Practicum

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Lesson plan 2 – Práctica docente I
Alumno residente: Santiago Cazenave
Institución Educativa: Brighton College
Dirección: Dorrego 362, Monte Hermoso, Bs. As.
Cantidad de alumnos: 6
Edad: 7 años
Unidad temática: The Very Hungry Caterpillar
Clase N°: 2
Fecha: 27/11/2019
Hora: 3:30 p.m.
Duración de la clase: 90 minutos
Fecha de entrega de la planificación: 26/11/2019
Learning aims:
Duringthislesson,learnerswill be able to…
- Consolidate vocabularypreviouslylearned.

2. - Acquire newvocabulary.
- Developtheirlinguistic,intrapersonal,interpersonal,visual/spatial,naturalist,musical and
kinestheticintelligences.
- Enhance theirobservation,memoryandartisticskills.
Learning focus:
The activitieswill focuson:
- Newvocabulary:Caterpillar, hungry,very,hot,cold,eat,egg,cocoon, butterfly,plum,big,
fat,tiny,week, etc.
- Consolidate vocabularyaboutfruits,daysof the week, etc.
- Practice numbers.
- Simple adjectives:Fat,big,tiny.
- Practice the opposites“hot,cold”,andthe use of adverb“very”.
Integration of skills:
Theywill developtheir:
- Speakingskillsbyplayinggames,singingsongsandinteractingwiththe teacherand
classmates.
- Readingskillsbyusingflashcards, readingthe lyricsof the song.
- Writingskills bycompletingthe sheet“The lifecycle of the butterfly”.
- Listeningskills byplaying“hotandcold”,interactingwithclassmatesandteacher,singing
songsand watchinga movie.
Multiple intelligences:
 Intrapersonal intelligence (Usingtheirmemory,imaginationandcreativity)
 Interpersonal intelligence (Interactingwiththe teacherandclassmates)
 Visual/spatial intelligence (Drawing,watchingamovie,playinggames)
 Linguisticintelligence (Learningnew wordsandputtingthemintopractice)
 Naturalistintelligence (Learningaboutthe life cycle of the butterflies)
 Kinestheticintelligence (playinghotandcold)
 Musical intelligence(learningandsingingasong)
Materials and resources:
Flashcards(Egg,caterpillar,cocoon,butterfly), 6sheetsof “The life cycle of the butterfly”, chalk, 6
copiesof the lyricsof the song “The 7 days of the week”,the caterpillartoy.
Possible contingences:
Studentsmayfindithard to understandthe meaningof some words,adjectives,adverbs,etc.

3. Childrencouldgetupsetbecause theyall wanttobe the hunter.Some studentmaynotlike being
the hunter.
Studentsmaynotbe able topronounce the dayscorrectlyand singthe song perfectly.
Studentsmayfindithard to rememberwhathappenedinthe movie.
Classroom management strategies:
 Use gestures,modeling,repeatinstructions,asksomeone toexplainthe game forme,
individualattention.
 Explainthe meaningof newwordsanditspronunciation before doingthe activity.
 Settingclearbehaviorrulesbefore playing,suchas:Let’srespectothers’turntobe the
hunter.
 If someone doesn’twanttobe the hunter,the nextplayertakeshis/herturn.
 Make sure they pay attentiontothe movie.
Assessment: collecting information and reporting your findings
 Observation:Children’sreaction,attitude,engagement,performance.
 Listening:totheirpronunciation,intonation,stressandrhythm.
 Questionsaboutthe topic: “Whatis this?”(Pointingatflashcards),“whatdoes…mean?”
“How do yousay… inEnglish?etc.
 Commentsabouttheirwork.
Lesson stages:
Lead-in and presentation
Purpose:Tointroduce the animatedfilm “The VeryHungryCaterpillar”.
Timing:10 minutes
As usual, we sayhelloandI ask children whatdayis ittoday.
Presentthe flashcardof the Caterpillarandaskchildrenif theyknow whatitis.ThenI paste itto
the board. Explaintothe pupilsthattheyare goingto watch a movie abouta Caterpillar,aVery
Hungry Caterpillar. Thenaskstudents “WhatdoCaterpillarseat?”Write ordraw suggestionson
the board.
ThenI ask questionstofindoutwhatelse studentsknow aboutCaterpillars:“Whatdoesa
Caterpillarbecome?”studentswill probablysay“enunamariposa”,soI ask themif theyknow
howto say “mariposa”inEnglish (elicitanswer).Ishow themthe flashcardof the butterfly and
paste it onthe board too. ThenI explainthe life cycle of the butterflywiththe flashcards(Cocoon,
egg),I alsopaste these flashcardstothe board in order.

4. Once all flashcardsare pastedonthe board I will askchildrentorepeatafterme,pointingtothe
picturesonthe board: “egg,caterpillar,cocoon,andbutterfly”.
Flashcards:
Transition:Great!Nowwe are goingto singa song.
Development of the sequence of activities
Activity 1: The days of the week
Purpose:Toteach or revise daysof the weekbysinging.
Timing:15 minutes
Source:https://www.youtube.com/watch?v=2c99ATH-7PA&feature=emb_logo

5. Tell the studentsthat the Caterpillareatseverydaysobefore watchingthe movie we needtosing
a song aboutthe days of the week.Toreview the days,Ican say:Today is… yesterdaywas…and
tomorrowis…(ElicitanswersinEnglish) WhatdoesFriday mean?Etc. Afterthat, studentwill
repeatafterme the namesof the daysof the weekinorder.
ThenI give themthe lyricsof the song we are goingto singandeach studentwill readone
sentence.Iexplainthe meaningof the unknowingwordsinthe sheet.Thenwe all hearthe song
firstand sing(Iwill askthemto countwiththeirfingersthe 7 daysof the weekwhenlistening).
We will singthe songa couple of timesuntil Ithinkall studentshave learnedthe songandshow
goodpronunciation.
Lyrics:
The 7 daysof the week (x3)
The 7 daysare:
Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday (x2)
These are the7 daysof the week.
The 7 daysof the week (x3)
Scaffoldingstrategies:Singthe songwithstudents,encouragingthemtobe asaccurate as
possible. Usingclearpronunciationof the words.Explainingthe meaningof new words.Asking
guidingquestions.
Transition:Goodjobeverybody! Wouldyouliketowatchthe movie aboutthe Caterpillar?
Activity 2: Watch “The Very Hungry Caterpillar” movie.
Purpose:Towatch the movie.Toacquire new vocabularyandreview some wordsaboutfruit. To
workon theirartisticskills.
Timing:25 minutes.
Source:https://www.youtube.com/watch?v=75NQK-Sm1YY
Askstudentswhattheythinkthe storyisgoingto be about. Watch the filmonce and askstudents
whathappened.Ask someonetobrieflydescribewhathe/she saw,thenaskif all agree.Thenask
guidingquestions suchas:“What didthe caterpillareaton Monday?Do you remember?Whatdid
the caterpillareatonTuesday? What foodsdidyoulike inthe movie?”etc.
Afterthat, I ask themto draw the scene fromthe movie thattheylikedthe most (whenthe
caterpillarisborn,whenshe eatsplums,whenshe’sinthe cocoon,whenshe becomesabutterfly,
etc.).Aftertheyall finished,studentswill presenttheirdrawingsanddiscusswhattheythought.

6. Scaffoldingstrategies: Elicitinganswers,usinggesturesandfacial expressions. Helpingwithideas
for the drawing.Repeatingnew words.
Transition:Nice drawings!nowlet’ssee how muchyou’ve learned.
Activity 3: Life cycle of the butterfly
Purpose:Tolearnabout the cycle of butterflies.Tolearn/revisitsome adjectivessuchas:big,fat
and tiny.
Timing:15 minutes.
Source:Tell it Again!TheStorytelling HandbookforPrimary English LanguageTeachers (Ellis&
Brewster2014)
I presentthe adjectives“big,fatandtiny”.I write themonthe board and askstudents:“What
doesbig mean?Whatdoes fat mean?Andwhatdoes tiny mean?(elicitanswers).
Distribute ‘the lifecycle of the butterfly’sheetsandaskstudentstocolourthe diagram.Then,they
will label it,usingthe nounphrasesinthe box.
Scaffoldingstrategies:Helpindividuallywiththe meaningof the nounphrases.

7. Transition:Well,nowwe are goingtoplaya game.
Activity 4: The hidden caterpillar(Hot and Cold)
Purpose:Tointroduce the hotand cold concepts andthe use of very,by playingagame.To
improve listeningandspeakingskills. Toworkon kinestheticabilities.
Timing:15/20 minutes
Tell the childrenthatthe caterpillarlikestohide,soone of youneedstofindit.Explainthe
meaningof “Hot” and “cold”and the use of “very”(we will use these wordstoplaythe game).
Presentthe instructionsof the game andmodel the activitywith the teacher.Thenwe choose
someone tobe the “hunter”and he/she goesoutsidethe classroomandwait.The studentsinthe
classroomwill choose aplace where tohide the caterpillar.Thenthe hunterwill come back and
try to findthe hiddencaterpillarbymovingaroundthe area.Studentswill guide the hunterinthe
searchby saying:“Verycold,coldor hot,veryhot”. The game endswhenthe hunterfindsthe
Caterpillar.Iwill keepplayingthe game,atleast,until all the playersgetachance to hunt.At firstI
will helptheminthe search,butthenI will letthe studentsplayalone,justinterruptingwhen
necessary. Icouldalsoseta time limitforthe searchinorderto improve game dynamics.
Scaffoldingstrategies: Make sure childrenunderstoodthe instructionsbefore playing.Using
gestures,modeling,settingrulesforthe game.
Transition:Okthe game is over,please sitdown andkeepall yourthings.
Closure:
Purpose:Tosay goodbye.
Timing:5 minutes
We singthe song“the daysof the week”again. ThenItell the studentsthatI enjoyedworkingwith
theminthese lasttwolessonsandthat theyhave learnedalot in these classes.We all say
goodbye andfinishthe lesson.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual

8. organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations