Lesson plan 6

1. 1
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: Revision – numbers, colours, feelings and parts of the body
Clase Nº: 6
Fecha: 01/09/2021
Hora: 19 hs.
Duración de la clase: 40 minutos.
Fecha de entrega de la planificación: 31/08/2021
Learning aims:
During this lesson, learners will be able…
 To consolidate vocabulary about feelings, colours and parts of the body from
previous classes;
 To recognize different feelings, colours and parts of the body and identify them in
L2;
 To develop linguistic and interpersonal skills to express themselves;
Comentario [R1]: This is part of
aim 1

2. 2
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, sad, scared, calm, in love, hungry,
sleepy);
 Parts of the body (hands, feet, head, shoulders, knees, toes, eyes, ears, mouth and
nose)
 Numbers (one, two, three)
 Colours (red, yellow, green, blue, black, pink)
 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:
 Printed flashcards with parts of the body of the Colour Monster
 Printed flashcards about the story
 Stickers of stars made of paper

3. 3
Possible contingencies:
 Children trying to speak all at the same time;
 Play the duck whistle to get their attention.
After this, tell them to calm down and raise their hands to speak.
Classroom management strategies:
 Start the activity by explaining what it is about;
 Useing 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
 Activity description and instructions as they will be said to the students

4. 4
(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.
-When telling them to look and follow, even though this will be accompanied by hand

5. 5
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
“Excellent! Well done! I have some bad news about the Colour Monster! Do you
remember your pictures for the colour monster’s friends?” (showing the pictures of the
children from previous class) ,“Well, he was visiting his friends, but he had an accident!
Visitando a sus amigos, tuvo un accidente! Oh no!”
Lead-in and Presentation
 Purpose:
-To revise feelings and colours
 Timing: 5 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
1. 2.
Comentario [R2]: Try not to use so
much Spanish, as children do follow
you.

6. 6
3. 4.
5.
-The teacher will tell the children the story of how the accident was by showing pictures
of each moment of the story.
-“He was visiting his friends. Look! How is the Colour Monster?”, pointing at the yellow
Colour Monster, to which the children will answer “happy”. “And when the Colour
Monster is happy, he is… what colour is the Colour Monster?” the children will answer,
“yellow”.
-“Alright, he is yellow when he is happy! So he was visiting his friends, with your
pictures, remember?”, a picture with all the drawings of the previous class will be
shown.
-“BUT, pero!, a cat was sleeping on the way,” a picture of the cat will be shown, “how is
the cat?”, pointing at the cat, the children will answer “sleepy!”
-“The Colour Monster didn’t see the cat,” showing a picture of the Colour Monster
distracted, getting closer to the cat.”
-“He stepped over the sleeping cat”, showing picture of the black Colour Monster about
Comentario [R3]: No need to
translate

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to fall, “Look! How is the Colour Monster now?”, the children will answer “scared”.
“and when he is scared, what colour is the Colour Monster?”, the children will answer
“black”.
-“Yes, that’s right, when he is scared, he is black. So he stepped over the cat and fell.
¡Se desarmo todo, pobrecito!” showing a picture of the blue Colour Monster separated in
parts on the floor. “How is the Colour Monster?”, the children will answer, “sad!”, “and
what colour is the Colour Monster when he is sad?”, the children will answer “blue”.
-“Perfect! When the Colour Monster is sad, he is blue! Now, let’s help him! Vamos a
ayudarlo! But! The colour monster is magic, and only magic words can fix them! Solo
las palabras magicas pueden armarlo. These words are from our last song, remember?”,
the teacher will sing the song so that they can remember, “Head, shoulders, knees, and
toes, eyes, and ears, and mouth and nose, remember? Alright!”
 Scaffolding strategies
- Pictures of each part of the story will be shown to accompany what is being told
by the teacher.
- Each question will be focused on a feeling or a colour, by pointing and miming if
necessary.
- Only if the children do not understand the story, the teacher will use Spanish
where is necessary.
 Transition comment to link each stage of the lesson with the next one
- “Here is Dina to help us! Dina is my friend, let’s say hello Dina! Dina knows the magic
spell to fix the Colour Monster! Ella sabe las palabras mágicas, right Dina?”
Note: As my classmate starts after me next Wednesday, the idea is to introduce her to the
children so that they can meet her and get used to working with her.
Comentario [R4]: If you are
showing the picture, you don’t need
to resort to Spanish.

8. 8
Development of the sequence of activities
Simultaneous activities
Activiy One: Reassembling the Colour Monster’s body
 Purpose
-To revise parts of the body, and numbers
 Timing: 15 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
-“So this is the body of the Colour Monster,” pointing at the different parts of the body
on the board, “what a mess! Qué lío!”
-“Let’s start with the head,” pointing at the head on the board , “where can the head go?
Here? Here?”, showing the head in different places, “yesss! Here! Alright! We need the
magic spell, Dina can you help us? Nos ayudas? Listen to Dina!”
-Dina steps in, and says, “alright, so the magic spell is “ 1, 2, 3 HERE THE HEAD IS!”
Comentario [R5]: His (use
possessives)
Comentario [R6]: his

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counting with the fingers so that they can remember the numbers.
- “Now, so let’s say the magic spell together! 1,2,3 HERE THE HEAD IS! One more
time!
-“1, 2, 3 HERE THE HEAD IS! Alright very well!” the teacher will stick the head on
the body of the Colour Monster.
-“Now, what about his face?” pointing at his face, “let’s go with these,” pointing at the
eyes, “what are these? Are these mouth or eyes? Alright, eyes! And where can the eyes
go? Here? Here? No? Here? Yes! Let’s say the magic spell! Dina can you help us?”
- Dina says, “Of course! Listen! The Magic spell is: 3, 2, 1 HERE THE EYES ARE!”,
counting backwards with the fingers.
-“Let’s say it together! 3, 2, 1, HERE THE EYES ARE!”
-“Excellent job! Now, what next in his face? ¿Qué sigue?”The teacher will suggest the
mouth, by pointing at her mouth, “Yes, the mouth! And where can the mouth go? Here?”
placing it on the head, “alright! Here! Let’s say the magic spell! Dina, can you help us?
-Dina says, “yes! The magic spell is: 1, 2, 3, HERE THE MOUTH IS!” counting with the
fingers.
-“Let’s say it together! 1, 2, 3, HERE THE MOUTH IS! Great job everyone!!!”
-The teacher will continue with the rest of the parts left (ears, hands, knees, toes),
repeating the magic spell, until the Colour Monster is finished.
- “Nice job everyone! Look at the Colour Monster!” pointing at the fixed Colour
Monster, “how is the Colour Monster?”, the children will answer “happy”, “Yes, so he’s
happy again, and what colour is he when he is happy? yellow! that’s right!” The teacher
will paint the Colour Monster yellow with little pieces of yellow paper, and place a
yellow handkerchief in his neck. “Look at that, so beautiful!”
-“Excellent, everyone! Let’s celebrate and clap our hands!
 Scaffolding strategies
- The teacher will suggest each part of the body by means of pointing or miming, to
follow the Colour Monster construction. As the children will possibly answer in Spanish,
the teacher will pronounce the first or first two phonemes of each word to help them
Comentario [R7]: his
Comentario [R8]: his
Comentario [R9]: his
Comentario [R10]: his
Comentario [R11]: his
Comentario [R12]: his
Comentario [R13]: show

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remember. In case they do not remember, two options will be given.
-Each part of the body will be shown closely in camera so that there is no doubt about it.
-Each part will be accompanied by the vocabulary, engaging children into repeating the
words in case they do not remember.
-As the magic spell is new for them, this will be said slowly in the first instances, and
repeated twice.
- The counting will be mimed with the fingers so that they can follow the counting also
with their hands.
 Transition comment to link each stage of the lesson with the next one
-“Brilliant, everbody, very very good! The Colour Monster is very happy! He wants to
play a game! Let’s play!
Activity Two: Colour Monster says
 Purpose
-To consolidate vocabulary about parts of the body
 Timing: 10 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.
Comentario [R14]: I strongly
recommend you do this.
Comentario [R15]: To the
Comentario [R16]: Let’s encourage
them to say the spell.

11. 11
Source: https://es.123rf.com/photo_83633773_diseño-lindo-del-ejemplo-del-vector-
del-carácter-de-la-estrella.html
Note: this activity was planned for the previous class but as there was a lack of time
because of the picture dictation, I decided to use it in this class, as I consider it is a nice
way of closing this lesson plan and my practicum classes with them by playing a little
bit.
 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
 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 Colour Monster and to Dina,
“Let’s say goodbye to Colour Monster, goodbye Dina! Let’s sing the Goodbye song!”
-Then, after explaining that next class Dina will continue, they will be invited to sing along
with the movements for the greeting.
Lyrics:
See you later, alligator.
Código de campo cambiado

12. 12
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
Scaffolding
strategies
Language
accuracy
Observations Great context, Suyai!
Please, take my comments into account for this lesson.
Best
Ceci