lesson plan 4

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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, Cboele Choel, Río Negro
Cantidad de alumnos: aprox. 30
Edad: 4-5 años
Unidad Temática: Parts of the body
Clase Nº: 4
Fecha: 18/08/2021
Hora: 19 hs.
Duración de la clase: 40 minutos.
Fecha de entrega de la planificación: 15/08/2021
Learning aims:
During this lesson, learners will be able…
 To consolidate vocabulary about feelings from the previous class;
 To explore and learn vocabulary related to greetings, feelings and parts of the body;
 To recognize different parts of the body;
 To develop linguistic and interpersonal skills to express themselves;
Comentario [R1]: And identify
them in L2

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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, scared, sleepy);
 Parts of the body (hands, feet)
 Actions (clap, stomp, say, take a nap)
 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 song
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.
 Children screaming/moving at any chance given;
 Chant: “Maccaroni cheese, everybody freeze!” and freeze for a few seconds
Comentario [R2]: Have you used
this? Will it work in this context?

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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
 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

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“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
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

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to listen.
 Transition comment to link each stage of the lesson with the next one
-“Good job, everyone!”, while clapping or using the whistle to congratulate them.
Lead-in and Presentation
 Purpose:
-To introduce parts of the body: hands and feet.
 Timing: 5 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
-“Dou you remember that when I’m happy I dance? Yes? Alright! And when I dance, I
dance with my body!”, pointing at the body. “I dance with my hands”, showing and
moving hands, “I dance with my head”, pointing at the head and moving to the sides, “I
dance with my feet!”pointing at the feet, and stomping. “When I’m happy, I dance with
my body! And you? Do you dance with your body?”, pointing at the body. “Show me
how you dance with your body, let’s dance” and play a short song.
https://www.youtube.com/watch?v=R93ce4FZGbc
(It will be played only for a minute, in its .mp3 format)
 Transition comment to link each stage of the lesson with the next one
-“Very good job!! Nice dance! You dance with your hands and your feet! Now, let’s
listen to a song! Escuchamos una canción? Yes? Let’s see what we can do with our
body! Y veamos que podemos hacer con nuestro cuerpo!”
Development of the sequence of activities
Simultaneous activities
Activity one: Song about actions – “If you are happy”
Código de campo cambiado
Comentario [R3]: What is the
purpose of playing this song? If you
want to invite children to dance, you
may focus on the song you will
teach them.

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 Purpose
-To revise and consolidate vocabulary about feelings from the previous class (happy,
angry, scared, sleepy)
-To introduce parts of the body (hands, feet)
-To explore and acquire vocabulary related to actions (stomp, clap, say, take a nap)
-To develop listening skills and speaking skills
 Timing: 10 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
https://www.youtube.com/watch?v=l4WNrvVjiTw
Note: the video will be downloaded in low quality and shared from the teacher’s
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computer to avoid any connectivity issue.
Lyrics:
If you are happy, happy, happy, clap your hands
If you are happy, happy, happy, clap your hands
If you are happy happy, happy, clap your hands, clap your hands
If you are happy, happy, happy, clap your hands
If you are angry, angry, angry, stomp your feet
If you are angry, angry, angry, stomp your feet
If you are angry, angry, angry, stomp your feet, stomp your feet
If you are angry, angry, angry, stomp your feet
If you are scared, scared, scared, say OH NO!
If you are scared, scared, scared, say OH NO!
If you are scared, scared, scared, say OH NO! say OH NO!
If you are scared, scared, scared, say OH NO!
If you are sleepy, sleepy, sleepy, take a nap, take a nap
If you are sleepy, sleepy, sleepy, take a nap, take a nap
If you are sleepy, sleepy, sleepy, take a nap, take a nap, take a nap
If you are sleepy, sleepy, sleepy, take a nap, take a nap
If you are happy, happy, happy, clap your hands
If you are happy, happy, happy, clap your hands
If you are happy happy, happy, clap your hands, clap your hands
If you are happy, happy, happy, clap your hands
-After watching the video and listening, the song will be revised in parts. “Ok, children,
now, let’s see, do you remember? If you are…”, showing picture of the happy child,
waiting for the children to answer the correct feeling.
-After answering correctly, the teacher will congratulate them. “Ok, if you are happy,
happy, happy,…” and show the following part of the song. “You clap your hands” and
show the actions by clapping. “You clap” and show the action, “your hands” and show

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hands. “You clap your hands.”
-“Yes! Very good job, let’s sing it together. If you are happy, happy, happy, clap your
hands…” and repeat that first part of the song to show feeling and hand movements.
-“Very good! And if you are…?” showing picture of the angry child and wait for their
answer. “Yes, angry! If you are angry...” and show picture of the following action, “you
stomp your feet”, miming the action. “You stomp”, showing the action, “your feet”
pointing at the feet. “You stomp your feet!”, showing the action. “Let’s do it together, a
ver, juntos! Stomp your feet, stomp your feet- good job everyone!”
-“Let’s sing it together. If you are angry, angry, angry, stomp your feet…” and sing the
second part of the song.
-This is repeated for the rest of the song, until they revise the complete song with their
corresponding actions.
-“Let’s sing the song together! Se animan?”, the whole song (without the music) will be
practiced to consolidate the new vocabulary, slowly and showing the feelings and actions
to give them time to answer.
 Scaffolding strategies
-When waiting for the answer related to feelings, the teacher will mime the feeling in
case they hesitate. If they are still hesitant, the teacher will give them two options to
decide.
-Each action will be acted out so that children understand without translating. In case it
turns out to be difficult to understand, Spanish will be used.
 Transition comment to link each stage of the lesson with the next one
“Nice job, everyone! Now let’s play a game! A memory game!
-Activity Two: Matching parts of the song.
https://www.wordwall.net/resource/20219565
 Purpose
Comentario [R4]: Avoid repeating
‘very good’! Try using other words
of praise. Brilliant! Great!
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-To consolidate vocabulary
 Timing: 5 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
-The teacher will ask the children what the first part of the song is. “Con cuál empezaba?
Do you remember? If you are…. Angry? Scared? Happy? Yes! Happy!”
-For each picture related to a feeling, the teacher will say “ if you are…” and wait for the
children to answer. Then, each action will be mentioned until the children choose one.
-Then, say the entire line of the song to confirm what they said.
 Scaffolding strategies
-In case children do not remember or follow the instructions, the teacher will give them
options.
-When choosing the correct action, the teacher will move the picture of the feeling next
to each action, so that they can remember visually.
Activity Three: Singing the song
 Purpose
-To consolidate vocabulary from the song.
 Timing: 5 minutes
 Activity description and instructions as they will be said to the students
(including direct speech)
-The children will be invited to stand up and sing the song.
-Only the song will be played, without the video, so that children can see and follow the
teacher in case they get lost.
 Transition comment to link each stage of the lesson with the next one
-“Very good! 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. Comentario [R5]: Remember to do
this.

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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, but first the movements for the
goodbye song will be revised - only shortened version, focusing on the part where it says
“See you later, alligator – Bye bye bye, butterfly – Goodbye!”
-Then, they will invited 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.
Follow-up activity
 Purpose:
-To revise vocabulary from the song
 Activity description and instructions as they will be said to the students (including
direct speech)
-The children are invited to record themselves singing and dancing the first two parts of the
song (related to happiness and anger).

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-This assignment will be sent in video format, where the teacher will sing and dance the
song herself, so that it is clear for them to understand.
Lyrics:
If you are happy, happy, happy, clap your hands
If you are happy, happy, happy, clap your hands
If you are happy happy, happy, clap your hands, clap your hands
If you are happy, happy, happy, clap your hands
If you are angry, angry, angry, stomp your feet
If you are angry, angry, angry, stomp your feet
If you are angry, angry, angry, stomp your feet, stomp your feet
If you are angry, angry, angry, stomp your feet
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 Dear Suyai
Tabla con formato

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The lesson plan is based on the context of the song, which is a rich
source for language learning and engagement. I strongly
recommend you do not include the Baby Shark song, and focus on
the four actions, and the target vocabulary.
As we have seen in our last meeting (last Saturday) given this
online context, it is necessary to integrate materials and resources
for learners to access after the classes, so you might create a
presentation that integrates the materials and resources, as well as
their productions. Take this into account for the following lessons.
Any query, let me know.
Best,
Ceci