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Source:‘Storyline Starter A’. Pearson Education. Second
Edition, 2015.
• Encourage children to move and sing along. Repeat the
song once more time. Stop the music and ask them Sit down
please.
• Say Hello children! and ask them How are you?Say I’m very
happy to be with you again (while pointing to your smile and
then, to the children). Say This is our last lesson, Monkey and I
will miss you a lot!
Transition comment:say We have a visit today! Monkey missed you
very muchand wanted to say good-bye. Whisperto children
Monkey has a surprise for you at the end of the class! But you have
to behave well!
Presentation
Purpose:to identify and describe some fruits and revise numbers
and colours to describe them.
Timing:7minutes.
DRAWINGSDRAWINGSDRAWINGSDRAWINGS::::WHAT’S THIS?WHAT’S THIS?WHAT’S THIS?WHAT’S THIS?
• Draw a banana tree in the whiteboard (before children
come in) with three bananas.
• Monkey greets children Hello children, how are you?.Itis likely
some children will ask me if they can say hello to Monkey or
kiss him. I will allow this if they stay on their seats as it
happened in previous lessons.
• Point to a banana and use the monkey puppet to ask
children to identify it What’s this? A banana, What colour is it?
Yellow.Monkey saysMmmm…I like bananas!!!Make a yummy
face.
• Monkey says Let’s count the bananas, one, two, three, How
many apples? Three.
• Erase the bananas and draw 3 red apples and 2 green
apples. Repeat the same procedure. In this case, Monkey
saysYuk…I don’t like bananas!!!Make a yuk face.
*Note: Although the worksheet for activity 1 focuses on
Comentario [CZ1]: on
Comentario [CZ2]: at
Comentario [CZ3]: Good!](https://image.slidesharecdn.com/ezpeleta-lessonplanning5-p-181130221203/85/Planning5-9-320.jpg)
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number three, children will be able count up to five since
they already know those numbers.
Transition comment:say Monkey wants to be sure if they have
learnt the numbers and the foods seen in the unit. For that reason,
Monkey has chosen an activity for them. Add Monkey is ready to
help you!
*Note: Put aside the Monkey until the end of the activity where you
and Monkey will go around checking the activity and praising
children. This is so, to avoid children getting too distracted with the
puppet.
Development of the sequence of activities
ACTIVITY 1:WORKSHEETWORKSHEETWORKSHEETWORKSHEET: COLOUR, COUNT AND CIRCLE: COLOUR, COUNT AND CIRCLE: COLOUR, COUNT AND CIRCLE: COLOUR, COUNT AND CIRCLE
Purpose:to count some items of food by developing fine-motor skills
to circle and colour them. Besides, children will identify the food by
pointing to it.
Timing:7 minutes.
• Show page 41 of the Activity Book and ask children to open
their books at that page.
• Stick page 41 on the whiteboard to demonstrate and guide
children during the activity. Say You need a pencil
(blue,yellow, red, green).
• Ask children Can you see number three? Yes/No. Point to
number 3 and tell them to colour it.
• Say Point to the bananas. Tell them to count the bananas, 1,
2, 3. Ask How many bananas? Three.
• Repeat the same procedure with biscuits, carrots, apples and
oranges.
• Tell children to circle the foods that are grouped in three.
Demonstrate withthe worksheet stuck on the whiteboard.
• Go around the tables with Monkey checking understanding
and Monkey will praise children Fantastic!, Fabulous!,
Excellent!
Transition comment:tell children that Monkey has a surprise to finish
our last class. We’re having a picnic!
Comentario [CZ4]: Please, include it
in the plan.](https://image.slidesharecdn.com/ezpeleta-lessonplanning5-p-181130221203/85/Planning5-10-320.jpg)
![12
• Repeat the same procedure with sandwich, orange juice
and carrot. *Note: I will have just one carrot and one onion in
the picnic to elicit I don’t like and amuse children.
Transition comment:tell Say children that it’s time to say goodbye
and thank children and the teacher for allowing you to do your
practicum with them. Say It’s was wonderful to meet you kids, I will
miss you and Monkey and me will never forget you.
Closure
Purpose:to say goodbye in a cheerful way so that children leave
the classroom happily.
Timing:2 minutes.
• Play the good-bye song while hugging and kissing children.
Lyrics: song length 30 seconds
Source:‘Storyline Starter A’. Pearson Education. Second
Edition, 2015.
END OF LESSON PLANNING 5
Each activity must be described in terms of the following
components:
Purpose
Timing
Activity description and instructions as they will be said
GOODBYE BOYS!
GOODBYE GIRLS!
GOODBYE CLASS!
GOODBYE TO YOU!
GOODBYE TO YOU!
Comentario [CZ5]: 😊](https://image.slidesharecdn.com/ezpeleta-lessonplanning5-p-181130221203/85/Planning5-12-320.jpg)
Planning5
- 1. 1 I.F.D.C. LENGUAS VIVAS BARILOCHE PRÁCTICA DOCENTE Alumna residente: Paula Ezpeleta Institución Educativa: Escuela Primaria N° 35 Dirección: Km 803, RN3 –Pedro Luro- Cantidad de alumnos: 18 Edad: 6 años Unidad Temática: ‘My Lunch Box’ Clase Nº:5 –last class- Fecha:25/10/18 Hora: 11: 25hs. Duración de la clase:35 minutos. Fecha de entrega de la planificación:22/10/18 Learning aims: During this lesson, learners will be able to: • Identify and describe foods through interacting with Monkey and drawings in the whiteboard (presentation). • Count and express quantity through the presentation and a worksheet. • Express food preferences through questions asked by Monkey previous to the picnic. • Share and answer to food’s offers through a picnic with their peers and teachers. Learning focus: Students will identify and describe food: What’s this? An apple. What colour is it? Red. Student will count and express quantity: How many apples? 1, 2, 3. Students will express preferences with emojis and real food that will be part of the picnic.
- 2. 2 Revision and consolidation of the vocabulary presented in classesduring the four previous lessons: sandwich, biscuits, water, juice, apple, banana, orange, carrot and onion. The whole class will share a picnic to say good-bye to the trainee teacher using some basic vocabulary to offer food and answer in a polite way. Children will make meaning of the vocabulary andlanguage structures by play-based activities and multimodal tasks such as interacting with a puppet and playing with stick emojis to express likes and dislikes. Furthermore, children will count items of food using a worksheet and colour the target number. Finally, the whole class will have a picnic to promote a relaxed and fun way of finishing the thematic unit as well as promoting values such as sharing, waiting for food to be served (this will be the hardest I reckon), enjoying and saying good-bye affectionately. All activities aim at fostering children’screative and imaginative skills and enrich their learning experience. Integration of skills: Linguistic skillssuch as listening and speaking as well the development of creativity through having a picnic,play,songs, puppets and multimodal modes of expressions such as singing, responding to monkey’s questions and interacting with stick emojis and real food.Childrenwill also develop fine motor skills by circling food grouped in three. The linguistic skills will be embedded within the three pillars of the ‘imaginative approach’: play, creativity and multimodality. Multiple intelligences: 1) Musical-rhythmic by listening to songs. 2) Verbal-linguistic by identifying and describing foods already learn and revising language structuresto express food preferences. 3) Bodily-kinaesthetic by dancing songs. 4) Interpersonal by sharing a picnicwith the whole classand interacting with the puppet during some of the activities. 5) Intrapersonal by expressing their food preferences. 6) Logical-mathematical by counting items of food and answering questions about How many…?
- 3. Materials and resources: • Speaker. • Songs.*See lyrics and sources in the development of activities. • Monkey puppet introduced in Class 1 idea is to close the thematic unit with Monkey since children love it and get very affectionate with it. • Stick puppet e child and teacher could not be done 3 Materials and resources: See lyrics and sources in the development of Monkey puppet introduced in Class 1 and 3.*Note: idea is to close the thematic unit with Monkey since love it and get very affectionate with it. emojis of likes and dislikes. One pair for child and teacher. *Note: this activity from lesson 3 could not be done. See lyrics and sources in the development of *Note: the idea is to close the thematic unit with Monkey since . One pair for Note: this activity from lesson 3
- 4. • A4 handmade onto the wall for the 5 lessons. • Flashcards of colours • Worksheet page which the teacher of English asked me to include in my planning. 4 handmade flashcards from 1 to 5 hanging on a string the wall for the 5 lessons. Flashcards of coloursstuck on the wall for the 5 lessons. Worksheet page 41 from the students’ book ‘TOY BOX’ which the teacher of English asked me to include in my hanging on a string for the 5 lessons. from the students’ book ‘TOY BOX’ which the teacher of English asked me to include in my
- 5. • Food drawings to be made in • Red, yellow and • ‘Good-bye picnic’: 18 ora and 18 sandwiches a mini-picnic to close my practicum and the Head Teacherand the 5 Food drawings to be made in the whiteboard (WB). and greenWB markers. bye picnic’: 18 orange juice cartoons, 18 biscuits sandwiches. *I asked in advance if I could c to close my practicum and the Head and the teacher agreed completely. the whiteboard (WB). nge juice cartoons, 18 biscuits *I asked in advance if I could have c to close my practicum and the Head
- 6. 6 Possible contingencies: Misbehavior issues.In case children misbehave the teacher will sing a short chant or ask for silence shhh…shhh. If this does not work, teacher willask pupils to calm downin L1. Lack of comprehension. Repeat instructions in a different way or help learners with difficulties by reinforcing scaffolding strategies. Children’s distraction or lack of interest.Catch pupil’s attention by using different tones of voice, clapping hands or asking to finish their work to play a funny game. Timing. Learners spend much time with each activity due to their age in general and misbehavior in some particular cases. Technological issues. There is an ICT assistant who may deal with these problems in case it is necessary. Classroom management strategies (adapted from the Lesson Planning Diagnoses)
- 7. 7 I. Building confidence: As we are dealing with VYL we must create a safe and friendly classroom environment so that children feel confident to take part in the different activities and games proposed. It is vital that children feel secure and emotionally supported by adults to participate and minimize misbehaviour. We must be aware of their feelings such as embarrassment or unwillingness to participate and respect their times and choices. II. Following routines: As we have studied in the literature, it is of utmost importance for children to follow routines. For this reason we must structure well staged lessons with different activities and stick to them every lesson. In this way, kids feel secure knowing how the class will develop every time. Besides, we will make transition comment to link the activities. III. Organization habits: We can try singing a short song asking for silence or we can also ask them to pay attention because we really need their help to solve a problem. Another essential organization habit is related to ‘following instructions’. For that reason, we have to use very clear and short instructions for each activity. By promoting organizational skills we are helping children to develop their autonomy. Another simple but helpful strategies could be: ● Misbehaviour: talk to children in a corner of the classroom asking them in a low voice to calm down and try to enjoy the class showing him/her as much as empathy and affection as possible. ● Call their attention: the puppet can be used to ask children to do the activities. ● Invite them to sit down: sometimes we can sing a short chant ‘Shhh... be quiet, please sit down, please sit down’. ● Put away things:for this, teacher can rap or chant ‘Put everything away, put everything away, quick, quick, quick please!’ while putting teacher own stuff away (tidiness habits). Assessment: collecting information and reporting your
- 8. 8 findings Observation of the class dynamics and interaction between students and myself. Record an audio recording on my mobile phone right after leaving the school explaining which tasks children enjoyed the most and which they find difficult or boring. Upload in my Practicum Journal my reflections about my third lesson. Share experiences with my cyber classmates about ourexperiences. Write down commentaries about individual students who experienced some cognitive difficulties understanding the tasks or those who misbehave during the class. LESSON STAGES: Routine Lead-in Purpose:to begin the class with a song in order to create a joyful environment where children feel comfortable and happy. This will create a positive attitude towards learning a second language. Timing:2-3 minutes • Greet children with the ‘Hello Song’ as they come in and wave your hands as done in the previous lessons. Lyrics:Song length 33 seconds. HELLO BOYS! HELLO GIRLS! HELLO CLASS! HELLO TO YOU! HELLO TO YOU! NOTE: I HAVE INCLUDED THE SCAFFOLDING STRATEGIES WITHIN THE INSTRUCTIONS ACTIVITIES AS WE DID IN THE DIAGNOSES SINCE I FIND IT SIMPLER AND IT ALLOWS ME TO FOCUS ON EACH SCAFFOLDING STRATEGY FOR EACH STAGE OF THE ACTIVITIES.
- 9. 9 Source:‘Storyline Starter A’. Pearson Education. Second Edition, 2015. • Encourage children to move and sing along. Repeat the song once more time. Stop the music and ask them Sit down please. • Say Hello children! and ask them How are you?Say I’m very happy to be with you again (while pointing to your smile and then, to the children). Say This is our last lesson, Monkey and I will miss you a lot! Transition comment:say We have a visit today! Monkey missed you very muchand wanted to say good-bye. Whisperto children Monkey has a surprise for you at the end of the class! But you have to behave well! Presentation Purpose:to identify and describe some fruits and revise numbers and colours to describe them. Timing:7minutes. DRAWINGSDRAWINGSDRAWINGSDRAWINGS::::WHAT’S THIS?WHAT’S THIS?WHAT’S THIS?WHAT’S THIS? • Draw a banana tree in the whiteboard (before children come in) with three bananas. • Monkey greets children Hello children, how are you?.Itis likely some children will ask me if they can say hello to Monkey or kiss him. I will allow this if they stay on their seats as it happened in previous lessons. • Point to a banana and use the monkey puppet to ask children to identify it What’s this? A banana, What colour is it? Yellow.Monkey saysMmmm…I like bananas!!!Make a yummy face. • Monkey says Let’s count the bananas, one, two, three, How many apples? Three. • Erase the bananas and draw 3 red apples and 2 green apples. Repeat the same procedure. In this case, Monkey saysYuk…I don’t like bananas!!!Make a yuk face. *Note: Although the worksheet for activity 1 focuses on Comentario [CZ1]: on Comentario [CZ2]: at Comentario [CZ3]: Good!
- 10. 10 number three, children will be able count up to five since they already know those numbers. Transition comment:say Monkey wants to be sure if they have learnt the numbers and the foods seen in the unit. For that reason, Monkey has chosen an activity for them. Add Monkey is ready to help you! *Note: Put aside the Monkey until the end of the activity where you and Monkey will go around checking the activity and praising children. This is so, to avoid children getting too distracted with the puppet. Development of the sequence of activities ACTIVITY 1:WORKSHEETWORKSHEETWORKSHEETWORKSHEET: COLOUR, COUNT AND CIRCLE: COLOUR, COUNT AND CIRCLE: COLOUR, COUNT AND CIRCLE: COLOUR, COUNT AND CIRCLE Purpose:to count some items of food by developing fine-motor skills to circle and colour them. Besides, children will identify the food by pointing to it. Timing:7 minutes. • Show page 41 of the Activity Book and ask children to open their books at that page. • Stick page 41 on the whiteboard to demonstrate and guide children during the activity. Say You need a pencil (blue,yellow, red, green). • Ask children Can you see number three? Yes/No. Point to number 3 and tell them to colour it. • Say Point to the bananas. Tell them to count the bananas, 1, 2, 3. Ask How many bananas? Three. • Repeat the same procedure with biscuits, carrots, apples and oranges. • Tell children to circle the foods that are grouped in three. Demonstrate withthe worksheet stuck on the whiteboard. • Go around the tables with Monkey checking understanding and Monkey will praise children Fantastic!, Fabulous!, Excellent! Transition comment:tell children that Monkey has a surprise to finish our last class. We’re having a picnic! Comentario [CZ4]: Please, include it in the plan.
- 11. 11 ACTIVITY 2:‘WE’RE HAVING A PICNIC’‘WE’RE HAVING A PICNIC’‘WE’RE HAVING A PICNIC’‘WE’RE HAVING A PICNIC’ ----Part 1Part 1Part 1Part 1---- Purpose:to share a picnic with children to close my practicum in a unforgettable way for all of us. Besides, the linguistic purpose won’t be missed since children will be offered the food in English and will be encouraged to answer in English. Timing:10 minutes • Say Well, this is the surprise for you. Ask Are you hungry? Yes. • Ask children to wait at their tables while the teacher in charge and I distribute equal quantities of sandwiches, biscuits and individual orange juices (Baggio 125ml) for each group. • Say Here, some biscuits.Elicit Thank you. Answer You’re welcome! Repeat the same with the sandwiches and the juice. • Smell the food and say Mmmm…this is delicious! Rub your belly. *Note; rubbish, leftovers, empty juice cartoons will be put inside a bin bag and the classroom will be cleaned by me during the break. Transition comment:Now I’d like to give you something you will love but you have to answer some questions to Monkey. ACTIVITY 3: WE’RE HAVING A PICNIC!WE’RE HAVING A PICNIC!WE’RE HAVING A PICNIC!WE’RE HAVING A PICNIC! ----Part 2Part 2Part 2Part 2---- GGGGAME WITH STICK EMOJISAME WITH STICK EMOJISAME WITH STICK EMOJISAME WITH STICK EMOJIS Purpose:to express food preferences through a game by interacting with real food and answering questions to Monkey. Timing: 5 minutes. • While children finished eating distribute one pair of emojis per child. • Hold up a biscuit and use Monkey to tell the class I like biscuits! Hold up your like emoji. • Monkey asks children Do you like biscuits?While the teacherholds up a biscuit. • Tell them to hold up their like or dislike emojis to respond to Monkey.
- 12. 12 • Repeat the same procedure with sandwich, orange juice and carrot. *Note: I will have just one carrot and one onion in the picnic to elicit I don’t like and amuse children. Transition comment:tell Say children that it’s time to say goodbye and thank children and the teacher for allowing you to do your practicum with them. Say It’s was wonderful to meet you kids, I will miss you and Monkey and me will never forget you. Closure Purpose:to say goodbye in a cheerful way so that children leave the classroom happily. Timing:2 minutes. • Play the good-bye song while hugging and kissing children. Lyrics: song length 30 seconds Source:‘Storyline Starter A’. Pearson Education. Second Edition, 2015. END OF LESSON PLANNING 5 Each activity must be described in terms of the following components: Purpose Timing Activity description and instructions as they will be said GOODBYE BOYS! GOODBYE GIRLS! GOODBYE CLASS! GOODBYE TO YOU! GOODBYE TO YOU! Comentario [CZ5]: 😊
- 13. 13 to students (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 Needsimprovement 1 Visual organization x Coherence and sequencing X Variety of resources X Stages and activities X Scaffoldingstrategies X Languageaccuracy X Observations You’ve done a great job, Paula! I hope you have gained many insights into teaching very young learners. Best, Ceci