I.F.D.C.

LENGUAS VIVAS BARILOCHE

PRÁCTICA DOCENTE I

Alumno residente: Sol Romero

Institución Educativa: Instituto Modelo del Pilar
Dirección: -
Cantidad de alumnos: 23
Edad: 4 años (Sala Naranja)
Unidad Temática: Parts of the body and numbers
Clase Nº: 1
Fecha: 28/11/19
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 26/11/19 Commented [CZ1]: 26
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
LESSON 1
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Learning aims: 

During this lesson, learners will be able to…

- To consolidate previous vocabulary about the body parts

- To consolidate previous vocabulary about the numbers
- To develop observation
- Develop cognitive thinking

Learning focus:

The activity will focus on:
-Vocabulary: (Head, eyes, nose, ears, elbow, knees, foot, mouth, hands)
-Numbers: one, two, three, four, five, six, seven, eight, nine and ten

Integration of skills: 

They will develop their:
- Speaking skills through repetition, participation and listening
- Logical skills by counting the parts of the body and people
- Senso-motors skills by pasting the cutouts Commented [CZ5]: How?

Multiple intelligences:

 - Interpersonal skills Commented [CZ6]:
- Spatial intelligence
- Logical-mathematical intelligence

Materials and resources:

- Sheets with pictures of different parts of the body

- Plastic
- Body parts cutouts

Possible contingencies:

-Children not participating to count

-Children not remembering the body parts
-Children running around instead of participating
- Children having difficulties to count body parts
-Children getting bored of the activities

Classroom management strategies:


-Start each activity creating an environment of curiosity and
expectation
- Help them to count
- Use a strategy to return to calm: that they already know:
Ask at which table they are sitting better/ Raise your hand
if you are listening to me/ Cover your eyes and count to 3 for
everyone to calm down
- Ask a student to be the teacher’s assistant if he/ she refuses
to work

Assessment: collecting information and reporting your findings

- Observing children while they do the activities

- Making comments on their work
- Asking questions about the topic

Lesson stages:

Routine
Sing the welcome song: “Hello”
LINK: https://www.youtube.com/watch?v=x23rTDl4AMs Commented [CZ8]: Please, include

'HELLO HELLO HOW ARE YOU SONG LYRICS'

Hello, Hello, how are you?
Hello, Hello, how are you?
Hello,
Hello,
How are you?
How are you today?

I am fine; I am great
I am fine;
I am just great
I am fine; I am great
I'm very well today!
Great!

Hello, Hello, how are you?

Hello, Hello, how are you?
Hello, Hello, How are you?
How are you today?

I am hungry; I am tired
I am hungry; I am tired
I am hungry; I am tired
I'm not so good today.

Ah, well I hope you feel better soon!

Hello,
Hello,
How are you?
Hello,
Hello,
How are you?
Hello,
Hello,
How are you?
I'm very well today!

Lead-in and Presentation

PURPOSE:
- Introduce the lesson’s topic
- Associate names with their own body parts
TIMING: 4 minutes
ACTIVITY DESCRIPTION AND INSTRUCTIONS AS THEY WILL BE
SAID TO STUDENTS:

- Tell them that they are going to revise the parts of the body
- Tell them that now they are going to meet a new friend. Her
name is Mandy. We have to repeat all her movements.
- Show them the video about the body:
https://www.youtube.com/watch?v=SUt8q0EKbms&t=155s
. Commented [CZ10]: Will you play it from the beginning?
- It will be played from the beginning. How can you embed this video into a context and a
- Repeat the movements along with the video meaningful purpose?

-- Title: Body --

This is my body. This is my body.

Huh?
Let’s listen and move your body. Are you ready?
Hmm~~ OK! I’m ready!

Touch your head.

head
head

Grab your hair.

hair
hair

Touch your ears.

ears
ears

Touch your eyes.

eyes
eyes

Touch your nose.

nose
nose
Open your mouth.
mouth
mouth
Open more~~

Click your teeth.

teeth
teeth

Stick out your tongue.

tongue
tongue

Bend your neck.

neck
neck

Shake your shoulders.

shoulders
shoulders

Touch your stomach.

stomach
stomach
OK. Great!
yeah!

Wiggle your hips.

hips
hips

Shake your arms.

arms
arms

Shake your hands.

hands
hands

Shake your legs.

legs
legs

Touch your feet.

feet
feet

Perfect! It’s all over!

Yeah!

SCAFFOLDING STRATEGIES:

- Make the movements together with the students, in an

exaggerated way

Development of the sequence of activities

ACTIVITY 1: Match the puzzles

PURPOSE:
- That students develop association skills
TIMING: 10 minutes

ACTIVITY DESCRIPTION AND INTRUCTIONS AS THEY WILL BE

SAID TO STUDENTS:
- The different cuts of the body parts will be distributed on the
board
- Tell them that: Now that we reviewed the body parts, you are
ready to tell me how many friends we have today. Sasha asked us to
help her to arm her friends so she can play with them. Their names
are: Emily, Hannah, Michael and Jacob. They are all very friendly.
- We are going to count the cutouts
- Who is going to help me? Raise your hand if you are going to help
me!
- How many heads can we see? (Point to the heads) Go pointing one
by one while they count, do the same with the other parts of the
body. How many arms can we see? And so on.. Commented [CZ12]: Will you count the children in the
class or the cutouts?
- Once all the body parts have been counted, it is time to join the Or does this refer to the puzzle above?
bodies
- Tell them that their help will be needed again
- Tell them: Well let's start with this girl ..
- Place a head, ask if it goes with the body of another child, and then
point out the correct and paste it. Commented [CZ13]: The activity is engaging, Sol, but
what context will frame it? Who are the people in the
puzzle?
SCAFFOLDING STRATEGIES:
- Help them choose the right piece by hints

TRANSITION COMMNET TO LINK EACH STAGE OF THE LESSON

WITH THE NEXT ONE:
"Very good, now I'm going to distribute some sheets and some
pieces, so you can do it yourself"
Be very careful not to lose any part of the body

ACTIVITY 2: Joining the body parts

PURPOSE:
-To practice body parts
- To practice respect for the guidelines and times

TIMING: 12 minutes

ACTIVITY DESCRIPTION AND INTRUCTIONS AS THEY WILL BE

SAID TO STUDENTS:
- Tell them: Sasha also asked me to arm her brother Tommy, but she
wants you to do it by yourself
- Tell them that they are going to have to glue the body parts as the
teacher names them
- Tell them: now let's glue the eyes! Commented [CZ14]: Context?
- Mmmm ... and now we are going to paste the feet
- They cannot paste what is not named
- They will have to wait for all their classmates to do it

SCAFFOLDING STRATEGIES:
- Arming the image on the board.

.CLOUSURE
Goodbye song
https://www.youtube.com/watch?v=PraN5ZoSjiY Commented [CZ15]: Please, include the lyrics.
Commented [CZ16R15]: Dear Sol, a framing context to
Lyrics: embed the activities is missing. Who are the characters in
the puzzle?
Bye bye. Goodbye. Who is the boy in the cut-outs?
Bye, bye, bye, bye. Goodbye. Please, introduce the necessary adjustments within this
same file and resubmit your plan.
Also, include the song lyrics.
I can clap my hands. Best,
Ceci
I can stamp my feet.
I can clap my hands.
I can stamp my feet.

Bye bye. Goodbye.

Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE!