Planificación, Clase 2-

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Carolina Katherina Loyola
Institución Educativa: Dos Horizontes
Dirección: Rio Colorado
Cantidad de alumnos: 7
Edad: 7 años
Unidad Temática: Repaso.
Clase Nº: 1
Fecha: 31/10/2019
Hora: 18:30 – 19:30
Duración de la clase: 60 minutos.
Fecha de entrega de la planificación:
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Learning aims:
Duringthis lesson, learnerswill be able to:
 To consolidate vocabulary from previousclasses about:
family, food, colors and numbers.
 To incorporatenew Halloween vocabulary: Ghost, vampire,
and pumpkin.
 To develop severalskills.
 To associate smell and taste to recognizefood vocabulary.
 To develop and sharpen hearing, through a bingo game.
 To develop visualskills through observing and
comprehending imagesand gestures.
 To develop interpersonalskillsthrough the discussion of
friendship and companionship.
Learning focus:
The activities will focus in:
 Review food vocabulary: peas, banana, potatoes, cheese,
sausage, carrots, apple, milk, cookies, cake, orange Juice.

2.  Review family vocabulary: mother, father, sister, brother,
uncle, grandmother.
 Present New Halloween vocabulary: Pumpkin, Ghost,
Vampire, Monster.
 Practice numbers.
Integration of skills:
They will develop:
 Speaking skills and Logical skills: by repeating together with
me and by answering questions during the story and the
activities.
 Motor skills: by imitating and making gestures to represent
words.
 Spatial skills: by tasting and smelling food to associate these
senses with food vocabulary.
 Logical skills: by hearing a word and associating it to an
image in the bingo game.
 Creative Skill: by painting drawings and connecting dots to
discover a hidden image.
 Mathematical skills: by connecting dots following numbers,
counting during the balloon game.
Multiple intelligences:
 Linguistic intelligence: by repeating words and answering
questions.
 Logical- Mathematical intelligence: by reasoning, counting
dots, counting in the balloon game.
 Body- kinesthetic: by imitating, making body movements.
 Interpersonal Intelligence: by working in groups, fostering
companionship and friendship.
 Visual- Spatial Intelligence: by tasting and smelling food,
associating gestures and movements to determined words,
painting photocopies.
Materials and resources:
 The Crazy Addams Story was created by me.

3.  A large blanket to sit on the floor.
 Food Flashcards: peas, banana, potatoes, cheese,
sausage,
carrots, apple, milk, cookies, cake, orange juice.
 Halloween Flashcards: monster, ghost, vampire,
pumpkin.
 Crazy Addams Flashcards: Morticia, Merlina, Homer,
Pericles, Uncle tall, Uncle Short, Grandmother Addams.
 Food previously cooked, paper napkins, ten plastic
dishes, two plastic glasses, forks, fabric band for eyes,
yellow cardboard starts for each correct answer,
award ribbon for the winner.
 Bingo Templates, award ribbon for the winner, a bag
full of papers with vocabulary used during the class.
 10 orange balloons, that will simulate pumpkins (extra
activity)
 Photocopies with the activities to paint and connect
dots, scissors, and glue.
Possible contingencies:
 Children could get bored during the story and could
start making noises, talking and interrupting, so I will
make them move as possible as it could, so they will be
more concentrated. For instance:
-Who is she? a MO (Stand up), THER (Sit down).
-Who is he? a FA (Stand up), THER (Sit down).
-How doesthe vampire? Stand up!(They imitate devampire)
Ok! Sit down.
 If some children do not want to taste food in the
activity, they are allowed to smell it.
 In case some child tastes a food he/she dislikes and
wants to spit it out, I will put a recipient next to him.
 If some children do not understand my instructions I
will repeat them in a slower and easier way.
 During my observations and assistantship I realized
that two students were outstanding in their
performances. They were able to read and write short
and easy words. Therefore, I will formulate more
difficult questions for them. Moreover, in the last
activity I will write numbers and vocabulary so they

4. can read them.
 In case children finish activities before stipulated, I
designed a balloon game as an extra activity.
 In case children do not finish activities from the
photocopy in class, they are allowed to do it at home.
 In case some child is having difficulties to participate
or to complete the activities from the book, I will
accompany and guide him/her even more. In the same
way, I will help the student to develop self-confidence,
and encourage him/her to lose shame.
Classroom management strategies:
ScaffoldingStrategies:
 Visual- Realia (real objects): Use of material from everyday
life (Real food to taste and smell.)
 Talk aloud and slow.
 Exaggerated gestures, and facial expressions.
 Makestudents imitate characters, move, jump, stand up, sit
down, answer questions, and participate actively while
telling the story.
 Morechallenging activities for those who are able to do
them.
 Games to makelearning funny and entertaining.
 Appealto knowledgeacquired in previousclasses to review
it, and to help me to incorporatenew words.
 Proposea Bingo game to incorporateand foster group
activities within a respect and solidarity framework.
Assessment: collecting information and reportingyour findings
 Duringclass, I will observehow children perform the
activities, their strengths and weaknesses, and how they
feel. I will take into account this information for my next
classes.
 Moreover, Iwill ask questions to make them reason all the
time to verify if they have acquired the contents correctly.

5. Lesson stages:
Routine
 TIMING: 15 MINUTES(*)
 Greetingsong:
https://www.youtube.com/watch?v=tVlcKp3bWH8
 Snack time(studentscarry somethingto eat and they share
it with peers), I willplay:
 Addamsfamilymovietrailer:
https://www.youtube.com/watch?v=F7Ug863S8dQ
 Halloween videos:
https://www.youtube.com/watch?v=s1yGXu9K7aw
 https://www.youtube.com/watch?v=Hj_mudR9ZTc
 As the institute celebrates Halloween, I decided to wear a
witch costume.
Lead-in and Presentation
 PURPOSE: To tell a short story about The Crazy Adams
family, their friends, and what they love to eat:
.To review family vocabulary and food
vocabulary.
. To incorporate new Halloween vocabulary.
 TIMING: 10 minutes estimated
 DESCRIPTION OF THE PRESENTATION:
I will ask students to sit down on the blanket making a round. I
will start telling the story by showing a big picture of The Crazy
Addams family. I will mention members of the family (mother,
father, sister, brother, uncle, grandmother), three friends (ghost,
vampire and monster), and the food that this family and their
friends love to eat (peas, banana, potatoes, cheese, sausage,
carrots, apple, milk, cookies, cake, orangejuice). I will include their

6. favourite food: Pumpkin to make emphasis is this new word.
I will present all the characters and the vocabulary one by one,
makingexaggerated movementsand facial expressions. Moreover,
I will have flashcards of some words to help students understand
the story.
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7.  INSTRUCTIONS OF THE PRESENTATION:
-Look at me! Listen to me! (Pointing to my eyes and ears)
Touch your ears if you can hear me! I will present you a scary
family! They are the crazy Addams! They are a family.
What are they? A family!
She is Morticia and she is a MO (stand up) THER (sit down).
Repeat the last part twice.
He is Homer and he is a FA (stand up), THER (sit down).
Repeat the last part twice.
She is Merlinaand she is a SIS (stand up), TER (sit down)
Repeat the last part twice.
He is Pericles and he is a BRO(stand up), THER (sit down)
Repeat the last part twice.
-They live in a haunted house. It is terrifying!They love cloudy and
rainy days! (I point to the big image).
-The crazy Addams have three friends. A ghost, a vampire and a
monster! Can you guess who the friends are? Pay Attention! (I
show the three images one by one, and I hide them very fast).
It is a ghost! How doesthe ghost? Stand up!BOO (Make
gestures), ok now sit down!
It is a vampire!How does the vampire? Stand up!KIIIJ (Make
gestures), ok now sit down!
It is a monster! How doesthe monster? Stand up!MUA HA
HA HA (Makegestures), ok now sit down!
-The crazy Addams and their friends love to eat: Peas, Bananas,
Potatoes, Cheese, Sausages, Carrots, Apples, Milk, Cookies, Cake,

8. Orange Juice and Pumpkins. (First I show the flashcard: “What is
it? It is a carrot!” I ask them twice)
What do the crazy Addams love to eat in Halloween? Can you
guess it? (Show image of the family with a pumpkin hidden)
Pumpkins! Very good! They are terrifying! (Show image)
Development of the sequence of activities
TIMING:15MINUTES
ACTIVITY 1, DESCRIPTION: FOODGAME.
PURPOSE: To helpstudentsconsolidateandreinforcefood
vocabularythroughrealmaterials.
I will have prepared 10 plastic dishes with: Bananas, peas, cake,
biscuit, carrots, sausages, potatoes, cheese, apples, pumpkin; and
two plastic glasses with milk and orange juice. Moreover, some
paper napkins to clean hands and mouth, a recipient in case
someone dislikes the food, and forks. Into a bag, I will have food
words written on paper.
I will proposestudentsif they wantto taste The Crazy Addams
food. Then, they will makea line and will follow the order of it to
play the game. The first onewill put a fabric band on his/her eyes.
I will choose a piece of paper from the bag to know what the
studentfood has to taste. Children willbe able to smell and taste
the food. I will ask what it is. If they answer in Spanishthey do not
get a star. If they answer in English correctly, they obtain a star.
There will be two rounds. Thewinner willbe the onewho obtains
as many stars as it is possible. If there is a tie, children will play a
third round. After finishingthe game I will ask studentsfor help to
tidy up the materials used.
ACTIVITY 1, INSTRUCTIONS:

9. I will talk aloud and slow while a making gestures and facial
expressions. I will use easy wordsand short sentences.
Look at me! Listen to me! Touch your ears if you can hear me!
We will play a game! Now you, you, you and you are going to taste
and smell (make facial expressions) the food that the Crazy
Addams eat! But you can´t see the food. You will close your eyes
and put this band. You can taste the food (make gesture) or you
can smell the food (make gesture). Then you have to think what
you are eating! I will ask: What is it? MMM… It is… A CARROT!
(Makegesture). If you answer in Spanish you lose (thumbs down),
if you answer in English and it is correct you win (thumbs up) and
I give you a star. After answering you come back to the line and
wait your second turn. When we finish the game, we will count
how many stars you have. The winner obtains an award ribbon. If
there is not any winner, we play again!
Game is over! Let´s tidy up the materials!
ACTIVITY 2, DESCRIPTION: BINGO GAME
TIMING: 20 MINUTES
PURPOSE: To consolidatevocabulary seen during the previous
activities.
I will have prepared Bingo templates concerning with food: peas,
bananas, sausages, apples, cheese, pumpkins, potatoes, carrots,
milk, orange juice, biscuit and cake. Also I will have incorporated
The Crazy Addams characters: mother, father, brother, sister,
uncle, grandmother; and finally: ghost, vampire and monster
vocabulary. Moreover I will have a bag with all this vocabulary
written on paper to choose at random. The stars from the food
game will be used to mark the boxes.
When I will take a piece of paper I will ask students what it is, or if
it is possible iIwill imitate the word.

10. ACTIVITY 2, INSTRUCTIONS:
Listen to me! We are going to play a Bingo game! Do you know the
Bingo game? How we play Bingo? First, I will give you a Bingo
card. Can you see that there is food, the crazy Addams, a ghost, a
vampire, and a monster? Very good! So, I will pick a paper from
this bag, for example: What is it? Yes! I picked a pumpkin!Who has
a pumpkin? So put a star on the pumpkin!
The first who can complete the Bingo card with stars wins!
(Thumbs up) You can sit down on the blanket or on the chairs to
play the game.
BOOK ACTIVITY:
TIMING: 5 MINUTES
PURPOSE: Childrenareused to writingthedatein their books and
to complete some activity as well.

11.  DESCRIPTION:
Students will connect dots following numbers, to complete an
image. Then they will have to match the characters with the food
they want to eat. Each character will have a number as well as the
food. For instance: Morticia has number 1 and potatoes has
number 1, so they have to match both. Students can finish the
activities at home.
EXTRA ATIVITY: BALLON GAME
TIMING: UNDETERMINED
PURPOSE: To consolidatevocabulary seen during the previous
activities.

12.  DESCRIPTION:
Students will stand up and make a round. Each child will have a
balloon, but I won’t have one. Then, we will start to pass the
balloon from left to right while wecount. When I say STOP, the one
who has not got a balloon will have to answer a question. The
questions will be about the topics seen during class. I will use
flashcards to make questions, too.
 INSTRUCTIONS:
Let´s play the balloon game! Stand up and make a round! You will
have a balloon, but I won´t have a balloon. Let´s move the balloon
to the left and help me to count! One… two… three… STOP. Who
has not a balloon? Marcos! Who is Morticia? A mother. Very good!
Marcos you will say STOP now!
Closure
TIMING: 2 MINUTEs
GOODBYESONG:
https://www.youtube.com/watch?v=PraN5ZoSjiY
I will give students some presents.
(*) Thebeginningandtheclosureof theclassarenotincludedinto
the sixty minutesof practice. However, I decidedto participateas
well.

13. 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 Good start,Caro!
Please,take mysuggestions intoaccountandalso,considertransitionsbetween
stages.
The gameswill resultengagingforsure.
Have a greatlesson!
Ceci