Just in time civics - Heide Spruck Wrigley, 02 SOME IDEAS FOR USING UNIT ON PEOPLE AND PLACES JUST IN TIME CIVICS FOR BEGINNING STUDENTS

just in time civics - Heide Spruck Wrigley, 02

SOME IDEAS FOR USING UNIT ON

PEOPLE AND PLACES

JUST IN TIME CIVICS FOR BEGINNING STUDENTS


WHAT’S YOUR FAVORITE?

Principles: Language acquisition benefits from students shutting

off the “monitor” and answer questions without much thinking.

Connecting language to personal interests keeps students engaged.

Connecting English grammar to student ideas helps students remember structures.

Setting up a “game” (who said?) helps students remember and keeps them interested.



Basic structure: Quickly move around the room asking

questions. Don’t let students think much but keep

coming back to questions they had trouble with.

Allow students to think about answers until the next day.

Start with more proficient students so they can serve as a model for others.



Extension Activities – Listening Comprehension Set up a game and do a True/False QuizAsk students: “Who said ‘December is my favorite month’?”

“What’s Sylvia’s favorite color, etc”? Create a few simple sentences and ask students to raise their

hands to indicate if a sentence is True or False: “Barbara’s favorite month is December because it is her birthday.” WHAT’S YOUR FAVORITE?

Follow up: Favorite place to dream about Select pictures from the internet or from travel magazines and tourist brochures and

let students select a picture or graphic (in pairs or small groups). Bring in poster board and invite students to paste up their picture (or a series of

pictures) and write a few sentences underneath – or encourage them to do a travel poster.

Ask student groups to present their dream place to the rest of the class (each group decides who will talk; others provide support).


Follow up: Favorite place to dream about

Select pictures from the internet or from travel magazines and tourist brochures and let students select a picture or graphic (in pairs or small groups).

Bring in poster board and invite students to paste up their picture (or a series of pictures) and write a few sentences underneath – or encourage them to do a travel poster.

Ask student groups to present their dream place to the rest of the class (each group decides who will talk; others provide support).


ASK SOMEBODY ELSE

Principles: Inviting students to ask each other questions provides

opportunity to use English in a “sheltered” situation. Asking different students similar questions provides

reinforcement. Sharing information with others creates a “community of

learners”. Acquiring information about your students helps you connect to

them on a personal and individualized level. Surveys offer opportunity for analysis (math concepts). Moving around while using English creates energy and helps

the brain to stay active.


ASK SOMEBODY ELSE

Basic Structure: Explain to students that they will do a survey

so that all members of the class can find out more about each other and share information about what to do with kids.

Ask students to talk with 4 other students and ask them questions about their favorite holiday and their favorite song to sing.

Model the activity with a couple of students (you ask a student and then the student asks you).


ASK SOMEBODY ELSE

Basic structure ctd: Ask students to report back and give information about a

person they interviewed.– (“this is Sylvia. Her favorite holiday is …”)

Don’t try to cover all the topics or introduce all the students in one session but come back to this activity during the next few sessions.

Make a list of the holidays or songs that students cite and discuss what makes them special.

If you do math in your class, ask students “how many people said “Thanksgiving is their favorite holiday?” and then create sentences like “10 out of 12 people …..”


ASK SOMEBODY ELSE

Basic structure ctd: Ask students to talk about why they like a certain holiday or a

certain song. Then make up some sentences that you will use as a dictation for students to write down.

“Sylvia likes Christmas because the whole family is together and everyone gets presents.” “Ana’s favorite song is “cielito lindo”. She likes it because her mother used to sing it to her.”

Write the sentences on the board and let students correct them themselves (or type them up and hand them out).


ASK SOMEBODY ELSE

GRAMMAR AND VOCABULARY REINFORCEMENT Ask students to create flashcards with words and phrases they want to

remember (“De Colores is my favorite song to sing”). Put some time aside during the week to review grammar structures and

assign worksheets (from text books or make your own) as homework. Structures to focus on include:

– Basic questions and possessives – What’s your favorite? – My favorite; her favorite; his favorite, etc.

Language functions include: – Expressing likes and dislikes (I like; I don’t like; I like xyz the best; I like abc

the least, etc); asking about preferences (which do you like better, x or y? What is your favorite?)


WHEN YOU WERE LITTLE

Principles: Positive memories open the mind to taking in

new language. Talking about memories provide opportunities

for positive conversations within the generations.

Identifying games can be linked to writing instructions and procedures in English.


ASK SOMEBODY OUTSIDE OF CLASSPrinciples: Language acquisition develops through use

of the language with a variety of people. Language acquisition accelerates if the

speaker uses the language in new situations that seem a bit scary at first.

Getting to know other people in the program presents opportunities for ongoing conversations between staff and students.


ASK SOMEBODY OUTSIDE OF CLASSBasic structure: Let other people in the school know that your

students will be coming around asking questions and to please be kind.

Allow students to work in pairs or triads and take turns asking.

Encourage more proficient students to ask “why do you like “xyz”? As a follow up to the answer they hear.


….ASK SOMEBODY OUTSIDE OF CLASSExtension activities: Invite students to write 3 or 4 sentences

about the survey (“I talked with 3 people: Ms. Savino, Ms. Valdez etc. Ms. Savino said “…”).

Check textbooks, newspapers and magazines for simple surveys and bring into class. Discuss what a survey is and how it is done. Develop graphic literacy with your students by analyzing charts that accompany surveys.


….ASK SOMEBODY OUTSIDE OF CLASSVOCABULARY, GRAMMAR, AND LANGUAGE

FUNCTIONS Vocabulary: Survey (noun and verb), polls;

analyze; results; etc Grammar: Affirmative and negative (I like; I

don’t like); present and past tense (when I was little, I liked, but now I like..);

Functions related to doing a quick survey.– Teach phrases, such as “excuse me, we are doing a survey

for our ESL class. Can I ask you a question?”


PEOPLE AND PLACES

Exploration and Discussion


THERE’S A PLACE FOR US

Introduction: Multi-media

Talk with students about the area where they live– what makes it special and different.

Brainstorm ideas and discuss special places (both sides).

Use maps and flyers to give students a sense of place.


IMPORTANT PLACES FOR FAMILIES Multi-media: Tourist information Ask students to work in small groups to identify

important places. Brainstorm about places where families go

– to learn new things – to have fun – to get help – to celebrate

Ask students to select 3 places and discuss in small groups why they are important.

Students present information to the rest of the class.


DRAW A PICTURE

Principle: Drawing or creating collages draws on a different part

of the brain and facilitates learning in multiple modes. Drawing allows students to express themselves non-

verbally. Drawing allows talent to emerge and provides

recognition for students who don’t always get a chance to shine because their English is limited.

Drawings can be shared with others via the web page and thus present a showcase for students.


GOOD PLACES AND NOT SO GOOD PLACES Introduction: Multi-media

West Side Story (“America”) Discussion: Community is made up of places and

people. Some places have negative associations, others positive. How you feel about a place depends on your experience (example, courts or police; schools).

Introduce West Side Story as an example of immigrants from Puerto Rico who are not sure about “America”. Most think it’s a great place, but one person disagrees.


GOOD PLACES AND NOT SO GOOD PLACES

West Side Story: “America” Introduce the segment to students and ask them not to

worry about understanding the language of the song. Explain that 80% of the messages sent in conversation

are non-verbal (context; tone; gestures) and a great deal of comprehension is possible even if you don’t understand the language.

Ask students to watch and guess what’s going – without listening to the English.

Write some key words or phrases on the board and play the segment a second time. Ask students to listen for these key phrases.


GOOD PLACES AND NOT SO GOOD PLACES

West Side Story: “America” Copy lyrics from web page and change print so it is

easier to read. Ask students to read along as you play the segment

one more time. Discuss some of the key phrases Listening comprehension: delete key words from the

printed lyrics and replace the words with blank lines (_________). Ask students to listen to the song and work in pairs to write in the key words they hear.

For more proficient students, delete additional words and ask them to fill in the words (ask students which version they want to work with);


… GOOD PLACES AND NOT SO GOOD PLACES Introduce or review English words associated

with feelings – Play the Beatles’ song “Yesterday” and ask

students which feelings are expressed in the song. Discuss vocabulary and structures.

Type up lyrics with blanks representing words or phrases you want the students to remember.


… GOOD PLACES AND NOT SO GOOD PLACES Ask students in small groups to select one place

that’s connected to a feeling and explain why. Ask students to talk with their children about favorite

places (inside and outside of the house); on the U.S. side and in Mexico.

Ask students to work in groups to fill out chart. Discuss why a place is considered a good place or not a good place.

Ask students to work in pairs or small groups to use English and present a place to the rest of the class – explaining why a place is a good place or not a good place.


… GOOD PLACES AND NOT SO GOOD PLACES Vocabulary, Grammar and Functions Vocabulary: Review the vocabulary from the songs

you played in class and have students do flash cards or add them to their personal dictionary.– Create a short vocabulary quiz for the students (match words

and their definitions; ask students fill in words that have been deleted in sentences; match English words with their Spanish equivalent).

Grammar: Past tense, affirmative and negative; (Why she had to go, I don’t know, she didn’t say)

Functions: Expressing feelings and their associations (I feel sad, when…; xyz makes me feel sad).


ASK SOMEONE OUTSIDE OF CLASSGood Places to Take Children Have students ask teachers of the children Ask other staff of the program Try to find tourist information on these places

(brochures etc) Have students generate questions that they have about

these places (how much it costs; opening hours; what happens when you get there; can you bring in food)

Make a plan with students on how to find out answers to the questions – (look at brochure; call)

Practice phone skills


GOOD PLACES TO TAKE CHILDREN

Talk about intergenerational activities with children

Work with “If you’re happy and you know it…” – listening comprehension– reading and cloze – memorizing


A PLACE WE LOVEA PLACE WE DON’T LIKEIntroduction: Multi-media West Side Story: There’s a place for us Discuss places people dream about Get pictures of dream places off the web or

bring in travel magazines and ask students to select a place that they would like to visit

Ask students to work in small groups and select a place and talk about it (Our Dream Place)


A PLACE WE LOVEA PLACE WE DON’T LIKE Ask students to think about places they personally

love or don’t like. Ask them to write a few sentences about each and

share with the group. Type up stories and share with the group through

“choral reading.” Create short stories to use as dictations for

students (use students’ names). Explain that sometimes we create places in our

minds to escape to. Play “There’s a Place for Us” from West Side Story.


CLASS SUMMARY: OUR FAVORITE PLACES Let students know that we will have a conference in

the late spring and will be showcasing student work. We want to have a gallery of places that are

important to students – one set of places within the El Paso/Socorro community and another of dream places to go to

Ask students to create a big poster or a collage of places that mean something to them. Provide pictures; pens; and other materials

We will take pictures of their posters and put them on a web page so that people in other places can see them also.

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Just in time civics - Heide Spruck Wrigley, 02 SOME IDEAS FOR USING UNIT ON PEOPLE AND PLACES JUST IN TIME CIVICS FOR BEGINNING STUDENTS