Aromando lesson plan 1 - passed

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRACTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Aromando Milagros
Grado y sección: 4° C
Nivel lingüístico del curso: Básico
Cantidad de alumnos: 21 Alumnos de nueve y diez años, nueve son varones y doce son nenas.
Tipo de Planificación: Clase
Unidad Temática: Animales
Clase Nº: 1
Duración de la clase: 80 minutos (in the middle of the class they have a 10 minutes´ break)
*Note: During the break I will re - arrange the desks in order to leave enough space to sit
on a carpet (I will carry) in the middle of the classroom with the students to tell the a
story and also I will stick some pictures on the board.
Fecha de la clase: 09/10/2019
Fecha de entrega de la planificación: 23/09/2019

2. Daily Lesson Plan
Lesson aims
 To enjoy listening to and sharing a story.
 To understand and enjoy the story
 To introduce the different farm animals (farm, cow, pig, chicken, sheep, dog, wolf.)
Language focus
Lexis Function Structure
Rev Colours Telling what colours
are the animals
It´s brown, it ´s grey.
New Farm Animals (farm,
cow, pig, chicken,
rooster, sheep, dog)
Recognizing some
farm animals
It is a cow.
This is a pig.
List of Materials (Everything showed and specified above)
 Blackboard and chalk.
 Pictures (with a farm and with animals on a farm).
 Pictures of the story.
 Colouring pictures.
 Pieces of paper with the names of the animal.
 A hopscotch court with numbers from 1 to 6.

3. Routine: (5 minutes)
*Note: As students come from the break I tell them to sit on the carpet that is placed in the
middle of the classroom
 Greet students, elicit date and write it on the board.
 Ask them what’s the weather like today? And ask: Sunny? Windy? Cloudy? Rainy? And
write the answer on the board.
Transition comment: Great! Now, do you like reading stories? (The teacher will mime the
action of reading to help the students understand the question) Great! Now we are going to read
a story about animals.
Warm up: (5 minutes)
 The teacher will show the students two pictures (one of them with a farm, and the other
one with animals on the farm)
 The teacher will ask the students, what is this? Showing the picture of the farm
 The students may answer in Spanish, and the teacher will say that in English: Yes! It is a
FARM, repeat with me, It´s a farm
 Now the teacher will show the other picture
 What can you see here? The students may answer in Spanish the teacher will say yes!
There are some animals in the farm. ANIMALS. Pointing at them.
Pictures

4. Scaffolding strategies: Miming the action, repeating the phrases and pointing at the pictures.
Transition Comment: Very good! Now, you are going to listen to a story about a farm and
animals.
Presentation: (20 minutes)
Reading Time!
* Note: I re - adapted the original version of the story in order to make it easier to understand for
the student. You will find both versions below.
 The teacher will show the following flash card to the student and she will mention the title
of the story: “The brave little farm pig”.
 She will elicit the meaning of each word.
 For brave she will show them the following flashcard. May be the kids will say the word
in Spanish and the teacher will repeat it in English: yes! He is brave! Repeat please,
brave. If not the teacher will use L1.
Comentario [A1]: In L1? You may
just mime the meaning of the words.

5.  For “little” the teacher will mime using her fingers.
 For farm the teacher will show again the picture of the farm used before.
 And for pig she will point at the pig that appears in the picture.
 After the teacher says each word she will ask the students to repeat them.
 Now the teacher will begin telling the story using flashcards for each part of the story.
 There was once a farm called Bimbo’s Farm:
 There were lots of animals there – cows, sheep, chickens and a little piggy called Pinky.
The teacher will point at each animal while she is reading. And she will ask the students
to repeat each animal.
Comentario [A2]: You can use the
picture of the film, “Brave”.

6.  Pinky was a very playful little pig, who liked spending time with the sheep. He loves
running behind the sheep. The teacher will mime the action of run.
 Until Pluto, the sheepdog told him off for not letting the sheep eat in peace (the teacher
will mime the action of eating to help the students to elicit the meaning).

7.  Pinky was a very brave little pig, and one day when the sheep were out on the field he
saw a wolf pass in front of the napping Pluto.
 All at once, the wolf bounded out of the bushes and made straight for the sheep,
 But Pinky acted quickly and warned them to run as fast as they could back to Pluto.
 Hearing the sheep crying, Pluto woke up and run frightening off the wolf. From then on
Pinky became known as the brave little pig at Bimbo Farm. And the sheep and the little
pig Pinky became best friends, and Pluto and the sheep no longer minded the little pig
playing with them.

8. Story:
THE BRAVE LITTLE FARM PIG
Taken from: (http://kamaka2013.blogspot.com/p/stories.html)

9. ORIGINAL VERSION:
There was once a farm situated on the outskirts of a village, called Bimbo’s Farm.
There were lots of animals there – cows, sheep, chickens and a little
piggy called Pinky, who had been the last to arrive as he was only two months’
old.
Pinky was a very playful little pig, who liked spending time with the sheep grazing
out on the meadows. He would run behind them until Pluto the sheepdog told him
off for not letting the sheep eat in peace. So he would stop bothering them – until
Pluto’s attention was turned elsewhere…
For all his peskiness, Pinky was a very brave little pig, for one day when the sheep
were out on the field he saw a wolf creep up in the bushes and pass unnoticed in
front of the napping Pluto.
All at once, the wolf bounded out of the bushes and made straight for the sheep,
but Pinky acted quickly and warned them to run as fast as they could back to
Pluto. Hearing the sheep baa-ing madly, Pluto awoke with a start and raced to
defend them by frightening off the wolf.
From then on Pinky became known as the brave little pig at Bimbo Farm, for it was
thanks to him that the sheep were not injured by the wicked wolf. And so the
sheep and the little pig Pinky became firm friends, and the sheep no longer
minded the little pig playing with them.
THE END

10. RE-ADAPTED VERSION:
There was once a farm called Bimbo’s Farm. There were lots of animals there –
cows, sheep, chickens and a little piggy called Pinky.
Pinky was a very playful little pig, who liked spending time with the sheep. He
loves running behind the sheep until Pluto, the sheepdog told him off for not
letting the sheep eat in peace.
Pinky was a very brave little pig, and one day when the sheep were out on the
field he saw a wolf pass in front of the napping Pluto.
All at once, the wolf bounded out of the bushes and made straight for the sheep,
but Pinky acted quickly and warned them to run as fast as they could back to
Pluto. Hearing the sheep crying, Pluto woke up and run frightening off the wolf.
From then on Pinky became known as the brave little pig at Bimbo Farm. And the
sheep and the little pig Pinky became best friends, and Pluto and the sheep no
longer minded the little pig playing with them.
THE END
Scaffolding strategies: Miming the action, repeating the phrases and pointing at the pictures.
Transition Comment: Well! Do you like the story? Now go to your desk to see if you remember
how to say the farm animals in English.

11. Practice: (30 minutes)
Activity 1: Identifying the animals
Time: 10 minutes
 The teacher will ask the students to open their folders and to copy date.
 While they are doing that, the teacher will deliver to each student pictures of all the
animals they have seen in the story.
 The teacher will ask them to stick the pictures one below another as they can see on the
blackboard.
 Then the teacher will deliver handouts with the names of the animals on it, and she will
ask the students to stick them with the corresponding animal.
COW DOG SHEEP WOLF CHICKEN PIG
Scaffolding strategies: The teacher will help the students asking them questions, is it a cow?
No! it is a pig! And the teacher will write the names of the animals on the board..
Transition Comment: Great job dear kids! Now you will paint the animals!

12. Activity 2: Painting and writing
Time: 20 minutes
 Now the teacher will ask the students to paint the animals, for this she will ask: let´s see
what colour is the pig? The students may answer pink! And she will say yes! It is pink!
The pig is pink.
 The teacher will write this sentence next to the picture of the pig: The pig is pink.
 The teacher will ask the students to do the same with all the animals.
 The teacher will walk around the classroom seeing if they need help and looking if they
are writing the sentences in a correct way.
Scaffolding strategies: The teacher will show the students how they have to write the
sentences on the board. She will ask questions.
Transition Comment: Guau! You are great artists! You paint beautifully. Now you will paint the
animals!
Closure (10 minutes)
 The teacher is going to place a hopscotch court with 6 numbers on the floor in the front
of the classroom, previously done by her using wood paper.
*Illustrated picture taken from internet
Comentario [A3]: Wow

13.  The teacher will place the flashcards that were on the board next to each number.
 The teacher will line up the students in front of the hopscotch court.
 The teacher will show what they have to do.
 Students should jump from “earth” to “sky”, from numbers 1 to 6 in the hopscotch court,
but before jumping they have to say out loud each animal on the flashcard next to the
squares as they jump from beginning to end.
 If they don´t remember any of the animals, the rest of the kids could help.
 Once the student has gotten to the end of the court, he/she has to go back to the end of
the line and wait until everyone has gone through the hopscotch court.
 The teacher will re-arrange the pictures of the animals once each students finish.
Transition comment: You have worked excellent today! I am really happy! …But now it’s time
to say goodbye”
The teacher will give each one a lollipop for having worked well and to motivate them to
continue working like that.
“Goodbye to all of you, have a nice day!”
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 Lovely lesson!
Comentario [A4]: Are they allowed
to eat lollipops at school? Check it out,
just in case!