The document provides a lesson plan for a 45-minute English class for beginner level 5th grade students. The lesson aims to consolidate family vocabulary and have students describe their position in the family using comparatives and superlatives. Students will play a ball passing game to practice the vocabulary. They will then create a family tree poster labeling family members and describing their relationships. The teacher provides scaffolding such as modeling, demonstrations, and activating prior knowledge to support student understanding and participation throughout the lesson.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Soledad González
Institución educativa: EP N°3 “José de San Martín”
Año y sección: 5to “B”
Nivel lingüístico del curso: beginners
Cantidad de alumnos: 23
Tipo de Planificación: Clase
Unidad Temática: “My family tree poster”
Clase Nº: 8
Duración de la clase: 45’
Fecha de la clase: 02/11
Fecha de entrega de la planificación: 26/10
Learning Aims
During this lesson, learners will be able to…
- Consolidate new vocabulary; young/younger than/the youngest, old/older than /the oldest
- Describe his/her position in the family using comparatives and superlatives
- Practise their speaking and writing skills
- Use the language with communicative purposes
- Develop visual literacy
- Foster creativity by making a family tree poster of their family
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
young/younger than/the
youngest,
old/older than /the oldest
Describe his/her position in
the family using
comparatives and
superlatives
Do you have…..?
Are you the oldest or the
youngest child?
N
E
W
Aunt/Uncle
Cousin
Nephews
Comparing his/her position in
the family.
Comparing other people’s
position in their family.
I have
This is my….
It’s….

2. Materials
- Colored pencils
- My family tree poster
- A large piece of coloured paper for each student.
- White sheets of paper for those who don’t bring in photos
- A small plastic ball
- Downloaded music to play the game “Pass the ball”
Procedures
Timing: 5’
- I’ll sing the “Hello song”
- I’ll encourage the whole class to greet some mates using the song
Timing: 5’
- I’ll show them a small plastic ball
- I’ll ask them “Today we are going to play Pass the ball game with music”
- I´ll explain them “While the music is playing, they should pass the ball around the class.
When the music stops, the student with the ball must answer a question from the teacher.
- I’ll explain the game rules. For example, that they must pass the ball and NOT throw the
ball.
- I’ll demonstrate the activity with the student next to me.
- Once we have played the activity a few times, and to include all students, I’ll make the
whole class ask the question, and the student holding the ball should answer. For example,
Have you got a brother? Have you got a sister? And the student with the ball should answer
“Yes, I do”/ “No, I don’t”
Scaffolding strategies: The teacher will scaffold students by explaining the game rules, by
demonstrating the activity, and by activating prior knowledge.
Transition comments: Great jobs kids! Now let’s get organize for our family tree posters.
Timing: 10’
- I’ll ask the parents some days before class to arrange for their kids to bring in family photos
parents, grandparents, brothers, sisters, themselves.
- I’ll show them my Family tree poster I prepared beforehand
- I’ll point to a photo and I’ll ask Who is this? Possible answers Grandma. Grandpa.
- I’ll hold up some of the photos they bring in and I’ll elicit who they are. For example, mother,
father.
- I’ll hold up a photo of one of their family members, for example. Angelina's sister, and I’ll get
everyone to guess whose family the person belongs to. I’ll ask Whose family does this
person belong to? Possible answers Angelina
- I’ll elicit family vocab and language structures, for example "It's Angelina's sister"
Scaffolding strategies: The teacher will scaffold by modelling, showing and pointing to the photos
and vocabulary from her poster.

3. Transition comments: You are doing great jobs! Now we are ready to make the family tree poster
Timing: 20’
- I’ll tell them they are going to make their Family tree poster. (If they brought in photos they
can use them on their poster - if not,
- I’ll encourage them to draw pictures of their family members.
- I’ll give each student a piece (same as mine) of colored poster.
- I’ll show them my Family tree poster as model
- I’ll ask them to copy the words from my poster.
- I’ll explain them either they stick their family photos onto the tree or draw pictures of their
family, they should with grandparents at the top, next their parents and they and their
siblings at the bottom).
- I’ll explain that under each family member photo/drawing they should write the vocabulary
(grandfather, mother, etc.).
- I’ll have each student pin their poster to the walls of the classroom
-
Scaffolding strategies: The teacher will provide support by modelling and demonstrating with her
poster, and helping them to organize their photos/drawings on their posters.
Transition comments: Very well done kids!!! You’ve done a great job! Now, Who wants to talk
about his/her poster?
Timing: 10’

4. - I’ll ask them questions such as: Salva, is that your mother? What is your brother's name?
How old is he?).
Scaffolding strategies: the teacher will scaffold students with the posters as visual aids and
activating prior knowledge. For example, “mother, father”
Transition comments: Great job kids! It’s time to say goodbye! See you on Friday…Bye bye!!!
Each activity must be described in terms of the following components:
 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
To be completed by your tutor:
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
Fine!
I´d reflect upon language production and skills development.

5. Materials: