Name: Cole Baughman______________

Date: 9/28/16_____

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

Content Area: Mathematics
WIDA ELP Standard(s):
English Language Development Standard 1: English language learners communicate for
Social and Instructional purposes within the school setting.
English Language Development Standard 3: English language learners communicate
information, ideas and concepts necessary for academic success in the content area
of Mathematics.
State standard, grade-level expectation & evidence outcomes: First Grade Academic
Standard: 1. Number Sense, Properties, and Operations C. Use place value and
properties of operations to add and subtract. (CCSS: 1.NBT) II. Identify coins and
find the value of a collection of two coins (PFL)
Topic/Focus: Teaching ELL Students the concepts of money, its value and terms

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 this lesson students will be able to identify coins: penny, nickel, dime,
quarter, their values, and be able to trade with partners and still know value.

Target Vocabulary:
Commands
Add
Subtract
Take away
Give

Vocabulary words
Penny
Nickel
Dime
Quarter
Cents

Materials AND Realia Needed: (What pictures AND realia items do you need to teach
each word and command?)
Pictures of a Penny, Nickel, Dime, and Quarter.
Actual coins of a Penny, Nickel, Dime, and Quarter.
Flash cards that say: Penny 1c, Nickel 5c, Dime 10c, and Quarter 25c.

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 walk up to the front of the class and poor out a bunch of money and ask the
students if they want my money. This will get them excited about the money and I will
pass out coins for everyone.
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.

First, I show the picture and flash card of the Penny, and ask the students to show me the
number 1 on their fingers then, the penny in their group of coins they will be repeating
my actions at first. Then, I will show the picture and flashcard of the Nickel and ask to
see the number 5 on their hands. I will then ask them to show me the nickel in their coin
group. I will repeat this process for the other 2 coins.
As a second task I will do is take the actual picture of the coin away and now use only the
flash card, (either word or value in cents). I will hold up random words or values and ask
the student to show me either the coin in their set or the amount it represents or possibly
both.
The final task I will have the students do is I will show two of the pictures of coins. When
the students hold up their coins the same as mine or their numbers I will ask them for the
total amount the 2 coins represent together. After multiple practice attempts I will begin
checking for understanding with my assessment.
Checking for Understanding: (What will you watch for to make sure they understand?)
For my assessment I will place the students in groups of 2 and label each student as either
Student 1 or Student 2. I will keep track of the amount of money for each student
throughout this assessment. I will ask the ones to give the twos a nickel, and then ask
the students what the total amount of money they have left. Leaving 1s with 36 cents and
2s with 46 cents. I will then ask 2s to add a dime to the 1s ask for the total value and
see that the values just switched students. 1s now with the 46c and 2s with 36c I will ask
the 2s to subtract a quarter from the 1s, ask for new values, and complete the lesson.

Write down three physical ways students will demonstrate their understanding of
commands and vocabulary being practiced:
1. Showing me the coin and the number of cents it represents.
2. Reading the word off of the flash card and holding up the coin and its value on their
hands.
3. I will ask them to give their partners a specific coin and tell the value they are left with.

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

Will ask the students to come buy their exit tickets. However the 2s will pay a higher
tax percentage since, they have more money to lose. The 1s will be charged 21 cents for
their exit ticket, while the 2s will be charged 61 cents.
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?)