This lesson plan has been created for a 4th grade Social
Studies class. This lesson covers the Central Plains Region of Texas.
My critical literature review paper focused on using cooperative learning in the ESL classroom. I will be using the Jigsaw reading method for the reading assignment that accompanies this lesson.
Using the Jigsaw method allows for the students to change groups, as suggested by Echevarria, Vogt, and Short (2006), during the lesson.
During this activity, ELLs will benefit from listening to multiple
English speaking peer models. Native English speakers or more advanced ELLs will be able to help beginning ELLs during the reading activity. The groups will also work together to create a Circle Map using what they have learned from their reading. Creating this graphic organizer will also reinforce the content and allow students to practice writing English. Using small groups will also promote multiple perspectives on the content (Echevarria et al., 2006). This lesson may require two class periods to complete. The purpose of this lesson is for students to work together to discover the Social Studies content knowledge of the Central Plains of Texas while practicing
English language skills of reading, speaking, and writing .

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Class: 4th Grade Social Studies
Title: The Central Plains Region of Texas
Summary: This unit focuses on the Central Plains region of
Texas. Students will discover the three areas that make up this region (Grand Prairie, Cross Timbers and Rolling Plains).
Students will learn about the geography, resources, cities, parks/entertainment, economy and people of each of the three areas. Circle map skills will also be reinforced. The region discussed in this lesson will be familiar to most students as it is the region that includes Fort Worth. Many of the English as a
Second Language (ESL) students in the district have lived in this region for a while. The lesson includes a section on the
Stockyards where the 4th graders went on a field trip a few weeks ago. This relates to the second component of Sheltered
Instruction Observation Protocol (SIOP), Building Background
(Echevarria et al., 2006). This should increase English Language
Learners’ (ELL) motivation and lower their affective filter so that they can increase their language acquisition (Krashen, 1985).

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Students will share their experiences with the class given their own familiarity with the region, using coherent and relevant information.
Given the information in the text, student will answer oral questions in class with 100% accuracy.
Students will construct a circle map, given information on the Central Plains region of Texas from several sources, with 90% accuracy.
*These content objectives relate to what the Social Studies content students will learn. They will be orally stated at the beginning of class and will be written on the white board in the front of the room in the square labeled “Content Objectives” per the first component, Lesson
Preparation, of the SIOP model (Echevarria et al., 2006).

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Given a short chunk of the social studies text to read as a group, ESL students will successfully read the information, asking for clarification as needed.
ESL students, given their group reading assignment, will participate in the group discussion using their English language oral skills.
Given the circle map group assignment, ESL students will follow simple, clearly stated instructions to complete the assignment with 90% accuracy.
*These language objectives relate to how the students will learn the content. They will be orally stated at the beginning of class and will be written on the white board in the front of the room in the square labeled
“Language Objectives” per the first component, Lesson Preparation, of the SIOP model (Echevarria et al., 2006).

§113.6. Social Studies, Grade 4
 7 (A) describe a variety of regions in Texas and the Western Hemisphere such as political, population, and economic regions that result from patterns of human activity
 7 (B) describe a variety of regions in Texas and the Western Hemisphere such as landform, climate, and vegetation regions that result from physical characteristics
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13 (A) explain how people in different regions of Texas earn their living, past and present
13 (B) explain how geographic factors have influenced the location of economic activities in Texas
14 (B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world
22 (A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and
Texas
22 (C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps

§74.4. English Language Proficiency Standards
 1 (C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
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2 (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;
2 (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
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3 (D) speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency;
3 (E) share information in cooperative learning interactions;
3 (F) ask and give information ranging from 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, to using abstract and content-based vocabulary during extended speaking assignments;
4 (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs;
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4 (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;
5 (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary.

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Prior to class, the teacher will write objectives on the white board, gather materials needed (paper, colored pencils, and informational resources), place artifacts from the region around the room, and cue the audio.
The lesson will be begin with listening to the You are Here audio accompaniment and following along in the text (p. 42). This will preview the lesson. This relates to the fourth component of the SIOP, Strategies, as discussed in the article by
Echevarria et al. (2006). For 10 minutes, have the students discuss the places mentioned in the audio text. Have any of the students been to any of these places?
What are their favorites? Have the students discuss the items around the room related to the Central Plains.
The teacher will introduce and discuss the new vocabulary words for this lesson
(boldfaced words p. 42-45). Students will be chosen from the jar of popsicle sticks with their names to write each word and place it on the Word Wall. This is an example of reviewing key vocabulary, a part of component 3 of SIOP,
Comprehensible Input (Echevarria et al., 2006). The teacher will use a concept identifying method when possible. If necessary (and possible), the teacher will use
L1 to clarify vocabulary words or concepts.

 Jigsaw Reading Groups
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The teacher will divide the class into four groups of 5 students, and each student in the group will be given a number 1-5. When assigning groups the teacher will ensure that each group has at least
1 native speaker or advanced ELL that will serve as a peer model.
The reading assignment will be divided into 5 sections. A section will be assigned to each number, and the original groups will break up to form their expert groups based on their number.
Each group will read and discuss their selection of the text. They will be reading a short chunk of information. The text book includes boldfaced words, highlighted text and marginal notes that will aid ELL students with the content. The students will take notes
(in L1, shorthand, pictures, or other preferred method) to report back to their original group. The students will discuss the content when they have completed the reading. The teacher will walk the room observing groups and can offer help if necessary. This part of the lesson relates to the first (Lesson Preparation) and fifth
(Interaction) components of the SIOP model (Echevarria et al.,
2006).

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Jigsaw Reading Groups (cont.)
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Students will go back to their original groups after they have completed their assigned reading chunks and discussed the content. They are now
Experts on their selection. They will share what they learned in their expert groups.
The groups will construct a Circle Map of the Central Plains region of
Texas. A circle map is a type of graphic organizer that is discussed in the Lesson Preparation component of SIOP, but they will also be used as a review assessment tool, the eighth component (Echevarria et al.,
2006). Other literature material will be provided on the back table and the computers will be available for the students to use for this assignment. The teacher will model the Circle Map and the use of colors for categories (see next slide). The teacher will pass out paper and colored pencils.
The teacher will question students as we discuss the Central Plains region and go over the Circle Maps. The teacher will vary question type and allow for an extended wait as per component 3 (Comprehensible
Input) of the SIOP method. The teacher will use this questioning period to assess the students and review what they have learned, the eighth component (Echevarria et al., 2006).

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Jar of popsicle sticks with student names
Social Studies textbook
Audio text accompaniment “You are There”
Computers
Projector
Projector screen
Circle map example
Texas resource books and tourism pamphlets from region
Objects from around the Central Plains
Manila paper
Colored pencils

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Learning Disability- Students will be permitted to take assignment home or finish in study hall if it is not completed during class time.
Speech Impairment- Students will be given more time to answer orally.
Dyslexia- Students will be permitted to use audio text at the computer for reading portion of lesson. Group members will help student complete the circle map.
Students will be permitted to take assignment home or finish in study hall if it is not completed during class time.
English as a Second Language- Students will be placed in groups with English speaking peer models that can help with reading and discussion. Students may take notes in
L1. Group members will help students complete the circle map. Students will be given more time to answer orally.

 Students will be assessed for participation in jigsaw reading group activity for reading and discussion.
 Student mastery of both content and language objectives will be assessed by teacher observation during the group activity.
 Student mastery of both content and language objectives will be assessed during class discussion.
 Students will be assessed on circle map for accurate information, correct circle map form, and use of resources (see next slide for rubric).

Fully
Correct Format 10
All 6 categories correctly presented
60 (10 points per category correctly presented)
Moderately Minimally
9-6 5-1
59-30 (9-5 points per category)
29-1 (4-1 points per category)
9-6 5-1 Proper citations
Group participation
Total points available
10
20
100
19-10 9-1
Not at all
0
0
0
0
Total Point
Earned
Earned

Following this lesson, students will have gained knowledge in the fourth grade content area of Social Studies. They will further understand the characteristics of the Central Plains region of their state, Texas. During this content lesson, ELL students will have many opportunities to practice English language skills. They will orally rehearse, read with the help of proficient English speakers (native or more advanced ELLs), write with the help of proficient peers, and receive ample comprehensive input from their English speaking peer models. Using the Jigsaw cooperative learning method provides the opportunity for the ELLs to have English modeled by several different peers. Providing the repetition of reading the material, discussing with their expert group, teaching to their original group, completing the circle map, and participating in a class discussion (with ample wait time allowed) will help students to retain the content information as well as the English language input they received and practiced. Using an active learning strategy, the students’ affect filter will be lower and enable them to process more English language input. My students will master content objectives while mastering or making progress towards mastery on language objectives.

Echevarria, J., Vogt, M., & Short, D. (2006). The eight components of sheltered instruction. Adapted f rom Making content comprehensible for English
Southwest Educational Development Laboratory.
Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman