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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