A Lesson Plan from the CoBaLTT Project
**Adapted from the POLIA Handbook
Language: Content Obligatory
Language: Content Compatible
Learning Strategies / Skills Development / Social (optional):
Two 50-minute sessions
Description of Task:
Preparation for the game - the writing task:
It is important for the teacher to assign a variety of animals covering many continents, types of habitats, etc. Students should be instructed to create complete sentences on the description cards. The description cards are collected by the teacher and assessed before the game takes place on the next day.
A "card-reader" will pick a card from the box and read all the clues on the card one at a time, pausing between clues. The rest of the class works cooperatively in their teams to try to guess the name of the animal with as few clues as possible.
The "facilitator" watches the teams to look for the first hand that is raised and to call on the "answer-giver" for that team.
The "answer-givers" representing the teams can make a guess at any time by raising their hands and being called on by the "facilitator."
If they can give the correct answer after the first clue, they will receive five points. They will get four points for giving the correct answer after the second clue, three points after the third clue, two points after the fourth clue, and finally one point after the fifth clue. However, if they guess incorrectly, they must subtract points from their total (one point if they guess incorrectly after only one clue, tow points after two clues, etc.) The "point-keeper" is responsible for keeping track of all the points the team earns.
For the next round, the "card-reader" from the team that correctly identified the animal in the previous round will pick up a card and read the clues. A "facilitator" from another team is selected. The game continues until all cards are read.
An extension of this lesson would be to have... · Students can study endangered species of a particular country (e.g., Senegal) and create "protest posters" that provide brief descriptions of the animals and indicate the reason why they are endangered. The posters can be displayed in the school or at the zoo.
· Students can write a fixed-form poem (Shrum & Glisan, 1994, pp. 183-184). An example follows:
The description cards can be evaluated on the basis of points: one point for each category for accuracy of content, accuracy of sentence formation (including correct use of present tense), and accuracy of gender and number agreement. The total number of points possible is 15. The teacher can assess students' performance informally as the game takes place.
References and Resources:
Shrum, J. & Glisan, E. (1994). Teacher's handbook: Contextualized language instruction. Boston: Heinle & Heinle.
Le rhinocéros text is from:
Schier, M. (1967). Animaus des tropiques. Paris: Odege-Press.
Senegalese children's publication for more information on animals in French:
Gune yi, le journal des enfants.