TESOL Program

Hibernation and Migration for Year 7 Students

Beginner English Speakers

Submitted by: Amy TesslerSubmitted for: TESOL

Submitted on: May 23rd, 2011

My Philosophy of Teaching:

“The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.”  – Bill Beatie

             It is my love of children, of community and of harnessing compassionate, socially responsible, open-hearted individuals, that has allowed me the proper mindset to reflect upon my philosophy of education. In keeping with these dreams, I believe that in order to fully educate any person, one must grant that person the freedom to learn, to create, to speak their mind and to make mistakes. For students from diverse cultural backgrounds, developing language competency is an essential means for them to gain freedom. My goal as a teacher is to channel these freedoms when guiding the young minds of children.

In order for students coming from refugee backgrounds to feel comfortable learning in my classroom, a safe, positive environment in essential. Thus I aspire to create an environment which allows children to feel comfortable expressing their needs, personal and academic goals, and aspirations while certain that they will receive the respect of their classmates and myself.  I believe wholeheartedly in the concept of the classroom community – each child feeling equally responsible for the well-being of their peers as they do themselves. With an attention for mindfulness, students become socially responsible learners, open to different ideas, values and mentalities – open to learning. In such an environment I will take the role as facilitator, providing materials and outlets for students to reach their potential.

I strive to create student-centered classrooms, where students become united and empowered, playing a larger role in each day’s events, decisions and responsibilities. I impart this type of learning by working with individuals, recognizing their goals and values and creating opportunities for them to suggest topics of interest, or different approaches to learning. In order to cater to each individual, I will differentiate my lessons to reach each language level of my students, as each unique student may require challenges in certain language areas, while struggling with others.

I strive to use various teaching methods which differentiate instruction and provide students with opportunities to explore different interests, while diversifying their problem solving mechanisms. These learning methods often include, but are not limited to music, naturalist, verbal-linguistic, kinaesthetic, visual, and dramatic intelligences. With ESL students I feel that it is important to engage in topics which interest them, as they may feel quite lonely or lost coming to a new country, so different from their culture or background. Understanding their talents and interests will allow for the planning of different programs to motivate students as they can find something to relate to in such a different environment. I often engage students in outdoor experiential learning. I believe that forming a relationship with the natural world opens students to a realm of different possibilities while growing an awareness and love of their surrounding environment, feeling more inclined to protect our earth and its inhabitants.

I believe that it is important to create a comprehensive ESL program which allows for students to practice all areas of language. It is crucial for new immigrants and all non-English speaking students to build upon their conversation skills and understanding of English conversation rules (such as proper intonation, etc.) so that they feel accepted amongst the communities of our regions. It is further important to develop their oral presentation skills, reading, writing, vocabulary and grammar so that they may enter into mainstream higher education programs, and achieve their dreams thereafter. While I feel that it is important for ESL students to have their own ESL classes, I feel that it is of equal importance for them to join the inclusive classroom for periods of each day, to gain instruction amongst English speakers, hearing a variety of native speakers to adapt more quickly.

In holding high expectations for students, we demonstrate our confidence in their ability to achieve their goals. While the expectations for my students remain high, my expectations for myself are even greater. In order to uphold these expectations, I have become a most reflective individual, often assessing my actions and methodology in order to improve. I try to impart this reflective behaviour upon my students, as a tactic in management. If students, of any age, reflect upon their own actions in misdemeanour, they are more likely to understand the consequences and to think twice before repeating such activities. With my students I am gentle and forgiving. Thus it is out of compassion, rather than fear, that they decide to act respectfully, returning the respect that I evenly display. I feel that with new refugee students it is important to demonstrate respect for their past, their backgrounds and the skills they have acquired, as many of their skills will be different to those of an average secondary school student. If a sense of respect is displayed for them, they may find it easier to become motivated to learn new language skills in my class, as they feel empowered and supported.

Each student is unique. Each student enters the open doors of a classroom with hopes, dreams and aspirations. My hope is to welcome these dreams and provide students with the drive to persist, the audacity to question, and the humility to reflect. Amongst scholastic skills and knowledge, I hope to provide my students with a key to the realm of learning, guiding them to each open door and harnessing their independent nature, through which they may discover growth. It is through such guidance that I may learn from constantly from my students, and the world surrounding, as learning never stops and as I strive to pass on my knowledge, I am forever a recipient of the world’s teachings.

Statement of Rationale:

Class DescriptionGrade 7 (age 12-13) High Beginner Level Students attending German Mills Public School, Toronto, Ontario, Canada.

(this public school is part of the Ontario School Board of Education mandate.)

Ten students:2 females and 1 Male: Japan2 males: China1 female: Philippines2 males: Russia1 female: India1 male: Hong Kong

Teaching Context

This program is created for ten students of the high beginner level. All students who have migrated to Canada are from stable families and have immigrated with their immediate families. This class is comprised of high-functioning, well-educated individuals.

It is mandated by the Ontario School Board of Education that new immigrant students participate in mainstream inclusive classes throughout the day, so they are able to integrate into our society more easily. However, these students are placed into ESL classes which take place during the mainstream English period. During regular periods, ESL teachers are asked to be present for the majority of class time, in order to assist students with their studies and ensure their well-being. ESL teachers are therefore able to build strong relationships with their ESL students in order to fully assist them in achieving their goals.

Students are required to pass their ESL classes based on a certain government standard, depending on the level they are placed in, which is determined by a standardized placement test taken at the beginning of the year. Since there are three terms for each academic year, each student’s progress is monitored and evaluated throughout. If students do not pass in their ESL classes, mandatory summer school classes will be in place to help them achieve success in the levels they have entered.

This program is in keeping with the curriculum set out for students of a high beginner level, so they are able to enter into the following level in the coming academic year. This mandate is in place so that students can enter into mainstream English classes by the end of their high school career, in hopes to continue onto higher education programs.

Class Set-Up and Resources:

Students will be placed in a semi-circle with their desks facing the blackboard. This way the educator can take note of which students require extra attention (as all students will be visible) and which methods work successfully for which students, in order for differentiation to take place.

Since partner work will take place often for conversation practice, worksheet completion and reading practice, student will be able to easily move their chairs to the other side of the semi circle to face their partners.

The blackboard will be used for demonstration purposes, allowing for the teacher to provide for visual learners. Pictures will be tacked onto the blackboard for the reinforcement of certain words or ideas

throughout the program and students who learn by doing will benefit from volunteering at the blackboard to practice writing new vocabulary, asking questions to the class, and other such items. The educator will further use the blackboard to reinforce students’ ideas and suggestions by recording their suggestions on the board, empowering their thoughts and improvements.

Other resources to be used include: story books, worm farm hibernation habitat experiments, games, worksheets, large picture place cards, portfolios and video cameras for the final project. With a wide variety of resources, different student interests’ will be appealed to, allowing students to feel motivated to learn.

The use of portfolios will be in place throughout each term, allowing for students to keep record of their work, taking note of their progress throughout the course of each program. With their work organized in one place, it will be made easier for students to set academic goals for themselves, and notice whether they have achieved them and what they need to improve upon. Considering each piece of work will be graded with feedback, students will be able to look through their portfolios periodically and determine certain patterns that occur with their work. These portfolios will be showcased during parent teacher interviews, allowing for families to discover what their children have been working towards, what they can improve on and what they have accomplished. Since many beginner ESL students doubt their ability to speak fluent English and learn certain language objectives by a given period, the portfolio process will heighten their confidence, once they realize how much they have accomplished.

Lesson/ Topic Rationale

This program is based on the hibernation and migration of North American animals.

The program choice will allow students to feel more knowledgeable about the changes taking place in the coming season, while capturing their interest in North American culture and lifestyle, so they feel motivated by their new surroundings, instead of lost by them. The program topic will be used as a vehicle for allowing students to practice their conversation skills, question asking, intonation, vocabulary, grammar, reading, writing and oral communication. (See: Objectives for more information).

Students will have an opportunity to practice their sentence structure while filling in the blanks of different sentences regarding hibernation and migration, as well as through the creation of their own sentences in response to stories read aloud in class. Students will learn vocabulary through migration songs, sung aloud with actions in class ensuring their participation and interaction.

Students will practice oral communication while taking part in interactive games and speaking in front of the class, presenting their answers in a matching game. They will be able to present other work to the class if they feel comfortable as well. They will practice oral communication through the answering and asking of questions, reading of instructions aloud to the class and through playing interactive games where they are distracted from feeling shy or judged, all in the spirit of teamwork.

Considering the unit has to do with animals in the different seasons and their changes in lifestyle, I feel that it is necessary to conduct an experiment with a living creature to demonstrate hibernation. This unit will begin in the fall, where the leaves begin to change colours and animals begin preparing for winter, thus it will be important to allow for students to witness these changes themselves. We will take part in a class walk around the school’s closest park, to observe. We will see the birds beginning to fly south, and then squirrels gather food to burrow. Students will repeat words as they see the primary examples themselves (Example: “This is a squirrel”). We will create a worm farm experiment, where students witness the worms hibernating, before setting them free, as all animals should be. I believe that it is important to bring life-like examples into the classroom and to bring students outside the classroom to allow them to experience primary resources in action, while learning through a multitude of styles that appeal to each learner.

For instance, those who learn best by naturalist intelligences will enjoy the outdoors walk, while those who are interested by sciences will enjoy the scientific worm experiment. Through their enjoyment, students will gain an interest in the learning material and will be further encouraged to ask questions, using their language capabilities. Moreover, many activities engage students socially, allowing for them to create partnerships with their peers, and break out of their shyness in order to feel welcome in the classroom and practice their conversation skills.

Students will focus on writing conventions such as, spelling of related words (habitat, hibernation, migration, burrow, hole, etc.) as well as punctuation in sentences such periods at the end of sentences, etc. The focus will be on correctness and accuracy, as opposed to length. Students will be encouraged to write in full sentences, as well as to respond to questions in full sentences. (Example: Where do birds fly in the winter? Full sentence response: Birds fly south in the winter.)

Each lesson will be related to the last, so that students can learn through a constructivist approach, building on prior knowledge. Students will be given plenty of opportunities to discuss work with their peers and to work in stations so they are learning through many styles, while being placed with peers who either require assistance and can receive assistance from those they are matched with, or with those they are becoming friendly with so they feel comforted by their peers to continue their language practices.

Specific Content and Context

Students will begin their study of North American animals through the use of pictures. This tactic allows for students to recognize the pictures and state as best as they can, whether they recognize these animals. Through the use of pictures of animals and their winter habitats, an educator can gauge each student’s prior knowledge on the subject, allowing for them to differentiate lessons accordingly, and build the program through a constructivist approach.

Lessons will build from that starting point. Students will move on to topics regarding migration patterns, habitats, the ways in which animals store their food, the drop in body temperature allowing for hibernation, etc. Students will be encouraged to ask questions deriving from their own interests, in which the teacher can either research and build into other lessons or turn into discussion forums. This tactic will be used for motivation, as students will be interested in having some power over their own learning.

Moreover, students who generally require a challenge will be placed in groups and partnerships with those who are in need of assistance. This way the model effect can take place. Students who require a challenge will be challenged with the opportunity to explain instructions, correct their peers’ work and act as guides as best as they can. This will also allow for students to create bonds, encouraging English conversation to take place.

Broader Program Aims:

This program aims to integrate students into North American society by allowing them opportunities to practice conversation skills and learn about North American culture.

Students will socialize with their peers forming a network of support, allowing them to feel safe in their school environment.

To develop teamwork, interpersonal and communication skills to aid not only in scholastic achievement, but in skills relating to one’s work, social and extra-curricular life.

General Outcomes:

In the beginning, I will expect for students to be speaking in broken sentences, while writing similarly. Towards the end of the program, I will expect for students to write in full sentence, practicing writing conventions and speaking in full sentences. I will expect for most students to be writing up to two or three sentence responses towards the end of the program, while writing only one at the beginning. I will further expect for them to recognize new sight words, as they practice reading. I will listen to each of my students read during different periods to assess their improvements and correct their mistakes. I will also ensure that students are increasing the level of complexity in the material they choose to read. I will provide books that relate to the subject matter, but will also allow for their reading periods to include material other than subject related content, as not all students will connect with the material, and my aim is to have them enjoy reading. Thus I will allow for them to choose from a range of books that I will provide, as long as they are a good fit for their levels. Students will read to partners to practice their oral communication, and listen to others read in order to help correct them and hear others speaking English.

Outcomes: By the end of this program students will be able to:

Use and recognize new vocabulary (such as habitat, migration, hibernation, names of North American animals, etc.) while reading, writing and speaking.

Initiate conversation with peers and in small groups regarding the program theme and carry out small conversation about a specific topic using new vocabulary.

Use modals properly when describing actions they will take (while personifying animals). Example: I can hibernate in my den. OR I should find food for the winter or I will starve.

Develop sentence structure while writing and speaking with attention to grammar – specifically syntax.

Speak and write in present continuous as well as simple present tense correctly, while writing plans for animals in the winter, answering topic related questions, writing dialogues, etc.

Make comparisons, while writing and speaking, between animals, birds and humans in accordance with different plans for seasonal changes.

Create “I can” or “I will” statements in the present continuous tense, building confidence in choosing roles for group projects such as the short film taking place at the end of the program.

Understand most of their peers’ oral presentations and ask clarification questions. Participate orally throughout each lesson by asking questions, responding to questions and

providing commentary after their peers’ presentations through simple responses in simple present tense.

Create short term goals relating to reading, writing, oral communication and listening outcomes.

Oral Communication Outcomes: Students will be able to - Use oral communication skills while asking several types of questions such as, “wh” questions,

questions with ‘do’ or ‘does’, and present tense questions. This skill will be practiced in: trivia games, interview assignment, dialogue script writing and presenting, etc.

Use prepositions correctly when describing certain animals in their habitats. Example: The bear lives in a den in the winter.

Use oral communication skills to answer ‘yes or no’ questions and while answering questions in full sentence.

Correct their own sentence structure, reading and speaking errors and create goals for improvement – students will be provided with opportunities to correct their errors and learn from these mistakes to correct similar errors on their own.

Listen to and provide instruction for peers in small groups practicing the skill of giving commands in full sentence. Ex: When you finish reading, you must write a full sentence about what you read.

Describe events, animals, seasons and other such related topics using various adjectives.

Use modals properly when describing actions they will take (while personifying animals). Example: I can hibernate in my den. OR I should find food for the winter or I will starve.

Speak using proper intonation in conversation and while asking questions, paying attention to the North American way of asking questions: raising in pitch by the end of each question.

Conduct presentations representing the material being taught. Students will interview classmates, while asking and answering questions with attention to proper question and response structure and present these interviews to the class with clarity and expression.

Speak and write in present continuous as well as simple present tense correctly. Make suggestions for actions representing lyrics in a song about migration. Students will be able

to use the present progressive tense for a planned future: “When we say ‘the birds eat bugs’ we will pretend to eat bugs.

Describe sequences of events while explaining where birds migrate and their process throughout the winter until the spring.

Demonstrate appropriate use of the active voice while describing events which take place in the life cycle of a North American animal in winter.

Speak clearly with attention to proper pronunciation while reading instructions, stories in pairs, presentations, etc.

Reading and Listening Outcomes: Students will be able to - Read with attention to punctuation such as full stops, question marks, exclamation marks, etc.

while reading instructions aloud to the class and reading in pairs. Read with expression while presenting interviews to the class and reading instructions. Correct reading errors as they are made. Recognize sight words and new vocabulary relating to the program topic. Comprehend what they read and listen to as short stories and instructions are read aloud in

class. Reading comprehension will be demonstrated as students write sentences describing the text and answer true or false questions in a worksheet.

Skim and scan through information in a text and comprehend its meaning in order to record details in a record sheet. (This is a step toward achieving research skills in the English language, allowing students to move toward research essay writing, as they write full topic sentences describing information they were asked to search for).

Read dialogue scripts spoken with expression. Demonstrate their ability to comprehend reading material and summarize into short summary

or topic statements. Listen to short stories and presentations read aloud in class and understand most words and

the overall gist. Listen to simple instructions given by peers and generally comprehend the task at hand or ask

clarification questions. Listen to various peers during conversational or discussion periods and respond

appropriately.

Writing Skills: Students will be able to – Write using punctuation properly such as periods and questions marks. Write using capital letters where appropriate when writing sentences in worksheets, journals,

interviews and in the script dialogue. Write full sentences and a couple sentences in sequence while responding to reading

comprehension tasks. Write for reflective purposes when commenting on daily stations and their reaction to certain

activities taken place in class. Write topic sentences reflective of basic research skills. Students will read through short texts

describing different animals’ plans for winter and will record the information, writing topic

sentences about each animal researched, leading to proper essay writing and paragraph forming for future programs.

Write using the comparative form (Example: Bears sleep for longer periods in the winter than squirrels do).

Write for descriptive purposes using various adjectives to depict experiences and describe animals, events, etc.

Write with the use of new vocabulary. Write short dialogues for the purpose of presenting scripts in a short film about the

hibernation or migration of a certain North American creature. Write for personal reflective purposes, using likes and dislikes, while creating compound

sentences. (I like working in small groups because I can receive help from my peers and am able to socialize. - *at their level of vocabulary, of course*

Write with attention to accuracy, spelling, punctuation and grammar. Initial editing skills, with guidance from teacher and in collaboration with peers:

understanding of how to find and correct a specified error; mini-lessons on areas in need of review; developing an editing checklist

Assessment and Evaluation Context and Supporting Rationale:

While I would like for students to practice their English speaking at home, so that their learning is continuous, immigrant students may have non-English speaking parents. Thus I feel that it is important not to provide too much homework for students, as some may become frustrated with the English language if they cannot receive assistance when needed. I will ensure that students find or are assigned homework buddies at the start of the term so they can phone their peers at appropriate times (once learning of their partner’s basic schedule) to work together. However, I will generally only assign home reading or presentation practice, so that students can read to their parents and practice oral communication, as well as the reading and recognition of sight words.

In class, I will assess students by collecting their portfolios of worksheets, journal entries, etc. to acknowledge their improvements. I will further walk around throughout the class providing assistance to students and recognising those who require a challenge and those who require further assistance and will differentiate lessons accordingly. I will assess students by providing multiple opportunities for oral communication, reading and writing, so that I can assess their daily improvements and provide corrections where necessary.

I will invite students to look up information regarding the unit, and present the class with interesting facts at the beginning of each lesson. This will build each student’s confidence, and allow for them to practice their oral communication in a comfortable manner as they will have practiced prior to presenting and be interested in the knowledge they present.

I will provide a variety of assessments so that each student’s needs are catered to and so that each student feels motivated to complete the assessment tasks. The assessment tasks will range from students’ participation in singing along to the migration song, while learning new vocabulary, to writing sentences which capture pictures they have drawn representing an animal in its preparation for winter, followed by a presentation of their work. Thus these tasks include artistic, musical, naturalist, verbal and interpersonal relations.

Specific Assessment Tasks:

Students will be assessed through both formative and summative means throughout the program. Students will be assessed formatively as the educator observes their progress through presentations, the daily correction of worksheets, journal submissions, oral readings, etc. Students will be asked to correct work that they are handed back to ensure that they pay attention to the mistakes they are making before patterns begin to form. Students will create short term goals regarding improvements they feel they can make in terms of spelling, grammar, sentence structure, reading, oral communication and writing. Goal sheets will be provided so that students’ goals are guided.

The assessments will cover all areas and objectives listed in the reading, oral communication, listening and writing sections above, as students hand in daily work. The four larger summative assessments will take place as the students present interviews and hand in their interview sheets demonstrating sentence structure, the formation of questions and responses, proper attention to spelling, grammar, adjective use, etc. Other summative assessments include the final video production and the process of creating dialogued scripts, creating different roles and working together as a team to create an orally sound production. Written reflective journals will be assessed along with topic sentences shown in record sheets describing animals in their different winter habitats. Students will be assessed weekly on their reading progress by the educator, as they listen to, correct and assess students and bi-weekly they will read in class to their partners to receive correction from their peers. Fifteen percent of their program mark will be based on their reading progression, corrections, flow and pronunciation.

Rubrics will be provided just as each assessment task is being explained so that students are able to understand expectations before delving in to the work assigned. Rubrics and expectations will be thoroughly discussed in class so that students understand instructions and have ample opportunity to clarify any misunderstandings. Students will have further opportunities to confirm their understanding at the end and beginning of each class while silent work periods occur.

Prior Knowledge

For many students, it will be only their first or second year in a Canadian school, thus it is crucial for ESL teachers to collaborate with mainstream class educators in order to ensure that ESL students’ needs and levels are attended to. While ESL teachers will be present for most mainstream classes, it is still imperative that mainstream teachers develop relationships with these students so they feel welcomed in to the school environment and instructions and assessments in all classes are clear, so their integration into mainstream classes runs more smoothly. This is the first program of the academic year, thus their actual knowledge is unknown regarding the topic and their exact language experience aside from what was in their transcripts and files and entrance test scores.

These students are at a high beginner level, therefore they will be expected to use simple present tense, recognize and read sight words, as well as write and speak using simple sentences. They are expected to conduct simple conversations and listen to as well as follow simple instructions. The latter will have been tested for by the standardized entrance tests provided by the Ontario School Board of Education. Students will have an understanding of adjective use with a small vocabulary for adjectives and will understand the meaning of different punctuation marks, yet will not have used them regularly in sentences prior. Students vocabulary may differ depending on their backgrounds and their knowledge of North American animals may also differ. Students will be treated as individuals and lessons will be differentiated for students according to their strengths and weaknesses, allow for each student to reach certain standards by the completion of the program. Since this program takes place at the start of the school year, each students’ progress will not determine their ability to pass the ESL course for the year, but will provide teacher’s with an idea for how to alter future programs and ensure that students’ needs are attended to so that they can reach the standards necessary.

Anticipated Problems and Solutions

1. Although in certain classroom settings it is important to match students with new partners, in an ESL class, especially in the beginning, I feel that it is important for students to be paired with those they are becoming friendly with so they can encourage one another to speak English together. An anticipated problem with this approach, however, is that if students are speaking with the same partners, they may pick up on one another’s habits, and if they are paired with students from similar backgrounds, they may be off task speaking in their mother tongue. Thus an educator must be attentive to all students, ensuring they are on-task and enjoying activities so they are motivated to learn English through different mediums. Moreover, opportunities for group work in small groups will occur throughout the program so that students have an opportunity to hear different speakers. Students will be in mainstream classes as well so they will be able to listen to a variety of native speakers.

2. In stations, students might experience difficulty if the teacher is working with other students, thus I will pair more advanced students with those who are experiencing difficulties, so that those who require a challenge will be challenged in explaining material to those requiring assistance.

3. Students may experience a lack of motivation if they feel sequestered by their new environment and the many changes taking place in their life. Thus educators will appeal to different interests by using a variety of teaching styles such as music, naturalist approaches, stations, video-making, games, etc. to appeal to each student’s interest and allow them to feel positive about their learning environment.

4. Those who are at a slightly higher level than the majority may feel bored and in need of a challenge. Educators can provide these challenges by inviting students to look up information regarding the hibernation and migration, and present the class with interesting facts at the beginning of each lesson. This will create responsibilities for them, allowing them to feel empowered. It will further allow them to practice leadership skills. These students can further assist those in need of assistance, as paired together by the teacher discreetly. Students will practice providing instruction and using language to explain corrections, tasks, etc.

5. Students may feel overwhelmed with the workload as they will be learning a new language while taking part in many mainstream classes alongside native speakers, aside from their ESL classes. ESL teachers must be weary of this and allow for students to feel comfortable presenting these concerns. Educators will create a buddy system where students can contact their peers after school hours for help on homework if their parents are unable to assist them in English.

6. Students may feel overwhelmed by the content if they are struggling to advance with the language aims. Due to the small class size, the educator will be able to offer students more individually directed attention and differentiate lessons to meet their needs so that they can work at their own pace until they progress further. Each student works at a different pace and this will be understood and expressed to ensure the comfort of all students.

7. One’s own mother tongue may create difficulties in pronunciation as they hadn’t practiced such phonetics in the past as a child, making it harder for them as a young adult. Educators can be respectful of this and create longer periods for pronunciation practice. If educators express to the class how pronunciation can be harder for some, as their brain had not become accustomed to such rules as a child, other students will learn compassion and be supportive of their peers.

8. Considering students will come from different backgrounds and different cultures, body language, respect and other values may differ from student to student and may cause confusion between students. A manifesto of classroom responsibilities will be set in place by the students at the beginning of the first term to ensure that each student abides by a set of rules outlining: respect for one another, compassion, community obligation, etc.

Lesson Objectives: Students will be able to...

Activities Resources Assessment and HW Evaluation/ Reflection

1:Introduction to Hibernation

50mins

Use oral communication skills while asking several types of questions such as, “wh” questions, questions with ‘do’ or ‘does’, and present tense questions.

Use listening skills to comprehend instructions, the story and to respond to discussion.

Read with attention to punctuation such as full stops, question marks, exclamation marks, etc. while reading sheets aloud to the class.

Students will learn new vocabulary relating to hibernation and North American animals and work on their pronunciation.

Read a hibernation book and discuss hibernation, the changing seasons, what animals need to survive. Large animal and habitat pictures are used to spark an understanding in students so they can relate to the topic more easily and display their prior knowledge.

Key questions?What do we need to survive in winter? What might these animals need to survive? What are the names of their homes (habitats)? What is hibernation?

Students will use the pictures on the board to match animals to their habitats and orally state the animals name and its habitat.

Students will be provided with information sheets for their folders to read aloud in class with assistance from peers and teacher. (sheets use ‘wh’ questions, demonstrating proper question use).

Story: Hibernation by Clive Roots.

Picture Place Cards (see resources)

Information sheets for portfolios (see resources)

Students will be evaluated based on their participation with discussion and the picture activities.

Homework: Students will practice their reading of the information sheets at home for accuracy and comprehension.

This lesson aims to introduce students to the program topic, sparking interest and motivation. In this lesson, students will be introduced to the topic, without focusing on assessment objectives and expectations so that they can feel positive in their learning environment before overwhelmed.

Students will be invited to discuss their concerns regarding the program at the end of class so their concerns are addressed and relationships between teacher and student begin to form.

2: HibernationReview

50mins

Use and recognize new vocabulary (such as habitat, migration, hibernation, names of North American animals, etc.) while reading, writing and speaking.

Asking “wh” present tense questions and responding to them with clarity and in full sentence.

Speaking in the continuous present tense (ex: a squirrel will search for nuts to hide in its burrow for the winter.)

Write with attention to punctuation such as periods. Using proper capital letter use in sentences.

Students will review the information sheets by asking questions to clarify understanding and answering questions asked by the educator and various students to demonstrate their comprehension. (‘wh’ questions reviewed in this period through use of them by students and teacher).

Student-centred matching game using place cards on the board, involving all students. Oral communication skills necessary to explain the matching of animals to certain habitats (The bear lives in a den).

Students will draw one of the animals in its habitat with the food it eats. They will write one sentence describing their picture using an adjective. Those requiring a challenge can write 2-3 sentences using various adjectives to describe the habitat and animal they have drawn. Examples of sentences will be shown on the blackboard. (to be handed in – assessment and expectations explained at this point)

Picture Place Cards (see resources)

Information sheets for portfolios (see resources)

Worksheet for picture drawing and sentences to be place in portfolio.

Participation will be observed during matching game and beginning discussion. Assessment 15% (part of 15 percent participation mark).

Students’ description of their picture will be assessed for proper syntax, punctuation, etc. Corrected work will be given back by the following lessons so that students to notice which errors to correct in future instances. Assessment 25% (part of the collection of all in class assignments so that progress can be assessed from the beginning of the program).

Students will practice the reading of information sheets at home for accuracy.

The lesson aims to allow for students to begin feeling comfortable with using ‘wh’ questions and acts to reinforce information learned in the previous class. If students feel comfortable with the content, they will feel more comfortable performing language aims such as writing, speaking, listening, and reading.

Games, visual art and discussion are used in this class to spark different learner’s talents and interests. It allows for the educator to get to know their students likes and dislikes to plan and differentiate accordingly.

3: Becoming a North American Animal

50mins

Use modals properly when describing actions they will take (while personifying animals). Example: I can hibernate in my den. OR I should find food for the winter or I will starve. (examples will be explained and demonstrated in class thoroughly)

Find and correct a specified error in past assessment.

Ask and answer questions in full sentence, while writing with correct punctuation (question marks, periods).

Speaking with proper intonation and some expression while presenting with correct pronunciation (assisted when necessary.

Students will correct marked work from previous lesson.

Game of 20 questions to guess one’s own identity (in terms of North American animals discussed).

Students choose partners and interview their partners on the animal they have been given. Students present their interviews to the class. (Interview sheets to be handed in). (Those needing extra assistance can present the following class)

Marked Assignments

Labelled Cards for 20 Questions

Interview sheets for interviews (space for questions and answers)

Students will hand in their interview sheets demonstrating their ability to write with proper sentence structure, ask questions properly and respond to them. Students will be assessed on their oral presentation in class using listed objectives and their ability to read from their paper with little hesitation (aside from shyness or nervousness). Assessment 15% (expectation discussed with rubric prior to working on interviews)

Students who will present in the following class will practice the reading of them at home. Others will practice reading short stories provided by the teacher in class based on their ability.

By correcting their work at the beginning of class, classroom management techniques will be in place, as students will enter the room and immediately be on task, as they are provided with work. Students will further learn of their errors to stop error patterns from progressing. They will learn to edit their work with suggestions and prompts from the educator.

Students will be able to choose their partners for the interview assessment, as it is still the beginning of the year and students may feel more comfortable working with others they feel comfortable with, encouraging them to speak without shyness.

4: Hibernation Creation

50mins

Listen to and provide instruction for peers in small groups practicing the skill of giving commands in full sentence. Ex: When you finish reading, you must write a full sentence about what you read.

Reading comprehension will be demonstrated as students answer true or false questions in a worksheet.

Use of new vocabulary, proper sentence structure and adjective use when writing sentences in their worksheet.

-Read with attention to punctuation such as full stops, question marks, exclamation marks, while reading in pairs and to teacher. Ability to correct peers’ mistakes and one’s own mistakes as they read.

Those who hadn’t yet presented their interviews will present and hand in their interview papers.

Introduction to worm farm hibernation habitat to be made in class and facts about worms.

Four Stations will take place:Station 1: Making of the worm farm. At this station we will place a layer of soil and a layer of sand in the worm farm, as well as dry leaves. Labelling of parts of worms will take place as this station as well. Station 2: Hibernation worksheet. (See resources) True and False and sentence creation. Station 3: Reading in pairs with a selection of hibernation books. (students can record on paper, where different animals go in the winter). Station4: The matching game from the previous classes in small groups.

Conclusion: Instructions for carrying through with the worm project and placing worms back into natural habitat at the end. Reflection discussion on the day’s events.

Worm Farm Materials: Sand, large transparent jar, Worms (Red Wriggler Worms), Soil, Black Paper, Screen, Tape, Water.

Worksheet and pencils

Hibernation books

Matching game materials

Students will be assessed for their participation and observed for their ability to provide other groups members with assistance and further instruction when needed.

Students will be individually assessed by their teacher for their reading. (The educator will visit the reading station to assess various students for reading aims)

Students will hand in their worksheets to be marked so they can correct them at home the following class. Corrections will be made above lines, so that students can copy out the corrections, needing less assistance from their families, if their families do not speak English. (part of 25% assessment)

For homework, students will be asked to create short journal entries describing their favourite station and why it appealed to them. (to be handed in as part of 15 % journal assessment)

The homework assignment allows for educators to better understand their student’s likes and dislikes and plan accordingly in the future capturing their interests. It further allows students to develop writing for personal purposes.

Students’ writing is marked after each class so that students are consistently able to correct their work and learn from their mistakes.

Stations allow for students to work in small groups, discussing and socializing, while learning from various methods of teaching, practicing oral communication through game, reading, writing, and listening at different stations.

5:Introduction to Migration

50mins

Students will read information sheet aloud with attention to ‘wh’ questions, new vocabulary and pronunciation.

Students will listen to various peers during opening discussion and respond appropriately to discussion.

Make suggestions for actions representing lyrics in a song about migration. Students will be able to use the present progressive tense for a planned future: “When we say ‘the birds eat bugs’ we will pretend to eat bugs.

Write with attention to accuracy, spelling, punctuation and grammar.

Open discussion about North American birds in winter will take place with the use of pictures to allow for students to spark conversation more easily with prompts.

Information sheet will be handed out on migration of North American Birds and read aloud.

Migration song will be taught line by line and actions will be created by the class to represent lyrics.

With extra time students will have the choice to either read quietly or write in their journals about something new they learned in regards to migration.

Song on large Chart Paper (see lyrics in resources)

Information Sheets (see resources)

Pictures (see resources)

Journals and Books

Students will be assessed on their participation throughout the discussion and on the objectives formerly stated throughout the class.

For homework, students will practice reading the migration information sheet so they are clear on the information, new vocabulary and pronunciation, which will be stressed and reviewed in class.

For homework: students will be given goal-setting sheets and be asked to write down a reading goal and a writing goal, based on the corrections they have recently received. (as part of: 25% cumulative assessment)

Allowing students the option of writing or reading will allow them to feel more empowered over their own learning as they are in control. With this control they will feel more positive about working on whatever it is they choose.

Are students understanding the concepts or at this level are they too difficult? (Homework is in place to reinforce the information, and review will take place to ensure they are understanding).

Are students enjoying the variety of activities?

6:Migration Review

50mins

Review the asking of ‘wh’ and ‘do/does’ questions while playing the record sheet game.

Using new vocabulary, oral communication and recognition of new vocabulary withthe record sheet.

Listen to various peers during conversational or discussion periods and respond appropriately.

Students will practice the song with the actions they came up with.

I will place a life-size record sheet on the blackboard (see resources). I will have life-size placement cards that act as answers filling in each empty box. Students will volunteer at the chart and ask their peers a question from the record sheet, reviewing past material and asking questions in a cohesive manner. Students will raise their hand and answer in full sentence, filling chart accordingly.

Song on chart paper

Life size record sheet and place cards with answers. Magnets to hang it. (see resources for smaller version of chart)

Students will be assigned 30 minutes of reading for homework with the books they have been given by their teacher previously. They must summarize what they have read in a few related sentences in their journals to be handed in. (Assessment 15% journal entries)

Students will have been assessed for participation (participation assessment 15%)

Objectives shown to the left will be assessed through observations made in class.

Are students able to use ‘wh’ questions properly now?

Has the review of certain skills such as question asking and responding in full sentence, new vocabulary and pronunciation, and attention to punctuation proved successful in aiding students’ progress and learning?

7:Migration Stations

50mins

Skim and scan through information in a text and comprehend its meaning in order to record details in a record sheet.

Asking clarification questions using “how” and “where” during bird feeder activity. (repeated after instructor)

Reading for accuracy and self-correction.

Writing for reflective purposes using adjectives and new vocabulary in full sentences with proper syntax.

Stations: 1. Students will skim through a variety of provided short information texts with pictures to fill in individual record sheets with the help of peers. (review from previous day)

2. Students will make bird feeders that we will hang outside once we set the birds free.

3. Students will write a topic sentence below record sheet regarding one animal, using information learnt in texts. (topic sentences discussed just before and demonstrated)

4. Reading in pairs for correction (certain students will be listened to by the educator).

Short information texts

Record sheet

Books

Bird feeder materials: shortening, pine cones, string, bird seeds.

Homework: Students will reflect in their journals about the day’s events and their favourite stations, practicing reflective writing. (Part of 15% journal entries)

Topic sentences and record sheets will be handed in for corrections. (25% cumulative assessment)

Reading as part of reading for progression assessment (15%).

Before moving to stations, stations will be clearly explained as well as the assessment for each station.

Groups will be assigned so that students have the opportunity to work with different students than they usually do, forming a larger ESL community and working harder to communicate with others of different backgrounds, practicing listening skills.

8:Nature Adventure

50mins

Students will be able to use their new vocabulary to classify real animals in their preparation for winter.Writing topic sentences regarding animals they are comparing, leading to proper essay writing and paragraph forming for future programs. Write using the comparative form (Example: Bears sleep for longer periods in the winter than squirrels do). Write for descriptive purposes using various adjectives to describe animals and their winter processes.

Take off construction paper to prove the hibernation process has occurred.

Students will be lead on a nature walk. The class will stop frequently to notice different animals preparing for winter (such as squirrels with nuts, birds sunning and flying south in a V shaped formation – demonstrating their knowledge for new vocabulary by stating what they see. Worms will be set free and bird feeders hung.

Once students return to the classroom, they will be asked to reflect on what they have witnessed in their journals. They will explain the differences between the seasons in North America and the seasons in their home country. (four sentences at least with a topic sentence – moving toward paragraph writing, examples demonstrated and assistance provided)

Journals

Appropriate clothing for the outdoors. (reminded in the previous class to wear).

Students will hand in their reflections to be corrected. (15% journal entries assessment)

Students will be asked to practice their reading at home, with whichever book they are working on.

Students will be assessed for their oral communication skills as observed on the walk with objectives listed.

For homework students will review their goal setting sheets and reflect on whether they have achieved these goals in a sentence. They will then set new goals if they feel they have achieved them.

Were students engaged by the naturalist aspect of the class and by the outcome of the science experiment? (Are these good activities to repeat?)

Were students able to recognize and express what they were observing outside in terms of animals in preparation for winter? Were they able to relate to primary resources and use their new vocabulary in a real life situation?Is further review necessary?

9:Trivia and Review

50mins

Review of asking and answering questions properly. Read with proper pitch at the end of questions during trivia game.Recognize sight words and new vocabulary relating to the program topic in questions.Listen to peers asking questions, comprehend what is being presented and respond appropriately.

Binded book of photocopies of each student’s work, showing progress and review of the program – shown to class. Students work will be read aloud, as though it were a published story regarding the covered topics. Those uncomfortable with their work read aloud will be respected.

Trivia Game reinforcing question asking and answering skills (reading and listening as well as oral communication will be practiced.)

Binded Book

Trivia Questions

Students will be evaluated on their ability to answer and ask questions properly as practiced. (15% participation mark)Students will be assessed on their reading capabilities while reading trivia questions to the class with proper pronunciation of new vocabulary. Students will be asked to read for 30 minutes for homework.

Students will feel empowered as they note their progress. The book will include their pictures and responses. It will include a piece of work from the beginning of the unit and one that was completed closer to the end, to show and congratulate their improvements.

Trivia game will allow the teacher to note whether students understand the content and have successfully learnt many of the skills reviewed and taught previously.

10:Introduction to the short film50mins

Write short dialogues for the purpose of presenting scripts in a short film about the hibernation or migration of a certain North American creature.

Write with attention to accuracy, spelling, punctuation and grammar. Initial editing skills, with guidance from teacher and in collaboration with peers

Create “I can” or “I will” statements in the present continuous tense, building confidence in choosing roles for the project.

Students will engage in a short clip on hibernation.A short discussion regarding the video will take place. “What did you like about the video” “What happened in the video?”Students will be told they will be creating a short clip just like this one. Students will be placed into three groups. Students will be writing a short dialogue to present, reinforcing conversation skills. The film represents animals describing their winter process. (the film can involve one or a few animals – student’s discretion will be used.) Folders can be used as resources to create dialogue.Students will have full creative freedom and will be able to seek the educator for assistance with writing styles and conventions.

Youtube hibernation video: http://www.youtube. com/watch?v=TpY4fr pheWw

Script paper

Students will each take home a copy of their script to practice at home. Each student should have at least one small part to say in the film. (for instance, there should be a narrator and 2-3 other small parts depending on group size). (Students will be assessed for their pronunciation and accuracy – assessments will have been discussed during the explanation of the project)

Group work will be observed for participation assessment and objectives observed as part of the assessment for the project itself. (Film project – 25%).

The Film provides exposure to other native English speakersThe project appeals to visual learners, as films will be shown in class to reinforce information. Students are welcomed to do their own outside research if they choose, appealing to those in need of a challenge. (They will be directed to certain books and resources) Those who require a challenge will be placed with those who require assistance, so that the model effect can take place.

11:Short film Continued

50mins

Demonstrate appropriate use of the active voice while describing events which take place in the life cycle of a North American animal in winter.

Read dialogue scripts spoken with expression, proper pronunciation and attention to punctuation, such as exclamation points, question marks and periods.

Students will immediately get into their groups and practice their scripts. The teacher will walk around helping to correct their scripts and providing assistance.

After half of the class has gone by, students should have finished practicing and correcting their short scripts.

The teacher will then walk around with his or her video camera and when each group is ready, they will videotape their presentation.Each presentation should be around 2 – 3 minutes. Part of the presentations can be silent while actions depict meaning.

Video Camera

Scripts

Students will practice their reading for homework.

Students will have been evaluated for their participation in the group project, their team-building skills, and their reading of the script. (Participation 15% and Assessment for the short film in terms of process – 25%).

Were students well-prepared to create these short films? Did the process require more or less assistance?

Did students have the needed skills to fulfil requirements and expectations?

Are students paying attention to the goals they have set for themselves while reading and writing?

12:ProgramOverview

50mins

Comment with adjective use –(Example: I liked your video because it ... Your video was...

Students will use the simple past tense to create questions regarding their peers’ films. (Ex: Why did the bear go into the cave?).

Students will use intensifiers and adjectives for describing their thoughts on the course. (Example: I really liked creating the short films.)

Students’ videos will be presented to the class.

After each video, students who were not in the group will ask the group questions about their video and comment on their presentation.

After each presentation has finished, students will play the ‘roses and thorns’ game.

This will provide the educator with feedback as to how the students enjoyed the unit.Each student will name a ‘rose’ and ‘thorn’ – a rose is a positive comment, while a thorn is a negative comment. Students can pass on thorns, but must state their rose and the reasons why they enjoyed this part of the unit. This will aid in students reflection, natural communication, as students will not have thought of their answers prior, and will allow for students to feel respected as their opinion is taken into account for future lessons.

Students can socialize with any remaining time, in English, further creating their own community and network of support.

Videos and Video Player (computer and projector)

Students will be assessed on their overall production and response to their peers’ productions. (short film assessment – 25%)

Students will be assessed on their ability to use their opinion in reflection to comment on the program in the ‘Roses and Thorns’ game.

*There will have been a 5% oral communication mark based on students ability to communicate using objectives listed in the rationale based on participation in class while speaking aloud, reading presentations to the class, etc. *

Were students happy with their own successes?

Did students accomplish the goals they set out to?

Are all students moving at a progressive pace – is each student able to remain in the high beginner level of ESL?

Are there any changes that need to be made to the program for future classes?

Resources for at least four Hours of Instruction: *pictures and text will be enlarged for actual purposes*

Resources:Name:___________________

Match the animal to their winter home.

treebear

worm den

soil chipmunks

raccoons den

spider burrowPart 2:

True or False.

1. Bears eat a lot of food before they hibernate. T F

2. Fish find warm ponds in winter. T F

3. Raccoons do not sleep through the winter. T F

4. Chipmunks live in burrows under trees in winter. T F

5. Worms crawl lower into the soil during winter. T F

Write a sentence about an animal in Toronto and its plan for winter.

__________________________________________________________

__________________________________________________________

Raccoons

Chipm

unks

Worm

s

Fish

Bears

Spiders

Anim

als

Yes

Do they H

ibernate?

No

Do they M

igrate?

Under the bark of a

tree.

Winter H

abitat

They wake up w

hen it’s less cold to find food.

Special Facts:

Migration Song: (to the tune of “Twinkle Twinkle”)

Little little birds they fly, way up high in the big blue sky

With all their friends together in a V

Flying south to eat something yummy

Why do they fly to the south in the fall?

Its too cold, for them all

They like to eat insects, as they move

Flying in the day to see their food

They stop for the winter in the south

They raise their baby birds, putting bugs in their mouth

They live where it’s warm for three long months

And fly back to us in the north when it’s all done.

1. What does it mean to hibernate?

Hibernation is a time when animals ‘sleep’ through cold weather.  This sleep is not like human sleep where loud noises can wake you up.  With real hibernation, the animal can be moved around or touched and not know it. 

2. Why do animals hibernate?

Animals hibernate because the winter is too cold for them to walk around and find food like they do in other seasons.

3. When do animals hibernate?

Animals hibernate at different times before it gets too cold for them. Some animals find lots of food to eat before they hibernate.

4. Where do they hibernate?

Animals hibernate in all different places. Some hide under the bark of a tree and some dig holes in the ground. The place where an animal lives is called a habitat, just like our habitat is our house.

5. Which animals hibernate?

Bears

1. Bears hibernate in winter. 2. They dig holes in caves to sleep in. The holes are called dens.3. The den is their winter habitat.

A den is a hiding spot for an animal.4. They like to eat plants, insects and small animals.

Chipmunks

1. Chipmunks hibernate in winter. 2. They make burrows under trees and hide their food in them. They sleep in

their burrow too. 3. The burrow is their winter habitat. 4. They like to eat seeds and nuts. They eat a lot before

winter starts.

Spiders 1. Spiders hibernate in winter. 2. They find a nice spot under the bark of a tree to sleep. 3. The tree is their winter habitat. 4. They like to eat other insects like mosquitoes. 5. They wake up when it is less cold to find food.

Worms

1. Worms hibernate in winter. 2. They crawl deeper into the soil to sleep for the winter.3. The soil is still their winter habitat. 4. They eat dry leaves and food waste.

Raccoons

1. Raccoons hibernate in winter. 2. They make dens in the ground or in trees to sleep in. The den is their winter

habitat. 3. They grow heavier fur to keep them warm.4. Raccoons eat plants and very small animals.

Fish1. Fish do not hibernate in winter. 2. In Montreal, they stay in the lakes and ponds. 3. The water is still their winter habitat. 4. Their bodies heat up so they can stay in the cold water.

What is bird migration?

1. Bird migration is a time when bids fly to warm places to find food.

When do birds migrate?

1. Birds in Canada start to migrate in the fall.

2. They decide to leave when the days get shorter. 3. They come back in spring when it is warm to raise baby birds.

Where do birds migrate?

1. Birds in Canada migrate to the south where it is warm.

Choose an animal we have been learning about.Draw a picture of them in their winter habitat.

Think of what they need in the winter.

What are some birds that migrate? *(writing will be bigger in general purposes)*

Blue Jay

1. Blue Jay’s migrate in the winter.2. They migrate to Florida or Texas. 3. They like to live in forests with many different trees. 4. They eat fruits, nuts and insects.

Canada Goose

1. Canadian Geese migrate in the winter.2. They migrate to Mexico. 3. They like to live near open water. 4. They fly in a V-Shape so that it is easy to follow their leader and change direction quickly.

Great Blue Heron 1. Great Blue Heron migrate in the winter. 2. They migrate to Mexico or Cuba. 3. They migrate when the water starts to freeze. 4. They like to eat fish and some small birds too.

Trivia Questions:

What do worms do in the winter?What do worms eat?What do bears eat?Where do bears hibernate in the winter?Name two animals that hibernate.Name a bird that migrates.Where does the Canada goose migrate?Where does the great blue heron migrate?Do worms like the light?What do worms need to survive?Where does a chipmunk live in winter?What does a chipmunk eat?Where do raccoons live in winter?Which animal stores food in their habitat before winter?What do fish do in winter?How do the fish stay warm in winter?Bonus: Can you name another animal that hibernates that we didn’t talk about. Why do geese fly in a V-shape?Where do Blue Jays migrate in the winter? Do fish hibernate?Do Blue Jays hibernate?