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Mini Lesson Plan (12 Total Physical Response)

Lesson Plan Title: Parts of Your Body


Name: Amanda Forbes
Grade Level: K

Date: 2/11/15

ELD Objectives: What do you want students to be able to do as


a result of this lesson? Include academic language and vocabulary
objectives. Objectives must be measurable.

ELD Language Objective:


Students will repeat orally, selected parts of the body,
gesture to these parts of the body, and identify the new
vocabulary words on a graphic organizer.
ELD Content Objective:
Students will learn select parts of the body and complete a
graphic organizer using the vocabulary terms.
Cog. Taxonomy
Remember, Apply, Analyze
DOK Levels
DOK Level 1 Recall, recite, repeat, label
Level 2 Collect and display

Physical Education Standards


2 Students demonstrate knowledge of movement concepts,
principles, and strategies that apply to the learning and
performance of physical activities.
2.3 Identify and describe parts of the body: the head,
shoulders, neck,
back, chest, waist, hips, arms, elbows, wrists, hands,
fingers, legs,
knees, ankles, feet and toes.
ELA Language Standards for Grade Level
Decoding and Word Recognition
1.15 Read simple one-syllable and high-frequency words
Vocabulary and Concept Development
1.17 Identify and sort common words in basic categories.
Listening and Speaking Strategies
1.1 Understand and follow one- and two-step oral directions.
Speaking Applications
2.2 Recite short poems, rhymes, and songs.

ELD Standards (2014) that apply


1. Exchanging information and ideas.
Emerging
Contribute to conversations and express ideas by asking and
answering yes-no and why- questions and responding using
gestures, words, and simple phrases.
Expanding
Contribute to class, group and partner discussions by listening
attentively, following turning-taking rules, and asking and
answering questions.
Bridging
Contribute to class, group, and partner discussions by listening
attentively, following turn-taking rules, and asking and answering
questions.

Materials
Flashcards with the vocabulary words,
computer & speakers to play video
https://www.youtube.com/watch?
v=ZanHgPprl-0
Colored crayons or colored pencils
https://www.youtube.com/watch?
v=T9jblkLUhH0

Key Academic Vocabulary


Head
Shoulders
Knees
Toes
Eyes
Ears
Mouth
Nose

Research Based Learning Strategies


(provide text chapters/reference)

Pre-Assessment: How will you determine


prior knowledge?

Motivation Strategy: How will you catch


attention of students and focus their minds
on the learning goals?

Real World Connection: How are learning


goals relevant to students lives?

The teacher will ask students which body


parts they know the names of and as
students answer the teacher will write them
on the board.

The teacher will catch students attention


by playing a Sesame Street video from
YouTube called Know Your Body.
https://www.youtube.com/watch?
v=T9jblkLUhH0
Sesame Street is a great attention getter
for this age group.

Total Physical Response (TPR)


Herrell & Jordan p.84
Horwitz p.65-67
Diaz-Rico p.54

This lesson is relevant to students lives and


language goals because the vocabulary is
based on parts of the body. Students must
know the parts of their body in order to
understand themselves, be able to talk with
others if they are hurt, and understand how
the body works.

All strategies will be research based and from one of


the texts. Please provide reference for each.
STRATEGY 12 TOTAL PHYSICAL RESPONSE (p.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.
Choose Vocabulary to Physicalize
This lesson focuses on parts of the body that students can
physicalize by the teacher prompting Touch your _____. So
students will be touching their head, shoulders, knees, toes,
eyes, ears, mouth and nose.
Introduce Vocabulary Gradually
The teacher will introduce only 3 commands at first,
demonstrating physically how they should gesture to these
parts of the body.
Touch your head. (Putting both hands on top of the head)
Touch your shoulders. (Putting both hands on top of the
shoulders)
Touch your knees. (Putting both hands on the knees)
The teacher will then alternate these commands and
prompt students to demonstrate the responses with her.
Drop the Physical Modeling
After demonstrating and having students demonstrate as
well, the teacher should stop modeling the response, saying
only the verbal command and allowing students to respond
with the appropriate physical gestures.
Add Additional Commands
The teacher will now introduce 3 more commands,
demonstrating physically how they should gesture to these
parts of the body.
Touch your toes. (Putting both hands on top of the toes)
Touch your eyes. (Putting both hands on top of the eyes)
Touch your ears. (Putting both hands on the ears)
The teacher will then alternate these commands and
prompt students to demonstrate the responses with her.
Again, after demonstrating and having students
demonstrate as well, the teacher should stop modeling the
response, saying only the verbal command and allowing
students to respond with the appropriate physical gestures.
Finally the teacher will introduce the final commands,
demonstrating physically how they should gesture to these
parts of the body.
Touch your mouth. (Putting both hands on top of the
mouth)
Touch your nose. (Putting both hands on top of the nose)
The teacher will then alternate these commands and
prompt students to demonstrate the responses with her.
Add Additional Responses
At this point, the teacher should have the vocabulary
flashcards posted on the front board and allow for a new
response to her verbal command. Now, students will be
chosen to go to the board and touch the flashcard for the
body part that the teacher commands.
Evan, touch the head.
Student should go to the board and touch the flashcard with
the head.
REPEAT
Collaborative (engagement with others)
Play Games for Additional Practice

Students: Practice and Application


Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Collaborative (engagement with others)
1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics.
Students will ask questions of the teacher regarding the
activities and ask questions about the new vocabulary
words.
Interpretative (comprehension and analysis of
written and spoken texts)
5. Listening actively to spoken English in a range of social
and academic contexts.
Students will have to listen to the teachers explanation of
new vocabulary, command prompts and instructions in
order to participate in the activities of the lesson. They will
also have to listen to the song in the game section and
produce the proper responses to the verbal prompts.
The students will also show comprehension when they are
asked to touch the visuals on the board that represent the
teachers verbal prompt of vocabulary words.
Productive (creation of oral presentations and
written texts)
9. Composing/writing literary and informational texts to
present, describe, and explain ideas and information, using
appropriate technology.
The students will complete a worksheet showcasing their
understanding of the new vocabulary and where the parts
of the body are.

Now, the students will be responding to the verbal


commands in the form of a song/gesture combination. The
teacher will have students stand on the carpet area. The
teacher will use the computer and speakers to play the
youtube video (https://www.youtube.com/watch?v=ZanHgPprl-0).
The students will listen to the song and gesture to the parts of the
body as commanded by the songs.

Assess Student Progress and Understanding


Teacher will assess student progress and understanding by
using a checklist to see that all students are able to
understand and respond to all commands. The teacher
should note what students are unable to identify which
body parts for further instruction.

Review and Assessment: What specific assessment tools


are being used?

Student Reflection: How will you provide for student


reflection on learning?

The teacher will use a checklist to track student


success/failure to identify parts of the body correctly.
The teacher will also grade a take-home worksheet in which
students will label the parts of the body.

At the end of the lesson, the teacher will call students to the
carpet area for a Three Ws reflection activity. On the board,
the teacher will write:
What
So What
Now What
The teacher will pose these questions to the students
verbally, What did we learn today?
Student responses should be similar to, Parts of the body!
Head, shoulders, knees and toes!, etc.
So what? Why is this important to us?
Student responses should be similar to, So we know our
bodies.
The teacher will then ask, Now what? What should we
learn about next?
Student responses should be similar to, We should learn
the rest of our body!

Teacher Reflection
What do you anticipate to be a problem for specific
students?

ELD Objective
Some students may struggle to complete the graphic
organizer if they do not have proper word recognition of
the vocabulary.

Content Objective
Students may struggle to learn the new vocabulary and
may need to have them taught with the words in their
native tongue.
What would likely go well? Why?
Students will likely enjoy and participate in the song and
gestures activity, and should be able to participate in
touching the flashcards on the board. These activities
allow for students to physically participate in the lesson,
and hands-on activity is suggested for EL students, rather
than just listening.
In what area(s) would you like to develop more
proficiency?
I would like to develop more proficiency in creating
lessons that incorporate all of the language modes,
reading, writing, listening and speaking.

Extension:
Based on data/evidence, what are the next steps for
future lessons? Provide evidence for your answer.

In order to incorporate writing into this lesson, it


should be followed with a written worksheet
assignment to ensure that students are learning
how to properly spell the new vocabulary words.

What theory or theorists would most strongly


support use of this strategy?
Krashen TPR (Diaz-Rico pg. 54)
Students respond to commands, still used for promoting
comprehension in low-anxiety environment.

Attach copy of student work

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