Name: ____Emily Bryant____________ _Date __Feb.

23, 2017__________

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

Content Area: Math

WIDA ELP Standard(s): The language of Math: Shapes

State standard, grade-level expectation & evidence outcomes: Pre- Kindergarten:

Standard 4: Students can: a. Identify and describe shapes (squares, circles, triangles,
rectangles (CCSS: K.G)

Topic/Focus: Math/Geometry Shapes and Movement

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 the lesson on shapes, students will be able to physically respond to
four vocabulary words and 3 commands regarding shapes.

Target Vocabulary:

Commands Vocabulary words

Look Shapes
Make Triangle
Point to Rectangle
Go to Square
Trace Circle

Materials AND Realia Needed: (What pictures AND realia items do you need to teach
each word and command?)

Pictures of each Shape on either flash cards or brightly drawn out on a white,
blank sheet of paper
Doritos (triangle)
Oreos/Round cookie (circle)
crackers (rectangle)
Paper Plates (circle),

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?)
I will show authentic pictures of objects that students see on an everyday basis, these
pictures will be of objects in either a triangle, circle, or rectangle shape. Example a
clock=circle, house is can be a rectangle.
Direct Instruction/Modeling/Demonstration: (Look at my example and outline 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) I will give the cue/command to look at the shapes. Then I will show three slides of
the different shapes of authentic/everyday life objects that have the shapes of
circle, triangle, and rectangle.

I will emphasize the sides of the shape in PowerPoint, I might draw each shape on
the white board.

2) Then I will give cue/command Make a triangle and demonstrate making a

triangle shape using our hands.

3) I repeat triangle 3 times- first time using hand gestures, second holding up Dorito
chip, and third point to triangle drawn on board.

4) Repeat triangle, then I say Trace a circle while demonstrating through hand
motions and tracing a circle in the air.

5) I repeat circle 4 time: First- Trace a circle Second- circle while holding up
Oreo, Third- tracing circle on board.

6) Repeat triangle again, triangle with gesture, then circle with gesture,

7) Then Ill say circle with no gesture and triangle with no hand gesture

8) Repeat again, with gestures, and add rectangle. Point to rectangle

9) Ill point to door, and walk over and trace outline rectangular door shape

10) Repeat rectangle three times 1- Pont to door, 2- rectangle of cracker, 3- rectangle
of shape on board

11) I will repeat steps 2-10 several times; introducing Make, triangle, trace,
circle, Point to, rectangle. in the same way, repeating each word multiple
times and modeling the gestures, watching that students imitate with and without
providing support.

12) Once students have master the vocabulary, have students stand up and move to
shape that is called out around the room.

Checking for Understanding: (What will you watch for to make sure they understand?)
 1) Students will make correct hand gestures when giving vocabulary words with or
without scaffolding
2) Students will hold up correct object, depending on shape, when given vocabulary
word
3) Students will be able to move to right part of room when told shape

Write down three physical ways students will demonstrate their understanding of
commands and vocabulary being practiced:

1. Making a triangle hand gesture & holding up Dorito chip

2. Pointing to the door as rectangle & holding up cracker

3. Tracing a circle in the air, and holding up Oreo

4. Moving/navigating to right shapes around the room

Play a game (or other extension activity): (Describe the game. What are the students
doing? What is the teacher doing?)

Students will listen for vocabulary word. Once they hear and understand the vocab the
will navigate towards that shapes placed around the room. If needed I will add hand
gestures but take them away. The game is to move as quick as they can from shape to
shape based on what they hear spoken to them.

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 able to demonstrate their understanding through correct use of hand
gestures, movement around the room during game time, and by holding up the right food
shape.

Closure: (How will you finish the lesson and connect it to the main idea?)

The students will make each gesture when I say the command in order to review terms
one last time.