I say, "okay, that may have felt a little tough for you, but now we're going to practice and see if we can clean this up a bit."
I explain that sometimes when we practice, it can be tough. We might want to give up, we might think it is too difficult. However, if we persist, we can attain our goals. When football teams practice in the summer, it is difficult. But if they work hard and put in the time during the pre-season, their post-season benefits. You may have a few personalities that feel a bit uncomfortable cheering - however, in my experience, all scholars will want to do the stomp/clap. If someone is having a tough time, don't force it, but quietly explain that they are a part of the team, and it would be great if they could practice with you. If most of the class does not want to cheer, then find a cheer, beat or music that does interest them.
I also explain that sometimes when we practice, we break up into special teams or groups based on what we need more support with. I ask scholars to give a thumbs up, thumbs to the side or thumbs down depending on how they feel about the clapping and stomping. If they have thumbs to the side or thumbs down, they go with the ELL teacher to practice that part. Then, I ask the remaining scholars to give me a thumbs up, thumbs to the side or thumbs down based on how they feel about the words. If thumbs are down or to the side, they go with me to practice just the words. This is a crucial self-reflective technique that we will use throughout the course of the year as we reflect on our own learning. I will use this to gradually release practice in the future, therefore it is important to practice it now.
We spend the next 10 minutes practicing the cheer based on our need. Then, I practice with both groups 3 times. Finally, my ELL co-teacher and I video tape them.
I say, "now we're going to watch the cheer before practice and Cheer AFTER practice. As you watch them, think about these questions:"
1.) How was the first video different/same as the last video?
2.) How did practice impact the final outcome?
3.) How do think we will be in 1 month? By the end of the year?
4.) What are some challenges we might face? How do we overcome them?
The idea here is that scholars take some time to compare and contrast the first video from the last video. Also, they should be able to state that the first video was weaker than the last video because more scholars were clapping, more scholars knew the words. They should be able to determine a cause/effect relationship between practicing and improvement of the video.
I have students silently reflect for 3 minutes after the video plays. Then I ask them to share with a friend. I pull 3 friends from the cup and then call on volunteers. If this lasts a bit longer than 15 minutes that is OK, the discussion is the most important part of the lesson. You really want to make sure that they are citing evidence from the videos when comparing/contrasting and identifying a clear relationship between practice and improvement.
Students complete an exit slip that answers this question: "How does practice impact a team?" I expect scholars to say things like, "When we practice, we improve. Sometimes when we practice we get into different groups and work on different skills based on our needs. Overall, working on different things will help us to be better and stronger together." I collect the exit slips just to get a quick pulse check of where scholars are with their understanding of this concept.