I.F.D.C.

LENGUAS VIVAS BARILOCHE

PRÁCTICA DOCENTE I

Alumno residente: Sol Romero

Institución Educativa: Instituto Modelo del Pilar
Dirección: Hipólito Irigoyen 767, Pilar, Buenos Aires
Cantidad de alumnos: 23
Edad: 4 años (Sala Naranja)
Unidad Temática: Members of the family and numbers
Clase Nº: 4
Fecha: 02/12/19
Duración de la clase: 30 minutos
Fecha de entrega de la planificación: 30/11/19
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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 family members

- To consolidate previous vocabulary about the numbers
- To develop observation
- Develop cognitive thinking
- Develop the management of manual activities

Learning focus:

The activity will focus on:
-Vocabulary: mother, father, little brother, big brother, sister, cousin,
aunt, cousin, grandmother, grandfather, baby, parents, grandparents
- Pets: fish, dog, cat
-Numbers: one, two, three, four, five, six, seven, eight, nine and ten

Integration of skills: 

They will develop their:
- Speaking skills through by repetition and listening
- Logical skills by counting the members of the family
- Senso-motors skills by drawing

Multiple intelligences:

- Interpersonal skills
- Spatial intelligence
- Logical-mathematical intelligence Commented [CZ1]: Please, explain what activities will
reflect these stages.

Materials and resources:

- Flashcards of family members

- Bingo cards
- House poster
- Sheets of a tree Commented [CZ2]: A family tree?

Possible contingencies:

-Children not participating

-Children not remembering the family members
- Children not wanting to draw
-Children not wanting to play bingo
-Children running around instead of participating
- Children having difficulties to count body parts Commented [CZ3]: When will they do so?
-Children getting bored of the activities

Classroom management strategies:



-Start each activity explaining what it is

- Help them to do the activities
- 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
- 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 Field Code Changed
'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 topic
- Present the family members

TIMING: 5 minutes
ACTIVITY DESCRIPTION AND INSTRUCTIONS AS THEY WILL BE
SAID TO STUDENTS:
- Tell them: Today we are going to review the family members
- That is why I brought a very funny video so we can review it Commented [CZ4]: What is the context of this revision?
https://www.youtube.com/watch?v=FjrxzX-24KE Field Code Changed

LYRICS:
One, two, three, four, five
These are the fingers
Daddy finger, daddy finger, where are you?
Here I am here I am, how do you do?
Mommy finger, mommy finger, where are you?
Here I am here I am, how do you do?
Brother finger, brother finger, where are you?
Here I am here I am, how do you do?
Sister finger, sister finger, where are you?
Here I am here I am, how do you do?
Baby finger, baby finger, where are you?
Here I am here I am, how do you do?

- Tell them: I have something hidden in my hand (it will be behind

the back), who can guess what it is?
- The teacher will put the family members on each finger, just like
in the song
- The teacher will be pointing to each family member and asking
who they are
SCAFFOLDING STRATEGIES:
- Say the names of the family together with them the first time, so
that later they say it alone
- Repeat the family names along with the video, so they can hear it
more clearly

Development of the sequence of activities

ACTIVITY 1: Presenting the members of the house Commented [CZ5]: Family members you mean?
PURPOSE:
- That students can review the content seen in the video
- That students incorporate vocabulary about other family
members

TIMING: 5 minutes
ACTIVITY DESCRIPTION AND INTRUCTIONS AS THEY WILL BE
SAID TO STUDENTS:
- The house will be placed on a cardboard base on the desk. Behind
the box will be the flashcards of family members.
- Tell them: Several people are hiding behind this house. As they
leave, I want you to tell me who you think they can be.
- Ask them: Are you sure? Why do you think that?

SCAFFOLDING STRATEGIES:
- If they don’t know who they are, ask them: mm… Could it be the
aunt? Or the cousin? Until they find the right one Commented [CZ6]: How can you contextualize this
activity? Whose family is it? What will be the difference
between aunt and cousin? I mean, how will you convey
TRANSITION COMMNET TO LINK EACH STAGE OF THE LESSON meaning?
WITH THE NEXT ONE:
"Very well, now we are going to play a very entertaining game that
you probably already know"

ACTIVITY 2: FAMILY BINGO

PURPOSE:
- That students review the content about pets
- That students can follow instructions
- That students develop their listening skills

TIMING: 10 minutes

ACTIVITY DESCRIPTION AND INTRUCTIONS AS THEY WILL BE

SAID TO STUDENTS:
- Each student will be given a bingo sheet
- Tell them: You have to make a circle on in the family member or
the pet named by the teacher
- Those that are not named cannot be highlighted
- Once everyone is marked, the game is finished

SCAFFOLDING STRATEGIES:
- When explaining the activity, the bingo sheet will be placed on the
board, and the teacher will simulate how to mark someone Commented [CZ7]: show
- In addition to saying it orally, indicate on the flashcards the family
member named
- In the case of the dog and cat, make the sound that represents them
- When the fish is named, imitate the swimming movements

TRANSITION COMMNET TO LINK EACH STAGE OF THE LESSON

WITH THE NEXT ONE:
"Very good, now is the time to draw your own family."

ACTIVITY 3: The genealogical tree

PURPOSE:
- That students develop their artistic skills
- That students practice their oral skills

TIMING: 10 minutes

ACTIVITY DESCRIPTION AND INTRUCTIONS AS THEY WILL BE

SAID TO STUDENTS:
- Now is the time to draw your own family
- A sheet with a white tree will be distributed
- They will be explained that they must draw their family inside the
tree
- They can color it when they finish drawing their family
- The teacher will go table by table asking who they are drawing,
who is he/she? What is her/his name?
SCAFFOLDING STRATEGIES:
- Ask the students how their family is composed if they don’t know
what to start drawing

CLOUSURE
Goodbye song
https://www.youtube.com/watch?v=PraN5ZoSjiY

Lyrics:
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.

I can clap my hands.

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

Lesson plan Excellent Very Good Good Acceptable Needs

component improvement
5 4 3 2
1

Visual x
organization

Coherence and x
sequencing

Variety of x

resources

Stages and x
activities
Scaffolding x
strategies

Language x
accuracy

Observations Dear Sol

As I have explained in previous feedbacks, context is essential to promote

meaningful learning. You should create one framing context for the whole class. For
example, stories serve that purpose. Or you could choose one character, from the
finger family, name him or her, and refer to his or her family. The stage about the
house is disconnected from the rest.

I hope you find my comments useful.

Best,

Ceci