This document contains a lesson plan submitted by a student teacher for a lesson with 3rd grade students. The lesson plan focuses on the story "Froggy gets dressed" and aims to review clothing vocabulary, develop listening and speaking skills, and identify appropriate clothing for different weather conditions. The plan includes warm up activities like a rhyming game, discussing Froggy dressing for different seasons, and having students work in pairs to dress a Froggy puppet according to instructions. The lesson incorporates videos, pictures, worksheets and interactive activities using breakout rooms on Zoom.

1. INSTITUTO DEFORMACIÓNDOCENTECONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción Pedagógica a Distancia
Instituto de Formación Docente Continua
Lenguas Vivas Bariloche
(A-052)
Subject: Práctica para Educación Primaria
Tutor: Prof. Aurelia Velázquez
Name: Marina Álvarez
E-mail addresses: marinaalvarezdarriba@gmail.com; marina-alvarez@hotmail.com
Date: 23rd September 2020
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN - SEMANA 2
ALUMNA PRACTICANTE: Claudia Marina Álvarez
Course: 2nd Children (3rd graders)
Nivel lingüístico del curso: starters
Cantidad de alumnos: 11
Tipo de Planificación: Clase
Unidad Temática: “Froggy gets dressed”
Semana Nº: 2
Learning Aims
During this week, learners will be able to:
● review and consolidate vocabulary on clothes and weather.
● Develop listening and speaking skills in class.
● Develop reading and writing skills by completing the homework

2. ● Identify the correct clothing for the weather.
● Raise awareness on sounds and rhymes.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Descriptive
adjectives (e.g.:
windy, cold, rainy,
snowy, etc.)
 Clothes items
(pants, sweater,
gloves, etc)
 Describe what the
weather is like.
 Describe what
someone is wearing
 Express desires
 Moods and feelings
● It’s…………….
● S/He is wearing …..
● I want to………
N
E
W
 Put on, don’t forget,
take off
 Clothes vocabulary:
mittens, long johns,
shirt.
 Tell someone what
to wear depending
on the weather
conditions.
● Put on your…./
Take off your……/
Don’t forget…………
Week 2: Monday 12th
October
I will send the following Word file:
1) Follow the link and watch the video:

3. https://www.youtube.com/watch?v=Fcvg1ZMaWtE
2) Now, complete the exercise 7 on page 34 from your textbook and the exercises 7 and 8 on
page 23 from your workbook.
3) Now, read, draw and write.
It’s raining. Froggy is outside. He is happy because he loves rainy days. Froggy’s mom is worried.
What does she say to Froggy?
Take a picture of your drawing and send it to the Whatsapp group!
4) Download and print the following file: (We will use it in our zoom meeting)
https://drive.google.com/file/d/1GA3MYHg1SWwKgfbYNsCgS46Pvu9I5g6u/view?usp=sharing
IMPORTANT!!!! Color and cut both Froggy and his mom. Paste them on a wooden popsicle
stick. Don’t color the clothes!

4. Week 2: Friday 16th October
Synchronous meeting via Zoom
Materials
● A printed copy of Froggy, his mom and clothes
● Images of different seasons and weather conditions to be screen shared.
Procedures
ROUTINE (5 minutes)
We will greet the students and willaskthem “how are you today?” as they join the zoom
meeting. We will make some small talk in the meantime and remind them to mute their
mics while the teacher or a classmate is speaking.
WARM- UP (10 minutes)
As a warm-up game, we will play“SillyRhyming”Iwillsay the following sentences, using
a rhyming word for something Froggy wears. Then I will ask the children to listen for the
nonsense word, and think of the correct word that rhymes.
Froggy put on a cat (hat)
Froggy put on his rocks (socks)
Froggy put on his kittens (mittens)
Froggy put on his boat (coat)
Froggy put on his tarf (scarf)
Froggy put on his ants (pants)
Froggy put on his dirt (shirt)
Then I will have them think of other words that rhyme with other clothes items: coat,
bathing suit, shorts, sneakers, etc. If they cannot find a rhyming word I can give them
options. For example: Which word rhymes with shorts? Sports or ball?
Transition: “Ok! Well done! Now, we are going to continue having fun with Froggy”

5. Activity 1 (10 minutes)
Then, I will share my screen with images of different seasons and weather conditions.
I will ask them questions on what frogs do in the different seasons and encourage them
possible dialogs between Froggy and his mother.
For example: Look! What’s the weather like? What season is it? Do you remember what
frogs do when it’s winter/ summer/etc.? Imagine Froggy is outside, what does Froggy’s
mom say? I will make them hold Froggy’s mom stick puppet and talk as if they were
Froggy’s mom. “Frooggggyyy, put on your…, take off your… , don’t forget your…” I will
model first in case they do not remember.
Transition: “That was awesome! Froggy’s mom is really worried about Froggy! Now, let’s dress Froggy
in his new clothes”
Activity 2 (20 minutes)
I will tell the children that Froggy’s mom has bought Froggy some new clothes. I will
dictate the right color for each clothes item they have in the copy:
Froggy’s new socks are green. The socks are green. They’re green
Froggy’s new boots are yellow. The boots are green. They’re green.
Froggy’s new coat is light blue. The coat is light blue. It’s blue.
Froggy’s new scarf is pink. The scarf is pink. It’s pink.
Froggy’s new long johns are purple. The long johns are purple. They are purple.
Froggy’s new mittens are red. The mittens are red. They’re red.
Froggy’s new hat is orange. The hat is orange. It’s orange.
Froggy’s new pants are brown. The pants are brown. They’re brown.
Froggy’s new shirt is blue. The shirt is blue. It’s blue.

6. I will be monitoring they pick the correct colors and clothes.
Transition: “Good job! How nice! Do you like Froggy’s new clothes?”
Activity 3 (15 minutes)
Then, I will tell them “Now, we’re going to dress Froggy in his new clothes. So, first, cut
out the clothes items” (This will probably take a few minutes) I will take advantage of
this time for a little chit chat with them. When everyone’s ready, I will tell them they will
be using the stick puppets on their tables. Then I will tell them I will be playing Froggy’s
mom’s role and that I will tell them what Froggy should wear. For example:
“Froggy, it’s cold! Put on your coat/scarf/ shirt!” “Froggy dear, it’s hot. Take off your
coat/ scarf/ Shirt” (I will be holding my own Froggy’s mom stick puppet in front of the
camera) and they will have to follow Froggy’s mom instructions.
Then, I willtell them that they’re going to work in the sameway in pairs. So, one student
will put on or take off the clothes on Froggy’s stick puppet according to what the other
student (playing Froggy’s mom) says; then, the other way around. They will take turns.
This activity will be done through breakout rooms. I will have to monitor them as they
work in pairs, intervening in case they need help to carry out this activity successfully.
CLOSURE (5 minutes)
For closure, I will sharemy screen with the following tongue twister for them to practise.
I will read it aloud and encourage them to say it aloud. Then, they will have to copy it in
their notebooks: “Practise it and record yourselves reading it aloud. Then, send an audio
file to the Whatsapp group”
Five fat frogs flying past fast
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement

7. 1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Wonderful ideas and resources!