Name: Kara Seowtewa Date: October 18, 2017

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

CELP/WIDA Standard(s): The standard of Language

Content Area: Mathematics

State standard, substandard & evidence outcomes: Standard: 1. Number Sense, Properties, and
Operations

Concept: 2. Composing and decomposing quantity forms the foundation for addition and subtraction

Evidence Outcome: a. Model and describe addition as putting together and adding to, and subtraction as
taking apart and taking from, using objects or drawings. (CCSS: K.OA)
.

Topic/Focus: Addition

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: After the lesson, students will be able to add counting numbers.

Target Vocabulary:

Commands: Vocabulary:
Add
Put together Addition
Subtract
Take away. Subtraction

Materials/Props Needed: (What pictures AND realia items do you need to teach each
word and command?)
Pictures of apples, addition symbol, subtraction symbol.
Example of an addition problem and subtraction problem.
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 cut an apple in half and describe what happened when I cut the apple in half. What
it means when I give half an apple to a friend.

Direct Instruction/Modeling/Demonstration:
1) I will say I have one apple hold up a picture of one apple.
2) I will say I add another apple that my friend gave me .
3) I hold up a picture of two apples. (two apples) *Repeat 3 times.
4) I will write 1+1=2 on my blank worksheet.
 5) I will have a picture with two apples in one hand and have another picture of one
apple. Saying two apples (while holding up my hand with two apples.) *saying
three times. I will hold up my hand with one apple and say one apple **repeat 3
times.
6) I will say two plus one =3 and repeat that 3 times.
7) I will repeat the process 1-6 steps for addition until I reach 4+1=5.

The next day I will do the same steps with subtraction and substitute each addition
word for subtraction.
Checking for Understanding:
1) I will be going around the room and checking the table of the worksheet of each
student.
2) I will be checking for understanding by making sure each student is moving their
manipulatives on the chart.

Extra practice and Assessment:

Students will physically be adding and gesturing along with the teacher.

Closure:
Students will be able to make a own subtraction sentence.

Justification:
From the PowerPoint used in the classroom discussion, learning in first language
promotes developing language in the second language. The use of second language out of
school promotes second language in school. The use of first language in school can help
beginning level emergent bilinguals develop second language. Oral language supports
reading and writing in English. Emergent Bilinguals need interaction along with
exposure. Oral Language is important and it is the most often used mode of
communication and we tend to spend the least amount of time in the classroom
instruction to help Emergent Bilinguals develop Oral Language (Wright 151.) On the
other hand, Wright mentions how Oral Language is full of sentence fragments, run-on
sentences, hesitations and embedded clause, and that makes it challenging for Emergent
Bilinguals to fully comprehend. Oral language is most of our day and it is what is
essential.
 There will be multiple copies of the apple so that
students can use it in the chart below.
The T chart above will be used so that students can move their apples around to make the
sum. The sum will be increasing.