sheets of papers, some shapes to share,
glue to put up the shapes and stick as they want to build their own robot. Shapes are
in the middle of the table and in so doing they have to accomplish a nice robot. Buddy
says “he is really happy and so the shapes because they will be together to a great
purpose to help Pip be again with him. Do you want to help me and my robot friend ?
yessss !!! well let’s work hard and practise !!! go ahead my friends, I am so happy
today”.
Picture 4-(finished robot with shapes)
 Scaffolding:
- To help them to use the glue

8. - To encourage them to put the shapes as they want to
 Transition Time: Buddy is so happy, because now he knows he has good friends to help
him, and the shapes are happy to help him too so he says “Ohhh Fantastic work!”
Closure
 Purpose :
- to collect their pictures and make them hang to dry
- to develop empathy and good actions for others.
 Timing : 10 minutes
 Activity description and instructions as they will be said to students (include direct
speech)
Buddy invites them to sit and see their final work. ….I comment how fantastic the robots
are. Buddy explains the final work is coming and soon they can help him to rebuild Pip,
because they know how to put shapes up……
If time is available she proposes a relax game (ELA) Fishing shapes.
(some cut shapes with magnet and a fishing rod to fish them from a box)
Teacher say bye and wave her hands
Picture 2 Fishing Shapes
 Scaffolding:
- to help them if they can’t fish or don’t know how to
- to repeat rules about respecting turns
 Transition Time: Buddy and the teacher congratulate them and say goodbye, bye Buddy
and Bye teacher (I show the bye flashcard )

9. Bye flashcard
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