Effective Classroom Management in the English Language Classroom

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Learning Language through the Arts: Visual Arts, Music, and DramaBy: Amy E. LingenfelterEnglish Language Fellow 2013-14

2Quotes about the Arts:Whoever neglects the arts when he is young has lost the past and is dead to the future SophoclesAll religions, arts, and sciences are branches of the same tree Albert EinsteinArt is not the imitation of life, its the manifestation and advancement of the human soul. MeA great teacher is a great artist and teaching is the greatest of the arts since the medium is the human mind and spirit rather than the brush. John Steinbeck3Training Objectives:Teachers will learn research on using art, music, drama, and dance effectively in the English language classroom.Teachers will see how these elements have been, and can be, applied to their own language classroom.4Do You Agree or Disagree?I sometimes use at least one of the arts in my English classes (visual arts, music, drama, and/or dance).Having skills in the arts is not important in todays society.Children know that learning a new language is difficult.It is the teachers job to make learning fun.The arts makes things more fun.Every student learns in a different wayStudents need to learn the same concept in different ways to retain information5Art, creativity, and movement are keys to cognitive growth and retention of information The key to learning and retaining information is making associations. The arts helps students make them!Art and creativity stimulates multiple parts of the brain, which leads to higher levels of retentionArt kisses the brain!

Benefits of Using the Arts to Teach a Second Language:6Research about the brain suggests that by instructing through multiple learning pathways, more dendritic pathways of access will be created. This can be achieved by absorping formation through the 5 several senses (sight, sound, smell, touch, and taste) or by creating cross-curricular connections. This information is stored temporarily, and the brain decides what to do with the acquired data. Benefits of Using the Arts to Teach a Second Language:7The more of these stimuli that are activated, the more impact the data has on the brain.When more regions of the brain store data about a subject, there is more interconnection and cross-referencing of data from multiple storage areas in response to a single cue, meaning one has learned rather than memorized. Wolfe, P. (2001). Benefits of Using the Arts to Teach a Second Language:8Benefits of Using the Arts to Teach a Second Language:It naturally and automatically incorporates multiple intelligences (Gardner, 1983)

9Benefits of Using the Arts to Teach a Second Language:It naturally and automatically incorporates multiple learning styles

10Benefits of Using the Arts to Teach a Second Language:It makes learning English fun!It imitates, improves on, and makes more fun students real livesIt allows for creative and individual expressionIt incorporates and accompanies all aspects of language and can be used to teach almost language pointIt activates the spiritual, unseen side of students 11Students have the opportunity toExpress themselvesExplore language freelyExplore feelings and find out about themselves and othersDevelop cooperation, care, consideration and controlDevelop language skills (listening reading, writing and speaking)Explore a fantasy word of their own creation

Benefits of Using the Arts to Teach a Second Language:12When you have students sketch something to illustrate what theyre learning, reading or writing, they make stronger associations and retain the information better!For example, drawing an image that reminds students of the meaning of the wordBenefits of Using the Arts to Teach a Second Language:13

14Using Visual Arts to Teach English:Every picture tells a thousand words

15Using Visual Arts to Teach English:Every picture tells a thousand words

16Best Practices for Visual Arts:Students create and explain their own art.Teacher brings artistic images to the classroom for discussion. Students analyze works of art that are related to the topic of study in English. Students mount and present their work to other classmates or people at school.Can use any medium: murals, oil/acrylic paint, watercolors, pottery, drawings/ sketches, photographyImages contextualize English concept that is being taught

17Artwork can be used to teach a variety of grammar points and vocabulary, including but not limited to: Colors, shapes, sizesLocationsPrepositions of all kindsAdjectives Verbs (process, how to, commands, present progressive, past perfect, etc.)Vocabulary to name objects in artwork or class themesGrammar of all kinds (there is/are)Best Practices for Visual Arts:18Themes of artwork can be based on students real lives and backgroundsArtwork can be used to tell the students life story or an aspect of their life in English and utilize narrative story- tellingCan be one work or a series of works used to tell the storyImage or story can be accompanied by a written explanation/description in EnglishSummative presentation is key!The possibilities for topics are endless!

Best Practices for Visual Arts:19

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22Using Visual Arts to Teach English:

23Using Visual Arts to Teach English:Lets Explore the Ways That a Student Could Use the Following Work of Art to Learn and Practice English!

24Using Visual Arts to Teach English:Lets Explore the Ways That a Student Could Use the Following Works of Art to Learn and Practice English!

25Using Visual Arts to Teach English:Lets Explore the Ways That a Student Could Use the Following Works of Art to Learn and Practice English!

26Music Research:Developments in brain-based research note that central featuers of music and language are housed near one another in the human brain, suggesting they may share features of grammar that orders musical elements and language elements similarly. - Lems, 200527Music Research:Songs (especially pop songs) provide learners with repetitive, focused, (yet open-ended) lyrics that allow for a myriad of teaching opportunities for teaching grammar, vocabulary, idioms, and listening comprehension. -Murphey, 1992.28Use songs with English lyricsStudents create their own lyrics to rythym of musicRepetitive lyrics help!Cloze/Fill-in-the-blanks of lyrics while listening to songBegin or end a lesson with a songUse actions, body movements, gestures to accompany songs and poems (e.g. clapping, jumping)Best Practices for Music:29Use puppets to accompany musicStudents create personal songbooksUse song, lyrics, and poem chartsUse lyrics to teach vocabulary, grammar, almost anything!Use lyrics to teach elements of poetry: ryhming words, stanza/refrain, rythm, imagery, melody, meter, formBest Practices for Music:30Sources for Songs:www.americanenglish.state.govwww.bussongs.comwww.songsforteaching.comwww.tefltunes.comwww.eslcafe.comYour own YouTube, CD player, and/or iTunes library!31

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41Drama Research:Teaching through drama makes students aware that English is not just words, structures, and idioms, but it is a lively, dramatic and versatile means of communcation. - Zalta, 200642Why Use Drama/Role Play to Teach English?Teaching through drama makes the language come alive!Students more likely to internalize the language when they perform itDrama and role play motivates and engages students in the languageDrama imitates real-life situations and authentic language contextsDrama is familiar and fun to studentsDrama helps students build speaking and listening confidence43Drama naturally, automatically, and simultaneously incorporates multiple intelligences (Gardner, 1983)Drama contextualizes languageDrama helps students build skills in group dynamics

Why Use Drama/Role Play to Teach English?

44Best Practices for Drama/Role Play:Choose the right activityStart small and briefGive constant feedbackBuild off of what students have done in the classroom. Practice makes perfect!Present your drama to a group of people that is valuable for the students.Record the drama so students and teachers can be self-reflective about their performance

45Drama/Role Play Activity Ideas:Miming stories and gamesTransform stories into mini-playsStudents perform dramatic productionsWrite scripts and use as writing opportunities Use technology to film a movie/playCreate improvisation or comedy routinesDrama can mimic a real-life situation that has or could occur in students livesCan be a springboard from previous written activities (narrative stories, sequels from stories they read, etc.)46Drama/Role Play Activity Ideas:Use drama to practice language previously learned (vocab, grammar, etc.)Great way to teach and practice authentic English, idioms, conversational English47Example of Student Drama:Students wrote a sequel of a book they read in narrative formIn groups, they created a script based on the best sequel for a movieThey filmed the movie and presented it to the class

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53ANY QUESTIONS?

MY CONTACT INFO:My Website: www.peopleleap.com (go to Resources > Downloadable Documents, Learning Links, Reading Links, and Teacher Teacher Links!)My email: utopia747@gmail.comTHE END!THANK YOU!

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Part/s of Speech

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Antonym

Word

Draw a Picture:

Definition/s: (Include part of speech and two complete definitions from the dictionary)

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Write the word seven times:

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Use the word in 2 sentences:

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Proposal for Refugee ESL Acrylic Painting Class

Description:

Refugee adolescent and adult students will simultaneously explore acrylic painting and learn English in a studio setting. Projects will be individualized, based on the goals and interests of the students, with a general common theme relating to their lives in their home countries and/or their current ones. Painting techniques will be taught using the classic Baroque style and their paintings should be based on a photograph or realistic image of their choosing. Simultaneously, instructors will use class time to teach English vocabulary words, grammar, conversation skills, and presentation skills. Emphasis will be on oral and listening skills although instructors should also present language in written form. At the end of the class, students will be asked to present their painting to the class and describe the colors, subjects, theme, setting/context, and story surrounding the painting.

Specifics:

Class Size: The class should contain no more than 15 students (ideal range: 8-15). This size is optimal for acquisition of both language and artistic skills and allows for more individualized instruction and opportunities to practice speaking English. Age Range: Adolescents or adults ages 14 and up. We are focusing on older children and adults for this class because elementary-age refugee children have more opportunities for language-learning and art enrichment in the Buffalo public schools they likely attend. Older children and adults also have greater difficulty acquiring the phonetics, pronunciation, and in many cases the vocabulary of a second language; therefore, an additional language learning opportunity would be beneficial. (*Citation needed- will provide ASAP). Class Schedule/Timing: Once a week for 3 hours per session for a total of 7 weeks. This will allow most students to have at least one finished product by the end of the session and to give a presentation describing their painting. The first 30 minutes of each class will include a mini-lesson of some aspect of the English language. The following 20-30 minutes will include a demonstration of a particular painting technique and/or art-related language instruction. The rest of the time will be devoted to painting and consultation, while the instructors continually advise students on an individual and as-needed basis. Location: Buffalo Arts Studio, TriMain building, Buffalo, NY. Art Background/Proficiency: No prior art background or proficiency is required. Students may range from beginner to experienced, although there is a preference for students who have some experience with drawing and/or painting. Strong interest in painting is essential. English Language Proficiency: Many refugee adults arrive in Buffalo with very little English language ability. For the first 7-week session, we are proposing to recruit adults who are of beginning level with limited conversational ability. For the future, other levels may be incorporated. In addition to the language benefits, students will benefit from using art to express themselves in ways they are unable using English. Instructors: One NY-State certified ESL (English as a Second Language) instructor and one NY-State certified art instructor. Proposed instructors: Amy Lingenfelter (ESL) and Thomas Rojek (Art).

Objectives:Students will be able to:

Paint an image of something important to them from their home country, culture, religion, family, etc. OR their current one using acrylic on canvas and applying the classical Baroque technique. (It must be a subject that will lend itself to delivering a presentation with a culturally-based theme). Orally identify and/or define the following art-related content vocabulary: colors, tones, values, shapes, shadows, dark vs. light, blend, mix, soft edges, paint, paint brush, etc. Deliver a 5-10 minute presentation describing the colors, subjects, theme, setting/context, and story surrounding the painting to the class. Use descriptive adjectives (colors, physical attributes, personality characteristics, etc.) to describe their painting orally. Use presentation skills and strategies to deliver a clear and convincing explanation of their painting. Use grammar there is/are and there was/were to describe their painting orally. Use the present simple tense and present progressive verb tenses to describe what is happening in their painting orally. (If applicable): Use the past simple tense and past progressive verb tenses to describe the past context of their painting orally. Comprehend the main idea of their classmates presentations. Use questioning techniques, as well as vocabulary and grammar previously learned, to conduct an impromptu conversation with a partner about their partners painting. They must describe it using English they learned as well as the description their partner provided in his/her presentation. They must also ask their partner further questions about it. Their partner is expected to help clarify any inaccuracies in English. Listen to an oral description of a painting in the room given by an instructor and identify the painting the instructor is referring to. Assessment:

Informal Assessment (Speaking & Listening/Conversation): Each class will involve informal assessment of both English and artistic skills provided by both instructors on an individual, one-to-one, as-needed basis. The class will also allow for informal conversation in English between students from a variety of language and cultural backgrounds. All informal assessments will be conducted in English. Formal Assessment (Speaking): At the conclusion of the 7-week session, each student will deliver a presentation of his/her painting that depicts something important from their home country, culture, religion, family, etc. OR their current one using language previously learned (see Class Objectives above for more details). Formal Assessment (Speaking and Listening): After listening to their classmates presentations of their paintings, each student will orally describe and/or ask questions about a randomly assigned partners painting using language previously learned and heard in the presentation. (This impromptu conversation is intended to evaluate students natural acquisition of the language as opposed to that which was planned or staged). The second listening assessment is the oral description of a painting in the group and identification of the painting the instructor is referring to.Key Vocabulary:

Cozy (adjective)- warm and comfortable I like to feel cozy when I watch movies, so I sit on my couch with a blanket. Chestnut (noun)- a reddish brown nut people eat especially during holidays My family eats roasted chestnuts every Christmas and Thanksgiving. Fairy (noun)- a tiny flying woman with magical powers, popular in childrens stories In American culture, children put their baby tooth under their pillow for the Tooth Fairy to replace the tooth with money. Glide (verb)- to move easily, quietly, without trying hard We glided down the ice without falling when we went ice skating. Grand (adjective)- great, wonderful, idealistic (old fashioned) The Grand Canyon is the most beautiful sight Ive ever seen.

Lovely (adjective)- beautiful, satisfying to the eye, heart, or mind That is such a lovely photo of you in that beautiful dress! Nearly (adverb)- almost I nearly fell down when I slipped on the ice. Snuggle (verb) - to cuddle with someone/something; to press closely next to someone/something for comfort or affection. I like to snuggle with my dog while watching TV. Giddy-up! (command verb) - a command people use to get a horse to go faster. Two birds of a feather (expression)- two people/things that are similar in

some way My best friend and I are two birds of a feather- we are like twins!

Currier & Ives- artists who made pictures of everyday American life in

the 1800s (Example of a Currier & Ives picture print) Sleigh RideMusic and Lyrics by Johnny MathisDirections: Please fill in the blanks with the words you hear.1) Just _________ those _________ bells jingling, ring-ting-tingling too

2) ___________, it's ________ weather for a ________ ride together with you

3) Outside the _________ is falling and friends are calling "You-hoo!"4) ___________, it's ________ weather for a ________ ride together with you

5) Giddy-up, giddy-up, giddy-up, _________, let's look at the show

6) We're riding in a wonderland of _________.

7) Giddy-up, giddy-up, giddy-up, it's _________, just holding your hand

8) We're _________ along with a song of a wintery _________ land

9) Our cheeks are ________ and rosy and comfy _________ are we

10) We've _________ close _________ like two birds of a feather would be

11) Let's take that road before us and sing a chorus or two

12) __________, it's ________ weather for a _________ ride together with you

13) There's a birthday __________ at the home of Farmer Gray

14) It'll be the perfect ending of a perfect _________

15) We'll be singing the _________ we love to sing without a single stop

16) At the fireplace where we'll watch the _________ pop

17) Pop! Pop! Pop!

1) There's a __________ feeling nothing in the world can buy

2) When they pass around the __________ and the pumpkin pie3) It'll _________ be like a _________ print by Currier and Ives

4) These wonderful things are the things we __________ all through our li-ives

5) These wonderful things are the things we __________ all through our lives6) Just _________ those _________ bells jingling, ring-ting-tingling too

7) __________, it's ________ weather for a _________ ride together with you

8) Outside the __________ is falling and friends are calling "You-hoo!"9) __________, it's ________ weather for a _________ ride together with you10) Giddy-up, giddy-up, giddy-up, __________, let's look at the show

11) We're riding in a wonderland of ___________.12) Giddy-up, giddy-up, giddy-up, it's _________, just holding your hand

13) We're _________ along with a song of a wintery _________ land14) ________ and rosy and comfy _________ are we

15) We've _________ close _________ like two birds of a feather would be

16) Let's take that road before us and sing a chorus or two

17) __________, it's ________ weather for a _________ ride together with you18) _________ weather for a _________ ride together with you19) _________ weather for a _________ ride together with. . .20) _________ weather for a _________ ride together with. . .21) _________ weather for a _________ ride together with. . .Graphic Organizer: Lyric/Poem Mood ComprehensionDirections: Please write vocab words/phrases/lines from Sleigh Bells lyrics and the corresponding mood these words create:Words / Phrases / Lyric LineMood

Sleigh bells ringing, jingling too Giddy-up, Giddy-up, Giddy-up, lets go! Gliding alongHappy movement

Cozy

Snow is falling

Lovely weather

Wonderland Wintery fairy land

Friends are calling Yoo-hoo!

Itll nearly be like a picture print by Currier & Ives

At the fireplace

Chestnuts pop! pop! pop!

Its grand just holding your hand

Weve snuggled close together

Like two birds of a feather

Unwritten

By Natasha BedingfieldI am unwritten, can't____________________, I'm undefinedI'm just ______________, the pen's in my __________, ending unplannedStaring at the blank page before you

Open up the dirty __________________Let the sun illuminate the words that you could not find

Reaching for something in the distance

So close you can almost ___________ it

Release your inhibitionsFeel the rain on your _______________No one else can feel it _______________________________ can let it in

No one else, _______________Can ____________ the words on your lips

Drench yourself in words unspoken

Live your life with arms wide ___________Today is where your ___________ begins

The rest is still unwritten, oh, ohI break tradition, sometimes my tries, are outside the lines

We've been conditioned to not make _____________, but I can't live that way, ohStaring at the blank page before you

Open up the dirty __________________Let the sun illuminate the words that you could not find

Reaching for something in the distance

So close you can almost ___________ it

Release your inhibitionsFeel the rain on your _______________No one else can feel it _______________________________ can let it in

No one else, _______________Can ____________ the words on your lips

Drench yourself in words unspoken

Live your life with arms wide ___________Today is where your ___________ begins

The rest is still unwrittenOh, oh, oh, yeah

Staring at the blank page before you

Open up the dirty __________________Let the sun illuminate the words that you could not find

Reaching for something in the distance

So close you can almost ___________ it

Release your inhibitionsFeel the rain on your _______________No one else can feel it _______________________________ can let it in

No one else, _______________Can ____________ the words on your lips

Drench yourself in words unspoken

Live your life with arms wide ___________Today is where your ___________ begins

Feel the rain on your _______________No one else can feel it _______________________________ can let it in

No one else, _______________Can ____________ the words on your lips

Drench yourself in words unspoken

Live your life with arms wide ___________Today is where your ___________ begins

The rest is still unwrittenThe rest is still unwrittenThe rest is still unwrittenVOCABULARY WORDS: UNWRITTEN

1. Unwritten (adj.)- Not written2. Undefined (adj.)- Not defined, not sure, not exact3. Unplanned (adj.)- Not planned4. Illuminate (verb)- To give light to, to shine onto something 5. Release (verb)- to let go of, to drop, to decrease6. Inhibition (noun)- Something you are afraid to do, something you are cautious about7. Drench (verb)- to make very wet, to soak, to pour water onto something8. Tradition (noun)- a custom that has been done for many years in a particular group of people9. To be conditioned (verb)- to be raised in a certain way, to be trained, to be taught, to get used toName: ___________________________________

Natasha Bedingfield

UnwrittenComprehension Questions1. What is the word book a metaphor for in the song?

2. What do you think Natasha means by Staring at the blank page before you?3. What do you think the dirty window represents?4. What do you think she means by Feel the rain on your skin; no one else can feel it for you?5. What does she mean by Live your life with arms wide open?

Assignment: Write a Sequel Ending to The GiverIn this assignment, you will be writing your own Chapter Sequel/Ending to The Giver in narrative format. Pretend that you are the author, Lois Lowry, and you have decided to continue the story after the ending that was originally published and write a new ending. This sequel will be worth 10% of your grade. Please use your creativity- there is no right or wrong way to write the sequel in terms of content, as long as you follow the following criteria: It should be roughly between 600 words or more Double-spaced, Times New Roman font, 13 point In narrative format, with a beginning, middle, and end Uses at least 10 of the new vocab words that we have learned from the book from any or all chapters Includes dialogue between people so that it can be potentially turned into a script and video involving your classmates * * *Later, you will work in groups of 4 to create a 5-10 minute script and video of your sequel. This video will be graded on an individual and group basis (both 5% of your grade). You can choose your group members but I MUST approve it. You will decide, as a group, which persons story you want to use. The script and video should involve the following criteria: Involve every person in the group as equally as possible in terms of acting and/or time appearance Include costumes, props, and music as much as possible You can add to, change, and/or subtract what the original story included with your group members as long as it retains its required length. Actors must speak at least 5 of the new vocab words from Wordly Wise Chapters 1-5 in the video. Use your personal technology to record it together on your own time- please see me if you will have problems with this SCENARIO #1: AT A PARTY!

(Please act out scene described and add a conclusion)

Required Characters:

Allison Annie Ellen BethRequired Props:

Bottles of beer (at least 2)Allison, the most popular girl in the school, is having a party at her house while her parents are away for the weekend. All the coolest, most popular kids will be at the party. Ellen and Beth really like Allison and want to become better friends with her, plus the guy Beth likes is going to be at the party. So, they decide to go.

When Ellen and Beth arrive at the party, Allison greets them at the door. Everyone there is already drunk. Allison leads Ellen and Beth to the kitchen, where people are having a contest to see how fast they can drink. The person who finishes drinking a bottle of beer the fastest is the winner. Almost everyone has already participated in the contest.

Allisons best friend, Annie, wins the contest. Then she hands a bottle of beer to both Ellen and Beth, and tells them that they are next. Allison agrees and cheers then on.

What should Ellen and Beth say and do?SCENARIO #2: DRINKING AND DRIVING!

(Please act out scene described and add a conclusion)

Required Characters:

Allison Annie Ellen BethRequired Props:

Bottles of Sprite (2) CarAllison and Annie are best friends and the most popular girls in the school. Ellen and Beth are also best friends. Allison lives down the street from Ellen. All four girls are planning to attend the high school football game on Friday night. Allison offers to give Ellen and Beth a ride to the game using her fathers car. Ellen and Beth, who dont have cars, accept gratefully.

On the day of the game, Allison and Annie pick up Ellen and Beth at Ellens house. At the game, Allison and Annie drink Sprite bottles secretly filled with vodka. By the time the game is over, they are both drunk.

Ellen, Beth, and Annie walk with Allison to her car and notice that Allison is so drunk, she can barely walk. Allison is planning to drive all 3 girls home. Ellen offers to drive instead, but Allison refuses and says shes fine and perfectly able to drive. She also says that if her father knew that someone else drove his car, she could be punished for months.

What should Annie, Ellen, and Beth say and do?PERSONALITY CARD:

ALLISON

Allison is the most popular girl in the school. She has many, many friends. Her best friend is Annie. She is beautiful, energetic, outgoing, and always seems happy. She loves to party and drink hard liquor. She is also very used to getting her way. Whenever she speaks, people usually listen. Whatever she recommends, people usually do.

PERSONALITY CARD:

ANNIE

Annie is one of the most popular girls in the school. Allison is her best friend. Similar to Allison, everyone likes her, but she is a little quieter than Allison. Annie loves to party and drink beer. People usually listen to her and take her advice on things. Secretly, though, Annie is jealous of Allison and would love to take her place.

PERONALITY CARD:

ELLEN

Ellen is not very popular and has only two close friends. However, she is the best artist and actress in the school. She and Beth are good friends. She usually does things her own way, speaks her mind, and is quite independent. However, she is often a rebel and doesnt care much about following the rules. However, she is outgoing and friendly with people when she wants to be. She likes partying and drinks alcohol occasionally. Her father is a recovered alcoholic.PERSONALITY CARD:

BETH

Beth is quiet and reserved. She and Ellen are good friends. She usually likes to follow the rules. She doesnt like to argue with people and likes to follow the crowd. She is a very caring and helpful person and always worries about Ellen. Sometimes parties make her nervous. She has only drunk alcohol a few times in her life.