Lesson Plan 1

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: 2
Fecha: 4 de Noviembre
Hora: 14 a 15hs
Duración de la clase: 60 min
Fecha de entrega de la planificación: October, 30th
Learning aims:
During this lesson, learners will be able to
- To consolidate vocabulary from previous class (head, shoulder, arms,
trunk, legs, knees, toes, eyes, ears, mouth, nose)
- To develop intrapersonal skills.
- To develop interpersonal skills
- To develop mathematical skills
- To express feelings by means of movement and gesture.
- To develop fine motor skills
- To develop critical thinking
- To develop humor and self steam
- To develop spatial intelligence
- To recognize body shapes
- To develop awareness and respect for each other’s differences
Learning focus:
The activities will focus on:
- Vocabulary: head, shoulder, knees, toes, arms, legs, fingers.
- Numbers: 1-10
- Colors: red, blue, yellow,
- Playing
- Games
- Imagination and fine motor skills

2. - Listening to and following instructions.
Integration of skills:
They will develop their:
- Speaking skills by talking about the body parts;
- Musical skills by singing and listening to music
- Senso-motors skills by dancing;
- Creative skills by creating an artwork;
- Logical skills by counting body parts;
- Spatial skills by recognizing the body parts and their function
- Interpersonal skills by working in groups and sharing opinions.
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 some senses / actions with the corresponding organs.
- Interpersonal intelligence (sharing materials to create a body shape);
- Spatial intelligence (recognize body parts shapes and create a human
body);
- Naturalistic/Scientific intelligence: Identify and name some parts of
the body (head, eyes, mouth, shoulder, etc)
Materials and resources:
- Puppet
- Flashcards with body parts
- Poster (human body)
- Body part labels
- Balloons
- Dominoes
- Tablets
The family monster picture book
Possible contingencies:
- Children talking at the same time when teacher asks questions;
- Children not wanting to play
- Children popping the balloons
- Children getting too loud when playing
- Children not wanting/being able to identify some body parts
- Children not wanting to sit down and working on the tablets;
- Children getting too noisy while running
- Children getting bored of labeling;
Classroom management strategies:
- Start each activity explaining what it is;
- Using the strategy that already works with them to calm them down:

3. 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 Mr. Monkey. When it is
necessary to calm the class down, Mr Monkey is made to sing the silent
song: “Mr Monkey, Mr monkey ´s calling clo, clo, clo.”
- Give clear instructions to do the tasks to each student:
- If time is short and they were not able to assemble and paint the
puppet, continue the activity next class.
Assessment: collecting information and reporting your findings
- Asking questions about the last class;
- What we did last class? Do you remember?
- Observing children working individually and together;
- Help or guide them if necessary
- Making comments on their work.
You must include the routine here. (I DIDN’T THE ROUTINES IN THE LESSON
TEMPLATES PROVIDED AS EXAMPLES)
- Say Hello
-
Lesson stages:
Purposes:
- To introduce them in the Ingles class with the Welcome poster, Hello
Song, name tags, introduce the puppet “Mr. Monkey” and the topic “My
body parts”.
- Timing: 10 minutes
Activity description and instructions as they will be said to students (include
direct speech)
- Tell them Welcome to our English class.
- Tell them I brought something special for you and hang their name
tags on the pinafore
- Tell them I have to tell you that someone very special has come with
me today. He’s a very well friend of mine. Would you like to know him?
He’s name is Mr. Monkey
- Tell them to call him and say “Hello”
- Tell them we are going to sing the Hello song to greet each other: Are
you ready?
- Play the song and mime the gestures.
- Tell them today we are going to learn, play, have fun and create
together.
- Point to the laminated body shape sticked on the blackboard and tell
them he is boy who needs their help to get back his body parts.
- Tell them somebody very very bad took the body parts and hid them in

4. a box
- Tell them the box is in the classroom, it is colorful and has the picture
of the child stuck on. (the box will be visible to the children)
- Congratulate them for finding the box and tell them that the child’s
body parts are inside
- Ask them to pick an image and stick on the correct place
- Tell them we are going to sing a song. You have to pay attention and
follow me. Are you ready?
- Play the song “Head, shoulder, knees and toes”
- Ask each one of them to be the leader
- Transition comment to link each stage of the lesson with the next one -
“So do you remember? What parts of the body we tapped in the song?
The head, the shoulders, the knees, the toes, the eyes. What can you do
with your eyes?
-
Tags for the pinafore

5. Routine
Warm-Up
Purpose: to introduce the new language and greetings
Time: 10 min
- Tell them Welcome to our English class and point to the WELCOME
poster prepared before class.
- Tell them I brought something special for you and hang their name
tags on the pinafore. (My mane is……) written in capital letters.
- Tell them I have to tell you that someone very special has come with
me today. He’s a very well friend of mine. Would you like to know him?
He’s name is Mr. Monkey. Keep him in a cloth bag. Bring out the bag,
open it enough to see in and shout into the bag the puppet's name.

6. Then move your ear to the opening to listen - nothing. Go to each
student and encourage them to shout the puppet's name into the bag -
each time nothing happens. Finally, get 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 chats to each student: "Hello",
"What's your name?" "Goodbye / See you" before going back into the
bag and back to sleep.
- Tell them Mr Monkey 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 Mr. Monkey, and
ask them to stand up to sing the hello song.
This is Mr Monkey.
Scaffolding strategies:
- Point them to the shape sticked on blackboard and tell them:
- Esto es una figura. This is a shape. Pero…¿La figura de que les parece a

7. ustedes que puede ser? The shape of what do you think it could be?
- (Most children will realize that this is the shape of a human body)
However, all answers will be taken into account for later verification of
the previous ideas.
- Show them a box with a picture of a child body sticked on and tell
them that inside the box are the pieces they have to fasten on the
shape. Open the box and show them some pictures.
- Point them the piece of Velcro and demonstrate them how to fasten
the picture on.
- ¿Se acuerdan que en la ultima clase les conte que les iba a ensear las
partes del cuerpo? Do you remember that last class I told you that I
would teach you some parts of the body? Ok! Today is this day!
Transition comment to link each stage of the lesson with the next one:
Now, you have to look at the picture and tell me: What can you see?
Can you see a head? (touching my head), Can you see an arm (touching my
arm)
HEAD, Can you repeat? Head. Touching my head
ARM, Can you repeat with me? Touching my arm
LEG, Can you repeat with me? Touching my leg
TRUNK, Can you repeat with me? Touching my trunk
BODY, Can you repeat with me? Touching my Body
Very good kids!
Lead-in and Presentation
- Warm up
- Activity 1: Assembling the Human body puzzle
- Activity 2: Singing
- Activity 3:
- Picture book
- Making the puppet with cardboard rolls
- Closure: 10 min
Development of the sequence of activities
Activity 1: Assembling the Human body puzzle
Purposes:
- To learn vocabulary of some parts of the body
- To recognize body shapes
- To play
Time: 15 min
- To recognize the parts of the body, repeat them, fasten them on the
human body shape sticked on the blackboard:
Scaffolding strategies:

8. - To encourage them to identify his/her body parts.
- To help them to touch and count the number of legs; arms, fingers;
Transition comment to link each stage of the lesson with the next one:
Well done kids! Now, Let’s sing and dance a very funny song. You have to pay
attention and listen to because we have to move faster and faster. Are you
ready? Ok! Let’s go…..
Activity 2: Singing
Purposes:
- Sing and dance the song “Head, shoulder, knees and toes”:
- To develop fine motor skills
- To develop musical intelligence
- To develop spatial intelligence
Time: 10 min
- To sing and dance the song
Activity description and instructions as they will be said to students (include
direct speech)
- Tell them they are going sing, dance and learn more parts of the body
in English;
- Play the beginning of the song and ask them: Do you know this song?
- Tell them, let me show the movements to go with the song.
- Ask them to sign and dance song.
- Ask them who wants to be the leader?
- If all them want to be the leader, play and stop the song at least 5 times
- Link of the version:
https://www.youtube.com/watch?v=WX8HmogNyCY
Scaffolding strategies:
- To encourage them to sing and dance by exaggerating the gestures

9. Transition comment to link each stage of the lesson with the next one (Offer
water – They may be tired for dancing)
- Great job kids! Now let’s sit down because we are going to read a
story! This is the story of child whose nose grows if he tells lies. Do you
know who is he? Show the cover of the picture book pointing to
Pinocchio.
Activity 3: Picture book – Pinocchio
ONCE THERE WAS A MAN CALLED GEPETTO.
GEPETTO MADE PUPPETS.
ONE DAY HE MADE A PUPPET CALLED PINOCCHIO.
ONE NIGHT A FAIRY COME TO HIS HOUSE.
SHE WAVE HER WAND.
“I CAN MOVE MY ARMS” AND “I CAN MOVE MY LEGS”
SAID PINOCCHO
THE NEXT DAY, PINOCCHIO WENT TO SCHOOL.

10. ON THE WAY TO SCHOOL, PINOCCHIO SAW A PUPPET SHOW.
HE DANCED AND SANG WITH PUPPETS.
BUT STROMBOLI LOCKED PINOCCHIO WITH HIS FRIEND JIMINY
CRICKET.
THE FAIRY CAME TO HELP PINOCCHIO. BUT HE TOLD HER A LIE.
HIS NOSE GOT BIGGER AND BIGGER
“I WILL NEVER TELL A LIE AGAIN” SAID PINOCCHIO.
THE CAGE OPENED AND PINOCCHIO JUMPED OUT.
ON THE WAY HOME PINOCCHIO MET SOME BOYS.
HE WENT TO PLAY WITH THEM.
PINOCCHIO GREW EARS AND A TAIL.
HE RAN HOME. HE FOUND A LETTER.
THE LETTER SAID THAT GEPETTO HAD BEEN SWALLOWED BY A WHALE.
PINOCCHIO WENT TO FIND GEPETTO. HE JUMP INTO THE SEA.
THE WHALE SWALLOWED PINOCCHIO.
HE FOUND GEPETTO.
PINOCCHIO AND GEPETTO MADE A FIRE.
THE FIRE MADE THE WHALE SNEEZE.

11. PINOCCHIO AND GEPETTO CAME OUT OF THE WHALE’S MOUTH.
GEPPETO TOOK PINOCCHIO HOME.
THE FAIRY TURNED PINOCCHIO INTO A REAL BOY.
GEPETTO AND PINOCCHIO WERE VERY HAPPY.
THEY SANG AND DANCED ALL NIGHT.
Adapted version by myself.
Purpose:
- To develop imaginative and literacy skills
- To develop identity construction
- To develop listening skills
Time: 15 min
- Ask them to sit in a circle and show them the picture book. Ask them if
they know who is he? Pointing to Pinocchio
- Read the picture book and use gestures, eye gaze and bodily
movements, as well as language when narrating.
Scaffolding strategies
- Show them the picture book “Pinocchio” and ask if they know who is
he. yes, he is Pinocchio. Very good. ¿Que pasa cuando Pinocho dice
mentiras? Le crece la (tocar la nariz)..the nose! Yes, very good.
Transition comment to link each stage of the lesson with the next one “Very
good,. Now! Let’s create our own Pinocchios. Are you ready? Great kids!
Ahora vamos a crear nuestros propios Pinochos! ¿Están listos? Genial…..

12. - Give to each child 6 cardboard rolls
- Help them to attach
- Ask them to identify what parts of the body are they
- Ask them to draw the face
- Ask them to paint and/or decorate
Closure
Purpose:
- To comment how they felt during the class
- To say goodbye
Time: 10 min
To sing the Goodbye song
Activity description and instructions as they will be said to students

13. (include direct speech)
- Tell them it’s time to say goodbye
- It has been a wonderful time together
Scaffolding strategies
- Today is Tuesday, we will see again next Thursday. So you have
to count one and two days.
- Take care of Pinocchio, please.
Transition comment to link each stage of the lesson with the next one
- You have done a great job today.
- I touch my head 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
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy

14. Observations Dear Sole
Thislesson planiswell developedintermsof the resourcesyouhave chosen.Please,
workon the organizationof the planand on the contextof eachstage.
AvoidoverusingSpanishandrevisitscaffolding.
Anyquery,letme know.
Best
Ceci