This lesson plan is for a 30-minute kindergarten class about body parts. The lesson has three main parts: a routine song, an activity where students put together cut-out body part puzzles of characters, and an activity where students assemble superhero figures. Between activities, the teacher links the stages with transition comments and songs. Scaffolding strategies like modeling and demonstrations are included to support language learning. The plan aims to teach and reinforce vocabulary related to body parts through play-based learning and developing creativity.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Luis Andrés Redondo
Institución Educativa: Jardín de Infantes “Belén”
Dirección: Rivadavia 322, Las Flores Provincia de Buenos Aires
Cantidad de alumnos: 24
Edad: 5/6 años
Unidad Temática: My Body
Clase Nº: 2
Fecha: 01/10/2018
Hora: 17 a 17:30 hs.
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 27/09/2018
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Learning aims: 
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During this lesson, learners will be able to…
 Use and understandcomprehension of words and language items
related to parts of the body.
 To express meaning and develop creativity through assembling.
Learning focus:
Revision of some parts of the body they have already learnt known (for
example: hand, head, etc.) Children will make meaning of the new
vocabulary and language items by play-based activities along with
multimodal tasks in order to expand their creative skills and enrich
their learning experience.
Integration of skills: 

Both activities will develop:
 Speaking skills by learning and repeating the body parts.
 Creative skills by drawing their bodies.
 Expand their creativity and learning process through play and
Comentado [CZ1]: In your next plan, include all these
corrections, Luis.

2. multimodal experiences.
Multiple intelligences:
Through the sequence of activities we can spot different MI:
 Verbal-linguistic: for the use of new language and known
language related to the topic,
 Intrapersonal: as for the introspection with likes and dislikes
and reinforcement of their body-schema through the blending of
the senses.
Materials and resources:
 Flashcards with body parts written
 Susan’s and Tom’s figures
Con formato: Sangría: Izquierda: 1,27 cm, Sin viñetas ni
numeración

3.  Superheros figures

5.  Doll and Spiderman doll

6.  -Routine song “Hello” Super Simple Songs
https://www.youtube.com/watch?v=tVlcKp3bWH8
 -Routine song “Bye Bye Goodbye” Super Simple Songs
https://www.youtube.com/watch?v=PraN5ZoSjiY
Possible contingencies:
 Children talking at the same time when teacher asks
questions.
 Children getting up at the same time to get their pencil
cases.
Teacher will apply the following strategies to manage each
contingency:
1 We can sing a short chant “Shhh silence please, quiet, please sit down,
please sit down” asking them to join the circle.
2 He will give children their pencil cases.

7. Classroom management strategies:
 Start each activity explaining what it is;
 Call their attention when they are distracted;
 If time is short and they were not able to complete the activity, it
will continue next class.
Assessment: collecting information and reporting your findings
 Making comments on their work while they are doing it.
 Observing children while they work.
.
Lesson stages:
Routine
 Sing the song “Hello” Super Simple Songs
https://www.youtube.com/watch?v=tVlcKp3bWH8
Lyrics
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m good.
I’m great!
I’m wonderful!
I’m good.
I’m great!
I’m wonderful!
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m tired.
I’m hungry.
I’m not so good.
I’m tired.
I’m hungry.
I’m not so good.

8. Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Timing: 2 minutes
Lead-in Presentation
Purpose:
 Revision of some parts of the body they have already learnt (for
example: hand, head, etc.) By miming, repeating and pointing the
doll body parts, together with the written flashcards.
 Timing: 5 minutes
Activity description and instructions as they will be said to
students (include direct speech):
 Tell them a short story about Susan and Tom. That they met at
Kindergarten and that they haven’t seen each other since then.
They miss each other a lot.
 Tell children to assemble Susan’s and Tom’s body parts in order
to help them meet again.
 Transition comment to link each stage of the lesson with the
next one:
 Tell children to sit down.
Development of the sequence of activities
Activity 1
Purpose:
 Use and understand words and language items related to parts of
Con formato: Fuente:
Comentado [CZ2]:

9. the body
Timing: 12 minutes
Activity description and instructions as they will be said to
students (include direct speech):
 Tell them to work in four groups of six children each.
 Deliver Susan’s body parts to three groups and Tom’s ones to the
other three groups.
 Tell them to put together their body parts.
Scaffolding strategies:
 Teacher will go around the groups helping them.
Transition comment to link each stage of the lesson with the next
one:
 Ask them about their favorite superhero. Which color are they,
and what can they do?
 Show children a spiderman doll and tell them that he needs help
from more superheros.
Activity 2
Purpose:
 To express meaning about their bodies and develop creativity
through assembling and imagination.
Timing: 8 minutes
Activity description and instructions as they will be said to
students (include direct speech):
 Tell them to work individually.
 Deliver the superhero body parts to each of them.
 Tell them to put together their body parts.
Scaffolding strategies:
 Teacher will assess children while assembling the superheros.
Transition comment to link each stage of the lesson with the next
one:
 Tell them that times up and they can keep the superheros.
Closure
Purpose:
 To clean up
Timing: 3 minutes
Activity description and instructions as they will be said to
students (include direct speech):
Comentado [CZ3]: You should set somebehaviour rules before.
How will you teach collaborative learning? If they are going to work
in groups, this should also be an aim and part of the learning focus.
Comentado [CZ4]: You can relate the previous stage with the
next one by telling the children that Susan’s favourite super hero is
Spiderman. And then ask children about theirs
Comentado [CZ5]: This is not ascaffolding strategy. Scaffolding
implies miming, showing, demonstrating, pointing, etc. Remember
to apply them in order to avoid the use of L2

10.  Sing a song “Bye Bye Goodbye” Super Simple Songs
https://www.youtube.com/watch?v=PraN5ZoSjiY
Lyrics
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
I can clap my hands.
I can stamp my feet.
I can clap my hands.
I can stamp my feet.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE!
 Tell children to get their school bags.
 Tell them to put their jackets on and make a line.
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

11. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needsimprovement
1
Visual organization
Coherence and
sequencing
Variety of resources
Stages and activities
Scaffoldingstrategies
Languageaccuracy
Observations