This lesson plan is for a 30-minute class with 14 4-year-old students focusing on body parts vocabulary. The plan includes a routine greeting activity, introducing body parts through a song and video, creating paper dolls named Sophie and Frankie to label body parts, coloring the paper dolls' body parts, and having students present what they remember. Scaffolding strategies such as gestures, modeling, and displaying references are used to support student learning and participation.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Edixson Vidal Hilguera Rojas
Institución Educativa: Jardín de Infantes Martina Tesi
Dirección: Barrio Convivencia manzana 1 D lote 1, Salta
Cantidad de alumnos: 14 (catorce)
Edad: 4 años
Unidad Temática: Body parts
Clase Nº: 6
Fecha: 22 de octubre de 2019
Hora: 14:20
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 20 de octubre de 2019
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Learning aims: 

During this lesson, learners will be able to…
 To name and identify body parts.
 To recognize their body parts.
 To interact with their classmates.
Learning focus:
 Vocabulary about body parts: eyes, nose, mouth, teeth, ears, face,
hair, neck, head, arms, legs, knees, hand, fingers, toes, elbow.
Integration of skills: 
 Linguistic skills: by listening to the teacher and repeating the new
words.
 Social skills: by interacting with their classmates singing and
dancing.
 Physical skills: by moving and pointing to their body parts.
Multiple intelligences:
 Linguistic intelligence: singing and repeating body parts.
 Logical-Mathematical intelligence: counting body parts.
 Interpersonal Intelligence: Talking about their body parts.
Materials and resources:
 Paper sheets.
 Color pencils.

2.  Sellotape.
 Computer.
 Pendrive.
Possible contingencies:
 Children talking at the same time when the teacher talks.
 Children refusing to sing or dance.
Classroom management strategies:
 Start each activity explaining what it is.
 Use a chant to make children be quiet. (zip it, lock it, save it in
your pocket)
 Accompany children while singing and acting.
 Help children when identifying body parts.
Assessment: collecting information and reporting your findings
-Observing children naming and identifying body parts.
-Making different comments and facial expressions. (Excellent!, OK,
let’s try again)
Lesson stages:
Routine
Purpose: To greet children
Timing: 2 minutes
Activity: The teacher says “Hello children” and they say “Hello Mr.
Edixson”. The teacher sings the song “This is the way we say hello”
moving his hands and pointing children. Then children sing the song
and point to the teacher. The teacher says “Hello children” and they say
“Hello Mr. Edixson”
This is the way we say hello
We say hello, we say hello.
This is the way we say hello
We say hello to you.
Once the teacher has the children’s attention, he presents the following
activity…
Lead-in and Presentation
Purpose: To encourage children recognize body parts.
Timing: 8 minutes
Activity:
The teacher invites children to dance and move like children from the
video head, shoulders, knees and toes. He plays the video and moves

3. pointing body parts. He encourages children to do the same.
As an alternative option the teacher can show children the video and
then invites them to move and sing.
https://www.youtube.com/watch?v=ZanHgPprl-0
Scaffolding strategies:
-The teacher uses mimics and gestures.
-The teacher moves like children from the video do.
Transition comment:
Very good! Now, let’s meet some friends…
Development of the sequence of activities
Activity 1
Purpose: To encourage children to identify body parts.
Timing: 10 minutes
Activity:
The teacher says to children he is going to introduce two little friends
named Sophie and Frankie. He uses some tape to put Sophie and
Frankie’s heads on the board. Then he asks children what body parts
they need to complete their new friends. As children say the body parts,
the teacher completes Sophie and Frankie’s bodies.
Scaffolding strategies:
-The teacher shows children the head of Sophie and Frankie so they can
know them before complete their bodies.
Transition comment:
Excellent! Our friends are completed…

4. Activity 2
Purpose: To reinforce the new vocabulary learning.
Timing: 8 minutes
Activity: The teacher gives each child a sheet with Sophie or Frankie’s
body parts. He indicates they have to color them to cut them next class
and assemble as they did on the board.
Scaffolding strategies:
- The teacher gives girls a sheet with Sophie’s body parts and he gives
boys a sheet with Frankie’s body parts.
-Sophie and Frankie continue on the board so children can observe
them while they paint.
Transition comment:
Wow! Excellent work. Now let’s show our friends our sheets.
Closure
Purpose: To reinforce body parts vocabulary.
Timing: 2 minute
Activity:
The teacher invites children to show their colored friends and say the
body parts they remember. Each child may go to the front of the class,
shows his sheet and name the body parts he/she remembers.
Scaffolding strategies:
-The teacher uses the body parts from the board to help them if it is
necessary.
Transition comment:
Very good work! See you. Good bye children!

5. 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 Excellent, Edixon!
Way to go!
Ceci