Lesson plan 2

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: García Morena
Cantidad de alumnos: 20
Edad: 4 años
Unidad Temática: “Profesiones”
Clase Nº: 2
Fecha: 13/11/19
Hora: 14:50-15:10
Duración de la clase: 20 minutos.
Fecha de entrega de la planificación: 31/10/19
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Learning aims: 
During this lesson, learners will be able to
-To consolidate vocabulary about professions from the previous class.
-To develop their interpersonal skills.
-To develop their intrapersonal skills.
-To develop their logical skills.
-To develop their creativity.
Learning focus:
The activities will focus on:
-Vocabulary: Pilot, chef, fireman and doctor.
-Puzzle, in order to recognize the different characters and relate it with
the vocabulary.
- Painting and imagination.
Integration of skills: 
They will be develop their:
- Speaking skills by saying the name of the professions.
-Logical skills by doing the puzzle.
-Creative skills by doing an art work.
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Multiple intelligences:
-Logical mathematical intelligence by doing the puzzle.
- Spatial intelligence by doing art and doing the puzzle.

2. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
- Interpersonal intelligence by working collaborative during the puzzle
and sharing the materials while doing the art work.
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Materials and resources:
-Hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8
-Goodbye song: https://www.youtube.com/watch?v=PraN5ZoSjiY
-Quiet please song: https://www.youtube.com/watch?v=uEHCyoJQ_Ew
-Puzzle
Illustrative picture
-Flashcards.
Illustrative picture
-Black and white draws of the professions (pilot, doctor, chef and
fireman)

3. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
-Watercolour (red, blue, yellow, green, orange, purple, back)
-Plastic container for the paints.
Possible contingencies:
-Children may get distracted by the cards while giving the
instructions.
-Children may not follow the instructions appropriately.
Classroom management strategies:
- -In order to catch their attention, say “everybody with looking eyes,
listening ears and quiet voices” while doing gestures.
-In order to ask silence, sing the song: “Quiet please”
Assessment: collecting information and reporting your findings
-Ask the children about the topic/vocabulary.
- Observe them while doing the activities.
-Observe if they need help while they are doing the activities.
-Observe if they can follow the instructions appropriately.
-Observe if what activities they like the most.
Lesson stages:
Routine
 Warm up
 Introduction
 Activity
 Closure
Lead-in
 Purpose:
-To say hello.
 Timing: 2 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)

4. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
- Ask the children to form a line. Tell them “Are you ready to
say hello?” Then, play the song on the radio and sing and
dance the “hello song” with the children.
 Scaffolding strategies
- Use a lot of gestures while singing and dancing the
song.
- Pay attention if everybody is singing and dancing.
 Transition comment to link each stage of the lesson with the next
one
Great! Now let’s play a game!
Presentation
 Purpose:
-To introduce the game and the vocabulary.
 Timing : 2 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
- Tell the children that we are going to do a puzzle. “Do
you know what a puzzle is?” we need to put the pieces
together in order to see our friends.
- Use flashcards with pictures of the characters and ask
them if they remember the name of the professions,
“who is he/she? pilot, fireman, doctor and chef.
- Tell them that they need to put the pieces from the
table together in order to complete the puzzle.
 Scaffolding strategies
- Complete a puzzle while explaining.
- Stick the flashcards of the characters in the magnetic
board in order to help the children to know how the
complete picture should look like.
 Transition comment to link each stage of the lesson with the next
one
Ok, let’s complete the puzzle!
Development of the sequence of activities
Activity 1: Puzzle
 Purpose: to develop logical and interpersonal skills.
 Timing : 6 minutes.

5. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
 Activity description and instructions as they will be said to
students (include direct speech)
- There will be 5 tables and there will be 1 puzzle for each table.
In each table will be 4 children, there will a total of 5 puzzles.
- Tell them that they have to work as a team, everybody needs
to participate. Tell them “You need to put the pieces together
to complete the puzzle” show them how the complete picture
should look like.
- After they finished their puzzles, ask in each table about the
character in the puzzle. “Who is this?” wait for answers, if they
do not answer, try again by saying “who is this? Is he a pilot or
a doctor?”
 Scaffolding strategies
- While explaining complete a puzzle as an example.
- Observe each table, in case that a group needs help.
- If they are doing it wrong, ask them “Is this piece going
here or there? Look at the picture”
 Transition comment to link each stage of the lesson with the next
one
- Well done! You did a great job! Now let’s do some painting.
-
Activity 2: artwork with swabs!

6. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Illustrative picture taken from internet.
 Purpose: to develop their creativity, interpersonal and spatial
skills.
 Timing: 8 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
- Put into each table a printable with the characters of
the story for each child, a few swabs and a plate with
different colour paint.
- Tell the children that they are going to paint some
draws using the swabs.
- Show them my finalized artwork with swabs.
- Tell them “do not mix the paint like this” (by doing it)
“You have to do it like this” and show them how they
are supposed to paint.
- Write the name of the children in back part of the
paper.
- Explain them that they have to let it dry on the table
when they finished.
 Scaffolding strategies
- Show them how to use the swabs with my finalized
artwork.
- Repeat them that do not push the swab really hard.
- Show them how are they supposed to use the paint by
saying “do not mix the paint like this, just pick a little
and paint on the paper”

7. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
 Transition comment to link each stage of the lesson with the next
one
- Great! You did a beautiful work! Now let’s wash your hands
and prepare to say goodbye.
Closure
 Purpose:
-To say goodbye.
 Timing: 2 minutes.
 Activity description and instructions as they will be said to
students (include direct speech)
-Ask the children to form a line “please, stand up and form a line,
we are going to say goodbye”
-Play the song on the radio, sing and dance the goodbye song.
 Scaffolding strategies
- Use gesture while asking the children to stand up.
- Observe if everybody is stand up to sing the song.
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

8. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations