Third lesson plan

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Medina, Keila Belén
Institución Educativa: Instituto Primo Capraro
Dirección: Gallardo 40
Cantidad de alumnos: 19
Edad: 5 y 6 años
Unidad Temática: Food
Clase Nº: 3
Fecha: 2/11/2017
Hora: 14:00
Duración de la clase: 45 minutos
Fecha de entrega de la planificación: 30/10/2017
Learning aims:
During this lesson, learners will be able to develop listening skills, use their
creativity and improve their comprehension of the language which is related to
topics of their knowledge as numbers, colours, food, actions, parts of the body.
Learning focus:
Food: gingerbread, baking, related with the previous lesson where they have
learnt about cookies.
Revising: animals (such as fox, cow, crocodile, sheep, dog), actions (running,
cooking, eat, chasing), numbers, colours.
Integration of skills:
Listening comprehension, visual aids, use of materials to create and explore,
speaking, singing, colouring (listening skills, memory skills, motor skills, linguistic
skills, social skills)
Multiple intelligences:
Linguistic Intelligence (to be found while listening to the storytelling and the
learning of new words- and the revision of known language-), Musical
Intelligence (through the song to be worked with and the video of the story
which includes gingerbread man chanting), Visual Intelligence (use of visual aids
with videos or flashcards), Naturalistic Intelligence (observing the context of the

2. story, the animals present), Kinaesthetic Intelligence (making gestures and
encouraging children to imitate them; use of their motricity to work with paper),
Interpersonal Intelligence (speaking with classmates and teacher to convey
meaning of the material that is presented).
Materials and resources:
-Hello, Hello song.
-How’s the Weather song.
-The Gingerbread Man story
(https://www.youtube.com/watch?v=YZfdcym8xis).
-The Gingerbread Man story: visual aids- flashcards to tell the story before
the video.
-Gingerbread Man template and materials for them to make a collage with it.
- Song Gingerbread Finger Family (https://www.youtube.com/watch?v=r-
mFdt2CsaE).
Possible contingencies:
Materials for the Gingerbread Man collage
It is possible that children don’t want to sit down before I give them the materials
to work, as this is something that happened the last class. In order to avoid this, I
will ask children to sit down before I hand in the materials. I will sing a transition
song so they all sit down and if some of them are still around the room, I will
count up to 10 and tell them that if they all behave well and sit down before I get
to 10, they will all receive the gingerbread man. Otherwise, they won’t receive
any material until they are all on their correspondent places.
Song
Children may want to move around the room as the song is played, but in the
case of this group it is not recommended because they are a lot, and some may
not see the computer screen (which is required, as they have to imitate the
gestures of the video while singing). Children will be asked to sit down on the
floor and to stay there until the video ends. If they want to hear the song again
and move, they will be allowed to do it but after they have all seen the video the
first time.
Classroom management strategies:
To ask children to sit down: Everybody sitting down chant or Applesauce chant.
To let them go to the bathroom: Children will be asked -as regular- to ask it in
English: toilet please or can I go to the toilet?
To ask children to put everything away: Singing put everything away.

3. To ask children to be quiet: count to 10 and tell them that if they don’t, they will
not receive the gingerbread man to work. If they don’t pay attention, Densel will
be very sad (one of the puppets they love to work with from other stories, I can
pretend to be talking with Densel). Making noise with any material or clapping.
Saying goodbye to them: goodbye for you, goodbye for me, goodbye for all the
children (singing).
Assessment: collecting information and reporting your findings
Observing children improvements while using materials with the collage, as they
were doing very well with drawings, colouring, plasticine and other materials.
Taking into account their collaboration during the activities, their questions and
their participation with comments and answers to questions I make.
The gingerbread man will be part of their workbook (they leave their collages,
drawings and activities there), so they will keep it and they can give it a look later
when they finish the year as a general assessment of their learning
improvements made this year.
Lesson stages:
Routine
Children will be asked to sit down in a circle, as before the class starts they have a
relaxing moment where they are all on the floor, calmed down.
Children will sing all together the Hello, Hello song with me. After this, they will
sing How’s the Weather song and we will all decide how’s the weather today.
Lead -in
I will ask children if they remember the story of the cookies from the jar that we
saw the previous lesson. I will tell them that I know that they liked the story, so
today I brought another story that they will love as it is from a character they
already know from a very known movie.
Presentation
-Do you remember last week? We saw a video about a cookie jar and girls
stealing cookies.
-Today we are going to watch another video, of another story: The Gingerbread
Man. (show a flashcard of a Gingerbread man). Do you remember Gingerbread
man from Shrek? This is his story!
Development of the sequence of activities
Activity 1: The Gingerbread Man Story

4. Purpose: to calmdown children, to create a context for the lesson, to work their
listening skills and linguistic skills, to keep in touch with the unit theme (food), to
work storytelling.
Timing: 20 minutes.
Description:
Children will be now asked to sit down on the floor, so they can all see the
screen.
-Well, we have to sit down on the floor, so we can all see the video! But first, we
are going to hear the story.
With the flashcards of the story in a big size prepared, I will proceed to tell the
story while showing the images from the story sequence and making gestures to
let them understand the story from different ways.
Flashcard 1
Flashcard 2

5. Flashcard 3
Flashcard 4
Flashcard 5

6. Flashcard 6
Flashcard 7
Flashcard 8

7. -Did you like the story? (make a gesture with thumbs up and let children answer).
-What happened with the gingerbread man? Why was he running? (let them
answer and if they don’t get the question, ask it in L1 one time and repeat again
the question in L2).
-Now, we are going to watch the video. We must be quiet, so we can all hear
what gingerbread man says!
I will now play the video.
After the video ends, I will ask children:
-Can you imagine if gingerbread man could escape from the crocodile? Would the
lady and the boy catch him?
Scaffolding strategies:
During this activity it is important to tell the story with visual support, but first
from my own voice as I am guiding them, making gestures and showing them the
characters, the animals and all the elements around the story.
After the video, asking them some questions to let children imagine what could
have happen is a good idea to let them exploit their imagination and to keep
them engaged.
During all the sequence, I will be asking some questions in English but in the
given case that they can’t understand something I am saying or asking I will ask it
in L1 once.
Transition to the other activity
-Now that we know the story, we can make a gingerbread man! Would you like
to have your own gingerbread man to keep it in your workbooks? I want you to
make your own gingerbread man, so I can see them!
-Take a sit and wait there. I will count up to ten, and if you are all in your places
Densel will be very happy! If you don’t, you won’t receive anything and Densel
will be very sad! (make gestures with the puppet if necessary).
Activity 2: Making a Gingerbread man
Purpose: to let children experiment making a collage, to revise colours names,
numbers and to exploit their creativity.
Timing: 15 minutes- 20 minutes.

8. Description:
I will hand in every child a gingerbread man (a template).
When they all have the gingerbread man, I will hand in the materials (colour
paper to cut into pieces with the hand, colours, glue, ribbons, circles as buttons,
etc.)
-You may start working.
As children work, I will monitor them and ask things such as:
-How many buttons does he have?
-how many eyes does he have?
-What colour is it? Is he brown?
-Is his ribbon pink? Is it blue?
-Do you like ginger?
Scaffolding strategies:
During this activity, I will have at hand the colours flashcards, so they can find
their names if they don’t remember (but in general terms, they do remember the
names of the colours). Anyway, I will be around correcting them as children tend
to speak in L1 (e.g.: quiero amarillo. -How do you say that in English?/ I don’t
understand, I need to hear it in English. How do you say that in English?.)

9. Revising “how many” is also important, as they will be engaged on the activity
(they are all very creative) and they will be more likely to answer or tell things as
an explanation (and this can be exploited with English language).
Making good comments is also essential, so they all feel secure and encouraged
to keep working as they are doing.
Transition to the next activity
-Ok children, you have done it great! Put your names at the back of the
gingerbread man. Now, we are going to sing a new song! But first, you have to
put everything away.
(Sing Put everything away)
Activity 3: Singing
Purpose: to let children learn a new song, let them move and make gestures,
revising family members.
Timing: 5 minutes.
Description:
Children will be asked to sit down on the floor again.
-Come here and sit down on the floor kids! Everybody sitting down, sitting down,
sitting down, 1, 2 and 3.
Then, I will ask:
-Can everybody see the screen?
-Now, we are going to learn a new song. Pay attention, it is easy, and you have to
use your fingers (make a gesture with the fingers). But first! Do you remember
the family members? (show daddy) Is this mommy? (let them answer) Who is it?
(let them answer and guide them if necessary).
-Well done. Now, who is she? Is she the baby? (let them answer). She is mommy,
very good.
-What about this one? Who is he? The brother or the baby? (let them answer).
Yes, he is the brother.
-This is the last one! He is the…(this will be the most obvious for them). Very
good! He is the baby!

10. Now, I will play the song for the first time. Making gestures and singing,
encouraging children to sing.
After the first time, ask them:
-Can you sing it? Lets revise the lyrics!
Daddy finger, daddy finger, where are you? Here I am, here I am! How do you
do? (repeat with all the members).
Mommy finger, mommy finger, where are you? Here I am, here I am! How do
you do?
Brother finger, brother finger, where are you? Here I am, here I am! How do you
do?
Sister finger, sister finger, where are you? Here I am, here I am! How do you do?
Baby finger, baby finger, where are you? Here I am, here I am! How do you do?
Play the song again, encouraging children to sing and make gestures.
Scaffolding strategies
As this song is new, the first time they hear the song and see the video, they
won’t know the lyrics, but they will get the rhythm of the song. Once they get the
rhythm, they will get to learn the lyrics repeating and also revising them all
together after the first time they hear the song.
Making gestures as the video shows the fingers is essential, so children will copy
the movements while singing. What’s more, they are more likely to pay attention
to the gestures, so they can remember more easily the family members.
In order to revise family members, I will take some flashcards (daddy, mommy,
sister, brother and baby). They know all of them, so this will not be a problem.
Transition
As I won’t be there the rest of the lesson, and children will go out to their free
time (or stay inside the room, depending on the weather), I will say:

11. -Did you like the song? (let them answer)
-Well, as you have behaved very well, I will bring you something especial next
class. Now, I have to say goodbye to you!
(singing) Goodbye to you, goodbye to you, goodbye to all the children (make
gestures saying goodbye).
Closure
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
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and

12. activities
Scaffolding
strategies
Language accuracy
Observations