Lesson plan 5

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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: Parts of the body
Clase Nº: 5
Fecha: 25/08/2021
Hora: 19 hs.
Duración de la clase: 40 minutos.
Fecha de entrega de la planificación: 16/08/2021
Learning aims:
During this lesson, learners will be able…
 To consolidate vocabulary about feelings and actions from previous class;
 To explore and learn vocabulary related to greetings, feelings and parts of the body;
 To recognize different parts of the body and identify them in L2;
 To develop linguistic and interpersonal skills to express themselves;

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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);
 Parts of the body (hands, feet, head, shoulders, knees, toes, eyes, ears, mouth and
nose)
 Actions (clap, stomp)
 Imagination and motor skills
Integration of skills:
They will develop;
 Speaking skills by greeting and saying their name and expressing feelings, and
saying and pointing at parts of their body;
 Listening skills by listening to the teacher and to the songs.
 Senso-motor skills by imitating the actions
Multiple intelligences:
 Linguistic intelligence (talking about feelings and parts of the body)
 Body-kinesthetic intelligence (imitating actions)
 Intrapersonal intelligence (awareness of one’s parts of the body)
 Interpersonal intelligence (collaborative work to solve the activities)
Materials and resources:
 Digital flashcards with parts of the body (pictures from the video)
 Stickers of stars made of paper
 Mr. Rabbit, a teddy.
Possible contingencies:
 Children trying to speak all at the same time;
 Play the duck whistle to get their attention.
Comentario [R1]: In what activities
is this reflected?

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After this, tell them to calm down and 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;
 Using the strategy that already works with them to 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 whistle 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;
 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:
Routine
 Purpose:
-To greet classmates and teachers.
 Timing: 5 minutes

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 Activity description and instructions as they will be said to the students
(including direct speech)
-The teacher will tell the children to greet their classmates and teachers by singing the
“Hello song”.
-“Ok, listen, we will sing the hello song! Stand up!” and once the students are standing
up, the teacher will play the song and mime with them while singing.
Lyrics:
Hello. How are you?
I'm happy today
Hello. How are you?
I'm happy, I'm happy, I'm happy!
Hello. How are you?
I'm angry today
Hello. How are you?
I'm angry, I'm angry, I'm angry!
Hello. How are you?
I'm sleepy today Hello. How are you?
I'm sleepy, I'm sleepy, I'm sleepy!
Hello. How are you?
I'm hungry today
Hello. How are you?
I'm hungry, I'm hungry, I'm hungry!
Hello. How are you?
I'm happy today
Hello. How are you?
I'm happy, I'm happy, I'm happy! I'm happy, I'm happy, I'm happy! Yeah, yeah yeah!
 Scaffolding strategies
-When inviting the children to stand up, the teacher will move her hands with her palms
facing upwards and moving up so that they understand that they need to stand up.

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-When telling them to look and follow, even though this will be accompanied by hand
movements, this might need to be said in Spanish.
-When ask to listen, the teacher will placed her hand open next to her ear to invite them
to listen.
 Transition comment to link each stage of the lesson with the next one
-“Nice work, everyone!”, Colour Monster appears in camera, “hello, Colour Monster!
Let’s say hello! Hello, Colour Monster!”. “Colour Monster is happy and wants to dance!
Let’s show our moves! So if you are happy, happy, happy, you…” and clap hands to
show the children. “Do you remember? ¿Se acuerdan qué hacíamos? “If you are happy,
happy, happy,…”.
Lead-in and Presentation
 Purpose:
-To consolidate vocabulary related to feelings
-To revise parts of the body (hands, feet)
-To revise actions (clap, stomp, say “oh no”, take a nap)
 Timing: 5 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
-The teacher will start singing “if you are happy…” and the children will answer by
doing or saying the action.
-Then, the teacher will ask “alright! And what’s next? If you are…”, miming the angry
face so that they can answer. “Very good! If you are angry… let’s show Colour Monster!
If you are angry, you…” and the teacher will place her hand next to the ear, waiting for

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the children to answer.
-The song will be revised until the end.
-“Now, let’s do it together! I start and you follow, ok? If you are…” the children answer,
“happy”, the teacher will then clap her hands, and will say “clap your…” and wait for the
children to answer. This will be repeated until they revise the main parts of the song.
If you are happy, happy, happy, clap your hands
If you are angry, angry, angry, stomp your feet
If you are scared, scared, scared, say OH NO!
If you are sleepy, sleepy, sleepy, take a nap, take a nap
-“Brilliant, everyone! Now, Colour Monster can dance with us!”
 Scaffolding strategies
- In case children do not remember, the teacher will show the action, and wait for their
answer.
- If they still cannot remember, the teacher will give them two options and they will be
encouraged to repeat the word in English.
-If they answer in Spanish, the teacher will reinforce their answer in English.
-The children will be encouraged to repeat the words after showing the action with their
body.
 Transition comment to link each stage of the lesson with the next one
-“Great job, children! So we dance with our body,” pointing at the body, “and with our
hands and our feet, alright?” pointing at the hands and feet. “What other parts of the body
do you use? Let’s watch!”
Development of the sequence of activities
Simultaneous activities
Activiy One: a song about parts of the body – Head, shoulder, knees and toes

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https://www.youtube.com/watch?v=RuqvGiZi0qg
LYRICS:
Head, shoulders, knees, and toes, knees and toes.
Head, shoulders, knees, and toes, knees and toes.
And eyes and ears and mouth and nose.
Head, shoulders, knees, and toes, knees and toes.
 Purpose
-To explore and acquire vocabulary related to parts of the body
-To develop listening skills and speaking skills
-To identify parts of the body
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 Timing: 10 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
-After watching the video, the teacher will show parts of the video in pictures, to identify
the first four parts of the body (head, shoulders, knees and toes) while singing slowly, so
that the children can assimilate the vocabulary.
-Then, the teacher will screen share pictures of each part, so that they can see clearly,
“look, this is a head. Head.” Pause sharing, “touch you head” and show the action of
touching. This will be repeated with each part.
-The teacher will invite them to repeat by miming the action of listening, with the hand
next to the ear.
-Next, the children are asked to stand up, and sing together with the teacher, pointing at
those parts of the body.
-“Very good, everyone! Now, what about the face? ¿Y la cara?”, pointing at the face.
“Let’s see the face!”, miming the action of seeing and pointing at the face. “Listen!”
-Then, the teacher will play the song up to the part of the face. “Let’s see, eyes, and ears,
and mouth and nose”.
-“Here is Colour Monster to help us! This is the face”, pointing at the face of the teddy,
“Let’s say face”, pointing at the teacher’s face. “These are the ears,” pointing at the ears.
“ That’s right, ears, let’s touch our ears! Let’s say ears”. The teacher will wait for the
children to answer. “Excellent! What about the mouth? This is the mouth,” pointing at
the mouth of the rabbit, and the teacher’s mouth. “Mouth, let’s say mouth.” The teacher
will place her hand next to her ear, waiting for the answer. “Very good! And then, the
nose, this is the nose,” pointing at the little nose of the Colour Monster. “Show me your
nose, let’s say nose.”
-“Let’s say it together and point: eyes, ears, mouth, nose”, pointing at the teddy.
-“Now, let’s say it faster: eyes, ears, mouth, nose”, pointing at the teacher’s face.
-“Let’s stand up, and sing the song together”. The teacher will sing slowly, as they will
have to touch each part of the body while singing. “Let’s do it a bit faster now.”
-“Alright, let’s do it with the music!” inviting the children to listen, sing, and move to the
song.

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 Scaffolding strategies
-As this is the first time with parts of the body and face, the teacher will speak slowly and
invite the children t repeat after her.
-Each part of the body will be pointed at and shown by the teacher.
 Transition comment to link each stage of the lesson with the next one
-“Brilliant, everbody, very very good! Now, Colour Monster is very happy and wants to
play a game! Let’s see if you remember!”
Activity Two: Picture Dictation
 Purpose
-To revise vocabulary
 Timing: 10 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
“Colour Monster wants to make a picture of his friends! Bu he needs help! Let’s help the
Colour Monster! Necesita ayuda para hacer dibujos para sus amigos, vamos a ayudarlo!
-“Listen! His friend Leo is pink and he has two eyes, one mouth, and two hands. Leo is
happy!”
-“His friend Any is yellow and she has 3 ears, 2 eyes, and 2 feet. Any is angry!”
-“His friend Lalo is blue and he has three eyes, two mouths and two ears. Lalo is sleepy!”
The teacher will wait a few minutes for them to draw, and she will repeat in case
someone forgets.
-“Now, let’s show our pictures to the Colour Monster”, the teacher also shows her
pictures to the Colour Monster and then to the students. After the children show their
pictures, the teacher will say, “oh, the colour monster is very happy! He says thank you!
Now, don’t forget to take a picture and send it to me so Colour Monster can give the
pictures to his friends!”
Activity Three: Colour Monster says (extra activity)

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 Purpose
-To revise vocabulary
 Timing: 5 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
-The teacher will invite the children to play Colour Monster Says. The children are asked
to follow his instructions only if they hear first “Colour Monster says”
-“ Colour Monster says: touch your nose! Alright, excellent job!” showing thumbs up.
“Touch your head!” and if somebody does the action, the teacher will cross her arms as
in a cross and say no.
-This will be repeated with the rest of the parts of the body.
-For each correct answer, a star will be given.
Source: https://es.123rf.com/photo_83633773_diseño-lindo-del-ejemplo-del-vector-
del-carácter-de-la-estrella.html
 Transition comment to link each stage of the lesson with the next one
-“Great! 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 say goodbye
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 Timing: 5 minutes
 Activity description and instructions as they will be said to the students (including
direct speech)
-The teacher will tell them that it’s time to say goodbye to Mr. Rabbit, “Let’s say goodbye
to Mr. Rabbit! Let’s sing the Goodbye song!”
-Then, they will invite to sing along with the movements for the greeting.
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
-Show hand/arm movements for the greetings.
-Mime the greeting while singing the chant so that they can understand what it is about.
about.
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

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Scaffolding
strategies
Language
accuracy
Observations Dear Suyai
As I had explained in my previous feedback, variety of resources
and activities is essential in every class, in order to avoid boredom
and promote children’s engagement. Still, you have insisted on
including three songs, one after the other in this lesson. Besides,
you have introduced the rabbit (out of the blue) as a puppet. What
connection could you establish with the previous context that you
used (the story)? Or, you could tell children that apart from the
colour monster, you have another friend (and introduce the
puppet).
We may notice here that creating context through stories results
easier since the story itself is the context. I hope this feedback
helps you to gain insights into the development of the next lesson
plan, and that you can think of a variety of resources and activities
to engage the group in the didactic sequence.
Any query or comment, let me know.
Best
Ceci