This lesson plan is for a class of 6-7 year old students learning English. The lesson focuses on vocabulary for adjectives/adverbs related to speed (quick/quickly and slow/slowly). Students will listen to a song to identify animals, create puppets of animals to learn the vocabulary, and complete an activity in their book. The teacher provides scaffolding such as modeling, gestures, and repetition to support student understanding and uses various activities, songs, and games to keep students engaged throughout the 75 minute lesson.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Ciccarelli Melisa.
Cantidad de alumnos: 6 ALUMNOS
Edad: 6/7 años
Unidad Temática: Animals, slowly and little/ Food
Clase Nº: 2
Fecha: 30/10/2018
Duración de la clase: 75 minutos
Fecha de entrega de la planificación: 26 de octubre de 2018

2. LESSON PLAN
LEARNINGS AIMS
During this lesson, learners will be able to
To identify vocabulary for adjectives/adverbs.(quick/quickly and
slow/slowly)
To develop listening skills by listening to the song and find the animals.
To practice speech and language skills. Interaction between children and
the teacher in shared context is decisive in linguistic and cultural
development.
To develop fine and gross motor skills
To develop art and creativity skills by producing some puppets related to
the vocabulary.
LEARNING FOCUS
Understanding the song and finding the animals in the classroom.
Recognizing different kind of animals (tiger, lion, elephant, kangaroo, hippo,
giraffe, rabbit, cat, tortoise, mouse, parrot, bird, and snail.)
Slowly and little meaning and use in context.
MATERIALS AND RESOURCES:
Mouse puppet, images of mouse puppet Puppets.
Glue A pair of binoculars for each student
Animal pictures The song from their activity book
Bottom part of plastic bottles.

3. Integration of skills:
Listening skills by listening to the song and finding the animals.
Speaking skills and interacting with each other and with the teacher.
Creative skills by creating a puppet.
Multiple intelligences:
Bodily- kinesthetic (looking for the animals while listening to the song)
Spatial (create an artwork)
Interpersonal intelligence (interacting, sharing materials and collaborative work)
Linguistic intelligence ( by talking about tortoises and mouse)
Possible contingencies:
 Children may wonder around the room distracting other students during
activities.
 Lack of self-regulation.
 Impulsive behavior.
Classroom management strategies:
 In order to start or finish an activity teacher should make a special gesture or
sing a song.
 Set a calm ambiance with dim lights and relaxing music.
 Leading students in yoga breathing or stretching exercises at the beginning of
the class for a short time.
 Teacher could raise her hand in order to show students that they should be in
silence at this moment to catch children’s attention.

4. Assessment:
Collecting information and reporting your findings Display students' drawings on the
classroom’s walls and portfolios and development of the students. Making
comments on their works, asking simple questions to check understanding.
Lesson stages:
Led-in and Presentations;
Purpose: Routine activities. To greet each other and follow their usual routine.
Timing: 10 minutes
Greetings, Activity description and instructions as they will be said to students
(include direct speech)
Singing the “hello song”
Hello, hello, Good afternoon.
How are you today!
I’m fine. I’m fine, thanks.
You’re fine, that’s sounds great.
Singing the “feeling song”
Are you happy? Are you happy? Yes, I am. Yes, I am. I’m very happy.
Are you hungry? Are you hungry? No, I’m not. No, I’m not. I’m not very hungry.
Are you angry? Yes, I am. Yes, I am. I’m very angry
Are you sleepy? No, I’m not. No, I’m not. I’m not very sleepy.
Scaffolding strategies:
_ Demonstrate them the actions they have to perform during the “Hello song.”
_ To show them how to clap in order to follow the music.
Activity 2, Tea Time.
Time: 10-15 minutes.
Purpose: to drink tea and share some songs videos on the tv.
After these songs children drink tea and eat some biscuits.

5. Scaffolding strategies:
Teacher prepares the tea and she serves the tea into cups.
Activity 3
Lead-in and Presentation
Timing: 10 minutes
Purpose: To review animals
Activity description and instructions as they will be said to students (include direct
speech)
Tell children that you will listen to a song, so they should open their book on page 61.
Teacher will give children a pair of binoculars and children will look for the animals when
they are mentioned in the song. Teacher has put some animal pictures on the wall.
Scaffolding strategies
_ ask children direct questions to know if they have understood the activity.
_ use gestures to show the actions.
Comment [CZ1]: What Book?
Is that the page they will see?

6. Transition:
Wonderful work! Now, sit around your tables and prepare to make your own animal
Puppet.
_ Sing the silence song If they are very excited for them to calm down.
Silence song
Let’s make silence, sh, sh, sh. Let’s make silence sh, sh, sh. Let’s make silence
sh,sh,sh (putting the pointer finger on the mouth)
Activity 2 Turtle’s puppets
Purpose: to introduce the words “slow/slowly” and “quick/quickly”
Time: 15
Get the class to make simple puppets of two animals; the turtle and the mouse.
Teacher should show to students some pictures, in order to help them to know and
understand new vocabulary.
Give children the material to make the puppets. When they finish the teacher will show
children that the turtle goes slowly, it’s a slow animal, whereas the mouse goes quickly
as it is a quick animal. Repeat the action saying:
There was a slow turtle
Going slowly
Slowly, slowly
There was a quick mouse
Going quickly
Quickly, quickly
Up they went
Into their places
Down they come to start again../
Comment [CZ2]: What materials?
What kind of puppets will they make?
Make sure you include photos in your journal.
Comment [CZ3]: make

7. Scaffolding strategies
_Show them your puppet, going slowly and quickly, to observe.
_Ask questions about the different animals. Elicit answers.
_ Make gestures to show the actions.
Transition
“Very good, now let’s clean up, let’s put everything away, let’s put your animal to
sleep”
Do yoga breathing or stretching exercises to calm them down.
Be prepare because now we are going to work on the book again, please open your
book on page 61.
Activity 3
Purpose practise the vocabulary slow/slowly and quick/quickly
Time 10/15 minutes
Now we are going to work on your book, please open it on page 61. Explain the
activity to the children, they will find, colour and complete the activity.
Scaffolding strategies
_repeat the topic words few times.
_ mime what I have said
_ avoid indicating wrongness/give alternatives

8. Transition
“Very good, now let’s clean up, “. We have learnt a lot today, we had a great time.
Come on! Put your things away, inside your school bag.
Closure
Purpose: To clean and to say goodbye.
Timing: 5 minutes.
Activity description and instructions as they will be said to students (include direct
speech)
_Ask them to make a big circle on the floor.

9. Sing the “Goodbye song”
It’s time to say goodbye! Goodbye! Goodbye!
See you next class.
We have learnt a lot today. We had a great time.
In case we finish working before the end of the lesson, we will play some of the games
children usually play with their children: “goose game”, “memo test” or “phone tag”.
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

10. Observations Meli, remember to include the source of the activities and worksheets you will use in
your plan. As regards the creation of the puppets, I strongly recommend you exploit
them afterwards, promoting some kind of interaction. Otherwise, the pedagogical
purpose of that activity and resource is not that clear.
As regards the writing activity, will learners be able to write the words on their own?
How will you guide them?
Have a great class!
Ceci