Total Physical Response (TPR) Lesson Plan

Objectives:
Students will be able to accurately use “yes” and “no.”
Students will be able to understand and execute “sit in your seat.”
Students will be able to understand and execute “raise your hand.”

Vocabulary:
My, Your, Seat, Hand, Sit, Raise

Standards:
(Attach Prescolar Standards from Aprendizaje Clave)

Procedure Part 1:
Teacher greets the class: “Good morning Class!”
Students may respond: “Good morning teacher”
Teacher begins routine song:
“Hello, hello, hello how are you?”
“Fine, thanks!”
“Hello, hello, hello how are you?”
“Fine, thanks!”
“When I see a friend I know, I always want to go, hello, hello, hello how are you?”
“Fine, thanks!”
Teacher may do this 2-3 times.
Teacher writes “Yes” and “No” on the board.
Teacher points to “Yes,” smiles, nods head with a thumbs up and says “Yes”
Children mimic the same gestures and repeat “Yes.”
Teacher may do this 2-3 times.
Teacher points to “No,” frowns, shakes head side to side with a thumbs down and says “No”
Children mimic the same gestures and repeat “No.”
Teacher may do this 2-3 times.
Teacher then assesses using a game.
Teacher goes to a student and says, “Is this (enter student’s name)?”
Students respond “Yes”
Teacher does this to a few students.
Teacher goes to another student and says, “Is this (enter wrong student’s name)?”
Students say, “No.”
Teacher does this to a few students.
Teacher mixes up correct and incorrect names and can individually assess students by asking
them directly rather than the whole class.
Procedure Part 2:
Teacher writes vocabulary words on board: “My, Yours”
Teacher points to “My” and holds their pencil and says “My pencil” with an emphasis on “my.”
Teacher points to “Your” and holds a student’s pencil and says “your pencil” with an emphasis
on “your” while looking at the student.
Teacher may do this 3-5 times.
Teacher can do this with other objects in the room (paper, shoe, desk, etc.)
Students begin to respond and mimic “Your object,” “my object” as they point at others for “your”
or themselves for “my.”
Teacher writes “Seat” and points to the chair (hold up chair, draw chair, picture of chair, etc)
Teacher points to their seat and says, “My seat.”
Students point to their seat and say, “My seat”
Teacher points to a student’s seat and says, “your seat.”
Student points to another student’s seat and says, “your seat.”
Teacher writes “Hand” and points to their hand (hold up hand, draw hand, picture of hand, etc)
Teacher says “my hand” pointing to their hand
Students mimic and respond.
Teacher says “your hand” pointing to a student’s hand.
Students mimic and respond.
Teacher then writes “Sit” and “Raise” on board
Teacher says “sit in seat” and sits in seat.
Teacher does this 3-5 times.
Students repeat and mimic.
Teacher says “(Student name) sit in my seat.”
Student sits in the teacher's seat. If not, emphasize “my” and point.
Teacher then says, “(Student name) sit in your seat.”
Student sits in his/her seat. If not, emphasize “your” and point.
Teacher says “raise your hand” and raises hand.
Teacher does this 3-5 times.
Students repeat and mimic.
Teacher then assesses students by playing Simon Says.
… Simon Says “sit in seat, sit in your seat, raise hand”
… can contradict actions with words once most students grasp material (⅘ times)
Teacher can have another student be Simon for further assessment.

Assessments:
Informal Assessments throughout the lesson. Gauge pace by responses.