This lesson plan is for a 4th grade Spanish class with 21 students between 9-10 years old. The lesson aims to review numbers 1-12 and introduce numbers 12-20. The 80 minute class is divided into routines, warm up, presentation, practice, and closure activities. The warm up involves counting numbers aloud. New numbers are presented by unwrapping numbered papers from a parcel. Practice includes dictation, a puzzle, and writing out numbers. The class closes with a bingo game to reinforce the new numbers. Scaffolding such as modeling pronunciation and showing examples on the board is provided throughout.

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRACTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Aromando Milagros
Grado y sección: 4° C
Nivel lingüístico del curso: Básico
Cantidad de alumnos: 21 Alumnos de nueve y diez años, nueve son varones y doce son nenas.
Tipo de Planificación: Clase
Unidad Temática: Números
Clase Nº: 3
Duración de la clase: 80 minutos (in the middle of the class they have a 10 minutes´ break)
Fecha de la clase: 23/10/2019
Fecha de entrega de la planificación: 07/10/2019

2. Daily Lesson Plan
Lesson aims
 To review numbers from 1 to 12.
 To introduce numbers from 12 to 20.
 To use numbers while having fun.
 To develop student´s listening and writing skills.
Language focus
Lexis Function Structure
Rev Numbers (from 1 to
12)
Rote Counting
Identifying quantity
One, two, three, etc
New Numbers (from 12 to
20)
Counting and ordering Twelve, thirteen, fourteen, etc.
List of Materials (Everything showed and specified above)
 Blackboard and pieces of chalk of different colours.
 Bingo grids.
 Plastic Bag.
 Parcel made with paper and a little box.
 Handouts with exercises.

3. Routine: (3 minutes)
 Greet students, elicit date and write it on the board.
 Ask them “What’s the weather like today?’’ and ask: Sunny? Windy? Cloudy? Rainy?
And write the answer on the board.
Transition comment: Great! Now, come here and sit in a circle do you remember the
numbers? Let’s see and count together!
Warm up: (10 minutes)
 The teacher with students will count from one to twelve altogether.
 Now the teacher will say the students they will have to memorise the sequence of
numbers!
 They are going to use numbers from 1 to 12.
 The teacher will say four! And ask the students to repeat the word!
 Then she will ask the student that is sitting next to her to say the same number and
another one. For example: four, one.
 Then she will repeat the procedure adding more numbers.
 When the procedure is clear enough we will play the game many times.
Scaffolding strategies: Showing the students what they have to do, repeating the numbers
and pointing at each student.
Transition Comment: Very good! Now, we are going to learn more numbers!

4. Presentation: (12 minutes)
 The teacher will introduce the numbers 11-20.
 Before class I prepare 9 sheets of paper with numbers from 12 to 20 on each sheet.
 I prepare a parcel using an empty box ordering the number randomly.
 I will pass the parcel to the student that is sitting next to me and ask him/her to do the
same.
 After a moment I will say stop!
 The person holding the parcel when I say stop will unwrap the first layer. Ask for that
sheet of paper show it to the rest of the students and ask them if they know that number.
Stick it on the board.
 Start passing the parcel again and then say stop. The student holding the parcel can
unwrap the next sheet and look at the number. Ask for that sheet of paper show it to the
rest of the students and ask them if they know that number. Stick it on the board either to
the left or right of the number already there, depending on if it comes before or after that
number (e.g. if the first number was 15 and the second one is 19, then it should be
placed after the 15).
 Keep playing "Pass the Parcel" until all the numbers are stuck on the board in the
correct order 12-20.
 Now that e all the numbers are on the board, the teacher will chorus them with the
students. Start with 11 and chorus it 3 times with the class. Continue with all the
numbers. Now chorus each number in turn (12, 13, 14 etc.) and run through 12-20 a
few times, each time getting faster and faster. Comentario [A1]: Nice! You will be
modelling the pronunciation from the
very beginning. Encourage them to
repeat after you.

5. Scaffolding strategies: Explaining, repeating the numbers and pointing at them.
Transition Comment: Well! Now let´s sit on your chairs and copy the date please!
Practice: (25 minutes)
Activity 1: Dictation
Time: 8 minutes
 The teacher will write on the board “Dictation” and will ask the students to copy too.
 The teacher will explain to the students that she is going to say some numbers out loud
to them and they have to write it down in their folders. For example: The teacher will say
“7” and the kids should write “7”.
 The teacher will show them on the board what they have to do.
 The teacher will dictate them the following numbers: 2, 5, 9, 11, 12, 15, 19, and 20.
 The teacher will check their performance one by one.
Scaffolding strategies: The teacher will show the exercise on the board. She will repeat the
numbers as many times as they need.
Transition Comment: Great job dear kids! Now!

6. Activity 2: Puzzle
Time: 8 minutes
 The teacher will deliver the following handout to each student.
 The teacher will explain to them that they have to complete the puzzle writing the correct
number in the correct space.
 The teacher will show them one example on the board.
 The teacher will walk round the classroom looking their performances and helping them
if necessary.
Scaffolding strategies: The teacher will show the exercise on the board.
Transition Comment: Great job dear kids! Now we will do the last activity!

7. Activity 3: writing
Time: 9 minutes
 Now the teacher will deliver the following handout to each student.
 The teacher will write one example on the board to show them what they have to do.
 The teacher will say to the students now you have to count and write with letters the
result.
 The teacher will write on the board to explain to them what they have to do:
7 2
nine
Handout:
Scaffolding strategies: The teacher will show the students what they have to do. She is going
to help them with the spelling of the words.
Transition Comment: Great! Now is time to play bingo!
Comentario [A2]: add

8. Closure (20 minutes)
Bingo!
 The teacher will hand out one bingo grid (with nine numbers each one) to each student.
 In a bag the teacher will have cards with numbers from one to 20.
 The teacher will show the students how the game will be, drawing an example on the
board.
 The teacher will take one number flashcard from the plastic bag and call out the word,
for example “Seven”.
 Students who have that number in their bingo card will cross it out.
 The teacher will keep taking flashcards from the bag, calling out the words in random
order.
 The first student to cross out all the numbers on his card shouts “Bingo!” and wins the
game.
Bingo grids:

9. Plastic Bag:
* Illustrated picture taken from internet
Transition comment: You have worked excellent today! I am really happy! …But now it’s time
to say goodbye”
“Goodbye to all of you, see you next Wednesday!”
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 Good!