This lesson plan aims to teach 4-year-old students about family members. It includes 5 stages: a routine greeting song, introducing family member puppets and singing finger songs about daddy, mommy, brother, sister and baby. Students will then work in groups to sing and hold puppet family members. Two more family members, grandpa and grandma, will be introduced. Finally, students will draw pictures of their own families. Scaffolding strategies include the teacher singing and drawing examples. The 30-minute lesson integrates linguistic, social, personal and physical skills through puppetry, singing, drawing and group work. Feedback was provided to further develop context and explain the purpose of artwork.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Edixson Vidal Hilguera Rojas
Institución Educativa: Jardín de Infantes Martina Tesi
Dirección: Barrio Convivencia manzana 1 D lote 1, Salta
Cantidad de alumnos: 14 (catorce)
Edad: 4 años
Unidad Temática: My Family
Clase Nº: 1
Fecha: 03 de octubre de 2019
Hora: 14:20
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 01 de octubre de 2019
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Learning aims: 
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During this lesson, learners will be able to…
 To name and identify family members.
 To refer to their own family members.
 To introduce their family members.
Learning focus:
 Vocabulary about family members: mommy, daddy, brother, sister,
baby, grandpa, grandma.
Integration of skills: 
 Linguistic skills: by listening to the teacher and repeating the new
words.
 Social skills: by listening to their classmates talking about family
members
 Personal skills: by showing their drawings about family members.
 Physical skills: by dancing and presenting family members.
Multiple intelligences:
 Linguistic intelligence: singing and talking about family members.
 Logical-Mathematical intelligence: counting the family members.
 Interpersonal Intelligence: Talking about their family members.
Materials and resources:

2.  Teacher’s family members drawings.
 Small finger puppets.
 Small carton hand.
 Big finger puppets.
 Big wood hand.
 Markers.
 Color paper sheets.
 Guitar.
Possible contingencies:
 Children talking at the same time when the teacher talks.
 Children refusing to sing or introduce their family
members.
Classroom management strategies:
 Start each activity explaining what it is.
 Use a chant to make children be quiet. (zip it, lock it, save it in
your pocket)
 Accompany children while singing.
Assessment: collecting information and reporting your findings
-Observing children naming and identifying family members.
-Making different comments and facial expressions. (Excellent!, OK,
let’s try again)
Lesson stages:
Routine
Purpose: To greet children
Timing: 3 minutes
Activity: The teacher says “Hello children” and they say “Hello Mr…”
The teacher sings the song “This is the way we say hello” moving the
hands and pointing children. Then children sing the song and point the
teacher. The teacher says “Hello children” and they say “Hello Mr…”
Once the teacher has the children’s attention he presents the following
activity…
This is the way we say hello
We say hello, we say hello.
This is the way we say hello
We say hello to you.
Lead-in and Presentation
Purpose: To introduce to children family members.
Timing: 7 minutes

3. Activity:
The teacher shows the children small puppets of the different members
of family one by one (daddy, mommy, brother, sister, baby)
The teacher shows the daddy finger puppet and says he is daddy and
we say (the teacher starts singing):
Daddy finger, daddy finger
where are you?
Here I am, here I am,
how do you do?
Mommy finger…
Brother finger…
Sister finger…
Baby finger…
The teacher invites children to sing with him if they know the song or to
repeat if they do not know the song. The teacher does the same with all
of the family members. As he introduces a family member he puts the
finger puppet in the carton hand.
Scaffolding strategies:
-The teacher uses a known song that children sing but do not know
about its content.
-The teacher moves the finger puppet while they sing.
Transition comment:
Excellent! Now, let’s all sing again…
Development of the sequence of activities
Activity 1
Purpose: To encourage children to name and identify family members.
Timing: 10 minutes
Activity:
The teacher brings the big wood hand and shows children the family
members big puppets and invites them to sing and to put each puppet
in the big hand. The teacher forms groups of five and gives each
children a puppet. If there are not enough children, after their turns the
teacher invites to complete another group.
Then, he invites them to stay behind the big hand (by group) and to
wait for their turns. The teacher invites them to sing while they make
the puppet dance and put each puppet in the big hand.
Daddy finger… The child with daddy finger puppet must move forward
while everybody sings. Once we have finished singing the child puts the

4. finger puppet in the big hand. We repeat this with all the puppets and
all the groups.
Scaffolding strategies:
-The teacher sings louder at the beginning and less louder then to
encourage children to sing
Transition comment:
What a nice job! Now let’s introduce other family members…
Activity 2
Purpose: To introduce children other family members.
Timing: 3 minutes
Activity:
The teacher shows children two more finger puppets (small ones) and
asks children who are they? If they answer correctly the teacher says
Yes!, and if they answer wrongly the teacher says Let’s try again.
Once they have identified the new family members the teacher
introduces them singing:
Grandpa finger, grandpa finger
Where are you?
Here I am, here I am
How do you do?
Grandma finger…
Scaffolding strategies:
-The teacher sings louder at the beginning and with a soft voice when
children start singing to encourage them to sing louder.
Transition comment:
Very good! Now let’s meet a family…
The teacher invites children to look at the board.
Closure
Purpose: To help children to identify family members
Timing: 7 minutes
Activity:
The teacher invites children to draw family members. They will receive
some color papers and markers. The teacher indicates they have to
draw each family member and then they have to show their drawings to
their classmates.
Once they have finished the teacher uses some tape to hang the

5. drawings on the wall or the board.
Scaffolding strategies:
-The teacher draws family members to encourage children drawing.
-While children are drawing they sing the family finger song.
Transition comment:
Nice work!
What a beautiful drawing!
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 Dear Edixon
The lesson planiswell organizedanddeveloped.Still,there are certainpointsthat
needimprovement.
- Thinkof a contexttoembedyourteaching. Youmightconsiderastory or a
character to introduce theirfamilymembers.Teaching the wordsinisolation

6. doesnotconsidermeaningfullearning.
- Include photosof the materialsyouwill use.
- Explainthe linguisticpurpose of artwork.
Please,considerthese commentsforyournextplans.Rememberyoumustsubmit
each plan5 days before the lessonisdue.
Best,
Ceci