Muller Lilia - Lesson plan 2

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Muller Lilia
Institución Educativa: Westland Institute
Dirección: Islas Malvinas
Cantidad de alumnos: 7
Edad: 7 y 8 años
Unidad Temática: Body Parts
Clase Nº: 2
Fecha: 03/10/2019
Hora: 10:30
Duración de la clase: 1 hs.
Fecha de entrega de la planificación: 02/10/2019
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Learning aims: 
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During this lesson, learners will be able to…
- To revise and consolidate vocabulary about body parts from previous
classes to give it a closure;
- To revise and consolidate the uses of plural and singular;
- To develop listening skills;
- To develop interpersonal skills;
- To foster logical, spatial and concentration skills;
- To develop motor skills;
- To develop visual skills;
- To describe the body parts
Learning focus:
The activities will focus on:
- Vocabulary: head, nose, face, teeth, nail, eye, tummy, knee, leg, hair, ear,
mouth, neck, hand, finger, arm, foot, toe, big, small, long, short, tail and the
numbers
- Grammar: She/ He/ It has – doesn’t have, singular and plural.
- Teamwork;
- Motor, spatial and concentration skills;
- Imagination;

2. - Visual and listening skills.
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Integration of skills: 
They will develop their:
- Listening and visual skills by listening and watching the video “Body parts,
monster University”
- Speaking skills by talking about the body parts of a monster in the video and
by presenting their puppets to the rest of the class;
- Interpersonal skills by having to play with a partner with the flashcards;
- Problem solving by putting correctly the body parts to make their puppet
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Multiple intelligences:
- Musical intelligence: by encouraging them to sing the “Hello song”
- Linguistic intelligence: talking about the body parts of their monsters and
what they have and don’t have
- Interpersonal intelligence: collaborative work, listening to their peers
- Spatial intelligence: By creating their own monster puppet
Materials and resources:
• A computer
• Glue
• Body parts of a monster in sheets of papers (eyes, mouth,
tongue, ears, feet, hands)
• Paper bags
• Flashcards of monsters
• Colors
• Scissors
• Thread
• The puppet “Piki”
Possible contingencies:
- Children talking at the same time when teacher asks questions. The
teacher will count from 5 to 0 so they can make silence and pay
attention.
- Children getting distracted during the video. The teacher will clap her
hands and say “let´s work, let´s work”. We will congratulate the ones
who are paying attention and the teacher will say: Lara, we are waiting
for you to pay attention to continue with the class. Or the teacher will
remind children saying: “if you can’t stay sill during the video, then I’m

3. going to take us out.”
-They do not make silence. Two possible solutions are saying aloud "1,
2, 3 silence please" or asking them to raise their hands if they want to
say something. We may use this in order to call their attention and
engage them in the activity again
Classroom management strategies:
- Start each activity explaining what we are going to do
- Use the strategy that already works with them to calm them down: The
teacher won´t write the letter G, A, M or E on the board which means that if
the word is complete at the end of the class they will choose a game to play.
- Call their attention when they get distracted singing: “1, 2, 3 silence please”
- Telling them what the next activity is about so as to keep them interested.
- Explaining/demonstrating what will be done in each activity.
Assessment: collecting information and reporting your findings
- Asking children about the topics developed throughout the lessons (main
vocabulary and questions introduced):
- Observing how they interact with the set environment, with their mates and
how they work during the development of the activities.
- Paying attention if they follow the behaviour criteria of the classroom.
- Giving feedback on their work.
Lesson stages:
Routine
○ Purpose: To say “hello” to the students.
○ Timing: 5 minutes
○ Activity description and instructions as they will be said to
students (include direct speech)
- The teacher will tell them that they all are going to sing the
“Hello Hello” song.
- The teacher will start singing the song, waving the hands saying
hello and doing the mimics of all the moods that the song
mention so as to encourage children to do the same.

4. Hello!
Hello!
Hello, how are you?
(Repeat)
I'm good!
I'm great!
I'm wonderful!
(Repeat)
Hello!
Hello!
Hello, how are you?
(Repeat)
I'm tired.
I'm hungry.
I'm not so good.
(Repeat)
Hello!
Hello!
Hello, how are you?
(Repeat 3x)
Source: https://www.youtube.com/watch?v=tVlcKp3bWH8
○ Scaffolding strategies:
The teacher will sing with them doing mimics, exaggerating the
moods so as they can see what they are expected to do.
○ Transition comment to link each stage of the lesson with the
next one
- When the song finishes, the teacher will say “Now, I’m
going to watch a video of monsters with many eyes, ears
and noses! Are you ready?”

5. Lead-in and presentation
○ Purpose: To refresh previous knowledge
○ Timing: 15 minutes
○ Activity description and instructions as they will be said to
students (include direct speech)
- We will introduce “Piky” the puppet.
- We will ask them to sit all in the front as we are going to
watch a video.
- We will play the video and we will stop it every time a
part of the body is mentioned so the children can say the
name out loud.
- We will count how many eyes, mouths, etc. the monsters
have.
- Ask them to make complete sentences: The monster has
two eyes. The monster doesn’t have five ears.
- We will watch the video again completely.
https://www.youtube.com/watch?v=l68rk1CLhGI&t=135s
○ Scaffolding strategies:
- Ask them if they recognise the monsters.
- Point at our part of our body or at the wall poster in the class
with the body parts in case they don’t remember
- Asking questions: the teacher will ask “What part of the body is
it? Do you remember it?”. If students do not remember a part of
the body, the puppet will help them by giving them some clues:

6. “Its name start with the sound l- and then leeee….leg” or
pointing at the wall poster.
○ Transition comment to link each stage of the lesson with the
next one:
The puppet will say: You have worked wonderfully! And now, who
wants to play a game with the monsters?
Development of the sequence of activities
○ Purpose: Consolidate vocabulary orally
○ Timing: 15 minutes
○ Activity description and instructions as they will be said to
students (include direct speech)
- They will have to sit with a partner
- The puppet will give them 5 pairs of flashcards (10 in
total). They will have to put all the flashcards upside-
down and guess where its pair is. They only win if they
describe the parts of the body of the monster to his/her
partner.
https://en.islcollective.com/english-esl-
worksheets/grammar/have-got-or-has-got/guess-who-
monsters/106616
○ Scaffolding strategies
- The teacher will show them how to play.

7. - The teacher will be circulating in case they don’t
understand the instructions.
- We will write on the board the grammar: It/she/he
has…. It/She/he doesn´t have….
○ Transition comment to link each stage of the lesson with the
next one:
The teacher will say: “You have done a great job! Now, we are
going to get down to work! Do you want to make a monster?”
Closure
○ Purpose: Make a monster puppet to take home.
○ Timing: 20 minutes
○ Activity description and instructions as they will be said to
students (include direct speech).
- “Piky” will tell them that they are going to make their
own puppet monster.
- We will give to each of them a paper bag and we will put
over the table scissors, glue, thread, parts of the body
previously cut and paper in case they want to draw the
part of the body.
https://iheartcraftythings.com/paper-bag-monster-
puppets.html
Once they finish, we will all sing the “goodbye song” with their
puppets.

8. Goodbye, goodbye.
It's time to go.
Goodbye, goodbye.
I don't want to go.
See you later, alligator.
Bye bye bye, butterfly.
Goodbye!
Source: https://www.youtube.com/watch?v=UQfvAlmr5g0
○ Scaffolding strategies
- Explaining what is going to be done.
- Showing and telling: The teacher will show the how to
use the thread to do the hair or a long arm or leg.
- Tapping into prior knowledge by saying the name of the
body parts as they are using them.
- When singing the goodbye song, the teacher will
encourage them to dance with their puppet and to make
the movements that are mentioned in the song. She will
make exaggerated movements so as to show them what
they are expected to do.
○ Transition comment to link each stage of the lesson with the
next one
When they finish singing the goodbye song, the teacher will tell
them: “What a great monster! See you next Thursday! Have a
wonderful weekend!”

9. 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 Congrats on your work, Lilia!
Please, consider my comments for the next plan. Set a context from the very
beginning.
Make sure you also include a photo of the puppet you will use.
Also, for the video, you might have created a worksheet, to exploit it further.
Best
Ceci