Teaching practice Lesson plan 4

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Soledad González
Institución Educativa: Jirimm N°1
Dirección: Rosaura Queirolo S/N – Fortin Acha – Partido de L. N. Alem – Pcia
de Bs As
Cantidad de alumnos: 5
Edad: 3, 4 y 5
Unidad Temática: My body parts
Clase Nº: 4
Fecha: 16 de Noviembre
Hora: 14:15 a 15hs
Duración de la clase: 45 min
Fecha de entrega de la planificación: November, 14th
Learning aims:
During this lesson, learners will be able to
- To consolidate vocabulary from previous class (colors, numbers, smell,
hear, see, touch, taste)
- To recognize and associate the senses;
- To develop interpersonal skills;
- To express meaning and develop creativity through playing;
- To develop mathematical skills
- To develop fine and gross motor skills
- To develop spatial intelligence
- To develop digital literacy
Learning focus:
The activities will focus on:
- Vocabulary: smell, hear, see, touch, taste
- Numbers: 1 to 10
- Playing
- Working collaboratively.
- Listening to and following instructions.
- Digital activities
Integration of skills:

2. They will develop their:
- Digital skills by solving tasks on the tablets;
- Listening skills by following instructions
- Senso-motors skills by playing and moving;
- Logical skills by counting body parts;
- Creative skills by creating body drawings
Multiple intelligences:
- Linguistic intelligence (talking about the body parts and its functions);
- Logical-mathematical intelligence (counting the parts of the body);
- Body-kinesthetic intelligence (imitating the teacher’s movements);
and associate senses / actions with the corresponding organs.
- Interpersonal intelligence (sharing materials to create collage);
- Spatial intelligence (creating collage);
- Naturalistic/Scientific intelligence: Identify and name parts of the
body and senses (nose/smell – eyes/see – ears/listen – mouth/taste –
hand (skin)/touch)
Materials and resources:
- Puppet
- Tablets
- Downloaded music
- Body and senses pictures
- Sheets of paper to draw
Possible contingencies:
- Children talking at the same time when teacher asks questions;
- Children getting too loud for the tablets
- Children not wanting/being able to identify and match body parts in
the tables
- Children not being able to draw their body and parts
- Children not wanting to color with color pencils
- Children getting bored of coloring
- Children not finishing their drawing or colorings
Classroom management strategies:
- Start each activity explaining what it is;
- Using the strategy that already works with them to calm them down:
make a movement with the hands over the ears saying clo clo clo “to
open the ears, close the mouth and listen to the teacher or classmates”.
- Call their attention when they are distracted; touching his/her
shoulder, or saying his/her name in a low voice.
- The already introduced puppet called Little Monster. When it is
necessary to calm the class down, Little Monster is made to sing the
silent song: “Little Monster ´s calling clo, clo, clo.”
- Give clear instructions to do the tasks to each student:

3. - If time is short and they were not able to finish the drawings, continue
the activity next class.
Assessment: collecting information and reporting your findings
- Asking questions about the last class;
- Observing children working individually and together;
- Help or guide them if necessary
- Making comments on their work.
Routines
Lesson stages:
Warm-Up
Purpose: to introduce the new class and greetings
Time: 5 min
- Show them the bag where Little Monster is sleeping
- Ask them to call Little Monster. All the students together to shout the
name at the same time. This time the puppet wakes up and jumps out
of the bag! The puppet then greets and chats to each student: "Hello"
“How are you today?” Goodbye.
- Remind them Little Monster loves The Hello Song. So, let’s sing the
song for him: Are you ready?
- Play the song and mime the gestures with the puppet.
Simultaneous activities: Ask them to sit down around to call Little Monster,
and ask them to stand up to sing the hello song.
Lead-in and presentation
Purposes:
- Creating “My body book”
Time 5 min
Activity description and instructions as they will be said to students (include
direct speech)
- Tell them they are going to create their own body parts’ book
- Tell them they have to draw and paint their body for the book’s cover
- Tell them they have to paint eye, mouth, foot sheets, (they have
already printed their hands)

4. -
Scaffolding strategies:
- Ask them to tell what they have to do
- Show them the finished Mini book project
Transition comment to link each stage of the lesson with the next one
- “So are you ready? Let’s prepare the materials to start our collage
Development of the sequence of activities
- Show them the 5 senses sheet and ask them to cut out and stick on the
corresponding place.
- Tell them they are going to work on the tablets
Activity 1: Listen, say, cut out and stick
Purposes:
- To link body parts and senses
- To develop creativity

5. Time: 10 min
Activity description and instructions as they will be said to students (include
direct speech)
- Ask them to sit down at their tables
- Give the 1 senses worksheet
- Ask them to say, cut out and stick the body parts with the
corresponding senses (collaborative work)
Scaffolding strategies:
- Help them to cut out and stick
- Demonstrate the senses in action if necessary
Transition comments to link each stage of the lesson with the next one.
- Congratulate them for their great job. Tell them they are going to
continue creating their body part’s book
Activity 2 “Body parts Mini book”
Purpose:
- To develop creative skills
- To develop fine motor skills
- To develop literacy
- To develop self steam
Time: 15 min (two parts)
- Drawing and painting 15 min
- Copying 5 min
Activity description and instructions as they will be said to students (include
direct speech)
- Give them a sheet of paper
- Ask them to draw a picture of his/her body
- Ask them to imagine where they are and create the context.
- Ask them to paint some body parts
- Ask them to copy what part of the body is: HAND, EYE, MOUTH,
- Tell them the drawings are for their final project “My body” Mini book
Scaffolding strategies:
- Ask them to tell what they have to do
- Point to the body parts and mime the senses
Transition comment to link each stage of the lesson with the next one
- You are going to create your own books. The books will be available in

6. your own library inside the classroom.
- Great job kids!
- Tell them we are almost finishing our mini book “My body”
Illustrativepicture of whattheywill be askedtodo. (Theywill be askedto draw a picture
of their body and color 3 body sheets.
Activity 3:
- Create the monster
Purposes:
- To develop digital skills (which help them to consolidate the new
vocabulary)
Time: 10 min
▪ Activity description and instructions as they will be said to students
(include direct speech)
- Tell them they are going to work on the tablets and solve one activity
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Langua
ge_(ESL)/Parts_of_the_body/Create_the_monster_kz1059320kj
(the activity will be included in my web page)
Scaffolding strategies:
- Ask them to tell what they have to do
- Help them to enter the page
Transition comment to link each stage of the lesson with the next one
- Very well done kids!

7. - Tell them it’s time to say goodbye
Closure
Purpose:
- To comment how they felt during the class
- To say goodbye
Time: 5 min
To sing the Goodbye song
Activity description and instructions as they will be said to students
(include direct speech)
- Tell them it’s time to say goodbye
- It has been a wonderful time together
Scaffolding strategies
- See you tomorrow. Tomorrow will be our last encounter
- Take care of your sheets. Tomorrow will be finishing the books.
Transition comment to link each stage of the lesson with the next one
- You have done a great job today.
- I touch my head, I touch my nose, I touch my mouth, I touch my
ear and say….GOODBYE CHILDREN!!! See you soon!
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
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization

8. Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations