Teaching Practice - Lesson Plan 2

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: 10 de Noviembre
Hora: 14:15 a 15hs
Duración de la clase: 45 min
Fecha de entrega de la planificación: November, 7th
Learning aims:
During this lesson, learners will be able to
- To consolidate vocabulary from previous class (head, shoulder, knees,
toes, eyes, ears, mouth and nose)
- To identify body parts;
- To develop interpersonal skills;
- To foster diversity tolerance
- To express meaning and develop creativity through creating;
- To develop mathematical skills
- To develop fine and gross motor skills
- To develop spatial intelligence
- To develop creativity and imagination
- To develop awareness and respect for each other’s differences
Learning focus:
The activities will focus on:
- Vocabulary: eyes, mouth, nose, arms and legs.
- Numbers: 1 to 10
- Colors: blue, yellow, pink, orange, red, white, green
- Working collaboratively.
- Imagination and fine motor skills
- Listening to and following instructions.
- Creativity and imagination

2. Integration of skills:
They will develop their:
- Speaking skills by talking about their dough modelling;
- Musical skills by singing and listening to music
- Senso-motors skills by playing and moving;
- Creative skills by adding and decorating;
- 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 craft);
- Spatial intelligence (identify and adding body parts);
- Naturalistic/Scientific intelligence: Identify and name some parts of
the body (head, eyes, mouth, nose, etc)
Materials and resources:
- Puppet
- Decorating materials and tools to create the hand print monster
crafts (eva rubber eyes and mouths, wool threads for arms and
legs, cardstock paper for hands and feet.
- Label’s with the children’s names.
Possible contingencies:
- Children talking at the same time when teacher asks questions;
- Children wanting to have the puppet at the same time
- Children not wanting to sing the Hello song
- Children not wanting/being able to identify some body parts
- Children getting too noisy while decorating monsters
- Children not being able to copy their names
- Children taking more time than planned to finish their crafts
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.

3. - 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:
Assessment: collecting information and reporting your findings
- Asking questions about the last class;
- Tell them they will be finishing the unfinished activity from 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.
- Finally put Little Monster in the bag and back to sleep.
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:
- Hand print Monster crafts
Time 20 min
Activity description and instructions as they will be said to students (include
direct speech)
- Tell them they are going to finish the monsters
- Ask them if they remember the parts of the body
- Ask them to add body parts and decorate the hand print monsters

4. - Ask them to choose eyes (one, two, three or as many as they want to
add), mouths,
- Ask them to choose colored woolen threads to make the arms and legs
- Ask them to choose circles of colored cardboard paper to make the
arms and feet.
- Ask them to copy their names
Scaffolding strategies:
- Ask them to tell what they have to do
- Show them your modelling
Transition comment to link each stage of the lesson with the next one
- “So are you ready? Let’s prepare the materials and tools to start.
Development of the sequence of activities
Activity 1: Identifying Body parts in Little Monster
Purposes:
- To encourage body parts recognition by playing with the puppet
- To foster diversity tolerance
Time: 5 min
Activity description and instructions as they will be said to students (include
direct speech)
- Ask them to identify body parts in the puppet by asking him: Little
Monster Have you got eyes/mouth/nose/ears/arms/legs?(pointing to
any child’s eyes, etc). How many eyes have you got? (counting one,
two, three)

5. Transition comment to link each stage of the lesson with the next one
- Little Monster doesn’t have many friends because he is a monster.
Now, he wants to chat with you, so you can know that he is cute
monster.
Activity 2: “Hand print Monster crafts”
Purposes: To develop creativity and imagination
Time: 20 min
Activity description and instructions as they will be said to students (include
direct speech)
- Tell them they are going to create a Family Monster
- Show them my finalized hand-foot project and ask them if they know
what it is. Elicit answers.
- Tell them they are going to create their own hand-foot monsters;
- Demonstrate the activity by getting one blank sheet and paint and
doing my handprint on the paper.
- Tell them they are going to paint their hands and /foot and print them
on the cardboard plate.
- Ask them to make/add eyes, mouth, nose, arms, hands, legs and feet to
the monsters
- Ask then to decorate their monster
- Explain to them they have to put it aside to let it dry.
Transition comment to link each stage of the lesson with the next one
Little Monster feels alone. Let’s create some new friends for him.
Activity 3 “Copying their names on the final project”
Purpose:
- To develop observation skills
- To develop reading skills
- To develop written skills
- To develop their identity
- To develop self-steam
Time: 10 min
- ▪ Activity description and instructions as they will be said to students
(include direct speech)
- Tell them to write their names down, so the work doesn’t get mixed
up.
- Show them the labels with their names

6. - Encourage them to recognize their own names
- Give them pencils to copy
- Help them to identify the letter his/her name starts with
Scaffolding strategies:
- Ask them to tell what they have to do
- Help them to write the names if necessary
Transition comment to link each stage of the lesson with the next one
- Great job kids!
- 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
- Today is Tuesday, we will see again tomorrow.
- Take care of little Monster’s new friends, please.
Transition comment to link each stage of the lesson with the next one
- You have done a great job today.

7. - I touch my head, I touch my nose 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
Observations