Teaching Practice Lesson plan 5

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: 5
Fecha: 17 de Noviembre
Hora: 14:15 a 15hs
Duración de la clase: 45 min
Fecha de entrega de la planificación: November, 16th
Learning aims:
During this lesson, learners will be able to
- To consolidate vocabulary from previous class (head, shoulder, knees,
toes, eyes, ears, mouth, nose, smell, hear, see, touch, taste)
- To recognize and associate the senses;
- To develop interpersonal skills;
- To develop musical intelligence
- To develop spatial intelligence
- To develop literacity
- To develop social skills
- To develop children’s self-confidence in understanding and using
English.
- To provide opportunities for children use English in context during
activities and games
- To enable children to enjoy a story and begin to retell parts confidently
- To share their learnings and productions with their families
Learning focus:
The activities will focus on:
- Vocabulary: head, shoulder, knees, toes, eyes, ears, mouth, nose
- Fostering self-steam
- Social skills by interacting with their family in the English classroom
- Listening to others

2. - Working collaboratively
- Listening to and following instructions.
Integration of skills:
They will develop their:
- Listening skills by following instructions
- Senso-motors skills by dancing;
- Musical skills by singing
- Literacy skills
- Logical skills by counting body parts;
- Creative skills by creating puppets
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 puppets);
- 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
- 5 wooden paper bags
- The family monster picture book
- The mini books they have created
- Body and senses pictures
- Fibers
- Wool threads
Possible contingencies:
- Children talking at the same time when teacher asks questions;
- Children getting too loud for the mother/sister
- Children not wanting to show their productions
- Children not wanting to make paper bag puppets
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;
- 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 sing the hello song.
Lead-in and presentation
Purposes:
- To socialize the “Body parts” project closure
Time 5 min
Activity description and instructions as they will be said to students (include
direct speech)
- Tell them and their families this is the end of the Body Parts Projects
- Tell the children Little Monster has already introduced them his
family, now they are going to introduce his/her family to Little
Monster
- Ask children to invite Little Monster to sing and dance
- Ask children to invite their families to sing and dance

4. - Ask children to retell the Family Monster picture book
- Ask children to show and tell their mini books projects
- Tell them they have to create paper puppets for Little Monster not to
be alone
-
Scaffolding strategies:
- Ask them to tell what they have to do
- Show them the finished Paper bag puppet
- Give them clear instructions
- Guided engagement
- Supporting peer scaffoldings in the use of English.
Transition comment to link each stage of the lesson with the next one
- “So are you ready? Great….Let’s start teachi
Development of the sequence of activities
Activity 1: To socialize the “Body parts” project closure
20’ (three stages)
- Retelling The Monster Family book: 5 min
- Teaching “Head, Shoulder, Knees and Toes”: 5 min
- Showing and talking about the “Mini Books”: 10 min
Purposes:
- To develop children’s self-confidence in understanding and using
English.
- To provide opportunities for children use English in context during
activities and games
- To enable children to enjoy a story and begin to retell parts confidently

5. (Fist stage) Singing and dancing
Purposes:
- To link L2, family joy and learning
- To develop self-steam and good mood
- To foster movement and physical activity
Time: 5 min
Activity description and instructions as they will be said to students (include
direct speech)
- Tell them they are the teachers today
- Ask them to teach their families the song’ movements
Scaffolding strategies:
- Demonstrate some movements if necessary
- Provide controlled engagement
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 teaching their families more body parts they’ve learnt
(second stage) “Monster family picture book”
Purpose:
- To develop literacy skills
- To develop memory skills
- To review body parts and colors vocabulary
Time: 5 min
Activity description and instructions as they will be said to students (include
direct speech)
- Point to the library
- Ask them to pick The Monster family book
- Tell them they are going to retell the Family book to their families
Scaffolding strategies:
- Ask them to tell what they have to do
- Using Little Monster to introduce the new activity
Transition comment to link each stage of the lesson with the next one
- Remember today You are going to teach your family

6. - (Third stage) Body parts Mini book presentation
Purposes:
- To develop literacy skills
- To develop speaking and explaining skills
- To encourage waiting turns to socialize his/her presentation
Time: 10 min
▪ Activity description and instructions as they will be said to students
(include direct speech)
- Tell them they are writers and they are going to introduce their books
to the family/community
Scaffolding strategies:
- Ask them to tell what they have to do
- Using The Monster family Picture book and Little Monster to introduce
the new activity
Transition comment to link each stage of the lesson with the next one
- Very well done kids!
- Tell them it’s time to say goodbye
Activity 2: “To create a wooden bag puppet”
Purposes:
- To develop creativity and imagination
- To put into practice what they have learned
- To work collaboratively with their mates and families
- To explore common but different materials while creating
- To play and have fun
Time: 10 min
Activity description and instructions as they will be said to students (include
direct speech)
- Tell them they are going to create puppets for Little Monster not to be
alone
- Show them the woolen paper bags
- Ask them to create monster puppets with them
- Give them eyes and ask them to stick with his/her mother’s help
- Give them pieces of cardboard for the nose and ask them to stick with
his/her mother’s help
- Ask them to name the puppets

7. Scaffolding strategies:
- Demonstrate them how happy Little Monster is for having new friends
- Using The Monster family Picture book and Little Monster to say
goodbye
- Include Body parts games inside the Body parts’ box
- Domino
- Body parts puzzle
- Flashcards and tokens to classify
Transition comment to link each stage of the lesson with the next one
- Very well done kids!
- 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.
- GOODBYE CHILDREN AND FAMILIES!!!
- Thanks a lot for coming today…! 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

8. 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