This lesson plan is for a 30-minute class with 14 4-year-old students focusing on parts of the face. The lesson includes several activities such as identifying parts on paper faces from the previous class, singing a song while pointing to face parts and marching, and drawing happy faces to give as gifts to other classrooms. The plan demonstrates scaffolding strategies like using a large example face and encourages identifying parts with full phrases. The teacher aims to reinforce vocabulary while promoting values like respect and sharing.

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: Face
Clase Nº: 4
Fecha: 17 de octubre de 2019 (clase del 15/10)
Hora: 14:20
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 14 de octubre de 2019



Learning aims: 

During this lesson, learners will be able to…
 To name and identify parts of the face.
 To recognize their own parts of the face.
 To interact with their classmates and other classroom children.
Learning focus:
 Vocabulary about parts of the face: eyes, nose, mouth, teeth, ears,
face, hair.
Integration of skills: 
 Linguistic skills: by listening to the teacher and repeating the new
words.
 Social skills: by interacting with their classmates singing and
marching.
 Personal skills: by showing their drawings to their classmates.
 Physical skills: by marching, singing and stomping.
Multiple intelligences:
 Linguistic intelligence: singing and repeating parts of the face.
 Logical-Mathematical intelligence: counting parts of the face.
 Interpersonal Intelligence: Talking about their parts of the face.
Materials and resources:

2.  Last class children’s crafts.
 Cardboard circles (big and small ones).
 Markers.
 Masking tape.
 Guitar.
Possible contingencies:
 Children talking at the same time when the teacher talks.
 Children refusing to sing or dance.
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 and marching.
 Help children when identifying parts of the face.
Assessment: collecting information and reporting your findings
-Observing children naming and identifying parts of the face.
-Making different comments and facial expressions. (Excellent!, OK,
let’s try again)
Lesson stages:
Routine
Purpose: To greet children
Timing: 2 minutes
Activity: The teacher says “Hello children” and they say “Hello Mr.
Edixson”. The teacher sings the song “This is the way we say hello”
moving his hands and pointing children. Then children sing the song
and point the teacher. The teacher says “Hello children” and they say
“Hello Mr. Edixson”
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.
Once the teacher has the children’s attention, he presents the following
activity…
Lead-in and Presentation
Purpose: To help children recognize parts of the face.
Timing: 10 minutes

3. Activity:
The teacher sticks on the board the monsters’ paper faces children
made last class. He presents one by one and asks children: Do you like
the monster? What color is it? Does the monster have eyes?
Once the teacher has presented a monster he says who made it and asks
for applauses for the child.
Scaffolding strategies:
-The teacher uses children’s crafts.
-The teacher makes face gesturing to help children know if their
answers are right or not.
Transition comment:
Well done! Now let’s sing…
Development of the sequence of activities
Activity 1
Purpose: To encourage children to identify the parts of the face.
Timing: 8 minutes
Activity:
The teacher sings the song this is my face while makes gesturing and
miming.
This is my face
(When the saints go marching in)
This is my, this is my face
This is my face, this is my face
This is my hair, my eye, my nose,
This is my mouth, this is my ear.
Once the teacher has sung the entire song, he encourages children to
sing with him and point to their parts of their faces. The teacher invites

4. children to do it while they march through the classroom.
Scaffolding strategies:
-The teacher shows children how he points to his parts of his face.
-The teacher elicits marching by moving his legs and stomping.
Transition comment:
Nice! Now let’s make faces…
Activity 2
Purpose: To reinforce the new vocabulary learning.
Timing: 7 minutes
Activity:
The teacher delivers each child a cardboard circle and a marker. He
explains to children they must draw a happy face to give it as a present
to other children.
The teacher uses a big cardboard circle to draw a face using different
shapes (stars for ayes, a circle for mouth, etc.). Once he finishes he
encourage children to draw a face using the big face as a puppet. He
makes the puppet talk saying: Nice face! Oh! Excellent! Good Work!
Scaffolding strategies:
-The teacher explains the activity using a big circle.
Transition comment:
Excellent work!
The teacher invites children to prepare to give their faces to children
from other classrooms. (Previously, the teacher has talked with the
other teachers)
Closure
Purpose: To give away their drawings.
Timing: 3 minutes
Activity:
The teacher invites children to make a queue and march singing this is
my face. While they do it they go to other classroom and give away their
drawings.
Scaffolding strategies:
-The teacher sings and marches.
Transition comment:

5. Excellent! See you next class. Good bye children!
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 Nice work,Edixon!
The lesson,thoughshort,includesavarietyof resourcesandstrategiesthatallow for
differentmodesof expression/representation.
Remembertoencourage childrentouse full chunkstorefertothe newlexistheyare
learning.
You are alsopromoting valuessuchasrespectforothers’productionsandsharing.
Well done!
Ceci