The document provides a lesson plan for an English class at a kindergarten in Argentina. The 45-minute lesson introduces greetings and vocabulary related to mood. Activities include singing a hello song, guessing moods, and making puppet faces. The plan aims to develop language, interpersonal, intrapersonal and other skills through play using a puppet character to engage students. Scaffolding strategies support learning and classroom management is addressed.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Introduction: During my classroom Observations and my
first Assistantship lessons I could observe this
Kindergarten’s work is mainly to help parents’ take care
of their children, although the head teacher and her staff
give them activities which concord with the Curricular
Design for Kindergarten in L1. They do not have English in
their classes. Also I have to add their activities are
performed in sheets of papers mainly, where the
transitions sometimes cannot be accomplished at all
because not all the children attend the kindergarten
during the weekdays. Sometimes they come in the
afternoon or on alternate days. To sum up I want to
collaborate with the Institutions and focus on their
creativity through play and multimodality in some of my
activities as I saw in Didactics, not leaving aside their
usual activities which children are used to doing of
course.

2. Alumno residente: Orelia, Analia
Institución Educativa: Casita Musical
Dirección:calle 13 N° 255. General Pico. La Pampa
Cantidad de alumnos: 15 a 20
Edad:34 años
Unidad Temática: Classroom Language and Mood
Clase Nº:1
Fecha: 04/10/2019
Hora: 9:30
Duración de la clase: 45 minutes
Fecha de entrega de la planificación: 08/10/2019
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Learning aims:
During this lesson, learners will be able to…
 learn greetings and vocabulary related to mood
 develop logical, interpersonal, intrapersonal, spatial, kinaesthetic , verbal , visual skills
 improve their social relationships among peers and the English teacher.
Learning focus:
The activities will focus on:
 Vocabulary: Greeting- Hello-Good bye- How are you ? fine, happy, sad. Yes/ No answers
 Development of interpersonal skills among peers with the teacher
 Development of intrapersonal skills to promote self-esteem and confidence in the use of
L2.
Integration of skills:
They will develop their: -
 Speaking skills by greeting each other and talking about their mood; -

3.  Senso-motors skills by waving their hands and miming faces through emotions and also
painting, and joining figures.
 Logical, intrapersonal, spatial, kinaesthetic, verbal , visual skills by identifying some shapes
and the parts of the body.
 Interpersonal skills by working in groups and sharing material.
Multiple intelligences:
* Linguistic intelligence (greeting each other and through own feelings)
* Logical intelligence (greetings among them and the teacher opening class and closing,
moods
* Spatial and Interpersonal intelligence (create a puppet)
Materials and resources:
 ICT laptop
 A big white board and a small one in hand and some markers and a rubber to clean
models in case she needs.
 Buddy (the Puppet )
 !5
 Napkin paper tubes
 !5
 Glue
 Flashcards to recognize faces’ mood
 Flashcards with the mood.
 Colours as crayons
.
Possible contingencies:
 Children talking at the same time when teacher asks questions or give instructions
 Children not wanting to sit down and draw/paint;
 Children getting bored of drawing/painting; -
 Children unable to work in groups ,behaviour problems

4. Classroom management strategies
 Start each activity explaining what it is, several times by miming to show them, make them
imitate the movements or gestures.
 Call Mr Silence by changing your voice and saying please, listen up, while the teacher looks
around and wait for silence to come out in the class, saying “open your ears and put a
finger in front of the lips and smile then”
 Encourage them to help the teacher for instance holding some flashcards so as to focus on
a different thing, and make the child/children get involved accurately.
 Let the distract child help you or the puppy, make him/her get involved in the activity
from a different side, one this child is able to.
Assessment: collecting information and reporting your
findings
 Observing children and make comments about their family members attitudes or
comments related to the topic (names, mood, the shapes, or parts of the body)
 Stimulating them all the time, from their participation to the activities done or modifying
so as to foster them to accomplish the activity
 Observing children and a feedback or retell if they do not understand by gestures or L1 in
last case.
 Keeping a diary of the children’s development of each activity, to promote their
intelligences in advance.
Lesson stages:
ROUTINE:
As It is the first class I will show a Hello flashcard (Picture 1) always in the beginning of the class
and introduce myself. From class 1 on, I start the class with the Hello song, asking them how
are you today? I have nearby the faces’ mood flashcards to encourage them answer about
their mood, and to ask her too. Also questions like are you happy? encourage answers “Yes” ,
“No” or Are you happy or sad ? If they do not remember, I help them or show the faces and
make them repeat with me “happy teacher”. Prepare possible comments they can say …
happy and continues in L1 : (hoy es mi cumple /today is my birthday), get involved and be
attentive to their answers because they talk about their own experiences according to their

5. mood. It means the process of understanding the meaning of happy is successful …or it could
be contrary to this and this is a way to reformulate or make them clear, not by correcting but
by giving a comment with an example) In the whole lessons L1 will be present because this is
their first approach with L2, so here teacher has to go from L1 to L2 and L2 to L1.
Picture 1-Hello Flashcard
Lead-in
 Purpose:
- To introduce Buddy, the puppet
- To present the greetings, their names and the moods
 Timing : 5 Minutes
 Activity description and instructions as they will be said to students (include direct
speech)
I will sit on a chair and the children on the floor, so they can see the interaction better.
I will show Buddy ( Picture2) and tell them he is a new friend of the kindergarten and
comes here to ask for help. He is not good ( shaking my head and finger ) He is sad ( point
out the face mood on board, ( Picture 4) because his robot friend, Pip (Picture 3) trips with
a stone and breaks his leg ( I show the stone, stand up and mime my falling down ) ( next
to me there will be a bag and I will show Pip). Want to see ? yes ? YESSSSS ok Look , So
how are you ? Buddy is sad so are you sad too ? Yes ? ( nodding my head) No ? (shaking it)

6. But I have an idea children, let’s help Buddy with the robot to be happy again ( point out
and show the face mood: happy) So we need to present Buddy with our names so I have a
surprise for you coming up soon, a song and then we can say hello him and our names.
Picture 2-Buddy (the puppet)
Picture 3-Pip has a broken leg
 Transition comment to link each stage of the lesson with the next one
I say “Ok, now we need to prepare to help Buddy Ok? ”encourage to say Yes , so They say “Yes
!!!!” “ Louder children ! YESSSSSSS !!!! Ok now we are ready to listen to the song”
Development of the sequence of activities
Lesson 1:
Activity 1

7.  Purpose :
- To model the hello the song
- To Incorporate new vocabulary of Greetings Hello, What’s your name?
- To develop their interpersonal skills, expressing feelings and meeting each
other in L2.
 Timing: 15 minutes
 Activity Description and instruction as they will be said to students ( include direct
speech )
 Buddy and I put the song on, and children listen to it meanwhile the song is sounding, I
observe them to engage the rhythm, I follow the rhythm with my feet and face so as to
encourage them too, Buddy dances and claps too with the teacher. When song finishes
Buddy asks me “What’s your name ? “ I answer: “I’m Ana”, Buddy asks children, and
“your name ?” If there is one to respond, others will go on, if not I (knowing some of the
children names ) ask directly Barby ( a child of the kinder) says her name to Buddy and so
with Roy ( another child of the kinder) , etc, “Good!!!!! , now Buddy and you can help his
friend, the robot” (picture 3), L 1 maybe is needed to leave clear them it is very important
Buddy knows their names to rebuild the robot, but first I ask them if…………. want to
dance and sing the song once more. ? They say “Yesss!!!!”
 The second time, I invite them to stand up and move and march, being me the first to act
,and in so doing they imitate my movements and maybe some of the lyrics.
(Hello and how are you?) Song
https://youtu.be/gghDRJVxFxU?t=9
 The song lyrics is changed so as to get familiarized with the main contents of the lessons:
Everyday I go to the kinder,
I greet my friends and we all say
Hello, Hello, Hello How are you ?
I’m good, I ‘m great
I’m good, I ‘m great
Repetition: Hello Hello How are you?
I’m goo d, I’m great
I’m good, I’m great
And you ?
Stanza Everyday I go to the kinder,
I greet my friends and we all say

8. - Second part used in another Lesson to focus on their names , her at this stage just listening.
Hello, Hello What’s your name ?
Clap, clap, clap, clap, your hands clap, clap, clap (with the same rthytym)
Hello,Hello What’s your name?
 Transition comment to link each stage of the lesson with the next one
I told them “ great dancers , you move your body very well “ now we have to sit ( pointing
out their chairs)
Activity 2
 Purpose:
- To interact each other and say their names and mood.
- To develop confidence to express in L2
- To develop their interpersonal skills, expressing feelings and meeting each other
 Timing: 5 minutes
 Activity Description and instruction as they will be said to students ( include direct
speech )
Buddy proposes children to play with him, to know each other better. The game is to guess
the happy, sad or angry mood (Picture 3). One of the children points out one of the faces
and her/his peers try to guess what it is.
First :
- Teacher: is the girl happy? (point to the flashcard and make gestures and smile
to be understood)
- Children : Yes or nodding heads
- Teacher : Is this sad ? ( point at the boy’s flashcard face and make the
corresponding gesture )
- Children : yes , sad
The Game.
- Teacher: Ok now let’s guess.
- A child: Point out a face for e.g. sad
- Another child : ( who does not see his classmate , guesses the mood) points out
sad
- Teacher and children: yes ! very good you are right !
- A child: Point out a happy
- Another child guesses: points out an angry face
- Teacher and children: ummm no

9.  Following up ok now, Buddy says children, “show me your happy face”or “now your angry
face (mime) and also with you teacher show Buddy you are happy. Meanwhile they are
incorporating the mood by playing altogether.
Picture 4-Mood faces
 Transition comment to link each stage of the lesson with the next one
I say “Well well I see Buddy is sleepy, he needs to rest.” I leave Buddy hidden) then
I say …”Your work is perfect, fantastic !! and now we have to continue playing … A
surprise is coming ….
Activity 3:
 Purpose:
- To develop their spatial skills and creativity
- To make puppets
 Timing: 15 / 20 minutes
 Activity Description and Instructions as they will be said to students (include Direct
speech):
As I told them Buddy is not here because he is sleepy and has a rest for a while ( I mime
the action: sleeping). I propose them to sit down on their chairs ( touching them with my
hand) and prepare a surprise for Buddy. I explain we will make puppets with these faces,
and in so doing I give each child a sheet of paper, (the sheets has a boy or a girl)

10. meanwhile I write the child’s name on it. I continue telling they have to colour the pictures
and then I glue onto napkin paper tubes to make their own happy face puppet. When
Buddy sees this surprise, he will be happy and so we can HELP him to rebuild his robot
friend PIP soon, ( L1)
Picture 5- Happy Faces
Picture 6- Puppets finished
 Scaffolding : I show, represent, mime, or make gestures and repeat instructions if some
of them don’t understand , or use L1 if I have no choice.
 Transition Transition comment to link each stage of the lesson with the next one
I say “ I am really happy, Great work ! now we have to meet Buddy and say Bye”
Closure
 Purpose:
- To say bye and encourage them to do the same
 Timing: 5 minutes

11.  Activity Description and Instructions as they will be said to students (include Direct
speech):
I tell them Buddy is awake ( miming the action) “Let’s show Buddy our crafts and talk with
him”. Buddy shows emotion and shouts “ Oh my GOD !!! my friends what beautiful puppets
you have “ and so Buddy goes round the chairs and greets them, or asks their names, ( Buddy
reads the child’s name in their sheets and asks ….”are you happy ? yes ??? “and the child says
“yes Buddy”. Buddy says … “I am very happy and now I know the following classes , las
próximas clases vamos a hacer hermosas cosas para tener más amigos y recuperar a PIP , my
robot friend ! thanks children “. After that Buddy says “bye children I have to go home”, So all
the children say “bye Buddy” moving their tube faces’ puppets. Buddy says next class he will
come again “ I see you next class”.
 Transition comment to link each stage of the lesson with the next one
They say good bye to Buddy and I encourage them to say bye with their puppets.
I show a double picture with two faces One,’s HELLO (Picture 1 ) and the Other with BYE
(Picture 7) - I just turn it around and in the beginning of the class show one and at the closure
time the bye face. Little by little they identify Hello and Bye greetings.
Picture 7-Bye Flashcard

12. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations