Name: Jessica Stallings

Date: October 7, 2015

T.P.R. (Total Physical Response) Lesson Plan
CELP/WIDA Standard(s): The language of language arts
Content Area: language arts
State standard, substandard & evidence outcomes:
1. Identify and sort common objects, events, pictures, words, colors, shapes,
and textures into various classifications

Topic/Focus: Taste
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.)
ELL Objectives: Students will be able to know the difference between sweet, salty, sour
and spicy tastes.
Target Vocabulary
Commands:
Taste the chocolate it is sweet. Taste the sauce it is spicy. Taste the chips they are salty.
Taste the lemon it is sour.
Vocabulary words:
sweet chocolate, sour lemons, spicy sauce and salty chips
Materials/Props Needed:
I will have printed colored pictures of sauce, lemons, chocolate and chips. I will also have
an actual lemon, some sauce, chocolate kisses and chips that they can taste.
Anticipatory Set:
I will show pictures of the different foods to the students.
Direct Instruction/Modeling/Demonstration:
1) I will give the cue taste I will say this 3 times and point to my mouth/tongue as
I do it. I will also point to their mouths and repeat the word taste

2) I will then cut the lemon, taste it myself and make a sour face.
3) I will repeat sour while making the sour face and tell the students, taste the
lemon it is sour
4) I will point to the flash card of a lemon and make a sour face.
5) I will watch students make the gesture as they taste the lemon and I will repeat,
sour lemon, it taste sour while pointing to my mouth and making the face.
6) I will repeat steps 1-5, introducing sweet,spicy and salty in the same way,
repeating the words plenty of times and modeling the gesture that goes with it.
7) Once students seem to master the vocabulary I will move on to individual
practice/assessment.
Checking for Understanding:
1) Students will point to mouth when I say taste
2) Students will close eyes and make face gesture when I say a command.
3) Students will slide the correct flash card my way when I make a face gesture.

Extra practice and Assessment:

Together (if small group) students will not only match each flashcard with the correct
food but also point to mouth and make face of at least one flashcard.
Closure:
Students will make face gesture when I hold up either a flashcard or the real item in order
to review the terms.