Using a Functional Language Approach to Engage High School

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Spring 2-5-2016

Using a Functional Language Approach to EngageHigh School English Language Learners inAcademic Language Arts ContentRobert Grant SchallerHamline University, [email protected]

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USINGAFUNCTIONALLANGUAGEAPPROACHTOENGAGEHIGHSCHOOLENGLISH

LANGUAGELEARNERSINACADEMICLANGUAGEARTSCONTENT

by

RobertGrantSchaller

AcapstonesubmittedinpartialfulfillmentoftherequirementsforthedegreeofMasterofArtsinEnglishasaSecondLanguage

HamlineUniversity

SaintPaul,Minnesota

February2016

Committee:BonnieSwierzbin,PrimaryAdvisorFerideErku,SecondaryAdvisorCourtneyConnelly,PeerReviewer

ii

TomyLordandSaviorJesusChristwhohasgraciouslygivenmetheabilitytoaccomplishthisproject.

Tomyamazingwife,Natalie,whohasalwaysencouragedandsupportedme,

especiallyduringthewritingofthiscapstone.

Tomywonderfulchildren,GrantandAvalyn,whohavegivenuptimeplayingwithdaddysohecouldgethisworkdone.

Tomyparentswhohavetaughtmetoneverquit.

iii

ACKNOWLEDGEMENTS

Specialthankstomycapstonecommitteeforguidingmetoadeeperunderstanding

offunctionallanguageandhelpingshapethisprojectintosomethingIcanbeproud

of.

iv

TABLEOFCONTENTS

CHAPTERONE:Introduction………………………………………………………….………..………….1

StrugglingStudentsinCoreContentClasses……………………………………………..1

ContentBasedInstruction………………………………………………………………………..3

AcademicLanguage………………………………………………………………………………….3

CombiningContentBasedInstructionandAcademicLanguage………………….5

FunctionalLanguageAnalysis…………………………………………………………………..5

NeedforCurriculum…………………………………………………………………………….…..7

RoleoftheResearcher……………………………………………………………………….…….8

GoaloftheStudy……………………………………………………………………………….……..8

Summary…………………………………………………………………………………………………9

CHAPTERTWO:LiteratureReview……………………………………………………………………11

AcademicLanguage………………………………………………………………………………..12

AcademicLanguageforSecondaryStudents……………………………………………14

FunctionalLanguageAnalysis………………………………………………………………...16

FunctionalLanguageAnalysisinLanguageArts………………………………………22

LanguageArtsTextUsedforCurriculum…………………………………………………28

FormFocusedInstruction………………………………………………………………………31

ExposureFocusedInstruction…………………………...……………………………………32

DataSupportofFunctionalLanguageAnalysis………………………………………..34

v

NeedforFLACurriculum………………………………………..………………………………41

ChapterSummary………………………………………………………………………………….42

CHAPTERTHREE:Methods…………………………………………………………………...…….……44

FunctionalLanguageAnalysisBasedCurriculum…………………………………….44

Setting…………………………………………………………………………………………………...45

IntendedStudents…………………………..……………………………………………………...47

NeedforFLACurriculuminMyHighSchoolELLClassroom…………………….48

FoundationforCurriculum……………………………………………………………………..49

ImplementationoftheCurriculum………………………………………………………….51

Summary……………………………………………………………………………………………….52

ChapterSummary………………………………………………………………………………….53

CHAPTERFOUR:Curriculum…………………………………………………………………………….54

DesignofCurriculum……………………………………………………………………………..54

FunctionalLanguageAnalysisCurriculum………………………………………………56

StudentWorkbook………………………………………………………………………………105

Assessment…………………………………………………………………………………………131

ChapterSummary………………………………………………………………………………..136

CHAPTERFIVE:Conclusion……………………………………………………………………………...137

ReflectionsoftheCurriculumDevelopmentProcess……………………………...137

HowtheCurriculumRelatestotheLiteratureReview…………………………...141

EffectivenessoftheCurriculum……………………........................................................143

ImplementationRecommendations………………………………………………………144

Limitations…………………………………………………………………………………………..146

vi

FuturePlans………………………………………………………………………………………...147

ChapterSummary………………………………………………………………………………..148

REFERENCES………………………………………………………………………………………………….150

APPENDIXA……………………………………………………………………...……………………………156

APPENDIXB…………………………………………………………………………………………………...180

vii

LISTOFTABLESTable1–Termsforparticipantandprocess……………………………………………………...26Table2–ListofstudentsandELDAscores…………………………………………………………47Table3–ELPStandards……………………………………………………………………………………51

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CHAPTERONE:INTRODUCTION

EnglishLanguageLearners(ELLs)canstruggletogainthecontent

knowledgethatisrequiredoftheminsecondarycontentclassrooms.Amajor

reasonforthisisthecomplexityofthelanguagefoundinsecondarytextsalongwith

thelanguageusedindiscussion,writing(Papai,2000),andstandardizedtests

(Schleppegrell,2007).UntilELLsareabletograsptheacademiclanguagerequired

ofthemintheseclasses,theywillcontinuetostrugglewiththecontentandnotgain

theeducationtheydeserve.Inadditiontomissingoutonvaluablecontent,not

learningacademiclanguagecanhinderELLsfromgraduatinghighschool,becoming

successfulincollege,orprogressinginthecareeroftheirchoice.

StrugglingStudentsinCoreContentClasses

TheissueofELLsstrugglinginsecondarycontentclassesfirstcametomy

attentionwhileIwasaninstructionalassistantforanELLteacheratasuburban

schoolinOklahoma.Myrolewastoprovideassistancetothestudentswiththeir

corecontentclasses.Ifoundthebestwaytoassistwastoactuallygototheclasses

withthemsoIcouldseefirst-handwhattheywerelearninganddeviseaplanto

helpthem.Duetothesizeoftheschoolandscheduling,Ifoundmyselfmainlyin

biology,geometry,andalgebraclassrooms,althoughIdidsomeworkinother

sciencesandsocialstudies.

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TheELLdepartmentwashighlypraisedandtheELLteachersweredoingan

excellentjob.ThestructurewassetupsothattheELLteacherstaughtthelanguage

classesfortheELLs.Theteachersalsoworkedonbuildinggoodrapportwiththe

contentteachersthroughouttheschoolandtheywerewellrespected.The

instructionalassistantswerethelinkthathelpedstudentswiththeircorecontent

classesalongwithaplethoraofotherrolesinhelpingstudentsfindtheirwayinan

Americanschool.

WhenIfirststartedmyjob,IwasalsojustbeginningmyEnglishasaSecond

Language(ESL)courseworkwithHamline.Ididnotknowatfirsthowtotrulyhelp

thestudentsorwhattheroleofthecontentteachershouldbeineducatingELLs.As

timewenton,Irealizedthatthestudents,especiallyinthesciencesandsocial

studies,didnotunderstandthemainpointsandwerenotgainingtheknowledge

neededtomoveontohighercontentorperformwellontests.Withmystilllimited

knowledgeofELLeducation,Itriedteachingvocabulary,modifyingassignments,

encouragingstudentstoread,reiteratingmainpoints,andencouragingstudents

justtogettheirhomeworkturnedin.Icontinuedtoseestudentsmakeitthrough

thecontentclasses,mostofthetimeandjustbarely,butstillwithouttheknowledge

theyhadbeenexposedto.TheirlanguagewasincreasingintheirELLclassesbut

theirperformancewasstilllowintheircontentclasses.

Duringthistime,IhadtocompletearesearchpaperforanESLcourseat

Hamline.IhadbeguntolearnaboutContent-BasedInstruction(CBI)andIwanted

toknowifitwasaneffectivemethod.IanalyzedastudyfromKasper(1997)looking

attheuseofCBIattheuniversitylevelandastudyfromSchleppegrell,Achugar,and

3

Oteiza(2004)analyzinglanguagewithamiddleschoolsocialstudiestext.Both

showedpromisingresults.Studentswereabletolearnlanguageduringtheir

contentclassesandalsogrewintheirunderstandingofthecontent.

ContentBasedInstruction

CBIteacheslanguageandcontentsimultaneously(Grabe&Stoller,1997).In

otherwords,thelanguageneededtounderstandthecontentistaughtatthesame

timeasthecontent.Studentscomeawaywithadeeperunderstandingofthe

contentaswellasincreasedlanguageskills.Languageislearnedinmeaningfulways

asthestudentsaresurroundedbycomprehensiblecontentinput(Krashen,1982).

Thecontent,valuableinitself,isthevehicleusedtolearnlanguage.Donewell,and

studentsshouldcomeawaywiththecontentandlanguageneededtobesuccessful

students.

CBIprovidedaplausiblemodelthatcouldovercometheissuesIhad

witnessedinthecontentclasses.OneaspectofCBIthatIhadpassedoverinmy

researchwasthetypeoflanguagestudentsneededtolearn.Manystudents,who

struggledwiththecontentclassescouldcarryonaconversationwithme.Whatthey

weremissingwastheacademiclanguageneededtoreadandexamineatext,carry

onaconversationaboutthepertinentcontent,andrelaythatinformationinwriting.

AcademicLanguage

Academiclanguageismorethanjustacademicvocabulary(Townsend,

Filippini,Collins,&Biancarosa,2012).Althoughvocabularyisapartofacademic

language,itisonlyonepart.Academiclanguageisactuallyalanguageregisterinits

ownright(Fang,Schleppegrell,&Cox,2006;Schleppegrell,2012;Townsendetal.,

4

2012).Whatmakesacademiclanguageuniqueistheuseoftier-twowords(general

academicwords),tier-threewords(disciplinespecificwords)(Beck,McKeown,&

Kucan,2013),lexicaldensity,expandednoungroupsanduseofnominalization,

abstraction,detachmentoftheauthor,embeddedclauses(Fangetal.,2006;

Townsendetal.,2012),anduseofthepassivevoice(Zwiers2008).ELLsenterthe

classroomandarestruckbynotonlyadifferenttypeoflanguagebutalsoadifferent

wayofusingittofunction.TheyarefamiliarwithusingtheirL1ortheirlimited

Englishtointeractwithfriendsandfamilyinvariouswaysbutnow,theEnglishthey

knowmustbeuseddifferentlyastheyinteractwithteachers,administrationand

variousacademictexts.Studentsmaybeabletocarryonconversationsand

communicateratherclearlyinsocialsettingsbutdonothavethetoolsneededto

interactwithacademicmaterialorinanacademicsetting.Itisalmostasiftheyneed

tolearnasecondformofEnglish.

Academiclanguagecomesevenmoretotheforefrontwhendealingwith

secondarystudents.Thedistancebetweenacademiclanguageandsociallanguageis

muchsmallerwhenstudentsareinelementaryschool(Christie,2012;Fang&

Schleppegrell,2010).Asstudentsreachmiddleandhighschool,thetextsbecome

moreabstract,dense,andhavemoredifficultvocabulary(Christie,2012;Fang&

Schleppegrell,2010;Martin&Rose,2007).Ifstudentsarenotguidedthroughthis

stageandexplicitlytaughtacademiclanguage,theycanbecomeoverwhelmedand

frustratedinaseaofdifficultcontent.

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CombiningContentBasedInstructionandAcademicLanguage

AssumingthatCBIcouldbeagoodmodeltofollowandknowingthat

academiclanguageneedstobeexplicitlytaught,Iwascuriousastothebestmethod

thatcombinedandmeldedthemtogether.ThemoreIlookedatCBIandacademic

language,themoreIlearnedabouttakingafunctionalapproachwithlanguage.

MichaelHallidayandhismodelofsystemicfunctionallinguistics(SFL)broughtto

lightthetheorythatmeaningismadebasedonthesocialcontextandlanguage

choicesusedinalanguageevent(Christie&Macken-Horarik,2011;Fang&

Schleppegrell,2008;Christie&Macken-Horarik,2007).Halliday’smodelisthe

foundationforwhatFangandSchleppegrell(2008)coinedfunctionallanguage

analysis(FLA).IbegantotakeaseriouslookatthemethodofFLAasapotential

resourcetohelpstudentslearnacademiclanguageandcontentsimultaneously.

FunctionalLanguageAnalysis

FLAdeconstructsthelanguageoftextstolearntheintendedmeaningcreated

bytheauthor.Thetexttobeanalyzedisbrokendownintoclauses.Eachclausehasa

participant(usuallyexpressedasanoungroup),process(usuallyexpressedasa

verbgroup)andoptionallyacircumstance(usuallyexpressedasaprepositional

phraseoradverbial)(Christie,2012;Fang&Schleppegrell,2010;Fang&

Schleppegrell,2008;Martin&Rose,2007).Clausesmayalsoincludeother

structuralelementssuchasadjectivesandadverbs.Inthefollowingexample,the

nounphrasealittletugdisplaysanadjective,little,functioningasaqualifier.See

example1:

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1.Parvana gave alittletugonhermother’sburqa. Participant Process ParticipantCircumstance (noungroup)(verbgroup)(noungroup)(prepositionalphrase)

Theseclausesandphrasescanbeconnectedwithvariousconjunctions,aidinginthe

overallmeaningofatext.Eachclausehasthreetypesofmeaningthatareanalyzed:

experiential,interpersonal,andtextual.Thesemeaningsarereferredtoas

metafunctionsintheFLAframework(Christie2012).Lookingattheparticipant,

process,andcircumstanceguidesthereadertotheexperientialmeaning.Analyzing

eachclauseandlookingattherelationshipbetweentheauthorandreader,orthe

variouscharactersinthetextleadstotheinterpersonalmeaning(Christie,2012;

Fang&Schleppegrell,2010;Fang&Schleppegrell,2008;Martin&Rose,2007).

Finally,theorganizationofclausesrevealsthetextualmeaning(Christie,2012;Fang

&Schleppegrell,2010;Fang&Schleppegrell,2008;Martin&Rose,2007).Specific

examplesofexperiential,textual,andinterpersonalmeaningcanbefoundin

chapter2.

Languagearts,socialstudies,science,andmathallhavedifferenttypesof

textswiththeirownspecialaspects,buttheycanbebrokendownusingthesame

FLAfundamentals(Christie,2012;Fang&Schleppegrell,2010;Fang&

Schleppegrell,2008;Martin&Rose,2007).Asstudentsseetherelationshipsand

variousmeaningsinthetext,theycangainadeeperinterpretationofwhatthe

authorhaswrittenandgainanunderstandingofthematerial.Alongwiththis,

studentslearntheintricaciesofacademiclanguage,growintheirunderstandingof

7

howitisused,andbegintolearnhowtheycanuseitastheycommunicateacademic

understandingthroughlanguage.

NeedforCurriculum

FLAhasshownpromiseasaneffectivetoolforsecondarystudentsasthey

learnacademiclanguageandcorecontent.However,thereseemstoberoomforthe

developmentofacurriculumthatsecondaryELLteacherscanuseintheir

classrooms.

Ashasbeenstatedabove,ELLs,especiallyatthesecondarylevel,needto

learnacademiclanguageandneedtolearnhowthatlanguageisusedwithina

numberofcorecontentclasses.FLAprovidesanapproachthathelpsthereader

deconstructatextinanumberofways,allowingthemtodeterminetheauthor’s

meaning.Asstudentsdeconstructthetexts,theyaremadeawareoftheacademic

languageused.Beyondjustlearningwhatacademiclanguageisused,theylearnhow

itisusedandhowanauthorcontrolsthemeaningofatextbasedonhowthey

choosetousethelanguageavailabletothem.

StudentsneedexplicitinstructionastheylearnhowtouseFLAto

deconstructtexts,gainingthevaluableacademiclanguageinstructionneededto

determinetheauthor’sintendedmeaning.Togivestudentsthisexplicitinstruction,

curriculumneedstobedevelopedthatprovidesteacherswiththeuser-friendly

toolstoguidestudentssotheycancorrectlyapplyFLA.Ihavecreatedaunit

curriculumthatimplementstheexperientialmetafunctioninordertointroduce

studentstoFLA.

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RoleoftheResearcher

Allteachers,regardlessofcontentfocus,shouldhavethetoolstoeffectively

helpELLswiththelanguagedemandsoftheirclassroom.Thisisespeciallytrueat

thesecondarylevelwhereteachersaretrainedtoteachaspecificcontentarea.

Theseteachers,alongwiththelanguageartsdepartment,benefitfromtoolsthatcan

engageELLsintheacademiclanguageoftheircontentarea.Withtheworkloadin

education,teachersdon’tneedanotherthingtodo.Theyneedeffective,user-

friendlytools,whichhelpstudentsgrowintheirunderstandingofthecontentthey

arelearning.

Contentteachersalsoneedtobuyintotheeffectivenessofthetoolsbefore

theytakethetimetoimplementanewstrategy.Becauseoftheneedtofirstshow

theeffectivenessofanewcurriculum,Ihavedevelopedthecurriculumarounda

languageartstextthatcanbeusedinmyclassroom,allowingmetodemonstrateits

effectiveness.

ThetextIchoseisTheBreadwinnerbyDeborahEllis(2000).Thistextisata

readinglevelthatwillchallengetheELLsinmysecondaryclassroombutwillbe

understoodwithexplicitteaching.Thetextalsohasanumberofparticipantswho

partakeinavarietyofprocessesthatoccuracrossmanydifferentcircumstances.

ThislendsitselftomanydifferentexperientialmeaningsELLsmustdealwithin

ordertofullydiscernthetext.

GoaloftheStudy

ThegoalofthisstudywastocreateaFLAcurriculumthatcanbe

incorporatedinahighschoolELLclassroom.Thecurriculumfocusedonthe

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experientialmetafunctionandprovidedstudentswithexplicitinstructionregarding

theaspectsofprocess,participant,andcircumstance.Thiscapstonewasusedto

answerthefollowingspecificquestion.

Howcanacurriculum,rootedintheexperientialmetafunctionofFLA,be

developedtohelpsecondaryELLsgainacademiclanguageneededina

languageartsclassroom?

IenvisionthisstudybecomingaspringboardineventuallyprovidinganFLA

curriculumandtrainingforcontentteacherstouseintheirclassrooms.ELLsneed

allteacherswithinadistricttobelanguageteachersandIhopethisresearchcan

helpmebecomethatchangeagentinallofmyfutureteachingassignments.

Summary

InchapteroneIlaidoutmypurposeandreasoningforwantingtocreatean

FLAcurriculumthatcanbeimplementedinahighschoolELLclassroom.Secondary

studentsarestrugglingtogainthecontentknowledgetheyneedintheclassroom

alongwiththeacademiclanguageskillsrequiredtogainthatcontentknowledge.

FLAisaneffectiveapproachandIwanttodevelopalearningenvironmentwhere

ELLsareexplicitlytaughthowtominethemeaningintexts.

Chaptertwowilllookatavarietyofliteraturethatinvestigatestheuseof

FLAintheclassroom,specificallytheuseoftheexperientialmetafunction.The

languagethatneedstobetaughtinclassroomsisacademiclanguage,especiallyat

thesecondarylevel.FLAisanapproachthatcanbeusedbyindividualsortheentire

schooldistrictasasupplementtotheircurrentcurriculum.FLAisusedtogive

studentstheresourcestobreakdowndenseacademictextsandunderstandwhat

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theauthorintended.OneaspectofFLAthathelpsstudentsminethemeaningofa

textistheexperientialmetafunction.Thismetafunctionlooksattheprocess,

participants,andcircumstancesfoundinclausesofatext.Theexperientialmeaning

ofatexthelpsthereaderanalyzethemeaningswithinaclause(Christie,2012;

Martin&Rose,2007).ThereisneedforaFLAcurriculum,especiallyatthe

secondarylevel,andIwillfocusontheexperientialmetafunction,helpingstudents

analyzetheprocess,participant,andcircumstancefoundinclausesofalanguage

artstext.

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CHAPTERTWO:LITERATUREREVIEW

ThepurposeofthisstudyistodevelopaFLAcurriculumthathelpsELLsgain

academiclanguageinasecondaryclassroomsetting.Thefollowingresearch

questionguidedmystudy:




Thisliteraturereviewwilllookfirstattheimportanceofteachingacademic

languageasakeycomponentinanylanguageeducation,especiallyatthesecondary

levelwithELLs.Iwillthenlookathowfunctionallanguageanalysiscanbeatoolin

breakingdownacademictextandrevealingmeaningamongsecondarycontent

texts.Next,IwillanalyzehowFLAcanbeusedinalanguageartstext,andmore

specifically,lookatthespecificsofhowtheexperientialmetafunctiondissectsthe

meaningwithinaclause.Finally,Iwilldescribethelanguageartstextthatthe

curriculumwillbebasedaround.Tyingthisresearchtogethershouldhelpprovidea

pictureastowhyacademiclanguageiscritical,andgivecontentandELLteachersa

qualitytoolthatcanenablestudentstogainthelanguagetheyneedtolearnthe

contenttheyneedinordertoreachtheirhighestpotential.

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AcademicLanguage

Studentsenterschool,nomattertheirfirstlanguage,usinganumberof

registers.Theymayusedifferentregisterswhentalkingwithfriends,immediate

andextendedfamily,peopleinthecommunityorwhenatthegrocerystore.The

momenttheywalkthroughtheschooldoorstheyencounteranewregister,

academiclanguage(Achugar,Schleppegrell,&Oteiza,2007;Schleppegrell,2012;

Townsendetal.,2012).Thelanguageusedintheclassroomforinstructionand

discussion,alongwithwrittentexts,canbeintimidatingandevenincomprehensible.

Studentsneedtobeexplicitlytaughtacademiclanguageinordertosucceedinthe

classroom(Zwiers,2008).

Academiclanguagehasanumberofspecificcomponentsthatworktogether

tocreatedifficultyforlearners.Fang,Schleppegrell,&Cox(2006)andSnowand

Uccelli(2009)identifyanumberofcomponentsofacademiclanguage.Inacademic

textotherthannarratives,theauthoroftenholdsaplaceofauthority,mayuse

languagethatdetachesthemfromthetextitself,andhasthepurposeofconveying

information.Twoothercomponentsofacademiclanguagearetheamountof

informationpackedintosmallertextandthetechnicaltermsused.Inawell-written

text,everywordischosencarefullytoconveyasmuchinformationaspossible.The

amountofinformationpackedintoatextismorethanstudentsareaccustomedto,

comparedwitheverydayconversations.Thelexicalchoicesareoftencontent

specific,precise,andabstract.Allthisaddstothedensityofthetext.

Academiclanguagealsoincludeswordsnotoccurringintheirnaturalparts

ofspeech.Manytimes,averborverbphrasecanbeformedintoanounphrase,

13

allowingmoreinformationtobeshared.Thisiscallednominalization(Christie

2012;Fang&Schleppegrell,2008;Fangetal.,2006;Martin&Rose,2007).A

sentencefromTheBreadwinner(Ellis2000)providesanexample.Theverbdeliver

becomesanounwhenitisturnedintodeliveryandplacedinthenounphrase

positionalongsidemail.Seeexample2:

2.MaildeliveryhadrecentlystartedagaininAfghanistan,afteryearsofbeing

disruptedbythewar.

Finally,organizationofacademictextsismoredemandingthaneveryday

language.Therearemanyembeddedclausesanduseofconjunctions,causingeach

sentencetocarry,onceagain,adenseloadofinformation.Studentshavetocarefully

followthelineofthoughtasitiscarriedthroughcomplexsentences(Schleppegrell,

2012).Eachclausedemandscarefulattentionasmeaningisportrayedthroughthe

variousgrammaticalgroupsusedtocreateeachclause.Howclausesareconnected

andinteractwithoneanotheralsonecessitatesawarenessfromthereader(Christie,

2012;Martin&Rose,2007).

Eachofthesecomponentsalonecanrepresentchallengesforalearner,and

whenyouaddthemalltogetheritcanbecometoomuchtohandle.Studentsalso

needtobetaughthowtonavigateacademiclanguageandgivenopportunitiesto

interactinacademicsettings.Asnotedintheintroduction,CBIhasshownthat

learninglanguageisbestdonewithinacontentarea,inotherwords,withinproper

context(Achugaretal.,2007;Grabe&Stoller,1997).Kasper(1997)mentionsthat

languageisbesttaughtwithintextsthatpointtoanunderstandingofcontentversus

avarietyofnon-intersectingtexts.Inaddition,RichardsandRodgers(2001)discuss

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languagebeingusedpurposefullytotransmitinformation.Iflanguageisusedfora

purposeandmosteffectivelytaughtinpropercontext,thenitissafetosayacademic

languageshouldalsobetaughtusingthesurroundingcontextwherethelanguageis

used.

Todrivethispointhome,HallidayandMatthiessen(ascitedinChristie,

2012)proposethatthegraphology(phonology),wording(lexicogrammar),and

meaning(semantics)ofatextallworktogether.Youcannothaveonewithoutthe

other.Wordsareusedforapurposeandcannottrulybestudiedoutsideofthe

contexttheyareusedin.Likewise,meaningisonlypossiblewhenspecificwordsare

usedinspecificways.Languagelearningmustbedoneincontext(Christie2012).

Asnotedpreviously,academiclanguageisaregisterthatstudentsarenot

usingoutsidetheclassroom(Schleppegrell,2012),soeveryopportunityneedstobe

takenintheclassroomtoencouragegrowthinacademiclanguage.FLAtacklesthis

challenge,helpingstudentsdeconstructtheacademiclanguageintextsasthey

discovertheexperiential,interpersonal,andtextualmeanings(Achugaretal.,2007;

Christie,2012;Fang&Schleppegrell,2010;Fang&Schleppegrell,2008).FLAalso

providesametalanguageforstudents,allowingthemtohaveacademicdiscussions

concerningdensetexts(Moore&Schleppegrell,2014;Schleppegrell,2013).

AcademicLanguageforSecondaryStudents

Thisisevenmoreofanissueatthesecondarylevel.Perie,Grigg,and

Donahue(ascitedinFang&Schleppegrell,2010,p.587)statethatin2005there

wereovereightmillionstudentsingradesfourthroughtwelvewhostruggledto

comprehendacademiccontenttexts.Thesewerestudentsingeneral,notjustELLs.

15

Zwiers(2008)alsoemphasizesthatupper-elementaryandsecondarystudents

strugglemuchmoreinschoolastheyfacenewacademicdemands.The“wayof

knowing,thinking,andcommunicating”isdifferentandmorechallengingatthe

secondarylevel(Zwiers2008,p.xiv).Thispointstoamajorareaofconcernwhen

talkingaboutacademiclanguageandtheeducationofthenextgeneration.Students

maybedoingfineattheelementarylevelbutthatsuccessisnotmovingwiththem

astheyprogresstothesecondarylevels(Christie,2012;Fang&Schleppegrell,

2010).

Thedifferencebetweenelementaryandhighergradescanbeattributed

partlytothefactthatacademiclanguageusedattheelementarylevelresembles

everydaylanguage.Languageissimilartostorytellinginthatitutilizesbasicwritten

sentencestructureandsimplevocabulary(Fang&Schleppegrell,2010).Once

studentsreachmiddleandhighschooltheyareconfrontedwithtextsnolonger

writtenineverydaylanguage.Conversation,reading,andinteractionatthe

secondarylevelbecomesmuchmoreacademic(Christie,2012;Fang&

Schleppegrell,2010;Fang&Schleppegrell,2008;Fangetal.,2006).Astalkedabout

previously,studentsneedtohaveopportunitiestointeractwithandprocess

academiclanguageinordertogainadeeperunderstandingofit.

Christie(2012)introducestherationaleofstudents’languagelearning

progressionasfourphases.Studentsbeginwithasimpleawarenessandusageof

Englishintheelementaryyearsandprogressthroughthephasestowardamastery

ofEnglishthatusesabstractlanguageanddifficulttextsrequiringagreatdealof

exegesisandexaminationduringthelateadolescentsintoadulthood.Inother

16

words,studentslearnlanguageovertimeandprogressfromsimpletextsto

advancedtextsastheymature.Thisrationalehelpsidentifythedifficultyfor

secondaryELLstudentswhoareinthebeginningphasesoflearningEnglish.

Accordingtoage,theyshouldbehandlingmoreadvancedtexts,butaccordingto

theirlanguageability,theyarestillintheearlyphases.Thechallengeremainsasto

howtohelpsecondaryELLstudents’progressintheirlanguagelearningsotheycan

effectivelydealwiththehigherlanguagedemandstheyfaceinsecondarycontent

classes.

FunctionalLanguageAnalysis

Onemethodthatclaimstohelpstudentsgainacademiclanguageskillsand

contentknowledgesimultaneouslyisfunctionallanguageanalysis(FLA)(Fang&

Schleppegrell,2010).ThismethoddoesnotclaimtobeaCBIcurriculuminitselfbut

atoolthatcontentandELLteachersalikecanusetoteachstudentshowto

deconstructtextsandcorrectlycomprehendthemeaningtheauthoristryingto

convey(Achugaretal.,2007;Christie,2012;Fang&Schleppegrell,2008;Martin&

Rose,2007).

FLAarosefromMichaelHalliday’stheoryofsystemicfunctionallinguistics

(SFL)(Schleppegrell,2004).SFLexamineshowlanguageandcontextworktogether

toformmeaning.Thegrammaticalfeatureofthelanguageandwhy/howitisused

dependsontheusersofthelanguageandthecontextinwhichitisapplied.Inother

words,grammaticalfeaturesvarydependingontheregisterbeingemployedfor

varioussocialcontexts(Christie&Macken-Horarik,2011;Schleppegrell,2004).

AnotherwaytolookatSFListhroughthelensofapainter.FangandSchleppegrell

17

(2008)state“Wemakedifferentkindsofmeaningfordifferentpurposesand

contextsbydrawingonthedifferentoptionsthatlanguageaffords,justaspainters

usedifferentcombinationsofcolorsfromtheirpalettetocreatedifferenteffects

withtheirpaintings”(p.10,11).

SFLlaysthegroundworkforFLAbyshowingthatgrammaticalchoices

functiontomakemeaninginconnectionwiththesocialcontext(Christie&Macken-

Horarik,2011;Schleppegrell,2004).Schleppegrell(2007)reiteratesthisbeliefby

statingthatgrammarisnotjustasetofrulesbutameaning-makingresource(p.

122).Languageisreallyasetofgrammaticalfeaturesthatarecombinedinvarious

waystoproducemeaning.Meaningdependsonhowthegrammaticalfeaturesare

linkedtogetherinaparticularcontext(Christie&Macken-Horarik,2011;Christie&

Macken-Horarik,2007;Fang&Schleppegrell,2010;Martin&Rose,2007).Ifthisis

true,thenitshouldbepossibletolookatthegrammarandlinguisticchoicesina

text,alongwiththesocialcontextorusethatthetextportrays,andunearththe

intendedmeaning.

SFLalsoprovidesthemetalanguageusedbyFLAtotalkaboutlanguage

(Christie,2012;Schleppegrell,2013).Experientialmeaninglooksatwhatthetextis

about.Interpersonalmeaninglooksattherelationshipbetweenthespeakerand

hearerandtheirattitudesandjudgments.Finally,textualmeaningexamineshow

thetextisorganized(Christie,2012;Fang&Schleppegrell,2008;Martin&Rose,

2007;Schleppegrell,2004).Othertermsusedincludeprocess,participant,and

circumstance.Processreferstowhatishappeninginaclausewhileparticipants

specifywhoisinvolvedintheprocess.Circumstancecoversalltheother-wh

18

questionssuchasthewhere,when,andhowofaclause(Christie,2012;Fang&

Schleppegrell,2010;Fang&Schleppegrell,2008;Martin&Rose,2007).Seeexample

3:

3.Parvana kept hereyes onthespot... Participant Process Participant CircumstanceThismetalanguageprovidesteachersandstudentsaplatformfordiscussinghow

languagefunctions.

FLAanalyzestheclauseanditscomponentsalongwithhowtheclauses

interactwitheachother.Eachclausecontainscomponentsofthethreemeanings;

experiential,interpersonal,andtextual.Thesemeaningsarealsorealizedingreater

depthasagroupofclausesareanalyzedtogether(Christie,2012;Fang&

Schleppegrell,2010;Fang&Schleppegrell,2008;Martin&Rose,2007).Analyzing

theexperientialmeaningofatextinvolveslookingattheprocess,participant,and

circumstance.Theprocessismadeupoftheverbgroupandcanbelabeledasdoing,

sensing,being,orsaying.Theparticipantincludesthenoungroupwhilethe

circumstanceisconstructedwiththeprepositionalphrasesandadverbials.Finally,

theclausesarelinkedwithavarietyofconjunctions,whichalsoplayarolein

experientialmeaning(Christie,2012;Fang&Schleppegrell,2010;Fang&

Schleppegrell,2008;Martin&Rose,2007).Conjunctionswillbediscussedbrieflyin

alatersection.Beingabletoidentifythesefeaturesinatextallowsthereaderto

gainanunderstandingofwhoisinvolvedandwhatistakingplace.Experiential

meaningprovidestheplayersforthefollowingtwomeanings.

19

Interpersonalmeaninglooksatthe“interaction,interpretation,attitudes,and

judgments”(Fang&Schleppegrell,2008,p.11)oftheauthorwiththereaderor

characterswithinatext.Theserelationshipsarefoundbylookingatthemoodor

modality.Moodshowsinteractionsthatarestatements,askquestions,orgive

commands.Modalityshowspossibility,certainty,seriousness,andobligationoften

throughtheuseofmodalverbs(Christie2012;Fang&Schleppegrell,2010;Fang&

Schleppegrell,2008;Martin&Rose,2007).Attitudesandjudgmentscanalsobe

analyzedbylookingathowparticipantsfeltorwhattheythought(Martin&Rose,

2007),oftenbylookingatadjectivesandotherqualifiers.Seeexamples4and5:

4.MaybeI’llgettofinallyseewhattheinsideofajaillookslike... Modalverb“maybe”showspossibility5.ThewonderfulsmellremindedParvanahowhungryshewas. Adjectives“wonderful”and“hungry”showwhatkindofsmellandhow

Parvanafelt.

Finally,asstatedpreviously,textualmeaninglooksattheorganizationofa

text.Oneaspectoftextualmeaningusesthetermsthemeandrheme.Themeand

rhemeareidentifiedwithinaclause.Thethemeistheinitialparticipantandany

grammaticalelementsleadinguptoit.Inotherwords,thethemeisbasicallythe

subjectoftheclause.Therhemeincludeseverythingfollowingthethemewithinthe

clause.Manytimesthethemecarriesinformationthatisfamiliaroralreadyknown

inatext.Newinformationisoftenintroducedwithintherheme(Christie2012;Fang

&Schleppegrell,2010;Fang&Schleppegrell,2008,Martin&Rose,2007).Theme

andrhemeoftenfollowtwoprogressionsasinformationisgivenwithintheclause.

Thefirstprogressionfollowsalinearpatternusingaconstantthemewhilethe

20

rhemecontinuestoprovidenewinformation.Forexample,throughoutanumberof

clauses,thethememaycontinuallyrefertoaspecificparticipantwhiletherheme

providesnewinformationaboutthatparticipant(Fang&Schleppegrell,2010;Fang

&Schleppegrell,2008).Seeexample6:

6.NooriaandMaryam’seyeswidenedTheme RhemewhentheysawthemessofParvana’sfeet.ThemeRheme

Thesecondprogressionfollowsaserpentinepattern.Theclausebeginswitha

themefollowedbytherheme,whichintroducesnewinformation.Therhemewill

thenbecomethethemeinthefollowingclausesincethatinformationhasnowbeen

introduced.Newinformationwillthenmakeupthenewrheme.(Fang&

Schleppegrell,2010;Fang&Schleppegrell,2008).Seeexamples7:

7....whentheysawtheirmother’sfeet.Theme Rheme

TheywereevenmoretornupandbloodythanParvana’s.ThemeRhemeAtextisalsoorganizedbyplacingthemostimportantinformationatthe

beginningofaclause(Christie2012).Thisinformationmaycomeintheformofthe

subjectofaverbinanunmarkedclausewhileitmaytaketheformofaprepositional

phraseordependentclauseinamarkedclause.Theauthorofatextusesvarious

grammaticalformstodisplaytheinformationtheywantthereadertoseefirst

(Christie2012).Seeexamples8and9:

8.Athermother’ssuggestion,Parvanahadboughtafewpoundsofdried fruitandnuts.

Prepositionalphrase

21

9.Parvanasoldthesefromherblanketandhertray. Unmarked

Anothercriticalpointintextualmeaningisidentifyingreference,tracking

howitemsareintroducedatonepointinthetextandthenreintroducedlater,many

timeswiththeuseofpronouns(Christie2012;Martin&Rose,2007).Thereader

mustbeabletofollowhowinformationisintroducedandreintroducedatvarious

pointsinthetext.Thisallowsthereadertocorrectlyidentifywhoorwhatisbeing

talkedaboutatagivenpointinthetext.Seeexamples10and11:

10.ShauziaandParvanahadnotbeenverycloseinschool.Theyhaddifferentfriends.

11.Parvanasattherestunned,watchingheroldclassmateblendinwiththeotherteaboys.

FLAusesthismetalanguageasteachersandstudentsanalyzeacontenttext.

Themetalanguagegivesinsightintotheacademiclanguageusedinacontenttext,

allowingcontentandlanguagetobelearnedsimultaneously(Achugaretal.,2007;

Schleppegrell,2013).Adenseacademictextcanbebrokendownintoclauses.Each

clausecanthenbeexaminedforexperiential,interpersonal,ortextualmeaning,

dependingonthepurposeofthelesson.Theclausescanbebrokendowninto

process,participant,andcircumstancealongwithlookingforanymoodormodality.

Thestructureandlinkingoftheclausescanalsobeexamined.Allofthesetoolsaid

theteacherandlearnerastheydeciphertheabstraction,lexicaldensity,technical

vocabulary,nominalizations,andembeddedclauses(Christie,2012;Fang&

Schleppegrell,2008;Martin&Rose,2007).AsstudentsuseFLA,theygainadeeper

understandingofthetext,whichinturnprovidesadeeperknowledgeofthe

22

content.Studentsarelearningaboutthecontentandaregaininglanguageskillsthat

allowthemtointerpretacademictexts.Theyarelearningaboutthestructureof

textsandhowmeaningisconstruedbasedonthegrammaticalandlexicalusage

withinspecificcontextsalongwithlearninghowtoconstructtheirowntexts

(Christie,2012;Fang&Schleppegrell,2010;Martin&Rose,2007).

FunctionalLanguageAnalysisinLanguageArts

Languageeducationhasevolvedasasubjectoverthepastonehundred

years.Theinitialfocuswasonthebasicsofreadingandwritingwithlittletono

emphasisplacedonmeaning(Christie&Macken-Horarik,2007).Studentswere

taughtthealphabet,drilledoncorrectlyspellingwords,andthepartsofspeech.

Simplesentencesfollowedbutnotuntilmuchlater(Christie&Macken-Horarik,

2011;Christie&Macken-Horarik,2007).

Languageeducationprogessedasnewertheoriescameintoprominence.

Eventually,studentswerebeingtaughtthatlangaugelearningoccursthroughusing

langaugefor“selfexpressionandpersonaldiscovery”(Christie&Macken-Horarik,

2007,p.162).Classroomsweresetupsostudentscouldlearninwhateverway

workedbestforthem.Contrarytothemethodsoftheearly20thcentury,students

werenowfocusedonmeaning,albeittheirownpersonalmeaning,withthe

structureoflanguageplacedonthewayside(Christie&Macken-Horarik,2011;

Christie&Macken-Horarik,2007;Gebhard&Martin,2011).

ChristieandMacken-Horarik(2011;2007)maketheclaimthatafunctional

languageperspective,orastheyhavetermedFunctionalLanguageStudies,bridges

thegapbetweenthetheoriesofthepastonehundredyearsandbringstogether

23

meaningandstructure.GoingbacktoHalliday’smodelofSFL,itisarguedthat

meaningiscreatedbyacombinationofthegrammaticalfeaturesusedandthe

contextinwhichtheywereused(Christie&Macken-Horarik,2007;Fang&

Schleppegrell,2008).Producersoflanguagechoosethevocabularyandstructure,

alongwithsharingthosechoicesinaspecificcontext,creatingaspecificmeaning

(Janks,2010).AstheprevioustheoriesinsubjectEnglishcontended,structureand

discoveringmeaningareimportant,butasFunctionalLangaugeStudiesandFLA

assert,theycannotbeseparated(Christie&Macken-Horarik,2011;Christie&

Macken-Horarik,2007;Fang&Schleppegrell,2008).

Languageartscontentclassesuseavarietyofliterarytexts.Someliterature

textsmaybewrittenusingeverydaylanguagethatsoundsasifyouarehavinga

casualconversationwithafriend.Manyothertexts,includinginformationalnon-

fiction,poetry,etc.,especiallyinsecondarylanguageartsclassrooms,maycontain

embeddedclauses,nominalizations,andmoretiertwoandthreevocabulary,

requiringunderstandingofacademiclanguageandthecapabilitytointerpretthe

authorsintendedmeaning.Deconstructinglanguageartstextsplacesimportanceon

theinterpersonal,experiential,andtextualmeanings(Christie,2012;Fang&

Schleppegrell,2008;Martin&Rose,2007).

Allthreefunctionalmeaningsareimportantinlanguageartstextsandhave

beendiscussedabovebriefly,butforthesakeofthispaper,emphasiswillbeplaced

onexperientialmeaning.Experientialmeaninglooksatthenutsandboltsofwho

theparticipantsareinthestory,whattheyaredoing,feeling,saying,orsensing,and

how,when,where,andwhythingsarehappening.Deconstructingtheclausesinto

24

themeaningmakingunitsofprocess,participant,andcircumstanceallowsthe

readertoseewhotheparticipantsare(noungroups),whatisgoingonbetween

them(verbgroups)andtheconditionsaroundthem(prepositionalphrasesand

adverbials).Readersofaliterarytextareabletodistinguishtheactors’actionsand

feelingsalongwithobservingtheplot(Christie,2012;Fang&Schleppegrell,2008).

Processesaretheactionsandstatesthatparticipantspartakeinandare

foundbyanalyzingverbsandverbphrases.Processescantakeonseveralactions

butfourmaintypeswillbelookedat.Doingisaprocesstypethatcomprisesof

materialandsomebehavioralactions,showinghowtheparticipantphysicallyacts

andbehavesintheworld.Seeexample12:

12.JimBraddock looked athiswife Participant Process(doing) Participant

Sensingisaprocesstypetheencompassesmentalandsomebehavioralactions,

revealinghowparticipantsthink,feel,andperceivethings,alongwithmental

behavior.Seeexample13:

13.It reminded him... Participant Process(sensing) Participant

Thirdistheprocessofbeing.Thisprocessexpresseshowparticipantsexistand

relate.Seeexample14:

14.ThispartofNewark was verydifferentfromJim’s... Participant Process(being) Participant

Finally,theprocessofsayingdisplayswhatparticipantsverballysayinaclauseor

groupofclauses(Christie,2012;Fang&Schleppegrell,2008).Seeexample15:

15.He spokemorequietly tohisdaughter Participant Process(saying) Participant

25

Processtypescanflowintooneanotherbutidentifyingthemassuchallows

thereadertoinvestigatewhatactiontheparticipantispartakinginorhow

participantsareinteractingwithoneanother.

Asstatedabove,participantsaretheactors(person,place,orthing)ina

clausethatpartakeinsomeprocess.Participantsarerepresentedbynounsor

pronominalexpressionswithinaclause,butcanalsobeintheformofnounphrases

(Christie,2012;Fang&Schleppegrell,2008).Embeddedclausescanalsobefound

withinthenoungroups,bringingmoremeaningtothetext(Christie2012).

Participantscanplayvariousroleswithintheclause.Themainparticipantis

giventhetermMediumbyMartin&Rose,(2007).TheMediumcanstandaloneina

clauseoritmaybeacteduponinsomemannerbyanotherparticipantorAgent.If

theMediumisdoingtheaffectingofanotherparticipant,theaffectedparticipantis

calledtheRangebyMartin&Rose,(2007)Forsakeofmystudents,Iwillusethe

termsActor,Sensor,Sayer,orDescribed,dependingonthetypeofprocessfoundin

theclause,tointerchangeablytaketheplaceofAgentanda‘doingtheaffecting’

Medium.ThetermsAffected,WhatisSensed,Description,andMessagewill

converselytaketheplaceofRangeandan‘actedupon’Medium.1Finally,a

participantcanalsoreceivesomeeffectfromtheprocessandiscalledthe

Beneficiary.Identifyingaparticipantwiththesetermshelpsguidethereaderasthey

seektounderstandwhotheparticipantsareandtherolestheyplayastheyinteract

witheachother.

1Terminologyforprocesses,participants,andcircumstancesvaryamongtheexpertsoffunctionallanguage.

26

Table1:

Participant Process ParticipantActorSensor

DescribedSayer

DoingSensingBeingSaying

AffectedWhatissensedDescriptionMessage

Seeexamples16and17:

16.Theattendant... ...handed it toParvana. Actor DoingProcess Affected Beneficiary

17.TheAfghanpeople are smartandstrong. Described BeingProcess Description2 Beforemovingontoprocesses,itmustbementionedthatabstractioncan

occurinnoungroupsaseverydaylanguagecanbetransformedintoacademic

language.Noungroupsaremanipulatedinvariouswaystopackalotofinformation

withinaclause(Christie,2012;Fang&Schleppegrell,2008;Fangetal.,2006;Martin

&Rose,2007).Onewaynoungroupsbecomeabstractandacademicisthrough

nominalization,mentionedabovebriefly(seeexample2inchapterone).

Nominalizationtakesthemeaningdisplayedthroughaverbandpresentsitthrough

anounornounphrase.Doingsoallowstheauthortoexpanduponthemeaningof

thenounornounphraseinmuchgreaterdetailthanifthemeaningwereonly

displayedthroughaverb(Christie,2012;Fang&Schleppegrell,2008;Fangetal.,

2006;Martin&Rose,2007).Abstractionalsooccursasnounsareexpandedwith

useofadjectives,adverbs,prepositionalphrases,relativeclauses,and-ed/-ing

2Descriptionparticipantsmaybequalifiers(adjectives)andnotstrictlynounsornounphrasesaccordingtothefunctionallanguageexpertssuchasFang&Schleppegrell,2008.

27

participles(Fangetal.,2006).Thisallowsonecomplexnounphrasetopresentthe

informationofmanyindividualsimpleclauses.UsingFLAtodeconstructabstract

nounphrasesallowsstudentstofullyanalyzeandcomprehendwhotheparticipants

areandwhatisgoingonaroundthem(Christie,2012;Fang&Schleppegrell,2008;

Martin&Rose,2007).Seeexample18(Cerasini,2008):

18.In1932,thecountryvotedforapopularnewpresident, adjectivesnoun

FranklinDelanoRoosevelt,whoworkedhardtosolvethecountry’sproblems. mainnoun relativeclause Circumstancesarethefinalpiecetotheexperientialmeaning.Theyare

representedthroughprepositionalphrasesandsomeadverbials(Christie,2012;

Fang&Schleppegrell,2008;Martin&Rose,2007).Circumstancesbasicallyprovide

thewhere,when,why,andhowofaclause.Circumstanceswillbelabledtimefor

when,placeforwhere,mannerforhow,andreasonforwhy.Thisinformation

providesthereaderwithadditionaldetailsthatcanhelpaidincomprehensionofa

textbutitsmeaningisnotascrucialasthatoftheprocessandparticipants(Martin

&Rose,2007).Dependingontheprocess,aclausemayormaynothavea

circumstance(Christie2012).Ifacircumstanceispresent,itisvaluableforcomplete

comprehensiontoanalyzethetime,place,manner,orreasonofaclause(Christie,

2012;Fang&Schleppegrell,2008;Martin&Rose,2007).Seeexamples19and20:

19. MotherandNooriareplacedthingsinthecupboard.participantprocessparticipantcircumstance(place)

20.Sheturnedonthetapsothatwatergushedout.participantprocessparticipantcircumstance(reason)

28

Asalludedtoabove,conjunctionsneedtobementionedforacomplete

discussionofexperientialmeaning.Conjuctionslinkphrasesanddependentor

independentclausestogetherandformsrelationshipsofeitherequalityor

inequality(Christie2012).Forexample,thetermandinexample#20above

connectstwonouns,showingequality.Understandingtherelationshipbetween

phrasesandclauses,basedonhowtheyarejoinedtogether,revealsmoreofthe

overallmeaningofatext.

LanguageArtsTextUsedforCurriculum

HighschoolELLswithlimitedEnglishproficiency(LEP)needtobeexposed

toqualityliteraturethatchallengesthembutiscomprehensiblewithexplicit

instruction.TheBreadwinnerbyDeborahEllis(200)isafictionalchapterbookthat

isatthecorrectdifficultylevelformyLEPstudentswhoareatlanguageproficiency

leveloftwoandthreeaccordingtotheIowaEnglishLanguageDevelopment

Assessment(IELDA)(Englishlanguagelearners,2015).Itisanengagingtextfor

ELLs,especiallythosewhoarerefugees,asittalksaboutthedifficultiesoflifeina

non-Americanculture.ItisalsoagoodbeginningtexttouseforintroducingFLA

becausetherearesomeacademicaspectsbutthedensityisnotoverwhelming.The

BreadwinnerallowsafoundationofthetoolsandmetalanguageofFLAtobegained

beforedivingintomoredifficulttexts.

Thebookisbasedinwar-tornKabul,Afghanistan,duringtheriseofthe

Taliban.Lifeisdifficultforeveryone,especiallyforwomenwhoarenotallowed

outsideunlessaccompaniedbyaman.Parvanaisayounggirlwhoseparentsand

twoothersiblingshavehadtomoveseveraltimesbecausetheirprevioushomewas

29

destroyedbybombs.LifebecomesevenmoredifficultwhenParvana’sfatheris

forcefullyarrested,leavingthefamilywithnoincome.Womenarenotallowedto

workbutParvanaisyoungenoughthatshecanposeasaboyandhelpthefamilyget

by.Furthereventsexposehowdifficultlifeisinacountryruledbyterrorandwhat

peoplegothroughtosurvive.

TheBreadwinner,likeanytext,hasallfacetsofexperiential,interpersonal,

andtextualmeaning.Itissetupwellthoughforspecificanalysisofexperiential

meaning.Therearemanydifferentcharactersthroughoutthebookthatinteract

witheachotherindifferentways.Thereisgreatopportunitytoexaminethevarious

rolesparticipantscanplay.Seeexamples21through23:

21.She missed herfather’ssnoring Participant Process Participant (Sensor) (Sensing) (WhatisSensed)22.Theguards ignored her Participant Process Participant (Actor) (Doing) (Affected)23.Themilitia couldtake Parvana awayfromhome

Participant Process Participant Circumstance(Actor) (Doing) (Affected)

Therearealsoavarietyofparticipantsusingpronominalexpressions:

24.She marched straightuptotheprisongates...Participant Process Circumstance

andsomeexpandednounphrases:25.Mostoftheblisters hadbroken... Participant Process

30

Thetextdoesnothavemanynominalizationsbutthereareafew:26.Fetchingwater took averylongtime.

Participant Process Circumstance Doing,saying,sensing,andbeingverbsareallpresentinthetextandallowmanyopportunitiesforanalyzingwhatishappeningintheclauses.Seeexamples27through30:27.Parvana looked intoastrangeface.

Participant Process Circumstance (Doing)

28.Parvana loved themarket.Participant Process Participant (sensing)

29.Mrs.Weera told them... Participant Process Participant (Saying)

30.She was aloneParticipant Process Participant

(Being)

Therearealsoanumberofcircumstancesthroughoutthetextthatshowthe

readertheplace(onthegraywool),time(oneafternoon),manner(forameal),and

reason(sincewe’relivingintheirhouse)thingsarehappening.Thebookemphasizes

moreoftheplaceandtime,butthereareinstancesofthemannerandreasonthat

readersneedtobeawareoftofullycomprehendthetext.

Uptothispoint,theimportanceofteachingacademiclanguagewithin

contextatthesecondarylevelhasbeendiscussed.Throughthisdiscussion,FLAhas

beenconsideredasaplausibleapproachtoanalyzingandteachingacademic

languageinalanguageartstexttosecondaryELLs.Thespecificsoftheexperiential

31

metafunctionhavebeenexaminedinmoredepthalongwithnotinghow

participants,processes,andcircumstancesarevisibleinalanguageartstextsuitable

forleveltwoandthreehighschoolELLs.InordertosolidifythecaseforFLA,our

attentionneedstoturntodatademonstratinghowFLAhasbeenusedtoeffectively

teachacademiclanguageintheclassroomcomparedtoapproachesthateitherdrill

specificlanguageformsorthosethatbelievelanguagecanbelearnedmainly

throughexposuretocorrectlanguageforms.

FormFocusedInstruction

Audiolingualinstructionwasalanguagelearningmethoddevelopedinthe

1960’sthatfocusedonstudentsmemorizingspecificlanguageformsandsentence

patterns(LightbownandSpada,2006).PatsyLightbownperformedastudy,

analyzingtheeffectivenessofaudiolingualinstruction(ascitedinLightbownand

Spada,2006,p.141).Studentsaged11-16,whoreceivedaudiolingualinstruction

werecomparedwithlearnerswhoreceivednostructuredlanguageinstruction.It

wasfoundthattheaudiolingualstudentsproducedthespecificgrammatical

structurethattheyhadbeenpracticingalthoughtheydidproducethosesame

structuresinexcessattimes.Itwasalsofoundthatwhenstudentsbeganpracticing

anewstructuretheywouldbeginmakingmoremistakeswiththeprevious

structureandevenrevertingbacktoamorebasicform.Finally,thestudyshowed

thataudiolingualinstructiondidnotaidincomprehensionofatext.

SandraSavignonalsoconductedastudycomparingstudentsreceivingsolely

audiolingualinstructionwiththosewhoinadditionreceivedinstructionrelatedto

cultureandcommunicationofvariousmeaningfultasks(ascitedinLightbownand

32

Spada,2006,p.142).Theresultsshowedthatstudentswhoreceivedonly

audiolingualinstructionperformedequallywellinlinguisticcompetencewiththose

whoalsoreceivedculturalandcommunicativeinstruction.Incontrast,thestudents

whoreceivedonlyaudiolingualinstructionweresignificantlyoutperformedin

communicativecompetencetothosestudentswhoalsoreceivedculturaland

communicativeinstruction.

Theabovestudieshelpusseethatlanguageinstructionfocusedexclusively

onlanguageformdoesnotprovidethelearnerwiththeskillstheyneedtosucceed

academicallyorineverydaycommunicativeactivities.Studentsneedtounderstand

themeaningofacademictexts,notjusthowtheyarestructured.Studentsalsoneed

tolearnhowtocommunicatewhattheyarelearningthroughspeakingandwriting.

ExposureFocusedInstruction

StephenKrashenhasbeenaproponentofteachinglanguagebyexposing

learnerstocomprehensibleinput(LightbownandSpada2006).Thereisnoexplicit

teachingoflanguagestructureasstudentssupposedlylearnmorereadilythrough

listeningtoandreadinglanguagethatisat,orjustbeyond,theirlevelof

comprehension.Thefollowingtwostudieslookattheeffectivenessofexposure

focusedinstruction.

MarthaTraheyandLydiaWhiteconductedastudythatinvestigatedhow

wellFrenchspeakingstudentswouldlearnaspecificEnglishlanguagestructureif

theywereexposedtomanyinstancesofthatstructureinvarioustexts(ascitedin

LightbownandSpada,2006,p.147).Thestudentswereexposedtothecorrect

placementofadverbsinEnglishoveratwo-weekperiod.Resultsshowedthat

33

studentsacceptedthecorrectuseofadverbsinEnglishbuttheystillacceptedthe

incorrectuseofadverbsfromtheirnativeFrench.Theresultspointtotheideathat

simplyexposingstudentstothecorrectlanguagestructuremaynotbeenoughto

correcttheerrorstheyarealreadymaking.

PatsyLightbownandhercolleaguesstudiedanELLprogramwhereprimary

studentsweretaughtexclusivelythroughreadingandlisteningtoliteratureon

tapes(ascitedinLightbownandSpada,2006,p.144).Teachersrarelyinteractedin

Englishwiththestudents,allowingthestudentstogatherthemeaningonlythrough

theirowninvestigation.Itistobenotedthatstudentsinthisprogramnever

practicedoraluseofEnglish.Thesestudentswerecomparedtothoseinaregular

ELLprogram,instructedmainlythroughtheuseofaudiolingualinstructionalong

withsomeinstructioninwriting,speaking,andteacherfeedback.Findingsshowed

thataftertwoyearsstudentsinthereading/listeningprogramhadsimilarto

greaterlanguagegainscomparedtothoseintheaudiolingualprogram.Theyalso

showedsimilargainsinspeaking.Therewere,however,studentsintheregular

programthatshowedgreatergainsinwriting.

Theabovestudiessuggestthataspectsofexposingstudentsto

comprehensibleinputisbeneficialbutmoreneedstobedoneforstudentstogain

theskillsneededinacademiclanguage.Studentsneedtogainproperwritingskills

toexpressacademicknowledge,especiallyatthesecondarylevel.Also,thestudents

inthelistening/readingprogramwerealsoattheprimarylevel.Ashasbeenargued

earlierinthischapter,thelanguageoftextsatthesecondarylevelismuchmore

academicandcanbeimpossibleforstudentstounderstandontheirown.

34

DataSupportofFunctionalLanguageAnalysis

Anumberofstudiesdealingwithfunctionallanguagehavebeencarriedout

inrecentyearssupportingtheclaimthatFLAhelpsstudentslearnthestructureand

meaningofacademiclanguage.Thefollowingstudieshaveanalyzedhowteaching

studentsusingfunctionallanguageaffectedtheirunderstandingofandabilityto

producelanguage.Thefindingsshowthatexplicitteachingoffunctionallanguage

attributestostudentuseofthemetalanguagewhendiscussingorcomprehendinga

text.Explicitteachingoffunctionallanguagealsoprovidesstudentswiththeability

toidentifyvariousaspectsofthemetafunctions,andtheskillsneededtocreatean

academictext.

MooreandSchleppegrell(2014)analyzedhowusingSFLmetalanguage,the

samemetalanguageusedinFLA,supportedthelearningofacademiclanguagein

classesofthirdthroughfifthgradestudentsastheydissectedthefeelingsof

charactersinanarrativeandwroteacharacteranalysisbasedonthosefeelings.The

classesanalyzedhadahighnumberofELLswithvariousnativelanguagesspoken.

TheseclasseswereinwesternUnitedStatesurbanareasandover90percentofthe

studentsqualifiedforfreeandreducedlunch.

FLAmetalanguagerelatingtointerpersonalandexperientialmeaningwas

usedtohelpstudentsinterpretthecharactersattitudes.Attitudeswereinvestigated

bylookingtoseeiftheywerepositiveornegativeandthenexploringhowchoiceof

wordsaffectedtheforce,strengthorweakness,oftheattitude.Attitudeswerealso

analyzedaccordingtodoing/sayingprocessesandbeing/sensingprocesses.Inthe

instanceofexaminingattitudesthroughprocesstypesitwasfoundthatadoing

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processsuchasstompingwasmoreabstractthanasensingprocesssuchas

disappointed.Thismetalanguagewastaughtwithintheanalysisofthetextandnot

inanisolatedmanner.ThegoalwastotietogethertheFLAmetalanguageandthe

metalanguageoflanguagearts(Moore&Schleppegrell,2014).

TheoverallfindingsshowedthatimplementingtheFLAmetalanguage

helpedstudentscriticallyinterprettheattitudesofthecharactersmorefully,

allowedaplatformforactiveconversationabouttheattitudes,andenabledstudents

towriteinterpretivecharacteranalyses.Theteachersfirstusedthemetalanguageto

guidestudentsastheydiscussedtheforceofanattitude.Theyanalyzedhow

changingthelanguagecanturnuporturndowntheforce.Studentsthenbeganto

usethemetalanguagethemselvesastheydiscussed,andactedout,variousways

thatprocesstypesdisplayattitude.Studentswouldactivielystomparoundtheroom,

demonstratingthatthedoingprocessofstomplendstotheattitudeofanger.

Studentstookwhattheylearnedinthesediscussionsandwrotedetailedcharacter

analyses.Theywereabletogiveinsightastowhyacharacterhadacertainattitude

andreinforcethatinsightwithinformationfromthetextandtheirownexperience.

Findingsshowedthatearlyoninthecurriculum,theteachersolelyusedthe

metalanguagetoengagestudentsinconversationsabouttheattitudes.Eventually

thestudentsusedthemetalanguageindiscussionwiththeteacherandother

studentswhiletheteacherengagedstudentswithoutthemetalanguage.Finally

studentswrotedetailedcharacteranalyses,usingtheknowledgetheygainedfrom

thosediscussions,butwithouttheuseofthemetalanguage.Thisdemonstratesthe

metalanguageisnottobelearnedinandofitself,itisatooltoguidestudentsas

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theyprocessacademiclanguageandgainadeeperawarenessofthemeaingofatext

(Moore&Schleppegrell,2014).

Williams(2005)alsostudiedtheuseofFLAintheclassroomsettingwith

elevenyearoldstudents.Thestudents,includingELLsandnativeEnglishspeakers,

werefromSydney,Australia.Studentshadreceivedexplicitinstructioninvarious

areasofFLA.Datawascollectedbasedontheirwrittenwork,discussionsof

literature,andvariousidentificationtests.

Students’writtenworkdisplayedtheirgraspofexperientialmeaning.Their

writingsshowedtheirinsightofparticipantsanddoingprocesses.Studentswere

analyzingwhodidwhattowhoandhowvariousactionsaffectedtheactorsinthe

story.Theywerealsoabletocategorizeassortedparticipants,labeledasgoals,in

ordertogaindeeperknowledgeofwhatthecharactersweredoing(Williams,2005).

Instructorsalsoengagedstudentsindiscussionsaboutthetext,oneabout

relationalprocesstypesandtheotheraboutdisectingachallengingclause’sprocess.

Bothdiscussionsdemonstratedthatstudentswereabletoconfidentlyengageinthe

conversations.Theymaynothaveknowntheansweratfirstbuttheywerenot

afraidtoenterthediscussionandcriticallytalkaboutthepotentialmeaningsofthe

texts,withthegoaloffindingtheauthorsintendedmeaning.Studentswere

knowledgeableaboutfunctionalgrammarintheirdiscussionsandcameto

intelligentconclusionsaboutthemeaningofthetext(Williams,2005).

Studentswerealsoaskedtoidentifyvariousexperientialmeaningsin

differentformats.Foroneassessment,studentsweregivenvariouselementsfroma

clauseandaskedtoidentifythemasaparticipant,process,orcircumstance.

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Studentswerealsoaskedtofindexamplesofexperientialmeaningswithinalonger

text.Anotherassesmenthadstudentsidentifythevariousclauseswithinalonger

text,alongwithidentifyingtheprocesses.Again,studentsexhibitedahighlevelof

knowledgeregardingthefunctionallanguage.Manycorrectlyidentifiedthe

differentexperientialmeanings,wereabletofindcorrectexamplesofthemeanings

inatext,andcouldcorrectlyidentifythedifferentprocessesineachclauseina

longertext(Williams,2005).

Overall,thedatasofarsuggeststhatexplicitelyteachingFLAtostudentsaids

theminlearninglanguagewithincontext.Studentsareabletoidentifyvarious

meaningmakingelementsofFLA.Studentsareabletocriticallydisectatextand

haveacademicconversationsregardingitsmeaning.Also,studentsareabletowrite

aninformationaltextusingacademiclanguageastheydiscussthemeaningofatext.

Achugaretal.(2007)lookedattheeffectivenessofFLAwhentheyprovided

professionaldevelopmenttomiddleschoolteachersduringtheCaliforniaHistory

Project.TeachersweretaughthowtousethemetalanguageofFLAtodeconstruct

textsandlookatthefunctionofthedifferingpartsofthetext.Testresultsfromthe

CaliforniaHistory-SocialSciencestandardizedtestshowedthatstudents(ELLs

included)whoweretaughtusingFLAhadsignificantlyhighergainscomparedto

non-FLAclassrooms.Studentswereshowntohavewrittenmoreeffectivelyand

developedawell-supportedthesis.

Additionalfindingsfromthestudyshowedthatittakestimeforteachersto

implementtheFLAapproach.Teachersneedtogainconfidenceintheirabilityto

deconstructatextinorderforthemtoleadstudentsintheactivity.Teachersdid

38

enjoy,however,thatFLAdevelopscriticalthinkingandallowsforqualitydiscussion

aboutatext.FLAseemstogivestudentspowertolookatthelanguageanddecipher

themeaningofthetext.Studentsarealsobetterabletounderstandthetextwhenit

isdeconstructedsimplybecausemoretimeisbeingtakenwiththetext.Moretime

allowsthestudenttosiftthroughthedensityandmorefullyunderstandwhatis

written(Achugaretal.,2007).

Busyeducatorsmayclaimthatitistoomuchworkforthemtolearnthe

metalanguageandpracticedeconstructingtexts.AsAchugaretal.(2007)

mentioned,ittakestimeforteacherstobecomeproficientinfunctionallanguage.It

hasalsobeenshownthatFLAisaprovenmethodforteachinglanguageand

comprehensionofcontentandIwouldarguethebenefitsoutweightheinitialextra

work.

Gebhard,Harmen,andSeger(2007)provideacasestudythatgivesinsight

intotheuseofFLAasameanstohelpstudentsproduceacademictextandprepares

themforstandardizedtesting.Segerwasateacheratanelementaryschoolandused

areallifesituationtoengageherstudentsinanacademicwritingproject.Her

studentswerenolongergiventimeforrecessbecausethattimewasneededfor

standardizedtestprep.Thestudentswerepassionateabouttheneedforrecessand

asaclassdecidedtowriteletterstotheprincipal,petitioninghimtoreinstatetime

forrecess.Thecasestudyfollowedthewritingprocessofanewlyarrivedbilingual

studentfromCubanamedJulia.

Throughtheuseofafree-write,SegernoticedthatJuliawaspassionateabout

theneedforrecessbyuseofpictures,repetition,andexclamationpoints.Shealso

39

justfiiedwhysheandherclassmatesneedrecess.ThechallengewashowtogetJulia

toexpressthesefeelingsusingacademiclanguage.

Julia’sfree-writinghasaspectsofthethreemainmetafuntionsofmeaning

(experiential,interpersonal,andtextual).Experientially,sheusedonlyafewtypes

ofnounsandverbprocesses.Interperonally,sheuseddrawingstoshowherfeelings

alongwithsomestrongclaimsfortheneedforrecess.Textually,Juliaused“and”

repeatedlyasaconnectoralongwithrepetioninherarguments.

Segerguidedstudentstowardsusingacademiclanguagebyexplicitely

teachingstudentsthepartsofapersuasivetext.Sheshowedthemhowthelanguage

ofapersuasivetextisdifferentthaneverydaylanguage.Studentslearnedhowto

providedsupportingandcounter-aruguments,takeastance,useasoftertonewith

modalverbs,anduseavarietyofconnectors.

Aftermanymini-lessonsandexplicitteaching,Julia’sfree-writewas

transformedintoanacademicpersuasiveletter.Experientially,therewasagreater

varietyofnounsandverbprocesses.Ideationally,modalverbsandadverbswere

usedtosoftenthetone,yetshowtheimportanceofwhatwasbeingasked.Textually,

therewasavarietyofconnectorsandtheletterwasinaformalformat.Julia’sletter,

alongwiththelettersofherclassmates,impressedtheprincipalandacompromise

wasfoundthatallowedthestudentstohaverecess.Moreimportantlythanthe

reinstatingofrecess,Seger’suseofFLAprovidedstudentswiththeinstruction

neededtotransformtheireverydaylanguageintoacademiclanguage,empowering

themtoeffectivelypetitiontheprincipalandprovidingthemwiththeskillstomore

accuratelyanswerstandardizedtestquestionsusingacademiclanguage.

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FurtherproofthatFLAaidsstudentsintheproductionofacademiclanguage

wasfoundthroughtheworkofGebhard,Willett,Pablo,Caicedo,Piedra(2010)and

SchlepegrellandGo(2007).Gebhardetal.(2010)analyzedhowoneteachertaught

herstudentshowtowritenarratives.Theteacherinitiallyusedanon-functional

apporoachthatwasmandatedbythedistrict.Thestudentsweretaughtpartsofa

narrativesuchasusingthepronounsIandme,havingabeginning,middle,andend,

alongwithusingvividdetails.Studentsusedthesepartsintheirnarrativesbuttheir

writingdidnotprovideaclearoverallmeaning.Studentsweretheninstructedwith

theuseofamorefunctionalapproach.Theyweretaughtthatthepartsofanarrative

includedanorientation,sequenceofevents,andresolution.Diggingdeeperinto

functionallanguage,studentsweretaughtthedifferenttypesofverbalprocesses

(material,verbal,mental,andrelational)helpprovidevariousmeaningsina

narrative.Theywerealsotaughttousetemporalandlogicalconnectorsthathelpto

guidethereaderthroughthenarrative.Studentsproducednarratives,followingthe

instructionwithfunctionallanguage,thathadamuchmorecleardevelopmentof

themeaningtheywantedtoportray.Theyalsomoreclearlyunderstoodhowtheuse

oflanguageaffectsthemeaningofatext.

SchleppegrellandGo(2007)demonstratedhowateachercanuseFLAto

analyzestudents’writingandguidethemtoahigherlevelofacademicproduction.

Asmentionedabove,awritingtaskdiffersdependingonthetypeofworkbeing

produced.Anarrativehasdifferingcomponentscomparedtoapersuasivetextand

soon(Derewianka1990).Withthisinmind,ateachercananalyzeastudent’s

writingaccordingtothemeaningmakingfeaturesofthetextandinstructthemon

41

howtomoreaccuratelydevelopthemeaningtheyintend.Inthiscasestudy,the

workoffourstudentswasanalyzed.Theyeachwrotearecountofanactivitythey

witnessedinclass.SchleppegrellandGo(2007)allegethatbyasking“Whatisthe

textabout?Howisjudgement/evaluationexpressed?andHowisthetextorganized?”

(p.530),ateachercanmoreaccuratelyevaluatethetopic,perspective,and

structureofthetext.Asthefourstudent’swritngswereexamined,Itwasshown

howthestudents’writingsdifferedaccordingtothetypesofprocesesused,

complexityofnounphrases,varietyofadverbsdepictingcircumstance,andvariety

ofconnectors.Aftertheteacherseesthefeaturesastudentcanproduce,theyarein

apositiontomoredeeplydevelopthosefeaturesandguidestudentstowarduseof

morecomplexfeatures.

Thesecasestudiesontextualproductiondemonstratethatinstructing

studentsonhowtoproducelangaugewiththeuseofafunctionalapproachleadsto

afocusonmeaningproduction.Studentslearnthevariousfeaturesofdifferingtexts

andhowthelexicalchoicestheymakeaffectthemeaning.

NeedforFLACurriculum

MuchresearchanddiscussionhastakenplacesurroundingthetopicofFLA

anditsusefulnessasatoolinlanguageeducation.Therehavebeenanumberof

bookswrittenexplainingtheintricaciesofFLAandhowexperiential,interpersonal,

andtextualmeaningshelpstudentsunderstandthebindingrelationshipbetween

languageandmeaning(Christie2012;Fang&Schleppegrell,2008;Martin&Rose,

2007).Whatisstillneededisexplicitcurriculumthatteacherscanimplementwith

theirstudents.Williams(2005)mentionsthataneedstillexiststoequipteachersso

42

theycanputFLAintopractice.Partofequipingisprovidingeducatorswiththe

materialsneededtoeffectivelyeducatestudents.MooreandSchleppegrell(2014)

alsorecommendthatcurriculumbefocusedonFLA,specificallythemetalanguage.

Thiscurriculumcanbeincorporatedwithotherlanguagelearningtoolstoenhance

theoveralleducation.

Again,theresearchsuggeststhatFLAisaneffectivemethodthatcanallow

myhighschoolELLstolearnandproducetheacademiclanguagetheyneedwhile

navigatingcorecontentmaterialinthemainstreamclassroom.Lackingisa

curriculumthatteachers,especiallyatthesecondarylevel,canusetoimplement

FLAintheirclassrooms.Developingacurriculum,focusingontheexperiential

metafunctionofFLAtouseinmysecondaryELLclassroom,wasastartingpointasI

hopetopassonthesetoolstoallcontentteachers.Thecurrentresearchanswersthe

followingspecificquestion.




ChapterSummary

Chaptertwolookedmorecloselyattheimportanceofacademiclanguage,

especiallyatthesecondarylevel,andthechallengesELLsfacewithlearningdifficult

languageandhigherlevelcontentsimultaneously.TheFLAmethodwasanalyzed

moreindepth,specificallyexperientialmeaning.FLAhasitsrootsinSFLandhelps

thelearnerseetheinseparableconnectionbetweenlanguageandmeaning.Each

textismadeofmeaningmakingunitsandcanbecriticallyanalyzed;allowingthe

43

readertomorefullyinterprettheauthorsintendedmeaning.FLAwasalsoanalyzed

specificallyasatoolwithinlanguageartstexts.Thetextusedforthecurriculum

developmentwasdiscussedalongwithdeconstructingafewofitsclauses.Research

waspresentedthatpointstotheeffectivenessofFLAintheclassroomalongwith

theneedformorecurriculumtobedeveloped.

Inthefollowingchapter,IwillexplaintherationalebehindcreatingaFLA

curriculumfocusingontheexperientialmetafunction.Iwilllookattheneedforthe

toolsinthecurriculumalongwiththestudentswhowillbenefitfromthem.

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CHAPTERTHREE:METHODS

Assummarizedinchaptertwo,FLAhasproventobeaneffectivemodelfor

teachingstudentshowtoidentify,analyze,andtalkaboutthemeaningoftexts,

especiallythosewithacademiclanguage,butthereisalackofcurriculumavailable

thatteacherscanimplementintheclassroom.Thefollowingquestionhasguided

mycreationofacurriculumusingFLAtoengageELLsinasecondarylanguagearts

text.




FLABasedCurriculum

HighschoolELLshavethedifficulttaskoflearninganewlanguagewhile

simultaneouslylearningacademiccontentthatrequiresthecomprehensionof

academiclanguage(Papai,2000).Thechallengeisclear;canteachersinstructthese

studentsinsuchawaywheretheyacquirethelanguageneededtodecipher

challengingcontentmaterial?Asstatedabove,FLAisavaluablemodelthatteachers

canutilizeastheytacklethischallengeofinstructingELLs,however,thereisan

absenceofcurriculumforteacherstoimplement.Withthisinmind,Ihavecreated

anFLAbasedcurriculumformyELLclassroom.

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FLAencompassesalargeknowledgebasewhentalkingaboutexperiential,

interpersonal,andtextualmeaningofatext.Forsakeofthisproject,Ihavefocused

specificallyontheexperientialmeaningwithonespecifictext.Ihavealsofocusedon

myownspecificclassroomwiththegoaloffirstimplementingthecurriculum

myself.Thefuturegoal,beyondthepagesofthiscapstone,istoeducateother

teachers,ELLandcorecontentalike,thevalueofFLAalongwithprovidingthema

curriculummodelthattheycanimplementintheirclassrooms.

Setting

ThecurriculumwascreatedforanELLclassinamediumsizedhighschoolin

aruralMidwesterntown.Thereareapproximately2,400studentsintheentireK-12

districtandroughly62%receiveELLservices.Amongthesestudents,

approximatelyeighteendifferentlanguagesordialectsarespoken.Themajorityof

ELLsreceivingservicesspeakSpanish,Karen,Burmese,Vietnamese,andHmong.A

majorityofthesestudentsalsoqualifyforfreeandreducedlunches,asdoes74%of

thetotalstudentbody.

Thetownishometotwomajormeatpackingplants,whichemployanumber

ofthestudents’familymembers.Thedistrictalsodrawslargelyfromstudents

livingwithincitylimits.Studentslivingoutsideoftown,generallyonfamilyfarms,

attendotherruralschooldistricts.Thereisalsoaprivateschoolwithintown

providingeducationtoamainlyCaucasianstudentbody.

ELLstudentsreceivingpulloutservicesareenrolledinnewcomers,ELLI,

ELLII,ELLlanguageartsI,orELLlanguageartsIIclasses.Studentsareplacedin

theseclassesaccordingtotheirlanguageproficiencylevel.Newlyenrolledstudents

46

arescreenedaspotentialELLsbyuseofahomelanguagesurvey.Theyarethen

giventheTennesseeEnglishLanguageProficiencyAssessment(TELPA)(English

languagelearners,2015).Currentlyenrolledstudentsareassessedyearlyinthe

springusingtheEnglishLanguageDevelopmentAssessment(ELDA)(English

languagelearners,2015).Bothoftheseassessmentsplacestudentsinproficiency

levelsonethroughsixwithsixbeingproficient.Studentsinthenewcomersthrough

ELLIIclassesaregenerallyinlevelsoneandtwo.StudentsintheELLlanguagearts

classesreceivelanguageartscreditandaremainlyinproficiencylevelstwoand

three.TheEnglishLanguageProficiencyAssessmentforthe21stCentury(ELPA21)

willreplaceELDAstatewidebeginningsometimeinthespringof2016andthe

TELPAwillbereplacedinthefallof2016(CouncilofChiefStateSchoolOfficers,

2013).

Studentsattendmostlymainstreamclassesforallothercontentclasses.A

numberofcontentteachershavetakenadditionalcontinuingeducationcoursesto

gainanELLendorsementbecauseofthehighnumberofELLsineachclassroom.Co-

teachingalsooccursinafewclasseseachsemesterasanELLteacherispairedwith

acontentteacher.AfewshelteredclassesarealsoofferedperiodicallysuchasU.S.

history,worldcultures,andhealth.ELLstudentsreceivingpull-outservicesare

enrolledinshelteredstudyhallswhereinstructionalassistantsandELLteachers

assistwithcorecontenthomework.

ThecurriculumwascreatedforinitialuseinmyELLIIclassroom.Theclass

meetsfortwoclassperiods,totaling84minutesofinstructionperday.

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IntendedStudents

Studentsinthisstudyareingradesninethroughtwelveandarecurrentlyat

anEnglishproficiencylevelofone,two,orthreeaccordingtotheELDA.Students

comefromCentralAmerica,Thailand,andKarenrefugeecampslocatedinThailand.

Thesestudentshavebeeninthedistrictforonetothreeyears.Therearethree

femalesandsevenmales.Onestudentreceivesspecialeducationservices.The

eleventhandtwelfthgradestudentswithELDAscoreshavecompletedeitherthe

newcomerorELLIclassthepreviousyear(s)atthehighschoolwhilethe9thgrade

studentwasinthenewcomerclassatthemiddleschool.Thetwostudentswhodo

nothavescoresforreading,writing,speaking,andlisteningarenewtothedistrict.

ThefollowingisalistofstudentsalongwiththeirELDAscores,orprojectedELDA

scorebasedontheTELPA,frommyELLIIclass:

Table2:

Students ELDAScores2015Age Grade Ethnicity Read Write Speak Listen Composite17 11 Latino 1 2 1 1 116 11 Latino 1 2 3 1 117 11 Latino 1 3 3 2 218 12 Latino 1 2 2 1 118 12 Latino 2 4 4 2 315 9 Karen - - - - 220 12 Karen - - - - 218 12 Karen 1 2 2 1 215 9 Thai 2 1 4 1 1

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NeedforFLAcurriculuminmyhighschoolELLclassroom

StudentsinmyELLIIclassroomwillhavemanychallengesduringtheschool

year.Asnotedabove,manyarestillatlowerproficiencylevels,especiallyinreading

andlistening.Thiscreatesmorechallengesastheyareenrolledinothercontent

classesalongwitheithernativeEnglishspeakers,higherproficiencyELLs,or

studentswhohavebecomeproficientinEnglish.Someofthesecontentclasses

includebiology,chemistry,UnitedStateshistory,algebraoneandtwo,geometry,

health,worldcultures,governmentandeconomics.Anumberofcorecontent

teachersmakeappropriateaccommodationsfortheELLs.Evenso,the

accommodationsmadearenotrootedinfunctionallanguageandmaynotincrease

studentcomprehensionofacademiclanguageanddifficultcontentknowledgeas

effectivelyasFLA.

TheseclassescanevenbechallengingforstudentswhoarenativeEnglish

speakersbecausetheyareexposedtomoreacademiclanguageaswehave

discussedabove.Alongwiththelanguage,ELLslackthebackgroundknowledge

whenfacedwithclassessuchasUnitedStateshistory,government,andeconomics.

Informationthatmaybesecondnaturetosomeonewhohasbeeneducatedin

Americaisveryconfusingtosomeonenewtothecountry.Addtheincreaseof

academiclanguage,lackofbackgroundknowledge,andlowlanguageproficiency

levelstogether,andtheresultisastudentwhoislostandstrugglingtolearn.

Thesestudentsneedacurriculumthatexplicitlyteachesthemhowtofind

themeaninginatext.Whentheyareworkingonareadingassignmentorasked

questionsonatest,theyneedtocomprehendwhatissaidtobesuccessful.When

49

writingapaperorparticipatinginadiscussionrelatedtoareading,mystudents

needtocomprehendwhattheyread.

TheFLAcurriculumIcreatedisbasedontheexperientialmetafunction.Idid

thisasawaytointroducethestudentstofunctionallanguage.Infuturecurriculum

development,Iwilleducatestudentsontheinterpersonalandtextual

metafunctions.Mystudentsneedtoknowhowtoidentifyandcriticallyanalyze

who,what,where,when,why,andhowofaclauseortext.Whenstudentsreada

texttheydonotcomprehend,theycanlookfortheparticipant,process,and

circumstance,andseehowtheyinteract.Bydoingso,studentscangainadeeper

understandingofthetextandconfidentlywriteabout,participateinaconversation,

oransweraquestionrelatedtothetext.Asstudentsbegintolearnthestructureofa

clause,theywillalsobeabletoapplythattotheirwriting.

Studentsinmyclassareintimidatedbyhigh-densitytexts.Teachingthem

howtodeconstructclausesandfindtheexperientialmeaninggivesthemthe

confidencetointeractwithtextsandprovideafoundationforteachingthemabout

morefunctionallanguageinthefuture.

FoundationforCurriculum

TheinitialmotivationfordevelopingtheFLAcurriculumwastoengage

studentsinlanguageandcontentlearningsimultaneously.Asstatedabove,CBIhas

showneffectiveresultsinstudentlearningwhenlanguageandcontentaretaught

concurrently(Heo,2006;Kasper,1997).InconjunctionwithCBI,theworkof

HallidaywithSFLhasshownthatlanguageandcontextarevirtuallyinseparable

(Christie2012;Martin&Rose,2007).ThecurriculumIhavedevelopedusesthese

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modelsasitsguide.Thecurriculumisnottobeusedinisolation,butratherweaved

togetherwiththecurrentcontentbeingtaught,whetherthatislanguagearts,

science,socialstudies,orothercontent.Thelanguageistobetaughtwithina

contentarea,givingcontexttothelanguagelearned.

ThiscurriculumalsolinesupwithmydistrictsELLplan.TheMidwestSchool

DistrictELLPlan(2013)supportstheCBImodelandstatesthatqualitycurriculum

“simulatestheconditionsanddemandsofthesubjectmatterclassroom,allows

laguagelearnerstodeeplyengagewiththecontent,andallowslanguagelearnersto

aquiretheacademicvocabularyandlanguageskillsneededforthemainstream

classroom”(p.3).ThecurriculumIhavedevelopedworksdirectlywithlanguage

artscontentandcanbemodifiedtoworkwithanyothercontentarea.FLAallows

learnerstoanalyzethetext,enablingthemtogainadeeperunderstandingofthe

content.FLAalsoopensthedoorsforlearningmoreacademicvocabularyand

languageskillsasclausesaredeconstructedandstudentsseehowlanguageunits

makemeaning.

Finally,thecurriculumalignswiththestandardsfollowedinthedistrict.

Beginninginthefallof2016,theELLteachersinthedistrictwillbeusingthe

EnglishLanguageProficiency(ELP)standards.TheELPstandardsaretenstandards

usedinallgradelevelsandallowforeducatorsanddistrictstodeterminehowthey

areimplemented(CouncilofChiefStateSchoolOfficers,2013).TheELPstandards

arealignedwiththeCommonCoreStateStandards(CCSS)inliteracy(CommonCore

StateStandardsInitiative,2010)andinturnalignedwiththeIowaCoreState

51

Standardsinliteracy(Iowacore;literacy,2015).Thecurriculumspecifically

incorporatesthefollowingELPstandards:

Table3:

ELPStandards

1Constructmeaningfromoralpresentationsandliteraryandinformationaltextthroughgrade-appropriatelistening,reading,andviewing.

2Participateingrade-appropriateoralandwrittenexchangesofinformation,ideas,andanalyses,respondingtopeer,audience,orreadercommentsandquestions

3Speakandwriteaboutgrade-appropriatecomplexliteraryandinformationaltextsandtopics

8Determinethemeaningofwordsandphrasesinoralpresentationsandliteraryandinformationaltext

(CouncilofChiefStateSchoolOfficers,2013)

ImplementationoftheCurriculum

TheFLAcurriculumistobeusedduringareadingunitusingThe

BreadwinnerbyDeborahEllis(2000).Theunitisplannedtotakeplaceoverthe

courseofaboutthreeweeks.Duringtheunit,studentsfocusonmakingpersonal

andrealworldconnectionstothetext.Thisallowsthemseehowthebookisrelated

totheirownlivesandalsorelatedtocurrenteventsintheworld.Studentsare

explicitlytaughtfifteentotwentytier-twowords(Becketal.,2013)thatsupport

learning,astheycomprehendthetext.

TheFLAcurriculumistobeimplementedthroughouttheentireunit.Before

thebookisopened,studentsareexposedtotheinitialmetalanguageofparticipant,

process,andcircumstanceandthebasicsofwhateachrepresent.Someinitial

clausesfromthebookareusedasexamples.TheFLAcurriculumgraduallygoesinto

moredetailabouttheexperientialmeaningasstudentsprogressthroughthebook.

52

Thetypesofprocesses(doing,being,sensing,andsaying)aretaughtandusedin

classroomdiscussions.Thetypesofparticipants(actorandaffected,sensorandwhat

issensed,describedanddescription,sayerandmessage)areexplicitlytaughtand

discussed.Asstudentsgainconfidenceinthecurriculum,theyprogressto

deconstructingclausesontheirownalongwithlongersectionsoftext.Throughout

theunit,theteacherusestheexperientialmetalanguagewhilediscussingthetext

withstudents.

ApplyingtheFLAcurriculumtothereadingunitprovidesstudentswith

explicitinstructionaboutthemeaning-makingunitsofthetext.Studentsanalyze

preciselywhoorwhatisactinguponsomeoneorthingandwhere,why,how,and

whenitishappening.Thisallowsstudentstomakedeeperconnectionssincethey

canmoreclearlyseewhatishappeningwithinthestory.Implementingthe

experientialmetalanguageenablesindepthdiscussionsaboutthemeaningofthe

bookandallowsstudentstocriticallywriteabouttheirconnections.Studentswill

alsoseethevarioustier-twovocabularywordsincontextandhowitaffectsthe

meaningofthetext.FLAenhancestheoverallunit,providingamethodtodiginto

themeaningandacademiclanguageofthetext,andsupplyingthemetalanguageto

havevaluablediscussions.

Summary

ThehighschoolELLsinmyclassroomarefromadiversepopulationand

haveonlybeeninthecountryforafewyears.Thesestudentsarefacedwith

learninganewculture,language,andacademiccontent.Oneofthesechallengesis

difficult,addthemtogetheranditcanbeoverwhelming.Asateacher,Icanhelpmy

53

studentslearnEnglish,anddosoinsuchawaythatallowsthemtobepreparedfor

academiccontentaswellbyusingthemethodofFLA.Thedesiretohelpmy

studentslearnacademiclanguageandcontentsimultaneouslyledmetothe

followingquestion:




Bydevelopingthiscurriculum,Icanhelpmystudentsbecomeconfidentin

deconstructingtextstofindtheauthorsintendedmeaning.Thisenablesthemto

moreeffectivelypartakeincontentclassactivitiesanddemonstratetheirknowledge

ofthematerialmoreclearly.

ChapterSummary

Chapter3lookedatthedemographicsoftheschooldistrictwherethe

curriculumisapplied.Itlookedatthestudentsthatareinvolvedwiththe

curriculum,typesofbackgroundstheycomefrom,andwhythereisaneedforan

FLAcurriculumforthem.Thechapteralsolookedathowthecurriculumfitsintothe

currentschoolplanalongwithstateandnationalstandards.Finallythechapter

discussedhowthecurriculumwouldbeimplemented.

Inchapter4IwilllayoutthecurriculumIhavedevelopedandexplainhowit

willbeintertwinedwithalanguageartsclassroom.

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CHAPTERFOUR:CURRICULUM

PresentedinthischapteristhecurriculumIhavecreatedincorporatingan

FLAapproach.Thecurriculumwasformedinresponsetothefollowingquestion:




DesignofCurriculum

TheFLAcurriculumbeginswithanintroductionstatementastohowitcan

beusedinaclassroomsetting.Accompanyingtheintroductionisabriefoverviewof

FLA,alongwithamoredetailedexplanationofexperientialmeaning.The

curriculumthenintroducestheELPstandards,essentialquestion,overallobjectives,

andresources.Next,fifteenlessonsareprovided,guidingtheeducatortowardsthe

endresultofseeingstudentswhohaveafirmgraspofidentifyingandanalyzingthe

meaningmakingpotentialofprocesses,participants,andcircumstances.The

lessonsalsoexhibitamethodofhelpingstudentsmakepersonalandrealworld

connections.

Inadditiontothelessons,astudentworkbookisfurnished.Theworkbookis

atooltheeducatorcanusetoreinforcewhatwaslearnedinthelessons.The

workbooklessonsprovideashortpassagethatstudentscananalyzemoreindepth

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andseehowtheauthor’schoiceoflanguageaffectsthemeaningofatext.Students

canbegiventheworkbookasindividualassignments,groupwork,orguided

throughbytheteacher.

Finally,asummativeassessmentpieceisprovidedthatallowstheeducator

toseehowwellthestudentshaveinternalizedthelearningofexperientialmeaning.

Studentswillbechallengedtodeconstructsentencesandanalyzehowthemeaning

ofatextisaffectedbytheauthor’schoiceoflanguage.

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FunctionalLanguageAnalysisCurriculum

57

FunctionalLanguageAnalysisCurriculumExploringExperientialMeaning

Preface

Thefollowingcurriculumwasdevelopedtoguideeducatorsonhowtobegin

implementingaFunctionalLanguageAnalysis(FLA)approachintheirclassroom.As

anEnglishLanguageLearner(ELL)teacher,IbelieveFLAisagreatapproachthat

increasesmyELLstudentsreadingandwritingskills.However,Ialsobelievethat

FLAcanhelpdevelopeverystudent’slanguageskills,nomatteriftheyareina

scienceclassoralanguageartsclass,andnomattertheirproficiencylevel.

Preparingstudentsfortherealworldmeansinstructingthemtoprocessand

communicateavarietyofinformationinavarietyofways,dependingonthe

situationtheyfindthemselvesin.Doingsorequiresamethodthathelpsstudents

grasptheimportanceofmeaningmakingabilityinlanguage.FLAisthatmethod.

ThiscurriculumisnottheendallofFLA,butonlythebeginning.Mydesireis

thatyoufindthiscurriculumintriguingandbeneficialasyouhelpguideyour

studentstoadeeperunderstandingofthemeaningmakingprocessoflanguage.I

hopeyouthencontinueontodigintothedepthsofFLAandseehowitcanprepare

studentstosucceedinthefuture.

Inclosing,thecurriculumisnotmeanttobearigidstructurethatmustbe

followedstepbystep.Itismeantasaguidetohelpyoudelivermeaningful

instruction.Thetext,paceofthelessons,assessments,etc.canallbeadjustedto

meettheneedsofyourstudents.

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OverviewofFunctionalLanguageAnalysis

FLAarosefromMichaelHalliday’stheoryofsystemicfunctionallinguistics

(SFL)(Schleppegrell,2004).SFLexamineshowlanguageandcontextworktogether

toformmeaning.Thegrammaticalfeatureofthelanguageandwhy/howitisused

dependsontheusersofthelanguageandthecontextinwhichitisapplied.Inother

words,grammaticalfeaturesvarydependingontheregisterbeingemployedfor

varioussocialcontexts(Christie&Macken-Horarik,2011;Schleppegrell,2004).

SFLlaysthegroundworkforFLAbyshowingthatgrammaticalchoices

functiontomakemeaninginatextinconnectionwiththesocialcontext(Christie&

Macken-Horarik,2011;Schleppegrell,2004).Schleppegrell(2007)reiteratesthis

beliefbystatingthatgrammarisnotjustasetofrulesbutameaning-making

resource(p.122).Languageisreallyasetofgrammaticalfeaturesthatare

combinedinvariouswaystoproducemeaning.Meaningdependsonhowthe

grammaticalfeaturesarelinkedtogetherinaparticularcontext(Christie&Macken-

Horarik,2011;Christie&Macken-Horarik,2007;Fang&Schleppegrell,2010;

Martin&Rose,2007).

SFLalsoprovidesthemetalanguageusedbyFLAtotalkaboutlanguage

(Christie,2012;Schleppegrell,2013).Experientialmeaninglooksatwhatthetextis

about.Interpersonalmeaninglooksattherelationshipbetweenthespeakerand

hearerandtheirattitudesandjudgments.Finally,textualmeaningexamineshow

thetextisorganized(Christie,2012;Fang&Schleppegrell,2008;Martin&Rose,

2007;Schleppegrell,2004).Othertermsusedincludeprocess,participant,and

circumstance.Processreferstowhatishappeninginaclausewhileparticipants

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specifywhoisinvolvedintheprocess.Circumstancecoversalltheother-wh

questionssuchaswhere,when,andhowofaclause(Christie,2012;Fang&

Schleppegrell,2010;Fang&Schleppegrell,2008;Martin&Rose,2007).Seeexample

1:

1.Parvana kept hereyes onthespot... participant process participant circumstanceThismetalanguageprovidesteachersandstudentsaplatformfordiscussinghow

languagefunctions.

FLAanalyzestheclauseanditscomponentsalongwithhowtheclauses

interactwitheachother.Eachclausecontainscomponentsofthethreemeanings;

experiential,interpersonal,andtextual.Thesemeaningsarealsorealizedingreater

depthasagroupofclausesareanalyzedtogether(Christie,2012;Fang&

Schleppegrell,2010;Fang&Schleppegrell,2008;Martin&Rose,2007).Analyzing

theexperientialmeaningofatextinvolveslookingattheprocess,participant,and

circumstance.Relatedtoexperientialmeaningsaretheconjunctionsthatconnect

clausestooneanother.Theprocessismadeupoftheverbgroupandcaneitherbe

doing,sensing,being,orsaying.Theparticipantincludesthenoungroupwhilethe

circumstanceisconstructedwiththeprepositionalphrasesandadverbials.Finally

theclausesarelinkedwithavarietyofconjunctions,whichalsoplayarolein

experientialmeaning(Christie,2012;Fang&Schleppegrell,2010;Fang&

Schleppegrell,2008;Martin&Rose,2007).Beingabletoidentifythesefeaturesina

textallowsthereadertogainanunderstandingofwhoisinvolvedandwhatis

takingplace.

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OverviewofExperientialMeaning

Experientialmeaninglooksatthenutsandboltsofwhotheparticipantsare

inthestory,whattheyaredoing,feeling,saying,orsensing,andhow,what,where,

andwhytheprocessesarehappening.Deconstructingtheclausesintothemeaning

makingunitsofprocess,participant,andcircumstanceallowsthereadertosee

whomtheparticipantsare(noungroups),whatisgoingonbetweenthem(verb

groups)andtheconditionsaroundthem(prepositionalphrasesandadverbials).

Readersofaliterarytextareabletodistinguishtheactors’actionsandfeelings

alongwithobservingtheplot(Christie,2012;Fang&Schleppegrell,2008).

Processesaretheactionsthatparticipantspartakeinandarefoundby

analyzingverbsandverbphrases.Processescantakeonseveralactionsbutfour

maintypeswillbelookedat.Doingisaprocesstypethatcomprisesofmaterialand

somebehavioralactions,showinghowtheparticipantphysicallyactsandbehaves

intheworld.Seeexample2:

2. JimBraddock looked athiswife... participant process(doing) participant

Sensingisaprocesstypetheencompassesmentalandsomebehavioralactions,

revealinghowparticipantsthink,feel,andperceivethings,alongwithmental

behavior.Seeexample3:

3. It reminded him... participant process(sensing) participant

Thirdistheprocessofbeing.Thisprocessexpresseshowparticipantsexistand

relate.Seeexample4:

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4. ThispartofNewark was verydifferentfromJim’s... participant process(being) participant

Finally,theprocessofsayingdisplayswhatparticipantsverballysayinaclauseor

groupofclauses(Christie,2012;Fang&Schleppegrell,2008).Seeexample5:

5. He spokemorequietly tohisdaughter Participant Process(saying) Participant

Asstatedabove,participantsaretheactors(person,place,orthing)ina

clausethatpartakeinsomeprocess.Participantsarerepresentedbynounsor

pronominalexpressionswithinaclause,butcanalsobeintheformofnounphrases

(Christie,2012;Fang&Schleppegrell,2008).Embededclausescanalsobefound

withinthenoungroups,bringingmoremeaningtothetext(Christie2012).

Participantscanplayvariousroleswithintheclausesuchasactorand

affected,sensorandwhatissensed,sayerandmessage,ordescribedanddescription.

Therolesoftheparticipantsdependonthetypeofprocesstakingplace.Corrrectly

identifyingtheparticipantsguidesthereaderastheyseektounderstandwhothe

participantsareandtherolestheyplayastheyinteractwitheachother.See

examples6and7.

6.Theattendant... ...handed it toParvana. actor doingprocessaffected beneficiary

7.TheAfghanpeople are smartandstrong. described beingprocess description Beforemovingontocircumstances,itmustbementionedthatabstraction

canoccurinnoungroupsaseverydaylanguagecanbetransformedintoacademic

language.Noungroupsaremanipulatedinvariouswaystopackalotofinformation

withinaclause(Christie,2012;Fang&Schleppegrell,2008;Fangetal.,2006;Martin

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&Rose,2007).Onewaynoungroupsbecomeabstractandacademicisthrough

nominalization.Nominalizationtakesthemeaningdisplayedthroughaverband

presentsitthroughanounornounphrase.Doingsoallowstheauthortoexpand

uponthemeaningofthenounornounphraseinmuchgreaterdetailthanifthe

meaningwereonlydisplayedthroughaverb(Christie,2012;Fang&Schleppegrell,

2008;Fangetal.,2006;Martin&Rose,2007).Abstractionalsooccursasnounsare

expandedwithuseofadjectives,adverbs,prepositionalphrases,relativeclauses,

and-ed/-ingparticiples(Fangetal.,2006).Thisallowsonecomplexnounphraseto

presenttheinformationofmanyindividualsimpleclauses.UsingFLAtodeconstruct

abstractnounphrasesallowsstudentstofullyanalyzeandcomprehendwhothe

participantsareandwhatisgoingonaroundthem(Christie,2012;Fang&

Schleppegrell,2008;Martin&Rose,2007).Seeexample8and9:

8. In1932,thecountryvotedforapopularnewpresident, adjectivesnoun

FranklinDelanoRoosevelt,whoworkedhardtosolvethecountry’sproblems. mainnoun relativeclause

9. MaildeliveryhadrecentlystartedagaininAfghanistan,afteryearsofbeingdisruptedbythewar.(verbdeliverchangedtodeliverytocreatenominalization)

Circumstancesarethefinalpiecetotheexperientialmeaning.Theyare

representedthroughprepositionalphrasesandadverbials(Christie,2012;Fang&

Schleppegrell,2008;Martin&Rose,2007).Circumstancesbasicallyprovidethe

where,when,why,andhowofaclause.Circumstanceswillbelabledtimeforwhen,

placeforwhere,mannerforhow,andreasonforwhy.Thisinformationprovidesthe

readerwithadditionaldetailsthatcanhelpaidincomprehensionofatextbutits

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meaningisnotascrucialasthatoftheprocessandparticipants(Martin&Rose,

2007).Dependingontheprocess,aclausemayormaynothaveacircumstance

(Christie2012).Ifacircumstanceispresent,itisvaluableforcomplete

comprehensiontoanalyzethetime,place,manner,orreasonofaclause(Christie,

2012;Fang&Schleppegrell,2008;Martin&Rose,2007).Seeexamples10and11:

10. MotherandNooriareplacedthingsinthecupboard.participantprocessparticipantcircumstance(place)11.Sheturnedonthetapsothatwatergushedout.participantprocessparticipantcircumstance(reason)

Asalludedtoabove,conjunctionsneedtobementionedforacomplete

discussionofexperientialmeaning.Conjuctionslinkphrasesandclausestogether,

whethertheyareindependentordependent,andformrelationshipsofeither

equalityorinequality(Christie2012).Understandingtherelationshipbetween

clausesbasedonhowtheyarejoinedtogetherrevealsmoreoftheoverallmeaning

ofatext.

Epilogue

ThisoverviewprovidesthebasicunderstandingofFLAandexperiential

meaningneededtoimplementthefollowingcurriculum.Ihopeyouandyour

studentsenjoytheuseofthiscurriculum.

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FacingAdversity

Text:“TheBreadwinner”byDeborahEllis(2000)Standards:EnglishLanguageProficiency(ELP)Standards(ELPA21.org)

1. Constructmeaningfromoralpresentationsandliteraryandinformationaltextthroughgrade-appropriatelistening,reading,andviewing.

a. (correspondswithCCSSRL1,2,3,7)2. Participateingrade-appropriateoralandwrittenexchangesof

information,ideas,andanalyses,respondingtopeer,audience,orreadercommentsandquestions.

a. (correspondswithCCSSW6andSL1)3. Speakandwriteaboutgrade-appropriatecomplexliteraryand

informationaltextsandtopics.a. (correspondswithCCSSW2,3andSL4)

4. Determinethemeaningofwordsandphrasesinoralpresentationsandliteraryandinformationaltext.

a. (correspondswithCCSSRL4,RI4,SL2,L4,5)EssentialQuestion:Howdoyousurviveadversity?Objectives:

1. identifyparticipants,processes,andcircumstances2. Analyzehowthetypesofprocess(doing,sensing,being,saying)revealhow

theauthorhasconstructedthetext.3. identifythetypesofparticipants(actor–affected,sensor–whatissensed,

sayer–message,described-description)4. Evaluatehowthetypesofprocessesusedcanaffectthemeaningofatext.5. Explainhowtheactorparticipantrevealswhohascontrolsacertain

situation.6. Analyzehowthetypesofcircumstances(time,place,manner,reason)affect

thesettingofatext.7. makepersonalandrealworldconnectionstothetext

StudentWorkbook:Thestudentworkbookistobeusedinconjunctionwiththelessonsasasupplementforstudentlearning.Isuggestteachersguidestudentsthroughtheworkbookintheinitiallessons.Asstudentsgainconfidenceinanalyzingtexts,teacherscanallowmoreindependentuseoftheworkbook.Picturesinthiscurriculumwereretrievedfromclassroomclipart.com

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Resources:Beck,I.L.,McKeown,M.G.,&Kucan,L.(2013).Bringingwordstolife:Robust

vocabularyinstruction.NewYork,NY:GuilfordPress.

Christie,F.(2012).Languageeducationthroughouttheschoolyears:AfunctionalPerspective.UnitedKingdom:Wiley-Blackwell.

Fang,Z.,&Schleppegrell,M.J.(2008).Readinginsecondarycontentareas:A

language-basedpedagogy.AnnArbor:TheUniversityofMichiganPress.Martin,J.R.,&Rose,D.(2007).Workingwithdiscourse:Meaningbeyondtheclause

(2nded.).NewYork,NY:ContinuumInternationalPublishingGroup.Schleppegrell,M.J.(2004).Thelanguageofschooling.Afunctionallinguistics

perspective.NewYork,NY:Routledge.

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Lesson1Overview:

Studentswillbeintroducedtothemetalanguageofparticipant,process,andcircumstance.Theywillbegintolearnthatparticipantsaretypicallyrepresentedbynounsandnounphrases,processesarerepresentedbyverbsandverbphrases,andcircumstancesarerepresentedbyprepositionalphrasesoradverbialphrases.

BackgroundinformationaboutAfghanistanwillalsobelearnedthroughpictures,videos,andstudentinvestigationusingtheInternet.

Thefirstsetofvocabularywordswillbeintroducedandthenreviewedthenextfivelessons.Languageobjective: Identifypartsofaclauseasparticipant,process,andcircumstanceusingthesentenceframes;“_____________isthepersonorthingthatisdoingsomethingsotheyarethe(participant,process,circumstance).”“_____________iswhatishappeningsoitisthe(participant,process,circumstance).”“_____________isthewhen,where,why,orhowsoitisthe(participant,process,circumstance).”Contentobjective: ListsomecharacteristicsofthecountryofAfghanistan.Assessment: Identificationofprocess,participant,andcircumstanceusingthesentenceframes StudentWorkbook,Lesson1Vocabulary:Introducewordsanddefinitions.Readthewordsaloudandhavethestudentsrepeat.Studentsshouldwritethewordsanddefinitionsintheirnotebooks.Thesewordswillbetaughtduringthefirstweek.

Forbade–Donotlethappen,allowSuggested–totellsomeoneyourideaorplan.Manage–beabletodosomethingSuperior-betterthansomeoneelseSuddenly–veryfast,quicklyProtesting–notagreewithsomeoneorsomething

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Readthewordsintheiroriginalcontext• Theyevenforbadegirlstogotoschool.• Fathersuggestedtheyendtheirworkfortheday.• Fathercouldmanagewithjusthiswalkingstick.• Nooriasmiledhersuperiorbig-sistersmileandflippedherhairbackoverher

shoulders.• Suddenlyatinygirl,youngerthanNooria,burstoutfromoneofthevillage

houses.• Oneofherauntshadbeenarrestedwithhundredsofotherschoolgirlsfor

protestingtheSovietoccupationofhercountry.BuildBackground:Havestudentsworkingroupsandinvestigatethefollowingwebsites.SpecialattentionshouldbegiventothedifferentgroupsthathavecontrolledAfghanistan.

• http://www.abc.net.au/news/2009-06-02/timeline-afghanistans-turbulent-

history/1702156• https://www.cia.gov/library/publications/the-world-factbook/geos/af.html• http://travel.nationalgeographic.com/travel/countries/afghanistan-facts/

ShowstudentspicturesofwhatAfghanistan,especiallyKabul,lookedlikeinthe1960’s,1970’s–80’s,1990’s-2000’s,andpresent.FunctionalLanguageShowstudentsvariouspicturesofpeopledoingvariousthingsinvariousplaces.Havestudentsdescribewhattheyseeinthepictures.

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Guidethemifneededtowardstalkingaboutwhoisdoingwhatandwhere/when/why/howtheyaredoingit.Forthelastfewpicturestransitionstudentstowardusingtheterms‘participants’forthewho,‘process’forthewhat,and‘circumstance’forthewhere/when/why/how.Finallyshowsomeexamplesofparticipants,processes,andcircumstanceswithinatext.• Asif/giggled.participantprocess• Something/caught/hereye.participantprocessparticipant• Thechickenhouse/stood/atthebackoftheyard.participant processcircumstance• Parvana/sat/withherwritingthings/inherlap.participantprocesscircumstance circumstance

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Lesson2Overview: Readchapterone.Studentswillfirstpreview“TheBreadwinner”.Afewsentencesfromchapteronewillbedeconstructedforparticipants,process,andcircumstancealongwithlookingattheoverallchapterforwhotheparticipantsare,whattheyaredoing,andwhere/when/why/howthingsarehappening.

Studentswillbeintroducedtomakingpersonalconnections.Studentswillmakeconnectionsastheyreadchapteroneandbeaskedtodiscusssomefollowupquestionsafterreading.Studentswillcontinuemakingconnectionsastheyprogressthroughthebookandrecordthemintheirjournals.Languageobjective: Correctlyidentifywho,what,where,when,why,andhowofthetext.Contentobjective: Explainwhatitmeanstomakeaconnectiontoatext.Assessment:

Studentexplanationsofwhatitmeanstomakeaconnectiontoatext.StudentWorkbook,Lesson2

Vocabulary:Reviewwordsbyusingthemineverydaycontexts.• Theprincipalforbadestudentsfromrunninginthehalls.• Theteachersuggestedthestudentspracticethevocabwords.• Studentscanmanageonehourofhomeworkeverynight.• LionelMesi’ssoccerskillsaresuperiortomine.• Suddenly,thefirealarmwentoffandeveryoneleftthebuilding.• Somepeopleareprotestingbecausetheydon’tagreewiththegovernment.BuildBackground:ThisstorytakesplaceinKabul,AfghanistanduringthereignoftheTaliban.Thestorywillfollowthechallengesoneyounggirlandherfamilyfaceduringthistime.ThebookwaswrittenbeforeAl-QaidaattackedtheUnitedStatesonSeptember11,2001.

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FunctionalLanguageandReadingBeforereading,choosesomesentencesfromchapteroneanddeconstructthemwiththeclass.• Kabul/hadoncebeen/beautiful.participantprocessparticipant

• She/was/small/forherelevenyears.participantprocessparticipantcircumstance• Parvana/frownedparticipantprocessReadchapteroneasaclass.Stopeverypageortwoandaskwhosomeoftheparticipantsare,whataresomeofthethingstheyaredoing,andwhere/when/why/howtheyaredoingit.GuidestudentsthroughStudentWorkbook,Lesson2.ConnectionsIntroducestudentstomakingconnectionsbygivingexamplesofthingsthatareconnectedtogether.

Examples:traincars,townsconnectedbyroads,zipperconnectingajacket,plugconnectingtoanoutlet,etc.Explainthatconnectionshelpgoodreadersbecausewhenweconnectwithwhatwereadwehaveabetterideaordeeperunderstandingofwhatwearereading.Connectionshelpusunderstanddifferentwordsorconceptsfromthereading.Demonstratemakingapersonalconnectiontoasectionof“Parvana’sJourney”byDeborahEllis.

Parvana’sbellyhadthatacheitgotwhenshedidn’tfeedit.Itwasamixtureofpainandemptiness.Herheadfeltempty,too,andshefeltdullandstupid.

IconnectpersonallytothistextbecauseIhavegoneacoupledayswithouteatingandmystomachhurtandIdidnotthinkasclearly.Havestudentstrytomakeoneortwopersonalconnectionsastheyreadchapterone.

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Finally,havestudentsexplainwhataconnectionistoapartner.Listentostudentexplanations.ChapterComprehension• Whatpersonalconnectionsdidyoumake?• Whoarethemainparticipantsandwhataretheydoinginthestory?• Wheredoestheactionoccur?• WhathashappenedtothecountryofAfghanistan?

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Lesson3Overview:

Readchapteroneasecondtime.Thespecificrolesofcircumstanceswillbeintroduced.Studentswillseehowcircumstancescanshowthemthesettingofatextbyexplainingthewhere,when,why,andhowofatext.

Afewmoresentencesfromchapteronewillbedeconstructedforparticipants,process,andcircumstance.Languageobjective: Identifythecircumstanceandindicateifitshowsthetime,place,manner,orreason. Makepersonalconnectionsusingthesentenceframes______________________islikemylifebecause______________________________.Contentobjective: Explainhowmakingconnectionshelpgoodreadersbetterunderstandatext.Assessment:

Observesentencesmadefromstudents’personalconnections.Observediscussionaboutthecircumstancesinchapterone.StudentWorkbook,Lesson3

Vocab:Reviewdefinitionsofthewordsandthenuse“HaveYouEver...”toreinforcethelearning.“HaveYouEver...”ispresentedbyaskingstudentsiftheyhaveeverdonesomethingrelatedtotheword.Forexample,“Haveyoueversuggestedtoyourteacherthattheyshouldnotgiveyouhomework?”“Haveyouever...”• ...forbadesomeonefromcomingintoyourhouse?• ...suggestedthatyourparentsletyouskipschool?• ...hadtomanagemakingyourowndinner?• ...hadafriendwhothoughttheyweresuperiortoyou?• ...Suddenlytrippedinfrontoftheboyorgirlyouliked?• ...joinedinprotestingforsomethingyoubelievein?Review:Discusswhothemainparticipantsare,theprocessessurroundingthem,andwherethestoryistakingplace.

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FunctionalLanguageandReadingBeforereading,showacouplepicturestothestudentsanddiscussthetime,place,andmanner.

Askstudents:Whereistheman?Whereistheboat?Whyisheintheboat?Howdoestheboatmove?Explainthatalltheseanswersprovidethecircumstancesandhelpprovideinformationaboutthesetting.

Askstudents:Whereisthebuilding?Whattimeofyearisit?Whattimeofdayisit?Againexplainthattheseanswersprovidethecircumstancesforthesituation.

Deconstructafewsentenceswithcircumstancesandexplaintheycanbefoundbylookingforprepositionsandadverbialclauses.• Parvana/loved/being/inthemarket.participantprocessparticipantcircumstance(place)• Parvana/loaded/afewquiltsandcookingthings/ontothekarachi.participantprocessparticipantcircumstance(place)

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• Maryam/hadseen/nothingbutthefourwallsoftheirroomParticipantprocessparticipant/foralmostayearandahalf.circumstance(time)

• She/turnedon/thetap/sothatwatergushedout.participantprocessparticipantcircumstance(reason)Re-readchapterone.Asstudentsread,havethemlookforthecircumstancesanddiscussifitdescribesthetime,place,manner,orreason.Discusshowthosecircumstancesgiveinformationaboutthesetting.GuidestudentsthroughStudentWorkbook,Lesson3Connections:Askstudentstoagainexplainwhataconnectionis.Askthemtoreiteratewhymakingconnectionshelpsgoodreadersbetterunderstandwhattheyread.Ifneeded,remindstudentswhataconnectionisandhowmakingconnectionshelpsareaderunderstandatextbyrememberingwhattheyalreadyknowaboutasubject.Apersonwhohasseenaburkahasabetterunderstandingofwhatitlookslikethanapersonwhohasnot.ThisconnectioncanhelpthereadermoreclearlyunderstandwhybeingawomaninAfghanistanisdifficult.Studentsre-readchapteroneandmakeanyadditionalpersonalconnectionsusingtheframeworkfromtheobjective.

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Lesson4Overview: Readchaptertwo.Continuetolookatthetypesofcircumstancesanddiscusshowtheydescribethesetting.Continuetotakealookatwhotheparticipantsareandwhattheyaredoing.

Studentswillbeshownhowtodeconstructsentencesthathavemorecomplexstructuressuchasconjunctions,beginwithadverbials,andhavemultipleprocesses.Languageobjective: Describethesettingofatextbasedonthecircumstances.Contentobjective: MakeapersonalconnectioninrelationtoFatherbeingtakenprisoner.Assessment:(formative) PersonalconnectionsinrelationtoFatherbeingtakenprisoner

Observestudentsdescriptionsofthesettingbasedoncircumstances.StudentWorkbook,Lesson4

Vocab:Reviewdefinitionsandhavestudentsfillinsentenceblankswiththecorrectword. forbade,manage,suggested,suddenly,superior,protesting• Ican__________________watchingmytwochildrenbymyself.• Thepoliceofficer_______________________thepeoplefromcrossingthestreet.• Myfriend____________________________thatIgotocollege.• Thepeoplewere__________________________onthestreetbecausetheydidnotlike

thepresident.• Iwasdrivinghomewhenadeer_________________jumpedinfrontofmycar.• Idon’tlikepeoplewhothinktheyare_________________________tome.Review:Discusstheparticipants,processes,andcircumstancefromchapterone.

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FunctionalLanguageandReadingBeforereading,showstudentshowtodeconstructstructurallycomplexsentencesandthenhavethempracticedeconstructingsentencesthatarelesscomplex.• Parvana/got/thewhiskbroom/downfromitsnailparticipantprocessparticipant circumstance(place)/inthelavatory/and/sweptup/thespilledrice.circumstance(place)processparticipant• Whentheroomlookedsomewhatnormalagain,/thefamily/,minusFather,circumstance(time)participantcircum(manner)spread/quiltsandblankets/onthefloor/and/went/tobed.processparticipantscircumstance(place)processparticipantReadchaptertwoasaclass.Stopeverypageortwoandaskwhosomeoftheparticipantsare,whataresomethingstheyaredoing.Alsohavethestudentsdescribethesettingatvariouspointsinthetextbylookingatthecircumstancesoftime/place/manner/reason.GuidestudentsthroughStudentWorkbook,Lesson4.Connections:Studentsreadchaptertwoandmaketwotothreepersonalconnections.FocusonepersonalconnectiontotheendofthechapterwheretheTalibantakesFathercaptive.Havestudentsthinkaboutapersonalconnectiontheycanmaketothatevent.Itdoesnotmeantheyhavetohavehadtheirfathertakencaptiveorknowsomeonewhohas.Itmeanstheycanthinkaboutatimetheywerereallyscared,lostalovedone,orwerereallysurprisedbysomething.ChapterComprehension:• Whatconnectionshaveyoumade?• Arethereanynewparticipants?• Whatprocessesaretheparticipantsinvolvedin?• WhathappenstoFather?• Howdoesthefamilyreact?

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Lesson5Overview: Readchapterthree.Studentswillbeintroducedtothetypesofprocesses(doing,sensing,saying,being)andobservewhichprocessesaremostoftenusedinchapterthree.Studentswillcontinuetobeshownhowtodeconstructtexts.

Weeklyvocabularywordswillbeassessed.Languageobjective: Identifythedifferenttypesofprocesses(doing,sensing,saying,being). Identifywhatprocessesaremostoftenusedinchapterthree.Contentobjective: MakeapersonalconnectionaboutParvanaandMotherlookingforFather. Assessment: Studentscompletevocabularyquiz. StudentWorkbook,Lesson5Vocab:Quiz:Studentswillwritedownsixsentencesusingonevocabularywordineachsentence.Studentsmaydrawapictureasanalternativetowritingasentence. forbade,suggest,suddenly,manage,superior,protestingReview:Discusstheparticipants,processes,andcircumstancefromchaptertwo.FunctionalLanguageandReadingShowstudentsthefollowingpictures.Askthestudentswhatactionstheysee,whatfeelingsarebeingexpressed,whatisbeingsaid,andwhatthingslooklike.

(doingprocess)Theboyiskickingthesoccerball(sensingprocess)Helikessoccer.(beingprocess)Heishappy.Hisshirtisblue.

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(beingprocess)Thegrapesarepurple.Theleafisgreen.(sensingprocess)Thegrapestastegood.Ilovegrapes.

(sayingprocess)“Lookattheseletters”,saidthedoctor.“Whatdoyousee?”askedthedoctor.

Giveotherexamplesofthefourtypesofprocesses

• Doing–walked,run,looking• Sensing–like,believe,love,• Being–is,was,have• Saying–said,whispered,yelled

Showexamplesfromthebookcontainingthevarioustypesofprocesses.• Herfeet/burnedandstung/witheverystep.

sensing

• She/sat/withherfeetinthebasinwhileNooria/got/supper.doingdoing• Parvana/remembered/thepiecesofphotographand/got/themout.

sensingdoing

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• Parvana/was/tiredofsitting.

being

• “Wereoutoffood,”Nooria/told/Parvana.saying

• Maybeshe/was/tootiredandtoohungry. beingReadchapterthreeStopaftereverypageanddiscusswhattypesofprocesseswereusedandwhichoneswereusedthemostoften.Discusshowthisshowswhattheauthorwantsustothinkabout.Reviewwhatsettingswereobservedinthechapter.GuidestudentsthroughStudentWorkbook,Lesson5.Connections:Studentscontinuetomakethreeormorepersonalconnectionsastheyread.HavestudentstrytomakeaconnectiontohowParvanaandMotherfeelwhentheycannotfindFather.Itcanbeinrelationtolosingatoyortheircarkeysorcellphone,butencouragethemtoconnecttothefeelingoflosingsomethingorsomeone.ChapterComprehension:

• Whattypesofprocessesdidyousee?• Werethereanynewparticipants?• Werethereanynewcircumstancesseeninthischapter?• HowdidMotherandParvanashowtheirbravery?

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Lesson6Overview: Readchapterfour.Thefourtypesofprocesseswillcontinuetobeanalyzed.Studentswillnoteifwhattypesofprocessestheyseemoreofthroughoutthechapters.Studentwillalsobechallengedinthestudentworkbooktoanalyzewhathappenswhenaprocesstypeischanged.

Studentswilllearnhowtomakerealworldconnections.Newvocabularywordswillbeintroducedandreviewedthenextfivelessons.

Languageobjective: Identifythedifferenttypesofprocesses(doing,sensing,saying,being). ObservewhathappenswhenaprocesstypeischangedContentobjective: Definerealworldconnection. Assessment:

Realworldconnectiondefinitions StudentWorkbook,Lesson6Vocab:Introducewordsanddefinitions.Readthewordsaloudandhavethestudentsrepeat.Studentsshouldwritethewordsanddefinitionsintheirnotebooks.Thesewordswillbetaughtduringthesecondweek.

Without–doesnothaveExpected–likelytohappenorbetrue.Supposed–whatshouldhappenConsidered-thinkaboutsomethingStrides–takingstepswhenwalkingSpread–coveraspacewithsomethingArranged–putthingsintherightplace.

Readthewordsintheiroriginalcontext• ItwasstrangetobeinthemarketplacewithoutFather.• Parvanaalmostexpectedtoseehimintheirusualplace,sittingontheblanket,

readingandwritinghiscustomersletters.• Menweresupposedtodoalltheshopping,butifwomendidit,theyhadtostand

outsideandcallinforwhattheyneeded.• Parvanawasn’tsureifshewouldbeconsideredawoman.

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• Inafewquickstridesshewasinthebathroom,searchingoutthesourceofthestench.

• Parvanaspreadherblanketonthehardclayofthemarket,arrangedhergoodsforsaletooneside,asFatherhaddone,andspreadherpensandwritingpaperoutinfrontofher.

Review:

Brieflycoverthemainpointsfromthefirstthreechapters.(LivinginAfghanistanduringtheruleoftheTaliban.Parvanaandfamilyliveinasmallone-roomapartment.Havehadtomovemanytimesbecauseofthefighting.TheTalibanarrestsParvana’sfather.Parvanaandhermothergototheprisontolookforherfatherbutarebeatenandtoldtoleave.)

FunctionalLanguageandReadingBeforereading,showmoreexamplesofthedifferenttypesofprocesses.• Parvana/hadseen/shopkeepers/beaten/forservingwomeninsidetheirshops. sensing doing• TheBaker’sstall/opened/ontothestreet. being(notadoingprocessbecausenoactionisoccurring,

ratheradescriptionisgivenfortheBaker’sstall)• Who/is/yourfather?being• Thebread/was/stillwarm.being• She/didn’tcare/ifpeople/werestaring/ather.sensing doing• “Mrs.Weera!”Nooria/exclaimed. sayingReadchapterfour.Againstopaftereverypageortwoandidentifywhichtypesofprocessesareused.Discusspossiblereasonswhytheauthorhaschosentousetheprocessesshehas.Usethestudentworkbooktodiscusshowchangingaprocessfromadoingtoasensingorbeingprocessaffectsthemeaningofthetext.

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GuidestudentsthroughStudentWorkbook,Lesson6.Connections:Introducestudentstorealworldconnections.Explainthatrealworldconnectionsaresimilartopersonalconnections.Thedifferenceisthatyouconnectwhatyoureadinthetexttosomethingthatisorhashappenedintheworld.HavestudentslookupnewsfromAfghanistanusingbbc.com.Gotobbc.comandsearchfor“Afghanistan”.Searcharecentnewsarticle.GuidestudenttowardmakingaconnectiontowhathashappenedrecentlyinAfghanistantowhatishappeninginthebook.ChapterComprehension:

• Whattypesofprocessesdidyousee?• Werethereanynewparticipants?• Whatiswrongwithmother?• Whatishappeningtothefamily?

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Lesson7Overview: Readchapterfive.Studentswillcontinuetoanalyzewhytheauthorhaschosenthetypesofprocessesshehas.

Thetypesofparticipantswillbeintroducedforthe“doing”and“saying”processes.(Actor–Affected,Sayer–Message)

Studentscontinuetopracticemakingrealworldconnectionstothetext.Languageobjective: Identifythetypesofparticipantsfordoingandsayingprocesses.Contentobjective: MakearealworldconnectioninrelationtowomenbeingtreatedpoorlyinAfghanistan. Assessment: RealworldconnectioninrelationtotreatmentofwomeninAfghanistan. StudentWorkbook,Lesson7Vocab:Reviewwordsbyusingthemineverydaycontexts.• Icannotlivewithoutmycomputer.• Thestudentsexpectedthatschoolwouldbeclosedbecauseofthesnow.• SchoolissupposedtoendonMay31.• Theteacherconsideredlettingthestudentsgotolunchearly.• Somestudentstakeslowstrideswhengoingtoclass.• Bookswerespreadaroundthetables.• Deskswerearrangedsoallstudentscouldseetheboard.Review:Brieflydiscusstheprocessesandparticipantsofchapterfour.FunctionalLanguageandReadingBeforereading,studentswillfirstbegivenafewsentencestoanalyzeforthetypesofprocessespresented.• Parvana/stared/atthethreeofthem.

doing

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• Parvana/thought/aboutit.sensing

• I/have/longhair.

being• “Icandothis!”she/whispered.

sayingAnalyzeacoupleofpicturestoidentifytheprocessestakingplaceandwhoisinvolvedintheprocesses.

Whatishappeninginthepicture?Theponyiseatingthegrass.Whoisdoingsomething-ponyWhatistheponydoing–eatingWhatistheponyeating–grassEatingisadoingprocessTheponyistheactor;andthegrassistheaffected.

Imaginetheonegoatistalkingtotheother,whatisitsaying?“Pleasegivemesomehay.”SaidthegoatWhatkindofprocess-sayingWhosaidit–thegoatWhatdidthegoatsay–“Pleasegivemesomehay.”Thegoatisthesayerand“Pleasegivemesomehay.”isthemessage.

Presentstudentswithasentencecontainingadoingandsayingprocess.Introducetherolestheparticipants’holdsurroundingtheprocess.(actorandaffected,say-erandmessage)• Parvana/fetched/thewater.participantprocess participant

actor doing affected

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• “Keepthoseclotheson,”/Nooria/said/whenParvanareturned.participantparticipantprocesscircumstancemessage sayersaying time

Readchapterfive.Againlookatthetypesofprocessesthatareusedinthechapter.Alsolookatthetypesofparticipantswhoareinvolvedintheprocesses.StopeverypageortwoandhavestudentsdiscusswhoisusuallytheactorandwhoorwhatisthegoalalongwithwhoisthesayerandmessageGuidestudentsthroughStudentWorkbook,Lesson7.Connections:ShowstudentcurrentpicturesofwomeninAfghanistan.ArecentnewsarticleaboutthetreatmentofwomeninAfghanistancanalsobeused.Usingthosepicturesornewsarticle,havethemmakerealworldconnectionstohowwomenaretreatedinthebook.ChapterComprehension:

• Arethereanynewparticipants?• Whattypesofprocessesdoyouseemostofteninchapterfive?• Howisthefamilysurviving?• WhydoesMrs.Weeraprovidesomuchrelieftothefamily?

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Lesson8Overview: Readchaptersix.Studentswillcontinuedeconstructingsentencesandanalyzingthetypesofprocessesusedthroughoutthechapter.Theywillpracticeidentifyingtherolesofparticipantsforsayinganddoingprocesses.Finally,studentswilllookatwhoholdsthepowerinanactor/affectedrelationship. Studentswillcontinuemakingrealworldconnections.Languageobjective:

Identifytherolesofparticipantsinsayinganddoingprocesses.Observewhoholdsthepowerinanactor/affectedrelationship

Contentobjective: MakerealworldconnectionsinrelationtogirlsdressedasboysinAfghanistan. Assessment: Realworldconnectioninrelationtogirlsdressedasboys. StudentWorkbook,Lesson8Vocab:Reviewdefinitionsofthewordsandthenuse“IdeaCompletion”toreinforcethelearning.“IdeaCompletion”ispresentedbygivingstudentsasentencestemrequiringthemtoexplainwhatthevocabularywordmeans.Forexample;Peoplecannotlivewithoutfoodbecause...• Icannotlivewithoutmycarbecause...• Studentsareexpectedtodotheirhomeworkbecause...• Mykidsaresupposedtogotobedat8:00because...• Theprincipalconsideredcallingyourparents/guardiansbecause...• Theplayerranwithlongstridesbecause...• Thepaperswerespreadacrosstheroombecause...• Thedeskswerearrangedinacirclebecause...Review:Discusstheeventsofchapterfive.

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FunctionalLanguageandReadingBeforereading,providestudentswithafewsentencesandhavethemlabeltheparticipant,process,andcircumstance.You/havebeenwatching/yourfather/allthistime.participantprocessparticipantcircumstance• Parvana/liked/theidea.participantprocessparticipant• Theboy’sdisguise/hadworked/once.participantprocesscircumstance• It/was/nexttoawall.participantprocessparticipant(couldbeacircumstancebutwithabeing

processadescriptionparticipantisneeded)Lookatanotherpictureandhavestudentsdescribewhoisinvolvedandwhatishappeningandanalyzewhoholdsthepower.

Whatishappening–Themotherisholdingthebaby.Whoisinvolved–Themotherandthebaby.Whoistheactor–ThemotherWhoistheaffected–thebabyWhoisincontrolorhasthepowerintherelationship–themotherbecausesheisdoingtheaction.

Providestudentswithsentencesthatcontaindoingandsayingprocesses.Havethemlabeltheprocessesandtherolesoftheparticipants.Alsonotethatsomeprocessesdonotneedan‘affected’participant.

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• She/waslooking/theotherway/whensomeonestopped.participantprocesscircumstancecircumstanceactordoingplacetime• “Youarealetterreader?”/he/asked/inPashtu.Participantparticipantprocesscircumstancemessagesayersayinghow• Parvana/took/adeepbreath.participantprocessparticipantactordoingaffected• “DearNiece,”/Parvana/read.participantparticipantprocessmessagesayersayingReadchaptersix.Againlookatthetypesofprocessesthatareusedinthechapteralongwiththetypesofparticipantswhoareinvolvedintheprocesses.Stopeverypageortwoandhavestudentsdiscusswhoisusuallytheactorandwhoorwhatistheaffectedalongwithwhoisthesayerandmessage.Notewhatparticipantshavethepowerthroughoutthechapterwhen‘doing’processesareused.GuidestudentsthroughStudentWorkbook,Lesson8.Connections:Continuemakingrealworldconnections.ShowstudentsimagesandanewsarticleortwoabouthowgirlsaredressedasboysinAfghanistan.ThelinkbelowistoaNewYorkTimesarticlethatcouldbeused.StudentsmakearealworldconnectionrelatingwhatisdoneinthebooktowhathasbeendoneintherecentpastofAfghanistanregardinggirlsdressedasboys.http://www.nytimes.com/2010/09/21/world/asia/21gender.html?_r=0ChapterComprehension:• Whatcircumstancesareseeninthechapter?• Whatsurprisedyouinchaptersix?• HowhasParvanashownherdevotiontoherfamily?• WhyisMothernotwellattheendofthechapter?

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Lesson9Overview:

Readchapterseven.Studentswillcontinuedeconstructingsentencesandanalyzingthetypesofprocessesusedthroughoutthechapter.Theywillpracticeidentifyingtherolesofparticipantsforsayinganddoingprocessesalongwithlookingatwhoholdsthepowerinanactor/affectedrelationship.

Theparticipantsinbeingandsensingprocesseswillbeintroduced.Languageobjective: Identifythetypeparticipantsinbeingandsensingprocesses.Contentobjective: Makeapersonalconnectionabouthelpingtheirfamily. Assessment: Personalconnectionabouthelpingtheirfamily StudentWorkbook,Lesson9Vocab:Reviewdefinitionsofthevocabularywordsandthenhavestudentsfillintheblankswiththecorrectchoice.

without,expected,supposed,considered,strides,spread,arranged• I________________togetanAonthetest.• They_________________theblanketontheground.• Peoplecannotgo_________________water.• ThePresidentis____________________togiveaspeechtonight.• Theplateswere______________________onthetable.• Tallpeopletakelonger____________________thanshorterpeople.• Socceris__________________________theworld’smostpopularsport.Review:DiscusshowParvana’srolehaschangedinherfamily.FunctionalLanguageandReadingBeforereading,showacouplepicturestothestudentsandhavethemdescribewhatthingslooklikeandwhatthepicturesmakethemthinkabout.

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ExampleQuestions:Whatcoloristhewater? Thewaterisblue.Whoistheman? Themanisafisherman.Howdoesthemanfeel? Themanlikesfishing?Whatdoesthepicturemakeyouthinkabout?

Thepicturemakesmehappy.

ExampleQuestions:Whywouldyouliketolivehere?

Theviewisbeautiful.Ilovemountainsandlakes.Thescenerylookspeaceful.

Lookatthebeingandsensingverbsused.ShowstudentstherolesofparticipantsinbeingprocessesEx.Thewater/is/blueparticipantprocessparticipantdescribedbeingdescriptionShowstudentstherolesofparticipantswithsensingprocesses.Ex.I/love/mountainsandlakes.ParticipantprocessparticipantsensorsensingwhatissensedDeconstructafewsentenceswithbeingandsensingprocesses.• Mrs.Weera/was/back.participantprocessparticipantdescribedbeingdescription

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• I/knew/youcoulddoit.participantprocessparticipantsensorsensingwhatissensed• We/have/theloanofaKarachiparticipantprocessparticipantdescribedbeingdescription• Parvana/loved/being/inthemarket.participantprocessparticipantcircumstancesensorsensingwhatissensedReadchapterseven.Asstudentsread,havethemlookforbeingandsensingprocessandtheparticipantsthatgoalongwiththoseprocesses.Discussifwhatissensedispositiveornegative(goodorbad).Lookalsoatwhattypesofdescriptionsaregiventhroughoutthechapter.Also,continuediscussionaboutwhatparticipantsareholdingthepowerduring‘doing’processes.GuidestudentsthroughStudentWorkbook,Lesson9.Connections:Studentscanmakefourormorepersonalandrealworldconnections.Discussanyrecentnewsfromaroundtheworldthatcouldbeusedforconnections.EncouragestudentstomakeoneconnectionrelatedtohowParvanahelpedherfamilybyworking.ChapterComprehension:• Whattypesofprocessesandparticipantsdidyounotice?• WhatwillhappentoParvana’sfamilyifshedoesnotcontinuedoingwhatsheis

doing?• WhyisParvanaexcitedattheendofthechapter?

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Lesson10Overview: Readchaptereight.Studentswillbeginputtingallthepartsofexperientialmeaningtogetherastheyidentifyandanalyzethevarioustypesofprocesses,participants,andcircumstances.

Studentswillalsobeassessedonthevocabwordsforthepastfivelessons.Languageobjective: Identifythemainparticipantsandthetypesofprocessesthatoccurmostoftenaroundthem. Analyzehowtheprocessescanaffectthewayyoufeelwhenyouread.Contentobjective: Makeapersonalconnectionaboutworkingasateam. Assessment: Personalconnectionaboutworkingasateam

StudentscompletevocabularyquizStudentWorkbook,Lesson10

Review:WhatsurprisedParvanaattheendofchapterseven?Vocab:Quiz:Studentswillwritedownsixsentencesusingonevocabularywordineachsentence.Studentsmaydrawapictureasanalternativetowritingasentence. forbade,suggest,suddenly,manage,superior,protestingFunctionalLanguageandReadingBeforereading,deconstructafewsentencestogether.• “Shauzia?”/whispered/Parvana.participantprocessparticipantmessagesayingsayer• ShauziaandParvana/hadnotbeen/veryclose/inschool.participantprocessparticipantcircumstancedescribed beingdescriptionplace

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• Parvana/thoughtof/thegiftsleft/ontheblanket.participantprocessparticipantcircumstancesensorsensingwhatissensedplace• Parvana/jumped/and/stuffed/thehandkerchief/inherpocket.participantprocessprocessparticipantcircumstanceactordoingdoingaffectedplaceReadchaptereightwithnostops.Havestudentspagethroughthechapterasecondtimeandchooseashortpassagetheywouldliketodiscussinmoredetail.Pairstudentsupandhavethemdiscussthetypesofprocess,participants,andcircumstancestheysee.Studentsshoulddiscusshowtheyfeelwhenreadingtheirchosenpassage.Whatmakesthemfeelthatway?GuidestudentsthroughStudentWorkbook,Lesson10.Connections:Studentsshouldmakefourormorepersonalandrealworldconnections.Discussanyrecentnewsfromaroundtheworldthatcouldbeusedforconnections.EncouragestudentstothinkabouthowParvana’sfamilyandMrs.Weerahaveworkedasateamandmakeaconnectionrelatedtothat.ChapterComprehension:• WhohascomebacktoParvana’shouse?• HowcomeMrs.Weera’spresencehelpsthefamilysomuch?• WhatisParvana’sgreatidea?• WhodoesParvanameetwhileatthemarket?

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Lesson11Overview: Readchaptersnineandten.Studentscontinueidentifyingandanalyzingallaspectsofexperientialmeaning.Morecomplexsentenceswillbedeconstructedtoaidstudentsinfindingtheparticipants,processes,andcircumstances.

Anewsetofvocabularywordswillbeintroducedandtheywillbereviewedforthenextfivelessons.Languageobjective: Identifythemainparticipantsandthetypesofprocessesthatoccurmostoftenaroundthem. Identifythesettingbylookingatthecircumstances.Contentobjective: Makepersonalconnectionaboutseeinganoldfriend Assessment: Personalconnectionaboutseeinganoldfriend StudentWorkbook,Lesson11Vocab:Introducewordsanddefinitions.Readthewordsaloudandhavethestudentsrepeat.Studentsshouldwritethewordsanddefinitionsintheirnotebooks.Thesewordswillbetaughtduringthesecondweek.

Recognize–toknowwhatyouseeHeaded–togosomewhereTerrified–scared,veryafraidAllowed–toletsomeonedosomethingUnusual–notnormal,differentOrdinary–normal,notspecialArguing–tofightwithwords

• Theywalkedforalmostanhour,downstreetsParvanadidn’trecognize,untiltheycametooneoftheareasofKabulmostheavilydestroyedbyrockets.

• Checkingtomakesurenoonewaslooking,sheheadedovertothesheltereddoorway.

• We’vebeensittinghereterrifiedthatyouhadbeenarrested.• Ifshecanmakemoneythisway,andshe’swillingtodoit,thenIthinksheshould

beallowed.• Theseareunusualtimes.

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• Theycallforordinarypeopletodounusualthings,justtogetby.• ArguingwithNooriasimplydidn’tmakesenseanymore.Review:Discussthemainpointsofthepastfewchapters.(Parvanahastofindfoodforthefamily.Mrs.Weerashowsupandbeginsencouragingthefamily.Parvanaismadetolooklikeaboysoshecanworkinthemarket.)FunctionalLanguageandReadingBeforereading,deconstructmorelexicallycomplexsentenceswiththestudents.• She/handed/Parvana/asmalltwistofpaperholdingseveralParticipantprocessparticipantparticipantactordoingaffectedwhatwashandedtoParvana

driedapricots,/somethingshehadnoteateninages.modifiesdriedapricots

• We/willsmuggle/thestories/outtoPakistan,participantprocessparticipantcircumstanceactordoingaffectedplace/whereitwillbeprinted.modifiesPakistan

• They/walked/foralmostanhour,/downstreetsParvanadidn’tparticipantprocesscircumstancecircumstanceactordoingtimeplacerecognize,/untiltheycametooneoftheareasofKabulmostheavilydestroyed circumstance

time• Bythetimetheirblanketwasfullofbones,/therewerefiveskulls/perched/circumstance participantprocess

time described beinginarow,/grinning/downatthegirls.participantprocesscircumstance

descriptiondoing place

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Readchaptersnineandtenwithoutstopping.Havestudentspagethroughthechapterasecondtimeandchooseashortpassagetheywouldliketodiscussinmoredetail.Pairstudentsupandhavethemdiscussthetypesofprocess,participants,andcircumstancestheysee.GuidestudentsthroughStudentWorkbook,Lesson11.Connections:Studentsshouldmakefourormorepersonalandrealworldconnections.Discussanyrecentnewsfromaroundtheworldthatcouldbeusedforconnections.EncouragestudentstothinkabouthowParvanafeelswhensheseesShauziaandmakeaconnectionrelatedtothat.ChapterComprehension:• Whattypesofprocessesdoyouseemostoften?• HowdoesseeingShauziadressedlikeaboyaffectParvana?• ShauziaisgreetedlikefamilywhenshecomestoParvana’shouse.Whatdoes

thatsayabouthowthepeopleofAfghanistantakecareofeachother?• HowdidParvanaandShauziamakemoremoney?

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Lesson12Overview: Readchapterelevenandtwelve.Studentscontinueidentifyingandanalyzingallaspectsofexperientialmeaning.Morecomplexsentenceswillcontinuetobedeconstructedtoaidstudentsinfindingtheparticipants,processes,andcircumstances.Languageobjective: Examinehowchangingtheprocesstypeaffectsthemeaningofatext.Contentobjective: Makerealworldconnectiontohowcriminalsaretreatedinothercountries Assessment: Realworldconnectionabouthowcriminalsaretreatedinothercountries

StudentWorkbook,Lesson12Vocab:Reviewwordsbyusingthemineverydaycontexts.• Icanrecognizemychildrenbyhowtheylaugh.• Thebusisheadedtothehighschool.• Thekidswereterrifiedbecauseofthescarymovie.• Weareallowedtoleaveschoolat3:30.• ItisunusualforittosnowinAugust.• ItisordinaryforittosnowinNovember.• Twobrotherswerearguingaboutwhowasgoingtowashthedishes.Review:Discusstheeventsofchaptersnineandten.FunctionalLanguageandReadingBeforereading,providestudentswithexamplesofstructurallycomplexsentences.

• IneverypictureI’veseenofFrance,/thesun/isshining,/people/

circumstance(place)actordoingactoraresmiling,/and/flowers/areblooming.doing actordoing

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• Parvana’shome,/withitslittlewindow,/grew/veryhot/sensorcircumstance(manner)sensingwhatissensedduringthelongJunedays,/and/thelittleones/were/cranky/circumstance(time)describedbeingdescriptionatnight/withtheheat.circumstance(place)circumstance(manner)• Attheendoftwoweeks,/they/had/enoughmoney/tobuy/Circumstance(time)describedbeingdescriptiondoing actor

thetrays,/withstraps/togo/aroundtheirnecks/tocarry/them.affectedactordoingcircumstance(place)doingaffected

Readchapterselevenandtwelvewithoutstopping.Havestudentspagethroughthechapterasecondtimeandchooseashortpassagetheywouldliketodiscussinmoredetail.Pairstudentsupandhavethemdiscussthetypesofprocess,participants,andcircumstancestheysee.Discusswhatwouldhappenifsomeoftheprocesstypeswerechangedintheirpassage.Howwoulditaffectthemeaningofthetext?GuidestudentsthroughStudentWorkbook,Lesson12.Connections:Studentsshouldmakefourormorepersonalandrealworldconnections.HavestudentslookupnewsarticlesonRaifBadawi(Saudibloggersentencedto1,000lashingsin2015).Discusshowcriminalsaretreateddifferentlyindifferentcountries.Encouragestudentstomakeaconnectionrelatedtohowthebookshowedwhathappenedtothethievesatthestadium.ChapterComprehension:• Whatdidtheydowiththeextramoneytheymade?• Whatwastakingplaceatthesoccerstadium?• WhatareMrs.WeeraandMotherworkingontosharethesestorieswithothers?

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Lesson13Overview: Readchaptersthirteenandfourteen.Studentscontinueidentifyingandanalyzingallaspectsofexperientialmeaning.Morecomplexsentenceswillcontinuetobedeconstructedtoaidstudentsinfindingtheparticipants,processes,andcircumstances.Languageobjective: AnalyzehowParvana’sfeelingschangethroughchaptersthirteenandfourteen. Identifyhowprocesstypescanbeusedtostrengthenanargument.Contentobjective: Makeapersonalconnectionabouthowfeelingscanchange Assessment: Personalconnectionsabouthowfeelingscanchange StudentWorkbook,Lesson13 Vocab:Reviewvocabularydefinitionsandthenuse“WordAssociations”toreinforcethelearning.Askstudentwhichvocabularywordgoeswiththewordyoulistontheboard.Theymaynotbesynonymsbutarerelatedinsomeway.Discusstherelationshipswithstudents.• Whichwordgoeswithcrazy?(unusual)• WhichwordgoeswithHalloween?(terrified)• Whichwordgoeswithdriving?(headed)• Whichwordgoeswithyelling?(arguing)• Whichwordgoeswithbathroompass?(allowed)• Whichwordgoeswithusual?(ordinary)• Whichwordgoeswithseeing?(recognize)Review:Discusstheeventsofchapterelevenandtwelve.FunctionalLanguageandReadingBeforereading,practiceadeconstructingafewmorecomplexsentences.• Parvana,/outatwork,/had/novoiceinthesediscussions.describedcircumstance(place)beingdescription

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• She/wasabouttotell/thewoman/towalkmoresoftly,actordoingaffecteddoing/thattheTalibanhadmadeitacrimeforwomentomakenoisewhentheywalked,/(explainthisiswhywomenhavetowalksoftly)but/she/changed/hermind.actordoingaffectedReadchaptersthirteenandfourteenwithoutstopping.Havestudentspagethroughthechapterasecondtimeandchooseashortpassagetheywouldliketodiscussinmoredetail.Pairstudentsupandhavethemdiscussthetypesofprocess,participants,andcircumstancestheysee.Discusshowtheprocesstypesaffectthemeaningofthetext.GuidestudentsthroughStudentWorkbook,Lesson13.Connections:Studentsshouldmakefourormorepersonalandrealworldconnections.EncouragestudentstomakeaconnectionrelatedtohowParvana’sfeelingschangethroughoutthetwochapters.ChapterComprehension:• WhydoesNooriawanttogetmarried?• WhyisParvanaleftbehindwithMrs.Weera?• WhatshockingnewsdoesHomagiveParvana?• WhydoesParvanagetoffthetoshak?• Whatkindsofprocessesareinthesetwochapters?• Whoarethemainparticipants?

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Lesson14Overview: Readchapterfifteen.Studentscontinueidentifyingandanalyzingallaspectsofexperientialmeaning.Morecomplexsentenceswillcontinuetobedeconstructedtoaidstudentsinfindingtheparticipants,processes,andcircumstances.Languageobjective: Analyzehowbeingprocessesgiveinformationaboutwhatishappeninginatext.Contentobjective: MakeapersonalconnectionrelatedtoParvanafindingFather Assessment: PersonalconnectionrelatedtoParvanafindingFather

StudentWorkbook,Lesson14 Vocab:Reviewdefinitionsanduse“Questions,Reasons,andExamples”toreinforcelearning.Askquestionsaboutthevocabularywordinothercontexts.• Whereisaplaceyoumayfindsomethingunusual?Why?• Whereisaplaceyoumayfindsomethingordinary?Why?• Whatissomethingthatcouldterrifyyou?Why?• Whatissomethingyouarenotallowedtodothatyouwishyoucoulddo?Why?• Howdoesitmakeyoufeelwhenyouargueaboutsomething?Why?• Doyouliketobeinterruptedwhenyouareheadedsomeplace?Why?• Howdoyoufeelwhenyourecognizeavocabularywordyouhavestudiedina

book?Why?Review:DiscusswhateventshappenedinParvana’slifeinthelasttwochapters.FunctionalLanguageandReadingBeforereading,practiceadeconstructingafewmorecomplexsentences.• I/think,/withtheirhelp,/wecanbeonourwaysensorsensingcircumstance(manner)whatissensed/inacoupleofweeks.circumstance(time)

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• Parvana/couldn’tdecide/whowasmoreright.sensorsensingwhatissensed• Oneday/Mrs.Weera/had/avisitor,amemberofthewomen’sCircumstance(time)describedbeingdescriptiongroupwhohadjustcomeoutofMazar. Readchapterfifteenwithoutstopping.Havestudentspagethroughthechapterasecondtimeandchooseashortpassagetheywouldliketodiscussinmoredetail.Pairstudentsupandhavethemdiscussthetypesofprocess,participants,andcircumstancestheysee.Discusshowtheinformationgivenbythebeingprocessesisimportantinunderstandingthetext.GuidestudentsthroughStudentWorkbook,Lesson14.Connections:Studentsshouldmakefourormorepersonalandrealworldconnections.EncouragestudentstomakeaconnectionrelatedtoParvanafindingFatherandwhatthatmusthavebeenlike.ChapterComprehension:• HowisParvana’slifechangingagain?• WhywasFatherinprisonandwhywashereleased?• WhatdoyouthinkwillhappennextinParvana’slife?

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Lesson15Overview: Studentswilldemonstratetheirlearningoffunctionallanguageandmakingconnectionsthroughacoupleofassessments.Studentswillalsobeassessedonthepastweeksvocabularywords.Languageobjective: Arrangetheconnectionstheyhavemadeandwriteaboutthemostimportantpersonalandrealworldconnectionusing“ThemostimportantpersonalconnectionImadetoTheBreadwinnerwas_________________________because_______________________”ThemostimportantrealworldconnectionImadetoTheBreadwinnerwas_________________________because_______________________”Contentobjective: Demonstrateleaningoffunctionallanguagethroughthetest. Assessment:(Summative) Studentwritingsaboutconnections Functionallanguagetest Vocabularyquiz Vocab:Quiz:Studentswillwritedownsevensentencesusingonevocabularywordineachsentence.Studentsmaydrawapictureasanalternativetowritingasentence.

unusual,ordinary,terrify,allowed,argue,headed,recognize

FunctionalLanguageandReadingAssessmentConnections:Writeaboutmostimportantpersonalandrealworldconnectioninthebook

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Glossary:Circumstance–prepositionalphraseoradverbialphraseorclausethatshowsthetime(when),place(where),manner(how),andreason(why)ofatext.ExperientialMeaning–whatthetextisabout.Examineprocess,participant,andcircumstance.InterpersonalMeaning–relationshipbetweenspeakerandhearer.Analyzeattitudesandjudgments.Examinemoodsystemmakingquestions,commands,andstatements,alongwithmodalverbs.Participant–nounphrasethatshowswhoisinvolvedinaprocess.Process–verborverbphrasethatshowswhatishappeninginaclause. Being-processthatisattributive,possessive,oridentifying.Ex.is,have,are Doing–processthatshowssometypeofaction.Ex.run,read,sleep Saying–processthatshowswhatissaid.Ex.said,whispered,yell

Sensing–processthatshowsfeelings,perceptions,andthoughts.Ex.love,believe,doubt.

TextualMeaning–Analyzehowthetextisorganized.Examinewhatinformationispresentedfirstinaclauseandhowitistrackedthroughoutthetext.

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StudentWorkbook

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StudentWorkbookLesson1

Lookatthepictures.Answerthequestionunderthepicturewithprocess,participant,orcircumstance.

Whatisinthepicture?__________________________Whatisinthepicture?__________________________

Whatisthemandoing?_______________________________

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Whatisthepersondoing?________________________________

Whereishekickingtheball?___________________________________

Whereistheboystanding?___________________________________

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ReadthepassagefromchapteroneofTheBreadwinnerbyDeborahEllis. Shewasn’treallysupposedtobeoutsideatall.TheTalibanhadorderedallthegirlsandwomeninAfghanistantostayinsidetheirhomes.Theyevenforbadegirlstogotoschool.Parvanahadtoleavehersixthgradeclass,andhersisterNooriawasnotallowedtogotoherhighschool.TheirmotherhadbeenkickedoutofherjobasawriterforaKabulradiostation.Formorethanayearnow,theyhadallbeenstuckinsideoneroom,alongwithfive-year-oldMaryamandtwo-year-oldAli.1. Whoaresomeoftheparticipantsinthepassage?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Whataretheparticipantsdoing?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Whereorwhenaretheydoingthesethings?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthesentencesfromchapteroneofTheBreadwinnerbyDeborahEllis.• NorwouldanyoneelseintheKabulmarket.• Parvanawasthereonlytohelpherfatherwalktothemarketandbackhome

againafterwork.• Formorethanayearnow,theyhadallbeenstuckinsideoneroom,alongwith

five-year-oldMaryamandtwo-year-oldAli.• Shewasalwaysgladtogooutside,eventhoughitmeantsittingforhours

onablanketspreadoverthehardgroundofthemarketplace.• Nowtheylivedtogetherinonesmallroom.

• TherehadbeenawargoingoninAfghanistanformorethantwentyyears,twice

aslongasParvanahadbeenalive.• FormostofParvana’slife,thecityhadbeeninruins,anditwashardforherto

imagineitanotherway.1. Underlinethecircumstancesinthesentences.2. Whatdotheytellyouaboutthesettingofchapterone?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchaptertwoofTheBreadwinnerbyDeborahEllis.

ThewholefamilywaslaughingwhenfourTalibansoldiersburstthroughthedoor.

Aliwasthefirsttoreact.Theslamofthedooragainstthewallshockedhim,andhescreamed.

Motherleapttoherfeet,andinaninstantAliandMaryamwereinacorneroftheroom,shriekingbehindherlegs.

Nooriacoveredherselfcompletelywithherchadorandscrunchedherselfintoasmallball.Youngwomenweresometimesstolenbysoldiers.Theyweresnatchedfromtheirhomes,andtheirfamiliesneversawthemagain.

Parvanacouldn’tmove.Shesatasiffrozenattheedgeofthesuppercloth.Thesoldiersweregiants,theirpiled-highturbansmakingthemlookeventaller.

Twoofthesoldiersgrabbedherfather.Theothertwobegansearchingtheapartment,kickingtheremainsofdinneralloverthemat.

“Leavehimalone!”Motherscreamed.“Hehasdonenothingwrong!”“WhydidyougotoEnglandforyoureducation?”thesoldiersyelledatFather.

“Afghanistandoesn’tneedyourforeignideas!”Theyyankedhimtowardthedoor.“Afghanistanneedsmoreilliteratethugslikeyou,”Fathersaid.Oneofthe

soldiershithimintheface.Bloodfromhisnosedrippedontohiswhiteshalwarkameez.

Mothersprangatthesoldiers,poundingthemwithherfists.ShegrabbedFather’sarmandtriedtopullhimoutoftheirgrasp.

Oneofthesoldiersraisedhisrifleandwhackedheronthehead.Shecollapsedonthefloor.Thesoldierhitherafewmoretimes.MaryamandAliscreamedwitheveryblowtotheirmother’sback.

SeeinghermotheronthegroundfinallypropelledParvanaintoaction.Whenthesoldiersdraggedherfatheroutside,sheflungherarmsaroundhiswaist.Asthesoldierspriedherloose,sheheardherfathersay,“Takecareoftheothers,myMalali.”Thenhewasgone.

Parvanawatchedhelplesslyastwosoldiersdraggedhimdownthesteps,hisbeautifulshalwarkameezrippingontheroughcement.Thentheyturnedacorner,andshecouldseethemnomore.

1. Thecircumstancesofplacehavebeenunderlined.2. Whatdotheytellyouaboutthesettingofthispassage?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Circlethecircumstancesoftime.

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4. Howdotheyaddtothesettingofthispassage?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Whoaresomeoftheparticipants?__________________________________________________________________________________________________________________________________________________________________________________________________

6. Whataretheydoing?__________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchapterthreeofTheBreadwinnerbyDeborahEllis.

Nowandthen,hermotherstoppedbesideamanandawoman,orasmallgroupofmen,orevenapeddlerboy,andheldoutaphotographofFather.Shedidn’tsayanything,justshowedthemthephoto. Parvanaheldherbreatheverytimehermotherdidthis.Photographswereillegal.AnyoneofthesepeoplecouldturnParvanaandhermotherovertothemilitia. Buteveryonelookedatthephoto,thenshooktheirheads.Manypeoplehadbeenarrested.Manypeoplehaddisappeared.TheyknewwhatMotherwasaskingwithoutherhavingtosayanything. Pul-i-CharkhiPrisonwasalongwalkfromParvana’shome.Bythetimethehugefortresscameintoview,herlegsweresore,herfeetachedand,worstofall,shewasscaredallover. Theprisonwasdarkandugly,anditmadeParvanafeelevensmaller. Malaliwouldn’tbeafraid,Parvanaknew.Malaliwouldformanarmyandleaditinastormingoftheprison.Malaliwouldlickherlipsatsuchachallenge.Herkneeswouldn’tbeshakingasParvana’swere.1. Underlinetheprocessesyouseeinthispassage.2. Listatleastfiveoftheprocessesandlabelthemasdoing,sensing,being,or

saying.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Whattypesprocessesoccurmostoften?__________________________________________________________________________________________________________________________________________________________________________________________________

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4. Howdoesthisshowyouwhatishappeninginthispassage?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

114


ReadthepassagefromchapterfourofTheBreadwinnerbyDeborahEllis. Parvanarememberedthepiecesofphotographandgotthemout.Herfather’sfacewaslikeajigsawpuzzle.Shespreadthepiecesoutonthematinfrontofher.Maryamjoinedherandhelpedherputtheminorder. Onepiecewasmissing.AllofFather’sfacewasthereexceptforapartofhischin.“Whenwegetsometape,we’lltapeittogether,”Parvanasaid.Maryamnodded.ShegatheredupthelittlepiecesintoatidypileandhandedthemtoParvana.Parvanatuckedthemawayinacornerofthecupboard. Thethirddaybarelycreptalong.Parvanaevenconsidereddoingsomehousework,justtopassthetime,butshewasworriedshemightdisturbhermother.Atonepoint,allfourchildrensatagainstthewallandwatchedtheirmothersleep.1. Underlinetheprocessesyouseeinthispassage.2. Listatleastfouroftheprocessesandlabelthemasdoing,sensing,being,or

saying._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Whattypesofprocessesoccurmostoften?__________________________________________________________________________________________________________________________________________________________________________________________________

4. Howdoesthisshowyouwhatishappeninginthispassage?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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5. Lookatthefollowingsentence.

Atonepoint,allfourchildrensatagainstthewallandwatchedtheirmothersleep.Whatarethechildrendoing?__________________________________________________________________________________________________________________________________________________________________________________________________Howdoyouthinktheyfeelabouttheirmothersleeping?__________________________________________________________________________________________________________________________________________________________________________________________________Trychangingtheendofthesentence“...watchedtheirmothersleep”withasensingprocesstoshowhowthechildrenfelt.__________________________________________________________________________________________________________________________________________________________________________________________________Discusswhytheauthormayhavechosentouseadoingprocessinsteadofasensingprocess.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchapterfiveofTheBreadwinnerbyDeborahEllis. Thebreadwasstillwarm.Itsmelledsogood!ThewonderfulsmellremindedParvanahowhungryshewas.Shecouldhaveswallowedawholeloafinonegulp. Thefruitandvegetablestandwasnext.Beforeshehadtimetomakeaselection,avoicebehindhershouted,“Whatareyoudoingonthestreetdressedlikethat?” ParvanawhirledaroundtoseeaTalibglaringather,angerinhiseyesandastickinhishand. “Youmustbecoveredup!Whoisyourfather?Whoisyourhusband?Theywillbepunishedforlettingyouwalkthestreetlikethat!”ThesoldierraisedhisarmandbroughthisstickdownonParvana’sshoulder. Parvanadidn’tevenfeelit.Punishherfather,wouldthey? “Stophittingme!”sheyelled. TheTalibwassosurprised,heheldstillforamoment.Parvanasawhimpause,andshestartedtorun.Sheknockedoverapileofturnipsatthevegetablestand,andtheywentrollingalloverthestreet.1. Highlightthedoingprocessesgreen.2. Whoaresomeoftheactorsandwhoorwhatdotheyaffect?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Highlightthesayingprocessesred.

4. Whoarethesayersandwhatmessagesdotheygive?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchaptersixofTheBreadwinnerbyDeborahEllis. Theyweregoingtoturnherintoaboy. “Asaboy,you’llbeabletomoveinandoutofthemarket,buywhatweneed,andnoonewillstopyou,”Mothersaid. “It’saperfectsolution,”Mrs.Weerasaid. “You’llbeourcousinfromJalalabad,”Nooriasad,“cometostaywithuswhileourfatherisaway.” Parvanastaredatthethreeofthem.Itwasasthoughtheywerespeakingaforeignlanguage,andshedidn’thaveacluewhattheyweresaying. “Ifanybodyasksaboutyou,we’llsaythatyouhavegonetostaywithanauntinKunduz,”Mothersaid. “Butnoonewillaskaboutyou.” Atthesewords,Parvanaturnedherheadsharplytoglareathersister.Ifevertherewasatimetosaysomethingmean,thiswasit,butshecouldn’tthinkofanything.Afterall,whatNooriasaidwastrue1. Highlightthesayingprocessesred.

2. Whospeaksthemostinthispassage?_________________________________________________________________________________________________

3. WhatmessageweretheygivingtoParvana?__________________________________________________________________________________________________________________________________________________________________________________________________

4. Whosays“Butnoonewillaskaboutyou.”?_________________________________________________________________________________________________5. Highlightthedoingprocessesgreen.6. Whoisthemainactor?__________________________________________________________________________________________________________________________________________________________________________________________________7. Whatorwhodotheyaffect?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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8. Whatparticipantholdsthepowerinthefollowingsentence?Parvanastaredatthethreeofthem.

__________________________________________________________________________________________________________________________________________________________________________________________________9. Whatparticipantdotheyholdthepowerover?__________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchaptersevenofTheBreadwinnerbyDeborahEllis. “Takeyourfather’swritingthingsandhisblanket,andgotothemarket,”Mothertoldher.“Maybeyoucanearnsomemoney.You’vebeenwatchingyourfatherallthistime.Justdowhathedid.” Parvanalikedtheidea.Yesterday’sshoppinghadgonewell.Ifshecouldearnmoney,shemightneverhavetodohouseworkagain.Theboydisguisehadworkedonce.Whyshouldn’titworkagain? Asshewalkedtothemarketplace,herheadfeltlightwithouttheweightofherhairorchador.Shecouldfeelthesunonherface,andalightbreezefloatingdownfromthemountainmadetheairfreshandfine. Herfather’sshoulderbagwasslungacrossherchest.Itbumpedagainstherlegs.InsidewereFather’spensandwritingpaper,andafewitemsshewouldtrytosell,includingherfancyshalwarkameez.Underherarm,Parvanacarriedtheblanketshewouldsiton. Shechosethesamespotwhereshehadgonewithherfather.Itwasnexttoawall.Ontheothersideofthewallwasahouse.Thewallhidmostofitfromview.Therewasawindowabovethewall,butithadbeenpaintedblack,inobediencetotheTaliban.1. Highlighteachprocesstypeadifferentcolor.Exampledoing–green,saying–

red,sensing–yellow,being–blue.2. Whatparticipantholdsthepowerinthefollowingsentence?(toldisinitiallya

sayingprocessbutsincethereisasecondparticipantherwecanalsoanalyzeitasadoingprocess)

“Takeyourfather’swritingthingsandhisblanket,andgotothemarket,”Mothertoldher.

__________________________________________________________________________________________________________________________________________________________________________________________________

3. Whatparticipantdotheyholdthepowerover?__________________________________________________________________________________________________________________________________________________________________________________________________

4. Whatparticipantismostoftenthesensor?_________________________________________________________________________________________________

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5. Whataretheysensing?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. Lookatthebeingprocesses.Whatparticipantsaredescribed?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Whatistheirdescription?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchaptereightofTheBreadwinnerbyDeborahEllis. “Thisisthetap,”shesaidtohersister,assoonastheyarrived.Parvanahadwalkedalittleahead,tosmoothapathwayfreeofstones.Sheturnedonthetapsothatwatergushedout.Maryamlaughed.Shestuckahandintheflow,thensnatcheditbackasthecoolwatertouchedherskin.ShelookedatParvana,eyeswideopen.Parvanahelpedhertodoitagain.Thistime,sheletthewaterflowoverher. “Don’tswallowany,”Parvanawarned,thenshowedherhowtosplashherfacewithwater.Maryamcopiedher,gettingmorewateronherclothesthanonherface,butatleastshehadagoodtime. 1. Thecircumstancesoftimehavebeenunderlined.2. Whatdotheytellyouaboutthesettingofthepassage?__________________________________________________________________________________________________________________________________________________________________________________________________3. Circlethecircumstancesofplace,manner,andreason.4. Whatmoredotheytellyouaboutthesettingofthepassage?__________________________________________________________________________________________________________________________________________________________________________________________________5. Highlighteachprocesstypeadifferentcolor.Exampledoing–green,saying–

red,sensing–yellow,being–blue.6. Whattypeofprocessoccursmostoften?__________________________________________________________________________________________________________________________________________________________________________________________________

7. Forthedoingprocesses,whichparticipantsholdthepowerintherelationship?__________________________________________________________________________________________________________________________________________________________________________________________________8. Howdoyoufeel(happy,sad,etc.)whenyoureadthis?_________________________________________________________________________________________________

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9. Howdothedoingprocesseshelpyoufeelthisway?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

123


ReadthepassagefromchapternineofTheBreadwinnerbyDeborahEllis. ShauziaandParvanahadnotbeenverycloseinschool.Theyhaddifferentfriends.ParvanathoughtShauziahadbeenbetteratspelling,butshecouldn’trememberforcertain. SotherewereothergirlslikeherinKabul!ShetriedtorememberwhowasinShauzia’sfamily,butdidn’tthinksheknew.Hermindwasnotonthelasttwocustomersoftheday,andshewasgladwhenshefinallysawShauziajoggingovertoherblanket. “Wheredoyoulive?”Shauziaasked.Parvanapointed.“Let’spackupandwalkwhilewetalk.Here,Ibroughtyouthese.”ShehandedParvanaasmalltwistofpaperholdingseveraldriedapricots,somethingshehadnoteateninages.Shecountedthem.Therewasoneforeveryoneinherhousehold,andanextraoneforhertoeatnow.Shebitintoit,andawonderfulsweetnessfloodedhermouth. “Thanks!”Sheputtherestoftheapricotsinherpocketwiththeday’swagesandbegantopackup.Therewasnolittlegiftleftontheblankettoday.Parvanadidn’tmind.SeeingShauziawasquiteenoughexcitementforoneday!1. Underlinethecircumstancesofplace.2. Whatdotheytellyouaboutthesettingofthepassage?__________________________________________________________________________________________________________________________________________________________________________________________________3. Highlighteachprocesstypeinadifferentcolor.Exampledoing–green,saying–

red,sensing–yellow,being–blue.

4. Whattypeofprocessoccursmostoften?__________________________________________________________________________________________________________________________________________________________________________________________________

5. Whatparticipantpresentsthesensingprocesses?_________________________________________________________________________________________________

6. Whatisbeingsensedbythatparticipant?__________________________________________________________________________________________________________________________________________________________________________________________________

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7. WhatdothesensingprocessesshowyouaboutParvana?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. Howdobeingprocesseshelpyoufollowwhatishappeninginthepassage?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchapterelevenofTheBreadwinnerbyDeborahEllis. “Allthatfordiggingupgraves,”Mrs.Weerabreathed. “Tomorrowyou’llgobacktoreadingletters.Nomoreofthisdigging!”Motherdeclared.“Wedon’tneedthemoneythatbadly!” “No,”Parvanasaidtohermother. “Ibegyourpardon!” “Idon’twanttoquityet.ShauziaandIwanttobuytrays,andthingstosellfromthetraysIcanfollowthecrowdthatway,insteadofwaitingforthecrowdtocometome.Icanmakemoremoney.” “Wearemanagingfineonwhatyouearnreadingletters.” “No,Mother,we’renot,”Nooriasaid. MotherspunaroundtoscoldNooriafortalkingback,butNooriakepttalking.“Wehavenothinglefttosell.WhatParvanaearnskeepsusinnan,riceandtea,butthere’snothingextra.Weneedmoneyforrent,forpropane,forfuelforthelamps.Ifshecanmakemoneythisway,andshe’swillingtodoit,thenIthinksheshouldbeallowed.” ItwasParvana’sturntobestunned.Nooriatakingherside?Suchathinghadneverhappenedbefore. “I’mgladyourfatherisn’theretohearyoutalktomewithsuchdisrespect!” “That’sjustit,”Mrs.Weerasaidgently.“Theirfatherisn’there.Theseareunusualtimes.Theycallforordinarypeopletodounusualthings,justtogetby.”1. Highlightthesayingprocessesingreen.2. Whoisthesayerforthemessage“Ibegyourpardon!”?_________________________________________________________________________________________________

3. HowdoestheauthorshowwhatlifeislikeinAfghanistanthroughthekindof

sayingprocessesused.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. HowdoestheauthorshowwhatlifeislikeinAfghanistanthroughthemessages

givenbythesayerparticipants._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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5. Whattypeofprocessoccursinthesentence“Nooriatakingherside?”__________________________________________________________________________________________________________________________________________________________________________________________________

6. Whatdoesthissentencemean?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Howcouldyouwritethatsentencewithasensingprocessandkeepthesame

meaning?__________________________________________________________________________________________________________________________________________________________________________________________________

8. Howcouldyouwritethatsentencewithabeingprocessandkeepthesame

meaning?__________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchapterfourteenofTheBreadwinnerbyDeborahEllis. Parvanacouldn’tmove.Shecouldn’tspeak.Allshecoulddowaspicturehermother,sistersandbrother,deadinthestreetsofastrangecity. “There’snoevidenceyourfamilyishurt,Parvana,”Mrs.Weerasaid.“Yourmotherisasmart,strongwoman,andsoisNooria.Wemustbelievetheyarealive.Wemustnotgiveuphope!” Parvanawasfreshoutofhope.Shedidwhathermotherhaddone.Shecrawledontothetoshak,coveredherselfwithaquiltandresolvedtostaythereforever. Fortwodaysshestayedonthetoshak.“Thisiswhatthewomeninourfamilydowhenwe’resad,”shesaidtoMrs.Weera. “Theydon’tstaythereforever,”Mrs.Weerasaid.“Theygetupagain,andtheyfightback.”1. Highlighteachprocesstypeadifferentcolor.Exampledoing–green,saying–


2. HowdothefirstthreeprocessesofthispassageshowhowParvanafeels?__________________________________________________________________________________________________________________________________________________________________________________________________

3. Thereistheprogressionofprocessesinthesecondparagraph(onetypeused

first,thenasecondtypeused,followedbyathirdtype).“There’snoevidenceyourfamilyishurt,Parvana,”Mrs.Weerasaid.“Yourmother

isasmart,strongwoman,andsoisNooria.Wemustbelievetheyarealive.Wemustnotgiveuphope!”

Whatisthatprogression(notcountingthesayingprocess)?

__________________________________________________________________________________________________________________________________________________________________________________________________

4. HowdoesthatprogressiongivepowertowhatMrs.WeeraissayingtoParvana?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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5. WhatisthedescriptionofParvanainthispassage?__________________________________________________________________________________________________________________________________________________________________________________________________

6. WhatisbeingsensedbyParvana?__________________________________________________________________________________________________________________________________________________________________________________________________

7. Howdoheractionsdemonstrateherdescriptionsandfeelings?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Inthelastparagraph,Mrs.WeerausesdoingprocesseswhentalkingtoParvana.

Whydoyouthinksheusesdoingprocessesinsteadofsensingorbeingprocesses?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchapterfifteenofTheBreadwinnerbyDeborahEllis.

Parvanadidn’tmindthathewasunabletotalkrightaway.Shewasoverjoyedjusttohavehimhome.Shespentherdaysearningmoney,andhereveningshelpingMrs.Weera.Whenherfatherfeltbetter,shewouldreadtohimfromhisbooks. HomaknewsomeEnglishfromstudyingitinschool,andonedayParvanacamehomefromworktohearHomaandFathertalkingEnglishtoeachother.Homahesitatedalot,butFather’swordsflowedsmoothlyintoeachother. “Didyoubringushomeanothereducatedwomantoday?”FatheraskedParvana,smiling. “No,Father,”Parvanareplied.“Ijustbroughthomeonions.”Forsomereason,everyonethoughtthatwasfunny,andtherewaslaughterinParvana’shomeforthefirsttimesinceherfather’sarrest. Onethinginherlifehadbeenrepaired.Herfatherwashomenow.Maybetherestofthefamilywouldcomeback,too.1. Underlinethecircumstancesofmanner,placeandreason.2. Whatisthesettingofthispassage?__________________________________________________________________________________________________________________________________________________________________________________________________

3. Highlighteachprocesstypeadifferentcolor.Exampledoing–green,saying–


4. Whattypeofprocessoccursmostofteninthispassage?__________________________________________________________________________________________________________________________________________________________________________________________________

5. Howdothebeingprocessesalongwiththeirparticipantsdemonstratewhatlife

islikenowforParvana?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6. Thefollowingisarevisionofthelastpassageusingonlybeingprocesses.Originalpassage

Onethinginherlifehadbeenrepaired.Herfatherwashomenow.Maybetherestofthefamilywouldcomeback,too.

Revision

Onethinginherlifewasbetter.Herfatherwashomenow.Maybetherestofthefamilywasontheirwayhome,too.Doesthechangeinprocesseschangethemeaning?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Howdoesthischangeyourviewaboutwhatishappening?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Assessment

Excerptsarefrom“Parvana’sJourney”byDeborahEllis.Asequelto“TheBreadwinner”

Part1Divideeachsentenceintoitspartsusingbrackets//.Labeleachpartofthesentenceasparticipant,process,orcircumstance.Seeexamplebelow:

She/allowed/herself/tobepulled/toherfeet.ParticipantProcess ParticipantProcessCircumstance1) Parvanawrappedherblanketaroundhershouldersand

slippedherfeetintohersandals.2) Shewasshaking.

3) Parvana’sbellyhadafamiliarachetoday.4) Shewasalreadythirteen.5) “Hereissomefoodanddrink,”thegirlsaid.

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Part2Identifyeachprocessandparticipantwithbrackets//.LabeltheprocessasDoing,Saying,Sensing,Being.Labeltheparticipantsas:Actor–Affected,Sayer–Message,Sensor-whatissensed,Described-DescriptionSeeexamplebelow:

Parvana/took/thebaby/tothedamagedhouse. Actor Doing Affected

1) TheTalibandidn’tlikewomenwalkingaroundontheirown.

2) Theyneverspokeabouttheirworries.

3) Therewasnotanotherpersoninsight,justhillsandsky.4) Itwasalargegraveyardforsuchasmallvillage.5) Mostofthewaterwentdownhisfront,butParvanawassurehemusthaveswallowedsome.

6) Shefoundaspotshelteredfromthewind...8)“Ifwestop,wedie,”herfatheralwaysreplied.

133

Part3Identifyeachcircumstancewithbrackets//.Labelthecircumstanceas:Time,Place,Manner,orReasonSeeexamplebelow:

ParvanasettledHassan/ontoherhip. Place1) Parvanacouldseemouseholesinsomeofthebags.2) Asifhadjoinedthemintimetohearthelastpart.

3) Parvanawrappedherblanketaroundhershouldersandslippedherfeetintohersandals.4) Shehadheardmanystoriesaboutthisinthewintercampwheresheandherfatherhadstayed.5) Parvanawalkedthroughasmallvalleywithnot-to-tallhillsallaroundher.

134

Part4Readthetextandanswerthequestions.

Crouchingnearthemouthofthecave,Parvanalistenedforthesoundsofsomethingthatmighthavegoneintherebeforeher. Hassanfussedandwriggled.Parvanaputafingeroverhislips,butheeitherdidn’tunderstandorhedidn’tcare.Hekeptwhiningandkickingandmakingscreechylittlebabynoises. Carryingababyonajourneywasdifferentfromcarryingabundle.Abundlecouldbetossedoveroneshoulderortheother.Abundlecouldbedroppedwhenherarmsweretired,oreventhrowntothegroundwhenshewasfrustratedanddidn’tknowwhichwaytogonext. Butababyhadtobecarriedcarefullyandcouldn’tbedropped,tossedorthrown.Hassanwascute,buthecouldalsobeheavyandcrankyandsmellytocarry. Parvana’sbackandshouldersached.Therewasnocomfortablewaytocarryeverythingsheneeded,andnotevenmultiplicationtablestookawaythepain. Thecave,bythesmallstream,wouldbeagoodplacetorestforafewdays,aslongastherewerenowolvesinside. Hassanletoutabigsqueal,andParvanagaveupanyhopeoftryingtosneakin.Shewalkeduptotheentranceandpeeredin,thensteppedinside. Thecavewasmoreofalow-hangingrockthanarealcave.Ashereyesbegantogetusedtothedimmerlight,shecouldseebitsofthebackwall.Thecavewastallenoughforhertostandupinandwideenoughforhertostretchout,withplentyofroomleftoverforherbundles.Therocksroseuparounditlikeacocoon,creatingcozyshelterwhereshecouldsleepsafelywithouttheriskofanyonecreepinguponher.Shewouldstayhereforawhileandrestherarms. “Getoutofmycave!”

1. Describethesettingforthistext.________________________________________________________________________________________________________________________________________________________________________________

2. Highlightthedoingprocessesgreen.

3. Whoholdsthepowermostofteninthistext?

________________________________________________________________________________________

4. Highlightthebeingprocessesblue.

135

5. WhatisthedescriptionofHassan?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

6. WhywasthecaveagoodplaceforParvanaandthebabytorest?

________________________________________________________________________________________________________________________________________________________________________________

7. Highlightthesensingprocessesyellow.

8. Whichprocessoccursmostoften?

________________________________________________________________________________________

9. Whydoestheauthorchoosetousetheseprocessesmostoften?

________________________________________________________________________________________________________________________________________________________________________________

10. Whatsurprisedidshefindinthecave?

_________________________________________________________________________________________

136

ChapterSummary

InchapterfourIlaidouttheFLAcurriculumIhavecreated.Thecurriculum

provideseducatorswithfifteenlessonplansalongwithastudentworkbookandan

assessmentpiece.Educatorscanusethecurriculumasaguidetointroducetheir

studentstotheexperientialmeaningofFLA.

Chapterfivewillprovidetheclosingthoughtsonhowthecurriculumcanbe

used,itslimitations,andfutureplans.

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CHAPTERFIVE:CONCLUSIONS

Alittleoverfiveyearsago,IenteredtherealmsofELLeducationforthefirst

time.IwasaninstructionalassistantatawonderfulhighschoolwithaterrificELL

program.IimmediatelyrealizedthathighschoolELLsfacethedauntingtaskof

learningnotonlyEnglish,butalsoanabundanceofacademiccontentinaveryshort

amountoftime.Throughmygraduateclasses,Ihavelearnedtheeffectivenessof

tyingcontentandacademiclanguagelearningtogether.Researchingdifferent

methodsofCBIledmetotheFLAmodel.TheeffectivenessofFLAandtheintrigueof

howtoimplementitinmyclassroomledmetothefollowingquestion:




Reflectionsonthecurriculumdevelopmentprocess

Atthebeginningofthisproject,Ihaddesiredtoconductsometypeofaction

researchusingFLA.Duringmyresearchmethodsclassandattheearlystagesof

writingthecapstone,Ireadanumberofbooksandarticlespointingtothe

effectivenessofFLAbutwantedtoknowhoweffectiveitcouldbeinmyown

classroom.IdecidedtoinvestigateifFLAcouldreallyhelpmystudentsmore

effectivelylearntheacademiclanguageneededtobesuccessfulinallcontent

138

classes.

ThefurtherIgotinthewritingprocessthemoreIbegantorealizeIdidnot

haveaclearideaofhowIwasgoingtouseFLAinmyclassroom.Itbecameclear

thatifIdidn’tknowhowtoimplementit,Iwasgoingtohaveadifficulttime

collectingdatatolearnofitseffectiveness.Throughtalkingtomyadvisor,Iwas

informedthatIcouldwriteacurriculumusingFLAversusperformingactual

researchinmyclassroom.Iwasexcitedaboutthisidea,asItrulywantedtoknow

howIcouldactuallyteachFLAtomystudentsinaneffectiveway.Thebooksand

researchIhadreadconcerningFLApointedtowardsamethodthatcouldprovevery

beneficialintheclassroombutIalwayscameawaywonderinghowitcouldbe

implemented.Mycapstonefocusthenchangedfromperformingmyownresearchto

writingcurriculum.

FLAasawholeistoomuchtobeginimplementinginasingleunit.Itwould

beoverwhelmingforeducatorsandstudentstogofromzerounderstandingofFLA

tofullimplementationofanalyzingtextual,experiential,andinterpersonalmeaning

andhowtheyareusedwhenreadingtextsorwritingpapers.Therefore,Ichoseto

focusononeaspectofFLAandimplementitthroughaspecifictext.

BeforechoosingwhichmeaningofFLAtofocuson,Ichosethetextwewould

bereading.IhadcomeacrossTheBreadwinnerbyDeborahEllis(2000)ayear

earlierandwantedtouseitintheclassroomthefollowingyear.Thebookseemedto

lenditselfasagoodwaytointroduceexperientialmeaning.Therewereanumberof

differentparticipants,processtypes,andvaryingcircumstancesareaderwould

needtokeeptrackofandunderstandinordertocomprehendthestory.Withthe

139

proficiencylevelofmystudentsinmind,Ibelievedexperientialmeaningwasthe

placetostart.

IcreatedaunitwherestudentswouldreadTheBreadwinnerandusethe

comprehensionstrategyofmakingpersonalandrealworldconnections.Inaddition,

IusedBecksmodelofvocabularyinstruction(Becketal.,2013)tohelpstudents

learnsixtoseventiertwovocabularywordsusedinthetextperweek.Beforemy

understandingofFLA,Iwouldhaveincludedagrammarpiecethatfocusedona

specificpartofspeechsuchasverbtenseorprepositions.Thiswouldhavebeenmy

completedunit.Studentswouldlearnsomevocabularythatcouldhelpthem

understandthetext,theywouldlearnapartofspeech,andtheywouldmake

connections,enablingthemtobettercomprehendthetext.NowwithFLA,Iwasable

toaddtheexperientialmeaningcomponenttotheunitandexplicitlyteachstudents

whothetextisabout,whatthecharactersaredoing,andwhere,when,andhow

theyaredoingit.TheFLApiecereplacedthepartofspeechpiecesoIcouldteach

howthelanguagechoiceaffectedthemeaningwithinthecontextofthetext.Idid

nothavetocompletelyrevampmyoriginalunitbutwasabletocombinethemethod

ofFLAtowhatIhadinitiallyplanned.

Thiswasdonewiththehopethatothereducatorscanaddtheprinciplesof

FLAtowhattheyalreadyteachandseehowtheycanbolstertheircurrentunitsor

lessons.Themainchangeishowaneducatorwouldteachthecomponentsof

language.Educatorscancontinueusingthelessonstheyhavepreparedand

incorporateanFLAapproachtoteachthelanguagecomponent,helpingstudents

gainadeeperunderstandingofhowlanguageaffectsthemeaningofatextalong

140

withlearningtheacademiclanguagefoundinthattext.

Thisdoesnothavetobelimitedtolanguageartsteachersbutalsoappliesto

alleducatorsastheyseektoteachtheacademiclanguagespecifictotheircontent

areas.Scienceteachers,socialstudiesteachers,mathteachers,etc.canallusethe

principlesofFLAtohelptheirstudentslearntheacademiclanguagespecifictotheir

contentareas.Theydonothavetochangethematerialtheyareteaching,rather

theycanincludeFLAtoteachlanguageneededtocomprehendcorecontent.

Workingonthiscapstonehastaughtmethewealthofknowledgeconcerning

functionallanguageisverydeep.JustwhenIthoughtmymindwaswrapping

aroundtheintricaciesofit,Irealizedthesurfacewasstillbeingscratched.Manyof

theresearchers,whoseworkIhaveanalyzedthroughoutthiscapstone,havespenta

greatdealoftimecreatingthefunctionallanguageapproach,alongwith

implementingandevaluatingitseffectiveness.Ihavejustbeguntoimmersemyself

intheworldoffunctionallanguageandthereismuchmoretolearnasIseekto

strengthenthelanguageeducationofmystudents.

Thisprojecthasalreadyinfluencedmyteachingandwillcontinuetodosoas

myunderstandingoffunctionallanguageincreases.Learningaboutfunctional

languagehasmotivatedmetoexplorehowIcanbestinstructmystudentsandhelp

themsucceedinlearningacademiclanguage.Forexample,Ihavebeguntoexplicitly

teachmystudentstheskillsneededtointerpretanduseacademiclanguageversus

justexposingthemtoacademictextanddiscourse.Myteachingisalsoaffected

becauseIamrealizingmorethaneverthatmyownlearningwillneverend.Thereis

somuchmoreaboutfunctionallanguagetodigest,andthemoreIgrasp,thebetter

141

preparedIwillbetoincreasemystudents’masteryoflanguage.Thecompletionof

thiscapstoneisreallyjustabeginningtotheadvancementoffunctionallanguage

useinmyclassroomandhopefullytheclassroomofmanyothereducators.

Howthecurriculumrelatestotheliteraturereview

Thegoalofthisprojectwastodevelopacurriculumthathelpedsecondary

studentslearntheacademiclanguageneededinalanguageartsclassroom.As

discussedintheliteraturereview,academiclanguageisofutmostimportancein

educationbecauseitisalanguageregisterunlikeeverydaylanguage(Achugaretal.,

2007;Schleppegrell,2012;Townsendetal.,2012).Academiclanguagepacksagreat

dealofinformationintoatext,usesvocabularythatmaynotbeusedineveryday

language(Fangetal.,2006;SnowandUccelli2009),nominalization(Christie2012;

Fang&Schleppegrell,2008;Fangetal.,2006;Martin&Rose,2007),embedded

clauses,andavarietyofconjunctions(Schleppegrell,2012).

Inaddition,academiclanguageisofevenmoreimportanceatthesecondary

level.GoingbacktothewordsofZwiers(2008,p.xiv),the“wayofknowing,

thinking,andcommunicating”isatahigherlevelforsecondarystudents.Everyday

languageandacademiclanguagearemuchmorecomplexcomparedtotheeveryday

languageandacademiclanguageattheelementarylevel(Fang&Schleppegrell,

2010).Students,especiallyatthesecondaryleveldon’tjustlearnacademiclanguage

ontheirown;theyneedtobeexplicitlytaught(Zwiers2008).

Thecurriculumfocusesonexplicitlyteachingacademiclanguageto

secondarystudentsacoupleofways.First,tier-twowords(Beck,McKeown,&

Kucan,2013)aretaughtthroughoutthecurriculumtohelpstudentsasthey

142

comprehendthetext.Choosingtier-twowordsallowsstudentstolearnacademic

vocabularythatisnotspecificjusttoonetextbutcanaidstudentsin

comprehendingothertextsinvariouscontentareas.Second,studentsaretaught

waystoanalyzetextsthathaveembeddedclauses,somenominalizations,and

expandednoungroups.Theyareguidedthroughhowtobreakdowninformation-

packedclausesanddecipherwhoisdoingwhattowhomandwhere,when,andwhy

theyaredoingit.

Oneeffectivemethodtoreachthegoalofhelpingsecondarystudentslearn

theacademiclanguageneededinalanguageartsclasswastouseanFLAapproach.

FLAanalyzesatextbylookingatthelanguageusedandthecontextinwhichitis

communicated(Christie&Macken-Horarik,2011;Schleppegrell,2004).FLAlooksat

howthegrammaticalfeaturesarecombinedwithinaparticularcontexttofindthe

meaningofatext(Christie&Macken-Horarik,2011;Christie&Macken-Horarik,

2007;Fang&Schleppegrell,2010;Martin&Rose,2007).Therearethreemeanings

thatFLAusestoanalyzeatext:experiential,interpersonal,andtextual(Christie,

2012;FangandSchleppegrell2008;Schleppegrell,2013).Analyzingthesemeanings

allowsthestudenttounpacktheacademiclanguageofembeddedclauses,

nominalizations,andexpandednoungroups.Italsoprovidesstudentswiththe

understandingofhowtheycanuseacademiclanguageastheyproducespeechand

text.

Thecurriculumpresentedinthiscapstoneusestheexperientialmeaningof

FLAasthetooltoteachacademiclanguagetosecondaryELLstudents.Thetextis

analyzedforwhotheparticipantsareandtheactions,feelings,messages,or

143

descriptionsthattakeplacebetweenparticipants.Studentsareguidedthrough

decipheringdifficultnounphraseswhentheyincludenominalizations,avarietyof

qualifiers,andembeddedclauses.Thetextisalsoanalyzedforthecircumstances,

revealingtheplaces,time,reason,andmannerinwhichtheeventsoccur.Students

areexposedtohowthelanguagechosenbytheauthoraffectsthemeaningofthe

text.Forexample,studentsanalyzewhytheauthorusesadoingprocessratherthan

abeingprocesstorevealaparticularmeaning.Studentsusethisunderstandingof

academiclanguagetohelpthemcomprehendthemeaningofthetext.Their

understandingallowsthemtodiscussthetextmorethoroughlyandmakespecific

personalandrealworldconnections.Usingexperientialmeaninggivesstudents

someinitialtoolsforanalyzingparticipants,processes,andcircumstanceswithin

textsinothercontentareas,allowingdeepercomprhensionofcontentmaterial.

EffectivenessoftheCurriculum

Thecurriculumwillbeproveneffectiveacoupleofways.First,theuseofthe

assessmentpiecewillinitiallydemonstratehowwellthestudentsareableto

deconstructsentencesandidentifytheparticipants,processes,andcircumstances.

Theassessmentpiecewillalsorevealhowwellstudentscanusetheir

understandingofparticipants,processes,andcircumstancestoanalyzeand

comprehendthemeaningofalargerpassage.Ahighpercentageofstudentsshowing

masteryontheassessmentwillpointtothecurriculumseffectiveness.

Theconversationsthattakeplacethroughoutthiscurriculumwillalsoprove

itseffectiveness.AsstudentslearnthemetalanguageofFLA,theywillbemore

equippedtoconverseacademicallyaboutthetext.Analyzingthetextforprocess,

144

participant,andcircumstanceallowsstudentstomoreconfidentlyhavediscussions

aboutwhatistakingplaceinthetext.Asthecurriculummovesforward,students

willalsobeabletodiscussthereasoningbehindthespecificlanguagechosenand

themeaningthatiscreatedbecauseofthatlanguagechoice.

Lastly,andperhapsmostimportantly,theeffectivenessofthiscurriculum

willbeseenwhenstudentsbegintousetheirknowledgeofexperientialmeaning

withothertextstheyreadinallcontentareas.Whatstudentslearnabout

participants,processes,andcircumstancesthroughthiscurriculumcanbe

transferredtoothertextstheyreadinlanguageartsclass,textbooksinscienceclass,

informationaltextsinsocialstudies,orwordproblemsinmathclass.Participants,

processes,andsometimescircumstancesareineveryclauseineverytypeoftext.

Throughthiscurriculum,studentshavebeengiventheinitialtoolstoanalyzeatext

usingexperientialmeaningandwhentheyusethosetoolstohelpanalyze,interpret,

anddiscussalltextstheyencounter,thisprojectwilltrulybeproveneffective.

ImplementationRecommendations

Thisprojectismeanttobeaguideforeducatorstouseastheyseekto

implementanFLAapproachintheirclassroom.Thecurriculumisnotmeanttobe

restrictiveorfollowedverbatim.Itismeanttointroduceeducatorstoaneffective

waytohelpstudentslearnacademiclanguagewithinthecoursecontent.Thehope

isforthemtoseethevalueoffunctionallanguageandencouragethemtoimplement

allaspectsofFLAthroughouttheiroverallcurriculum.

Asstatedabove,thecurriculumisnotmeanttobeconfiningorfollowed

wordforword,soIhaveafewrecommendationsthatmayhelpeducatorswith

145

effectiveimplementation.Onerecommendationisthateducatorsshouldfeel

comfortabledeconstructingtextsbeforeguidingstudentsthroughtheprocess.

Everytextisdifferentanditmaytaketimetobecomeconfidentwiththeapproach

ofidentifyingtheexperientialmeaning.Textscontainingcomplexitiessuchas

nominalization,embeddedclauses,orcompoundsentencescanbeconfusingto

deconstruct.Initialtimeisrequiredtobecomefamiliarwiththemetalanguageof

FLAtermsandanalysisoftexts.Thiscurriculumprovidesanopportunityfor

educatorstogainexperiencewithdeconstructingatextandanalyzingitforthe

meaningitprovides.

Next,Irecommendeducatorsuseatextthattheybelievetheirstudentswill

findinterestingforthiscurriculum.Thoseusingthiscurriculummayhavestudents

whereTheBreadwinnerisnotagoodfit.IhavechosenTheBreadwinnerbecauseof

thepopulationofstudentsinmyclasses.IdonothaveanystudentsfromtheMiddle

EastsoIwanttoexposethemtosomeofthedifficultiesthathavehappenedinthat

areaalongwithusingthatinformationtohelpthemseewhatishappeningtoday.

EventhoughmystudentsarenotfromtheMiddleEast,anumberhavecomefrom

areaswiththeirownshareofsufferings.Myhopeisthattheycanconnectwiththe

charactersinthestoryandbeencouragedtokeeppersevering.

Theeducatorsusingthiscurriculummaywanttofocusonadifferentareaof

learningandIbelievetheyshoulduseatextthatbestsuitstheirstudents’needs.

Theprinciplesinthiscurriculumcanbeusedwithanytext.

Finally,Irecommendeducatorsguidestudentsthroughatleastthefirstfew

workbooklessons.Theworkbookissetuptoreinforcewhatwastaughtinthe

146

lessons,butitalsochallengesstudentstodigalittledeeperintothefunctional

language.Dependingonthelanguagelevelofthestudents,theycouldfeel

overwhelmedwiththeworkbooklessonsatfirst.Walkingthemthroughthefirst

fewlessonswillbuildastrongerfoundationofthefunctionallanguagethatistaught

inthiscurriculum.Educatorsmayfeeltheneedtoguidestudentsthroughallthe

lessonsandthatisgoodpractice.Theworkbookisnotmeanttobehomework;itis

meanttohelpstudentslearnaboutandpracticeusingfunctionallanguage.

Limitations

Thiscurriculumdoescomewithsomepotentiallimitations.Themain

limitationisthetimeittakesfortheeducatortobecomefamiliarwithFLA(Achugar

etal.,2007).TheyneedtofirsthaveaworkingknowledgeofFLAinordertoteachit

effectivelytostudents.EducatorswhowanttosuccessfullyimplementFLAinto

theirlessonswillneedtocommittospendingqualitytimelearningthecomponents

ofFLA,whichmayincludeexplicitinstruction/professionaltraining.Theywillneed

tolearnhowthesecomponentshelpareaderinterprettheauthor’sintended

meaning.Educatorswillhavetorecognizehowtheauthor’suseoflanguageandthe

contextinwhichitisusedaffectsthemeaning.Theamountofinformationthatcan

belearnedaboutFLAisimmense.Thisdoesnotmeanthataneducatorhastobe

proficientinallaspectsofFLAbeforeitcanbetaught.Aneducatorsimplyneedsto

haveafirmgrasponhowFLAcanbeusedtohelptheirstudentsdecipheracademic

languageandlearnhowlanguageaffectsthemeaningofatext.Thiswilltaketime

andmaykeepeducatorsfromusingthiscurriculum.

AnotherpotentiallimitationisthetimeittakestoprepareaunitwithanFLA

147

component.IfeducatorsusethetextIhavechoseninmycurriculum,themainwork

ofanalyzingthetexthasbeendoneforthem.Iftheychoosetouseanothertext,that

workisyettobedone.EvenwiththeknowledgeofFLA,ittakestimetogothrougha

specifictext,analyzeit,andpreparealessonorunitthatexplicitlyteachesstudents

theacademiclanguagethatwasfound.Busyeducatorsmaynotbewillingorableto

taketheextratimeneededtoimplementanFLAcomponent.

FuturePlans

ThiscapstoneprojecthasmademeexcitedtoimplementtheunitIhave

createdandseehowmystudentsrespond.Iaminterestedtowatchtheirinitial

responsewithusingfunctionallanguageandthen,attheconclusionoftheunit,see

howtheyfeelaboutlearningexperientialmeaning.Itwillalsobeinterestingtosee

howwellmystudentsanalyzeatextusingexperientialmeaning.Asstatedinthe

methodschapter,theirlanguageproficiencylevelsareoneandtwo.The

BreadwinnerwillbechallengingforthemandIwanttoseehowwellFLAhelpsthem

comprehendthetext.

Afterteachingthecurriculuminthisproject,Iwanttobeginincorporating

otheraspectsofFLA.Iwanttoengagestudentsintheinterpersonalmeaningofa

textandhelpthemseehowthemoodandmodalityaffectsthemeaning.Students

alsoneedtobetaughtthetextualmeaningandhowthestructureofthetextreveals

theauthorslineofthinking.Inaddition,IwanttoincorporateFLAintothestudents

writingaswell.Amajorityofthefocusofthiscapstonehasbeenonthe

interpretationofatext,butFLAisalsousefultostudentsproducespeechand

writing.Studentscanlearnhowtousespecificlanguageinaspecificcontextto

148

producethemeaningtheyintend.Asshowninchaptertwo,studentswriting

improvedinstructureandcontextwhentheprinciplesofFLAwereincorporated.

AlongwithusingallaspectsofFLAinmyteaching,Iwanttoencouragethe

otherELLeducatorsinmydistricttoincorporateFLAintotheirlessons.Iwouldlike

totakewhatIamteachinginmyclassroomandshowthemhoweffectiveFLAisfor

ELLstudents.IftheotherELLteachersbuyintotheeffectivenessofFLAandbegin

toimplementit,wewillbeabletoworktogetherandencourageoneanotheraswe

changehowweteachlanguage.HavingtheotherELLteachersusinganFLA

approachwillalsomakethefollowingsteppossible.

Iwouldlikeforeverysecondaryteacherinthebuildingtousetheprinciples

ofFLAtohelpallstudentslearntheacademiclanguageusedintheircontent

classrooms.Asstatedearlier,languagefunctionsinspecificwayswithineach

contentarea.Ifteacherstakethetimetoteachhowthelanguagefunctionsintheir

contentarea,studentswilllearntheacademiclanguagespecifictothatcontent,

bettercomprehendthematerial,andproducetextthatrelatestothesubjectmatter.

Gettingtothispointwilltaketime,alotofprofessionaldevelopment,andthebelief

fromallteachersthatFLAisaveryeffectivewaytohelpstudentslearnthelanguage

theyneedtosucceed.

ChapterSummary

Workingonthisprojecthaspushedmetonewlimitsinmyteaching

profession.Whatbeganasadesiretofigureouthowtohelpsecondarystudents

learnthelanguageandcontentneededtosucceedinschoolhasturnedintothe

creationofacurriculumthatwillhopefullybegintofulfillthosedesires.Although

149

therearelimitationssuchasthetimeitrequirestoimplementFLA,myhopeisthat

theotherELLandcontentteacherswilljoinmeinusingthismethodtohelpour

studentslearncriticalacademiclanguageneededtofullyunderstandthecontentin

theirclasses.Theprocesshasnotbeeneasybutithasbeenverybeneficial,asIhave

soughttoanswerthefollowingquestion.




150

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AppendixA

StudentWorkbookAnswers


Lookatthepictures.Answerthequestionunderthepicturewithprocess,participant,orcircumstance.

Whatisinthepicture?___Participant________Whatisinthepicture?___Participant________

Whatisthemandoing?______Process___________

157

Whatisthepersondoing?______Process___________

Whereishekickingtheball?_______Circumstance_________

Whereistheboystanding?_______Circumstance_________

158


ReadthepassagefromchapteroneofTheBreadwinnerbyDeborahEllis. Shewasn’treallysupposedtobeoutsideatall.TheTalibanhadorderedallthegirlsandwomeninAfghanistantostayinsidetheirhomes.Theyevenforbadegirlstogotoschool.Parvanahadtoleavehersixthgradeclass,andhersisterNooriawasnotallowedtogotoherhighschool.TheirmotherhadbeenkickedoutofherjobasawriterforaKabulradiostation.Formorethanayearnow,theyhadallbeenstuckinsideoneroom,alongwithfive-year-oldMaryamandtwo-year-oldAli.1. Whoaresomeoftheparticipantsinthepassage?_____She,Taliban,allthegirlsandwomen,they,girls,Parvana,sixthgradeclass,Nooria,Theirmother,Maryam,Ali._____________________________________________________________________________________________________________________________________________

2. Whataretheparticipantsdoing?_____ordered,forbade,hadtoleave,kickedout,beenstuck,__________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Whereorwhenaretheydoingthesethings?_______inAfghanistan,insidetheirhomes,morethanayearnow,____________________________________________________________________________________________________________________________________________________________________________________________________________________

159


ReadthesentencesfromchapteroneofTheBreadwinnerbyDeborahEllis.• NorwouldanyoneelseintheKabulmarket.• Parvanawasthereonlytohelpherfatherwalktothemarketandbackhome

againafterwork.• Formorethanayearnow,theyhadallbeenstuckinsideoneroom,alongwith

five-year-oldMaryamandtwo-year-oldAli.• Shewasalwaysgladtogooutside,eventhoughitmeantsittingforhours

onablanketspreadoverthehardgroundofthemarketplace.• Nowtheylivedtogetherinonesmallroom.

• TherehadbeenawargoingoninAfghanistanformorethantwentyyears,twice

aslongasParvanahadbeenalive.• FormostofParvana’slife,thecityhadbeeninruins,anditwashardforherto

imagineitanotherway.1. Underlinethecircumstancesinthesentences.2. Whatdotheytellyouaboutthesettingofchapterone?________Answersmayvary:_________________________________________________________________________ThestoryistakingplaceintheKabulmarket.Themarketisnotacomfortableplacetosit.Parvanahelpsherdadwalktothemarketandthenbackhome.Thefamilyhasbeenstuckinsideforoverayear.ThecountryhasbeenatwarandKabulhasbeendestroyedformostofParvana’slife.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchaptertwoofTheBreadwinnerbyDeborahEllis.

ThewholefamilywaslaughingwhenfourTalibansoldiersburstthroughthedoor.

Aliwasthefirsttoreact.Theslamofthedooragainstthewallshockedhim,andhescreamed.

Motherleapttoherfeet,andinaninstantAliandMaryamwereinacorneroftheroom,shriekingbehindherlegs.

Nooriacoveredherselfcompletelywithherchadorandscrunchedherselfintoasmallball.Youngwomenweresometimesstolenbysoldiers.Theyweresnatchedfromtheirhomes,andtheirfamiliesneversawthemagain.

Parvanacouldn’tmove.Shesatasiffrozenattheedgeofthesuppercloth.Thesoldiersweregiants,theirpiled-highturbansmakingthemlookeventaller.

Twoofthesoldiersgrabbedherfather.Theothertwobegansearchingtheapartment,kickingtheremainsofdinneralloverthemat.

“Leavehimalone!”Motherscreamed.“Hehasdonenothingwrong!”“WhydidyougotoEnglandforyoureducation?”thesoldiersyelledatFather.

“Afghanistandoesn’tneedyourforeignideas!”Theyyankedhimtowardthedoor.“Afghanistanneedsmoreilliteratethugslikeyou,”Fathersaid.Oneofthe

soldiershithimintheface.Bloodfromhisnosedrippedontohiswhiteshalwarkameez.

Mothersprangatthesoldiers,poundingthemwithherfists.ShegrabbedFather’sarmandtriedtopullhimoutoftheirgrasp.

Oneofthesoldiersraisedhisrifleandwhackedheronthehead.Shecollapsedonthefloor.Thesoldierhitherafewmoretimes.MaryamandAliscreamedwitheveryblowtotheirmother’sback.

SeeinghermotheronthegroundfinallypropelledParvanaintoaction.Whenthesoldiersdraggedherfatheroutside,sheflungherarmsaroundhiswaist.Asthesoldierspriedherloose,sheheardherfathersay,“Takecareoftheothers,myMalali.”Thenhewasgone.

Parvanawatchedhelplesslyastwosoldiersdraggedhimdownthesteps,hisbeautifulshalwarkameezrippingontheroughcement.Thentheyturnedacorner,andshecouldseethemnomore.

1. Thecircumstancesofplacehavebeenunderlined.2. Whatdotheytellyouaboutthesettingofthispassage?____Answersmayvary:________________________________________________________________________Theyshowthatthepassagetookplaceintheirsmallroomontheirdinnermat.Theyshowwherepeoplewerehitandwheretheydrugfather._______________________________________________________________________________________________________________________________________________________________________________________________________________

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3. Circlethecircumstancesoftime.4. Howdotheyaddtothesettingofthispassage?____Answersmayvary:___________TheyshowwhentheTalibansoldiersweredoingthingsandhowquicklytheyweredoingthem._________________________________________________________________________________________________________________________________5. Whoaresomeoftheparticipants?____Parvana,Mother,Father,Nooria,Ali,Mayram,TalibanSoldiers________________________________________________________________________________________________________________

6. Whataretheydoing?____SoldiersarebeatingthefamilyandtakingFather.MotherandParvanaarefightingback.________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchapterthreeofTheBreadwinnerbyDeborahEllis.

Nowandthen,hermotherstoppedbesideamanandawoman,orasmallgroupofmen,orevenapeddlerboy,andheldoutaphotographofFather.Shedidn’tsayanything,justshowedthemthephoto. Parvanaheldherbreatheverytimehermotherdidthis.Photographswereillegal.AnyoneofthesepeoplecouldturnParvanaandhermotherovertothemilitia. Buteveryonelookedatthephoto,thenshooktheirheads.Manypeoplehadbeenarrested.Manypeoplehaddisappeared.TheyknewwhatMotherwasaskingwithoutherhavingtosayanything. Pul-i-CharkhiPrisonwasalongwalkfromParvana’shome.Bythetimethehugefortresscameintoview,herlegsweresore,herfeetachedand,worstofall,shewasscaredallover. Theprisonwasdarkandugly,anditmadeParvanafeelevensmaller. Malaliwouldn’tbeafraid,Parvanaknew.Malaliwouldformanarmyandleaditinastormingoftheprison.Malaliwouldlickherlipsatsuchachallenge.Herkneeswouldn’tbeshakingasParvana’swere.1. Underlinetheprocessesyouseeinthispassage.2. Listatleastfiveoftheprocessesandlabelthemasdoing,sensing,being,or

saying.______________________________________________________________________________________________________Afewexamples:__________________________________________________________________________________________________stopped–doing____________________________________________________________________________didn’tsay–saying_________________________________________________________________________knew–sensing_____________________________________________________________________________was–being____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Whattypesofprocessesoccurmostoften?_________doingprocesses____________________________________________________________________________________________________________________________________________________________________

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4. Howdoesthisshowyouwhatishappeninginthispassage?_______Answersmayvary:Thereisalotofactiongoingoninthepassage.Theauthorwantsthereadertoseetheparticipantsinaction._________________________________________________________________________________________________

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ReadthepassagefromchapterfourofTheBreadwinnerbyDeborahEllis. Parvanarememberedthepiecesofphotographandgotthemout.Herfather’sfacewaslikeajigsawpuzzle.Shespreadthepiecesoutonthematinfrontofher.Maryamjoinedherandhelpedherputtheminorder. Onepiecewasmissing.AllofFather’sfacewasthereexceptforapartofhischin.“Whenwegetsometape,we’lltapeittogether,”Parvanasaid.Maryamnodded.ShegatheredupthelittlepiecesintoatidypileandhandedthemtoParvana.Parvanatuckedthemawayinacornerofthecupboard. Thethirddaybarelycreptalong.Parvanaevenconsidereddoingsomehousework,justtopassthetime,butshewasworriedshemightdisturbhermother.Atonepoint,allfourchildrensatagainstthewallandwatchedtheirmothersleep.1. Underlinetheprocessesyouseeinthispassage.2. Listatleastfouroftheprocessesandlabelthemasdoing,sensing,being,or

saying._______Examples:_____________________________________________________________________________remembered–sensing____________________________________________________________________was–being__________________________________________________________________________________spread–doing______________________________________________________________________________said–saying__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Whattypesofprocessesoccurmostoften?_______doingprocesses______________________________________________________________________________________________________________________________________________________________________

4. Howdoesthisshowyouwhatishappeninginthispassage?_______Answersmayvary:Thereisalotofactiongoingoninthispassage.__________________________________________________________________________________________________________________________________________________________________________________________________

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5. Lookatthefollowingsentence.

Atonepoint,allfourchildrensatagainstthewallandwatchedtheirmothersleep.Whatarethechildrendoing?_______Theyaresittingdownandwatchingtheirmotherwhileshesleeps.________________________________________________________________________________________________________Howdoyouthinktheyfeelabouttheirmothersleeping?______Answersmayvary:Theyarenotsurewhatisgoingtohappen.Willtheirmotherwakeupordotheyhavetoliveontheirown.Theyarescaredandsad._________________________________________________________________________________________________Trychangingtheendofthesentence“...watchedtheirmothersleep”withasensingprocesstoshowhowthechildrenfelt.______Answersmayvary:_________________________________________________________________________fearedfortheirmothershealth.__________________________________________________Discusswhytheauthormayhavechosentouseadoingprocessinsteadofasensingprocess.__________Answerswillvary:Theauthorwantedtohavethereadervisualizemoreaction.Theauthorusesanactionprocesstogivethereaderandopportunitytothinkabouthowtheywouldfeeliftheywereinthesamesituation.______________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchapterfiveofTheBreadwinnerbyDeborahEllis. Thebreadwasstillwarm.Itsmelledsogood!ThewonderfulsmellremindedParvanahowhungryshewas.Shecouldhaveswallowedawholeloafinonegulp. Thefruitandvegetablestandwasnext.Beforeshehadtimetomakeaselection,avoicebehindhershouted,“Whatareyoudoingonthestreetdressedlikethat?” ParvanawhirledaroundtoseeaTalibglaringather,angerinhiseyesandastickinhishand. “Youmustbecoveredup!Whoisyourfather?Whoisyourhusband?Theywillbepunishedforlettingyouwalkthestreetlikethat!”ThesoldierraisedhisarmandbroughthisstickdownonParvana’sshoulder. Parvanadidn’tevenfeelit.Punishherfather,wouldthey? “Stophittingme!”sheyelled. TheTalibwassosurprised,heheldstillforamoment.Parvanasawhimpause,andshestartedtorun.Sheknockedoverapileofturnipsatthevegetablestand,andtheywentrollingalloverthestreet.1. Highlightthedoingprocessesgreen.2. Whoaresomeoftheactorsandwhoorwhatarethegoals?Parvana(actor)-Talib(goal)___________________________________________________________soldier(actor)–hisarm(goal),hisstick(goal)_______________________________________Parvana(actor)–him(goal)_____________________________________________________________She(actor)–pileofturnips(goal)_______________________________________________________________________________________________________________________________________________________

3. Highlightthesayingprocessesred.

4. Whoarethesayersandwhatmessagesdotheygive?Talib(sayer)–Whatareyoudoingonthestreetdressedlikethat(message)Talib(sayer)–Youmustbecoveredup!Whoisyourfather?Whoisyourhusband?Etc._______________________________________________________________________________Parvana(sayer)–Stophittingme(message)__________________________________________________________________________________________________________________________________________

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ReadthepassagefromchaptersixofTheBreadwinnerbyDeborahEllis. Theyweregoingtoturnherintoaboy. “Asaboy,you’llbeabletomoveinandoutofthemarket,buywhatweneed,andnoonewillstopyou,”Mothersaid. “It’saperfectsolution,”Mrs.Weerasaid. “You’llbeourcousinfromJalalabad,”Nooriasaid,“cometostaywithuswhileourfatherisaway.” Parvanastaredatthethreeofthem.Itwasasthoughtheywerespeakingaforeignlanguage,andshedidn’thaveacluewhattheyweresaying. “Ifanybodyasksaboutyou,we’llsaythatyouhavegonetostaywithanauntinKunduz,”Mothersaid. “Butnoonewillaskaboutyou.” Atthesewords,Parvanaturnedherheadsharplytoglareathersister.Ifevertherewasatimetosaysomethingmean,thiswasit,butshecouldn’tthinkofanything.Afterall,whatNooriasaidwastrue1. Highlightthesayingprocessesred.

2. Whospeaksthemostinthispassage?_________Mother_______________________________________________________________________________

3. WhatmessageweretheygivingtoParvana?_______ThemessagewastheyweregoingtomakeParvanalooklikeaboysoshecouldgotothemarket.____________________________________________________________________

4. Whosays“Butnoonewillaskaboutyou.”?_________Nooria_______________________________________________________________________________5. Highlightthedoingprocessesgreen.6. Whoisthemainactor?_________Parvana______________________________________________________________________________________________________________________________________________________________________________7. Whoorwhatdotheyaffect?_________turn,glare,stare._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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8. Whatparticipantholdsthepowerinthefollowingsentence?Parvanastaredatthethreeofthem.

___________Parvanaholdsthepower._______________________________________________________________________________________________________________________________________________________9. Whatparticipantdotheyholdthepowerover?___________Sheholdsthepoweroverthosesheisstaringat(hermother,Nooria,Mrs.Weera)__________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchaptersevenofTheBreadwinnerbyDeborahEllis. “Takeyourfather’swritingthingsandhisblanket,andgotothemarket,”Mothertoldher.“Maybeyoucanearnsomemoney.You’vebeenwatchingyourfatherallthistime.Justdowhathedid.” Parvanalikedtheidea.Yesterday’sshoppinghadgonewell.Ifshecouldearnmoney,shemightneverhavetodohouseworkagain.Theboydisguisehadworkedonce.Whyshouldn’titworkagain? Asshewalkedtothemarketplace,herheadfeltlightwithouttheweightofherhairorchador.Shecouldfeelthesunonherface,andalightbreezefloatingdownfromthemountainmadetheairfreshandfine. Herfather’sshoulderbagwasslungacrossherchest.Itbumpedagainstherlegs.InsidewereFather’spensandwritingpaper,andafewitemsshewouldtrytosell,includingherfancyshalwarkameez.Underherarm,Parvanacarriedtheblanketshewouldsiton. Shechosethesamespotwhereshehadgonewithherfather.Itwasnexttoawall.Ontheothersideofthewallwasahouse.Thewallhidmostofitfromview.Therewasawindowabovethewall,butithadbeenpaintedblack,inobediencetotheTaliban.1. Highlighteachprocesstypeadifferentcolor.Exampledoing–green,saying–

red,sensing–yellow,being–blue.2. Whatparticipantholdsthepowerinthefollowingsentence?(toldisinitiallya

sayingprocessbutsincethereisasecondparticipantherwecanalsoanalyzeitasadoingprocess)

“Takeyourfather’swritingthingsandhisblanket,andgotothemarket,”Mothertoldher.

______________Motherholdsthepower.____________________________________________________________________________________________________________________________________________________

3. Whatparticipantdotheyholdthepowerover?_____________sheholdsthepoweroverParvana.____________________________________________________________________________________________________________________________________

4. Whatparticipantismostoftenthesensor?______________Parvana________________________________________________________________________

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5. Whataretheysensing?_____Sheissensinghowwelltheplanhasgonetoturnherintoaboy.Sheisalsosensingwhatthesunfeelslikeandwhatitfeelsliketowalkaroundwithoutherchador.___________________________________________________________________________________________________________________________________________________________________________________6. Lookatthebeingprocesses.Whatparticipantsaredescribed?________ThespotwhereParvanaputherblanketandthehousenexttoit.__________________________________________________________________________________________________________________________________________________________________________________________________________

7. Whatistheirdescription?________Thespotwasnexttoawallwiththehouseontheotherside.Thehousehadawindowinit.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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StudentWorkbookAnswersLesson10

ReadthepassagefromchaptereightofTheBreadwinnerbyDeborahEllis. “Thisisthetap,”shesaidtohersister,assoonastheyarrived.Parvanahadwalkedalittleahead,tosmoothapathwayfreeofstones.Sheturnedonthetapsothatwatergushedout.Maryamlaughed.Shestuckahandintheflow,thensnatcheditbackasthecoolwatertouchedherskin.ShelookedatParvana,eyeswideopen.Parvanahelpedhertodoitagain.Thistime,sheletthewaterflowoverher. “Don’tswallowany,”Parvanawarned,thenshowedherhowtosplashherfacewithwater.Maryamcopiedher,gettingmorewateronherclothesthanonherface,butatleastshehadagoodtime. 1. Thecircumstancesoftimehavebeenunderlined.2. Whatdotheytellyouaboutthesettingofthepassage?_______Answersmayvary:TheytellwhentheparticipantsdodifferentthingssuchaswhenMaryampulledtheirhandoutofthewaterorwhensheletthewaterflowoverher._______________________________________________________________________3. Circlethecircumstancesofplace,manner,andreason.4. Whatmoredotheytellyouaboutthesettingofthepassage?_____TheygiveapictureofwhereandhowMaryamwasplayinginthewater.____________________________________________________________________________________________________5. Highlighteachprocesstypeadifferentcolor.Exampledoing–green,saying–

red,sensing–yellow,being–blue.6. Whattypeofprocessoccursmostoften?___________Doing_______________________________________________________________________________________________________________________________________________________________________________

7. Forthedoingprocesses,whichparticipantsholdthepowerintherelationship?_________Theactorsholdthepowerintherelationships.TheactorsareParvanaandMaryam._________________________________________________________________________________________________________________________________________________________________________________8. Howdoyoufeel(happy,sad,etc.)whenyoureadthis?__________Happy_______________________________________________________________________________9. Howdothedoingprocesseshelpyoufeelthisway?________Answersmayvary:YoucanpictureMaryamplayinginthewaterforthefirsttime.____________________________________________________________________________________

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ReadthepassagefromchapternineofTheBreadwinnerbyDeborahEllis. ShauziaandParvanahadnotbeenverycloseinschool.Theyhaddifferentfriends.ParvanathoughtShauziahadbeenbetteratspelling,butshecouldn’trememberforcertain. SotherewereothergirlslikeherinKabul!ShetriedtorememberwhowasinShauzia’sfamily,butdidn’tthinksheknew.Hermindwasnotonthelasttwocustomersoftheday,andshewasgladwhenshefinallysawShauziajoggingovertoherblanket. “Wheredoyoulive?”Shauziaasked.Parvanapointed.“Let’spackupandwalkwhilewetalk.Here,Ibroughtyouthese.”ShehandedParvanaasmalltwistofpaperholdingseveraldriedapricots,somethingshehadnoteateninages.Shecountedthem.Therewasoneforeveryoneinherhousehold,andanextraoneforhertoeatnow.Shebitintoit,andawonderfulsweetnessfloodedhermouth. “Thanks!”Sheputtherestoftheapricotsinherpocketwiththeday’swagesandbegantopackup.Therewasnolittlegiftleftontheblankettoday.Parvanadidn’tmind.SeeingShauziawasquiteenoughexcitementforoneday!1. Underlinethecircumstancesofplace.2. Whatdotheytellyouaboutthesettingofthepassage?_____Answersmayvary:TheyshowwherethingsarehappeningsuchasinKabul,Parvana’sblanket,andinParvana’spocket._________________________________3. Highlighteachprocesstypeadifferentcolor.Exampledoing–green,saying–


4. Whattypeofprocessoccursmostoften?________doingprocessoccursmostbutthereareanumberofsensingandbeingprocessesaswell._________________________________________________________________________

5. Whatparticipantpresentsthesensingprocesses?________Parvana______________________________________________________________________________

6. Whatisbeingsensedbythatparticipant?_______Answersmayvary:SheisthinkingaboutShauziaandwhatsheknewabouther.___________________________________________________________________________________

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7. WhatdothesensingprocessesshowyouaboutParvana?_______Answersmayvary:ParvanaistryingtorememberthingsaboutShauziabutshecan’t.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8. Howdobeingprocesseshelpyoufollowwhatishappeninginthepassage?______Answersmayvary:Thebeingprocesseshelpgivedescriptionsabouttheparticipantsinthepassage,allowingthereadertolearnmoreinformationaboutthem.Thiscanhelpthereaderunderstandwhytheyfeelthewaytheyfeelandwhytheydowhattheydo._____________________________________________________

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ReadthepassagefromchapterelevenofTheBreadwinnerbyDeborahEllis. “Allthatfordiggingupgraves,”Mrs.Weerabreathed. “Tomorrowyou’llgobacktoreadingletters.Nomoreofthisdigging!”Motherdeclared.“Wedon’tneedthemoneythatbadly!” “No,”Parvanasaidtohermother. “Ibegyourpardon!” “Idon’twanttoquityet.ShauziaandIwanttobuytrays,andthingstosellfromthetraysIcanfollowthecrowdthatway,insteadofwaitingforthecrowdtocometome.Icanmakemoremoney.” “Wearemanagingfineonwhatyouearnreadingletters.” “No,Mother,we’renot,”Nooriasaid. MotherspunaroundtoscoldNooriafortalkingback,butNooriakepttalking.“Wehavenothinglefttosell.WhatParvanaearnskeepsusinnan,riceandtea,butthere’snothingextra.Weneedmoneyforrent,forpropane,forfuelforthelamps.Ifshecanmakemoneythisway,andshe’swillingtodoit,thenIthinksheshouldbeallowed.” ItwasParvana’sturntobestunned.Nooriatakingherside?Suchathinghadneverhappenedbefore. “I’mgladyourfatherisn’theretohearyoutalktomewithsuchdisrespect!” “That’sjustit,”Mrs.Weerasaidgently.“Theirfatherisn’there.Theseareunusualtimes.Theycallforordinarypeopletodounusualthings,justtogetby.”1. Highlightthesayingprocessesingreen.2. Whoisthesayerforthemessage“Ibegyourpardon!”?______Mother:TheconversationisgoingonbetweenherandParvana.___________

3. HowdoestheauthorshowwhatlifeislikeinAfghanistanthroughthekindof

sayingprocessesused.______Answersmayvary:Thesayingprocessesbreathed,declared,andsaidgently,showtheremaybeadiscussionaboutaserioustopic.Liferightdoesnotsoundhappy.___________________________________________________________________________

4. HowdoestheauthorshowwhatlifeislikeinAfghanistanthroughthemessages

givenbythesayerparticipants._____Answersmayvary:Themessagesshowthatpeoplewilldoanythingtosurvive.Theyarediggingupbonesformoneytohelpputfoodonthetable.LifeinAfghanistanisverydifficultatthistime._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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5. Whattypeofprocessoccursinthesentence“Nooriatakingherside?”_______doingprocess_________________________________________________________________________________________________________________________________________________________________________

6. Whatdoesthissentencemean?______Answersmayvary:NooriaagreeswithParvanaandsupportsherdecision.______________________________________________________________________________________________________________________________________________________________________________________

7. Howcouldyouwritethatsentencewithasensingprocessandkeepthesame

meaning?______Answersmayvary:_______________________________________________________________________Nooriabelievedherside?____________________________________________________________

8. Howcouldyouwritethatsentencewithabeingprocessandkeepthesame

meaning?______Answersmayvary:_________________________________________________________________________Nooriawasonherside?_____________________________________________________________

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ReadthepassagefromchapterfourteenofTheBreadwinnerbyDeborahEllis. Parvanacouldn’tmove.Shecouldn’tspeak.Allshecoulddowaspicturehermother,sistersandbrother,deadinthestreetsofastrangecity. “There’snoevidenceyourfamilyishurt,Parvana,”Mrs.Weerasaid.“Yourmotherisasmart,strongwoman,andsoisNooria.Wemustbelievetheyarealive.Wemustnotgiveuphope!” Parvanawasfreshoutofhope.Shedidwhathermotherhaddone.Shecrawledontothetoshak,coveredherselfwithaquiltandresolvedtostaythereforever. Fortwodaysshestayedonthetoshak.“Thisiswhatthewomeninourfamilydowhenwe’resad,”shesaidtoMrs.Weera. “Theydon’tstaythereforever,”Mrs.Weerasaid.“Theygetupagain,andtheyfightback.”1. Highlighteachprocesstypeadifferentcolor.Exampledoing–green,saying–


2. HowdothefirstthreeprocessesofthispassageshowhowParvanafeels?_______Answersmayvary:Sheisnotabletodoanything.Sheisonlyabletothinkthattheworsthashappenedtoherfamily.Sheisscared.___________________

3. Thereistheprogressionofprocessesinthesecondparagraph(onetypeused

first,thenasecondtypeused,followedbyathirdtype).“There’snoevidenceyourfamilyishurt,Parvana,”Mrs.Weerasaid.“Yourmother

isasmart,strongwoman,andsoisNooria.Wemustbelievetheyarealive.Wemustnotgiveuphope!”

Whatisthatprogression(notcountingthesayingprocess)?

_________beingfollowedbysensingfollowedbydoing_________________________________________________________________________________________________________________________________

4. HowdoesthatprogressiongivepowertowhatMrs.WeeraissayingtoParvana?_________Answersmayvary:ShefirsttellsParvanawhoherfamilyis,followedbywhattheybelieve,followedbywhattheydo.Startingwithdescribingwhoherfamilyisfollowedbywhattheybelievegivescredibilitytowhytheydowhattheydo.________________________________________________________________________________________________________________________________________________________________________________

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5. WhatisthedescriptionofParvanainthispassage?__________Shehadnohope.__________________________________________________________________________________________________________________________________________________________________

6. WhatisbeingsensedbyParvana?_________Shewantedtolayonthetoshakforever._______________________________________________________________________________________________________________________________________

7. Howdoheractionsdemonstrateherdescriptionsandfeelings?_________Shecoveredherselfupandlaidonthetoshak.Shestayedtherefortwodays.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Inthelastparagraph,Mrs.WeerausesdoingprocesseswhentalkingtoParvana.

Whydoyouthinksheusesdoingprocessesinsteadofsensingorbeingprocesses?

_________Answersmayvary:Mrs.WeerawantstoshowwhatactionsParvananeedstotaketokeepliving.Sheencourageshertoact,notjustthinkorfeel.__________________________________________________________________________________________________________________________________________________________________________________________________

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ReadthepassagefromchapterfifteenofTheBreadwinnerbyDeborahEllis.

Parvanadidn’tmindthathewasunabletotalkrightaway.Shewasoverjoyedjusttohavehimhome.Shespentherdaysearningmoney,andhereveningshelpingMrs.Weera.Whenherfatherfeltbetter,shewouldreadtohimfromhisbooks. HomaknewsomeEnglishfromstudyingitinschool,andonedayParvanacamehomefromworktohearHomaandFathertalkingEnglishtoeachother.Homahesitatedalot,butFather’swordsflowedsmoothlyintoeachother. “Didyoubringushomeanothereducatedwomantoday?”FatheraskedParvana,smiling. “No,Father,”Parvanareplied.“Ijustbroughthomeonions.”Forsomereason,everyonethoughtthatwasfunny,andtherewaslaughterinParvana’shomeforthefirsttimesinceherfather’sarrest. Onethinginherlifehadbeenrepaired.Herfatherwashomenow.Maybetherestofthefamilywouldcomeback,too.1. Underlinethecircumstancesofmanner,place,andreason.2. Whatisthesettingofthispassage?_______Answersmayvary:Thecircumstancesshowtheparticipantsareintheirhome,whyParvanaisoverjoyed,andhowHomaandFatherusedEnglish.______________________________________________________________________________________________________

3. Highlighteachprocesstypeadifferentcolor.Exampledoing–green,saying–


4. Whattypeofprocessoccursmostofteninthispassage?_________doing__________________________________________________________________________________________________________________________________________________________________________________

5. Howdothebeingprocessesalongwiththeirparticipantsdemonstratewhatlife

islikenowforParvana?_________Answersmayvary:TheprocessesandtheirparticipantsshowthatParvanaisoverjoyed,therewaslaughterinherhouseagain,andFatherwashome.Lifeisgettingbetter.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6. Thefollowingisarevisionofthelastpassageusingonlybeingprocesses.Originalpassage

Onethinginherlifehadbeenrepaired.Herfatherwashomenow.Maybetherestofthefamilywouldcomeback,too.

Revision

Onethinginherlifewasbetter.Herfatherwashomenow.Maybetherestofthefamilywasontheirwayhome,too.Doesthechangeinprocesseschangethemeaning?

________Themeaningremainsthesame.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Howdoesthischangeyourviewaboutwhatishappening?

________Thebeingprocessgiveadescriptionofwhatlifeislikewhilethedoingprocessesgiveapictureofactionthatistakingplace.Theactionmayhelpthereaderseewhatishappening._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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AppendixB

Assessment(Answers)

Excerptsarefrom“Parvana’sJourney”byDeborahEllis.Asequelto“TheBreadwinner”

Part1Divideeachsentenceintoitspartsusingbrackets//.Labeleachpartofthesentenceasparticipant,process,orcircumstance.Seeexamplebelow:

She/allowed/herself/tobepulled/toherfeet.ParticipantProcess ParticipantProcessCircumstance1) Parvana/wrapped/herblanket/aroundhershoulders

participantprocessparticipant circumstancesand/slipped/herfeet/intohersandals. processparticipantcircumstances2) She/wasshaking.

participantprocess3) Parvana’sbelly/had/afamiliarachetoday.participant process participant4) She/wasalready/thirteen.

participantprocess participant5) “Hereissomefoodanddrink,”/thegirl/said.

participant participantprocess

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Part2Identifyeachprocessandparticipantwithbrackets//.LabeltheprocessasDoing,Saying,Sensing,Being.Labeltheparticipantsas:Actor–Affected,Sayer–Message,Sensor-whatissensed,Described-DescriptionSeeexamplebelow:

Parvana/took/thebaby/tothedamagedhouse. Actor Doing Affected

7) TheTaliban/didn’tlike/womenwalkingaroundontheir

Sensor Sensing Whatissensed own.

8) They/neverspokeabout/theirworries.

Actor Doing Affected

9) There/wasnot/anotherpersoninsight,justhillsandsky.DescribedBeing Description

10) It/was/alargegraveyardforsuchasmallvillage.DescribedBeing Description11) Mostofthewater/went/downhisfront,but/Parvana

Actor Doing Sensorwassure/hemusthaveswallowedsome.Sensing Whatissensed

12) She/found/aspotshelteredfromthewind...Actor Doing Affected

13)“Ifwestop,wedie,”/herfather/alwaysreplied. Message Sayer Saying

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Part3Identifyeachcircumstancewithbrackets//.Labelthecircumstanceas:Time,Place,Manner,orReasonSeeexamplebelow:

ParvanasettledHassan/ontoherhip. Place14) Parvanacouldseemouseholes/insomeofthebags.

Place15) Asifhadjoinedthem/intimetohearthelastpart.

Time16) Parvanawrappedherblanket/aroundhershoulders/ Place

andslippedherfeet/intohersandals.Place

17) Shehadheardmanystoriesaboutthisinthewintercamp

/wheresheandherfatherhadstayed. Place18) Parvanawalked/throughasmallvalleywithnot-to-tall Place hillsallaroundher.

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Part4Readthetextandanswerthequestions.

Crouchingnearthemouthofthecave,Parvanalistenedforthesoundsofsomethingthatmighthavegoneintherebeforeher. Hassanfussedandwriggled.Parvanaputafingeroverhislips,butheeitherdidn’tunderstandorhedidn’tcare.Hekeptwhiningandkickingandmakingscreechylittlebabynoises. Carryingababyonajourneywasdifferentfromcarryingabundle.Abundlecouldbetossedoveroneshoulderortheother.Abundlecouldbedroppedwhenherarmsweretired,oreventhrowntothegroundwhenshewasfrustratedanddidn’tknowwhichwaytogonext. Butababyhadtobecarriedcarefullyandcouldn’tbedropped,tossedorthrown.Hassanwascute,buthecouldalsobeheavyandcrankyandsmellytocarry. Parvana’sbackandshouldersached.Therewasnocomfortablewaytocarryeverythingsheneeded,andnotevenmultiplicationtablestookawaythepain. Thecave,bythesmallstream,wouldbeagoodplacetorestforafewdays,aslongastherewerenowolvesinside. Hassanletoutabigsqueal,andParvanagaveupanyhopeoftryingtosneakin.Shewalkeduptotheentranceandpeeredin,thensteppedinside. Thecavewasmoreofalow-hangingrockthanarealcave.Ashereyesbegantogetusedtothedimmerlight,shecouldseebitsofthebackwall.Thecavewastallenoughforhertostandupinandwideenoughforhertostretchout,withplentyofroomleftoverforherbundles.Therocksroseuparounditlikeacocoon,creatingcozyshelterwhereshecouldsleepsafelywithouttheriskofanyonecreepinguponher.Shewouldstayhereforawhileandrestherarms. “Getoutofmycave!”• Describethesettingforthistext.

____Answersmayvary:____________________________________________________________Acavenearasmallstream.Parvanahasbeenonalongjourney.alongjourney._____________________________________________________________________________

• Highlightthedoingprocessesgreen.• Whoholdsthepowermostofteninthistext?

______ParvanaandHassan_________________________________________________________

• Highlightthebeingprocessesblue.

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• WhatisthedescriptionofHassan?

______cute,heavy,cranky,smelly_________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

• WhywasthecaveagoodplaceforParvanaandthebabytorest?

______Thecaveistallenoughtostandupinandwideenoughtotostretchoutin.________________________________________________________________________________________________________________________________________________________________________

• Highlightthesensingprocessesyellow.• Whichprocessoccursmostoften?

________Doingprocesses___________________________________________________________

• Whydoestheauthorchoosetousetheseprocessesmostoften?

______Answersmayvary_________________________________________________________________Theauthorwantsthereadertoseetheactiontakingplaceas_______ParvanaandHassandecidetousethecaveasarestingplace.______________________________________________________________________________________________________

• Whatsurprisedidshefindinthecave?

______Someoneelsewasinthecave._____________________________________________

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Using a Functional Language Approach to Engage High School