ESL and Cooperative Learning:

1. ESL and Cooperative Learning: Fly! Hop! Lesson: Animals Move! Subject: Science and Language Kindergarten by: Merrideth Blair EDBE 5453 Swim! Run!

2. ESL and Cooperative Learning: applying the Critical Literary Review… • In this lesson plan I use Cooperative Learning through large group, small group, and pairs. • Through this lesson I will be using Cooperative Learning to: • motivate my students to speak English and learn about animal verbs and classification by allowing them to work with peers in a fun and active environment • work on social interdependence when applying the jigsaw method for animal classification in their small group project. • elevate their achievement scores when testing their mastery of new verbs by helping them meaningfully apply each, and communicate the new words through Cooperative Learning play groups. • Nunan states, “Classroom education, to a very large degree is talk: it is the social use of language to enact regular activity structures and to share systems of meaning among teachers and students” (Nunan, 56). Talking to each other will be a focus for the lesson in order to place emphasis on the meaningful use of English in the student’s social learning groups. Nunan, D. (1992). Collaborative language learning and teaching. New York, NY: Cambridge . University Press.

3. Topic: Animals Move!

4. Animals Move! Content Objectives: -The student will correctly classify animals by how they move by placing them into their correct stack 90% of the time. -The student will recognize the new vocabulary as verbs 90% of the time. -The student will correctly identify the habitat of the group of animals they are given 95% of the time. -The student will recognize the different habitats of animals including zoo, farm, homes, and ocean by observing each group’s picture ¾ trials. Run! Jump! Hop! Swim! Crawl! Walk!

5. Animals Move! Language Objectives: -The students will state the name of their animal in ‘The Circle Game’ 80% of the time. -The students will state the verb describing how their animal moves ¾ trials. -The students will communicate their animal habitat to the class with 95% accuracy. -The students will communicate in English while participating in social group work 95% of the time.

6. Standards Addressed: • Texas Essential Knowledge and Skills Standards (TEKS): • §112.11. Science, Kindergarten (B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. - (10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: -(A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape (how they move) • English Language Proficiency Standards (ELPS): - §74.4. English Language Proficiency Standards (c)  Cross-curricular second language acquisition essential knowledge and skills (1)-(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 • 2) Speaking- Kinder. (ii)  speak using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts • -(D)  monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed • (I)  demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

7. Procedure: Opening the lesson • The lesson will begin by introducing new “Circle Game” cards with pictures of animals on them. These cards are to be made on large cardstock, laminated so the students can step on them. The class will listen and repeat after the teacher each of the animal’s names. They will go through these several times until the teacher thinks the students are comprehending the new animal words. The teacher will then lay the cards out in a big circle. The students will be instructed to move around the circle until they are told to stop. Once they stop the teacher will go around the circle and have the students tell her what the animal they landed on is. Music can be played for stop and re-start. The students should go around this circle until each has had four different animals. This game is fun and interactive for the students. They get to move around, listen to others say the names of the animals, and speak the English name for their animals. Through this game the teacher should test for comprehension of the English names for the animals.

8. Procedure continued: Introducing Verbs! • Next, the teacher will introduce the new moving verbs: jump/hop, run/walk/crawl, swim. They will review these until the students show knowledge of these. The teacher will then let the students go to the circle and will instruct the students to move around the circle in the movement verb that is called out (for running- they will run slow motion, swimming they will move their arms). EX: if the teacher says crawl the students will crawl around the circle. Check for comprehension before moving forward.

9. Procedure continued: Small group- Play! • The students will be split into four or eight groups depending on how many students are in the class with 2-4 students in each small play group. In each group’s area there will be plastic play toys in the category of zoo, farm, pet, and ocean animals. The student will be told to guess where they think their groups animals would live. They will get a chance to play with them, and communicate about their animals and animal habitat. The teacher should move around each group and question them about their animals and what they think their habitat is. While doing so the teacher should be checking student’s use of English and may need to help prompt them to get a conversation going about the animals while they play. The teacher for example may want to remind the students of their new vocabulary words.

10. Procedure Continued: Small group- Project • After the teacher has checked with each group to be sure they are communicating in English and have determined the correct habitat, the students will be given a large piece of poster board paper, crayons, markers and pencils. The teacher will instruct the students to draw a picture of their habitat, so they can show the class which group of animals they have. The students will be working toward using their new language in meaningful ways when presenting their picture.

11. Procedures continued: Small Group Presentations • The students will be reminded of speaker focused rules while groups present. The students will come up one group at a time to present their pictures. They will practice telling the class the animals and the habitat that their animals live in. They will also guess what verb the animals may use in that habitat (most have all!) If available the students can present using a microphone (think makes it extra exciting for the students!)

12. Procedures continued: SMARTboard Classifying • Using the SMARTboard the students will gather for large group. The teacher will have pictures scattered on the board of the animals, and grouping circles labeled Flies, Runs/Walks/Crawls, Swims, and Jumps/Hops. The students will be called on to come up and move the pictures into where they think they should go according to how they move.

13. Materials: • -cardstock with pictures of animals chosen for each category (zoo, farm, pets, ocean), laminated • Vocabulary cards for each new verb (flies, runs, walks, swims, crawls, hops, jumps) • a music player for “The Circle Game” • Poster board paper (enough for each group) • Crayons, markers, pencils • Plastic zoo, farm, pet, and ocean toys • SMARTboard • microphone

14. Assessment: • Assessment will be conducted before, during and after the lesson. • Before the lesson, the teacher will review students on the words of animals to test for previous knowledge. • During each lesson piece the teacher will observe and question students individually to determine their comprehension of the new material. Before moving on to the next section the teacher should be sure of their comprehension. • After all sections of the lesson have been completed the teacher can use the group’s project for a final mastery of the knowledge of animal names and habitats, then can use the SMARTboard activity to further test for mastery of skills for verbs!

15. Cooperative Learning in ESL! • Once the lesson is completed the students will have gained knowledge in a fun and interactive way using Cooperative Learning. The teacher should follow up with maintenance reviews to make sure students remember new words. The teacher and students will hopefully both be excited for the next Cooperative Lesson after having success with this Animals Move lesson!