Daily Planning

3-5
4th week. September. Monday
Topic Autumn City
Subtopic Autumn

Goal: Ensure the development of speaking skills

Aims:
1) Academic:
• Introducing and practicing new vocabulary (“Autumn City” theme) – nest, twigs
• revising previously taught vocabulary;
• Practicing speaking and listening skills

2) Developmental:
• developing social skills
• developing fine and gross motor skills;
• developing understanding of the world;
• developing creativity through Art and Craft activities

3) Educative
• developing social skills;
• developing following directions.

Revision: basic greetings, action verbs (classroom management), numbers, colours, family
members

Needed 1. A box for Cookie/a bag

2. Hello song
3. Colors song
4. Cookie puppet or picture
5. Lulu poster or picture
6. Color and family flashcards
7. Story cards and audio
8. Clay, a small box, twigs and feathers
9. Chalk
10. Finger family song
11. Worksheet A4 and B4
12. Bye-bye song

Preparation:
1 Warm up (5-7 min)
Greetings
Before the class, make a box for Cookie. Cut a hole in the bottom of a box, large enough for the
hand with the puppet on. If you do not have a box, have Cookie sleeping in the bag. Sit the
children in Cookie’s circle and sing the Hello song.
Group activity/game (icebreaker)
Take Cookie over to the Lulu poster. Say Hello, Lulu.
*Diagnostic task (3-4 y.o.) V1, (3-4 y.o.) S1-4, (4-5 y.o.) S1, S3-5, L1-3
Take out the color flashcards and say Thank you. Put the flashcards in a different order from the
song. Now make Cookie sing the Colors song, pointing along the row to the flashcards one by
one. Look puzzled. Tell children, that Cookie has done something wrong. Sing the first line of
the song and let Cookie invite six children out to change the order of the flashcards. He then
sings the first line slowly to let each child put up the color in the correct order. Cookie thanks the
six children, who sit down in the circle.
Now sing the Colors song a number of times with the children, stopping each time to ask
different children about their favourite color.

2 Lesson (Cookie and friends) (15-20 min)

Group activities:
Storytime
*Diagnostic task L1-3, (3-4 y.0.) V2, S1-4,
Teach the children the following rhyme.
*This is to mark storytime and you can use it in classroom management routine so that the
children know what’s coming in each unit.
Say:
One, two, three count on your fingers
Storytime for you and me point to the first story card, point to the children and then to yourself

Show the children the first Story card. Point to the characters and elicit the names. Now point to
the balloons, count them and elicit the colors. Ask them what they think is happening. Tell them
that Lulu is asking Cookie What’s your favorite colour? and sing the line of the song.
Play the Story audio. Point to each color as it is named. Encourage the children to point.
Ask the children what they think Cookie’s favorite color is.
*If they reply in L1 (their native language), repeat it in English Oh, red! If they don’t want to
speak they can point and you say the color in Engish.
Now tell them to listen to see who was right and say Let’s see.
Listen to the story and uncover Story cards one by one. After listening, ask the children to put
their hands up if their favorite color is blue.

Send the children back to their seats, using your chosen Transition marker. Some ideas for
transition markers are:
• signal with a bell or by beating a drum
• quickly count the children back to their seats, saying One, two, three and repeating it
until all the children are seated. The advantage of this is that there are only three
children moving at any time, instead of a whole class racing back to their seats
• get the children to stand up in the circle and join hands. You hold the hand of the child
nearest to you. Lead the children by the hand in a ‘train’, dropping them off at their seats
as you move round the room

Separate activities:
Table time
* Children of different age groups should sit separately for the lesson part of the day.
Give out Worksheet A4 (p.4) for 3-4 y.o. children.
Show the children Story card 1 and Worksheet A4. Show them that they are the same but that
Worksheet is a jigsaw with some pieces missing. Point to the missing pieces and say Cookie,
Densel, and the balloons. Give out the worksheet and say:
Everyone. Listen to me
Match the pieces. Pretend to link the pieces with the jigsaw,
1, 2, 3. drawing an arrow.
Then give out pencils, saying:
Everyone. Listen to me
You need pencils. Hold up a pencil
1, 2, 3.
Give out Worksheet B4 (p.4) for 4-5 y.o. children.
Show the children Story card 1 and say Oh, Cookie, Lulu, Densel. And where is the owl family?
Show the children Worksheet B4 and point to the baby owl and elicit name. Point to mummy owl
and elicit mummy. Then ask the children Where’s daddy? Where’s sister? Where’s brother?
Then give out pencils, saying:
Everyone. Listen to me
You need pencils. Hold up a pencil
1, 2, 3.

3 Action break (3-5 min)

Invite the children to a musical break.
View the “Finger family song” video and do the actions together. Stand in front of the children
to show the movements and encourage them to follow your example.
4 Art and Craft (15-20 min)
Song
The children sit in a circle, while Cookie gives out the owl family flashcards to five 3-4 y.o. of
them and put the colors flashcards in front of them upside down. Indicate that they can look at
the family flashcards but they must keep them secret and they can’t look at the colors
flashcards. The 4-5 y.o. of the class try to guess which child has which flashcard. They say the
name of the child and the owl they think is on the flashcard. If they say correctly, the child
holding the card puts it on the color flashcard. When the class have guessed all five, the
children say what color each family member likes, saying, for example, Mummy likes yellow.

Clay family
Give the children some clay. They can make their favourite owl or the owl family in a nest. While
they are doing this, go round talking to them and pointing to the different owls. Ask who is the
baby, the mummy, and so on.
When the children finished, say it is autumn. It is cold yet. Suggest the children making a nest.
Take a box and put some twigs and feathers into it. Then put all the owls into a small box.

5 Action break (3-5 min)

Invite the children to a musical break.
Sing the “Five little owls jumping on the bed song” and do the actions together. Stand in
front of the children to show the movements and encourage them to follow your example.
6 Thematic activities (outdoors and indoors) (15-20 min)
Follow-up
Make half the class play baby owl and the other half, mummy owl. When the music stops, the
mummies go and hug a baby and say My baby! And the babies say My mummy!
Then change roles.

Musical hugs
This game is similar to “Musical chairs”.
Play any music and tell the children to dance. Stop the recording. The children have to find one
friend to hug (gently) and say Hello, (Misha). Make it a rule that whenever the music stops, the
children go and find a different child to hug.

*Diagnostic task V2, W2

What number is it?
Draw dot-to-dot numbers at random on the board or in the street where the children can reach
them. Do some big ones and smaller ones to make them look different. Now point to different
numbers and get the children to say what they are. Let Cookie choose who answers. If the
children guess correctly, Cookie hands them a piece of chalk and they come and trace over the
number.
7 Closing circle (5-7 min)
Closing circle should help students and teachers end the day on a positive note. Focus on
naming accomplishments and setting goals; don’t use this time to discuss what didn’t go well.
You can help set a positive tone for closing circle with a reflective question, such as How did we
follow the rules today? or What’s one thing you enjoyed learning about today?
Revise vocabulary of the day with pictures and flashcards. After that, sing a Bye-bye song of
your choice (optional).