To the Song and beyond!

To the Song and beyond!Music in thematic-based unitsJim NailonBy PresenterMedia.com

1Describe the benefit of music in Thematic-Based Units (TBUs).Acquire the resources to teach a complete TBU on classroom objects.Learn how to make their own music videos with PowerPoint and Movie Maker.

Presentation ObjectivesParticipants will:1. You will know why music is such a strong tool for learning a second language and how songs can fit into TBUs.2Session OutlineThematic UnitsThematic units are designed using content as the organizing principle. Vocabulary, structures, and cultural information are included as they relate to the themes in each unit. For an excellent example of theme-based units, see the Nebraska Foreign Language Education Web site in General Resources.

http://www.learner.org/libraries/tfl/key_terms.html#Annenberg foundation site, with a nice plug for NE.

4Singing accompanied by guitar.Recorded music.Simple music videos.Part of thematic-based units.

Evolution of Music in Spanish at STMI started with Jose-Luis Orozco, but found traditional childrens songs have their limitations. So began to write songs with pedagogical intent to teach the vocabulary I wanted to teach my students.Juan Carlos Veloso and I met that first year at NILA and decided to present the next year. So I recorded some of my songs that summer to bring to the presentation. Songs for TeachingLater, I was able to apply some ot the technological things I had learned at NILA and began to make video.Finally, in order to have something to do with the videos, I began expanding them into TBUs.5Songs, like poetry, are one of the most powerful combinations in helping the learner commit limited phrases and word combinations to memory, to be put into active service at a later time in communication. Songs often contain the elements of repetition, rhyme and rhythm that facilitate quick memorization and easy imitation of the original text material.(Garza, 1993-1994)Supporting ResearchOld research, nothing new.Repetition, rhyme, rhythm help with memorization of the vocabulary.Music videos can also be most effective in teaching pronunciation and intonation.

Several major studies over the past decade, such as Price (1983) and Garza (1991) strongly suggest a positive correlation between the addition of target-language captions to video materials and increased comprehension.(Garza, 1993-1994)Supporting ResearchSongs are a great way to learn pronunciation.Adding captions increase comprehension.Illustrations seem to boost the effects of music, yet, could additional extralinguistic support, beyond that supplied by illustrations, further maximize music? Both Cohen (1968) and Elley (1989) demonstrated that the addition of follow-up-activities or illustrated oral story readings resulted in greater vocabulary acquisition.Medina (1993)Supporting ResearchAdding illustrations can make the video an excellent source of comprehensible input.Follow-up-activities, such as a TBU, give even greater vocabulary acquisition.It all seems rather obvious.Singing songs is a powerful tool for learning language.Captioned videos engage both audio and visual learners. (Music kinesthetic learners?)Related extension activities extend the lesson and give new vocabulary a context.Performance assessments that emphasize comprehensible input motivate students to understand and use their new language.

My rationale for music in TBUs Useful video must contain the linguistic material desired for instruction. It should be thematically interesting and culturally relevant. It should be multi-layered; that is, they should be able to maintain student interest in the face of repeated viewing. Visual images are no less important than the lyric: they depend on each other for complete comprehension of the text.Selecting a music video(Garza, 1993-1994)I would also add that it needs to be at the appropriate level for the learner. This is why I began writing songs for my students. 4. Relates to CI.10TBU: Mochila roja-4th grade

TLW demonstrate knowledge of Spanish classroom vocabulary.TLW use first person singular verb conjugation, infinitives and adjective agreement.TLW collaborate to prepare and give a short presentation in Spanish.

TBU: Mochila roja - 4th gradeObjectives:

Day 1: Dictionary Word Search & the Song

En mi mochila rojaCrossword puzzle for home work.14I demonstrate mochila items like they will do in their presentations.Teach short lesson on conjugation.Help class get started on HW.Repeat song with props.

Day 2: ConjugationRemove the ending (either ar, -er, or ir) from the infinitive to make the verb stem.

comprar (to buy)compr___comer (to eat) com___abrir (to open)abr___Add the ending (o) to the verb stem that matches the subject pronoun, (yo, I). (Other pronouns have different endings. Well learn those later.)15Correct HW as review.Explain the Guia de presentacin.Model the script pattern and help students complete their 3 sentences.No HW if done.

Day 3: Apply verbs to script1) En mi mochila ___________ yo tengo __________________.

2) Con _____ _______________ yo puedo ________________. 3) _________________________________________________.

16Have some students share their 3 sentences as review.Color, cut out and construct mochilas and contents.Assemble mochilas and complete WS: Las cosas en mi mochila.No HW if done.

Day 4: Make mochilasDay 4: Make mochilas

Day 4: Make mochilas HWEn mi mochila ____________, yo tengo:una hoja ________________________________.un lapiz _________________________________.una goma _______________________________.un bolgrafo _____________________________.unos crayones ___________________________.una regla ________________________________.unas tijeras ______________________________.un pegamento ___________________________.un cuaderno _____________________________.unos libros ______________________________.

Review presentation requirements from the Guia de presentacin (day 3).Go over rubric (Time Management, Mochila, Presentation, Script, Comprehensible Input) and assign partners.Partners select 2 more items and write 3 sentences for each item on script. (Script has total of 4 items.) I check their work.No HW if script done. May start practice.

Day 5: Presentation work dayReview using props to create comprehensible input during presentations.Show a video example of presentation.Students craft and rehearse their presentations.I check scripts and give suggestions.One or two volunteer groups may present at end of class, if ready.

Day 6: Presentation work dayReview rubric.Give 5 minutes for final prep.Groups present while I record videos of each presentation for grading and feedback.

Day 7: PresentationsPass back graded rubrics.Show and discuss videos.Celebrate. No HW.

Day 8: FeedbackStudent exampleMake a PowerPoint (PPT) with lyrics and supporting images.Enter the PPT images into Movie Maker.Add a music sound file.Adjust timings and save your movie.

Make your own videoPresentation Zen, by Garr Reynolds.My YouTube videos and my website: www.liturgicalguitarist.com/links.html Songs for Teaching www.songsforteaching.com for a wide variety of topical songs for teaching second language. George Washington University TRED 251 assignment for thematic unit.

Additional ResourcesThese are on your handouts in greater detail. I learned about Presentation Zen from the last Ricardo Varguez presentation I attended.Preguntas?Blues111123.09En mi mochila