Name: Kaitlyn Bending Date: 3/5/14

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

WIDA/CELP Standard(s): The language of science

Content Area : (What subject area is it?) Science

Topic/Focus: (What one thing is it about?): Sea Life

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.)

Standard:
Life Science: An organism is a living thing that has physical characteristics to
help it survive.

Objectives: After a lesson plan on sea life, (a book, a lesson?) the students
will be able to respond through body language to four vocabulary words and
four commands.

Target Vocabulary:

Commands Vocabulary words

Clap Seal
Snap Lobster
Twist Octopus
Jump Dolphin

Materials/Props Needed: (What pictures or items do you need to teach each word and
command?)
Flashcards of commands “clap,” “snap,” “twist,” and “jump;” seal, octopus, lobster,
dolphin. Realia: stuffed animals; seal, lobster, octopus, dolphin

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 the students a video of sea life, to get them excited about the new topic that
they are going to learn. http://www.youtube.com/watch?v=KP-l42ZHFyE. This video
shows different types of sea life that is real footage, for the students to see.+

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.)
1. I will start by laying out each flashcard one by one (speaking in a clear voice) I
will set out the first flashcard saying “seal.” The flashcard I set down will be a
picture of a seal; I will then repeat the word “seal.” I will lay the second flash card
down and it will be a picture of a lobster. I will say “lobster,” and then repeat the
word again. The third flashcard I set down will be a picture of an octopus. I will
say “octopus,” and then repeat. The last flashcard I set down will be a picture of a
“dolphin” I will set the flashcard down and say “dolphin,” and then repeat. I will
go back through the flashcards saying what each one is again.
2. I will then ask the students to all stand up.
3. I will model by saying “Clap like a seal.” I will then clap (with hands out in front
of me) while the students do the motion with me. I will then repeat once more.
Each time pointing to the flashcard.
4. I will model the next word by saying “Snap like a lobster.” I will use my hands in
a pinching motion to demonstrate snapping. I will then repeat, and have the
students follow. Each time pointing to the flashcard.
5. I will model the next word by saying “Twist like an octopus.” I will then twist my
whole body, while the students do the motion with me, and repeat the sentence.
Each time pointing to the flashcard.
6. I will model the next word by saying “jump like a dolphin.” I will then jump
while students perform the action, and then repeat the sentence. Each time
pointing to the flashcard.
7. I will go through each sentence once more, with the students doing the gestures
with them, and pointing to the flashcards.
8. I will repeat as necessary for the children, both doing the gestures with the
students and not doing the gestures. After each student has mastered the
vocabulary I will move on to individual assessment.

Checking for Understanding: (What will you watch for to make sure they understand?)
Students will be asked to close their eyes, I will say a phrase, and the student
will be expected to perform the gesture. I will assess each student on correctly
performing the gesture. This will give me a better understanding of who
understands the vocabulary words, and who is comprehending the activity.

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

1. Students will work in pairs, and will be given the four vocabulary words already
learned, they will identify the picture, and demonstrate the gesture with the
vocabulary word.
2. Students will turn around and respond to the vocabulary word with gestures,
without looking at other students.

3. The four vocabulary words will be posted around the room. I will say the phrase
and gesture of the particular vocabulary word and the students will have to do the
gesture, while moving towards that correct picture.

Play a game (or other extension activity): (Describe the game. What are the students
doing? What is the teacher doing?)
I will play Simon says with the students using the vocabulary words and the
gestures. The students will arrange themselves into a half circle, and I will be in the
front of the circle. I will say “Simon says snap like a lobster.” The student will be
expected to perform the gesture.

Another game option:

Arrange the students into a circle. Students are assigned a different sea animal;
lobster, seal, dolphin, octopus. I will call out a vocabulary word, and if the student
happens to be that sea animal they are to stand up and do the gesture that goes
along with the word.

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?)

I will give each student a worksheet that requires them to match the vocabulary
word to the picture on the worksheet. This will be my formative assessment, to
judge if the students fully grasped the concept of the lesson plan.
There will also be an assessment based off of pure observation done by me. I will
assess each student to make sure they are doing the gestures right and to see if they
are grasping the concept of the vocabulary word. I will take a mental note of which
students understand the vocabulary, and which students are not. If there are
students that do not understand the concept then I will work with these students
individually.

Closure: (How will you finish the lesson and connect it to the main idea?)
I will hand out to each student labels of each vocabulary word; lobster, seal, dolphin, and
octopus. There will be four pictures posted around the room; each student will have to put
the correct label to each picture.