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/Name: Alyssa Montoya Date: 9/27/16 T.P.R. (Total Physical Response) Lesson Plan Content Area: WIDA ELP Standard(s):4 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.
State standard, grade-level expectation & evidence outcomes: Content Area: Science Standard 2 Life science Concepts and skill students master: An organism is a living thing that has physical characteristics to help it survive. Evidence Outcomes: b. Analyze and interpret data about the needs of plants and animals (DOK 1-2) c. Use direct observations and other evidence to ideas concerning physical characteristics that help plants and animals survive (DOK 1-3) Inquiry Questions: 1. What helps a specific plant or animal survive?
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 the lesson the students will understand what a plant needs to survive. Target Vocabulary: Commands Today we are going to plant a flower today, here is your pot Pour the soil in Plant the seed Give the plant water Give the plant sun Look at the plant grow
Vocabulary words sun Soil plant water Sun grow seed Flower
Materials AND Realia Needed: (What pictures AND realia items do you need to teach each word and command?) Each command is going to have a card Pour the soil in Plant the seed Give the plant water Give the plant sun Look at the plant grow
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 bring in a plant that has bloomed, and I will say today you are going to grow a plant. I’m am going to show you these pictures/objects and show you actions, so when I do, I want you to do the action that corresponds with the vocabulary word.
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 (for scaffolding) as they acquire the vocabulary.
1) Teacher will give the cue/command, “Pour the soil in” in a strong voice— repeating the command 3 times and displaying a flashcard depicting “to Pour.” I will grasp my hands together then open my fist to have the students understand the idea of pouring. 2) I will hold the card up so the students can connect the command with a picture. Then I will just say the command without doing the gesture seeing if all the students understand what I am asking. 3) I will introduce the words “pour, “plant, give look,” “soil, seed, water, sun, grow” and “flower/plant” in the same way, repeating each word multiple times and modeling the gesture, watching that students imitate with and without providing . 4) Throughout the lesson I will ask questions and see if they are listening to the command I will say can you “plant the sun” and they will either nod their head yes or shake it to disagree. Each step of the process of a plant growing corresponds with a number 1. Pour the soil in 2. Plant the seed 3. Give the plant water 4. Give the plant sun 5. Look at the plant grow
Checking for Understanding: (What will you watch for to make sure they understand?) I will check for understanding by watching students closely and seeing if they are following my commands. I will also ask questions to see if the students are listening to my commands. Write down three physical ways students will demonstrate their understanding of commands and vocabulary being practiced: 1. Students will demonstrate the commands with me as I say them. 2. Students will demonstrate the commands with their eyes closed as I say them. 3. Students will demonstrate the commands by when I say the number the students will be able to correspond the number with the order of the action. Ex:
1. Pour the soil in 2. Plant the seed 3. Give the plant water 4. Give the plant sun 5. Look at the plant grow
Play a game (or other extension activity): (Describe the game. What are the students doing? What is the teacher doing?) I will have students close their eyes and give them commands and see if they are able to do the appropriate action with the words. I will have students label the order that the plant will grow on the work sheet.
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?) The students are going to watch the short clip of how a plant can grow, and the students will be able to demonstrate the necessities that plants need to survive. I will be giving commands to the students to do, and will also be assessing them by making sure that they are doing what the picture says and the action that corresponds with it.
Closure: (How will you finish the lesson and connect it to the main idea?) Now I will give each student a one picture that is showing one of the steps (1-5) of how to plant a flower, and what it needs to survive. From then I will ask the students to get up and look at their peers pictures, and put them in order from what happens first to what happens last.
Works Cited "Go to Bing Homepage." Pouring+the+soil+in. N.p., n.d. Web. 27 Sept. 2016. Plant the Seed N.p., n.d. Web. "Go to Bing Homepage." Watering+the+plants. N.p., n.d. Web. 27 Sept. 2016.. "Go to Bing Homepage." Giving+the+plant+sun.. N.p., n.d. Web. 27 Sept. 2016.. "Go to Bing Homepage." Looking+Ahead+Binoculars+Clip+Art. N.p., n.d. Web. 27 Sept. 2016. INCLUDEPICTURE "http://www2.fiskars.com/var/fiskars_amer/storage/images/media/images/fresh-from-thegarden/fresh-articles/kendra-amending-garden-soil/amending-garden-soil-62/30786-1-eng-
US/amending-garden-soil-6.jpg" \* MERGEFORMATINET
POUR the Soil in
INCLUDEPICTURE "https://tse4.mm.bing.net/th? id=OIP.M99906d29b273ea124ca8c2d166b52cefH0&pid=15.1" \* MERGEFORMATINET
PLANT the seed INCLUDEPICTURE "https://image.staticox.com/?url=http%3A%2F%2Fhomenursery.com%2FPortals%2F162809%2Fimages%2Fwatering20can.jpeg" \*
MERGEFORMATINET
GIVE the plant water INCLUDEPICTURE "https://image.staticox.com/?url=http%3A%2F%2Fteachers.yale.edu%2Fcurriculum%2Fextra%2Fimages%2F2013%2F13.05.02.07.jpg" \*
MERGEFORMATINET
GIVE the plant sun
LOOK at the plant grow
State standard, grade-level expectation & evidence outcomes: Content Area: Science Standard 2 Life science Concepts and skill students master: An organism is a living thing that has physical characteristics to help it survive. Evidence Outcomes: b. Analyze and interpret data about the needs of plants and animals (DOK 1-2) c. Use direct observations and other evidence to ideas concerning physical characteristics that help plants and animals survive (DOK 1-3) Inquiry Questions: 1. What helps a specific plant or animal survive?
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 the lesson the students will understand what a plant needs to survive. Target Vocabulary: Commands Today we are going to plant a flower today, here is your pot Pour the soil in Plant the seed Give the plant water Give the plant sun Look at the plant grow
Vocabulary words sun Soil plant water Sun grow seed Flower
Materials AND Realia Needed: (What pictures AND realia items do you need to teach each word and command?) Each command is going to have a card Pour the soil in Plant the seed Give the plant water Give the plant sun Look at the plant grow
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 bring in a plant that has bloomed, and I will say today you are going to grow a plant. I’m am going to show you these pictures/objects and show you actions, so when I do, I want you to do the action that corresponds with the vocabulary word.
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 (for scaffolding) as they acquire the vocabulary.
1) Teacher will give the cue/command, “Pour the soil in” in a strong voice— repeating the command 3 times and displaying a flashcard depicting “to Pour.” I will grasp my hands together then open my fist to have the students understand the idea of pouring. 2) I will hold the card up so the students can connect the command with a picture. Then I will just say the command without doing the gesture seeing if all the students understand what I am asking. 3) I will introduce the words “pour, “plant, give look,” “soil, seed, water, sun, grow” and “flower/plant” in the same way, repeating each word multiple times and modeling the gesture, watching that students imitate with and without providing . 4) Throughout the lesson I will ask questions and see if they are listening to the command I will say can you “plant the sun” and they will either nod their head yes or shake it to disagree. Each step of the process of a plant growing corresponds with a number 1. Pour the soil in 2. Plant the seed 3. Give the plant water 4. Give the plant sun 5. Look at the plant grow
Checking for Understanding: (What will you watch for to make sure they understand?) I will check for understanding by watching students closely and seeing if they are following my commands. I will also ask questions to see if the students are listening to my commands. Write down three physical ways students will demonstrate their understanding of commands and vocabulary being practiced: 1. Students will demonstrate the commands with me as I say them. 2. Students will demonstrate the commands with their eyes closed as I say them. 3. Students will demonstrate the commands by when I say the number the students will be able to correspond the number with the order of the action. Ex:
1. Pour the soil in 2. Plant the seed 3. Give the plant water 4. Give the plant sun 5. Look at the plant grow
Play a game (or other extension activity): (Describe the game. What are the students doing? What is the teacher doing?) I will have students close their eyes and give them commands and see if they are able to do the appropriate action with the words. I will have students label the order that the plant will grow on the work sheet.
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?) The students are going to watch the short clip of how a plant can grow, and the students will be able to demonstrate the necessities that plants need to survive. I will be giving commands to the students to do, and will also be assessing them by making sure that they are doing what the picture says and the action that corresponds with it.
Closure: (How will you finish the lesson and connect it to the main idea?) Now I will give each student a one picture that is showing one of the steps (1-5) of how to plant a flower, and what it needs to survive. From then I will ask the students to get up and look at their peers pictures, and put them in order from what happens first to what happens last.
Works Cited "Go to Bing Homepage." Pouring+the+soil+in. N.p., n.d. Web. 27 Sept. 2016. Plant the Seed N.p., n.d. Web. "Go to Bing Homepage." Watering+the+plants. N.p., n.d. Web. 27 Sept. 2016.. "Go to Bing Homepage." Giving+the+plant+sun.. N.p., n.d. Web. 27 Sept. 2016.. "Go to Bing Homepage." Looking+Ahead+Binoculars+Clip+Art. N.p., n.d. Web. 27 Sept. 2016. INCLUDEPICTURE "http://www2.fiskars.com/var/fiskars_amer/storage/images/media/images/fresh-from-thegarden/fresh-articles/kendra-amending-garden-soil/amending-garden-soil-62/30786-1-eng-
US/amending-garden-soil-6.jpg" \* MERGEFORMATINET
POUR the Soil in
INCLUDEPICTURE "https://tse4.mm.bing.net/th? id=OIP.M99906d29b273ea124ca8c2d166b52cefH0&pid=15.1" \* MERGEFORMATINET
PLANT the seed INCLUDEPICTURE "https://image.staticox.com/?url=http%3A%2F%2Fhomenursery.com%2FPortals%2F162809%2Fimages%2Fwatering20can.jpeg" \*
MERGEFORMATINET
GIVE the plant water INCLUDEPICTURE "https://image.staticox.com/?url=http%3A%2F%2Fteachers.yale.edu%2Fcurriculum%2Fextra%2Fimages%2F2013%2F13.05.02.07.jpg" \*
MERGEFORMATINET
GIVE the plant sun
LOOK at the plant grow
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