# 5. Vocabulary - P. Plan Lessons Open all sections Close all sections ### Objective expand\_more Plan a vocabulary lesson using Total Physical Response. ### WIDA/SIOP expand\_more **Task [WIDA](https://docs.google.com/document/d/1vCFURHISu2prkJu6lwZD6TBZaiAxGXjKab_R1d-8nqk/edit?usp=sharing)**: RW1 Sort **Use of Academic Language** **Descriptor** **Level** **Domain** Recount Reproducing words and phrases related to topics (e.g., including cognates) 1 Writing **Task** [**SIOP**](https://docs.google.com/document/d/1UAepa0ch6y3a22lNWIbBwyAOc3G9Tota4GNDeQ_QiTk/edit?usp=sharing): 22 Sort **SIOP Section** **Descriptor** Practice and Application Activities Integrate All Language Skills Step 1 Step 2 Step 3 ## Step 1 ### In this task, you will develop a lesson that integrates Total Physical Response to meet the learning objectives. ### Learn about Total Physical Response (TPR) by exploring the videos below: - [General Explanation](https://www.youtube.com/watch?v=VcOZsWvarhs&ab_channel=TeachMarilynB-Style) - [Elementary](https://youtu.be/1Mk6RRf4kKs) - [Adults from my school district - incorporate grammar](https://youtu.be/BR37oAnUVvE) - [High School - English](https://youtu.be/8yVYARYjl9o) - [High School Social Studies](https://youtu.be/Kfe0iFbDplQ) - [Teacher Advice - TPR in Directions](https://youtu.be/fQsooN5au6U) ### Select what to teach: Select a content and language objective that you will address. Consider using an upcoming lesson and embedding TPR to help meet your lesson’s goals. Ideally, planning lessons should enhance the work you’re already doing! Don’t have a lesson? Consider revising an existing lesson plan (see list below for some useful websites, but feel free to use others). If you take this route, you must give credit to the appropriate resource. The lesson plan would have to be revised into a word document that reflects the necessary requirements below. It would not be sufficient to merely download the lesson plan and annotate it with comments on how you would revise it. - [High School All Subjects](https://curriculum.newvisions.org/) - [ESL - All Grades](http://www.colorincolorado.org/teaching-ells/common-core/common-core-videos-lesson-plans) - [ESL - All Grades #2](http://www.lessonpick.com/) - [SIOP Lesson Plans](http://www.cal.org/siop/lesson-plans/) - [Science](http://www.nextgenscience.org/resources/examples-quality-ngss-design) - [Social Studies](https://sheg.stanford.edu/history-lessons) - [Social Studies with a Literacy Focus](https://readinquirewrite.umich.edu/#:~:text=Read.-,Inquire.,literacy%20along%20with%20disciplinary%20knowledge.) - [Reading](http://www.readwritethink.org/classroom-resources/lesson-plans/) - [Math](https://www.nctm.org/Classroom-Resources/Lessons/) - [Math - ACT Problems](https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/pub?output=html) - [Avenues World Elements](https://open.avenues.org/elements#Elements1) - [Expeditionary Learning](https://curriculum.eleducation.org/curriculum) ### Create a Lesson: Develop a 20-30 minute lesson that uses Total Physical Response to address your content and language objectives. Your lesson plan should: 1. Identify the context (e.g., grade level, topic, course, content-area, ages, English language proficiencies of students) 2. Write out content and language objectives 3. Articulate how the content and language objectives will be measured. In other words, how will you know that students achieved the objectives? Are they supposed to use a certain number of the focal terms in writing? Will they write down at least two ideas on a shared poster? Do they need to sketch a prototype for a model? 4. Integrate TPR. 1. Identify the vocabulary, phrases, and/or concepts that students will learn using TPR 2. Provide visuals, descriptions, or a short video of the physical gestures that your lesson will use 5. Include a step-by-step breakdown of the lesson: 1. Time: Be specific about how long each task will take! For example, how long are students talking? How long do they have to write down their ideas? How long is the warm up? 2. Student and Teacher Actions: What are the teachers and students doing at every step of the way? For instance, if students are writing down an idea, what is the teacher doing? If the teacher is introducing a new language concept, what are the students doing? 3. Help Resources: What help is available to students at every step of the way? For instance, are students working with peers, using sentence stems, relying on a poster, referring to a graphic? 4. Directions: Scripted directions for the TPR routine that include roles, rules, turns, and time. [(See this resource for a breakdown.)](https://docs.google.com/document/d/1kbbsgG2fGFmWqvOtvTNfl4PCESrCb04tYQSCGvjSsUU/edit?usp=sharing) 6. Include all handouts and materials ## Step 2 ### **Be sure to link your work and documents in the [capstone](https://dimensions.gse.harvard.edu/capstone) project:** Sort ![Capstone table example](/sites/g/files/omnuum3971/files/styles/hwp_1_1__720x720_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.26.00_am.png?itok=MdWrKzSY) ## Step 3 ### Reflection: Answer the following questions on a Capstone slide 1. Thinking about your lesson. You can choose one or all questions, or parts from each question. (150-250 words total) 1. How does TPR support students in achieving the learning objectives? 2. How does your lesson give opportunity for all students to participate actively in the learning? Where does it fall short? 3. How challenging was it to integrate TPR in your context or for this topic? How do you think students would react to using TPR? 2. Takeaways: You can choose one or all questions, or parts from each question. (200-250 words) 1. What was your most significant take away from the assignment? What did you find interesting and useful? 2. What was most challenging in the task? How did you overcome that challenge? 3. How will you apply your learning to practice? 4. To learn more, what might your next steps be? 5. How would you improve on your current product in the future? ## [Use Total Physical Response in a Lesson Plan](https://docs.google.com/document/d/1vZALkNO5HYNlXyQCyIP7iKBs1f2E5VuOuJmisgZ954w/edit?usp=sharing) **Why this task?** Vocabulary is the greatest predictor of reading comprehension and a challenge for many English learners. Teachers who are informed about how vocabulary impacts student learning and who understand how to build vocabulary can support their students more effectively. **Points:** 15 Sort**Must Haves**1. Response completes the task. 2. Accurately reflects WIDA Standards and the principles of SIOP. 3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics). 4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course. 5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting. Sort**Amazing*** Explain how learning from completing the task can be useful to you. * Promotes self and cultural awareness. * Describes possible next steps. * Relates to developing language skills in specific ways. * Share materials or examples that may be useful to others.