Muller Lilia - Lesson plan 3

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Muller Lilia
Institución Educativa: Westland Institute
Dirección: Islas Malvinas
Cantidad de alumnos: 7
Edad: 7 y 8 años
Unidad Temática: Fruits
Clase Nº: 3
Fecha: 10/10/2019
Hora: 10:30
Duración de la clase: 1 hs.
Fecha de entrega de la planificación: 07/10/2019
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Learning aims: 
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During this lesson, learners will be able …
- To develop a new topic: fruits
- To develop listening skills;
- To develop interpersonal skills;
- To foster logical, spatial and concentration skills;
- To develop motor skills;
- To develop visual skills;
- To say what they like and what they don’t
Learning focus:
The activities will focus on:
- Vocabulary: banana, apple, orange, grapes, melons, pineapple, strawberry,
chocolate cake, ice cream, pickle, cheese, salami, lollipop, cherry pie, sausage,
cupcake, watermelon. The numbers, the days of the week, the word hungry,
eat.
- Grammar: She/ He/ It like, doesn’t like
- Teamwork;
- Motor, spatial and concentration skills;
- Imagination;
- Visual and listening skills.

2. 
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Integration of skills: 
They will develop their:
- Listening and visual skills by listening and watching the video “The Very
Hungry Caterpillar”
- Speaking skills by talking about the fruits, food and what they like and what
they don’t like;
- Interpersonal skills by having to play with a partner separating what is
healthy from what is not;
- Logical skills by separating the healthy from the unhealthy
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Multiple intelligences:
- Musical intelligence: by encouraging them to sing the “Hello song”
- Linguistic intelligence: talking about the fruits, food, what they like and don’t
like, healthy and unhealthy food.
- Interpersonal intelligence: collaborative work by separating what is healthy
from what is not, listening to their peers
- Logical – mathematical intelligence by counting how many of each item does
the caterpillar eat.
Materials and resources:
• A computer
• Printed pictures of food
• A caterpillar puppet
• Scissors
• Glue
• Fruits
• Plates
• Knives for kids
•
Possible contingencies:
- Children talking at the same time when teacher asks questions. The
teacher will count from 5 to 0 so they can make silence and pay
attention.
- Children getting distracted during the video. The teacher will clap her
hands and say “let´s work, let´s work”. We will congratulate the ones
who are paying attention and the teacher will say: Lara, we are waiting
for you to pay attention to continue with the class. Or the teacher will
remind children saying: “if you can’t stay sill during the video, then I’m

3. going to take us out.”
-They do not make silence. Two possible solutions are saying aloud "1,
2, 3 silence please" or asking them to raise their hands if they want to
say something. We may use this in order to call their attention and
engage them in the activity again.
- They want to eat all the fruit. The teacher will explain that they will
have to wait to eat later all the fruits and if they eat it now there won’t
be enough for each kid.
Classroom management strategies:
- Start each activity explaining what we are going to do
- Use the strategy that already works with them to calm them down: The
teacher won´t write the letter G, A, M or E on the board which means that if
the word is complete at the end of the class they will choose a game to play.
- Call their attention when they get distracted singing: “1, 2, 3 silence please”
- Telling them what the next activity is about so as to keep them interested.
- Explaining/demonstrating what will be done in each activity.
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Assessment: collecting information and reporting your findings
- Asking children about the topics developed throughout the lessons (main
vocabulary and questions introduced):
- Observing how they interact with the set environment, with their mates and
how they work during the development of the activities.
- Paying attention if they follow the behaviour criteria of the classroom.
- Giving feedback on their work.
Lesson stages:
Routine
○ Purpose: To say “hello” to the students.
○ Timing: 5 minutes
○ Activity description and instructions as they will be said to
students (include direct speech)
- The teacher will tell them that they all are going to sing the
“Hello Hello” song.

4. - The teacher will start singing the song, waving the hands saying
hello and miming all the moods that the song mentions so as to
encourage children to do the same.
Hello!
Hello!
Hello, how are you?
(Repeat)
I'm good!
I'm great!
I'm wonderful!
(Repeat)
Hello!
Hello!
Hello, how are you?
(Repeat)
I'm tired.
I'm hungry.
I'm not so good.
(Repeat)
Hello!
Hello!
Hello, how are you?
(Repeat 3x)
Source: https://www.youtube.com/watch?v=tVlcKp3bWH8
○ Scaffolding strategies:
The teacher will sing with them miming, exaggerating the
moods so as they can see what they are expected to do.
○ Transition comment to link each stage of the lesson with the
next one
- When the song finishes, the teacher will say: Today, a
very little and hungry animal has come to help me. Do
you want to meet him and listen to his story?

5. Lead-in and presentation
○ Purpose: To introduce the new topic
○ Timing: 15 minutes
○ Activity description and instructions as they will be said to
students (include direct speech)
- We will tell the class that a special guest has come to
visit us.
- We will introduce “Caterpillar” the puppet.
- We will ask them to sit all in the front as we are going to
watch a video.
- We will give them a copy which has a plate and the food
the caterpillar eats.
- As we listen to the story we are going to make pauses so
they can put on the plates the number of the things
eaten by the caterpillar
- We will repeat the name of each food and fruits twice
- We will ask them if they like that item: Do you like
strawberries? Yes, I do, no, I don’t. I like
https://www.youtube.com/watch?v=btFCtMhF3iI

6. ○ Scaffolding strategies:
- Ask them if they recognise the fruits and food.
- If necessary, the teacher will say the name of the fruits in L1
first and then in L2 twice so they can repeat it. We are going to
do the same with the word hungry, miming first an if necessary
in L1.
- The teacher will say first what she likes and what she doesn’t
like as a guide.
○ Transition comment to link each stage of the lesson with the
next one:
The puppet will say: You have worked wonderfully! But now, I’m really
hungry and I want to eat something healthy, can you help me?
Development of the sequence of activities
○ Purpose: Consolidate vocabulary orally
○ Timing: 15 minutes
○ Activity description and instructions as they will be said to
students (include direct speech)
- They will have to sit with a partner
- The puppet will put a poster on the wall of two teeth,
one happy and the other sad.
- We will explain what is healthy and what is not by
pasting the first items on the poster.
- We will have flashcards of all the items eaten by the
caterpillar on the desk.

7. - Each time a team is mentioned they have to take two
flashcards and paste them on the right side.
○ Scaffolding strategies
- The teacher will show them how to play.
- The teacher will say the name of each item out loud so
they can repeat it.
- If they put an image in the wrong side, we will touch our
face as if our teeth hurts.
○ Transition comment to link each stage of the lesson with the
next one:
The puppet will say: “I’m still hungry! I want something to eat,
can you help me?”

8. Closure
○ Purpose: Make a fruit salad
○ Timing: 20 minutes
○ Activity description and instructions as they will be said to
students (include direct speech).
- The caterpillar will say that now is time to eat but they
have to help him first to make a fruit salad.
- We will give to each of them a plate, a knife, a shell less
banana, a shell less apple, and other fruits which they
will have to cut.
- We will mix everything in a bowl.
- We will give them a container with a portion of fruit
salad.
- They will have to see and tell the class which fruit do
they have in their porting and which ones they like do.
Once they finish, we will all sing the “goodbye song” with their
puppets.
Goodbye, goodbye.
It's time to go.
Goodbye, goodbye.
I don't want to go.
See you later, alligator.
Bye bye bye, butterfly.
Goodbye!
Source: https://www.youtube.com/watch?v=UQfvAlmr5g0
○ Scaffolding strategies
- Explaining what is going to be done.
- The teacher will bring some fruits already cut and she
will show them how to cut it.
- Showing and telling: The teacher will show her portion
of fruit salad and describe it and she will say the ones
she likes.
○ Transition comment to link each stage of the lesson with the
next one
When they finish singing the goodbye song, the puppet will tell
them: “Thanks for helping me to eat a healthy fruit salad!” and
the teacher will say: “You were amazing today! Next week

9. teacher Matt will be the teacher again and he will play with
you!”
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 Congratulations on your work, Lilia! You have chosen a lovely story to work on. You
may also refer to changes and growing up, as the caterpillar turns into a butterfly.
Have a great class!
Ceci