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Archive for the ‘drama’ Category

As promised, a view of our walk

This video shows the pictures my students captured of field, forest and beach, a short walk outside our building.

I asked them on Monday what their reactions were to this course in general were overwhelmingly positive.

Nobody wanted to fill out the sentence frame that said, “I didn’t like EXCEL this year because…”

And that feels nice.

 

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A look back, on the last day of classes

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I am a little melancholy as this year’s classes end today.

I am not sure whether this class will run next year. Together, we’ve seen great progress, with 19 students in and out my door.

I have felt so blessed to get to know every one of them: the boy who told me that what I do is not teaching, who eventually came to me to get help; the girl who shared her heart-felt pain with me; the one who would share nothing; the one who smiles only to herself; the one who always claims to understand; the one who texts just because he is bored; the one who is sad to be here, but pushes herself to learn more quickly; the one who comes almost daily, no matter the problem; the one who calls me “second Mom.”

I celebrate and cry over students leaving my class, almost simultaneously. I urge them to leave, knowing they need to go on to move forward.

I tried to help them through troubles, both in and out of school. And sometimes those troubles were heartbreaking; other times they disappeared like mirages.

I know I will see these students again… at least most of them. I’ll see the ones who stick it out, who try to play school the way that we do, even though it may clash fundamentally with the schools they came from. I’ll still ruminate on the ones I don’t see, the ones who decided that this school is not the right place, or that it’s not the right time.

They will grow. They will learn, no matter which path they choose to take.

And I will miss them all.

I will miss teaching this class. I can only hope that the mood of the country changes, and that we will be able to someday run this course again.

 

A sweet and sour and salty and bland day

Ever have one of those days where it just feels off?

This one kind of did.

blackeye_pigmentationWe were working with Susan Palmer on describing people and things. We walked tall and short. We walked big and little. We described our height and our eyes (which, other than mine and Susan’s, are all brown. That’s usually why we don’t talk about eye color much, because they all think they have black eyes, and then we have to explain that black eyes to English speakers means when you get hit in the face. Hard.).

We talked about clothes and colors and played color tag again. But it was stuff that I really had gone over and over with them before. Nothing new. And we could all feel it. One of my students feigned illness. Hadn’t had anything to eat. Refused to go to the nurse to get crackers. I have a headache, yet I want to sit in this corner and listen to music blasted into my ears because really what you are doing is just no fun.

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So in continuing the descriptions vein, we decided to focus on food. Talking about food is a pretty essential part of life. So we showed a diagram of the tongue and the taste regions and then tasted such things as:mapoftongue2

  • lemon juice
  • lime juice
  • apples
  • carrots
  • bread and jam
  • sriracha peanut butter with maple
  • raisins
  • Thai peppers
  • potato chips

 

And my student with a headache suddenly was able to participate when the chips came around.

We peppered them with questions: Do you like salty food? Do you like sweet food?

It was interesting seeing what drove them. And what didn’t.

But I think we are all itching for that last week of classes to come and go.

Beginning-Middle-End

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What makes you happy?

What makes you sad?

These were the questions we started with when we met with Susan Palmer on May 8. The idea was to build on the work we had done during the previous meeting, when we read a book and talked about the beginning, middle and end of the story and how the characters’ moods changed throughout.

We this time asked students to create their own movement piece and have the other student follow those movements, then to add all six movements together to make a finished piece. Performance. Creativity. I should really be tagging these blog posts to the Graduate Expectations they are bringing to students… But on with the story.

The focus was on beginning-middle-end, and then creating a collaborative sequence.

We expanded from pairs to triads:

After working with groups, we were ready to move on to something that was a step harder. What we didn’t realize was how big that step actually was.

We returned to the imaginary box, but this time, we each took an animal that Susan introduced, held it, and made the sound that it made. For this, we started to get a little pushback. It was odd. They had been brave for so long, taking what we were asking them to do and performing with gusto. But this time, the mood was a little off. Even though everybody claimed, yet again, to be feeling “OK” or “fine”.

Ugh.

We then took these characters and tried to make a simple story in groups, the boys in one group and the girls in another. You added one sentence to the story to make the next part and added a sound effect to make it come alive.

And this, I think because of where we are with English language development, did not go as planned. It was hard and answers had to be pulled out of students. It happened, but in the end, it was a difficult activity for this level. Not one we’d try like this again.

It’s hard to be original in another language. And it’s even harder to keep lists of original ideas in your head when they are not your own. Here are our results:


For the girls’ story, we found out afterwords, the most proficient student created it, and then they all just took their roles.

Just goes to show that there’s more than one way to skin (or in this case, sting) a cat…

Another visitor! And a book!

IMG_5984

Today, Susan Palmer floated a different idea: Let’s connect beginning-middle-end with the curriculum. We talked briefly about what would make sense: A story? A painting? A photograph?

final-bhs-ges-graphicShe mentioned that she knew a lovely picture book, but it was probably too young for this group.

Picture books however, particularly wordless ones, make sense for beginning English Learners. They open the door to having meaning come from the page. And wordless means that you don’t have to find meaning in someone else’s words. You make it up. Creativity. One of the Graduation Expectations for our school.

Although this could have worked with almost any medium, including video, that we would choose to bring in, a book is kind of magical.

On the day of our meeting, Susan brought Jenny Norris with her. She is another Flynn artist who is doing work with Parent University, a district-supported initiative to get new American parents involved in their children’s schools. She came to watch our work to get some guidance on how to teach students who were beginning English learners.

Screen Shot 2017-05-13 at 9.06.27 PM.pngThe book Susan chose was this one, Flora and the Peacocks by Molly Idle.

We were able to focus on our own feelings and on what we do that makes us happy.  We talked about before and after: What do you do before school? What do you do after school? We acted out what our partners did before and after school. And adding in that element of time really messed with some people’s concept of what we were doing. Time is just such a hard concept in another language:

And then we looked at the book. As we explored, our conversation required a deeper vocabulary to look at the issues. We introduced the words jealous and curious. And then we created with our bodies still pictures of what happened at the beginning, middle and end of the book.

It was a very simple, yet rich, conversation that I would have never brought to these students. The key is always trying something. Even when it falls flat, it’s important to try. I would love to grab some important paintings and have them do the same kind of activity: what happened just before the artist painted this scene? What do you think will happen next?

We focus on these shifts in time every day when we look at the calendar. What is the date today? What will be the date tomorrow? What was the date yesterday?

Our final activity was to reinforce giving an opinion before we practiced again IMG_5982expressing an opinion about the lesson (which, of course, ends up being focused on what students liked. It’s fine, but I’d really love to find out what they really think. For that, we may have to work in their first language. They are always a bit reluctant to criticize…).

When I worked with Lida Winfield in my classroom a few years ago,  We did an activity after talking about my wedding in which we tried to discover what students did at celebrations in their home countries. For example, we eat cake after a wedding. Do you eat cake at a wedding? To respond to the prompt, students would choose the “yes” side of the room or the “no” side. And then we would ask students to tell us how they celebrated and ask if others did the same.

We had also used this same kind of response with expressing opinions. I had told Susan about it, and we tried a game in which students got to ask questions, and we all responded by running to different sides of the room: Do you like winter? Do you like rain? Do you like dogs? Do you like sweet? Do you like spicy?

We asked the first dozen or so questions, and then the students took over. It was amazing and beautiful as they started jumping over each other trying to ask the next question. And then the questions moved to areas that I would rather have taken more time with, for example: Do you like God?

I was left alone on the “no” side of the room as I had to explain that as an atheist I have no god. And that was a little weird. And then the same student wanted to know if we liked Judas, but he didn’t say “Judas”, he said “Juda,” which left the Westerners in the room confused. And then I had to explain that not everybody knew Judas because not everybody was Christian.

Do you like the United States? Most students said yes. One said no. (Telling. I’d love to have that conversation, too.) But all three of the English-speaking teachers went to the middle, undecided part of the room.

So when we got to the part about expressing opinions, there was no confusion. The answer was echoed across the room:

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Working with a partner: Mirror me!

One of the most tried and true theater games is mirror, where one person leads and the other follows, with the object being to be so in sync with one’s partner that an outsider cannot tell who is leading. A lesson plan for it can be found here. This game calls for concentration, focus and body awareness.

We’re still working on this, as you can see from the mirror game we played:

This day’s focus was varied. We did so many things, such: color tag, where the students had to touch a color in the room before being tagged by whoever was “it”; mirror; invisible ball, in which we threw a pretend ball to each other demonstrating size and weight; invisible box with invisible clothes, for which we pantomimed putting on while naming; and shake-out, where we shake our limbs to get us warmed up or to get our blood flowing again in a low point.

Activities Ms. Susan brings into the classroom reflect the content that I am trying to teach. They need to know clothes to be able to describe themselves and others. They need to know colors to help describe the clothes. They need to know opposites to help describe the world and people around them. So many things in such a short time.

For What Did You Do This Weekend?, we shared one activity and then found a way to show that activity to a partner. Then, to make things a little more difficult, we introduced using pronouns he and she to describe what our partner did (past tense). We’re still working on using complete sentences, so this was a much needed activity:

At the end of class, we worked on stating opinions, a skill that is reflected throughout the common core, but is not normally a skill for beginning speakers. My goal is to build this into “because” statements to help provide the beginning workings for eventually defending a theory, a skill needed across the curriculum. The sentence frames, shown in the picture above, were to help students choose what activity of the day that they enjoyed most.

Although I always introduce the negative, we never hear the negative. I can count on the fact that everybody in the class is good/OK/fine every day. Even though I model my own varied moods, which seem to follow weather patterns.

The sweetest thing happened, though, and I’m not sure you will see it in the first short video, but one student was helping another with recording his video. He is brand-new and just didn’t understand the concept. So he got directions in Nepali and then she demonstrated:

I just love it when my students take care of each other. Oftentimes it shows up within a language subgroup, but through my work with Flynn artists, we are building a caring community that crosses language subgroups.

It makes me so unbelievably happy to work with these students when I see this kind of empathy in action!

Academic Skills: Sorting with a twist

In my class in mid-April, we were working on a skill that is inherent to us as humans: sorting.

We are taught formally how to do this in kindergarten, and we build on it throughout our lives, particularly in the school setting.

Sorting, or categorizing, is essentially the work we do when we write paragraphs, grouping similar ideas. It’s what we do in math when we look for patterns, learning how to determine odd and even numbers, primes and composites. It’s how we classify animals in science. And it’s how we approach the world: This person is like me or not.

One researcher, John Anderson of Carnegie Mellon University, posited decades ago that there are three reasons humans categorize: Creating a linguistic label that we can all learn; Recognizing feature overlap; and Denoting similar functions. In a more recent article in Scientific American, researchers at Harvard found that we are hard-wired to categorize what we see. 

So it’s an important skill to learn for students in a Western teaching environment. My students have been learning about how to label items, so that they can later build on the meta-awareness of categorizing.

For some projects, the task is open.

How do you want to sort these things? (Buttons, shells, rocks…)

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For others, there is a right and wrong way:

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On this particular day, after I shared with Flynn artist Susan Palmer that we were working on sorting, she came up with a way we could work on sorting things in the environment. Susan’s specialty is movement and drama/storytelling.

Screen Shot 2017-05-13 at 6.54.57 PM

In looking at the elements of drama, we’ve been working on many of these elements all year. This was about creating (one of our school’s Graduation Expectations), imitation (an element of Drama, see left), and presentation (one of my department’s standards).

So the main activity focused on these questions:

What do you see on the land? What do you see in the air? What do you see in the water?

We brainstormed lists and then our job was to create movements and sounds for the words we came up with that fit into these physical environments. You can see the results of our group performances below. We had to choose one of the items we had brainstormed for each environment and create a picture as a group.

We were fortunate to have with us on this day Gina Haddock, director of development at the Flynn, and Kitty Coppak, representing the Oakland Foundation, which supports our work with the Flynn.

Doing such performances allows students in a low-stakes environment to get up in front of peers, which builds self-esteem in using the language.

Do we look silly? Yes. But it’s silly with a purpose.

As part of the class we also worked on handshakes:

We also worked on performance through a game called 1-10. The purpose of this is to work together with a partner to build a picture while counting. Again, it’s low-stakes and demands creativity from both partners:

Although the activities may seem deceptively simple, what we are building is (hopefully) something that students can use in years to come as they grow linguistically and academically.

I am overjoyed that Gina and Kitty were able to join us. I love letting people in our classroom to play with us!

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