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Lesson 3
1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Josefina Pilato
Institución Educativa: Aberdare College
Dirección: Av. Francia 1245, Bella Vista, BS.AS.
Cantidad de alumnos: 20
Edad: 5 años
Unidad Temática: Shapes and means of transportation
Clase Nº: 3
Fecha: 29 de octubre de 2019
Hora: 13:15hs
Duración de la clase: 45 minutes
Fecha de entrega de la planificación: Viernes 25 de octubre
Learning aims:
During this lesson, learners will be able to…
- Consolidate vocabulary from previous lessons about shapes and
means of transportation,
- To observe and recognize shapes: triangle, square, circle, rectangle,
diamond, train, rail, car, bus,
- To learn how to pronounce the name of these shapes and these
means of transportation,
- Develop intrapersonal skills.
Learning focus:
The activities will focus on:
- Vocabulary related to shapes: circle, square, triangle, rectangle,
diamond.
- Means of transportation: train, rail, car, bus, bicycle.
2. - Skills: speaking, listening.
Integration of skills:
In this lesson, the students are encouraged to develop:
- Listening skills: by listening to the story and to the teacher.
- Speaking skills: by talking about shapes and means of transportation
and also through repetition.
- Spatial skills: by observing and identifying shapes and means of
transportation in the book or in the classroom.
- Intrapersonal skills: by working on their own while tracing the
shapes.
Multiple intelligences:
- Linguistic intelligence: talking about the shapes they know and the
means of transportation they know from the world.
- Spatial intelligence: putting the shapes into their correct place and
guessing the mean of transportation when I draw them.
- Intrapersonal intelligence
- Visual intelligence
Materials and resources:
- Book
- Wooden shapes
- Wooden train
- Puppet
- Board and chalks
- Posters
- Tennis ball
3. Possible contingencies:
- Children not engaged with the activities
- Children talking while the teacher needs to explain what to do
- Children who do not understand the activities
- Children refusing to sit down to work with the photocopies
- Children complaining because they are tired or bored
- Children getting distracted during story time
Classroom management strategies:
- Give clear and concise instructions.
- Use songs they already know to make them calm down and settle
in.
- Be positive and congratulate good behavior, by saying for example:
“Very good xxx!”. This makes other children imitate good attitude.
- Ask questions to the children who get distracted during the
activities.
- Tell the students who finish very quickly to read a book in silence,
in the place near the bookshelf.
- Use body and face gestures to engage them with what´s going on.
Assessment: collecting information and reporting your findings
- Walk around asking questions
- Observe the children working
- Check if the children use the new vocabulary correctly
Lesson stages:
Routine
- Purpose: to make the children settle and calm down
- Timing: 5 minutes
- Activity description and instructions as they will be said to students:
1. “Everybody let’s make a circle, let’s make a circle, let’s make a
circle; everybody let’s make a circle, one, two, three, four five…”
4. 2. Sing “Hello to everyone, and how are you today? Welcome to our
circle time to sing and laugh and play. And when you are up, you
are up, and when you are down you are down, and when you are
half way up you are neither up nor down. So, roll your hands so
slowly, roll them up so fast, give a little clap clap clap, and cross
them on your lap lap lap lap”, same as in lesson 1 and 2, since
they are still learning it.
3. I´m going to ask 3 or 4 children “how are you feeling today?”.
They are going to answer in both L1 and L2, according to what
they need to say and if they know how to say it in L2 or not. I will
roll the tennis ball to mark whose turn is it to talk (they already
know how this works, we´ve done it in lesson 1 and 2).
- Transition comment: Now we are going to sit down like in a cinema.
I will also sing “Sitting down, like in a cinema. Sitting down, like in a
cinema”. The know that with this song they have to sit in rows looking
at me.
Lead-in
- Purpose: to continue working with the children some new vocabulary
related to shapes and means of transportation through an interesting
and engaging context: a story and a pet.
- Timing: 15 minutes
- Activity description and instructions as they will be said to students:
1. Sing a song they already know to make them settle down. When
they are ready and in silence, I will tell them: “okay! Look at that!
Who is coming?”. Here I´ll put the mice that we have used the
first lesson inside a wooden train, as if it were coming from far
away to visit us again. “Do you remember the shapes mouse?”
5. 2. “Now we are going to read a lovely book!” I will read the book in
a very expressive way, pointing to the pictures and talking about
the pictures too.
6.
7. 3. All togetherwe are going to identify shapes in the train: like circles
in the wheels, or rectangles in the train.
- Scaffolding strategies:
a. I´m going to ask the children: “which is this shape?” and they are
expected to answer, for example, “a circle!”.
b. I´m also going to ask questions like: “how many circles can you
see here?”, “what color are these circles?” “
- Transition comment: “Now we are going to play a game! Are you
ready? It will be boys vs girls”. (they love this!)
Presentation
- Purpose: explain the children what they must do.
- Timing: 5 minutes
- Activity description and instructions as they will be said to students:
1. I am going to draw different means of transportation on the board
using shapes and they have to guess which one is it while I draw.
For example, I am going to draw a train, starting with the main
rectangle, and they have to guess.
8. 2. I will ask: “Which transport is it?” “which is this shape?” and choose
a boy or a girl to answer, and count the points on the board.
- Scaffolding strategies:
Do the activity once as an example, without counting the points.
- Transition comment: “Now everybody go to your places!”
Development of the sequence of activities
- Purpose: let the children explore and incorporate the new vocabulary
by putting the correct shapes in the correct place.
- Timing: 10 minutes
- Activity description and instructions as they will be said to students:
a. Okay! Now I am going to give you two sheets of paper in which you
have to stick the correct shape. For example: “which shape goes
here?” I will show them the sheet of paper with a space for a triangle
in the middle, and they are supposed to answer “a triangle”. I will put
all the shapes in the desks, and they will have to find their two correct
shapes to stick in their shapes. Something like this but small and for
each student:
(I will cut all the materials this weekend, so I don’t have the pictures
yet)
9. b. I will put peaceful music so that the children relax and concentrate
Closure
- Purpose: close the activity, clean up and tidy up the classroom.
- Timing: 5 minutes
- Activity description and instructions as they will be said to students:
1. I will sing “K5, PUT AWAY!”
2. To motivate them to clean up and put away i´m also going to sing:
“Congratulations congratulations to PEPITO, because he´s
putting, away… paparaba”. (They already know this song and they
love it)
3. Finally, they are going to the toilette to wash their hand and get
ready to have their snack.
COMING SOON… next week we are going to build in groups of 5 children,
trains with different shapes using different type of materials.
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
