Lesson Plan 1- Navarro - Resubmission - P.pdf

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I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE II
Alumno residente: Navarro, María Suyai
Institución Educativa: Jardín Independiente N°93 “Mundo Mágico”
Dirección: P. Pobladores 15, Choele Choel, Río Negro
Cantidad de alumnos: aprox. 30
Edad: 4-5 años
Unidad Temática: Greetings and feelings
Clase Nº: 1
Fecha: 28/07/2021
Hora: 19 hs.
Duración de la clase: 40 minutos.
Fecha de entrega de la planificación: 23/07/2021
Learning aims:
During this lesson, learners will be able…
 To explore and learn vocabulary related to greetings, feelings and some colours;
 To recognize different feelings and emotions;
 To develop linguistic and interpersonal skills to express themselves;
 To get in touch with personal feelings through their awareness and expression;

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Learning focus:
The activities will focus on:
 Greetings (Hello, how are you, goodbye, bye butterfly, see you later, alligator)
 Vocabulary related to feelings (happy, angry, hungry, sleepy, calm, sad);
 Colours (yellow, red, blue, green)
 Imagination and motor skills
Integration of skills:
They will develop;
 Speaking skills by greeting and saying their name and expressing feelings;
 Listening skills by listening to the teacher in storytelling and to the songs.
 Senso-motor skills by miming feelings with specific actions related to each.
Multiple intelligences:
 Linguistic intelligence (talking about feelings)
 Body-kinesthetic intelligence (imitating actions related to feelings)
 Interpersonal skills (awareness of other’s feelings)
 Intrapersonal skills (awareness of one’s feelings)
Materials and resources:
 Flashcards with feelings and emotions
 Monster stick puppets made of cardboard
 White board

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Possible contingencies:
 Children trying to speak all at the same time;
 Chant “calm down, calm down” while moving hands up and down with
palms facing down, ending in “shh, shh” placing finger on the mouth, first
with one hand and then with the other. This will be done every time slower
than the previous time until they settle.
 After this, tell them to raise their hands to speak.
 Children screaming/moving at any chance given;
 Chant: “Maccaroni cheese, everybody freeze!” and freeze for a few seconds
to get their attention. Repeat again until they follow the chant. Spanish
might be needed to explain what it means.
Classroom management strategies:
 Start the activity by explaining what it is about;
 Calm them down by making an exercise related to breathing, by stretching “arms to
the sky” and dropping them to the sides of the body, while inhaling and exhaling;
 Call their attention when they are distracted by playing the duck instrument and
calling their names;
 When they answer correctly, the teacher will congratulate them and play a rising
tone in the slide whistle, or in case they answer incorrectly, instead of saying no, a
falling tone will be played.
Assessment: collecting information and reporting your findings
 Asking questions about the topic;

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 Observing students response to the tasks
 Making comments on their work
 Keeping track of their progress in my notebook after class, with strength and
weaknesses of the group
 Observing interaction among students and families
Lesson stages:
Lead-in and Presentation
 Purpose:
-To introduce greetings and names, in order to get to know each other.
 Timing: 5 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
-Greet the students by saying “hello”, while waving and then, tell them my name, by
showing a flashcard with my name in big letters, and pointing at the name and then
myself. This flashcard will be placed on a white board behind me, so that parents, or any
other family member, know my name.
-Then, the other teachers will be introduced by saying their names starting, with “Hello,
I’m…”. The teacher will invite the students to greet the teachers, “Hello, Lara and Dina”.

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-After this, the Color Monster will be introduced. “Oh, hello, friend!” the Color Monster
(a stick puppet) will appear from a side of the screen, and he will answer back. The
teacher will ask him “what’s your name?” and he will answer the “I’m Color Monster!
Hello!” “Let’s greet the Color Monster”, the teacher will say. The Color Monster will
come closer to the camera and say “What’s your name, kids?” and the teacher will say,
“Let’s see…”
-By placing my hands on my eyes as binoculars, say “I see…” and choose one student.
Say “a kid with…” and point out some special characteristic, such as the colour of the t-
shirt or the length of his/her hair, something that can be visible from the camera, so that
they know who I am talking to. Ask the students their names, by saying “I’m Suyai, and
you? What’s your name?”
-Once they answer, sing “hello (name of the student), hello (name), hello (name)”, and
wave my hands, and finish the chant by saying “how are you today?”. Show thumbs up
in case the student answers “bien” and say “fine” or “happy!”
-The sequence repeats again with another student, inviting the rest of the class to sing
along each time. Then, the Color Monster will say “ok, kids, see you later! Goodbye!!”
- In case there are more than ten children in the meeting, instead of asking every child,
the teacher will ask only the teachers their names and the Color Monster’s name, and
then invite the children to chant “hello (name), hello (name), hello (name), how are you,
today?” and they will answer, “I’m fine!”, by showing thumbs up and smile.
 Scaffolding strategies
-As this is the first time the students have English lessons, I will speak slowly, and mime
what I’m saying in English, so that they can understand. In case they find it difficult, I
will repeat the sentence in Spanish.
-When asking their names, the sequence of pointing out some child’s characteristic in
Spanish is specifically to get to know them, as this is the first time we meet each other.
-Spanish might be needed to make myself clear.
 Transition comment to link each stage of the lesson with the next one
Comentario [R1]: As I explained
before, Suyai, this may take too
long if various children connect, so I
recommend you sing once for
everyone after they have introduced
themselves.

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-“Okey, good job everyone! Now, Color Monster’s friend has a song for us! El amigo de
Color Monster tiene una canción para nosotros…do you like songs with monsters?¿Les
gustan las canciones con monstruos? So, let’s watch this video and sing!”
https://www.youtube.com/watch?v=AdZk314eVJQ
-The video will be downloaded in low quality (360 p), which is a good quality for mobile
phones or tablets, keeping the audio in high quality, and the advertisements will also be
cut down. In case internet connections are not working properly enough for a video, only
the song will be played (which will be shared as an .mp3 file), and flashcards of each
section of the song will be shown so that they can see what the song is about. (Apart
from the previous explanation of the teacher)
Lyrics:
Hello. How are you? X 3
I'm happy today
Hello. How are you? X 2
I'm happy, I'm happy, I'm happy!
Hello. How are you? X 3
I'm angry today
Hello. How are you? X 2
I'm angry, I'm angry, I'm angry!
Hello. How are you? X 3
I'm sleepy today
Hello. How are you? X 2
I'm sleepy, I'm sleepy, I'm sleepy!
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Comentario [R2]: Good!

7. 7
Hello. How are you? X 3
I'm hungry today
Hello. How are you? X 2
I'm hungry, I'm hungry, I'm hungry!
Hello. How are you? X 3
I'm happy today
Hello. How are you? X 2
I'm happy, I'm happy, I'm happy!
I'm happy, I'm happy, I'm happy!
Yeah, yeah yeah!
Development of the sequence of activities
Simultaneous activities:
Activity One: Song about feelings.
 Purpose:
-To introduce vocabulary related to feelings.
 Timing: 15 minutes.
 Activity description and instructions as they will be said to the students
(including direct speech)

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Pictures taken from video: https://www.youtube.com/watch?v=AdZk314eVJQ
-First, the students will watch the video. After that, the teacher will introduce the
vocabulary related to feelings, by looking at parts of the video where the monsters show
their feelings. The teacher will ask, “is the monster angry or happy?” and make some
face expression accordingly so that students know what it is said. Hands may be
required in case the students do not understand. After they answer correctly, another
feeling will be shown.
-Revise the vocabulary and show flashcards with feelings. Say “I’m….”, point to my
face and mimic each feeling with face expressions and hand movements. Invite the
students to do the same.
- Invite the students to stand up. “Now, let’s do it with the song!”Show the movements
for “hello, how are you?” and add the expressions for each feeling while singing the
song.
-“Now, let’s do it together with the song and sing!” with the song playing in the
background.
- Repeat one more time, but this time faster. In this case, students will probably get lost
at some point, but the idea is to laugh and have fun. Congratulate the students on their
good job.
 Scaffolding strategies
-Use facial expressions to help the students understand the vocabulary. Use hands to
point at the smile, the tears, frown to show anger or put hands together to the side of the
face as sleeping.
-Repetition might be needed in case students do not follow or are unable to follow the
Comentario [R3]: Why don’t you
create the flaschards with the
images from the video to stick to
the same context? What is the
purpose of the written words below
if children cannot read, less in
Enlish?
What is the source of those images?

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instructions.
 Transition comment to link each stage of the lesson with the next one
-“Okey, good job everyone! ¡Muy bien!” And clap to congratulate them. “Now, let’s
breathe in”, taking hand to the air, and after saying “blow”, breath out and throw hands to
the sides of the body. “Very good” and invite them to sit down again. “Today, the Color
Monster is yellow, he is happy to see you!” When saying this, the teacher will show the
Yellow Color Monster, and the colour, and smile and mime “see you”. “What colour is
yellow?”, pointing at the colour. This might be asked in Spanish, if the students do not
understand the question. After answering, the teacher will say, “Now, let’s see the other
colours of the Color Monster.”
Activity two: The Color Monster.
 Purpose:
-To introduce vocabulary related to colours.
 Timing: 15 minutes.
 Activity description and instructions as they will be said to the students
(including direct speech)
Comentario [R4]: You may need to
resort to Spanish

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-“The Color Monster is happy today!” show the yellow Color Monster, again. “When he
is happy, he is yellow! Yellow like the sun, yellow like the flowers!” at the same time
showing pictures of the sun and flowers.” “But sometimes, he is angry” show Red Color
Monster. “And he is red, red as fire, red as a rose” and show a picture of fire and a rose.
Then, ask “What colour is red?”, the children answer “rojo!”, the teacher will say “very
good!”
-“But look! Sometimes he is sad, and cries and cries”, showing Blue Color Monster and
mime the crying. “When he is sad, he is blue. Blue as the rain, blue as the river,” show
pictures of a rainy day. “What colour is blue?”, the children answer “azul!”, the teacher
will say “very good!”
-“When he is green, he is calm”, and exhale showing calmness. “Green as the trees!”
show picture of a tree. “What colour is green?”, the children answer “verde!”, the teacher
will say “very good!”
-“So, we have all these colours!”, showing the colours, “yellow, red, green, blue!”
- “Let’s play a game! ¡Vamos a jugar! Let’s find something…busquemos algo de
color…” and say a colour (this will have no translation). The students will find
something in their home of the same colour. The teacher will have a red apple, a blue
handkerchief, a banana, and green plant prepared to show them for each moment. A
timer will be set in order to avoid wasting time.
Comentario [R5]: like
Comentario [R6]: like
Comentario [R7]: You may need to
wait for some of them. Make sure
everyone is included, even if they
take longer.
You must also add a linguistic
purpose to the activity. E.g. When
they bring something red, they say
all together: it’s red!

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-After finding all the colours, the teacher will congratulate them and invite them to clap
and to do a victory dance, by just dancing!
 Transition comment to link each stage of the lesson with the next one
-“Very good! Now, let’s calm down” and make an exercise related to breathing, by
stretching “arms to the sky” and dropping them to the sides of the body, while inhaling
and exhaling.
Closure
 Purpose
-To learn how to say goodbye
 Timing: 5 minutes
 Activity description and instructions as they will be said to the students (including
direct speech)
-Watch and sing the song “See you later, alligator, goodbye.”
https://www.youtube.com/watch?v=UQfvAlmr5g0
-Mime the song with the movements of the hands when saying alligator, and butterfly.
-Sing together a simplified version to mime the gestures.
Código de campo cambiado

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Lyrics:
Goodbye, goodbye.
It's time to go.
Goodbye, goodbye.
I don't want to go.
See you later, alligator.
Bye bye bye, butterfly.
Goodbye!
 Scaffolding strategies
-Use flashcards to show what a butterfly and alligator is.
-Show hand/arm movements for the greetings.
-Mime the greeting while saying goodbye so that they can understand what it is about.
Follow-up activity
 Purpose:
-To revise a feeling: happy.
 Activity description and instructions as they will be said to the students (including
direct speech)
-The teacher will ask the students a drawing of when they are happy. The picture
will have a smiley emoji and a drawing showing what she does when she is happy.
-The assingmentassignment will be shared as a photo on the Whatsapp Group. The
aim is to share happy moments with the class and embrace those moments:
“Happiness is real when shared!”
-These drawings will be shown in the following class, so that they can all see what
they drew.
Comentario [R8]: You must include
the instructions as they will be
given to the families, and set a
deadline for this task. E.g. Next
Monday? So that you have enough
time to collect the photos?
You don’t need to resubmit this
plan, Suyai, but do send me the
follow-up stage in a new document
as it will be sent to parents, with
instructions in Spanish, images, etc.

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Lesson Plan
Component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
Improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Great work, Suyai! I hope you find my suggestions useful.
Please, send me the follow-up stage as it will be sent to the families in a
separate file through the campus.

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Have a brilliant class 1!
Ceci