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TPR Lesson Plan

The lesson plan introduces beginner ESL students to nouns and imperative verb forms through gestures and commands like "touch the table" and "point to the school". The teacher will model the gestures for phrases connecting verbs like "look at" to target nouns. Students will practice the gestures individually and be assessed on matching verbs to nouns. The lesson closes with an oral review of the commands and gestures.

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923 views2 pages

TPR Lesson Plan

The lesson plan introduces beginner ESL students to nouns and imperative verb forms through gestures and commands like "touch the table" and "point to the school". The teacher will model the gestures for phrases connecting verbs like "look at" to target nouns. Students will practice the gestures individually and be assessed on matching verbs to nouns. The lesson closes with an oral review of the commands and gestures.

Uploaded by

api-302070650
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Rachel Hendrick

Date: October 17, 2015

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


CELP/WIDA Standard(s): Language of Social Studies
Content Area: Social Studies

4. Describe people, places,


things, and events with relevant details, expressing ideas and feelings clearly.
State standard, substandard & evidence outcomes:

Topic/Focus: The use of imperative form commands and vocabulary nouns.


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: An introduction to nouns, students will be able to use the
imperative form of a verb and connect it to a noun.

Target Vocabulary:
Commands
Imperative form of verbs
touch the
point to
walk to
look at the

Vocabulary Words
Nouns
table (thing)
school (place)
Kpal (people)
Halloween (event)

Materials/Props Needed:
Picture flashcards for each of the imperative form of verbs such as; touch the, point to,
walk to, and look at the.
A handout for the Halloween event for students to look at.
Anticipatory Set:
I will be showing visuals of each noun.
Direct Instruction/Modeling/Demonstration:
I will begin my lesson by acting out the action that demonstrates my imperative form of
verbs. I will make sure to be clear and consistent, such as, when I say Look at the I
need to accompany my words by using my finger and pointing at my eye. I will repeat
this action three times by point to my eye each time. Then I will point to the Halloween
event, which will be centered at the front of each table. I will then connect both actions
by saying, Look at the Halloween event. I will repeat the phrase and include each
action three times. To check for understanding, the teacher will then drop her actions in
order for the students to respond without scaffolding. The teacher will repeat the
following steps for the next four phrases and actions. These include: Touch the..
table Point to theschool Walk to.K-Pal and I will use the same
demonstration of gestures, and correct pronunciation of each phrase, until the students

have multiple repetitions and then allow for the students to practice without assistance.
Once the students have shown complete comprehension of each phrase, the students will
be sent off to work individually on a worksheet.
Checking for Understanding:
During individual work time, I will call on different students and ask them to either recite
the phrase orally, show the gestures, or both.
Students will also show their understanding of each vocab phrase from their worksheet.
At the end of class, I will have one last recall to all the students by having them show all
4 phrases with gestures without my help.
Extra practice and Assessment:
The students will be asked to match the imperative form or verbs with the noun, which is
provided with a picture.

Closure:
As an exit ticket, students will respond to the command when I orally say each phrase
and ask the students to repeat with the correct gestures and pronunciation of each word.

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