This lesson plan was created by Edixson Vidal Hilguera Rojas for a class at Jardín de Infantes Martina Tesi in Salta, Argentina. The 30 minute lesson aims to teach 4 year old students about body parts through songs, stories, and interactive activities using puppets, masks, and mirrors. The plan includes a routine greeting activity, reading the story "From Head to Toe", singing and dancing to reinforce vocabulary, reciting a nursery rhyme using puppets and mirrors, and a closing activity where students point to their body parts in mirrors. The teacher uses scaffolding strategies like modeling, repetition, and visual aids to support student learning and engagement.

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: Body parts
Clase Nº: 5
Fecha: 18 de octubre de 2019 (clase del 17/10)
Hora: 16:00
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 15 de octubre de 2019
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Learning aims: 

During this lesson, learners will be able to…
 To name and identify body parts.
 To recognize their body parts.
 To interact with their classmates.
Learning focus:
 Vocabulary about body parts: eyes, nose, mouth, teeth, ears, face,
hair, neck, head, arms, legs, knees, hand, fingers, toes, elbow.
Integration of skills: 
 Linguistic skills: by listening to the teacher and repeating the new
words.
 Social skills: by interacting with their classmates singing and
dancing.
 Physical skills: by moving and pointing to their body parts.
Multiple intelligences:
 Linguistic intelligence: singing and repeating body parts.
 Logical-Mathematical intelligence: counting body parts.
 Interpersonal Intelligence: Talking about their body parts.
Materials and resources:
 Aluminum foil.
 Paperboard.

2.  Glue.
 Masks of animals.
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 acting.
 Help children when identifying body parts.
Assessment: collecting information and reporting your findings
-Observing children naming and identifying body parts.
-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 to 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 introduce body parts.
Timing: 8 minutes
Activity:
The teacher shows children the big green monster puppet to say
children: Hello! It´s story time!
The teacher prepares some animals masks to tell the story From head to

3. toe by Eric Carle. He plays the audio of the story while he uses the
masks and he acts as the presented animals.
https://www.youtube.com/watch?v=fOIx72g0UdA
Scaffolding strategies:
-The teacher uses masks of different animals.
-The teacher moves like animals do.
Transition comment:
(the puppet) That’s a good story! Now, let´s sing and dance…
Development of the sequence of activities
Activity 1
Purpose: To encourage children to identify body parts.
Timing: 10 minutes
Activity:
The teacher plays the song From head to toe and reacts dancing. He
invites children to move or dance like animals do.
The teacher explains to children that he has more masks of animals and
he invites them to react and move like animals do.
https://www.youtube.com/watch?v=aDOBp9C2FmI
Scaffolding strategies:
-The teacher shows children the body part they have to move.
-The teacher elicits acting by moving like animals do.
Transition comment:
Well done! Now let’s make faces…
Activity 2
Purpose: To reinforce the new vocabulary learning.
Timing: 4 minutes
Activity:

4. The teacher uses the puppet to invite children to sit down and listen. He
uses a mirror to tell the nursery rhyme In my mirror.
In my mirror I can see
Two little eyes that look at me, (point to eyes)
Two little ears, one little nose, (point to ears and nose)
Ten little fingers, ten little toes (wiggle fingers, point to toes)
One little mouth I open wide (open mouth wide)
Two little rows of teeth hidden inside (point to teeth)
A tongue that pops both in and out, (move tongue in an out of mouth)
Lot of joints that bend about (bend to knees and elbows)
When I look in the mirror, what do I see? (mime looking in hand mirror)
A beautiful person back at me!
Scaffolding strategies:
-The teacher explains points the body part as he name it.
-The teacher shows children as much fingers as body parts are. (two
fingers, when he says two little ears)
Transition comment:
Wow! A lot of body parts. Now let’s see our body parts.
Closure
Purpose: To reinforce body parts vocabulary.
Timing: 6 minutes
Activity:
The teacher gives each child a circle of aluminum foil glued on a piece of
paperboard to simulate a mirror. The teacher retells the nursery rhyme
and encourages children to point to their body parts.
Scaffolding strategies:
-The teacher uses a mirror as children do.
Transition comment:
Very good work! See you next class. Good bye children!

5. 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 Edixon,the activitiesyouhave devisedandthe materialschosenare coherentwith
an holisticapproachtolearning. The activitiesinvolve differentskillsandallowfor
meaningful language exploration.
Try to thinkof a connectionbetweenthe contextof the story andthe nextone (the
nurseryrhyme).
Best,
Ceci
PS: Include the necessaryadjustmentsbefore uploadingthisplantoyourportfolio.