1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Marina Anabel Soria Casas
Institución Educativa: Instituto Vanguardia de Lima
Dirección: Calle 7 Nº 945
Cantidad de alumnos: 28
Edad: 5 years old
Unidad Temática: School supplies
Clase Nº: 1
Fecha: November 9th
Hora: 16:00 PM
Duración de la clase: 50 minutes
Fecha de entrega de la planificación: 6th November
Learning aims:
During this lesson, learners will be able to…
… learn a new song.
… learn vocabulary related to school supplies.
… review the vocabulary they have already learned (numbers,
colours and geometric shapes).
… get to know the teacher.
… play some games to integrate their knowledge.
Learning focus:
Vocabulary: eraser, crayon, scissors, glue, pencil, school bag, numbers,
colours (pink, green, yellow, orange, light blue, black, white, blue, red,
purple), geometric shapes (triangle, rectangle, diamond, circle,
square)
Phrases: ‘Who took the (school supply) from the school bag?’,
‘(student’s name) took the (school supply) from the school bag’, ‘Who
2. me?’, ‘Yes you’, ‘Not me’, ‘Then who’, ‘It’s a…’
Integration of skills:
The students would have the chance to develop:
Their interpersonal skill.
Their speaking skill.
Multiple intelligences:
Linguistic intelligence: The students will develop this intelligence
when guessing what is in the teacher’s ‘mystery bag’.
Logical-mathematical intelligence: this intelligence is deepened by
the craft work where they have to make their own school supply with
geometric shapes.
Bodily-kinaesthetic intelligence: this intelligence is developed
when children have to learn the moves for the circle game song and
the goodbye song.
Musical intelligence: when children have to get the rhythm of the
songs to dance and sing, they developing this intelligence.
Visual-Spatial intelligence: this type if intelligence is nurtured by the
use of visual and audio-visual resources. For example: the flashcards,
the puzzle pieces, and the video about geometric shapes.
Materials and resources:
o School supplies’ flashcards.
o MP3 files: ‘Hello!’ by Super simple songs.
Link: https://www.youtube.com/watch?v=tVlcKp3bWH8
‘Who took the cookie?’ by Super Simple Songs
Link: https://www.youtube.com/watch?v=OzKY5YHnOTg
‘Bye, bye goodbye’ by Super simple songs
Link: https://www.youtube.com/watch?v=PraN5ZoSjiY
o Set of geometric shapes to assemble an school supply.
o A4 sheets.
3. o Glue.
Possible contingencies:
Contingency: The children feeling odd because they are not sitting at
their tables.
Possible solution: The teacher might say to them that trying new
things is fine and they will have fun.
Contingency: When playing the circle game some students might feel
tempted to look behind their classmates’ backs so they will know who
has the object.
Possible solution: The teacher should stablish the rules to follow
while working collaboratively.
Some rules might be:
- We will always look to the face to the teacher and classmates.
- We will not peep behind our classmate to see if they have the
object. That will spoil the fun!
- The student who do not follow the rules will lose a round in the
game.
These rules might be negotiated with students in their mother tongue
so they can grasp the concept better.
Classroom management strategies:
If students get too loud the teacher might use the tambourine to grab
their attention and make them follow her making a line and marching.
This will involve everyone inthe same task and bring their focus to the
teacher, so she can explain what is the next task.
Another technique, which I found by chance while watching videos in
YouTube, is ‘Palming’. Here’s is a video by a kindergarten teacher
explaining how to use it:
https://www.youtube.com/watch?v=yRKpNaVaP84
I have not tested it yet, but I will have it mind just in case the children
4. are a little bit hectic and I need to cool them down.
Assessment: collecting information and reporting your findings
- Asking referential questions in order to know how students
are handling the tasks.
- Observing how students work in the collaborative stage of the
class, and if they spontaneously help each other if one of them
has troubles.
- Asking referential questions at the end of the lesson, in order
to get student’s feedback on how effective and enjoyable the
class was.
Lesson stages:
Routine
Purpose: to greet students and to let them talk about the weather.
Timing: 5 minutes.
Activity description and instructions as they will be said
to students (include direct speech):
The teacher will greet the children as usually done by their teacher.
Direct speech: ‘Hello everyone!’ Then she will ask them about the
weather. Direct speech: ‘I need help with something, can someone tell
me what’s the weather like today?’. After stablishing what’s the
weather like, the teacher will ask everyone to stand up and help to
assemble the foam floor. Direct speech: ‘So, who can help me put this
foam floor?The teacher alonewill move the tablesand then you can put
the pieces together. It will be fun!’
Scaffolding strategies:
The teacher will pay special attention to students not making any
effort beyond their strength. She will move the tables and let the
children assemble the foam floor.
Transition comment:
Direct speech: ‘Well done everyone! How about playing a game? First, I
need you to do me a favour. Could you make a circle and sit down?’
5. Lead-in
Purpose: introduce students to a set of vocabulary items
regarding school supplies.
Timing: 3 minutes
Activity description and instructions as they will be said to
students (include direct speech):
Once students are arranged in a circle the teacher will show them a
‘mystery bag’ with the flashcards. Direct speech: ‘Who can guess
what’s in here? What do you think? Hmm… let’s see…’ The teacher
takes out a flashcard and asks students ‘What’s the name of this
object? Do you know? It is called… Repeat it with me’
Scaffolding strategies:
The teacher will say the word out loud and encourage children to
chant the word and move their heads touching their shoulder with
the ear while saying the word. The teacher will encourage children to
play with different kinds of pitches to say the words.
Transition comment:
Direct speech: ‘All right, now we are going to play a game that’s called
‘Who tookit? We’ll rehearse the song and then we’ll play the game with
the school objects we know, ok? ’
Presentation
Purpose: to practice the new vocabulary and train their bodily-
kinaesthetic and musical intelligences.
Timing: 10 minutes.
Activity description and instructions as they will be said
to students (include direct speech):
The teacher will continue using the flashcards to play the game.
Direct speech: ‘Ok, everyone is ready. Let’s rehearse the song. First I’ll
give this to one of you. Then we’ll tap our legs gently and clap with our
6. hands. Now we’ll say ‘Who took the (school supply) from the school
bag? (student’s name who has the flashcard) took the (school supply)
from the school bag. Who me? Yes you! Not me! Then who?’
After students get the rhythm and the lyrics, the teacher will instruct
students bend over and put their faces on their hands so they cannot
see who has the flashcard.
Scaffolding strategies:
The teacher will ask some questions to the group to make sure
everyone understand what they are supposed to. Direct speech:
‘What do you have to do with your hands? Can you show me?’
Transition comment to link each stage of the lesson with the
next one
Direct speech: ‘All right, now we are going to play with some shapes
and make one of the school supplies we learned today. The teacher will
put the tables back in their places and then you’ll sit at your tables’
Development of the sequence of activities
Activity 1: Stringed shapes
Purpose: to train their visual-spatial intelligence and their fine
7. motor skills.
Timing: 15 minutes
Activity description and instructions as they will be said
to students (include direct speech):
Direct speech: ‘We will use this to do another activity’ (the teacher
shows a piece of string and moves it as it was a worm) ‘What do you
think you can do with this?’ (the teacher starts handing in a piece of
string to every student and encourage them to say ‘thank you’). The
teacher awaits for students’ ideas about what they are going to do
with the string. After exchanging some ideas, the teacher shows a
work she has already done for the students to have a model of how
to do the craft work. Direct speech: ‘Would you like me to show you
what I did with my strings? This is my work, what did I do with the
strings? Do you like it?’ After students give their opinions on the
teachers work, they will be instructed to do something similar. The
teacher’s work will be hanged somewhere visible for everyone.
The teacher will hand in in every table sheets with the outline of all
the school supplies. Students will choose one sheet to work with.
Students will be instructed to take a ball of string and measure how
much string willthey need to make the shape they have chosen. Once
they have measured, they will have permission to grab the scissors
and cut the string.
After that, they will leave aside the string and cover the outline of the
school supply with glue and put the string in that place.
For fast finishers, the teacher might give them the idea of drawing
the first letter of their names and glue string over it.
Scaffolding strategies:
The teacher will monitor the work at each table and ask students to
explain what they are doing. Direct speech: ‘Hello!What shape is that?
What stringed colour are you using?’
Transition comment:
After all students finish their craft works, the teacher will collect
them and hang them up in a clothes clips so they dry. Direct speech:
‘Well done! Can you give hand me your works to hang them so they dry
up?. Now we are going to watch a video to find some geometric shapes’
8. Activity 2: Watch an interactive geometric shapes video
Purpose: to connect the knowledge about shapes to the outside
world.
Timing: 8 minutes
Activity description and instructions as they will be said
to students (include direct speech):
After collecting the craft works, the teacher will ask students to pay
attention to a video about geometric shapes. Direct speech: ‘Ok, now
pay attention to video and tell me if you see a shape like a triangle,
square, rectangle, circle and diamond’
Scaffolding strategies:
The teacher will pause the video so students can take their
time to find the shapes in the picture of the video. Direct
speech: ‘Do you see any triangles, squares, etc.? Let’scount them
together!’
Transition comment:
Direct speech: ‘Very good job! This is the end of the lesson! Now we are
going to sing a song to say goodbye. Can you stand up and put a side
you chair?’
Closure
Purpose: to wrap up the lesson and review what the students have
done and how they have felt.
Timing: 5 minutes
Activity description and instructions as they will be said
to students (include direct speech):
The teacher will instruct children to stay standing and follow her
singing and moving with her. Direct speech: ‘Before singing and
dancing to the song, I’m going to show you what to. First, when we say
bye, bye we’ll wave one hand to our classmates, when we say goodbye
we will wave with both hands. Then when you hear the word clap you
9. will clap and when you hear the word stomp, we’ll stomp with our feet.
Now that we know what to, let’s begin!’
Scaffolding strategies: The teacher will demonstrate every
action to the students so they will feel confident to do follow her.
Transition comment to link each stage of the lesson with the
next one:
Direct speech: ‘Great! Now sit down again please. You have been
very good today! I’m very happy, and you? What did you like about
today’s lesson?... Next class we’ll sing more and keep practicing the
names of our school supplies’
