DIDACTIC UNIT: KINDERGARTEN LEVEL. TOPIC: TOYS EVERYWHERE. DURING THE DEVELOPMENT OF WEEK Nº 3, WE WORKED WITH ACTIVITIES ABOUT TOYS RELATED TO NUMBERS, AND IDENTIFICATION OF AMOUNT OF TOYS.

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I.S.F.D LENGUAS VIVAS BARILOCHE –
TALLER PRÁCTICA DOCENTE
ENTREGA DE PLANIFICACIÓN DE UNIDAD DIDÁCTICA
ALUMNO PRACTICANTE: Micaela J. Buttiglieri
Sala: Sala de 5 años
Nivel lingüístico del curso: Principiantes
Cantidad de alumnos: 15
Tipo de Planificación: Clase
Unidad Temática: Juguetes (Toys everywhere!)
Semana Nº: 3 (tres)
Teaching points: Toys: a car, a teddy bear, a rope, a kite, a doll, a plane, a ball
Learning Aims
During this lesson, learners will be able to…
During this lesson, learners will be able to…
 Be able to identify several toys in English.
 Be able to interact with the teacher and their classmates online by developing individual work and
collaborative work.
 Incorporate new vocabulary about toys and new sentence structures.
 Develop their listening ability by listening to the teacher.
 Develop their speaking ability by saying the toys’ names in English.
 Deepen their understanding of commands/ instructions in L2 while developing their social skills.
Language Focus

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LEXIS FUNCTIONS STRUCTURE
R
E
V
Numbers: 1 (one), 2 (two), 3
(three), 4 (four), 5 (five), 6 (six),
7 (seven), 8 (eight), 9 (nine), 10
(ten).
- Saying the numbers.
- Identifying numbers.
WH- questions and answers:
“What number is it/this?”
It’s + (number).
N
E
W
Toys:
- A car
- A Teddy bear
- A rope
- A kite
- A doll
- A plane
- A ball
- Following commands
and/or instructions.
- Saying the names of toys
- Identifying toys.
Sentence structure:
“It is a…” / “It’s a…”
- WH- questions and
answers:
“What is it?”
It’s/ It is a….. + (name of the
toy).
- WH- questions and
answers:
“How many toys are there?”
There are + (number) + (toy’s
name).
In our second meeting of this didactic unit about “Toys”, I told children (during the
closure stage) that they had to work with an activity I sent to parents’ e -mails, in which
they had different pictures of objects and they had to identify the pictures of toys, then
they had to cut and paste them on a cardboard in order to elaborate a poster. At last,
they could paint and/or decorate the pictures in the way they liked (free children’
choice). Also, they were asked to recognize and describe the toys they id entified.
They were said to develop this activity at home as homework, in order to have it
prepared to work with during the presentation stage of this lesson.
This is the activity sent to be developed as homework:

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Before sending the worksheet of homework to parents’ e-mail, I will advise them through a text message
that I will send this worksheet to their e-mails, in order to provide students with the material to develop the
activity. I will also explain them the way they will have to develop this homework
- This is the text message I will send to parents:
“¡Hola familias! ¿Cómo están? Quería comentarles que les voy a enviar una hojita a sus mails que me
pasaron previamente, con una actividad para que los alumnos desarrollen en la casa. En esa actividad que
les envío, se van a encontrar con muchas imágenes de diferentes objetos, de los cuales los alumnos
tendrán que identificar aquellas imágenes que corresponden a juguetes. Una vez que las hayan
identificado, tendrán que recortarlas, pintarlas y pegarlas en una lámina para elaborar un poster sobre
juguetes. Es necesario que los niños reconozcan esos juguetes que identificaron, para poder describirlos
durante nuestro próximo encuentro. Ante cualquier duda o consulta que tengan no duden es escribirme.
¡Espero ver esos hermosos y coloridos posters en nuestro próximo encuentro!”
I will also ask parents through the text message, to look for a ball for our next meeting, because we will be
working on an activity in which we will use a ball to develop the activity.
- This is the text message in which I will ask parents to look for a ball:
“A su vez, quiero comentarles que en nuestra próxima clase vamos a estar desarrollando una actividad con
una pelota, por lo cual cada alumno va a necesitar contar con una pelota para participar de dicha

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actividad. Puede ser cualquier tipo de pelota que tengan en casa, o que les puedan prestar. En caso de no
tener en casa una pelota y no conseguir prestada, escríbanme y vemos de qué modo podemos solucionarlo.
¡No vemos en nuestro próximo encuentro virtual!
Saludos.
Seño Mica.” 
Materials
 A worksheet about toys’ identification.
 A worksheet about counting toys.
 A worksheet about amount of toys.
 A poster.
 A Teddy bear puppet.
 A toy car.
 A toy doll.
 A toy plane.
 A rope.
 A kite.
 A ball.
 Big drawings of the 6 different toys.
 Big drawing of a ball.
 A photo of a ball.
 Flashcards of numbers from 1 (one) to 10 (ten).
* Scaffolding strategies: During lessons of this Didactic Unit, I used some scaffolding strategies to
develop the activities provided and worked on each meeting. The mostly used is ‘show and tell’ in
order to help students to understand better commands and instructions, and also to allow them to
make visual connections which help them to acquire knowledge easily. I also used ‘modeling and
gesturing’ when giving instructions. In addition, I made ‘use of first language’ as a strategy when it
was necessary, in order to give students the possibility to develop the activities provided.
Furthermore, I found useful to ‘connect to background knowledge’ as a scaffolding strategy which
allowed me to have coherence between stages and between the previous lesson and the following
one. Another strategy I used during development of activities is ‘questioning’ by sentence structure/
starters such as: “What toy is it?” “It’s a + (toy’s name), in order to develop communication through
short questions and answers.

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Procedures
ROUTINE
WARM- UP (5’)
Aim: To get students’ attention and arrange them to start the lesson. To establish rapport.
I will start our meeting saying “Hello” to children:
Transition: Teacher: Hello children!
Students: Hello! / Hello teacher!
Teacher: How are you today? Good? Fine? (while I put my two thumbs up and smile)
Students: Good! / Fine! / Thumbs up.
Teacher: Great! It’s nice to see you again! (while I smile and I point at my eyes and then at them all
on the screen).
I will invite children to sing a simple song together to greet each other saying “hello”.
Chicos es momento de saludarnos cantando una canción sencilla que les voy a mostrar para poder
saludarnos. ¿Quieren verla y escucharla así la cantamos juntos?
Come on! Let’s sing the song “” together! Listen and watch! (While I point at students and myself, then I
point at my ear and my eye, and I play the song on the TV behind me).
I will mime the different feelings showed in the song, such as: I’m good; I’m fine; I’m tired; I’m hungry; I’m
not so good (with the same mimes that children from the video song show us)
- LINK OF THE SONG:
https://www.youtube.com/watch?v=tVlcKp3bWH8
Lyrics:
Hello!
Hello!
Hello, how are you? (Repeat)
I'm good!
I'm great!
I'm wonderful! (Repeat)
Hello!
Hello!

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Hello, how are you? (Repeat)
I'm tired.
I'm hungry.
I'm not so good. (Repeat)
Hello!
Hello!
Hello, how are you? (Repeat 3x)
TRANSITION: Teacher: Look children, what I have here! (while I pick up a ball).
¿Recuerdan que elegí dibujar la pelota de todos los dibujos de sus juguetes que
compartieron en Padlet? Bueno, ahora tengo una pelota. It’s my new toy!
¡Chicos, quiero mostrarles cuántos juguetes tengo en total!
Let’s count with me!
“How many toys are there?”

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There are 7 (seven) toys.
Now, show me your toys! How many toys are there?
(Students are encouraged to participate and count with me the amount of toys they have, as they show their
toys).
How many toys are there?

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Student 3: There are 5 (five) toys.
Student 7: There are 6 (six) toys.
Student 11: There are 9 (nine) toys.

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Each student will say the number of toys he/she has at home (I will show the belonging flashcard of the
number they say).
PRESENTATION (8’)
Aim: To identify toys.
To elaborate a toys’ poster (creative work).
In the presentation stage I will be working with the different creative works I asked students to develop at
home with the worksheet I sent to them, in which they had to identify the toys given in a sheet of paper
which is full of different objects. After they identified toys, they had to cut and paste them in a cardboard,
and also paint them. At last, they were asked to recognize the toys they identified, in order to describe them.
Once they show their posters, I will ask students “How many toys are there?”
I will show my toys’ poster firstly, and then I will ask children to show theirs.
TRANSITION: Teacher: Chicos recuerdan la hojita con imágenes que les envíé, donde
tenían que identificar los objetos que eran juguetes, para luego desarrollar un poster?
Look! This is my toys’ poster!
Come on! It’s your turn! Let’s show me your toys’ posters.

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 I prepared a video presentation on “Genial.ly” in which I show the process of the identification of
toys, then I show the poster I created and I invite students to show theirs:
- Here is the link of the video presentation:
https://view.genial.ly/5f47047d4506081220b29c56/video-presentation-my-toys-poster
As I showed in the video presentation in “Genial.ly”, after showing my toys’ poster, I encourage students to
show theirs and to take into account the following sentence structure I used to count toys since the
beginning of the lesson : “How much toys are there?” “There are + (number) + (toys’ names), in order to
know the amount of toys in general (in some cases), or the amount of different kinds of toys (in other cases).
Transition: Teacher: Excellent work children! You did amazing posters! I’m very happy! (smiling)
DEVELOPMENT (PRACTICE and PRODUCTION) (12’)
Aim: To allow students to identify toys and numbers.
To teach the structure: “How many + (toy’s name) are there?”
There are + number + toy’s name.
Activity 1
I will tell students that we will work with different amount of toys. They have to count
different kinds of toys and identify the amount of each one. Once they do this, they will
match each kind of toy with the right number.
In this exercise, students will be developing Individual work as they have to count on their own and say the
number aloud, although we will be also working cooperatively, as we will work altogether and not by asking
students in isolation.
Transition: Teacher: Children! Come on! Let’s count with me “How many toys are there?”.
Help me! Work all together! (while I hold the 2 copies of the worksheets in my hands, to show
them). Okay? All right?
Students: Okay!/ Yes!/ Thumbs up.
* I recorded a video which I uploaded to “You Tube”, in which I show the development of this activity.
- Here is the link of the video uploaded in You Tube:
https://youtu.be/5Ln5qLlBItQ
https://www.youtube.com/watch?v=5Ln5qLlBItQ

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Transition: Teacher: Very good job children!
There are a lot of toys!

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Activity 2
I will encourage students to participate in a group activity, in which I will represent a
story of a girl called “The Ball”, who goes out to play with a ball. Here, I will ask children
to look up the ball I asked them to have (through a text message I sent to parents before
our meeting) in order to develop this activity, in which I will invite students to
participate by doing the same actions I did. In the girl’s story I will show to students
before I start acting, they will watch different events which are disorganized, and they
will have to organize the girl’s story by ordering the 6 different pictures in the story from
1 to 6. My acting will guide them to order the girl’s story, labeling events from 1 to 6. I
will tell them that they can go to their garden if they want to, or they can just stay inside
to develop this activity.
TRANSITION: Teacher: Look students! I have a ball! Let’s play together! Look up your
balls! Come on!
Chicos vamos a ver la historia de una niña que sale a jugar con su pelota, y
yo les voy a mostrar esa historia, pero ¡está desordenada! Y hay que ordenarla. ¿Me
ayudan a armar la historia de la niña?
Students: Yes!
Teacher: Watch, listen and play with me!
Here is the story I will show at the beginning (which has to be ordered):

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* I represented the girl’s story in a Voicethread video:
- Here is the link of the video in Voicethread:
https://voicethread.com/share/15169805/
TRANSITION: Teacher: I’m very happy for playing with the ball with you children!
I hope you like the girl’s story.
I like playing with the ball. Do you like? (Thumbs up)
Students: Yes! / Thumbs up.
CLOSURE (5’)
I will say to students that we have reached to the end of our meeting, but before leaving I am going to show
them a worksheet with 4 different pictures which I will be sending to them, in order to work at home with
numbers and toys, in which they have to draw the amount of toys that each of the 4 pictures indicates with a
different number.
I will explain them, the way they will have to develop this homework. They will be asked to do this activity
before our next meeting. This is the worksheet I will be sending to parents’ e-mail addresses:
Teacher: Chicos, es hora de despedirnos. It’s time to say good-bye!
Pero antes, quiero que vean esta hoja que les muestro aquí, donde pueden ver 4 recuadros
con diferentes juguetes y un número diferente en cada uno de los cuatro recuadros. Ustedes van a tener que
dibujar la cantidad de juguetes “Toys” que cada recuadro indica con un número distinto. Luego, pueden
pintarlos si quieren.

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Look! There are many toys and numbers! (while I point at all of the toys and numbers in the sheet of paper).
But, look at the number on each picture! (while I mimic a sign of caution and then I point at each number in
the four pictures). Draw this amount (while pointing at the number of each picture) of each toy.
You can paint toys! (While I make a movement with my hand as if I were painting).
Okay? (While I put my thumbs up)
Students: Okay! / Yes!/ Thumbs up.
Teacher: Good! It’s time to say good-bye! (while I wave my hand)
Let’s listen and sing this good-bye song together! (while I point at my ear,
then I point at them and at me)
- LINK OF THE SONG:
https://www.youtube.com/watch?v=rCr2t34vkIE
Lyrics:
Now it's time to say good-bye
say good-bye
say good-bye
Now it's time to say good-bye
Good-bye, everyone.
Now it's time to say good-bye
say good-bye
say good-bye
Now it's time to say good-bye
Good-bye, everyone.
Transition: Teacher: God job children! Let’s do this homework at home about drawing the amount of
toys each picture says! (while I show them the activity homework).
Hugs! See you in our next meeting! Bye bye! (waving my hand).
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

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Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations