TESOL 102 TPR LESSON “GETTING READY FOR SCHOOL” ACTION STORY
Date: May 30, 2020
Things to
Remember
Objective: After the lesson, students will be able to:
-comprehend the word meaning by listening and repeating
-put in order the sequence of events of a story
Foreign Language Standard(s) Addressed:
Communication
Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
English Language Development Standards Addressed:
English Language Development Standard 1
English language learners communicate for Social and Instructional purposes within the school
setting.
Social and Instructional language
Common Core Anchor Standard(s) Addressed:
CCSS.ELA-LITERACY.L.2.5.A
Identify real-life connections between words and their use (e.g., describe foods that are
spicy or juicy).
ACTFL Proficiency Level Expected:
INTERMEDIATE-MID
Scaffolding (building on strengths):
-With props, pictures, and realia the students will recognize and pick out the word that they
studied in the prior lesson.
-Using the same props, pictures, and realia the students will sing a song about the
vocabulary words
-The students will play a miming game to show their understanding of the words
Review:
Time
5
Min
The teacher will review the previous lesson with the students. They will review the 5
action words. Run, eat, jump, cook and walk.
1. The teacher will have the students sit in a circle.
2. The teacher will get in the circle and say the action words and have the students
repeat them.
3. The students will repeat the action words.
4. The teacher will then do the actions as she repeats them again and asks the
student to do the same.
5. The students will repeat the action words as they do the actions.
The teacher will continue doing this and then ask individual students to point and say
the body part she commands on their own.
Vocabulary and Materials
Time
Vocabulary Phrases:
Wake up, Brush your teeth, get dressed, eat breakfast and Get your backpack
Materials:
1. “Getting ready for school” large sequence cards
2. Enough individual copies of “Getting ready for school” sequence cards for each
student.
3. Enough scissors for each student.
4. Enough glue sticks for each student.
5. Enough order worksheet for each student.
Teach the Material:
Time The teacher will have the students stand in a circle. The teacher will
start the lesson by saying “We are going to do a little story called
10 “Getting Ready for School”
Mins
Teacher: “First you are going to listen, watch and then
do/copy me (as she uses hand gestures to help the student
understand).
Notes
Teacher: will show the first picture and say, “wake up” three
times (as she is pointing to the picture).
Teacher: will show the second picture and say, “brush your
teeth” two times. Then repeat, “wake up” then “brush your
teeth” (as she is pointing to each picture).
Teacher: will show the third picture and say, “get dressed”
two times.
Then repeat, “wake up”, “brush your teeth” then “get
dressed” (as she is pointing to each picture).
Teacher: will show the fourth picture and say, “eat breakfast”
two times. Then repeat, “wake up”, “brush your teeth”, “get
dressed” then “eat breakfast” (as she is pointing to each
picture).
Teacher: will show the fifth picture and say, “get your
backpack” two times. Then repeat, “wake up”, “brush your
teeth”, “get dressed”, “eat breakfast” then “get your
backpack” (as she is pointing to each picture).
Teacher: “please stand up” (as she uses hands to gesture
standing up)
Students: stand up.
Teacher: will say “wake up” twice (as she uses hands to
gestures waking up)
Teacher: will say “brush your teeth” twice (as she uses hands
to gesture brushing your teeth)
Teacher: will say “get dressed” twice (as she uses hands to
gesture getting dressed)
Teacher: will say “eat breakfast” twice (as she uses hands to
gesture eating breakfast)
Teacher: will say “get your backpack” twice (as she uses
hands to gesture getting backpack)
The teacher will repeat the same process in the same
order again but repeating the phrases only once.
Teacher: “Now it’s your turn” pointing at the students.
Teacher: will say “wake up” once without doing the hand
gestures.
Students: will do the hand gestures for that phrase.
Teacher: will say “brush your teeth” once without doing the
hand gestures.
Students: will do the hand gestures for that phrase.
Teacher: will say “get dressed” once without doing the hand
gestures.
Students: will do the hand gestures for that phrase.
Teacher: will say “eat breakfast” once without doing the
hand gestures.
Students: will do the hand gestures for that phrase.
Teacher: will say “get your backpack” once without doing
the hand gestures.
Students: will do the hand gestures for that phrase.
Teacher: “Now you’re going to do it again but I will change
the order” (as she uses hands to gesture to change)
The teacher will repeat the phrases many times but in
different orders and the students will do the hand gestures
as they hear the commands.
6.
Time
Guided Practice:
Notes
Activity "Simon says"
10- The teacher will have the students go back to their seats and give
15 them the instructions for this activity.
Mins
The teacher will explain the game of “Simon Says” to the
students.
Teacher: “We are going to play “Simon Says” with the
new phrases that we have learned”
Teacher: “When I say, “Simons Says” and then give you a
command, you do it, but if I give you a command and I
don’t say, “Simons Says” you don’t do it”
Teacher: Does anyone have any questions?”
Teacher: “We are going to practice a couple of times but
after we start whoever does the action when I don’t say,
“Simon Says” goes back to their seat.
Teacher: “Ok, ready? “Simon Says, everyone stands up
and come and forms a circle in front of me”
Students should be able to get this fist command.
The teacher will continue and eventually go a little faster
until everyone is back in their seats.
Time
Independent Practice:
Activity "What is the order?"
15- The teacher will have the students go back to their seats and give
20 them the instructions for this activity.
Mins
The teacher will give each student a copy of the pictures, glue,
scissors, and order worksheet.
Teacher: “You will cut each picture square.
Teacher: “You will glue the pictures in order on the order
worksheet”
Teacher: “After you are done putting the pictures in order,
please put all the cut paper in the trash”
Notes
Teacher: “You will practice the phrases and hand
gestures with your partner”
Teacher: Does anyone have any questions?”
The teacher will start the activity.
Differentiated Instruction Options:
Time As optional practice activities for students of lower cognitive
abilities, I can have the student work next to me or a higher level
student during the group activities so that she can follow along. As
the other students work on the independent activity I can work
closely with that student and give an easier assignment if necessary.
Formative Assessment:
Time The teacher will have the students close their eyes while the teacher
gives the learned commands to assess the student’s understanding.
Notes/Materials
Notes/Materials
If less than 80% of the students can not do the commands it shows
that the teacher needs to teach a little more slowly or fewer items.
Time
Summative Assessment:
Notes/Materials
None
Closure:
Time The teacher will have the students say the five commands to the teacher and the teacher
will do the gestures but she will guess wrong so the students can correct her until she
2
gets it right and finish on a funny note.
Mins