Adapted Activity

Activity Name: Retell “Snapshots of the United States”

Class Description: This activity is designed for a mixed-proficiency 4th-grade class.

Objectives: By the end of the activity, students will be able to:

· Describe regions of the US and important details of each region

· Distinguish the regions of the US

· Converse with someone about regions of the US

· Research and find information regarding US states, climate, and landscape

What authentic materials are being used?

Students will use the internet to research. Students are allowed to search on their own, but I have some websites listed here if they need some help finding them and are kid-appropriate. If the students are unable to access the Internet, other resources can be used such as maps, atlases, brochures, travel guides, and similar resources. (Examples are located at the bottom of this webpage.) 

How does this activity replicate language students will use outside the ESL classroom?

Having the ability to identify and understand the US regions is important for the students’ future education within the US, but also when they are conversing with others. A large part of introductions here in the US is talking about where you are from. Knowing the differences between the US regions, what states are in those regions, the landscapes, important cities, and climate will help them in their conversations and comprehension of what their communication partner is talking about.

This activity will involve students introducing themselves and conversing with each other about certain regions. The original activity involves retelling a selection of the passages on pages 72-81 and since the vocabulary for the unit is quite lacking, I would change the vocabulary to allow them to use more specific language when describing the region they chose. For example, mountains, population, climate, plateaus, metropolis/metropolitan, etc. There is some information regarding the regions on pages 72-81, but the information is quite broad since the activity involves students guessing which region is being described. Because of this, students will research using the internet more specific information and facts about each region. Students can work alone or with a partner depending on the size of the class when researching information. While they are researching, they will pick a place they want to travel to in each region and describe it to a partner or group of students. Since the students may not be familiar with US regions or what that means, using focus questions to help lead them while they are looking for information and also give context to vocabulary word meanings are useful.

Since this textbook does not have any grammar practice, there should be some grammar structure practice utilized within the exercise; however, I also think that it is important to practice natural conversational grammar.

Describe the activity including the steps that both the T and the Ss will take.

1. The teacher will show students the passages on pages 72-81 and read them aloud as a class.

2. Since the activity on these pages is to guess which US region they are describing in the passage, the teacher and students will work together to identify which are which as they go through the passages. (The dynamic of using this activity can be altered. It can be a group effort, groups, partners, or independently. This will be dictated primarily by the amount of time available for the activity.)

3. After finishing reading, they will then read the directions on page 94 and the teacher will make sure that the students understand the activity.

4. Students will then complete the activity on page 94.

5. Afterward, students will converse with a partner or a group about what places within the US they would like to travel to within each region.

Additional/Optional Activities

Separating Class into Groups Based on Favorite Regions

1. The teacher will group students according to which region was their favorite.

2. In their new groups, students will then create a presentation of their favorite parts about the region. Students can use technology, pictures, or other resources to present their reasons.

“Snapshots of the United States” tells about regions of the United States. Review the selection on pages 72-81. Look at the map and pictures on page 95. As you read, look at the pictures, read the captions, and the rest of the text. See if you can figure out which regions are on the pages. (Hint: The answer will be revealed if you turn the book upside-down.)

After reading the passages, try to answer the following (it is okay if you can only name one):

-       Give two important details about the Northeast.

-       Give two important details about each region.

-       Give two important details about each region.

Next, research (or look up) information on regions you find interesting, or you would like to travel to. You will need to find one place you would like to travel to within each region of the five regions. For example, I would like to visit Florida, Maine, the Grand Canyon, Chicago, and Seattle. You will then write down why you would like to visit those places using vocabulary words and the information you have learned through the passages in the textbook or through the Internet. If students do not have access to the Internet, other resources such as maps, atlases, brochures, geography textbooks, travel guides, and other similar resources can be used. (Some examples are located below.)

Some questions you can try to answer to help you find information are:

-       What is the climate (weather) like there?

-       Is the land flat or are there a lot of mountains?

-       What kind of animals live there?

-       What are some famous or bigger cities in this region?

-       What is this region known for?

After you have gathered all of your information, you will then discuss with your partner where you want to go, why you want to go there, and what it might be like to live there.

Linked below are some websites students can use to find more information on if internet access is restricted or if they struggle to find appropriate sites.

Ducksters U.S. Geography Regions

5 US Regions Map and Facts 

U.S. Regions for Kids

If students are unable to access the Internet, here are some resources that can be used as a supplement in class.

Various brochures can be found on the website below and printed and downloaded by the teacher to then disperse to students in class.

 USA Visitor Guides & Holiday Brochures