Third lesson plan

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Mariela Gisela Iannaci“
Institución Educativa: Escuela Hogar n° 16 “Granaderos Puntanos”
Provincia: San Luis
Localidad: Martín de Loyola (zona rural)
Cantidad de alumnos: 3
Edad: 4 y 5 años
Unidad Temática: “Farm animals”
Clase Nº: 3
Fecha: 26/10/18
Hora: 13: 30 a 14: 20
Duración de la clase: 40 minutos
Fecha de entrega de la planificación: 23/10/18



Learning aims: 

During thislesson, learners will be able to:
- Consolidate vocabulary about farm animals.
- Develop listening skills;
- Develop motor skills;
- Develop visual skills;
- Interact with peers.
Learning focus:

The activities will focus on:
- Vocabulary about farm animals from the previous class and add
some animals. (Cow, chicken, pig, sheep, horse, duck, goat, rooster
and turkey)
Integration of skills: 

They will develop their:
- Speaking skills by talking about given topics;
- Listening skills bytalking about “farm animals”;
- Fine motor skills and spatial skills by building their barns and
creating animals.
Comentado [CZ1]:

2. 
Multiple intelligences:

- Linguistic intelligence;
- Body-kinesthetic intelligence (imitating the movements of the
videos);
- Emotional intelligence;
- Interpersonal intelligence.


Materials and resources:
- Notebook;
- Video:
https://www.youtube.com/watch?v=UUJRuYqjQAk
- Flashcards;
- Worksheets;
- Glue;
- Scissors;
- Pencils;
- Playdoughs.
Possible contingencies:
- Setting rules;
- Children talking at the same time when the teacher explains or
asks;
- Children getting distracted during the activities;
- Children exhibiting misbehavior during the activities.
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 bymaking gestures and use 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 their work;
Comentado [CZ2]: What activities or resources will reflect these
intelligences?

3. - Giving feedbacks.
Lesson stages:
Routine
- “Greetings” and “the weather”.
- Activity 1: “Farm animal video”
- Activity 2: “Draw a barn and find out the hidden animal”
- Activity 3: “Make animals with playdough”
- Saying goodbye.
Lead-in and Presentation
 Purpose:
 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 so 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.
Comentado [CZ3]: The teacher

4. - After that, say: what´s the weather like today?
- Invite the children to look through 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.

5.  Transition comments to link each stage of the lesson to the next one:
- Now, let´sgo to watch a fun video.
Development of the sequence of activities
First activity:
 Purpose:
- To work on visual and listening skills and to consolidate knowledge
about farm animals.
 Timing: 10 minutes
 Activity description and instructions as they will be said to student
(include direct speech):
- Explain to them “we are going to watch a video about farm animals”;
- Invite them to sit down in front on the notebook;
- Play the video:
https://youtu.be/UUJRuYqjQAk
- Act out the video to help them to understand the new vocabulary. For
instance, if there is a chicken, tell what is it?, if they don´t know the
answer, say it and encourage them to repeat the word.
- Pause to help them to answer the question about what animal is
hiding in the barn.?
 Scaffolding strategies:
- Explain whatExplain what the video is about;
- Make gestures to help them to understand the vocabulary;
- Ask questionsduring the video to reinforce the vocabulary.
 Transition comments to link each stage of the lesson to the next one:
- Excellent” Now, let´s go to be to be creative.”
Comentado [CZ4]: About?
Comentado [CZ5]: to
Comentado [CZ6]: Why don’t you help them activate previous
knowledge? They might anticipate what animals they think will
appear on the video.
Comentado [CZ7]: Is this a new Word?
If so, you must teach it, and help them repeat the word before
eliciting it.

6. Second activity:
 Purpose:
- consolidate the vocabulary “farm animals” from the previous class.
(Cow, chicken, pig, sheep, horse) and (add duck, goat, rooster and
turkey)
 Timing: 15 minutes (The activity is divided into two parts)
 Activity description and instructions as they will be said to students
(include direct speech)
 First part:
- Show a flashcard where there is a barn.
- Ask them: “what it is?” to elicit the word “Barn” so encourage them to
repeat the new word.
- Tell them “it´s a barn where farm animals live”.
- Encourage them to repeat the word “barn”.
- Ask them: “What colour the barn is” and say: “It is a red barn” and “, “Do
you remember it?”.
- Invite them to colour the red barn.
- Tell them: “Now, we are going to make a red door”.
- Ask them: “What is a door?”. They don´t know the word in L2 so tell the
word in L2 to encourage them to incorporate it.
- Explain to them how to make a red door so they have to draw a door
on a piece of paper, then colour it and after that, cut out it and glue it
into the barn.
Comentado [CZ8]: Why will you answer the question?
Encourage children to say the colours.
Comentado [CZ9]: If they don’t know the word ‘door’, you must
teach it.
Show them what a door is and encourage them to repeat after you.

7.  Second part:
- Tell them “farm animals are hidden and we have to find out what
animal is behind the door.” but “First, we are going to colour them”.
- Show them a worksheet which includes farm animals.
-
Comentado [CZ10]: It must be included in the plan.
Con formato: Sin viñetas ni numeración

8. - Show a flashcard where there is a pink pig. Tell: “what animals is
it? And what colour is it?. To elicit the words: “pig” and “pink”.
- Tell them for example: “we are going to colour the pink pig”.
- After colouring all animals, tell them “we are going to cut out each
animal to and start to play. Make mime to explain the meaning of
“cut out” and “ use scissors”.
- Put on the table all the animals and then tell: “now, you, close your
eyes.” Before that, make gesture to teach the meaning of “close
your eyes, please” and “open your eyes, please” .
- Then, choose an animal and hide it behind the door.
- Tell them “open your eyes” and ask: What animal is behind the
door?. They look at the animals on the table and they probably say
the hidden animal. If they answer in L1 repeat the animals in l2 to
teach and reinforce the keyword. The same will be done with each
animal.
 Transition comments to link each stage of the lesson to the next
one:
- You did a great job! Now, we are going to play with animals.
Third activity:
Comentado [CZ11]: Nice activity!

9.  Purpose:
- Foster them to be creative and develop fine motor skills and memory.
 Timing: 5 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 the best”;
- Give them the playdough to make an animal;
- Ask them while they are shaping the playdough. For instance: What
animal are you making? What colour is it?.
 Transition comments to link each stage of lesson with the next one:
 Very good! It`s time to say goodbye.
Closure
 Purpose:
- To say goodbye.
 Timing:5 minutes
 Activity description and instructions as they will be said to students.
- Express that they did a great job and given them a nougat for their job
today.
- Show a flashcard to express that “I´m happy for your job today”
- Give them a happy face then wave them to say goodbye.
Lesson plan Excellent Very Good Good Acceptable Needs
Comentado [CZ12]: Will they choose the colour?
Comentado [CZ13]: Don’t they sing a chant or song to say
goodbye?

10. component 5 4 3 2 improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Lovely ideas to explore and promote L2 learning from a multimodal perspective,
Mariela! I hope you find my comments useful.
Have a great class!
Ceci