PRACTICE II, DIDACTICS OF ELT and Practicum Primary

School level. Adjunto Regular a/c Prof. Estela N. Braun (2019).

PRACTICAL 12. The Magic Bag Project: select a story to use in your
courses or teach a mini-class.

Lesson Plan: “Pete the cat-Rocking in my school shoes” by Eric Litwin (2011).
Harper Collins. City, country.

Students Profile: Grade 4, beginning level of English language proficiency.

State primary school. Only one class of 40-minutes a week. Students’ age: 9-
10 years old.

In 4 “D” there are twenty-one students (twelve girls and nine boys),
sometimes we feel that there is lack of comradeship, for example, they do not
help each other to do the activities unless we tell them, or they do not ask their
partners to borrow a school object (they do share their things only when we
ask them, they do not have the initiative to give an object or ask for it). In
general terms they get on well with each other but we can see that the group is
split between girls and boys.

In 4 “C” there are twenty-one students (thirteen boys and eight girls) they are
very participative and collaborative with each other. We recognize that there
is the same issue as regards the division of the group (boys on one side and
girls on the other). Sometimes they have conflicts between them, for example
in our third lesson, they had had a problem between them during the break and
some of them were upset and angry).

In both classes we share the same inconvenient with our students. Lucas in 4°
“D” and Tiziano in 4° “C” they have difficulties in learning, they learn at a
different pace from the rest of the group and we have to help them more. Also,
both of them are very shy and it’s hard to make them speak up.

Timetable: Wednesday 16:10 to 16:50 (fourth D) and from 16:50 to 17:30 (fourth
C)
Objectives:

 Revise prior knowledge about colors and parts of the house.

 Answer questions orally.

  Enjoy literature in English.

 Listen and understand the story with the help of the teacher.

 Introduce prepositions to locate people and objects.

 Retelling the story through images.

 Recognize verbs and add new ones to students’ knowledge

Skills to be Listening Speaking Writing

emphasized

Language: Parts of the

school
-ing verbs
prepositions
Materials: -A book made
by us.
-Flashcards
with
prepositions
-A box to
create the
house
-Pieces of
Cloth to
create Pete’s
shoes
-Pete the Cat
Pins

Date?
Stages in the Warm Up First Class Timing: 40
lesson Routine minutes
Date

Warm-Up We will take 5’

students to
the
schoolyard
and give them
pins that will
retrieve prior
knowledge on
colors. It will
also
contribute to
their
atmosphere
Activity 1 We will tell the 10’
story, ask Teachers
some will explain
questions and vocabulary
sing “ I was with
rocking. “ gestures
and body
language.
Activity 2 We will 8’
provide
students with
flashcards to
write actions
they will do
with their
shoes
Activity 3 Students will 10’
have to order
the sections
of the story a
according to
their
chronological
order and
retell the
story.
Date?

Stages in the Warm Up

lesson Routine
Date
 Warm-Up We will take 5’
students to
the
schoolyard
and give them
pins that will
retrieve prior
knowledge on
colors, it will
also
contribute to
their
atmosphere
Game: Perform 10’
actions “in my
shoes” in
small groups.
Game: We will show 10’
students
prepositions
and play
Simon Says
with hula
hoops.
Activity 3 We will ask 10’
‘’Where’s
Pete’’ and
students have
to answer
with the
preposition
and the part
of the house.
Say Goodbye
to children.

This lesson will take place on the schoolyard. Children will be sitting on the
floor in a round. We will be wearing big colourful shoes (made by us) and we will
give children little pins with the shape of a cat with five different colours, so we
can group them into five groups of four (according to the colour they have) for
further activities.
Routine: 3’
 We will be following the routine ‘’How do you feel today?’’ that
our mentor teacher uses every class before starting with the lesson.

Warm Up: 5’

We will give each student a little pin with the shape of a cat and take
students to the schoolyard. We will ask them to sit in a round in front of the
teachers.

Activity one: 10’

Before reading the story to the students, we will show them a Pete the cat’s
marionette and we will ask them ‘’What color is Pete? What color are his shoes?”.
When the part of the song comes, we will play it in a loudspeaker and sing it all
together. Eg. “I was rocking in my school shoes.”
Activity two: 8’
We will give to each student a flashcard where they will have to complete
with the pronoun “I”, the possesive pronoun “my” and a verb in the present
continuous tense (the ones that they’ve learned in the story). When they finish,
they will have to hand them in without writing their names on it.

Activity three: 10’

We will provide students with a photocopy in order to practice re-telling the
story. The photocopy will have images taken from the book (which they will have
to cut and paste in their notebooks) where Pete is doing different things. We will
point to different images and ask students what was Pete doing. They will have
to order the images according to the story, and then, write what Pete was doing
in each image. E.g. Pete is reading. (If they do not finish with this activity, they
will finish it the next class so that they can tell the story to their family.)

-What’s Pete doing?

-He’s reading

We will stop the activity 5 minitues before the bell rings so that we can take
them back to the classroom. (We will also keep the pins and gave them back
in our next class)

Second class
Routine: 3’

We will be following the routine ‘’How do you feel today?’’ that

our mentor teacher uses every class before starting with the lesson.

Warm Up: 5’

We will give each student a little pin with the shape of a cat and take
students to the schoolyard.

Activity one:10’
We will ask students to form groups according to their respecting cat’s
colour. We will shuffle the flashcards and give each group four of them. One
student at a time in each group will have to act out the action that is written in the
flashcard; their partners in the group will have to guess the action and say the
word aloud, then another partner will do the same with his or her flashcard and
so on (The group will have a limited time to guess: 1’ per performance). The
teacher will monitor two groups, the pedagogical partner will monitor the other
two, and our mentor teacher will monitor the missing group.
Activity two: 10’
The aim of this activity is that students learn about prepositions. In order
to accomplish this, we will present colorful flashcards with “IN, ON, UNDER,
BEHIND”, we will show them to them by performing actions with our bodies. After
that, we will play Simon says and we will ask students to perform the following
activities:
 Step on the chair.
 Jump in the hula hoop.
 Hide behind the chair.
 Go under the cover.

Activity three; 10’

In the following exercise we will present a marionette of Pete the cat and
a small house. We will place Pete on different places, for example, on top of
the house and we will ask them “Where’s Pete?” and they will have to answer
“On the house”. Then we will open the house which would have four rooms
(bathroom, kitchen, sitting room, bedroom) and we will place Pete in the
different rooms of the house so as to ask again “Where’s Pete?”. This will help
us to consolidate parts of the house and location of
characters.