Lesson plan 3 practices 1 corrected portfolio copia
- 1. Alumno residente: Orelia, Analia Institución Educativa: Casita Musical Dirección:calle 13 N° 255 General Pico La Pampa Cantidad de alumnos: 15-20 Edad: 3-4 years old Unidad Temática: Classroom Language, The shapes and the Body Parts Clase Nº:3 Fecha: 10/10/2019 Hora:9:30 Duración de la clase: 45’ Fecha de entrega de la planificación: 15/10/2016 Learning aims: During this lesson, learners will be able To learn vocabulary related to body parts To revisit classroom language, mood and the shapes To develop logical, interpersonal, intrapersonal, spatial, kinaesthetic , verbal , visual skills To improve their social relationships among peers and the English teacher. Learning focus: To learn the body parts, head, shoulder knees, toes, eyes, ears, mouth and nose. Name others like legs, arms to present the robot To revisit vocabulary about mood and the shapes To promote the collaborative work. Integration of skills: They will develop their: - Speaking skills by greeting each other or imitating. Senso-motors skills by waving their hands and miming faces through emotions, touching and pointing some of the body parts Logical, intrapersonal, spatial, verbal , visual skills by identifying some shapes and the parts of the body. Interpersonal skills by working in groups and sharing material.
- 2. Multiple intelligences: * Linguistic intelligence (greeting each other and talking about the shapes and Parts of the Body) * Logical intelligence (greetings among them and the teacher opening class and closing, moods and recognizing their own body * Body-kinaesthetic intelligence (jumping towards the word and picture shown) * Spatial and Interpersonal intelligence Materials and resources: ICT laptop A big white board to stick the faces’ mood A magnetic board. Buddy (the Puppet) Flashcards with body parts A robot model Cut papers’ shapes Poster to put up the shapes A puzzle with the parts of the face to play and the magnetic board at ELA A rug with some Body Parts’ flashcards in it, to play at ELA A Memo Body parts Possible contingencies: Children talking at the same time when teacher asks questions or give instructions Children not wanting to sit down and not respecting turns. Children getting bored and distract others Children unable to work in groups , behaviour problems Classroom management strategies: Start each activity explaining what it is, mime and make gestures. Call Mr Silence or say commands with changed voice Encourage them to be helpers Repeat rules of a game
- 3. Assessment: collecting information and reporting your findings *Observing children and make comments about their efforts at every moment of the class *Observing children and give a feedback or retell if they do not understand by gestures or L1 in last case. *Keeping a diary of the children’s development of each activity, to promote their intelligences in advance. Lesson Stages Lesson three (third day) Routine We sing the Hello song and dance .Then I ask them about their mood , and encourage them to answer or just nodding heads and repeat the second part of the song again, to ask about their names. (lyrics in lesson 1) Hello Flashcard
- 4. Lead-in Purpose: - To revisit and reinforce vocabulary seen last class about greetings and moods and say their names. - To sing the Hello song as in the first class https://youtu.be/gghDRJVxFxU?t=9 Timing : 3 Minutes Activity description and instructions as they will be said to students (include direct speech) Teacher : hello how are you ? Children : happy Teacher: your name ? are you Roy ? ( a child of the kinder) Child: No Teacher : are you Brian :? Child: nods head Teahcer So what’s your name ? My name is Ana , and you ? Child : Ignacio Teacher : Good Ignacio Fantastic! Now you ? ( referring another child) Transition Time: “well, well children today we have to know MOREEEE about Pip , the Robot and a story about it . Let’s start ok ? “ Yesss !! or nodding heads “ Activity 1 Purpose: - To incorporate the Parts of the body eyes-ears-mouth-nose- and head- shoulders- knees –toes and name others to integrate the story of the robot. - To develop their visual, kinaesthetic, and verbal skills by watching the video, singing and dancing - To develop their logical skills by playing at ELA and some magnet flashcards
- 5. Timing: 15 minutes Activity description and instructions as they will be said to students (include direct speech) I tell a story about the Parts of the Body with a robot missing parts. (Picture 1) I bring them in a big bag and then tell a robot story. Children see Pip with his broken leg, and compare with the robot they have to put the eyes, nose and mouth. Teacher: I have to tell you a nice story about Pip’s family. Tomorrow we need to help Pip and other friends too. So we need to know how it is a robot, to put up their parts. Listen to the story Children : Yes , or nodding heads Teacher: “I tell them once upon a time one robot, Pip’s father comes here, but has only a head (I show the head ) and lands here, then a body joins to it from another galaxy” ( maybe I can ask one of them or explain galaxy, as it is a transparent word they can have in mind), ( showing another part of it and putting it onto the other) and so the arms and the legs and the feet from another galaxy so it becomes in a Robot. However this robot has no faces’ parts in the beginning…. There were some children like you, by pointing to them, that help the first robot.” Robot’s parts (Picture 1)
- 6. Teacher: I have a problem , as this robot has no face ‘s parts. I have to put his ears, eyes, mouth and nose. Can you help me? With the eyes ??? where? ( gestures used here) Child : me ! raising his hand Teacher : ok now put his eyes Child: puts the robot eyes on the face ( papers’ shapes) Teacher: now look . This robot looks like Pip. It has legs, arms, body and a head. And what is missing ?? ( miming this expression with my hand ) compare with Pip . Children : naríz ! Teacher : yes You are right., nose !!! So go on with the other parts… Teacher: (once they finish). Now you know to put up a robot . Great !!! , but this robot, what is not there in his head ? Let’s think… ummmm ( looking at the robot) eyes, yes… nose …yes … and …mouth yes ( pointing out to them) Children: orejas, ! Teacher: Yes the robot has no ears !!! (Picture 2- PIP’s father) Scaffolding: - To help them put up the robot’ eyes, nose and mouth.
- 7. - To encourage them to place eyes, nose and mouth as they think in L1 - To take their hands and put the shapes with glue already ready to stick Transition Time: I say “The first robot on land is Pip’s father ( papá ),(Picture 2) so they look like each other. Look children they are similar, ok? great job !!! now Let’s invite Pip to play!” Activity 2 Purpose: - To develop their logical, spatial interpersonal skill - To promote their interpersonal and intrapersonal skills Timing : 10 minutes Activity description and instructions as they will be said to students (include direct speech) I explain to them the rules of the magnet body parts game ( Picture 3)( eyes, ear, mouth and nose) and show it to them. Teacher: “ Ok children now , we have to play a magnet body parts, I put them face down on this white board and then you have to find its match like this by showing the two parts of an ear for example ( set: eyes, ear, mouth and nose) and in turns try to find the other part.Once you have it ready you put the match on the magnetic board, and touch your body ‘s part ( I show it )Ok ? “ Children : Nodding his head (do the action and look for the other part of the ear) Teacher : you have to respect turn one by one, de a uno , ok ?” Children: “Ok “ Teacher: “ok, you have a match. Fantastic ! An ear !! Touch your ear “, ( first I touch mine) When all parts of the body are found. I have to repeat them and encourage them to touch the mouth or the eyes on their own body for example.
- 8. Picture 3 Activity 3: Purpose: - To develop kinaesthetic and logical skills - To promote the integration of the Body parts vocabulary - To develop their spatial and interpersonal skills Timing : 10 minutes Activity description and instructions as they will be said to students (include direct speech)
- 9. Pip loves dancing and singing so I say Pip invites them to move and sing the song together. Children also stand up and sing the Body song https://youtu.be/WX8HmogNyCY. As the song goes faster each time, they will move much so it would be possible to get tired ( be attentive in case) Children dance and sing meanwhile they touch their body parts the song says. Teacher stops the song and freezes them what body part is? Play twice no more. The Lyrics: Head and shoulders, knees and toes, knees and toes, , knees and toes . Head and shoulders, knees and toes knees and toes , knees and toes and eyes, and ears and mouth and nose, Head and shoulders, knees and toes, knees and toes. Scaffolding: - To encourage to dance and sing, make them be confident and prize them with gestures and smile - To repeat and touch each part of the body or the head Transition Time.I say “It is time to play more children …let´s play fantastic games ok ?” children anxious say “yes !” Activity 4:
- 10. Purpose: - To develop kinaesthetic and logical skills - To promote the integration of the Body parts vocabulary - To develop their spatial, interpersonal and intrapersonal skills Timimg: 15 minutes Activity description and instructions as they will be said to students (include direct speech) Teacher says it is “ play Time” and move more the bodies . I propose them to practice through some games as the hopscotch and the memo body parts at ELA with extra activities already prepared they can integrate the contents seen till now , to play as relax time. I explain the rules of the game, I say the name of the parts of the body and they have to jump to the heaven. I show it first, jump and hop to the picture and touch the part of the body it is. It is an integration activity through play. Game 1: “Jumping to the heaven” ( Picture 4) Teacher: Ok jump to the nose Child: jumps Teacher. Fantastic, now touch your nose Child: (touching nose) I continue if it is too long activity due to the number of students I have to let them twice jumping each child and change the flashcards so as not to repeat the same parts several times.
- 11. ( Picture 4) Game 2: Memo body parts (Picture 5) Observation: This is an extra activity in case Time allows to do it in this lesson plan. It will form part of The ELA classroom, joins with the Fishing shapes, Jumping to the heaven , Magnet body parts, or Memo Body parts games. I explain the rules of the game. Flashcards are face down on the tables and 4 groups in each. I get around to scaffold if they do not get a match. They have to find the corresponding similar and try to touch their parts of the body and say through the teacher scaffolding. Scaffolding: - To get around and repeat rules of the game, in case problems behaviours. - If there is a child who does not touch ok , I show on my face or body and then encourage him/her to do the same
- 12. - If any of them is shy and does not want to play , teacher elicits to him/her to stay near and helps or maybe look at them without moving , just give this child the opportunity to observe his/her peers (Picture 5) Transition Time: I tell children I am so happy because they can play and know more about the robots. Tomorrow we have to help PIP, finally. Closure Purpose: - To encourage them to say bye - To close the class saying next class we will help Pip Timing: 2 minutes Activity description and instructions as they will be said to students (include direct speech)
- 13. As in the previous class, teacher tells their work is great, and greet and say goodbye. Showing the bye flashcard as usual in the previous classes. Make some comments about how well they have worked today, and so the teacher is very happy for this. Bye flashcard. 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
- 14. Observations