Name: Molly Quinn-Clynes Date: 3/5/23

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

CELP/WIDA Standard(s):
Reading- Explains by: Identifying key words and phrases that describe the topics or phenomena.
Writing- Explain by: Labeling charts, graphs, timelines, or cycles to describe phenomena.
Listening- Explain by: Matching oral information to pictures, diagrams, or photographs that show
points of view.
Speaking- Explain by: Responding to oral or written claims.

Content Area: Health and Physical Education

State standard, substandard & evidence outcomes:

S1: Demonstrate competency in motor skills and movement patterns needed to

perform a variety of physical activities

Evidence Outcomes:

a. Explore balancing on different body parts at different levels, becoming “like”

a statue while making symmetrical and nonsymmetrical shapes.
b. Demonstrate the relationship of under, over, left, right, above, backward, forward,
etc.

Topic/Focus: Body Parts

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: By the end of the lesson students will be able to orally recognize Spanish words for body
parts and identify the specific body parts by pointing to them. They will be able to recognize 4 vocabulary
words and 4 commands.

Target Vocabulary:

Commands Vocabulary words

Touch – Toca Knee – Rodillas

Stand - Levantanse Shoulders - Hombres
Sit - sentarse Head – Cabeza
Dice – says Toes– dedos de los pies

Materials/Props Needed: (What pictures AND realia items do you need to teach each
word and command?)
-whiteboard

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?)
Match up the vocabulary with the song “Heads, Shoulders, Knees, and Toes” using
Spanish words
Direct Instruction/Modeling/Demonstration:
Pointing to and touching my heads shoulders knees and toes saying them each in Spanish
(if too easy then add ojos, cara, y orejas)
Checking for Understanding:
Simon dice toca blank
Play simon says with them and have them stand and touch the body parts along with me.
See if they can know when I am touching the wrong body part.
Extra practice and Assessment:
Have student come up and label head shoulder knees and toes on whiteboard using circles
not spelling.

Closure: Students will be able to touch the 1 body part each when I ask them about one.
Ex: “toca tu rodilla”

Feedback: went through the song too fast – Kelsey

Good demonstration of commands like I touched things and said toca

REFLECTION:
1. What went well in this lesson?
Something that went well during my lesson was my clear enunciation of Spanish words and the
ways I acted them out. Specifically, Delayney mentioned that, as someone who doesn’t know any
Spanish, it was helpful when I said “toca” and started touching everything in the room.

2. What would you change if you were to teach this lesson again? Why?
Something I would change would is the speed of my talking. Kelsey mentioned that when I was
demonstrating the “Heads, shoulders, knees, and toes” song I rushed through it quickly instead of
slowly waiting for each student to catch up to the next body part.

3.  What lessons from this experience of being a student in other students' TPR
lessons and from teaching this lesson will you be able to use when you work with
ELLs in your placement and in your own classroom?  TPR is used with newcomer
students so you may not use a strict TPR lesson, but what TPR strategies could
you use in your every day teaching? 
While there were a couple of things I learned throughout this process I learned most from listening to
Tegan’s TPR. Considering I didn’t know any words in Navajo my experience with Tegan’s presentation is
most relative to students I may be working with one day. One thing specifically difficult for me to replicate
was the pronunciation of words. The importance of stating words clearly and often was beneficial for me.