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World Geography & the ELL

Short presentation to accompany the distribution of Hungry Planet, Material World, and If the World Were a Village materials to WG teachers.

Steve Simpson

on 31 August 2010

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Transcript of World Geography & the ELL

Double click anywhere & add an idea United States Mexico Ecuador Guatemala Germany Chad Mali Kuwait India Bhutan Japan United States Cuba Mexico Iceland Mali South Africa Kuwait Mongolia Thailand Samoa Supplemental Materials
to Build Academic Vocabulary
Generate Classroom Discussion
in World Geography Classrooms Starring:
Material World
Hungry Planet
If the World Were a Village Presenter:
A Book About the World's People MATERIAL WORLD:
A Global Family Portrait HUNGRY PLANET:
What the World Eats Today's Objectives English Language Learners All Students Demonstrate correct use of academic vocabulary terms Comprehend complex technical & academic readings Effectively communicate in both spoken & written forms Successfully pass the World Geography
End of Course Exam (EOC) Communicated The purchase of these materials is intended to serve three broad purposes: To help engage students in World Geography
To assist in the development of academic, content-related vocabulary
To provide a springboard for lively classroom discussion More specifically, it is expected that teachers will:
Utilize the materials as encouraged in the World Geography curriculum document
Maximize the materials' potential for student collaboration and interaction
Provide oral language activities for ELLs by making content comprehensible and building academic vocabulary
Incorporate all components of the resources, including readings, data analysis tasks, and writing tasks (in addition to the PowerPoint presentations)
Maintain the physical integrity of the materials for future instructional use (the materials belong to the campus, not the teacher)
We trust that the use of these materials will result in:
Increases in English Language Learners' confidence in the World Geography classroom
Increased teacher awareness of the need for language objectives
Heightened student interest in global issues and increased global awareness
Greater student success on World Geography common assessments (and on the EOC itself)
Sequenced Scaffolded Linguistically Accommodated Instruction Focused Targeted Systematic Visuals to communicate key concepts
Targeted use of supplementary materials
Pre-teaching academic vocabulary Moving from whole class to group to individual tasks
Providing sentence frames Vocabulary instruction is explicit and increases in complexity Content objectives align with TEKS
Language objectives align with ELPS Structured plan in place to ensure vocabulary acquisition The acquisition and use of academic language is fundamental to the success of all learners Peer interaction in structured academic settings helps students process complex material and better understand new concepts All students need opportunities to demonstrate their understanding by listening, reading, writing, and speaking Academic language acquisition enhances students' ability to think critically about complex issues All students benefit from writing models, including sentence and paragraph starters The Material World Poster Set The Hungry Planet materials include twelve posters, rearranged in this presentation to reflect the order they would be utilized in AISD's World Geography course. The text: WHAT THE WORLD EATS The supplemental text is full of additional information, including family profiles not included in the poster set. Describe and discuss the components of Material World, Hungry Planet, and If the World Were a Village Demonstrate the multi-faceted classroom uses of the supplemental materials Review the reasons for the purchase of the materials and expectations of teachers Describe basic strategies that support English Language Learners Using the curriculum document, choose and commit to at least one use of the materials in the first six weeks; write a language objective for that use Each curriculum binder comes with a CD containing: Powerpoint with discussion questions for each Hungry Planet poster image (this can be saved to your computer and modified)
PDF version of curriculum document for easy printing of handouts / projection of questions, etc. The Curriculum Binder is divided into multiple sections: Lecture Notes
Student Handouts (copy of PowerPoint)
Student Activities The student activities section is the most useful, and contains a number of comparison activities that have students consider all of the posters , or that could be modified to consider posters individually.

Finally, the binder has a number of "Strategic Readings," short reading passages that provide additional information about that country. Updated in 2009, this slim book provides a unique way to engage students in data discussion and analysis.

It is written based upon the premise that the world's population is only 100 persons, yet reflects the statistical, global realities, including: Population
Age demographics
Colorful illustrations help mask what is basically an introduction to statistical analysis and key concepts, including: Scarcity
Standard of Living
Levels of Economic Development
Cultural Diffusion

The Material World PowerPoint is structured just like Hungry Planet's. The Material World Curriculum Binder follows the same organizational system as the Hungry Planet binder.
The binder and its contents were created in 2007, helpfully updating the material from its original publication in 1994. Unit 1, Topic 4: Culture
Students will construct a circle graph representing the statistical prevalence of religious beliefs
This activity is suggested on page 16 of the Unit 1 curriculum document
Completion of this activity would introduce students to the notion of global religious diversity, as well as reinforce their ability to create and read a circle graph
Finally this activity should be used as a springboard for student investigation of unfamiliar vocabulary Unit 1, Topic 5: Population
The introductory essay (pgs. 8-11) found in the Hungry Planet text is exceptionally well-written and would serve as thought-provoking introduction to the connection between food and human health, sustainable living, and globalization
The Life Expectancy poster activity (pgs. A9-A10) in the curriculum binder provides students an opportunity to get out of their seats, discuss comparative data, and draw conclusions based upon a fundamental demographic indicator - human life expectancy Unit 1, Topic 5: Population
Students will create a line graph tracing historical population growth and projecting future population growth Unit 1, Topic 7: Economic Structure
Students will compare economic development indicators including per capita income for a variety of countries at various levels of economic development Unit 2, Topic 5: Economic Issues
Students will generalize about the impact of the free market system in the United States after examining images of household material wealth

Keep in mind that additional family profiles can be found for some countries / continents in the Hungry Planet text. The Hungry Planet Poster Set Throughout the curriculum document, you'll find references to pages in the Material World and Hungry Planet texts.
For example, the image above of an Italian family would be a powerful visual to assist students in understanding the problem of population decline in many European countries.
Hungry Planet and Material World offer teachers a tremendous opportunity to link powerful images to academic vocabulary.
An ELL student will better understand "subsistence agriculture" if you couple the definition with an image - "This is one example of what subsistence agriculture (primary economic activity) looks like:" If a student is introduced to the term, shown a powerful and represenative image(s), then asked to internalize the meaning by completing a Four-Corner vocabulary exercise, or a Word Wall illustration, or a Think-Pair-Share discussion, that student is much more likely to understand and use the term correctly. Although you are welcome to use the materials in any way that is beneficial to students, the WG curriculum document explicitly states the purpose of an activity wherever they are included.

These materials have the most value through sequenced use: the repetition of use from region to region will provide students with the comfortable knowledge that they know what to expect when it comes time to examine the next Hungry Planet or Material World image.

ELL students benefit from such structure: they come to understand that at the very least they are expected to discuss the images on "Hungry Planet" days.

These materials will assist teachers when pre-teaching vocabulary, helping all students to be better prepared to higher level cognitive tasks. If you want your students to be fluent in the academic language of World Geography, you will first have to model its usage.
English Language Learners greatly benefit from explicit vocabulary instruction.
"I Do, We Do, You Do" should be a mantra repeated whenever a new concept or skill is being introduced in the classroom.
Sentence frames are practical tools to give reluctant students the confidence to speak in class: If you intend for students to verbally demonstrate their understanding of a new vocabulary term, some students do not know how to begin - they need examples of sentence starters or frames in which they can plug in the content knowledge they have developed.
For example:
"____ is an example of ____ because . . ."
"____ is not an example of ____ because . . ."
"Another example might be ____ because . . ."
"One characteristic of ____ is . . ." Strategic Readings Both the Hungry Planet & the Material World binders contain "Strategic Readings" that often approximate the more technically demanding readings that we anticipate students will see on End of Course examinations. One instructional application of the readings is to take related segments from different countries and have students compare and contrast, make generalizations, etc. For example, as an introduction to "subsistence agriculture," pairs of students could be provided these two paragraphs.
Prior to reading, students are instructed to, while working in pairs, list characteristics of the way of life in rural Ecuador & Guatemala
After reading and making a list, the teacher solicits class feedback and then reveals the term, "subsistence agriculture" to students
Both binders contain suggested graphic organizers that help to organize their ideas, before, during, and after reading
It is essential that teachers model their thinking and their use of the organizer, especially for students who may struggle with the reading level of these passages Closure:
With a partner, discuss one or more ways in which you WILL incorporate one or more of these resources (Hungry Planet, Material World, If the World Were a Village) into your teaching during the First Six Weeks (Unit 1)
Please fill out an evaluation before you leave
Please (gently) label your materials with your campus information (name of school, Arlington ISD)
Please let us know how we can better support your efforts in the classroom
Thank you for your attendance today - enjoy the materials!
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