My second Lesson Plan

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Bruno Silvia
Institución Educativa: Hakuna Matata
Dirección:
Cantidad de alumnos: 20
Edad: 4 años
Unidad Temática: On The Farm (La Granja)
Clase Nº: 2
Fecha: 4 de Octubre de 2018
Hora: 15:30
Duración de la clase: 30 mts
Fecha de entrega de la planificación: 29/09/2018
Learning aims:
During this lesson, learners will be able to…
• Recognize how hard is the work on a farm;
• To consolidate vocabulary already seen in the previous class;
• To develop logical and concentration skills;
• To develop fine motor skills;
• To develop visual skills;
• To discuss about working on a farm;
• To develop visual skills.
Learning focus:
• On reviewing vocabulary already taught: duck, horse, dog,
pig, cow, farmer, farm, chickens/hens.
• On discussing about working on a farm. Hard-working vs
Lazy
Integration of skills:
They will develop their:
• Cognitive skills by remembering the story they saw the previous
class;
• Fine motor skills by tracing the word FARM and coloring a farm
on a worksheet;
• Logical skills (Problem solving by ordering the story sequencing
cards)

2. Multiple intelligences:
• Bodily kinesthetic intelligent by moving around the
classroom
• Logical mathematical intelligent by ordering pictures from
the story in their correct sequence of events
• Interpersonal intelligent by working in groups
Materials and resources:
• Farm animal flashcards
• The sequence of the story printed
• CD player
• The song “Old MacDonald had a farm”
https://www.youtube.com/watch?v=_6HzoUcx3eo
• A projector
• Farmer duck story sequencing cards. (takening from
twinkli.co.uk)
• A worksheet
Possible contingencies:
• Students talking at the same time
• Bad behavior during the group activity
Classroom management strategies:
• Use polite language
• Maintain eye contact
• Let learners speak in turns
• Create a lovely atmosphere
• Ask for silence when it's needed
• Avoid too much teacher talks
• Encourage Ls to be respectful
• Show and tell the story
Assessment: collecting information and reporting your findings
• Asking questions about the topic: What it is, what sound it does,
what color it is. What the duck is doing, what the farmer does or
says.
• Observing children as they work ordering the story sequencing
cards.

3. Lesson stages:
Routine
Timing: 2 minutes
Aim: to break the ice
The teacher says “Hello” by singing “Hello song”
Lead-in
Timing: 5 minutes
Aim: to elicit farm animal names by showing them pictures
The teacher will say:
- Remember our friend? (The sheep puppet).
- What is its name?
- Lulu! Yes!
- What is it?
- Sheep! Yes! It is a sheep
Then the teacher will show Ls the pictures of farm animals.
- Oh! Look! What is it? What colour is it? What sound does it do?
(and so on with the other farm animals)
Development of the sequence of activities
Activity 1:
Timing: 8 minutes
Aim:
- to consolidate vocabulary already taught in the previous class
- to recall the story
- to develop speaking skills
She will tell children the story for them to remember it by showing
them pictures one by one like this:
There was a hard-working duck And a lazy farmer
The duck took care of the cow The sheep

4. The hens Ironed, sowed
Fed the animals his friends wanted to help him
They went into the house and… They threw out the lazy farmer.
(By using different voice tones and gestures, the teacher will create
suspense.)
The teacher will say:
• the duck is working while the farmer is in bed
• What can you see in this picture? (The teacher will encourage Ls
to describe each picture)
• A duck!!! , Oh look! The duck helping a cow! What can you see on
this picture? Yes, the duck and a sheep.
Then she will say:
• That’s great!
Activity 2
Timing: 10 minutes
Aim:
• To develop cognitive and logical mathematical skills.
• To develop cooperative work.
The teacher will split the class into 2 groups.
She will say:
• Let’s play a game!
Comentario [CZ1]: In L2? Make sure
they do.

5. • I need one volunteer from each group. Come and take a card
(farm animal pictures)
• Oh! Now all of you are cows! (by pointing to the children to
her left , And you are sheep children to her right side)
• I want to hear the cows!
• Let’s see the sheep!
• That’s fantastic.
The teacher will give to each group a set of the story sequencing
cards and she will explain that they have to put the pictures in
order to tell the story A Farmer Duck correctly. On a poster she
will provide to each group. She will give them time to complete
the poster. The winning team is the first team to have all the
pictures correctly ordered.
Like this:
The teacher will help children to order the sequence if they need it..
• Oh, are you sure? Is this number 1?
• That’s good! Cows/ sheep
Activity 3 (maybe for next class)
Timing: 5 minutes
Aim: to develop fine motor skills and memory.
- to introduce the song “ Old MacDonald had a Farm”
https://www.youtube.com/watch?v=_6HzoUcx3eo
- to have fun singing around the classroom
Lulu and I would like to introduce a new friend, His name is MacDonald
he is a farmer. He has many farm animals on his farm. He works hard
every day.
The teacher will make Ls stand in a semicircle and watch the video, as
they watch and listen the teacher will encourage Ls to sing in a loud
voice making the farm animal sounds louder. Then, she will play the
song again, but this time she will make Ls make a circle and move
Comentario [CZ2]:

6. around the classroom as they sing the song.
After that the teacher will say:
• Sit down please at the table!
• Look! Can you do this for me? This is MacDonald’s farm (By
pointing to the worksheet sticks on the whiteboard and tracing
with a marker the letter F.)
The teacher will hand out a worksheet in which Ls will have to trace the
word FARM, draw farm animals and color. (If they have time)
Closure
Timing: 2 minutes
Aim: to clean up and say good bye
The teacher will encourage children to keep the pencils on the pencil
box by singing, clean up song!
She will say:
• Good bye! Cows
• Good bye sheep
Each activity must be described in terms of the following components:
 Purpose
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next
one

7. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Very good work, Silvia!
The lesson plan includes a nice balance of activities and resources. Great!
Keep it up!
Ceci