This document provides a lesson plan for a 45-minute class for 5-year-old students focusing on shapes and means of transport. The lesson plan includes learning objectives, materials, stages (routine, lead-in, presentation, development, closure), activities, and scaffolding strategies. The stages include singing, a story reading with puppets, explaining the activity of making mice with different shaped papers, and clean up. The plan aims to develop vocabulary and skills through engaging activities integrating shapes, colors, and imagination.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Josefina Pilato
Institución Educativa: Aberdare College
Dirección: Av. Francia 1245, Bella Vista, BS.AS.
Cantidad de alumnos: 20
Edad: 5 años
Unidad Temática: Shapes and means of transport
Clase Nº: 1
Fecha: 15 de octubre de 2019
Hora: 13:30hs
Duración de la clase: 45 minutes
Fecha de entrega de la planificación: Viernes 11 de octubre


Learning aims: 

During this lesson, learners will be able to…
- Consolidate vocabulary about means of transport and
colors from previous lessons,
- To observe and recognize shapes: triangle, square, circle,
rectangle, diamond,
- To learn how to pronounce the name of these shapes,
- Understand we can find shapes almost everywhere and
identify some examples,
- Develop intrapersonal skills.
Learning focus:

The activities will focus on:

2. - Vocabulary related to shapes: circle, square, triangle,
rectangle, diamond.
- Colors: red, green, yellow, blue.
- Skills: sticking, drawing, imagination and fine motor
skills.
Integration of skills: 
In this lesson, the students are encouraged to develop:
- Listening skills: by listening to the songs and what the
teacher says.
- Speaking skills: by talking about shapes and means of
transport they know, and also by repetition.
- Spatial skills: by observing and identifying shapes around
them.
- Creative skills: by making their own mice with different
shapes.
- Intrapersonal skills: by working on their own while
making their mice, developing imagination, self-
confidence, and so on.

Multiple intelligences:
- Linguistic intelligence: talking about the shapes they can
recognize in the world.
- Spatial intelligence: creating a mouse with papers of
different shapes and colors (artwork)
- Intrapersonal intelligence
- Visual intelligence

Materials and resources:
- Flashcards

3. - Story book
- Puppets
- Little color papers with different shapes
- Glue
- Tennis ball
Possible contingencies:
- Children not engaged with the activities
- Children talking while the teacher needs to explain
what to do
- Children who do not understand the activities
- Children refusing to sit down to do make the trains
- Children complaining because they are tired or bored
- Children getting distracted during story time
Classroom management strategies:
- Give clear and concise instructions.
- Use songs they already know to make them calm down and
settle in.
- Be positive and congratulate good behavior, by saying for
example: “Very good xxx!”. This makes other children
imitate good attitude.
- Ask questions to the children who get distracted during the
activities.
- Tell the students who finish very quickly to read a book in
silence, in the place near the bookshelf.
- Use body and face gestures to engage them with what´s
going on.
Assessment: collecting information and reporting your findings
- Asking questions about the topic,
- Walk around and observe how they are creating their own mice

4. and while doing that check if they use the new vocabulary.
Lesson stages:
Routine
- Purpose: to make the children settle down and open the lesson.
- Timing: 5 minutes.
- Activity description and instructions as they will be said to
students:
1. We are going to sing “Hello to everyone, and how are you
today? Welcome to our circle time to sing and laugh and
play. And when you are up, you are up, and when you are
down you are down, and when you are half way up you are
neither up nor down. So, roll your hands so slowly, roll them
up so fast, give a little clapclap clap, and cross them on your
lap lap lap lap”.
2. After this, I´m going to ask 3 or 4 children “how are you
feeling today?”. They are going to answer in both L1 and L2,
according to what they need to say and if they know how to
say it in L2 or not. I will roll the tennis ball in order to mark
whose turn is it to talk (they already know how this works)
- Transition comment:
Here I´m going to sing: “sitting down, like in a cinema… sitting down,
like in a cinema”, so that the children sit in two or three lines looking
at me.
Lead-in
- Purpose: to introduce the children some new vocabulary related
to shapes through an interesting and engaging context: a story and
puppets.
- Timing: 15 minutes
- Activity description and instructions as they will be said to
students:
1. I will hide 3 little mice near where we are making the circle
moment, and I will say something like: “oh! Look at that!
What´s hiding behind that box? Let me see. Oh my god! There
three mice staring at us… what are they doing there? I know!
They brought us a wonderful story about them… would you
like to read it?” I will take the mice and the book from that place
and I am going to bring them to the circle, include them.

5. 2. Reading. I will read the book in a very expressive way, pointing
to the pictures and talking about the pictures too.
3. At the end of the story there are some pages inwhich they show
“shapes in the real world”, so I’m going to discuss this a little
bit with them and ask them to show me things with the
different shapes we´ve been working with, inside the
classroom.

6. 4. Show them the wooden shapes and ask them what are they, so
check if they can identify them, in turns.

7. - Scaffolding strategies:
A. Show them the mice and the shapes and ask them what are they.
B. Show them the book cover and ask them what do they think the
story is about.
Presentation
- Purpose: explain the children what they have to do.
- Timing: 5 minutes
- Activity description and instructions as they will be said to
students:
1. Sing “two little lady bugs, sitting on a wall, one calledPeter, one
called Paul…” to make the children make silence and pay
attention.
2. “OKAY! Now we are going to make our own little mouse, like
this one! (show them one finished). In each desk, you will find
little color papers with different shapes. You choose some
shapes and make your own. Do we have to put a looooot of glue

8. to the little papers? No!!!”
3. “1,2,3….” They will say “may we start please”? And I answer:
“Yes, you may”. They already work in this way so they know it.
- Scaffolding strategies:
1. Show them how to do it on the board and stick it there so that
they can see them.
- Transition comment:
“Okay! It´s time to work! Go to your places in the tables!”
Development of the sequence of activities
- Purpose: let the children explore and incorporate the new
vocabulary by making things they already know (mice) with new
things (shapes).
- Timing: 15 minutes
- Scaffolding strategies:
a. Go around asking if they are doing okay.
- Transition comment:
Sing “Everybody let´s clean up, let´s clean up, everybody let´s clean
up, 1,2,345..”.
Closure
- Purpose: finish the activity in a meaningful way, clean up and tidy
up the classroom, say goodbye.
- Timing: 5 minutes
- Activity description and instructions as they will be said to
students:
Tell the students to go and wash their hands so that they are ready to
have their snack.

9. Each activity must be described in terms of the following components:
 Purpose
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next
one
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 Congratulationsonyourwork,Jose!Please,considerthe commentsonthe side for
the nextplans.
Anyquery,feel free toaskme.
Way to go!
Ceci