Práctica Docente I - Lesson plan clase 2-Moreyra -

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Larisa Moreyra
Institución Educativa: Fisk Buchardo
Dirección: Charles Guerrero s/n –Buchardo, Córdoba
Cantidad de alumnos: 3 students
Edad: 5 and 6 years old
Unidad Temática: Fruits and vegetables
Clase Nº: 2
Fecha: 13/11/2019
Hora: 18:00- 19:00 hs.
Duración de la clase: 60 minutes
Fecha de entrega de la planificación: 9 November
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Learning aims: 
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During this lesson, learners will be able to:
 Consolidate previous knowledge of colors: Orange, green, red and yellow learned in the
previous class (learned during the year)
 To consolidate vocabulary about fruits and vegetables learned in the previous class
 Recognize question words (what color is...? what’s this?)
 Recognize different fruits and vegetables
 To develop listening skills
 To develop visual skills through observing and comprehending images
 To develop interpersonal skills through the discussion of greengrocery (He is a
greengrocer; He has bananas, apples, etc.)
Learning focus:

The activities will focus on
 To consolidate vocabulary related to fruits, vegetables and colors
 Wh questions: What color is? What’s this?
 It’s a fruit/ It’s a vegetable
 Imagination skills
 Concentration and logical skills
 To learn and recognize the context of the greengrocery (What can we see in a
greengrocer? What do we like about the greengrocer? what colors do you have?)
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Integration of skills: 
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They will develop their:

2.  Speaking skills by talking about greengrocer, fruits and vegetables.
 Logical skills to place fruits and vegetables in the right place and to play the memory
game
 Spatial skills by having to talk about the location of the fruits and vegetables in the
greengrocery
Multiple intelligences:
 Linguistic intelligence (talking about fruits and vegetables, and greengrocery)
 Social skills: by sharing their ideas and observations with their teacher and
classmates.
 Spatial intelligence (being visual, listening, processing and using
Information, painting)
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Materials and resources:
 Cards with fruits and vegetables (to place in the greengrocer and to play
the memory game)
 Flashcards with fruits and vegetables
 Tom’s Greengrocer (made by me with a box and decorated)
Possible contingencies:
 Children getting distracted
 Children getting bored of memory game
 Children don't understand the activity
 Children talking at the same time when teacher asks Questions
 Children not respecting their turn
Classroom management strategies:
 Start each activity explaining what it is
 Call their attention when they are distracted:
Shh Mr. Tom looks at us
Shh Mr. Tom is angry
 Ask questions during the activity
Assessment: collecting information and reporting your findings
 Asking questions about the topic: what’s this? , what color is it? What fruits
and vegetables do you eat?
 Observing children while they play
 Making comments on their game

3. Lesson stages:
Routine
 Timing: 5 minutes
 the children arrive, leave their things in their places and are located to sing
the song
 Greeting, hello song:
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m good.
I’m great!
I’m wonderful!
I’m good.
I’m great!
I’m wonderful!
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
I’m tired.
I’m hungry.
I’m not so good.
I’m tired.
I’m hungry.
I’m not so good.
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
https://www.youtube.com/watch?v=tVlcKp3bWH8
Lead-in
PURPOSE: To introduce children to Tom's greengrocer game. Explain what the game
is about, and interact with them through the puppet tom (the greengrocer)
TIMING: 10 minutes approximately
SCAFFOLDING STRATEGIES
 Show them Tom the Greengrocer Puppet, greengrocer and cards with which
they will play
 Explain and gesture
TRANSITION COMMENT TO LINK EACH STAGE OF THE LESSON WITH THE NEXT
ONE

4.  “So are you ready? You have to be silent so you can listen to the rules of the
game”
 Shh Mr. Tom looks at us
Shh Mr. Tom is angry
Presentation
After singing the welcome song, I will ask the children to place themselves at their
places. Once they are located I will tell them that they are going to participate in a
greengrocer game where they will see the words learned in the previous class again,
it will be Tom who will help them name and locate the different fruits and
vegetables.
Development of the sequence of activities
Activity one: Tom's greengrocer
PURPOSE:
 To develop listening skills, to consolidate vocabulary learned about fruits and
vegetables.
TIMING: 10 minutes
ACTIVITY DESCRIPTION AND INSTRUCTIONS AS THEY WILL BE SAID TO
STUDENTS (INCLUDE DIRECT SPEECH)
 Each child will have cards with fruits and vegetables
 Stop before saying the name of each fruit or vegetable and ask them: “What is
this? What color is it?
 • Tom (the puppet) will name a fruit or vegetable for them and put it in the
correct drawer.
 what you learn will be reinforced with flashcard
 While we are placing the different cards, we interact and ask questions. Do
you like apples, oranges, etc.? What color is the apple, pear, etc.? Where is
there something of the same color?

5. TOM
Unfinished greengrocer (some details are missing)
Drawer

6. CARDS
SCAFFOLDING STRATEGIES
 Show them the images
 Ask questions about fruits and vegetables
 Gesture
 Show them the cards to help them reinforce the vocabulary
 Incorporate vocabulary in family context (associating fruit-vegetables-
greengrocer)
TRANSITION COMMENT TO LINK EACH STAGE OF THE LESSON WITH THE NEXT
ONE
 Good, now let's go to play
 Now we will play another game
Activity two: Fruit Memo

7. The memory game will be played with the same cards from the previous game
PURPOSE:
•Review the vocabulary learned and differentiates fruits and vegetables
TIMING: 10 minutes
ACTIVITY DESCRIPTION AND INSTRUCTIONS AS THEY WILL BE SAID TO
STUDENTS (INCLUDE DIRECT SPEECH)
 The children will sit on the floor in a circle
 The pieces will be turned over and each child will wait their turn
 The one who gathers more couples will be the winner, Every time the children
find a partner, they should say the name of the fruit or vegetables out loud,
then we will put together sentences together. For example "the apple is red",
"this is an apple"
SCAFFOLDING STRATEGIES
 show the difference between fruits and vegetables
 help memorize matching picture with name and putting together
sentences
 make class and learning more fun and interactive
TRANSITION COMMENT TO LINK EACH STAGE OF THE LESSON WITH THE NEXT
ONE
 Very good children
 Do you want to continue playing?

8.  let's go to the next game
Activity three: healthy puzzles
PURPOSE:

9. •Review the vocabulary learned and differentiates fruits and vegetables
TIMING: 10 minutes
ACTIVITY DESCRIPTION AND INSTRUCTIONS AS THEY WILL BE SAID TO
STUDENTS (INCLUDE DIRECT SPEECH)
 Children will be given pictures of cut fruits and vegetables and they must put
together or form the puzzle
 they will stick on a sheet the different armed images
 then as the images are formed, we will put together oral sentences
SCAFFOLDING STRATEGIES
 review vocabulary
 use motor, visual and Logical skill (Cut, paste, form images)
 match the image to the word
TRANSITION COMMENT TO LINK EACH STAGE OF THE LESSON WITH THE NEXT
ONE
 “Very good, now let’s clean up, let’s put everything away and we will sing
the song of goodbye”
Closure
 Timing: 5 Minutes
 Routine song to order and store your things
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.

10. Clean up! Clean up! Clean up!
Put your things away.
Pick up your toys.
Pick up your books.
Pick up your shoes.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
Clean up, clean up.
Everybody, let’s clean up.
Clean up, clean up.
Put your things away.
 https://www.youtube.com/watch?time_continue=88&v=SFE0mMWbA-
Y&feature=emb_logo
 Goodbye song
Good bye, good bye
Good bye friends
Good bye, good bye
Good bye friends
It´s time to say good bye
But first
Walk, walk, walk
Jump, jump, jump
Run, run, run
Stop!
Hop, hop, hop
Swin, swin, swin
Dance, dance, dance
Stop!
Good bye, good bye
Good bye friends
Good bye, good bye
Good bye friends
It´s time to say good bye
Good bye!
https://www.youtube.com/watch?v=2O975ewRT7Q
Each activity must be described in terms of the following components:
 Purpose
 Timing
 Activity description and instructions as they will be said to students

11. (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
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