Nombre/Name: Megan Butterman

La Fecha/Date: 2/14/16

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

El Ciclo del Agua/ The Water Cycle
This lesson is focusing on my journey of learning how to use TPR to teach higher grade
level content to level 1 language learners. Since I am learning Spanish and was teaching
to fellow English-speaking peers, I chose to teach this lesson in Spanish. However, it can
be easily adapted in English or any other language. I wrote the lesson plane in English
but the vocabulary words and attached materials are in Spanish.

Content Area: 6th Grade Science

WIDA ELP Standard(s): Standard 4
English language learners communicate information, ideas, and concepts necessary for
academic success in the content area of science. (Language of Science)
Colorado State Standard and Evidence Outcome:
Earth Systems Science 6th grade
2. Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground
water, and the atmosphere
Evidence Outcome:
b. Use evidence to model how water is transferred throughout the earth
Topic/Focus: We are focusing on understanding the water cycle with concepts of
precipitation, condensation, and evaporation.
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 a short lesson, students will be able to show how water travels in
different states of matter on Earth and label a simple water cycle.

Target Vocabulary:
Commands

Vocabulary words

Escuchen (a la precipitacin o a la lluvia) Listen

Miren (a la condensacin o a la evaporacin) Look

El ciclo del agua

Precipitacin
Condensacin
Evaporacin

Materials AND Realia Needed:

A cold glass of water to form condensation
Audio of rain (for precipitation)
Thermos with very hot water to show evaporation
Picture of water cycle (on PowerPoint so it can be projected on a large screen)
Pictures of looking, listening, rain, a cloud, precipitation, condensation, and
evaporation (Printed out)
Labels for the pictures above printed out
Activity labeling the water cycle with their new vocabulary

Anticipatory Set: I will introduce a diagram of the water cycle and talk very briefly
about how water flows through a cycle.
Direct Instruction/Modeling/Demonstration:
1) I will give the cue/command, El ciclo de agua in a strong voicerepeating the
name 3 times and pointing to the diagram. I will make a circular motion with my
hands as well to aid in the understanding of ciclo.
2) Then I will introduce evaporation and show the gesture for water vapor rising. I
will repeat this until all students are following the action along with me (at least 3
times)
3) I will then point to the diagram where evaporation is repeating the vocab word. I
will also show the evaporation from the steaming thermos repeating the vocab
word at least a few more times.
4) Then I will introduce miren with a picture/flashcard. I will model miren
multiple times until the students understand.
5) Then I will combine the vocabulary by saying Miren a la evaporacin. I will
have them look at evaporation in different locations (boiling pot, diagram). Then I
will drop my gestures while the class demonstrates understanding correctly
without my help.
6) I will repeat steps 1-5, introducing condensacin, precipitacin, AND
escuchen in the same way, repeating each word multiple times and modeling
the gesture, watching that students imitate with and without providing support.
7) Once students seem to master the vocabulary, I will move on to individual
practice/assessment.

Checking for Understanding: (What will you watch for to make sure they understand?)
1. Students will be able to act out the vocabulary when I point to different parts of
the water cycle or to the actual example I have in class.
2. Students will close their eyes and respond to vocabulary with gestures.
3. Simon Says Game
4. Students will match pictures of the vocabulary with their corresponding words.

Physical ways students will demonstrate their understanding of commands and

vocabulary being practiced:
1. Put hand to ear to show escuchen
2. Put hands to face to make binoculars to show miren
3. Use the hand and arm movements I use to show evaporation (hands lifting up to show
water vapor rising), condensation (arms moving up to forming a cloud), and precipitation
(hands falling down like rain).
4. Drawing a circle in the area to represent ciclo

Play a game (or other extension activity):

Simon Says (Simn dice)
Play Simon says with the students after having closed their eyes and practiced
independently, incorporating all vocabulary words theyve learned today. The
teacher will not model the actions for the students in order for them to
independently show that they know the vocabulary.
For example Simn dice miren a la evaporacin OR Simn dice escuchen

Evaluation: Since these can be more complex terms in science for new language
learners, its important that I clearly show what each vocabulary word is (helpful with the
use of realia and pictures). I need to make sure to show the actual vocabulary words as
well so that students can recognize the word(s) orally and visually. If students are mixing
things up, I can keep modeling until they do understand it.

Closure: The closure will be having students label their own simple water cycles.