Name:_Kain Lucero

Date: 9-27-16
T.P.R. (Total Physical Response) Lesson Plan

Content Area: Social Studies, Economics

WIDA ELP Standard(s): English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Social Studies.
State standard, grade-level expectation & evidence outcomes:
Content Area: Social Studies
Standard: 3. Economics
Grade Level Expectation: First Grade
b.
Give examples of types of jobs people in your family have (DOK 1)
Topic/Focus: Types of jobs people have

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 a lesson on types of jobs people have the students will be able to
physically respond to 3 different types of jobs and 3 commands.

Target Vocabulary:
Commands
Look

Vocabulary words
Teacher, Construction worker, Firefighter

Build
Fight

Materials AND Realia Needed: (What pictures AND realia items do you need to teach
each word and command?)
Realia: Jen the teacher, hammer
Flashcards of the commands look build, fight
Pictures of construction worker, firefighter

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 hammer lightly on the table while showing a picture of a construction worker.
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.

Direct Instruction:
1.) Teacher will give the cue/command, Look in a strong tone, repeating the
command multiple times and display the flashcard look. I will grab my glasses
and look around.
2.) I will then say the word Teacher, and then point at Jen (the teacher). I will then
say, look at the teacher.
3.) I will then point to the flashcard teacher each time.
4.) I will say Look at the teacher while demonstrating a gesture; therefore, students
demonstrate understanding.
5.) I will repeat steps 1-4, introducing build, fight, construction worker, and
firefighter in the same way, as I repeat the word various times, while modeling
the gesture, and watching the students engage with and without support.
6.) Move on to individual assessment and practice.
Check for Understanding:
1.) Students will close their eyes and respond to the vocabulary words while
demonstrating the gestures.
Write down three physical ways students will demonstrate their understanding of
commands and vocabulary being practiced:
1. The word look will be represented by pointing two fingers at my eyes, looking
around the room.
2. Students will point at the teacher in the room to justify their understanding.
3. Students will act like they are hammering something down to justify their
understanding.

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?)
Closure: (How will you finish the lesson and connect it to the main idea?)
A paper will be given out and students must match the vocabulary word to the picture.