Human Body Parts A Kindergarten Lesson Incorporating Total Physical Response Method with ESL Students

Purpose The purpose of this lesson is to teach the integrated Kindergarten class parts of the human body. For the beginner ESL students, they will initially learn the parts of the human body through the Total Physical Response method. By the end of the week’s lesson they will be able to say and know the body parts learned during TPR and be better prepared to participate in the whole group classroom setting.

Content Students will be able to identify the eyes, mouth, nose, ears, hair, head, arm, hand, leg, and foot ESL students will learn each body part name by watching and listening to the teacher modeling each name.

Language Objectives Students will be able to write each body part name Students will be able to write the usefulness of the hand and arm and leg Students will be able to match the body parts word to the correct, corresponding part on a human body parts worksheet Students will listen as they hear two books being read. One pertaining to the arms and one to the foot

Texas Essential Knowledge and Skills (TEKS) § English Language Arts and Reading, Kindergarten, Beginning with School Year (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing (A) identify and use words that name actions, directions, positions, sequences, and locations; (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.

Texas Essential Knowledge and Skills cont’d. § Health Education, Kindergarten. (4) Health information. The student knows the basic structures and functions of the human body and how they relate to personal health. The student is expected to: (B) name major body parts and their functions; (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience; (18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (C) write one's own name.

English Language Proficiency Standards (ELPS) (b) School district responsibilities. In fulfilling the requirements of this section, school districts shall: (1) identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels delineated in subsection (2) provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum; (c) Cross-curricular second language acquisition essential knowledge and skills (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

English Language Proficiency Standards Cont’d (A) use prior knowledge and experiences to understand meanings in English; (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;

Daily Procedure This is a 5 day lesson at 45 minutes daily. Students will be divided into groups to do interactive learning activities in centers and remain in the same group the entire week. Students will stay in the same group but change centers daily. Center time is 15 minutes daily Group 1- Students will put together puzzles Group 2- Students will look and read picture books Group 3- Students will play a math card game Group 4- Students trace letters in a dry erase book Group 5- ESL students will sit with the teacher and do TPR activities Group 5 Students will sit around the table with the teacher. The teacher will introduce 2 human body parts daily and perform actions with each part. The teacher then tells the student to say and do what she does and she repeats the process. The teacher will then given the command without modeling and the student will do the command.

Day 1 Group 1- Students will put together puzzles Group 2- Students will look and read picture books Group 3- Students will play a math card game Group 4- Students will trace letters in a dry erase book Group 5- ESL students will sit with the teacher and do TPR activities Group 5 Eyes and mouth The teacher will point to her eyes and will say “I see the pencil”. She will hold the pencil in front of her eyes and with her other hand draw an imaginary line with her finger from her eyes to the pencil. She will repeat this action a few times. The teacher will direct the students to pick up the pencil without the students saying the words. The teacher will then tell the student to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to look at the pencil with their eyes without the teacher modeling the command. The students will perform the command. For mouth, the teacher will say “Open my mouth” “Close my mouth”. She will repeat this action a few times. The teacher will direct the students to open their mouth and close their mouth without the students saying the words. The teacher will then tell the students to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to open their mouth and close their mouth without the teacher modeling the command. The students will perform the command. The groups then join together and the teacher can now begin whole class teaching.

The teacher will instruct the students to say the word “eyes” and have them point to them. The teacher will ask the students what color their eyes are. The students will respond. The teacher will give the “eyes” worksheet to the students to trace the word. The teacher will write the word “eyes” on the white board. The teacher will spell the letters aloud. The students will spell the word aloud with her. The teacher will instruct the students to say the word “mouth” and tell the students to point to their mouth. The teacher will tell them that the mouth says words and sing songs. The teacher will give the students the “mouth” worksheet to trace the word. The teacher will write the word “mouth” on the white board. The teacher will spell the letters aloud. The students will spell the word aloud with her. WHOLE CLASS INSTRUCTION Day 1

Day 2 Group 2- Students will put together puzzles Group 3- Students will look and read picture books Group 4- Students will play a math card game Group 1- Students trace letters in a dry erase book Group 5- ESL students will sit with the teacher and do TPR activities Group 5 Nose and Ears For the nose the teacher will say, “ I smell the flowers” and picks up either a real or fake flowers or will use a picture of flowers when demonstrating this word. The teacher will repeat this action a few times. The teacher will direct the students to pick up the flowers without the students saying the words. The teacher will then tell the students to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to smell the flowers without the teacher modeling the command. The students will perform the command. For ears the teacher will cuff her hand behind her ear and will say, “I hear a knock” and then knocks on the table. She will repeat this action a few times. The teacher will direct the students to listen with their ears without the students saying the words. The teacher will then tell the students to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to listen with their ears without the teacher modeling the command. The students will perform the command. The groups then join together and the teacher can now begin whole class teaching.

The teacher will instruct the students to say the word “nose”. The students will point tot their nose. The teacher will asks the students what do they smell when they go to the bakery or the movie theater. The teacher will give the “nose” worksheet to the students to trace the word. The teacher will write the word “nose” on the white board. The teacher will spell the letters aloud. The students will spell the word aloud with her. The students will trace and write the words. The teacher will instruct the students to say the word “ears” and have them point to them. The teacher will ask the students what do ears do? The teacher will ask the students what do they hear when they attend the carnival or a baseball game. The teacher will give the “ears” worksheet to the students to trace the word. The teacher will write the word “ears” on the white board. The teacher will spell the letters aloud. The students will spell the word aloud with her. The students will trace and write the words. WHOLE CLASS INSTRUCTION Day 2

WHOLE CLASS INSTRUCTION The teacher will instruct the students to draw a line from the body parts name to the appropriate picture. The students will draw a line to the appropriate name and picture

Day 3 Group 3- Students will put together puzzles Group 4- Students will look and read picture books Group 1- Students will play a math card game Group 2- Students trace letters in a dry erase book Group 5- ESL students will sit with the teacher and do TPR activities Group 5 Hair and Head For the hair the teacher will say, “ I comb my hair” and mimics combing hair. The teacher will repeat this action a few times. The teacher will direct the students to comb their hair without the student saying the words. The teacher will tell the student to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to comb their hair without the teacher modeling the command. The students will perform the command. For the head the teacher will gently taps her head with the palms of her hand. The teacher will repeat this action a few times. The teacher will direct the students to gently tap their head without the student saying the words. The teacher will tell the student to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to gently tap their head without the teacher modeling the command. The students will perform the command. The groups then join together and the teacher can now begin whole class teaching.

WHOLE CLASS INSTRUCTION Day 3 The teacher will write the word “hair” on the white board. The teacher will spell the word “hair” aloud. The students will spell the word aloud with her. The teacher will instruct the students to write their name above the first head and their friend’s name above the second head. The students will write the two names color hair on both heads.

WHOLE CLASS INSTRUCTION Day 3 The teacher will instruct the students to draw two eyes, a nose, a mouth, and hair (the ears and head are already on the picture). The will students will draw the face from the prior knowledge learned

Day 4 Group 4- Students will put together puzzles Group 1- Students will look and read picture books Group 2- Students will play a math card game Group 3- Students trace letters in a dry erase book Group 5- ESL students will sit with the teacher and do TPR activities Group 5 Hand and Arm For the hand the teacher says, “ I clap my hands” and claps her hands. The teacher will repeat this action a few times. The teacher will direct the students to clap their hands without the students saying the words. The teacher will tell the students to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to clap their hands without the teacher modeling the command. The students will perform the command. For arm the teacher says, “I can bend my arms” and stretches both arms in front of her and bends them towards her. The teacher will repeat this action a few times. The teacher will direct the students to bend their arms without the students saying the words. The teacher will tell the students to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to bend their arms without the teacher modeling the command. The students will perform the command. The groups then join together and the teacher can now begin whole class teaching.

WHOLE CLASS INSTRUCTION Day 4 The teacher will write the word “hand” on the white board. The teacher will spell the word “hand” aloud. The students will spell the word aloud with her. The teacher will ask the students what are things they can do with their hands that would be helpful around the house. The students will respond. The teacher will instruct the students to draw one thing on the hand that they do to help around the house.

Day 4 The teacher will read aloud “Reginald’s Broken Arm” by Jennifer Hall. The teacher will write the word “arm” on the white board. The teacher will spell the word “arm” aloud. The students will spell the word aloud with her. The teacher will ask students to pretend they had a broken arm. The teacher will show the students how to bend their arm next to their chest to mimic a broken arm. The teacher will ask the students what things they could not do if they had a broken arm. The teacher will have the students write the word “arm” on one arm and draw a picture of an activity using their arms. Ideas would be hugging, lifting a box, carrying a pet.

Day 5 Group 1- Students will put together puzzles Group 2- Students will look and read picture books Group 3- Students will play a math card game Group 4- Students trace letters in a dry erase book Group 5- ESL students will sit with the teacher and do TPR activities Group 5 Foot and Leg For the foot the teacher says, “ I kick the ball with my foot” and gently kicks a small ball within their group setting. The teacher will repeat this action a few times. The teacher will direct the students to kick their foot without the students saying the words. The teacher will tell the students to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to kick the ball with their foot without the teacher modeling the command. The students will perform the command. For the leg the teacher says “I can bend my leg”. She stands up and bends her legs. The teacher will repeat this action a few times. The teacher will direct the students to bend their leg without the students saying the words. The teacher will tell the students to say and do what the teacher does and says and the teacher will then repeat the process. Then the teacher will tell the students to bend their legs without the teacher modeling the command. The students will perform the command. The groups then join together and the teacher can now begin whole class teaching.

WHOLE CLASS INSTRUCTION Day 5 The teacher will read the book “The Foot Book” by Dr.Seuss The teacher will write the word “foot” on the white board. The teacher will spell the word “foot” aloud. The students will spell the word aloud with her. The teacher will ask the class what are some things that tickle their feet? The students will respond. The teacher will instruct the students to write the word “foot” on one foot and on the other foot write the two words that tickle their foot.

WHOLE CLASS INSTRUCTION Day 5 The teacher will write the word “leg” on the white board. The teacher will spell the word “leg” aloud. The students will spell the word aloud with her. The teacher will explain that the legs enable mobility. The teacher explains the mobility meaning. The teacher instructs the students to name ways the body is mobile? Dancing, twirling, walking, skipping, running, hopping are some possible ideas. The students respond with answers. The teacher instructs the students to write the word “leg” on one leg and write three ways the body is mobile.

The teacher instructs the students to draw a line to match the body parts words with the correct location on the body WHOLE CLASS INSTRUCTION Day 5

WHOLE CLASS INSTRUCTION Teacher will instruct the students to cut out the head, arms, legs, and body. Students will cut out the pieces and assemble it all in the correct locations on the body. The students will glue the pieces correctly.

I'm Glad I'm Me No one looks The way I do. I have noticed That it's true. No one walks the way I walk. No one talks the way I talk. No one plays the way I play. No one says the things I say. I am special. I am me. There's no one else I'd rather be! The teacher will read the poem aloud. The students will listen.

Materials Eyes worksheet Mouth worksheet Nose worksheet Ears worksheet Eyes, mouth, ears, nose vocabulary to picture worksheet Two heads with no hair worksheet One faceless bald head worksheet Hand worksheet Reginald’s Broken Arm by Jennifer Hall Two arms worksheet The Foot Book by Dr. Seuss Leg worksheet Two feet worksheet “My Body” drawing lines from vocabulary to the body “Human Body” cut out worksheet Small ball Real, fake, or picture of flowers Pencil

Materials Cont’d Scissors “I’m Glad I’m Me” poem

Assessment The students are assessed with the worksheet on Day 2. The students are required to work independently, draw a line from the word to the correct picture with 80 % accuracy. It will show if the student recognizes the words taught. The students are assessed on Day 5 with a worksheet that lists all 10 vocabulary human body parts words taught the entire week. The students are required to work independently, draw a line from the word to the correct body part on the location of the body with 60% accuracy. It will measure if the student recognizes all 10 words and know where on the body these words are referring.

Conclusion The lesson on body parts of the human body taught to an integrated class of English Proficient with a few ESL students can be challenging for the novice teacher. When Total Physical Response method is used, the ESL students are more relaxed and comprehension levels rise. It is a simple and natural process to learn a foreign language. TPR can be used very easily at the young ages and the quicker and more efficient the ESL students learn English, the better quality educational experience they will have throughout their school years. Preparing a Human Body Parts lesson has so many directions a teacher can go. From subject areas to a wide assortment of teaching and learning opportunities. It is definitely a subject everyone can relate!