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Name: _Daveena John__________________________ Date: October 20, 2014__

T.P.R. (Total Physical Response) Lesson Plan


WIDA/CELP Standard(s): The Language of Science
Content Area: Science
State standard, substandard & evidence outcomes:
Standard 2: Life Science
1. Organisms can be described and sorted by their physical characteristics.
a. Sort a group of items based on observational characteristics.

ESL Level: Level 1 (This lesson plan is designed for beginners only, they are NOT expected to
talk. They show what they know through gestures.)

Objectives: After a lesson on animals, the students will be able to correctly physically
respond to the five target vocabulary and the four target commands.

Target Vocabulary:
Commands
pet
walk
feed
look

Vocabulary words
cat
dog
bird
horse

Materials AND Realia Needed: (What pictures AND realia items do you need to teach
each word and command?)
Picture flashcards of the commands and vocabulary words; pet, walk, look, feed,
cat, dog, bird, and horse. For realia: cat ears, dog leash, feather, and horse-riding bit.
Anticipatory Set: (What will you do to get them excited about the activity? Will you
sing or use a puppet or show pictures or show objects?)
Teacher will ask the question, Raise your hand if you have a pet or ever wanted a pet?
Teacher will use realia to represent each animal when introducing throughout the lesson.
Direct Instruction/Modeling/Demonstration: (Look at my example and write down
exactly, step-by step what you will say and do to teach them the words and commands.)

Include how you will remove support (for scaffolding) as they acquire the vocabulary.

1. Teacher will cue a command by simultaneously saying the command slowly and
modeling the gesture. This will be repeated three times.

2. Teacher will then say, I have a cat. I have a cat repeating the target
vocabulary as much as possible and using realia for cat.
3. Teacher will repeat steps 1 and 2 for each target vocabulary word, and pairing
with a command.
4. After students have seemed to master the target vocabulary, the teacher will
continue the lesson with individual practice and assessment.
Checking for Understanding: (What will you watch for to make sure they understand?)
Throughout the lesson I will ask students yes and no questions giving a thumbs up for yes
or a thumbs down for no.
Write down three physical ways students will demonstrate their understanding of
commands and vocabulary being practiced:
1. Students will walk around the room to find their matching vocabulary or
command word.
2. Students will physically respond when the vocabulary flashcards are pointed at.
3. Students will turn to a partner and demonstrate a vocabulary word or command
when instructed.
Play a game (or other extension activity): (Describe the game. What are the students
doing? What is the teacher doing?)
Each student will be given a paper with a command or vocabulary word on it. Students
will find the matching command to the vocabulary word.
The teacher should be participating throughout the game and model the game before
starting the game.
Evaluation: (How will the teacher know that each child understood the words? What
task will they do? What will the teacher watch for? Where will she write it down? What
will she do if they get some wrong?)
Students will be given a sheet of paper and will draw a representation of the sentence
written on the paper.
Closure: (How will you finish the lesson and connect it to the main idea?)
Each student will be given a paper with a command or vocabulary word on it. Each
student will take a turn using the gesture to show the class what they have. The class will
then say what card that student has.

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