Fourth lesson plan

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I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Mariela Gisela Iannaci
Institución Educativa: Escuela Hogar nº16 “Granaderos Puntanos”.
Dirección: Martín de Loyola (zona rural)
Provincia: San Luis
Cantidad de alumnos: 3
Edad: 4 y 5 años
Unidad Temática: “Farm animals”
Clase Nº: 4
Fecha: 2/11/18
Hora: 13: 30 a 14: 20
Duración de la clase:40 minutes
Fecha de entrega de la planificación: 6/11/18
Learning aims:
During this lesson, learners will be able to:
- Consolidate vocabulary about farm animals from previous classes;
- Develop listening skills;
- Develop visual skills;
- Interact with peers;
- Develop observations;
Learning focus:
The activities will focus on:
- Vocabulary: cow, chicken, pig, sheep, horse, duck, goat, rooster and
turkey;
. Colours: red, yellow, white, brown, black, green and pink.
Integration of skills:
They will develop their:
- Speaking skills by talking about farm animals and their colours;
- Listening skills by listening and identifying “Farm animals”;
- Fine motor skills and spatial skills by building the farm and colouring
farm animals.
Comentado [CZ1]: 50 minutos?

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- Social skills by working in groups.
Multiple intelligences:
- Linguistic intelligence;
- Body- kinesthetic intelligence;
Materials and resources:
 Flashcards about farm animals;
 Farm animals bingo cards;
 Hairbands and small and farm animals cards;
 Worksheets about farm animals;
 Farm animals toys, the mill and the corral,
Possible contingencies:
- Children talking at the same time when the teacher asks
questions;
- Children getting bored;
- Children getting distracted during the activity;
- Children exhibiting misbehavior during the activity.
Classroom management strategies:
- Start each activity explaining what it is or what they have to do;
- Ask students to raise their hands to participate;
- Call their attention by making gestures and using body language
such as “Be quiet, please”, “Listen up, please”, “Sit down, please” and
“Stand up, please.”
Assessment: collecting information and reporting your findings
- Asking questions about the activity to check if they understand;
- Making comments on the activity or their answers;
- Giving feedback.
Comentado [CZ2]: Excellent!

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Lesson stages:
Routine
 The lesson starts with:
- Greetings.
- The weather.
 Activity 1: “Farm animals bingo”.
 Activity 2: “What animal do you hear?”
 Activity 3: “Guessing what farm animal is.”
 Activity 4: “Colour only the farm animals”.
 Activity 5: “Build a farm”
Lead-in and presentation :
 Purpose: Give them the welcome.
 Timing: 5 minutes
- Greet the children and wave “Hello” How are you?
- Tell them: “I am happy” and you?”. Encourage the children to
answer the question in L2. If they don´t remember it, the teacher
provides help and tells them: “I´m happy” or “I´m sad” or “I´m
angry”. It will depend on the children´s answer.

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- After that, say: what´s the weather like today?
- Invite the children to look through out of the window. Show the
different flashcards and tell: “It´s sunny”, “It´s cloudy”, “It´s
windy” or “It´s rainy” to encourage them to say the weather in l2.

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 Scaffolding strategies:
- Show flashcards to help them the vocabulary;
- Provide them aid when they don´t remember the vocabulary in
L2.
 Transition comments to link each stage of the lesson with the
next one:
- Now, let´s review farm animals and their colours.
Development of the sequence of activities
 Purpose:
- To consolidate and review farm animals vocabulary from previous
classes.
 Timing: 5 minutes.

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 Activity description and descriptions as they will be said to
student (include direct speech):
- Show the students a picture of a horse;
- Ask them: “What is it?” to elicit the word “Horse”. If they don´t
remember it, help them by saying it. Ask for repetition;
- After that, tell them: “What colour is the horse?” to elicit its
colour. If their answer is in L1, help them saying it in l2 and
encourage to repeat it.
Some flashcards:
Comentado [CZ3]: You may prompt them by pronouncing the
first sounds.
Comentado [CZ4]: To contextualize this activity, you may tell
children that you have a farm, and that those are the animals that
live there.

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 The same will be done with each farm animal such as: cow,
chicken, pig, sheep, horse, duck, goat, rooster and turkey.
 Scaffolding strategies:
- Show farm animals flashcards;
- Encourage them to say farm animals in L2;
- Provide them with help if they don´t know the animal.
 Transition comments to link each stage of the lesson to the next
one:
- Very good! Now, Let´s play a farm animal bingo.
First activity:
 Purpose:
- To identify and recognize farm animals ;
- To develop their knowledge about farm animals.
 Timing: 5 minutes
 Activity description and instructions as they will be said
to students (include direct speech):

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- Tell them we are going to play a farm animals bingo game.
- Show them flashcards bingo boards about farm animals
(pig, chicken, duck, sheep, cow and horse);
- Distribute a bingo board to each learner;
- Explain to them that the caller will be the teacher;
- Then tell them that the caller mixes up small papers on
which farm animals´names are written farm
animals´names within a bag;
- Pick one animal up and say it,
- Explain to them that, if they have the selected animal, they
have to draw an across on their his/her board. For
instance: If the caller calls out “a pig”, the student who has
one, he/she will make an across on it;
- To reinforce the farm animal vocabulary and their its
colour, ask: “What colour is the pig? to elicit its colour
“pink”. The same will be done with all farm animals which
are included in the bingo.
- If they don´t remember the selected farm animal, help
them by saying it and then encourage them to repeat it;
- Tell them that the winner will be the student who
completes / crosses out all the animals on their all
his/her board.

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- Scaffolding strategies:
- Explainwhat they have to do;
- Call a farm animal out and they have to recognize what
animal it is;
- Provide help, if they don´t know the animal.
- Transition comment to link each stage of the lesson with the
next one:
- Excellent! It was fun!! Now, let´s play with farm animals and their
sounds .
Second activity:
 Purpose:
- To identify farm animals and to recognize their sounds.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
- Tell them “we´re going to guess what farm animal do you hear.? ;
- Make a sound and ask what farm animal makes this song; If they
say it in l1, help them saying in l2 and encourage them to repeat.
- It will be done with each farm animal such as: cow, chicken, pig,
sheep, horse, duck, goat, rooster.
 Scaffolding strategies:
- Make different farm animals sounds;
- Recognize the farm animal and its sound.
Código de campo cambiado
Comentado [CZ5]: Why don’t you use real sounds? There are
plenty of samples on the Internet.

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 Transition comments to link each stage of the lesson with the
next one:
- Very good! Now, let´s guess what farm animal you see.
Third activity:
 Purpose:
- To recognize what farm animal it is.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students. (include direct speech):
- Tell them “we´re going to play a guessing game”;
- Show them a hairband and then, present different small farm
animals cards;
- Model them what they have to do to play this game;
- Choose a learner and put the hairband on in his/her head,
then tell him/her to “close theirhis/her eyes, please”;
- One a child chooses a farm animal and stick it oin the
hairband;
- That child tells the selected child to open his/her eyes.
- A classmate will make a sound or make a gestures to
represents the farm animal in her/him band;
 For example: The teacher chooses a child to wear/use the
hairband then this child has to close his/her eyes. Then
another child will select a farm animal such as “a cow” and
later she/he sticks this image on the hairband. The teacher
tells him/ her to open or close his/her eyes. A classmate will
make a sound or make some gesture so the selected kid can
guess what farm animal is in him/her hairband.
 The same will be done with each animals such as: cow,
chicken, pig, sheep, horse, duck, goat, rooster and turkey.
Comentado [CZ6]: their
Comentado [CZ7]: on

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 Scaffolding strategies:
- Show them flashcards to introduce the new vocabulary,
- Ask questions to foment their knowledge;
- Provide them with help when they don´t remember the word
in L2 and say it and encourage them to repeat it.
 Transition comments to link each of the lesson with the next
one:
- Let´s move on. Now, we´re going tocolour farm animals.
Fourth activity:
 Purpose:
- to recognize what animals are not farm animals.
 Timing: 5 minutes
 Activity description and instruction as they will be said to
student (include direct speech):
- Show them a worksheet which include different animals;
- Tell them that they have to colour only the farm animals,

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- Spread out one worksheet per child;
- Tell them to colour only the farm animals of each square;
- Point out the first square and ask “what animals are farm
animals?”. For instance: The first square has a cow, a pig, a lion
and a chicken, then point out the chicken and ask them: “What
animal is it?” to elicit the word “chicken”. If they don´t remember
the word, help them saying it in L2 and encourage them to
repeat;
- Then ask them: “Is the chicken a farm animal?”; to elicit that they
recognize if it is a farm animal. In the case of the first square,
ask: “what animal is it?”. If they don´t know this animal so said it
in L2 and then encourage them to repeat the new animal. After
that, ask: “Is the lion a farm animal?” to elicit “yes” or “no” If they
don´t know the answer, say “no” shaking your headmaking
gesture. The same will be done witheach square.
 Scaffolding strategies:
- Explain what they have to do;
- Ask questions to elicit the correct farm animals;
Comentado [CZ8]: shaking your head.

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- Help them if they don´t remember the vocabulary and tell it in L2
and encourage them to repeat it.
 Transition comments to link each stage of the lesson with the
next one:
- It was very nice. Now, we have to help Old McDonald to build
a farm.
Fifthve activity:
 Purpose:
- To consolidate the vocabulary about farm animals from
previous classes.
 Timing: 10 minutes
 Activity descriptions and instruction as they will be said to
students (include direct speech):
- Tell learners “we´re going to build a farm”;
- Show them different material which will be used to build the
farm;
- Express them through flashcards that Old Mc Donald ´s farm
animals have escaped from the farm and make gestures;
- Explain to them we have to build the farm;
- Ask them: “Can you help Old Mc Donald to build a farm?”;
- Lay all the material on the table (pig, sheep, chicken, rooster,
duck, goat, horses, cow, grass, mill and the corral)
- Invite them to build the farm step by step;
- First, show them the grass, tell them it is grass and
encourage them to repeat the new word,
- Invite them to extend it on the cardboard;
- Then, show them a farmyard and tell them the new word
“farmyard” and encourage them to repeat it;
- Invite them to build the farmyard;
- Tell them “Now, we´re going to enclose the farm animals ”;
- Show them the first farm animal and say: “What animal is it?”
to elicit the animal. Tell them “we are going to put it within the
farmyard”. The same be done with each animal.

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 Scaffolding strategies:
- Show flashcards to elicit the vocabulary about farm animals
which they learnt from previous classes,
- Provide them with help, if they don´t remember the vocabulary,
tell them in L2 and encourage to repeat it.
 Transition comments to link each stage of the lesson with the
next one:
- I liked it!. Now, we are going to be creative.
Extra activity: ( In the case that other activities take a short time)
 Purpose:
- Foster them to be creative and develop fine motor skills and
memory.
 Timing: 10 minutes
 Activity description and instructions as they will be said to
students. (include direct speech)
- Show them colorful playdough and tell them “we are going to
make the animal that you like best”;
- Invite them to select the colour of the playdough which they will
work to make an animal;
- Ask them while they are shaping the playdough. For instance:
What animal are you making? What colour is it?. To reinforce the
vocabulary of the farm animal and its colour.
- It was very fun but now, it´s time to say goodbye. (make the gesture to
say goodbye)
Closure
 Purpose:
Comentado [CZ9]: They will continue being creative. 😊

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- To say goodbye.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students:
- Tell them that “I´m happy because they did a great job”;
- Give them a happy face and tell them “I´m happy for your job”
- Say that “I have a surprise for you” and make gesture to express
astonish.
- Give them a sweet biscuit and say goodbye.
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 A great variety of activities and resources that will appeal the group for sure,
Mariela!
The plan is coherent with the MI perspective. Children are invited to learn through
exploration and interaction. Well done!

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Remember to proofread for language mistakes.
Best
Ceci