CLASES PARA SUBIR AL SLIDESHARE.docx

I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Amalia Oyarzún
Institución educativa: Colegio Privado Jean Piaget
Año y sección: 2do Grado
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 31
Tipo de Planificación: Clase
Unidad Temática: On a Nature Trail
Clase Nº: 1
Duración de la clase: 60 min
Fecha de la clase: 17/10/2022
Fecha de entrega de la planificación: 11/10/2022
Learning Aims
During this lesson, learners will be able to…
- Improve their spatial skills and thinking skills by recalling the different places
that they can encounter on a nature trail in a memorable context of a short story
with a French character that will be useful for the Qatar 2022 Project later on.
- Develop their communicative and negotiation skills by expressing their abilities
in relation to what they can do on a nature trail with their peers in a
communicative task
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary about nature
trails
road- path
Hill- forest
Grass-sand
River-lake,
Answering specific
questions
What is Channel
wearing?
What colour is her body?
N
E
W
Movement actions:
Run Jump
Walk Climb
Swim play
Expressing abilities
Can you run in a hill?
Can you play in a forest?
Yes, I can
No, I can’t

Materials
–Image of Channel the Squirrel
-Story of Channel the Squirrel’ nature trail trip
-Flashcards of Channel in a trail, path, hill, forest, river, lake and sand, grass,

-Worksheet for the sequencing Channel’s trip,
-Worksheet for speaking survey “Like Channel, What can you do?”

Procedures
-Warm up (Time to settle down and start the lesson)
-Presentation of Channel the Squirrel on a Nature trail trip (picture story)
-Activity one: They should sequence the story of Channel the squirrel
-Activity two: Speaking activity (survey about nature trails)
-Closure activity: “Channel says game” and the teacher say, “climb a hill, swim
in the river, run the green grass”
Direct speech: What number is today? How is the weather like? Okey, it is …
Very good! Can we start now? Let’s sing the hello song.
Scaffolding: I use the interactive calendar to stick on the date and the
weather while I ask students the day and the weather.
Transition Comment: Hello, good afternoon! How was your long weekend?
Excellent!
What number is today? How is the weather like? Okey, it is… great! Can we
start now?
Okey, there we go!
Timing: 10 mins
I hide the picture of Channel the squirrel so that children can find her.
Direct Speech: Today we have a story about an animal. She eats nuts and she
lives in the trees. She is hidden in the classroom. Can you see her? Where is
she?
weather while I ask students the day; and how the weather is like.
Transition Comment: Let’s listen to her story. Let’s look at Channel first.
My name is Channel,
I am eight years old.
I am from Paris, France.
Today, I am going on a nature trail trip. I can ride with my bike.
I am taking the bicycle path this morning.
I am having lots of fun this sunny day!! The butterflies are flying on the
flowers.

I can run, run, run, in the long green grass
Wow!! I can see the grass with sheep on it.
They are eating the grass this morning!
I can walk, walk, walk in a big dark forest.
I can’t touch animals from the forest. Look!! A beautiful hedgehog!
I can jump, jump, jump in the autumn leaves, the birds are flying high!
I can climb, climb, climb in the very big hills!!
I can climb climb, climb a hill, Oh Look, a horse is eating in the hill!
I can swim, swim, swim in the long, long river.
Now, I can sail on a boat in the lake!
I can play, play, play in the sand close to the river. I can make a sand castle!
I can cross the road so I can go home
This morning, I am having a great time!!
Timing: 10 mins
I introduce a visual figurine of Channel the Squirrel, she is from France so she
will help us for the Qatar 2022 on the lessons we work on the project. She is
wearing a big red bag, white trainers and comfortable clothes. She is on a
nature trip.
I tell them that today we will listen to a story. I ask students some questions
about Channel before reading them the story in order to get them engaged as
a pre-reading activity to find out who Channel is.
Direct speech: This is Channel. What animal is she? She is a squirrel,
squirrels eat nuts. What colour is she? Yes, she’s red and white like the flag of
France. What is she wearing? A cap, very good, trainers, and a big red bag.
Let’s listen to her story… Are you ready?
Scaffolding: I use visual aids of Channel the squirrel and the picture story I
made with the squirrel going to the different places. While telling the story, I
point out the places, they can participate in the story by recalling the places.
Transition Comment:
Open your copybooks, copy the date. It’s time to work. First, we work on the
places that Channel goes in the story. You do it and we check all together.
Timing: 15 mins

Activity 1
For this activity, I give students the worksheet of Channel the squirrel that
goes to the forest, the grass, the dark forest, the leaves, the hill, the trees, the
river, sand and the bridge. The aim of the activity is to recall the story and
sequence the places in order, where Channel has gone by writing numbers 1-
9.
Direct speech: Where does Channel go first? I guide you. It is a very green
place… She can … (miming the action) in the… Okey, she can run in the gr… ,
It is very dark with trees… it is the fo…
No trees are here, it is a h… Yes! Well-done! The first one is the
Scaffolding: Using visual aids of the places on the board, I illustrate them
with the first two sites that Channel stops her nature trail, guiding then
through body language what action comes first and guessing with hints of the
places or cutting the word in syllables so that they can infer what vocabulary
of place I am referring to.
Transition Comment: Excellent! After you finish and stick the copy. Let’s
practice conversation, Shall we?
Timing: 10 min
Activity 2
For the second activity, I give students a copy of a survey with pictures of
what Channel can do but the idea is that they should ask the members of
their groups what activities they can do/cannot do in those places. While
they answer, they should also complete the charts of the survey.
Direct speech: Could you finish? Yes? All right!
Now we know what Channel can do, it is time to Speak in groups! In your
groups, you will ask your classmates. For example, Ambar, Can you swim in a
river? She says “Yes, I can” or “No, I can’t”
Scaffolding: I show them how to carry out the survey with members of two
different groups, I move around the groups to check if they need help to
express the questions and answers, encouraging them to use the language
and produce it.
Transition Comments: Could you finish activity 1? Yes? All right! It’s time to
speak in groups! In your tables, you will ask your classmates

Timing: 10 min
Activity: For this activity, students will have to move from their spots, doing
the actions that Channel the squirrel is doing in each visual aid very fast.
Transition Comments: We will play as Simon says, but this is “Channel can”,
She can do something from these pictures. I say “she can run in the grass” you
move like running. Are you ready?
Scaffolding: I illustrate the game with the groups in the front of the
blackboard and the groups at the back can see and do it with me, then we do
it together to round off the lesson.
Timing: 10 min
To be completed by your tutor:
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
Good start!

Institución educativa: Colegio Privado Jean Piaget
Unidad Temática: On a Nature Trail
Clase Nº: 2
Learning Aims
- Recall the places of a natural trail to improve their writing skills.
- Develop their interactional and negotiation skills to solve a questionnaire
about Channel’s Nature trip.
Language Focus
R
E
V
Vocabulary about nature trails
Trail- path
Hill- forest
Grass-sand
River-lake
Expressing abilities What can Channel do?
What can you do?
N
E
W
Movement actions:
Run Jump
Walk Climb
Swim play

Materials
-Picture story of Channel the Squirrel
–Image of Channel the Squirrel
-Worksheet for Activity 1: Put the names of the places that Channel goes to.

-Worksheet for Activity 2: Questionnaire with phrases in a box.
Procedures
The lesson starts once all students arrive at the classroom.
We sing along: “This is the way we say hello”.
I ask students about the date and weather to stick the date on the calendar
poster. Finally, I take attendance of the students to keep a record of present
and absent students.
DIRECT SPEECH Hello, good afternoon! How are you today? Excellent!
What number is today? How is the weather like? Okey, it is… great! Can we
start now?
Okey, there we go! Everybody sitS down in … 3,2,1, Silence Everyone!
TRANSITION COMMENT: It’s time to start! Are you ready?
SCAFFOLDING: I use the visuals from the interactive calendar
Timing: 10 mins
For the Warm-up, I previously hide the Squirrel, a blue bag and the French
flag in parts of the classroom and they are going to look around and say
where each picture is.
DIRECT SPEECH: Where is Channel today? Can you find her?
Where is her blue bag? Can you see the French flag?
TRANSITION COMMENT: It’s time to start! Are you ready?
SCAFFOLDING: Using visual aids to warm up for the short story.
Timing: 10 mins

For the presentation part, I introduce Channel again, for those who were absent the
previous class. I ask them who was she, what animal is Channel, what colors she is
wearing. I explain to them again that she is from France, she is a squirrel on a nature
trip and today we will continue to explore more about her story. This time of
reading over the story, I focus on the actions that Channel CAN DO, by using body
language and tone emphasis on those phrases.
My name is Channel,
flowers.
DIRECT SPEECH: Can you remember Channel? What animal is she? That’s
right, She is a squirrel, squirrels eat walnuts. What colour is she? Yes, She’s
blue and red like the flag of France. What is she wearing? A cap, very good,
trainers, and a big red bag. Let’s listen to her story again today… Are you
ready?
Scaffolding: I use visual aids of Channel the squirrel and the picture story I
made with the squirrel going to the different places. While telling the story, I
point out the places, they can participate in the story by recalling the places.

TRANSITION COMMENT: It’s time to work, we revise the natural places, then,
we go to the activity book and we do a final activity.
Timing: 10 min
Activity 1
For this activity, I give students the worksheet of the places with Channel in
each place, with the vocabulary on the top in a box; they should place the
vocabulary under the correct picture. The aim of the activity is to recall the
places from the story and place the vocabulary under the correct picture.
This short writing task helps them to remember the key locations of the
story. As extra help, I left some letters so that they can infer which place goes
under the picture.
DIRECT SPEECH: In this photocopy, you should write the places, we have
grass, forest, hill, sand, lake, river, path, road and bridge. Once you tell me
that you are ready, we check together. I give you five-six minutes.
Scaffolding: Using big visual aids of the places on the board, I give them hints
of the places by saying some features and by guiding then through body
language. By using the pictures, I also explain them the difference between a
river and a lake, a path and a road to avoid confusion.
TRANSITION COMMENT: We move now to the ACTIVITY BOOK, let’s go to
page 38. First, we complete number 1 and then we do the second on page 38.
Timing: 10 min
Activity 2
For this activity, students should answer the set of questions that are
connected with the images of activity 1, in their worksheets and they can
solve them in groups. The photocopy has pictures of Channel and the
phrases.
For example: “What can Channel do in the forest?” What can Channel do in a
hill?
DIRECT SPEECH: In this photocopy, you should answer what can Channel do
in the lake? What can she do in the forest? For example, Paz, What can
Channel do in the grass? Okey, she can jump in the grass. You can solve the
questions in your groups. When you finish, we check them.

Scaffolding: Using big visual aids of the places on the board, I illustrate the
activity by using some students as examples of what they should do. I move
around the groups to monitor how they are solving the questions together.
For checking the activity, I use body language to elicit the actions from
students.
TRANSITION COMMENT: Let’s check together what Channel can do. Let’s see,
Ambar, What can Channel do in the river? She can … swim! Very good. Pipe,
what can Channel do in the forest? She can … walk! Excellent!
Timing: 10 min
To round off the activity, I carry out an oral correction and checking on the
board so that all students can revise their photocopies. After that, I should get
them ready to wait for the drama teacher.
DIRECT SPEECH: Before the drama teacher comes, let’s correct Activity 2. I
ask some volunteers to read the questions and we decide which answer is
correct. Are you ready? Let´s see… Can you read number 1?
Scaffolding: Using big visual aids of the places on the board, I illustrate the
activity by using some students as examples of what they should do.
TRANSITION COMMENT: Let’s get ready for drama, put, put, put, your things
away, away, away!
Timing: 10 min
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x

Language
accuracy
x
Observations
Institución educativa: Colegio Jean Piaget
Unidad Temática: On a nature trail
Clase Nº: 3
Fecha de la clase: 19 de Octubre
Learning Aims
-Improve their thinking skills and visual skills by revising actions and places from
Channel’s story that they have learnt in the previous two lessons.
-Develop their thinking skills by distinguishing abilities that Channel can do in the
water and on the ground
-Practice and improve their writing skills with the expressions of different places
and actions from the story.
Language Focus
R
Vocabulary about nature trails
road- path Expressing abilities
Can you run in a hill?
Can you play in a forest?

E
V
Hill- forest
Grass-sand
River-lake,
Yes, I can
No, I can’t
N
E
W
Movement actions:
Run Jump
Walk Climb
Swim play
Make a sand castle, ride a bike,
Cross the road
Materials
-Channel’s trail trip picture story

-Worksheet 1: Complete phrases from Channel’s nature trail trip
-Worksheet 2: Match abilities in the water and on the ground

Procedures
and absent students.
DIRECT SPEECH: I will tell them: What number is today? How is the weather
like? Okey, it is… great! Can we start now?
Okey, there we go! Like the class teacher, I write the agenda for today’s
lesson and we continue with the activities proposed. At three o’clock, they
should be ready to wait for the next subject.
Transition Comment: First, we play a game and then we start to work.
Are you ready to start today? Great!
Timing: 10
Before the presentation of Channel’s story, we consolidate the vocabulary
learnt so far by revealing slowly the flashcards from Channel’s story.

DIRECT SPEECH: “Let’s see if you can name what place I am showing. Are you
ready to play? See and guess”
Scaffolding: Using body language and pointing out the images from the story
picture
Transition Comment: Fantastic, you can remember them all! It’s time to
move your body with the story. Let’s go!
Timing: 5 minutes
For this lesson, I retell the story but I invite students to do the actions with
their hands and whole body this time. The aim is for learners to internalize
the concepts through total physical response. Given that the classroom is
very small, they will do their body language from their places.
My name is Channel,
flowers.
Timing: 15 minutes.

Activity 1:
For activity one, I give them a photocopy that they have some lines from the
story and they should complete the missing letters. This type of task is for
them to improve their writing skills of the key vocabulary of the topic. As
guidance and help, pictures taken from the story follow the phrases.
DIRECT SPEECH: In this copy, you complete the missing letters. There are
some letters but you need to complete the phrase from the story. I give you
five to seven minutes. Then, we check it on the blackboard all together.
Scaffolding: Using big visual aids of the places of the story on the board, I
illustrate the activity by using some students as examples of what they
should do. If they need my help, I go to assist them.
Transition Comment: Let’s go to the copybooks now, copy the date while I
give you a copy.
Timing: 10 minutes.
Activity 2:
After correcting activity 1, we pass on the second activity, in which they have
to match which of Channel’s abilities correspond to water and which ones
correspond to the ground. It is a simple task that they can do it
autonomously. I check understanding by demonstrating it on the board.
DIRECT SPEECH: In this copy, you complete the missing letters. There are
some letters but you need to complete the phrase from the story. I give you
five to ten minutes. Then, we check it on the blackboard all together. Stick
the copy in your copybooks. I have glue if you need.
Scaffolding: Using big visual aids of the places of the story on the board and I
also express the actions through body language. I illustrate the activity by
using some students as examples of what they should do.
Transition Comment: Stick the activity one in your copybooks and let´s do
the second one. It is matching time!
Timing: 10 minutes.
To round off the lesson, I invite students to play “Chinese whispers”, I show
them what a Chinese whispers is like with a student. I say phrases from the

story that we used in activities 1 and 2, I pass the message to each student
and the last one should say it out loud. If it is correct, a star is drawn on the
board, if not, we continue with another phrase.
DIRECT SPEECH: Did you finish?, Are you ready to play? This game is called
“Chinese whispers”. I whisper a phrase; you whisper to your classmate, the
last one says the phrase very loud!
Scaffolding: I show the game by illustrating how it is played with two
students so that everybody gets the idea of passing a message by whispering
Transition Comment: Did you like this game? Have you played it before?
Maybe you play it in Spanish. Well done!
Timing: 10 minutes
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
Good!

Institución educativa: Colegio Primario Jean Piaget
Año y sección: 2do grado
Unidad Temática: On a nature trail trip
Clase Nº: 4
Learning Aims
-Improve their creative skills by inventing Channel the squirrel doing an ability
-Develop their social skills through collaborative work and interaction with their
peers while organizing a puzzle scene from Channel’s story and a puzzle sentence
from the story in teams.
-Develop their language skills by playing with the language through a puzzle game.
Language Focus
R
E
V
Expressing abilities I can swim in a river
I can sail in a boat
I can run in the grass

N
E
W
Movement actions:
Run Jump
Walk Climb
Swim play
Make a sand castle, ride a
bike,
Cross the road
Materials
-Channel’s trail trip picture story
-Flashcards of Channel in a trail: grass, river, sand, hill, road, forest, lake,
path.

-Worksheet 1: Activity with all the places, they choose 2, Write and draw the
Squirrel doing an action.
- 7 red Envelopes made with red cardboard with a picture from Channel’s
story cut in pieces with a phrase of the story that Students should place in
order.

Procedures
and absent students. I say them: What number is today? How is the weather
Okey, there we go! Like the class teacher, I write the agenda for today’s
DIRECT SPEECH: Hello, good afternoon! How are you today? Excellent!
What number is today? I ask (choose one student) What number is today?
Yes, very good! Let’s start the lesson, everybody silence, please. 4, 3, 2, 1,
Silence Everyone! Okey, let’s start!
Transition Comment: Very good! Are you ready to start today? Great!
Timing: 10 mins
For warm-up, students will have to find the scenes of Channel’s story, which
are hidden in some areas in the classroom. I give them time to find them.
DIRECT SPEECH: Do you remember Channel’s story? You should search the
pictures; they are hidden in some parts inside the classroom. Time is ticking,
tick tack, you should find them very fast. Ready, steady, go!
Scaffolding: Guiding students by placing another set of flashcards of the
different places on the board so that they find the others which are in some
parts of the classroom.

Transition Comment: Excellent! Did you find them all? Good job! This time,
we try to sing the story. Are you ready?
Timing: 10 minutes
For this lesson, we follow the story but this time, instead of reading it, we
sing it. I sing it once and they should repeat the line with me.
DIRECT SPEECH: Can you remember the story? No? Okey, never mind! Today
I read it and we all sing the story. Are you ready? Let’s do it!
Scaffolding: I guide them through the pictures of the story and body language
to recall the vocabulary learnt so far.
Transition Comment: After singing the story, we have “drawing time”. Then,
we will play a game in teams.
My name is Channel,
flowers.

Timing: 15 minutes.
Activity 1:
I give students an activity with the places they have learnt the previous
lessons from Channel’s story. They are drawings in black and white so that
they can draw Channel in two places and she can do some of the things in the
story but in a new place, the one they have chosen. Not only they have to
draw, but also they should write a sentence what Channel can do in that
place.
DIRECT SPEECH: In the copy, you draw Channel in a different place. You move
Channel to a place you like and write what she can do there.
Scaffolding: I show them the pictures of the story on the board and they can
see where Channel was in the story so that they can send her to other of the
places they have learnt.
Transition Comment: If you cannot finish, you colour the copy at home. Let’s
get ready for a team game!
Timing: 10 minutes.
Activity 2:
I give students one envelope per group. First, they should complete the
puzzle of the scene of the story, and secondly, they should place the words of
the scene in the correct place.
DIRECT SPEECH: I left a red envelope like this one in your groups. Inside,
there is a picture from Channel’s story and a phrase. In teams, you complete
the picture. When you finish, you organize the phrase. You have ten minutes
and then you get ready for P.E. Okey?
Scaffolding: I illustrate with an extra envelope I have prepared so that they
can see on the board how I could do it. After that, I move around to see each
team and to monitor how challenging the activity is for them, if they can
complete the puzzles and organize the phrases from the story.
Transition Comment: First, you complete the picture puzzles. After that, you
order the phrase. Okey?
Timing: 10 minutes.

I choose one member of each team to say what place is the picture and which
phrase of the story is. If there is no time to check the answers, this activity
can be recycled for another lesson.
DIRECT SPEECH: Let’s check each team. One member per group says the
place and phrase in the story. Finally, you get ready for the P.E. teacher,
Put, put, put, your things away, away, away, it’s time to clean up.
Scaffolding: If there is still time to check each group’s results, I guide the
correction through the visual aids and make an oral checking of the results
they have obtained, the pictures they got and the phrases as well.
Transition Comment: Excellent teamwork! You did it! It’s time to pick up
your lunch boxes and jackets for P.E. and then you go home
Timing: 5 min
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
Well done!

ALUMNO PRACTICANTE: Amalia Oyarzún Rivera
Institución educativa: Colegio Jean Piaget
Clase Nº: 5
Learning Aims
-Develop their writing skills, and thinking skills and language by recalling the
vocabulary from previous lessons and applying it for writing suggestions for
Channel’s sister to visit Paris.
-Develop their creative skills and their spatial skills by creating a brochure of the
places where Channel’s sister can go.
Language Focus
R
E
V
Vocabulary about nature
trails
road- path
Hill- forest
Grass-sand

River-lake,
-Climb, ride a bike,
Swim,
Actions they are already
familiar: Visit a museum,
go to a restaurant,
, take photos,
Eat croissants, biscuits
N
E
W
-Places: garden, cathedral,
museum, café, park
Expressing suggestions You can visit the Louvre
museum,
You can take photos of Notre
Dame
You can go to the Siena river
Materials
-Picture of Channel’s sister, Amy.
-Pictures of places in France: The Louvre Museum, Luxembourg Gardens, The Siena
River, Notre Dame Cathedral, Monceau Park, Café Republique

-Worksheet about Amy
-Small Pictures of the places in France for students to stick on the Brochure templates
-Brochure template for activity 2:
Procedures
and absent students. I say them: What number is today? How is the weather

Okey, there we go! . Like the class teacher, I write the agenda for today’s
DIRECT SPEECH: Hello, good afternoon! How are you today? Excellent!
What number is today? I ask (choose one student) What number is today?
Yes, very good! Let’s start the lesson, everybody silence, Mr silence, Mr
silence, Silence sh, silence sh, everybody is silent, silence sh, silence sh,
silence sh. All right, now we can start!
Scaffolding: I use the visual calendar to stick the date and weather condition
for this day.
Transition Comment: Let’s see if you can search some things in the
classroom. Two are flags, two are objects. Are you ready to search?
Timing: 10 minutes
For this lesson, I invite students to find two objects that belong to Channel
first, a picture of a blue bag and a French flag. Then, they should find a mate
and an Argentinian flag. They are scavenger hunters.
DIRECT SPEECH Today, you should search two Argentinian objects inside the
classroom. You have five minutes to search where they are. Ready, steady,
Go!
Transition Comment: Very good, you found them. Let’s look at the board!
Timing: 10 minutes
I present Channel the squirrel first and leave the pictures of the places she
went on the board. We make a brief revision of the places she has gone. After
that, I introduce Channel’s sister, Amy, who is living in Argentina and she
wants to visit France.
DIRECT SPEECH Do you remember Channel? Where is she from? Right, she’s
from France… What places does she go on her natural trip? She walks in a
forest, she climbs a hill, she runs in the grass, she swims in the river…
Excellent.
Now, this is Amy, Channel’s sister. Look at her, What is she wearing? Yes, she
has a mate. What else does she have? An Argentinian flag. She is in Argentina
and she wants to go to Paris. So, today, we will work with Amy, about her and
about Paris. Are you ready to start?
Scaffolding: I use images of the two characters, Channel from France and
Amy, both drawn by hand, Channel costumed with her French Jacket and
Amy costumed with Argentinian objects, a mate and an Argentinian Flag. In

addition, I also use the pictures from the story to review the key vocabulary
from previous lessons.
Transition Comment: First, let’s discover Amy’s life, and then, we design a
travel pamphlet for Amy. Are you ready to begin? Let’s do it!
Timing: 10 minutes
Activity 1: I give students a very short text about Amy and they should write
the answers on the boxes for each question. I write the answers on the board
so that they can infer what question could be for the answer. I move around
the classroom to check whether they have difficulties to write the answers.
Once they are finished, we check the answers together.
DIRECT SPEECH: I read the text about Amy. I wrote the answers on the board.
Let’s match them with the questions together
Scaffolding: I move around the tables and I guide those who have difficulties
by helping them to trace the information in the short text. By guiding them, I
help them a little so that they feel more autonomous to carry out the activity.
Transition Comment: You have made a fantastic job!! Let’s travel to France
with Amy. Let’s look at these places in France.
Timing: 10 minutes
Activity 2: Before I give students the brochure templates, We make a revision
of very famous places in France that they have seen in the Spanish subjects
and some pictures they are already familiar with but they know their names
in L1. I write the names on the board in a big bubble and the pictures of
France have numbers 1-6: The Louvre Museum, Luxembourg Gardens, The
Siena River, Notre Dame Cathedral, Monceau Park, Café Republique. Once
they guess the places and we match them to their names, we repeat their
names and I give them the Brochure for Amy, Channel’s sister. I give them
pictures of the same flashcards in small shapes and the idea of the brochure
is to suggest Amy what she can do in these places.
DIRECT SPEECH: In the pamphlets, you will suggest Amy what she can do in
Paris. For example this picture,
In the Monceau Park, you can run, you can climb the trees, you can walk…
In the Café Republique, you can drink coffee and you can eat croissants.
Scaffolding: I illustrate the activity with two examples of the places so that
they know how to work with the template.

Transition Comment: I will move around to help if you need me. All right?
Once you are ready, you pick your things away for music.
Timing: 15 minutes.
For the closure, I move around each student to check how each is working on
the leaflets. I get them prepared to pick up their things for the next subject,
which is music.
DIRECT SPEECH: Don’t worry if you could not finish, I collect the pamphlets
and you get ready for Music. “Clean up, clean up, put your things away, it’s
time to put your things away, it’s time to go”
Transition Comment: Let’s get ready for music, everybody! If you could not
finish, we continue next Friday.
Timing: 5 minutes.
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
Great ideas!

Clase Nº: 6
Learning Aims
-Recall the natural places from a story from the course material
-Develop their listening skills by understanding the events in a story
from the course book.
-Develop their visual skills by matching events of the story
-Develop their creative and logical-mathematical skills by creating
situations for Toby in a river.
Language Focus

R
E
V
Natural places: path,
road, hill, forest, grass,
sand
River, lake
Action movements:
run, jump,
climb, walk,
swim, play
N
E
W
Rolling DOWN
Running UP the hill
Jumping
Chasing
Describing events
that are happening at
the moment
What is Toby doing?
He’s rolling down the
hill
He’s jumping in the
lake
He’s running in the
flowers
He’s chasing the
sheep

Materials Course book pages 42-43

FLASHCARD VERSION OF ACTIVITY 2 for Students to match the
situation for Toby.
Procedures
I ask students about the date and weather to stick the date on the
calendar poster. Finally, I take attendance of the students to keep
a record of present and absent students. Like the class teacher, I
write the agenda for today’s lesson and we continue with the
activities proposed. At three o’clock, they should be ready to wait
for the next subject.I say them: What number is today? How is the
weather like? Okey, it is… great! Can we start now?
Okey, there we go!

Scaffolding: I use the interactive calendar to stick on the date and
the weather while I ask students the day; and how the weather is
like.
Transition Comment: Very good! Are you ready to start today?
Great!
Timing: 10 mins
Today we will work on another animal story, this one is from the
course book material so that they are not late with the content
from the syllabus of the course material. (Requested by English
coordinator)
DIRECT SPEECH: I stick the places from Channel’s story to revise
natural places. you repeat after me, then, you close your eyes, One
picture is out. What place is missing ? No, it isn’t. It is the… Very
good.
Transition Comment: Very good! Let’s open your student books,
at ages 42 and 43. We continue with the same unit, but this is a
new story about another animal. Are you ready to listen?
Timing: 10 mins
I use flashcards from the protagonists in the story. For a pre-
listening task, I stick their pictures on the board with labels of
their names. They should recall the names of each character.
DIRECT SPEECH: Let’s see if you can remember their names. Who
was Beth? Who was Toby? Who was Molly? Who was Jake?
Excellent! Now, we will listen to Toby’s adventure. Are you ready
to listen?

Transition Comment: Let’s remember the names of the children
in the book. Then, We listen to the story two times , then we go to
the activity book
Timing: 15 mins
Activity 1: Once they have listened to the story 2 times, we go to
the activity book to sequence the events in the story. We do this
activity together to sequence the order of events.
DIRECT SPEECH: I help you to put the story in order. Let’s go on a
nature trail would be number 1…. What is Toby doing in story?
He’s running (I use body language to elicit the action “rolling”) He
is rolling down the hill. Then. He is jumping in the…. Lake! He is
chasing the …. Sheep, Very good! He is running in the … flowers,
Right! And He has got something in his nose.
Transition Comment: Let’s go for our activity books, on page 40
Timing: 15 mins
Activity 2: After they finish the first task of sequencing the story,
the second part is joining the stones of actions that Toby is doing.
DIRECT SPEECH: As you can see Toby, he is in a rock, He wants to
cross the river. You match the stones with actions that Toby is
doing. I give you 5 minutes to do it alone, then we check on the
board.
To round off the lesson, I designed the activity 2 in pictures to stick
them on the board. The aim is for learners to match the actions that
Toby is doing to cross the river.
DIRECT SPEECH: I need 6 volunteers for activity two. Come here,
let’s see number 1, Toby is playing in the… Okey, well-done!
Number 2. Toby is climbing in the …. Number 3, Toby is running in
the…. Number four, Toby is walking in the … Number five, Toby is
swimming in the… and Number six, Toby is jumping in the…

Excellent!
Transition Comment: Very creative! Nice work, everybody! It’s
time to put your things away and get ready for PE.
Timing: 10 mins
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
I´d try to involve learners more. They could mime actions in the closure
stage.
I think you should include visual aids to scaffold meaning.
Check comments carefully!

Clase Nº: 7
Learning Aims
-Develop their listening skills by understanding and identifying the
events that are happening in Toby’s story from the course book for
specific information.
-Develop their communicative skills by acting out a telephone call like
the one in their course books.
R
E
V
Natural places: path, road,
hill, forest, grass, sand
River, lake
Action movements:

Language Focus
Course book page 42-43 Toby’s story
Course book page 41 Beth’s calling her mum that she is with Toby
and her friends:
1-Beth is with Toby and she is calling her mum
2-Listen and tick what Beth, Jake and Molly are doing
Flashcards of Toby doing actions
run, jump,
climb, walk,
swim, play
N
E
W
Rolling down
Running up the hill
Jumping
Chasing
Walking across the road
Running across the bridge
Describing events that
are happening at the
moment
What is Toby doing?
He’s rolling down the hill
He’s jumping in the lake
He’s running in the flowers
He’s chasing the sheep

Procedures
for the next subject. I tell them: What number is today? How is the
Okey, there we go! .
like.
Transition Comment: Very good! Can we start now? Great!

Timing: 10 mins
I use pictures of Toby, the dog’s story from the course book, page
42 and actions label to stick. We play a matching game to revise
actions that are happening in the moment.
DIRECT SPEECH: Look at Toby. Here we have the actions. Let’s
match them together. What is Toby doing in number 1? Right! He
is walking in the grass
Transition Comment: Very good! Let’s open your student books,
AT pages 42 and 43. Are you there?
Scaffolding: I use the colored pictures of Toby that I prepared to
elicit the actions with them, plus the actions labelled to match on
the board.
Timing: 10 mins
We go to the course book, pages 42-43. Before listening, we have a
look at the places where Toby shows up. For the second play, they
should pay attention to what Toby is doing. They should listen to
the story and highlight the actions that Toby is doing.
DIRECT SPEECH: We will listen to Toby’s adventure 2 times, and
then we highlight with a pencil the actions he is doing. What is
Toby doing in picture number 2?
Transition Comment: Let’s go to page 41, we will listen to Beth
calling her mother. Where is Beth? Where is her mum?
We listen and repeat. Then, we act it out.
Timing: 15 mins

Activity 1 (Task 2 from the course book, page 41): We continue
with the activity below the telephone conversation. I play the
audio 2 times, the first time to get a general idea, the second time,
they should tick what Beth, Molly and Jake are doing in the
moment.
DIRECT SPEECH: What is Beth doing in the first picture? She is
jumping in the leaves. Below, she is playing in the sand. What
about Molly? She is running in the grass, below, she is climbing up
the hill. What about Jake? He is swimming in the lake, below, he is
walking in the path. We listen to it 2 times. First Listen, do not tick
yet. Are you ready?
Transition Comment: Finally, we do a matching activity with
Toby. Can we check activity 2 from the book? Let’s check together.
Timing: 15 mins
Activity 2: These are actions different from the story but Toby is
doing them.
The aim is for learners to recall the action that continues with the
images of Toby doing those activities.
DIRECT SPEECH: Finally, Let’s complete Toby’s activities super,
super fast! You should match what Toby is doing with the
pictures. You have five minutes to do it!
Timing: 5 mins
For the closure stage, I should go and check each student if they
could complete the task. If not, I will check the activity at the
beginning of the next lesson.
DIRECT SPEECH: Once you finish, I pass to check, you stick the
copy and get ready for drama.
Transition Comment: Transition Comment: Get your lunchboxes,
your jackets, it’s time to put your things away, let’s get ready for
the drama teacher

Timing: 5 mins
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
Well done!
Try not to OVERUSE resources. They have already worked with the
story. Is it necessary to listen to it again and twice?

Clase Nº: 8
Learning Aims
-Develop their listening skills by understanding the events in a story
from the course book.
-Develop their speaking skills and language skills by playing a game in
turns and using the language meaningfully.
-Reinforce their writing skills by doing a short writing practice of the
movements we saw today’s lesson.
Language Focus

R
E
V
Natural places: path, road, hill,
forest, grass, sand
River, lake
Action movements:
run, jump,
climb, walk,
swim, play
Other actions easier to infer
meaning: play the guitar, play
videogames, cook, sing
Describing events
that are happening
at the moment
What is Jake doing?
He’s rolling down the
hill
He’s jumping in the lake
He’s running in the
flowers
He’s chasing the sheep
N
E
W
Prepositions of movement
Running UP the hill
Running DOWN the hill
Running ALONG the road
Running ACROSS the road
Material:
Course book page 44:
Listening to “Toby is running” (audio 23).
What’s he/she doing?
-Pictures of Toby running up, running down, running along the path, and
running across the bridge.
-Arrows made of red cardboard to imply “along (a long arrow), Up (arrow
pointing up), arrow pointing down, and an arrow pointing across a bridge
-1 Arrow for each student to use for the song in Activity 2, page 44

Activity 2 to stick in the copybooks, with images taken from Toby’s story.
Procedures
for the next subject. I tell them: What number is today? How is the
Okey, there we go!
like.

Transition Comment: Very good! Can we start now? Great!
Timing: 10 mins
I use pictures of Toby, the dog’s story from the course book, page
44 and action labels to stick. We play a matching game to revise
the prepositions of movement together.
DIRECT SPEECH: Toby is running up, up up the hill… IN Which
picture is he running up? Very good! Toby is running down, down
down the hill, IN which picture is he running down? Well-done!
Toby is running along the path… IN Which picture is he running
along the path? Excellent!
Transition Comment: Let’s calm down [Put your palms face down,
lower your hands. Breathe in, Breathe out, let’s count 1,2,3,4, let’s
calm down… Can we continue?
Scaffolding: I use the pictures of Toby that I prepared to elicit the
actions with them, and the actions labelled to match on the board.
Timing: 10 mins
We go to the course book, page 44; We look at the pictures of
Toby, we listen to the recording and we repeat it all together. I
mime with them the movements of up, down, across and along
and I guide them to sing it
DIRECT SPEECH: He’s running UP the hill, he’s running DOWN the
hill, he’s running along the path, he’s running ACROSS the bridge.
Scaffolding: I elicit the movements with the use of the arrows,
they also have one arrow to do the movements with me.
Transition Comment: Let’s go number 2, on page 44. First, Listen,
then we use the arrows.
Timing: 15 mins

Activity 1: For this task, I will use some pictures from the activity
book and others from actions that they are already familiar.
DIRECT SPEECH: We will play a tick-tack-toe. I divide the class in
two teams, team 1 and 2. You should raise your hand and answer
“what is he or she doing?” For example, this picture, she is
swimming along the lake, and I ask a volunteer to answer and
then I stick it in the tick tack toe.
Scaffolding: I use pictures from the activity book and actions that
they already know, I reinforce them to say the actions with me.
Transition Comment: Let’s get started!!! When we finish, go for
your copybooks, we do a very short practice.
Timing: 10 mins
Activity 2:
We go to the copybooks, they write the date and they do a short
practice on the prepositions of movement that we have worked
today’s lesson.
DIRECT SPEECH: Copy the date quickly and, in this copy, you
should complete with the words we saw today, along, up and
down, and across.
Transition Comment: If you cannot finish, we start next lesson
checking this activity. All right? Stick the copies, don’t forget!
Timing: 10 mins
copy and get ready for the teacher, Okey?.
Transition Comment: Transition Comment: Get your lunchboxes,
your jackets, it’s time to put your things away, let’s get ready for
the teacher
Timing: 5 mins

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
Fine!
Reinforce meaning asking learners to perform actions.

Clase Nº: 9
Learning Aims
-Develop their listening skills by understanding and identifying the
events that are happening in the moment in a natural trail.
-Develop their language and communicative skills by playing and
asking their peers from the pictures of a natural trail.
-Develop their social and interpersonal skills by negotiating meaning
by asking and answering about natural trail activities, and by taking
turns when speaking in a board game

Language Focus
R
E
V
Natural places: path, road, hill,
forest, grass, sand
River, lake
Action movements:
run, jump,
climb, walk,
swim, play
N
E
W
Describing events that
are happening at the
moment
What is he doing?
He’s climbing up the hill
He’s jumping in the
leaves
She’s swimming along
the lake.
Material:
-Picture Flashcards of natural places
-Course book page 44 “What’s he doing?” song.

-Course book page 45 Exercise 2 to listen carefully the actions in the
natural trail
-Dices brought by the teacher to be used for the board game on page 45
Activity book

for the next subject.
DIRECT SPEECH: What number is today? What is the weather like?
Okey, it is… great! Who is absent today? I will take the attendance
very quickly.
like. I move my hands and arms to sing, “Let’s get to work” to start
the lesson
Transition Comment: Let’s get to work, let´s get to work!
Timing: 10 mins
We listen to the song “What’s he doing?” from the previous lesson
to reinforce the meaning of the actions of movement accompanied
by the preposition. Instead of the arrows of the previous lesson,
we mime the movement with a pencil.
DIRECT SPEECH: What’s he doing? He’s running UP the hill
Is He running DOWN the hill? No, he’s running Up the hill! Move
your pencils up high!
What’s she doing? She’s walking ALONG the path
Is she walking along the road? No, she´s walking ALONG the path.
What’s he doing? He’s sailing ACROSS the lake.
Is he sailing across the river? No! he’s sailing across the lake
What’s she doing? She’s rolling DOWN the hill.

Transition Comment: Roll, roll, roll , it’s time to move on, Let’s
move on, on, on, to play. It’s time to listen, listen, listen!
Scaffolding: I use the pictures of the Song “What’s he doing?” stick
on the board that I prepared to elicit the actions with them,
Timing: 10 mins
Before listening to the audio of activity 2 from the course book,
we look at the picture, we count how many children are in the
image and we review the natural places.
DIRECT SPEECH: Let’s look at the picture. What places can we see
in the picture? There is a PATH, there is a RIVER, there is a LAKE,
there is a BRIDGE, there are LEAVES, Very good! Let’s listen now.
3,2,1 Silence everyone! Let’s calm down, Be very quiet and listen!
SCAFFOLDING: I point out the pictures of the book, in addition, I
also use the images of the natural places we have been working.
Transition Comment: Let’s calm down [Put your palms face down,
lower your hands]. Breathe in, Breathe out, let’s count 1,2,3,4,
Breathe in, Breathe out. Can we listen to the audio?
Timing: 10 mins
For practice, we go to the board game on page 45 from the activity
book to foster speaking and communication with their peers.
Given that they are sitting in groups, they will use a rubber or
sharpener to move to each square in turns. I give each group a
dice, the number they get is the number of squares they can move.
One member of the group asks and the person who is playing
answers.
SCAFFOLDING: I illustrate them how to play by showing on the
board with a copy of the page, using a dice and a rubber.

DIRECT SPEECH: For this game, each group has a dice like this
one. I throw the dice. It’s number… I move … What is he doing?
He’s jumping in the grass.
Transition Comment: Finally, we do activity 2 on page 45 in the
activity book and you go for your lunchboxes and jackets.
Timing: 15 mins
Activity 2: For this activity, which is shorter, they should choose
two activities from the game they played in activity 1.
SCAFFOLDING: I illustrate them how to complete the last task by
showing on the board with a copy of the page, choosing actions
from the game and writing them below.
DIRECT SPEECH: Finally, Let’s complete activity 2, it is below the
game you played before. I choose for example, this one. What is
she doing? She’s playing in the sand. And this one, what’s he
doing? He’s riding a bike in the road. Can you see now?
You choose 3 activities, you write them and we finish for today. I
will move around to check how you are doing it. Okey?
TRANSITION COMMENT: Clean up, clean up, put your things away,
It’s time to get ready! Let’s put your things away
Timing: 10 mins
copy and get ready for teacher Dennis, Okey?.
Transition Comment: Let’s get ready for the teacher, go for your
lunchboxes and jackets. Let’s make a line, Hurry up!!
Timing: 5 mins

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
Well done!
Monitor students while working in groups. Make sure they are using L2
and provide immediate feedback.

Clase Nº: 10
Learning Aims
-Develop their language skills and thinking skills to understand and
identify expressions of a waiter and a client in a Parisian restaurant.
-Develop their social skills by interacting with their peers by acting out
a dialogue at a restaurant for their France Project. They will also be
able to develop their speaking skills such as negotiation of meaning
and taking turns when speaking.
-Develop their creative skills and their spatial skills by creating a
brochure of the places where Channel’s sister can go.
Language Focus

R
E
V
Food:
-Brownies
-Croissants
-fish with salad
-pie
-spaghetti
-Beef with French fries
-pasta
-Mousse
-mineral water
-cola
-coffee
-tea
Offering and asking
for food or drinks
Can I help you?
What would you like
to eat?
Anything else?
I’d like a …
And a cola, please
How much is it?
N
E
W
Material:
-Picture of Amy the Squirrel and the Café Republique from previous
Friday

-Dishes of cardboard for the role-play
-Phrases said by a waiter and a customer to be stick in a red (Waiter’s
chunks) and blue (client’s chunks)
poster:
-Purple poster to place the food pictures (into Main dish/ drinks/ desserts)
Hello, Can I help you? Anything else? What would you like to eat/ drink?
I’d like a ….. How much is it? It’s …. Pounds, and …. cents
-Templates of Menus for the role-play
Pictures of food:
Main dish: pasta with mushrooms, spaghetti and green pesto, fish with
salad, beef with onions, carrots and tomato salad, beef and French
fries,
Drinks: lemonade, iced tea, cola, mineral water

Desserts: ice cream, lemon pie, brownies, chocolate and vanilla mousse

-Finishing the pamphlets from Last Friday 21st October, sticking
the pictures and, what can Amy do in Paris

for the next subject.
DIRECT SPEECH: What number is today? What is the weather like?
Okey, it is… great! Who is absent today?
like. I move my hands and arms to sing, “Let’s get to work” to start
the lesson
Transition Comment: Let’s calm down, tap your forehead like me,
tap your cheeks, 1, 2, 3 Breathe in, Breathe out. Can we start now?
Timing: 10 mins
For revising the expressions that they should remember for their
France project, I will prepare a matching game of chunks, which
are said by a waiter and a customer in a restaurant. With red
chalk, we match them together on the board.
DIRECT SPEECH: What expressions can the waiter say? For
example: “Can I help you?” “What would you like to eat?” “What
would you like to eat? Very good! And the client, what expressions
are? “I would like a … How much is it? I’d like a cola, please”
Excellent! Let’s repeat them all together!
Scaffolding: I use the posters, one color different from the other,
to highlight the chunks for a waiter and for a client. I point at each
chunk and we all repeat it to foster pronunciation and
memorization of the expressions

Transition Comment: Let’s calm down everybody, raise your
hands, put your hands together, Breathe in, Breathe out. 3,2, 1,
Breathe in slowly, breathe out slowly. It’s time to organize the
food.
Timing: 10 mins
For the presentation part, I bring pictures of food, I ask children
what they are and we all classify them into main dish, drinks and
desserts.
DIRECT SPEECH: Let’s revise all these food items. This is a dish of
spaghetti, where can I stick it? Is it a dessert like chocolate, a
drink or a main dish? What about the mousse? Is it a main dish or
dessert? Right! It’s a dessert. What about the beef with French
fries? Is it a dessert or main dish? Excellent, it’s a main dish.
Scaffolding: I use the purple poster to classify the dishes, I ask
them and they participate by telling what section of the menu they
correspond.
tap your cheeks, 1, 2, 3 Breathe in, Breathe out. Let’s practice the
dialogue, Are you ready?
Timing: 10 mins
Activity 1:
For this first activity, I will focus on their speaking practice for
their France project. The aim of the activity is to practice the
chunks as much as possible for their presentation on 9th
November. I bring the picture of Amy, the Argentinian squirrel,
and I invite them to put in Amy’s shoes, by entering a Café and
going to order something to eat and drink.
DIRECT SPEECH: Let’s imagine you are Amy the Squirrel, you
enter the Café Republique and you want to eat and drink

something. Here I brought some menus for you to practsise. First,
let’s repeat the expressions together. Are you ready? One student
is the waiter, and the ones sitting in the group are customers
When I say “change”, the one, who is waiter, sits down; and
another classmate becomes the waiter.
SCAFFOLDING: I bring menus for them to practice, each group has
the menu so that everybody can speak and say a chunk as clients
in the Café Republique restaurant.
tap your hands, 1, 2, 3 Breathe in, Breathe out. Let’s finish the
pamphlet from last Friday!
Timing: 15 mins
Activity 2:
For the second activity, we finish completing the pamphlet from
last Friday 21st October, so that children also have a visual
production to present for their project as well.
SCAFFOLDING: I go to each student’s pamphlet to guide him or her
to finish writing the suggestions for Amy, where she can take
photos, she can run in the grass, where she can go to swim and to
eat.
DIRECT SPEECH: I will help you to finish the pamphlets and then
you get ready for music.
TRANSITION COMMENT: It’s time to put your things away and get
ready for music, everybody!
Timing: 10 mins
For the closure, I must get them ready to wait for the music
teacher, pack up their things and do a breathing activity for them
to calm down since they get very unquiet by the end of the lesson.
SCAFFOLDING: I use body language and apply the tapping
technique to settle them down in their places.
DIRECT SPEECH: Have you finished? Go for your lunchboxes and
jackets. We all calm down and wait for the music teacher.
tap your cheeks like me, tap your hands, 1, 2, 3 Breathe in,
Breathe out. Let’s sit down everybody and wait for the teacher!
Timing: 5 mins

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
Make sure children have plenty of exposure and practice. Model
activities and monitor them.
Check a few comments. And enjoy the lesson!

CLASES PARA SUBIR AL SLIDESHARE.docx

Recommended

Recommended

More Related Content

Similar to CLASES PARA SUBIR AL SLIDESHARE.docx

Similar to CLASES PARA SUBIR AL SLIDESHARE.docx (20)

Recently uploaded

Recently uploaded (20)

CLASES PARA SUBIR AL SLIDESHARE.docx