Kinder 5

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Renata Carignano Torres
Institución Educativa: Woodville School
Dirección: Avenida Pioneros km 2,900
Cantidad de alumnos: 20
Edad: 5 años
Unidad Temática: Bugs
Clase Nº: 1
Fecha: 24/10/2017
Hora: 14 horas
Duración de la clase: 45 minutos
Fecha de entrega de la planificación: 21/10/2017
Learning aims:
During this lesson, learners will be able to…
- To identify and use words related to bugs;
- To connect previous vocabulary learnt about the topic;
- To understand and follow commands.
Learning focus:
The activities will focus on:
- Vocabulary about bugs: cricket, ladybug, fly, ant, spider, web,
jump, chirp;
- Memory;
- Imagination and speaking skills;
Integration of skills:
Multiple intelligences:
- Linguistic intelligence (speaking and listening to the story);
- Musical intelligence (bugs with Happy Birthday chant);
- Interpersonal intelligence (roleplay);
Comment [R1]: Learning aims should go beyond the linguistic
scope, and consider the learning process as a whole, regarding their
physical, emotional, cognitive and social development. Take this into
account for the next lesson plans.
Comment [R2]: In relation to what task / activity?
Comment [R3]: These should also be reflected in the learning
aims.
Comment [R4]: Here you need to specify what skills children will
develop, and how. For example, they will develop their speaking skill
by… and their senso-motors skill by…
Comment [R5]: About..?

2. Materials and resources:
• Story: Mr. Cricket and the guitar guitar
• Puppets (sticks with a picture of different bugs, sun, stars, tree,
guitar, flower, web, grass)
• Cardboard to function as a stage
• A magic tool (made with a paper tower roll and construction
paper)
Possible contingencies:
- Getting children to make a semi-circle;
- Getting the children to be silent during story time;
- Children getting distracted while teacher is performing;
- Children talking at the same time when teacher asks
questions;
- Children arguing on who is going to roleplay.
Classroom management strategies:
- Start each activity explaining what it is;
- Using the strategy that already works with them to calm them
down: raise hand and put a finger in front of the lips;
- Call their attention when they are distracted. (That could be
done with the puppets if they get distracted during the play);
- Call children to role play only if they raise hands silently.
Assessment: collecting information and reporting your findings
Lesson stages:
Routine
§ Purpose:
- to get to know their mood;
- to use feeling words;
- to use the structure: I am…
§ Timing: 5 minutes
§ Activity description and instructions as they will be said to
students (include direct speech)
- Greet students.
- Ask them to get their chairs and make a semi-circle in front of
the board.
- Tell them I want to know how they feel today. They have to
sing a little chant with me.
Comment [R6]: J
Comment [R7]: How will you tackle these possible
contingencies? You don’t need to answer this, but you should think
about it.
Comment [R8]: Please, describe how you will keep record of the
children’s learning process, their participation, etc.

3. - Sing: “Hello, hello, I say hello to you. Hello, hello, how are you
today?” – sing the chant three or four times if different
tones/voices: very loud, old voice, very soft/low.
- Show them a piece of paper with faces on it. Ask them: How
are you today? Tell them: I’m happy: point to me and to the
happy face. Are you happy, are you sad…And show them the
faces. They should raise their hands to answer it.
§ Scaffolding strategies
- Lead the chant and tell them to sing with me;
- Show and point to the faces;
- Tell them how I feel.
§ Transition comment to link each stage of the lesson with the next
one
- Look what I brought for you today!
Lead-in
§ Purpose:
- To introduce the topic: bugs. They have been working on it.
§ Timing: 10 minutes
§ Activity description and instructions as they will be said to
students (include direct speech)
- Show a cricket puppet to students. Ask if they know what it is
and what sound it makes.
- Tell them: “This is a c c cricket”. What sound does it make? Can
you chirp like a cricket?
- Show them the other bugs: a ladybug. Ask: “What color is the
ladybug?” Elicit answers.
A fly: “What does the fly do? What is this? (pointing to the
wings). She flies (do the gesture). Everybody show me your
wings!”. A spider: “What is this? How many legs does the
spider have? Help them to count, pointing to the spider”. Show
them the picture of the spider’s web and ask them: “What is
this?”. Tell them: it’s a web. An ant: “What is this?”
§ Scaffolding strategies
- Ask questions;
- Lead some of the answers;
- Ask again so they can answer by themselves.
§ Transition comment to link each stage of the lesson with the next
one
- “Pay attention: the cricket is going to tell his story.
Comment [R9]: J
Comment [R10]: Pointing, showing and modelling are also
applied.

4. Presentation
§ Purpose:
- To introduce story time/ puppet play
§ Timing: 5 minutes
§ Activity description and instructions as they will be said to
students (include direct speech)
- Explain to students they are going to watch and listen to a
story about the cricket who can’t chirp because he lost his
guitar. “Today, the cricket (show them the puppet) is going to
tell them you his story. He loves chirping, but he can’t do it
anymore because he lost his guitar (show a picture of the
guitar). “So does the cricket do? He chirps. What sound does
the cricket make? Cri Cri cri. Very good! But now he can’t chirp
anymore, so! Shhhh (put finger in front of the lips). You have
to pay attention and listen to the story.
§ Scaffolding strategies
- Show puppets that represent the cricket and the guitar;
- Ask questions and lead some of the answers;
- Ask again so they can answer by themselves.
§ Transition comment to link each stage of the lesson with the next
one
- It’s above. Then I will position myself behind the table and the
cardboard.
Development of the sequence of activities
§ Purpose:
- To develop listening and imaginative skills.
§ Timing: 10 minutes
§ Activity description and instructions as they will be said to
students (include direct speech)
Activity 1:
Puppet play/ Storytelling: Mr. Cricket wants his guitar
- Mr. Cricket lived in a tree and he loved to chirp. During the day
he would sleep and at night he would get his guitar and he
would chirp all night long. But one day, a strong wind blew his
guitar away (sound of the wind). And he couldn’t chirp
anymore. He was very sad at the beginning, but then he
Comment [R11]: This should be included in the learning aims.

5. decided to look for his guitar. And jumping from one tree to
another, he found a spider. The spider had made a web
between two trees. – Hello, Miss Spider, have you seen my
guitar? I’m sad because and can’t chirp anymore… - No, Mr.
Cricket, I haven’t. I’m very busy because I’m building my web –
Ok, I going to keep looking for it. Then, he jumped on a flower
and met a ladybug. – Yaahhhh good morning, said the ladybug.
– Good morning Ladybug. I’m looking for my guitar. Have you
seen it? – No, I haven’t. I’m so tired, let me go back to sleep. –
What a very lazy ladybug, he said. And Mr. Cricket started
jumping again. He jumped very high that he found a fly! – She
must know where my guitar is, he thought. Misses Fly, do you
know where my guitar is? I can’t chirp anymore. – zzzzzzz I’m
sorry, I don’t. Then, he was tired to jump and decided to walk
on the grass. That’s when he found Auntie Ant. Hello, little Ant.
I’m looking for my guitar. Have you seen it? And guess what?
Auntie Ant was carrying his guitar on her back!!! – Is it this
one? – Yes!!!! This is my guitar, thank you!! And Mr. Cricket
was very happy because know he could chirp. Cri cri cri.
§ Scaffolding strategies
- Show puppets;
- Make different voices of them to understand who is talking
and how each bug is feeling.
§ Transition comment to link each stage of the lesson with the next
one
- Get in front of the class again and ask children: “So, what was
the story about? Who was on the story? Was it a ladybug? Was
it a caterpillar? Was it a cricket…? and so on.
Activity 2:
Roleplay
§ Purpose:
- To develop listening skills, to be able to do groupwork
§ Timing: 10 minutes
§ Activity description and instructions as they will be said to
students (include direct speech)
- Invite children to come to the front and role play the activity
(5 students). (use a magic tool made of paper towel roll to
turn children into bugs). Tell the story again while children
Comment [R12]: The story also teaches values, such as
cooperation and helping one another.
Comment [R13]: There are other materials / objects in the story.
How will teach / convey meaning?
Formatted: English (US)
Formatted: English (US)

6. represent it with puppets provided. Support them while
they're performing the activity.
- Help them by saying: what is this? What sound does it make?
How is it feeling?
- Students are going to roleplay twice, otherwise they might bet
bored. I’ll choose the ones who raise hands quietly.
§ Scaffolding strategies
- Ask questions;
- Tell them to make each noise;
- Help the children who are performing to accommodate behind
the table;
- Tell them when I say their bug names they have to show them
through the cardboard.
§ Transition comment to link each stage of the lesson with the next
one
- So now, let’s sing?
Closure
§ Purpose:
- To work with memory in a fun way;
- To consolidate vocabulary.
§ Timing: 5 minutes
§ Activity description and instructions as they will be said to
students (include direct speech)
- Singing with puppets: Put all the puppets on the floor (cricket,
spider, ant, fly / ladybug, sun, stars / tree, flower, guitar, web,
grass, jump high)
- Name all the elements on the story in the Happy Birthday song
rhythm.
- Model first saying all the words very slowly with the Happy
Birthday rhythm. Then children do it together.
- Take out one of the puppets and everybody sings the chant
again and when they have to name that missing word,
everybody says “mmmmm”. Keep taking one flashcard at a
time until there are no more flashcards. Then children end up
singing “mmm, mmm” with the happy birthday rhythm.
§ Scaffolding strategies
Comment [R14]: What will the audience do? Will you interact
with them?
Deleted: t

7. - Show puppets;
- Elicit their names;
- Remind the learners of the words they might not
remember (such as grass, jump high);
- Model and drill the activity.
After the activity is done, ask them to put their chairs on their
places to go outside.
Each activity must be described in terms of the following components:
§ Purpose
§ Timing
§ Activity description and instructions as they will be said to
students (include direct speech)
§ Scaffolding strategies
§ Transition comment to link each stage of the lesson with the next
one
To be completed by your tutor:
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
Deleted: them
Deleted: about
Comment [R15]: How will you close this stage? Will you say
‘goodbye’?
Comment [R16]: Include the materials (photos of the materials /
flashcards / puppets).

8. Language
accuracy
X
Observations Dear Renata
You have devised a meaningful lesson plan which explores a lovely story and
integrates multimodal learning. The context you have chosen also explores values
which should also be the focus of the lesson.
Please, take my comments into account when devising your next lesson plans. Also,
include the materials in this plan.
Any query, feel free to contact me.
Have a great class!
Ceci