Fourth Lesson

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Claudia Marina Alvarez
Institución Educativa: Jardín Independiente N 71
Dirección: Berutti 1119 Río Colorado (Río Negro)
Cantidad de alumnos: 22
Edad: 4-5 años
Unidad Temática: “Colors and emotions”
Clase Nº: 4
Fecha: 11 de octubre
Hora: 9:00
Duración de la clase: 45 minutos
Fecha de entrega de la planificación: 9 de octubre



Learning aims: 

During this lesson, learners will be able to…
- Develop L2 oral skills: listening and speaking
- Consolidate vocabulary about colors
- Develop vocabulary about feelings
- Develop intrapersonal skills: become aware of their own feelings
- Express their feelings
- Develop creativity through art
- Develop mathematical skills
Learning focus:
The activities will focus on:
- Games and activities related to the story they read the previous
class (lotto- memory game- mask craft-scavenger hunt)
- Vocabulary of colors and emotions
- The story “The Color monster”

Integration of skills: 

2. - Speaking and listening skills by talking to Timid Tom and the
teacher.
- Kinesthetic skills by playing different games
- Intrapersonal skills by thinking about how they feel and what
makes them feel that way
- Interpersonal skills by playing in groups
- Creativity and fine motor skills by decorating monster masks.


Multiple intelligences:
- Musical (playing with the video song: The monster’s color song)
- Bodily-kinesthetic (moving around playing different games)
- Linguistic (answering questions about the story the listened to
the previous class)
- Visual-spatial (decorating their monster masks)
- Intrapersonal (making them think about their emotions)
- Interpersonal (playing in groups and talking to Timid Tom and
among them)
- Logical mathematical skill (doing the scavenger hunt activity)


Materials and resources:
- The monster ‘s color song:
https://www.youtube.com/watch?v=V33snaIus3I
Script: “Monsters, monsters, monsters everywhere, monsters, monsters
What color? What color is the monster? It is pink!
What color? What color is the monster? It is red!
What color? What color is the monster? It is yellow!
Watch out! Watch out for the monsters!
Underneath the window, over by the door,
hanging from a lamp, lying on the floor.
Watch out! Watch out for the monsters!
Over by the TV, underneath the bed,
Sitting in the box, standing on your head!
Watch out! Watch out for the monsters!
Monsters, monsters, monsters everywhere, monsters, monsters
What color? What color is the monster? It is blue!
What color? What color is the monster? It is green!
What color? What color is the monster? It is orange!
Watch out! Watch out for the monsters!
Monsters, monsters, monsters everywhere, monsters, monsters

3. What color? What color is the monster? It is brown!
What color? What color is the monster? It is white!
What color? What color is the monster? It is purple!
What color? What color is the monster? It is gray!
What color? What color is the monster? It is black!
Watch out! Watch out for the monsters!
Monsters, monsters, monsters everywhere, monsters, monsters
Watch out! Watch out for the monsters!”
- Memory game
- Wooden laundry clips with their names on it
- Five colored monster images (each in a different color)
- Worksheets with the image of a color monster mask to
decorate
- Slips of papers (in red, blue, yellow, black and green)
- Glue
- Timid Tom
- The helper’s badge
- 5 jars representing the different emotions
- One lotto game.
- Four lists for the scavenger hunt.

4. Possible contingencies:
- Children talking at the same time when teacher asks

5. questions
- Children fidgeting and getting bored with the games
- Children not understanding my questions
- Children reluctant to do the craft
- Children skipping stations to work in a different station
- Misbehavior
- Lack of attention
Classroom management strategies:
- Remind them of the rules
- Be sure they understand the instructions
- Do not start the activities until everyone is paying attention.
- Make students who misbehave (push or show disruptive
behavior) sit and wait. (It is a rule the children themselves have
set out and they respect)
- Use attention-grabbers (“Bum, bada bum bam…Bum,! Zip)
- A breathing exercise before the class starts
Assessment: collecting information and reporting your findings
- Observing children at every moment of the activities and
providing immediate feedback.
- Give praise for their efforts in communicating in English
- Check on the children who do not want to participate in the
activities and ask them if they understand what they have to do.
(in L1)
Lesson stages:
Routine
We will sing the hello song:
“Hello teacher, hello teacher,
how are you? how are you?
I’m fine, I’m fine
And you? And you?”

6. Then I will pick a name from Timid Tom’s backpack to know who will
be a helper that day. I will hang the badge that reads: “helper” around
the kid’s neck.
After that, in a circle we will sing the weather song:
“What’s the weather? What’s the weather?
What’s the weather like today?
Tell us (the helper’s name), what’s the weather,
What’s the weather like today?
Is it sunny? (hands forming a semicircle around the head)
Is it cloudy? (open hands covering face)
Is it rainy out today? (fingers extending and moving downwards)
Is it snowy? (embracing ourselves as if it were cold)
Is it windy? (waving hands sideways)
What’s the weather like today?”
“Now, tell us (helper’s name) what’s the weather like today”
Lead-in and presentation
 Purpose:
- Revisiting the monsters’ colors and the emotions they
represent
 Timing: 10 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
I will approach the wall where the image of the color monster is
(this time there will be five more images of the same monster but
in different colors with a white slip of paper hanging from each of
it) “Do you remember the story of the color monster Timid
Tom?” Timid Tom will shake his head. “Timid Tom doesn’t
remember. Can you help him remember?” “well, look at this
monster.” Pointing at the black monster. “What color is it? How
does he feel? Is he happy? Is he sad? Is he calm? Is he afraid?” I
will repeat the same routine with each monster asking them
what makes them feel that way. “Well, Timid Tom is very happy
today because he knows we are going to make lots of games” I
will show a laundry clip that will read TIMID TOM and clip it to
the yellow monster. After that, I will give each of them a clip with
their own names on it and they will have to clip it in the monster
that represents how they feel that day. “How do you feel today,
Robertita? Ok! What color is sad? (depending on their answer)
“Ok, now clip it in the blue monster”
 Transition comment to link each stage of the lesson with the

7. next one: “Very good, you ‘ve done a great job. Now, sit in a
circle. On the floor. In a circle”
Development of the sequence of activities
Activity one
 Purpose:
- To review colors and emotions
- To listen to the monster’s color song while they play
- To have fun
 Timing: 10 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
Children will sit in a circle. “Now I am going to give you this paper ball
and you are going to pass it to the friend next to you” “Can you pass it?”
(I will make them pass the paper ball to model what they should do)
“Then, when the music stops, the kid who has the ball takes out one
sheet of paper” I will model it. The unwrapping will unveil a colored slip
of paper and they should put it into the correct emotion jar that will be
placed in the middle of the circle. Thus, every time the music stops, they
unwrap, take the slip of paper, name its color and tells in which jar it
goes. The corresponding feeling will also be elicited (I will be helping
with gestures and mime)
Transition comment to link each stage of the lesson with the next
one: “Well done! Now, sit at the tables please!”
Activity 2
 Purpose:
- To work in stations with different activities at the same time
- To have fun
- To use their creativity through a craft.
- To develop mathematical skills
- To develop their memory skills
- To review colors
 Timing: 20 minutes
 Activity description and instructions as they will be said to

8. students (include direct speech):
Station 1
In this station there will be a memory game made with disposable
round trays and images of different colored monsters. The kids are used
to playing this kind of games so they will be working on their own in
this station.
Station 2
In this station there will be different monster masks to decorate with
colored paper or color with markers, crayons, colored pencils. They will
also be working on their own in this station. (They won’t finish in the
time allotted for each station, but the coming groups will have to
continue until they finish the different masks-5 in total)
Station 3
In this station, children will be playing lotto with the images of the story
“The color Monster”. I will be in charge of this station and I will have to
name the different images as I show them to the kids. For example: a
yellow bird. The kid who has this image in the card will put a bean on it.
The winner will write his/her name on the board. (They are used to
doing this)
Station 4
Teacher Mayra will be in charge of this station: a scavenger hunt. She
will give the group a list and a paper bag. Each list will have numbers
next to the image of a colored monster. They will have to “hunt”/collect
the number of colored monsters that the list specifies and put them in
the paper bag. The colored monsters will be all spread and hidden in
the backyard. (There will be enough monsters to cover the four lists
and the teacher will be assisted by the MAI if necessary)
Transition comment to link each stage of the lesson with the next
one: “Well done! Did you have a good time? Now it’s time to say good-
bye!”

9. Closure
 Purpose:
- To greet good-bye.
 Timing: 2 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
“Let’s sing the good-bye song”
“Bye-bye teacher, bye-bye teacher, see you next class, see you
next class. Bye-bye teacher, bye-bye teacher, see you next class,
see you next class”
Transition comment to link each stage of the lesson with the next
one: “Bye everyone!”
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

10. Scaffolding
strategies
x
Language
accuracy
x
Observations Congratulationsonyourperformance,Marina!
I do hope thiswasan enrichinglesson.Youwere able toplaninaccordance withthe
learningtheoriesexploredinDidactics.
Excellent!!!
Ceci