1213 HKES ELL Introduction
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The document describes using drama residency classes conducted by a nationally recognized teaching artist to promote English language and social skills. The classes experiment with drama strategies to take risks, express ideas physically and vocally, and work in small groups to create dramatizations of stories to demonstrate their understanding. Students provide feedback on each other's performances and explore scientific explanations through drama.
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The relationship between text, illustrations and story
This document discusses using different communication systems in narratives to help students construct meaning. It provides two resources - the book "You and Me: Our Place" and the animated story "Spear" - to analyze visual, textual, and symbolic languages. Teaching strategies are outlined to explicitly teach students how authors use communication systems and to make connections between stories and their own lives. Students will analyze the resources, discuss different ways of storytelling, and create their own story using images from "Spear."
The relationship between text, illustrations and story
This document discusses using different communication systems in narratives to help students construct meaning. It provides two resources - the book "You and Me: Our Place" and the animated Aboriginal story "Spear" - to analyze visual, textual, and symbolic languages. Teaching strategies are outlined to explicitly teach how these resources address ACARA standards through questioning, think-pair-share activities, and having students create their own story using images from "Spear".
Castagneto tp 7 the magic bag project
The document is a lesson plan for teaching a scary story to 6th grade students. It includes an analysis of using literature in the classroom to develop language skills, cultural awareness, and critical thinking. The lesson plan introduces the story and has students listen, put events in order, retell the story, and create their own backstory for a ghost character. The goal is for students to discuss emotions, respect, and have fun while practicing their English skills.
ESSA Arts Integration
This document provides biographies of three speakers on arts integration in education: Gail Humphries Mardirosian, Hannah Vonder Haar, and Elizabeth Watson. Gail is the Dean of Stephens College School of Creative and Performing Arts. Hannah is an art integration specialist and teacher at The Children's School at Stephens College. Elizabeth is the director of The Children's School and works with preservice teachers. The speakers will present on topics related to arts integration and its benefits for teaching and learning.
LTAB_Film_Curriculum
The provided document contains information about the Louder Than a Bomb film curriculum, including an introduction to the film and pedagogy, a table of contents, descriptions of activities and objectives, and details about aligning the curriculum to common core standards. The curriculum uses spoken word poetry to engage students in watching film performances, discussing techniques, exploring their own writing, and sharing their work. The goal is for students to gain exposure to poetry and create five original poems reflecting their lives, while strengthening skills in reading, writing, and public speaking.
Tesj008
This document discusses how creative drama activities can help young English language learners improve their oral language skills. It describes a drama curriculum developed by the San Diego Unified School District featuring 27 lessons for kindergarten through 2nd grade. Teachers reported that the drama lessons helped students learn vocabulary and engage in extended interactions. Videos of lessons and materials are available online to help more teachers incorporate drama into language instruction.
Teaching with Drama
Drama is a valuable tool for teaching English as a second language. It engages students actively in the learning process and fosters their language skills. Through drama activities, students improve their confidence, creativity, and motivation to learn. Drama allows students to use English in meaningful contexts. Some key drama techniques used in ESL teaching include role plays, simulations, improvisation, and dramatizing stories and literature. While drama has benefits, teachers must implement techniques carefully to control the class and ensure activities enhance learning.
Ibsc Action Research Paper On Cultivating Emotional Intelligence In Boys Thro...
This document summarizes an action research project conducted by a teacher to investigate the effects of using internalized characterization and empathy building strategies in their Grade 10 dramatic arts class. The teacher implemented a month-long process focused on connecting the boys emotionally to selected texts through these strategies. Data was collected through surveys, journals, student presentations, and observations to analyze the impact on the boys' emotional development and confidence. The findings indicated that the strategies increased the boys' psycho-social and emotional awareness. Engaging in this research enhanced the teacher's understanding of how such techniques can be used to promote students' personal growth and emotions.
Belonging - An Introduction
The document discusses the concept of belonging as an area of study. It explains that belonging, or lack thereof, can be shaped by personal, cultural, historical and social contexts. Perceptions of belonging emerge from connections with people, places and groups. Texts may explore belonging through experiences and notions of identity, relationships, acceptance and understanding. Students examine how texts convey the concept of belonging through representations of people and societies, and assumptions about belonging. They also consider how language choices shape and are shaped by a sense of belonging.
Lit.Minds
This document outlines the objectives and activities for a semester-long creative writing course. The course aims to: 1) expose students to different creative writing formats and their purposes; 2) raise awareness of global issues; and 3) help students develop their own writing voices. Students will meet weekly to explore concepts through formats like graphic novels, improv, poetry, and social media. They will also complete a portfolio of 3 creative writing pieces by the end of the semester. The document then lists the weekly themes and activities over the course of the semester to help students achieve these objectives.
WoolstonAmyUnitLessonPlanGenocideUMNTZTSfinal2015
This 8-week unit lesson plan aims to teach students about global genocide through interdisciplinary projects in art, language arts, and social studies. Students will explore how life experiences and leadership impact society, investigate genocide, and discuss conflict resolution. They will examine the Holocaust and its effects. Students will complete art projects expressing their learning, and discuss whether genocide can be prevented. The plan incorporates music, videos, discussions, art critique, storytelling and other activities to engage students in learning about genocide and its legacy.
Practical Nº 7 The Magic Bag Project
This document summarizes an analysis of a chapter on teaching literature in the classroom. It includes a questionnaire with 14 questions about introducing literature and its benefits. Literature can develop communicative competence, intercultural awareness, and critical thinking. It exposes students to different genres and languages. Stories motivate students and help cognitive development. Literary devices like binaries, rhyme, and metaphor contribute to literacy. Literature fosters intercultural competence by presenting other worldviews. The document also includes a lesson plan on using the story "Places in My Neighborhood" to teach vocabulary and engage students.
High school-unit-slam-poetry
This document outlines a 4-week unit on slam poetry for 11th/12th grade students. The unit aims to introduce students to slam poetry and provide skills to create and perform their own slam poems. Slam poetry allows students to freely express their beliefs and identities in a safe classroom setting. The unit must encourage personal expression without forcing it. It focuses on developing students' poetry writing, public speaking, and critical analysis skills. Through slam poetry, students will learn how to use their voice to enact social change and broaden their understanding of different perspectives.
Common techniques in teaching
A play is a form of dramatic work written by a playwright to be performed on stage rather than just read. Plays are performed at various levels from Broadway to community theaters and schools. Dramatic play allows children to make sense of the world through symbolic thought and contributes to their language and intellectual development. Implementing drama in the classroom engages students across subjects by acting out stories and exploring different perspectives, which promotes critical thinking as students formulate and express opinions. Drama accommodates different learning styles, encourages speculation and reflection, and boosts skills like self-confidence, problem solving, imagination, and collaboration.
English in Action: Teaching English through Drama to SEN Students
This document discusses using educational drama to teach English to students with learning difficulties in Buenos Aires, Argentina. It provides background on how drama has been used successfully in language education and outlines the conception of a project called "English in Action" which uses drama techniques. The theoretical frameworks discussed include Jarvis' model of learning, Fisher's Triangle of Language Learning, and Cummins' notions of context and cognitive demand. Research supporting the efficacy of drama for language learning is presented.
B. Introduction to Childrens Literature.pptx
This document discusses how children's literature can promote child development in areas such as language, cognitive skills, personality, social skills, and morality. It outlines how reading books aloud and other literature activities at different developmental stages can encourage language growth, stimulate thinking through comparing/classifying, build self-esteem, teach social behaviors, and develop concepts of right and wrong. The document examines theories of child development and cites research on how literature positively impacts language, cognitive, and social-emotional growth.
Drama as a teaching tool
This document discusses using drama as a teaching tool in the classroom. It defines drama and identifies its basic elements such as role playing, narrative, language, and symbols. It dispels common myths about drama requiring special skills or spaces. The document explains that drama can be incorporated across subjects to encourage communication, critical thinking, and engagement. Specific drama strategies are presented, such as role playing, hot seating, and mantle of the expert. Examples are given of how these strategies can be applied to different subject areas. Overall, the document advocates for using drama in the classroom to create a fun environment that helps students learn.
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1213 HKES ELL Introduction
- 1. Using drama to promote English language and social skills. Drama residency classes conducted by Dan Kelin II, HTY’s Director of Education. He is a nationally recognized Master Teaching Artist. http://www.kennedy- center.org/education/partners/touringbrochure/teacher/teachers.cfm
- 2. To begin, the class experiments with drama strategies, learning to take risks, trust their instincts and how to express ideas physically and vocally.
- 3. Individuals and groups take turns reading one section at a time, investigating each section as it is read.
- 4. Students work in small groups to create ways through drama strategies to express their understanding of the story.
- 5. Students work in small groups to create ways through drama strategies to express their understanding of the story.
- 6. Groups share their dramatizations. Fellow students describe how the performers expressed ideas.
- 7. At each stage in the reading, groups create dramatizations that predict what will happen next in the story.
- 8. The whole class together explore a scientific explanation for how the ocean came to be.
- 9. Pairs and small groups reflect and share ideas of how science and the cultural story compare and contrast.