Lesson 4

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Keila Belén Medina
Institución Educativa: Instituto Primo Capraro
Dirección: Gallardo 40.
Cantidad de alumnos: 19.
Edad: 5 y 6 años.
Unidad Temática: Parts of the body.
Clase Nº: 4.
Fecha: 16/11/2017
Hora: 14:00 hs
Duración de la clase: 45 minutos.
Fecha de entrega de la planificación: 13/11/2017
Learning aims:
During this lesson, learners will be able to identify parts of the body, move,
explore their personal characteristics and to revise actions.
Learning focus:
Children will learn about parts of the body. Some of them are already part of
their vocabulary (as feet, hands, toes) because the music used to say hello
contains vocabulary related to those parts of the body, but they don’t know
about other parts of the body. This will require activities to become more
aware of the kinaesthetic skills through movements and following
instructions.
Integration of skills:
-Cognitive skills (identifying, remembering, revising knowledges and learning
new ones).
-Speaking skills (to talk about the parts of the body).
-Listening skills (comprehension of actions and things that will be asked to be
done).
-Creativity (use of material through creativity to let children develop their
creativity and to let them imagine).

2. Multiple intelligences:
-Linguistic intelligence (speaking, listening, following instructions).
-Logical-mathematical intelligence (counting, putting in order parts of the
body).
-Musical intelligence (singing, learning through music, moving parts of the
body as the rhythm of the song goes).
-Bodily-kinaesthetic intelligence (moving parts of the body, touching parts of
the body).
-Spatial intelligence (use of visual aids as videos, flashcards and a big clown to
explain children more about parts of the body as they get to relate their
conception of the body with the material, letting them understand more
about what they are expected to learn).
-Intrapersonal intelligence (communicating thoughts and answering
questions, helping other classmates, asking for something they need).
-Interpersonal intelligence (identifying own parts of the body).
Materials and resources:
-Hello, Hello song (https://www.youtube.com/watch?v=fN1Cyr0ZK9M)
-How’s the Weather song
(https://www.youtube.com/watch?v=rD6FRDd9Hew)
-The Skeleton Dance song+video
(https://www.youtube.com/watch?v=Pbl4BNkAq_U)
-Simon Says Game (the name “Simon” will be changed as there is a student
called Simon).
-Big Clown with parts of the body that can be moved (to show children parts
of the body with the clown as an example).
-Parts of the body to make clowns that can move some parts of the body (for
children).
-Required materials to make the articulations of those clowns (mariposas).
-Colours flashcards (in case they need to revise the name of a colour they do
not remember).
-Names of the parts of the body to stick next to the clown as I mention them.
-Gifts for the students as this is the last class I will share with them (a tic-tac-
toe game).
Possible contingencies:
Making the clown
While making the clown, it is possible that children find challenging the use of
the material to make the articulation of the parts of the body. Regarding this

3. complication (if it happens), I will ask them first to put the parts of the clown
in order without sticking it and paint it (with colour pencils).
After some minutes, I will tell them that they will have to follow some
instructions. I will proceed to explain step by step how to put the mariposas
without damaging the parts of the clown.
“Simon” says game
As mentioned before, I know that children are acquainted with this game but
in the particular case of this group, there is a student named Simon. This can
be a problem as the group is big (and I can’t change the name of the game 19
times). To avoid arguments or complaints, I will change the name “Simon” for
“The Clown Says”.
Classroom management strategies:
-Asking for the toilet: Can I go to the toilet, please? / Toilet, please.
-Asking for silence: clapping hands/ use of puppets to catch children’s
attention/ don’t give out material if they are not all paying attention to the
instructions/ Talk personally with the correspondent children if necessary.
-Asking children to sit down: Criss Cross Applesauce chant/ Everybody sitting
down chant.
-Starting the lesson with a song and a game to catch children’s attention.
Assessment: collecting information and reporting your findings
This lesson, the assessment will be focused on the participation children
have during the activities, as 2 of them are for playing and listening a
song/singing (as they already know the song). In the case of the third activity,
children will make their own clowns to take home and play, and they will
need to pay attention to the instructions to be followed. This activity will let
me know how challenging they can find an activity that requires following
instructions (even if I am doing it with them as I give the instructions).
Observation will be necessary, and taking into account more special
characteristics of each child (as I could observe that some of them don’t like
to paint or making collages, they get bored easily, so this time it could be
different through an activity which is guided and not so “free”).
Lesson stages :
Routine
To start the lesson, we will say Hello with the routine song “Hello, Hello”

4. Then, we will sing How’s the Weather? and we will decide how is the weather
today.
Lead -in
Show the clown as I stick it in the blackboard. Then ask:
-Do you like clowns? (pointing to the clown). I like them! They are funny!
As children share their opinions, I will proceed to explain:
-Today, this clown will be our fiend and we will learn parts of the body.
Presentation
Ask:
-You know some parts of the body. Can you stamp your feet? (they will
remember this action as it is included in the song “Hello, hello”)
-Very good! So, we can make the clown stamp his feet! (make the clown
stamp his feet).
-What about your hands? Can you clap your hands? (this is also included in
the song).
-Excellent! Let’s make the clown clap his hands.
-Now, we are going to learn about more parts of the body.
Development of the sequence of activities
Activity 1: The Skeleton Dance
Purpose: To catch children’s attention with a song they already know. To
revise parts of the body (legs, arms, neck, head, hands). To encourage
children to move parts of their bodies and make them identify them.
Timing: 4 minutes.

5. Development:
-Do you remember the Skeleton Dance? (let them answer).
-Do you remember what is a skeleton? (let them answer).
-Very good! So, now we will dance the skeleton dance. Pay attention to the
parts that are mentioned on the song. You will see a light in the bones
mentioned during the song.
Children will be asked to sit down on the floor.
Play the Skeleton Dance with the video once. Try to encourage children to
touch the parts of the body with the song.
After the video and song is finished, ask children to stand up and tell them
that now they will have to dance the Skeleton Dance.
-Ok. Now, we will hear the song again, but you will have to stand up and
dance! (make a gesture to make them stand up).
Play the video again. Dance with children so they all feel encouraged to dance.
Scaffolding strategies
As children already know this song, they are expected to understand the song
and the parts of the body mentioned on it. Despite of that, I will have to pay
attention and to repeat the lyrics if they seem to misunderstand some parts of
the body or if they don’t understand something.
The song will be played two times: the first one to make them remember the
song and to focus on the parts of the body shown through the video and the
second to let them dance and move their bodies.
Transition
-Very good. You may sit down. (make a gesture to let them know they have to
sit down).
Sing everybody sitting down.
Activity 2: The Clown Says Game
Purpose: To make children enjoy the game, catching their attention and
making them learn through play. Revising parts of the body and numbers.

6. Timing: 10 minutes.
Development:
-We will now play a game. Our friend, the clown, will play with us. Pay
attention because I will explain what you have to do.
-The clown will tell me a part of the body and you will have to touch it or do
something. Do you understand? Let’s make an example (make a gesture of
that I listen what the clown is telling me) The clown says: close your eyes! So,
we have to close our eyes.
Now, proceed to play the game with different actions and parts of the body.
Examples:
-The Clown says: stamp your feet.
-The Clown says: touch your nose.
-The Clown says: clap your hands.
-The Clown says: touch one leg.
-The Clown says: touch two legs.
-The Clown says: nod your head.
-The Clown says: move your shoulders.
-The Clown says: touch one knee.
Scaffolding strategies:
Playing is important through the learning process, and this can be exploited
in general terms: I have included numbers and actions, so children can revise
their knowledges. They may find some new action (nod), but there is no
problem on teaching one new action.
As the game is tricky, I will also pay attention on if they take into account the
number I have mentioned (one leg/ two legs).
Making the actions with them can encourage them, but first I have to let them
figure out about what I am asking them to do. When they do something, then I
will join them, not before. If I do the action before them, I will not let them
think what they are supposed to do.
Transition:
-Well done! The Clown is happy now, because you played with him.
-Now, we will remember the parts he mentioned. Are you ready?

7. Activity 3: Revising parts of the body
Purpose: To verify what children remember from the previous activities. To
introduce them to the next activity.
Timing: 5 minutes.
Development:
Ask:
-Where are the legs of the clown? (point one part of the body) Are they here?
(let them answer).
-Very good. These are the legs of the clown (show the legs). How many legs
do you have?
-Ok. Do you remember another part of the body? (let them answer). Where
are the eyes of the clown? (make a gesture of searching with one finger).
-Very good. Here are the eyes of the clown. How many eyes do you have? Do
you have brown eyes? Does someone have blue eyes? What about green eyes?
-Excellent. What about your hair? Where is it? Is your hair brown? Can you
count your hair? (let them answer) No, that’s right! We can’t count our hair!
We have a lot of hair.
Scaffolding strategies:
As children already know the parts of the body, and they learn very quickly, it
is necessary for them to revise knowledge they gain. In this case, I have
included some extra topics to revise as numbers and colours, so they can
relate the new words with the previous topics.
Asking questions related to those previous knowledges encourage them to
speak, and to say what they think.
Whenever they forget how to say something (or they don’t really know how
to say it), I will have to paraphrase what they meant to say in L2.
Transition:

8. -Well. Now that you know the parts of the body, you will make your own
clown that can move his legs and arms.
-Take a chair and sit down on one of these three tables. When you get there, I
will give you the materials. I will count up to 10 and you have to be there. 1…
2… 3… 4…
Activity 4: Making a Clown
Purpose: To let children create their own clowns to take home as a game. To
make children follow instructions.
Timing: 20 minutes.
Development:
Once that children are all on their places, explain that they will receive parts
of the body and that they will have to put the clown in order without sticking
it. Then, give them the parts of the body.

9. (Mariposas)
-You will receive parts of the body to put in order. You have to put them in
order and paint them. You don’t have to stick those parts because then you
will see what we are going to do.
After 10 minutes, tell them:
-Now, everybody pay attention please! I need to tell you what comes next!
Look at me. (Clap hands if necessary).
-You will have to follow my instructions to join the parts of the body of the
clown you have. We won’t use glue. We will use this (show the mariposa) as
in the big clown (show the big clown, pointing the parts that are together
with the mariposa).
Give each child four mariposas.
-Ok. First, take the body of your clown (show the body of the clown). Take
one mariposa (show the mariposa) and put it together like this (show how to
do it). Do you understand? Could you do it? Show me.
-Very good. Now, we will do the same with the other leg. (Repeat the
explanation).
-Can you show me your clowns? Very good!
-Ok. This time, we will do the same with the arms. (repeat the procedure but
show how to put the arms).

10. -Well done! Your clowns are awesome! Remember to write your names in the
back of the clown. Do you remember the back? (show the back of the clown).
Scaffolding strategies:
During this activity, children may find it challenging to use the materials to
join the parts of the clown. This is why giving instructions is so important in
this case.
Whenever someone needs more help, I will go near the student and ask
him/her what’s the problem. I can clarify the doubt of this student in general,
as someone else can have the same doubt/problem.
If children get to understand easily how to do it, I won’t keep giving
instructions. I will just tell them to do the same with each part of the body. If I
give more instructions than required, they may feel discouraged and that they
can’t do it alone, and that’s the opposite of what I want them to feel.
Transition:
-Nice work. I love your clowns!
-Ok, children. I want to tell you something now. This is my last class with you,
and so I want to give you something especial.
Activity 5: Giving children gifts
Purpose: To make a closure and to thank children for the time they spent
with me.
Timing: 5 minutes.
Development:
-Do you know how to play tic-tac-toe? (let them answer).
-This is a tic-tac-toe (draw it simply in the blackboard).
-I will give each of you a tic-tac-toe as a gift, to thank you for all of these
lessons we spent together. You are amazing, and I really enjoyed learning
with all of you. (repeat in L1 as this is an important message I want to tell
them).

11. Give each child a gift and say goodbye before they go outside to their free
time.
Closure
As children will go out to their free time, I will say goodbye to them.
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
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

12. Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language accuracy
Observations