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8/9/2019 Using Theatre to Facilitate ELL Power Point
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In an article from The MBA Life in Business Week,Alison Damast writes,Proponents say acting lessons can be a valuable tool
in teaching students how to master the non-
academic qualities that recruiters and employersseek in potential managers namely teamwork,leadership, and strong interpersonal
skillscompanies that recruit and hire MBA
students said they primarily focus on thecandidates interpersonal skills during the interviewprocess, with 63% rating interpersonal skills as very
important. (Damast)
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Boston, MA
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Drama in the ELL Classroom
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SOFTSKILLSo Strong WorkEthic
o Positive Attitude
o Good Communication Skills
o Time Management Abilitieso Problem-Solving Skills
oActing as aTeam Player
o Self-Confidence
oAbilityto Accept and Learn from Criticism
o F
lexibility/AdaptabilityoWorking Well Under Pressure
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RUBRIC1 2 3 4 5
Lacking Shows effort to Successfully Successfully Shows excellentSoft Skills demonstrate demonstrates demonstrates integration and
3+ Soft Skills and starts to and integrates command of
show integration 7+ Soft Skills 9+ Soft Skillsof 5+ Soft Skills
(+ sign indicates ormore, i.e. 3 ormore Soft Skills)
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Intro to DramaEnduring Understandings
Students will understand that
Language is a performative medium
Drama is a collaborative and performative art
There are creative ways to practice learned language
There is more to language learning than vocabulary and semantics
Essential Questions
How is language performative?
What are some ways to practice learned language creatively?
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Begin with following hook: teachers will enact a common everydayscene- roommates fighting overchores-without using language. Students will be asked to interpret what is happening in the scene.What are theymad about? Who is at fault? Is anyone at fault? How well didyou understand the scene
without the language? How does this show that language can be performative?
Students will share ideas about performing language. How do people perform language? How haveyou performed language inyour own life? How doyou communicate with people who dontunderstandyour language?
A writing prompt will be given to each student: What is the best thing that has happened toyou sinceyou arrived in the United States?. Students will be given 10 minutes to respond to the prompt, thisincludes time for translation from original language if necessary. Teachers will assist students asneeded. Each student will then present theiranswer to the class, or if theypreferanonymity, allresponses will be handed into teachers and theywill read the responses.
Students will pair up and create a tableau based on the writing prompt answer theyare given. Theprompt theyare responding to maynot necessarilybe their own answer. Each group will present theirtableaus.
As a class students will pickout similar themes in the writing prompt answers. Similar themes will begrouped togetherand those students will workas a group to create a short, silent scene based on thecentral idea. Students will be given time to discuss, stage and rehearse the scene. All scenes will bepresented to the class.
If time permits there will be an end of class discussion about anything new the students have learned,anything surprising that came up in anyactivityin the class and ideas for next class.
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Lesson Plan 4Enduring UnderstandingsStudents will understand that Collaboration with a partner can
help them improve their English Bychanging the ending ofa
scene theyare accessing Englishtheyhave learned and will beforced to produce sentences thatresult in conversational spokenEnglish
Essential Questionsy How can working with a partner help
me improve myEnglishy How can changing the ending ofa
scene help me with my
conversational spoken English?
Knowledge
Students will know How to collaborate with a
partner in order to produce acoherent scene
How their characterspersonalitytraits will effect theirconversational spoken English
Skills
Students will be able toy Write a scene with a partnery Write dialogue as their character
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Begin class with a class generated synopsis of the movie to ensure thatstudents understood the movie and to assist anystudents who mayhave
been absent the daybefore. Lead students through areview of tonguetwisters and introduce a new one to the class. As a group, askstudents tohighlight keypersonalitytraits of their characters. Askstudents what theywould change about their characterand/ora particular scene theywerein. Based on the responses, group the students together to write a newscene. Give the students time to brainstorm ideas for their scenes. Ask
them to write scenes of 20 lines of dialogue, 10 lines for each character.End class with a homeworkassignment to focus theirattention onmovement. Assignment:Observe someone in a public place for 15 to 20minutes. Note how theymove and what theirmovements sayabout them.Are theyyoung? Are theyold? Are theyserious? Are theygoofy?, etc. Paycareful attention soyou can show the class how this person moved. The
class will guess who this person is and what theywere doing, based onyourmovements.
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Creating CharacterEnduring UnderstandingsStudents will understand thaty bycreating their own
characters theywill be able toenhance their descriptivelanguage abilities
y bycreating their own idealcharacter theywill be able tocriticallyevaluate personalitytraits common in admirablepeople.
Essential Questionsy How can I improve my
descriptive language abilities?y How can I identifypersonality
traits Iaspire to cultivate?
KnowledgeStudents will know
How to create characters basedon their own imaginativeability
How to describe theircharacters effectively
SkillsStudents will be able to
y Create their own character foruse in future class projects
y Access their personalinteractions with people inorder to criticallyevaluate traits
that theyadmire in others
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Begin with a class discussion of descriptive vocabulary. Askstudents to
thinkabout physical descriptions, personalitytraits, occupations, hobbies,and possible familymembers.Using markers and magazine clippings askthe students to create a character that theywould like to be for future classprojects. Have the students write a description of their character in firstperson including some of the descriptive vocabularygenerated as a class.When the students are done generating their characters have them share
their character with the rest of the class. **using activityfrom:Whiteson, Valerie. New Ways of Using Drama and Literature in theLanguage Classroom. Alexandria, VA:Teachers of English to Speakers ofOther Languages, Inc. 1996 p.90
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