Name: Sydney Sherman

Date: September 29

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

Content Area: Social Studies
WIDA ELP Standard(s):
English Language Development Standard 5 English language learners communicate information,
ideas and concepts necessary for academic success in the content area of Social Studies the
language of Social Studies
State standard, grade-level expectation & evidence outcomes:
First Grade Social Studies - Geography
Concepts and skills students master:
1. Geographic terms and tools are used to describe space and place
a. Use map keys, legends, symbols, intermediate directions, and compass rose to derive
information from various maps (DOK 1-2)
Topic/Focus:
Cardinal Directions
ESL Level: Level 1
Objectives: After the lesson, students will know how to read and use a compass rose by
practicing moving from one cardinal direction to another.
Commands:
Walk
Turn
Find
Vocabulary words:
Compass Rose

South

North

West

East
Materials AND Realia Needed:

Pictures & Vocab words:

https://docs.google.com/document/d/1KzyW8eskRvUWYQIMjS1n17mHkk9HRJiRLuvRk6nxl
UQ/edit?usp=sharing
Pictures:
Maps with a compass rose (electronic)
North

Walk

East

Turn

South

Find

West
Realia:
Compass
Anticipatory Set:
I will show a slide show of maps with a compass rose on the screen. I will point to the compass
rose on each map and begin my lesson.
Slideshow:
https://docs.google.com/presentation/d/1tBO0A1KnbHzF7syGDRXXWi6O79cjdJ5cczePApRl51
g/edit?usp=sharing
Direct Instruction/Modeling/Demonstration:

Show examples of a compass rose using slideshows of maps and pointing then saying
"On these maps are Compass Roses", repeat every picture "Compass Rose" while
pointing at compass rose.
Show a physical compass, point and say each direction, "North, East, South, and West"
Then show a picture of a compass rose, point at the N and say "North" then point at the
North picture on the wall.
o "Watch me walk (gesture walk with fingers) to the East side of the classroom".
Walk to the North picture on the wall and say "North".
Point at the E and say "East". Then point to the East picture on the wall.
o "Watch me walk (gesture walk with fingers) to the East side of the classroom".
Walk to the East picture on the wall and say "East".
Point at the S and say "South". Then point to the South picture on the wall.
o "Watch me walk (gesture walk with fingers) to the South side of the classroom."
Walk to the South picture on the wall and say "South".
Lastly, point at the W and say "West". Then point to the West picture on the wall.

o "Watch me walk (gesture walk with fingers) to the East side of the classroom".
Walk to the West picture on the wall and say "West".
Show flash card that says turn and show gesture. Say "turn" and do gesture.
o Hold up the turn card and the Compass Card. Say "turn north" and then turn
towards the north side of the classroom.
Show flash card that says find and show gesture. Say "find" and do gesture.
o Hold up the find card and the compass card. Say "find west" and then do gesture
towards West side of the classroom.
"Class, with me (gesture to stand up), walk" (gesture with students 'walk').Turn"
(gesture with students 'turn'), "find" (gesture with students 'find'. Say North (point with
students to the North picture), do this with each cardinal direction.
Then begin to ask students to do these commands with cardinal directions and without
you. Ex: "turn to the East", "Walk to the West side of the classroom", and "find the South
side of the classroom".
Once students seem to understand this, move on to assessment
To check for understanding, ask students to do a command with a direction. Ex: Brenna,
Walk East. Do this in groups first (pair students up) and then ask students individually.
For the last assessment and way to check for understanding, hand out the worksheet with
the blank compass to each student. Student will fill out the compass with the correct
directions.
Worksheet:
https://docs.google.com/document/d/1MxuudsWfu38gsn7RuEdg6RouaC3ZZS7xJpXl0_7
pLXw/edit?usp=sharing

Checking for Understanding:

Students are using gestures and pointing at cardinal directions

Students will individually and in groups be asked to walk, turn, or find different cardinal
directions around the room.

1.2.3. Play a game (or other extension activity):

Let students play and walk around the classroom with a compass. Because compasses are
limited, have students explore in groups. (Closure game/activity).

Evaluation:
Teacher will know that each child understood the words based off of physical assessment.
Teacher will watch for confusion and hesitation when asked to do a task. Teacher will keep track
of those excelling and those struggling. Those who are having trouble will be given assistance.
Say "Watch me" and demonstrate. Ask student to do it along with you. As students are playing

with compasses (closure), write down a short reflection along with students success and
struggles with the words.
Closure:
Ask students to sit back down, say great job (thumbs up and clap). Today we learned to walk
(demonstrate), turn (demonstrate), and find (demonstrate), North (point), East (Point), South
(point), and West (point). We also learned that this (points back to compass rose on map) is a
compass rose. I am now going to give you 5 minutes or so to play with these compasses. Walk
around the room with a partner and see if you can figure out how they work. I will call you back
to your seats when it is time to go on to our next activity.

Reflection:

1. What went well in this lesson?

I thought overall the lesson went well. Students seemed to enjoy it and understand what
was being taught. They liked the images I used for vocab words but especially loved that
I brought in compasses. A couple people said that letting the students play around with
the compasses was their favorite part. Someone also said that they liked that my lesson
got students on their feet. This made me happy because that was what I wanted to
accomplish. I wanted students to be able to learn while their being active.
2. What would you change if you were to teach this lesson again? Why?
Next time, I would spend more time with gestures and vocab. I feel like I may have
rushed it a bit. I would also give students more time with the compasses. My peers said
that 5 minutes doesnt seem like enough. Maybe I can incorporate the compasses more
with the lesson and learning aspect than having it be a game/free time tool towards the
end. Someone also suggesting taking the kids outside to do this activity or at least to play
with the compasses. I think this is a great idea!
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?

Connecting gestures with vocab words really helps remember the words! I have used this
already in my classroom but would like to incorporate gestures more for I have 5 ELLs in
my field placement classroom. Some of my students have a hard time with the word
look. I taught the kids to picture the two Os in look as their binoculars. I have them do
the gesture (cup their hands around their eyes to make two Os or binoculars) and say
look. I have noticed now when I go over sight words with kids, they use this gesture
when they see look. Also when listening to others teach their lesson and examining my
own talk, I realize how easy it is to forget to annunciate or even say whole words. A
couple of us said k? as the question Okay? When we are working with students,
especially ELLs, we are modeling what Standard American English sounds and looks like
so we must examine our ways of instructing and talking. Lastly, I noticed through my
instruction that it is incredibly important to make sure you are going at a good pace for
your learners and accommodating those who are behind or struggling. Do not leave
anyone hanging!