Lessonplan3
- 1. I.F.D.C. LENGUAS VIVAS BARILOCHE PRÁCTICA DOCENTE I Alumno residente: Bárbara Edith Martínez Institución Educativa: Escuela Primara N°315 Dirección: Almirante Brown 600.Piedra del Águila Cantidad de alumnos: 14 Edad: entre 6 y 7 años Unidad Temática: Colours, numbers up to 10 and animales de la granja Clase Nº: 3 Fecha: 04/11/2019 Hora: 09:45 a 10:30 am Duración de la clase: 45 minutos Fecha de entrega de la planificación: 30/10/19 Learning aims: During this lesson, learners will be able to revise the animals learnt in the previous class. They will be able to count until 10. They will be able to identify and name the colours in English. They will be able to learn a colour chant in English. They will be able to share their conclusions with the teacher and with their peers (when asked about the colours of the animals). Learning focus: Vocabulary related to colours (pink, red, white, brown, yellow, black, blue) and farm animals Integration of skills: Speaking: students will try to communicate using the new words (It’s pink) and at the same time they will socialize and discuss some items with their peers. Listening: students will start developing their listening skill by paying attention to the teacher and by listening to the song. The teacher will scaffold them by repeating, miming, pointing and showing as many times as needed. Multiple intelligences: Linguistic intelligence: students will need to express their ideas
- 2. to the teacher and to their mates. Musical intelligence: students will be asked to sing and follow the rhythm of the song. Visual- Spatial intelligence: students will be asked to connect dots so as to discover an animal. Bodily kineasthetic: students will be encouraged to move and dance as they sing the song along. Materials and resources: Hello song: https://www.youtube.com/watch?v=tVlcKp3bWH8 Colour song: https://www.youtube.com/watch?v=dS9cvu13jKs (Note: this song will be edited, the teacher will only use the seven colours specified in the learning focus section.) Connect the dots activity: (Note: As children only know numbers up to 10, the dots from 10 to 12 will be connected by the teacher beforehand). Colour paper rings/ tubes (to wear on their fingers):
- 3. Pictures of animals: ( the pictures will be coloured and printed on a A4 paper) Possible contingencies: As this will be the students’ second class, and it proved to be very hard to make them understand, the strategy will be to avoid as much as possible the usage of L1 and in the case it is absolutely necessary, the teacher will translate into Spanish and then repeat the instructions in English again and to mime, show and point for them to understand. One of the students tends to become bored easily, the teacher will try to call his attention and keep him motivated by letting him manipulate the materials and she will also allow him to hand in the photocopies because he needs to move constantly. As regards another of the students who has some diagnosed learning issues, the practitioner teacher will ask the teacher of the group to help this student if it is necessary. During the previous lesson, it was difficult for the students to understand that they should pay attention to the instructions so
- 4. this time, the teacher will call their attention more times. Classroom management strategies: Explain each activity as clearly as possible and make sure that they understood by asking them and giving some time to process the information. Use facial and body language to communicate with students in order to reduce to the minimum the usage of the students’ mother tongue. Ask questions related to the topic to those students who seem distracted in order to catch their attention. They will be named helpers and help the teacher (in bringing material, placing objects). Foster motivation by offering the students the possibility to express themselves and acknowledge their advances by giving them positive reinforcements. Use encouraging words such as “great!”, “Wonderful!” Have a positive attitude towards the students and their reactions. Assessment: collecting information and reporting your findings The assessment will be performed through observation and record of the output of the class. In other words, the teacher will observe if the students are able to use the language that has been taught by offering them a series of activities. Lesson stages: Lead-in and presentation Estimated time: 5 minutes To start with the class, the teacher will greet students with a simple greeting: “Hello!” accompanied by the gesture of waving. At the same time, the teacher will play the hello song. It is expected that children listen, repeat and dance as the teacher does the same thing. When the song goes: How are you today? The teacher will put her thumb up encouraging the students to do the same. The song may be played twice so the children can listen to it again and get ready to start with the English class. Presentation: Estimated time: 5-10 minutes.
- 5. After, this, the teacher is going to give students a series of colour paper rings and she will sing a song: “Yellow colour, yellow colour, where are you? Here I am, here I am” The teacher will show the finger with the yellow ring. She will encourage the children to show their fingers with the colour ring. And she will invite the children to sing along. Development of the sequence of activities Estimated time: 20 minutes Purpose: To teach students seven colours and relate them to the farm animals taught in the previous class. To make the children remember how to count from 1 to 10. The teacher will show the pictures of all the animals and of Mac Donald, these pictures will be stack on the board: “Do you remember Old Macdonald?” (pointing at the picture of the farmer). The children are expected to answer: “yes!” and the teacher will continue: “And do you remember his animals?” “Let’s name them!” “It’s a… h..oo…rse”. In this stage, children will be scaffolded by the teacher by repeating the first sounds of the words and after the sentences are completed, the teacher will repeat it again for the children to say it one last time: “It’s a horse”. She will modulate slowly for the children to listen. The teacher will then ask: “What colour is it?” making emphasis in the word “colour” since its pronunciation is similar to the Spanish word “color”, it is expected that children understand with no need to use the students’ mother tongue. Once this is finished, the teacher will tell students that Macdonald’s has forgotten what animals he has and they have to help him by discovering what animals are there in the copies the teacher will hand in: “Old Macdonald has forgotten what animals hehas, to discover it we will have to connect the dots that you will see in the worksheet I gave to you. You will have to follow the numbers. Do you remember: one… two…? Let’s do it. First, one… then?” the students will continue counting and drawing the pig. Once they finish, the teacher will ask: and… what animal is it? It’s a… “ It is expected that the children finish the phrase and then repeat it. To finish with this activity, the teacher will ask students: “what colour is the pig?” “It’s pink”, the children will answer. If they answer in Spanish, the teacher will encourage them to repeat the phrase in English, she will need to speak slowly. To finish, the teacher will say: “ok! Then, let’s paint it pink!” Closure Timing: 10-15 minutes
- 6. Purpose: To assess if the students have understood and learnt the new vocabulary introduced. To finish with the class, the teacher and students will play “I spy with my little eye…” game. The teacher will previously stick on the walls of the classroom some images of animals painted with the colours they have learnt and she will ask students to sit down (maybe on the floor or on their chairs). And she will mime as she says: “I spy… I spy with my little eye… a yellow duck. Can you see it? Where?” In order not to lose time, the children will not be allowed to move around the class. Before the bell rings, the teacher will start singing a bye bye song. She will use her hands to make students understand that the class has finished. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Needs improvement 1 Visual organization x Coherence and sequencing x Variety of resources x Stages and activities x Scaffolding strategies x Language accuracy x Observations Excellent, Barby! I hope you find my comments useful! Have a great class! Ceci