The lesson plan summarizes Claudia Marina Alvarez's 45-minute English class for 4-5 year old students at Kindergarten N°71. The class focuses on reviewing colors and feelings through activities for Timid Tom's birthday party, including decorating a cake, coloring invitations, blowing up balloons, singing happy birthday, and playing games related to colors. The plan outlines learning objectives, materials, possible issues, classroom management strategies, and assessments. It provides details on the introduction, activities, and closing routine.

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
Cantidad de alumnos: 22
Edad: 4-5 años
Unidad Temática: “Colors and emotions”
Clase Nº: 5
Fecha: 16 de octubre
Hora: 9:00
Duración de la clase: 45 minutos
Fecha de entrega de la planificación: 13 de octubre
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Learning aims: 
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During this lesson, learners will be able to…
- Develop L2 oral skills: listening and speaking
- Consolidate vocabulary about colors and feelings
- Develop vocabulary about birthday parties
- Develop creativity through handcrafts.
- Develop mathematical skills
- Develop their imagination
Learning focus:
The activities will focus on:
- Games and activities related to Timid Tom’s birthday party
- Vocabulary of colors
- Vocabulary related to birthday parties (birthday cake, balloons,
games, happy birthday, blow out the candles, how many candles)
- The song “Happy birthday”
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Integration of skills: 

2. - Speaking and listening skills by talking to Timid Tom and wishing
him a happy birthday
- Kinesthetic skills by playing different games
- Creativity and fine motor skills by planning Timid Tom’s birthday
party and decorating the cake and the classroom.
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Multiple intelligences:
- Musical (singing the happy birthday song)
- Bodily-kinesthetic (moving around playing different games)
- Linguistic (answering questions about the colors of the balloons,
how many candles,)
- Visual-spatial (decorating the party invitations, the classroom
and the cake)
- Logical mathematical skill (counting the candles)
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Materials and resources:
- A cake to be decorated (I will make it the day before)
- Rocklets (of different colors to decorate the cake)
- An image of the color monster to stick into the cake
- 4 candles
- Balloons in different colors
- Some images of a birthday cake to color that will be “the
invitations”
Possible contingencies:
- Children talking at the same time when teacher asks
questions
- Children fidgeting and reluctant to play
- Children not understanding my questions or instructions

3. - Children reluctant to do some games
- Misbehavior
- Lack of attention
- Children blowing out the candles before singing the happy
birthday
Classroom management strategies:
- Remind them of the rules in L1 if necessary
- 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)
- Tell children it is a surprise birthday party and Timid Tom is near
so they will have to be quiet while they do the activities (I will
explain this in L1)
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?”

4. 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:
- To engage and motivate children
- To model the happy birthday song
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
I will tell children that it is Timid Tom’s birthday party. (They will ask
me where Timid Tom is as they are always expecting him) “Today it’s
Timid Tom’s birthday party” I will sing the birthday song in English as a
scaffolding strategy. Then, I will tell them we are going to prepare a
birthday party for him. “Today, we are going to organize a surprise
birthday party to Timid Tom- una fiesta sorpresa de cumpleaños- a
surprise birthday party for Timid Tom” “shhh it is a surprise party” “But
before we start, I will show you how to sing the birthday party to Timid
Tom, listen and sing” ( I will sing in a relatively low voice to show them
that Timid Tom must not hear us)
 Transition comment to link each stage of the lesson with the
next one:
“Now, sit at the tables, in silence, shhhhh, Timid Tom is near”
Development of the sequence of activities
Activity 1

5.  Purpose:
- To work in stations with different activities at the same time
- To have fun
- To use their creativity through decorating a birthday cake.
- To review colors
 Timing: 15 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
Station 1
In this station they will be decorating Timid Tom’s cake. The kids are
used to working using this modality so they will be working on their
own in each station without any problem, and I will be monitoring them
while they work and ask them questions in English about the colors of
the Rocklets and the number of candles.
Station 2
In this station they will be coloring the invitations they will give to the
principal and assistants in the kindergarten. I will be asking questions
about the colors and encouraging them in L2, asking them how many
invitations they have, how many candles there are in the cake, what
color they are etc.
Station 3
In this station, children will be blowing balloons. Teacher Mayra will be
helping the kids tie them. I will be asking questions about the colors of
the balloons and how many we have
When the cake is decorated, the invitations have been handed out and
the balloons blown up, I will tell them that I will go for Timid Tom.
Transition comment to link each stage of the lesson with the next
one: “Well done! Everything is ready and now I will bring Timid Tom”
Activity 2
(I will bring Timid Tom and he will show happiness by jumping and
saying “It’s my birthday”)
 Purpose:

6. - To sing the birthday party
- Wish Timid Tom a happy birthday
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
“Now let’s say happy birthday to Timid Tom” (I will make them repeat
“happy birthday” and Timid Tom will say “thanks” “Well, let’s sing the
happy birthday to Timid Tom” Children will sit around the cake and I
will start singing encouraging them to sing along. Timid Tom won’t be
able to blow out the candles (though he will try- I think this may make
them laugh) so I will ask them to do it.
Transition comment to link each stage of the lesson with the next
one: “Well done! Now let’s play some birthday party games”
Activity 3
 Purpose:
- To review color
- To have fun
- To make them move around
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
“This game is called “Timid Tom says”. It is like Simon says, similar a
Simón dice, Simon says, ok? (They usually play this game in Spanish)
“Timid Tom says touch something red” “Timid Tom says touch
something blue” “touch something green” (I will model as a scaffolding
strategy)
Transition comment to link each stage of the lesson with the next
one: “good! Now let’s play another game”
Activity 4
 Purpose:
- To review colors
- To have fun
- To make them move around
 Timing: 5 minutes

7.  Activity description and instructions as they will be said to
students (include direct speech):
“This game is called “Green light, blue light”. I have decided to make
them play this game among others because they started working with
“traffic rules” last week. This game will be played in the main hall. “This
game is like “palo palito es” ok?” (They usually play this game in
Spanish) “When I show you the red light (I will hold up the red traffic
light) you freeze (I will mime it) but when I show you the green light ( I
will hold up the green traffic light) you walk forward (I will model as a
scaffolding strategy)
Transition comment to link each stage of the lesson with the next
one: “good! Now it’s time to eat the cake” (This time children will get
ready for breakfast)
Closure
 Purpose:
- To say goodbye
- Timid Tom decides to stay with them
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
This is my last class and I have to tell them that Timid Tom is very
happy with them. “Timid Tom is very happy with the birthday party
and he is very happy with you. So, Timid Tom has decided to stay with
you in the classroom for ever. Remember he only speaks English!” I will
give the puppet to teacher Mayra who has planned to give Timid Tom to
one child every other day (this time the helper will be the lucky one) so
that they can take it home in turns and play with it at home.
Transition comment to link each stage of the lesson with the next
one: “good! Now it’s time to say good-bye. Let’s sing the good-bye song”

8. 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 CongratulationsMarina!
Your lessonplanshave demonstratedthatyoucan puttheoryintopractice.The
contextsandthe materialsyouhave chosenare coherentwith the wayveryyoung
children learnandbehave.
Have a greatclass!
Ceci