This lesson plan summarizes a lesson for 18 preschool students aged 2-5 years on the story "The Very Hungry Caterpillar". The plan has the following goals: develop listening, speaking, and comprehension skills; review fruit, number, and day names; and teach new vocabulary about sweet foods. The lesson includes introducing sweet foods, continuing the story, classifying foods as healthy or unhealthy, and playing a game where students feed the caterpillar. Songs, pictures, and real foods are used. The plan outlines the classroom routine, lead-in, activities with instructions, scaffolding, and closure to say goodbye.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRACTICA DOCENTE 1
Alumno residente: Schneider, Vanesa Milagros
Institución Educativa: Jardín “Las Abejitas”
Cantidad de alumnos: 18
Edad: Sala multiedad : 2, 3, 4 y 5 años
Unidad temática: The Very Hungry Caterpillar
Clase N°: 4
Fecha: 17/10/18
Hora: 13.00 hs
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 13/10/2018
Learning aims:
During this lesson, learners will be able to…
- To develop visual and listening skills;
- To develop interpersonal skills;
- To develop comprehension skills;
- To revise the names of fruit items, numbers and days of the week: pear,
apple, strawberry, orange, plum; one, two, three, four and five; Monday,
Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday;
- To learn sweet (unhealthy) food: cake, ice cream, pickle, cheese, salami,
lollipop, cherry pie, sausage, cupcake.
Learning focus:
The activities will focus on:
- Vocabulary: caterpillar, apples, pears, plums, strawberries, oranges;
- Numbers: one, two three, four, five;
- The days of the week: Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday and Sunday.
- The sweet (unhealthy) food: cake, ice cream, pickle, cheese, salami,
lollipop, cherry pie, sausage, cupcake.

2. Integration of skills:
They will develop their:
 Speaking skills by asking and answering questions;
 Listening skills: listening to the story, following instructions and asking
and answering questions (eg: - “How many?”, - “Two pears”);
 Linguistic skills by using the vocabulary learnt;
 Motor skills;
Multiple intelligences:
 Linguistic intelligence.
 Kinaesthetic intelligence by dancing the hello and goodbye songs.
 Musical intelligence by singing the hello and goodbye songs.
 Interpersonal intelligence by greeting others and working
collaboratively.
Material and resources:
 The hello song, audio and lyrics: https://youtu.be/3ywIu30lqKA
Hello song lyrics:
Hello friends, how are you?
I´m very happy to see you
Greet your neighbour,
Boogie on down,
Give a jump and turn around. (Repeat twice)
 The story pictures drawn on big sheets ( I will make them and bring
them to the class)
 Flashcards of food items
 The baskets
 The caterpillar to feed
 The goodbye song, audio and lyrics: https://youtu.be/0LDArAJf7-c
Goodbye song lyrics:
It's time to go home (3x)
It's time to say "Goodbye"
I had so much fun and you had so much
We all had so much fun and now we say "Goodbye"(Chorus)
Goodbye, goodbye, see you again (repeat).
 The silence song , audio and lyrics: https://youtu.be/uEHCyoJQ_Ew
Silence song lyrics:
Put your fingers on your lips like this, shhhh!
Put your fingers on your lips like this, shhhhh!
Put your fingers on your lip and close your mouth with a zip

3. Put your finger on your lip like this, shhhh! (x3)
Close your mouth with a squeeze listen up, quiet please!
Put your finger on your lip like this, shhhh!
Possible contingencies:
 Children talking at the same time when teacher asks questions.
Strategy: teacher encouraging children to sing the silence song.
 Youngest children (2 and 3 years old) getting distracted. Strategy:
teacher approaching children and praising their work.
 Children being shy and getting difficulties to speak. Strategy: teacher
encouraging children to repeat.
 Children not knowing what to do. Strategy: teacher explaining and
demonstrating the activity as many times as necessary.
Classroom management strategies:
 Start each activity explaining what it is, using the following pattern:
L2+L1+L2;
 Use mimes and gestures to help children understand;
 Walk around the classroom while they are working to monitor their work
and offer help;
 Calm children down with the silence song:
https://youtu.be/uEHCyoJQ_Ew
 Give each child this picture while singing the silence song.
(illustrative image taken from the internet).
 Approach the child who misbehaves and offer him/her help with the
activity.
Assessment: collecting information and reporting your findings
 Making comments on their work;
 Observing children working together.
Lesson stages:

4. Routine:
 Starting the lesson with the “Hello Song”: Children stand in a circle and
sing the song along while they do what the song says: hello friends
(they wave their hands), greet your neighbour (they greet their partner),
jump and turn around.
Lead-in presentation
 Purpose:
- To introduce sweet food:
- To develop listening skills;
 Timing: 3 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
- Show them some pictures of birthday parties where there is sweet food:
cake, pie, ice cream and ask them what they can see in the pictures.
Elicit answers
 Transition comment to link each stage of the lesson with the
next one
O.K, Do you remember the caterpillar? Now, we are going to learn what
else she eats.
Development of the sequence of activities
Activity one: Story time- Part 2
 Purpose:
- To continue with the story “The Very Hungry Caterpillar”;
- To put sweet food in context;
- To consolidate vocabulary from the past lessons: fruit items, numbers;
days of the week;
- To learn new vocabulary related to the story: sweet food;
- To develop listening skills.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech)

5. - Tell the children that today they are going to learn what else the
caterpillar eats;
- Tell them that I am going to continue with the story “The very Hungry
Caterpillar”;
- Tell them to listen carefully, and that later they are going to do an
activity;
- Tell them the second part of the story 1
and tell them the story will
continue in the following classes.
- When I finish telling the second part of the story, ask them some
questions in Spanish in order to check comprehension: What kind of
food does the caterpillar eat in this part of the story? Does he eat
healthy or unhealthy food?
- Tell them that when the story ends, they will learn why the caterpillar
eats so much food.
 Scaffolding strategies
- Stop after saying each food the caterpillar eats and ask them: “So,
What is this?” Elicit answers and say them in English. Encourage them
to repeat after me.
- Use mimes, gestures and pictures for them to understand;
- If children use L1, respond in English;
- Use the following pattern: L2+L1+L2, when it is necessary;
- Use L1 to explain key words.
 Transition comment to link each stage of the lesson with the
next one
So, are you ready to help the caterpillar to eat more healthy?
Activity one: Classifying the food
 Purpose:
- To introduce healthy and unhealthy food;
- To review vocabulary learnt in the previous lessons;
- To consolidate new vocabulary about food: cake, ice cream, pickle,
cheese, salami, lollipop, cherry pie, sausage, cupcake.
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
1 I will tell only a part of the story because 30 minutes are not enough for me
to tell the complete story and do activities. I also think that the children may
feel overwhelmed if they hear the whole story in this lesson.

6. - Tell them they are going to classify the food items according what we
should eat more and what we should eat less;
- Show them different fruit items and say what is healthy and what
unhealthy;
- Explain the activity: they have to classify the food in the correct basket
according to whether it is healthy or unhealthy;
- Hand the food items out to each child. Invite them, one at a time, to
place them in the correct basket. One basket is for the healthy food and
the other basket is for the unhealthy food.
(Illustrative image taken form the internet)
 Scaffolding strategies
- Demonstrate the activity;
- Explain.
 Transition comment to link each stage of the lesson with the
next one
Excellent job! Now, let´s play a game to practice what we have learnt!
Activity two: Feed the caterpillar
 Purpose:
-To review vocabulary learnt in the previous lessons: numbers 1 to five;
fruits: orange, plum, strawberry, pear, apple; days of the week;
caterpillar.
- To consolidate new vocabulary
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech)

7. - Explain the activity. They have to feed the caterpillar with the correct
food items ; they have to hear the instruction and feed the caterpillar;
- Model the activity by saying, for example “On Monday, the caterpillar
eats an apple” , take the fruit item and feed the caterpillar;
- Spread the food items on the floor;
- Then encourage one of the students to do the same with another food
item: “the caterpillar eats two pears” and she/he has to place the fruit
item in the box through the caterpillar´s mouth;
- If they feel confident, encourage them to give the instruction: “the
caterpillar eats five oranges” and a partner has to do the action.
(Illustrative image taken from the internet)
 Scaffolding strategies
- Demonstrate the activity;
- Explain.
 Transition comment to link each stage of the lesson with the
next one
- “The caterpillar has eaten all the food items! You did an excellent job!
Now we will say goodbye and we will continue next Tuesday”.
Closure
Purpose:
 To say goodbye
Timing: 3 minutes
Activity description and instructions are they will be said to
students (include direct speech)
 Tell everybody that I enjoyed working with them a lot, and that we will
continue working next Tuesday.

8.  Sing the goodbye song together with the children.
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptab
le
2
Needs
improve
ment
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
x
x
x
x
activities
Scaffolding
strategies
Language
accuracy
Observations
x
x
Excellent job, Vane!
Have a great class!
Ceci