tesol 2006 1 tesol 2006 – tampa florida karen jogan, albright college [email protected] jacqueline...
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![Page 1: TESOL 2006 1 TESOL 2006 – Tampa Florida Karen Jogan, Albright College kjogan@alb.edu Jacqueline Benevento, Rowan University benevento@rowan.edu benevento@rowan.edu](https://reader030.vdocuments.site/reader030/viewer/2022012918/56649d4e5503460f94a2d2ad/html5/thumbnails/1.jpg)
TESOL 2006 1
TESOL 2006 – Tampa Florida
Karen Jogan, Albright College
Jacqueline Benevento, Rowan University [email protected]
Walter Eliason, Rider University
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Leading Exploration in
US Culture through Song
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TESOL 2006 3
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TESOL 2006 4
How can songs enrich lessons in US culture? How can song-based cultural lessons be
organized for the classroom? How can songs be used as culturally based
interactive listening texts for ESL/EFL? What activities can be used? What resources can be used? Where can
teachers find suggestions for using music to teach US culture?
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TESOL 2006 5
TESOL standards
1 Communication ELLs communicate for social,
intercultural, and instructional purposes within the school setting
5 Social Studies ELLs communicate information,
ideas, and concepts necessary for academic success in the area of social studies.
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TESOL 2006 6
It’s good to…
It’s good to know and celebrate
It’s good to look back
It’s good to look around
It’s good to look forward
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TESOL 2006 7
US Revolutionary War…
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TESOL 2006 8
My country tis of thee,
Sweet land of liberty
Of thee I sing
Land where my fathers died, Land of the Pilgrim’s pride
From every mountainside
Let freedom ring!
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TESOL 2006 9
US Revolution
Music and Thematic Units
Yankee DoodleMy country tis of Thee
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TESOL 2006 10
Gold Rush
Music and Thematic Units
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TESOL 2006 11
TESOL levels
1 – Starting 2 – Emerging 3 – Developing 4 – Expanding 5 -- Bridging
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TESOL 2006 12
Interactive Listening using music Before
Consider your background knowledge Consider title and visual cues
During Identify main elements and details Organize
After Summarize Think critically React Create
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TESOL 2006 13
Dan Fogelberg: Sutter’s Mill
High Country Snows
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TESOL 2006 14
Step 1 -- Preview
Before Think about the title.
Let me tell you a little bit about the song.
What do you think this song is about? What do you know about this subject? What would you expect to hear about?
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TESOL 2006 15
Sutter’s Mill
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TESOL 2006 16
Step 2 --Identify the main elements
What is one thing you heard about?
What information is in the first stanza? When Where Who
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TESOL 2006 17
Step 3 – Identify details
locusts 1
Like wildfire spread 2
Found a piece of shining gold
3
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TESOL 2006 18
Conestoga Wagons, built in Pennsylvania!
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TESOL 2006 19
Match the phrase with its definition A) Conestoga B) Gold C) spread D) tracks E) Herd F) Lumbering G) prosper
1. Slow moving2. To be successful3. A large group of
animals, such as horses, bison, etc.
4. Footprints5. Precious metal6. Extend widely7. Wagon used by
pioneers
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TESOL 2006 20
Step 4 -- Organize.
1. They left their tracks upon the land.2. Old John Sutter went to the millside,
found a piece of shining gold.3. Some would fail and some would
prosper.4. For they came like herds and locusts,
every woman child and man5. Well he took it to the city where the
word like wildfire spread.
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TESOL 2006 21
Step 5 – Recreate text
Summarize Using the song map, fill in key
elements about the song. Use the song map to tell your
classmate about the song. Describe the drawing you made
about an idea in the song.
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TESOL 2006 22
SSoonngg MMaapp Dr. Karen J ogan Albright College Reading PA
Rating:
Song Title And Singer
Setting--Time --Place
10 Key Terms
Characters
What Happened?????
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TESOL 2006 23
Draw a picture about the song. Label your picture with a verse from the song.
Draw a picture to illustrate an event in the song. Write a title f or your drawing.
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TESOL 2006 24
Summarize Write a summary of the song in a
paragraph. Exchange paragraphs with your
classmate. What information do you both
include? What information is different?
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TESOL 2006 25
Summary Pyramid
1. Listen to the whole song. List important points and terms that you want to remember.
2. Complete the 5W pyramid.
3. Write the main idea.
4. Write a SHORT summary.
5. State the impact. Why is this information interesting/ important?
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TESOL 2006 26
Who/what is it about?
What happened?
When did it take place?
Where did it happen?
Why is it important?
How/ why did it happen?
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TESOL 2006 27
Central point: main idea Use a complete sentence. It must
include the topic and the most important point about the subject.
Summary 25 words.
Impact Why is this information important?
Be creative. This is your chance to state your opinion.
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TESOL 2006 28
Think critically
What do you think this line means:
“some would thank the Lord for their deliverance, some would curse John Sutter´s mill.”?
Why would some people love the mill, while others hate it?
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TESOL 2006 29
React or Create
Imagine that you are a miner looking for gold in California in 1848. Tell about your life in 1850.
You live in New York in 1850. You hear about the Gold Rush. Tell about what you decide to do.
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TESOL 2006 30
Assessment
Summarize React Create (reader´s response to the music)
Poster Advertisement Write a personal letter
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TESOL 2006 31
US culture through song
Voices Across Time (VAT)
http://www.voicesacrosstime.org
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TESOL 2006 33
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TESOL 2006 34
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TESOL 2006 35
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TESOL 2006 36
VAT: US Culture – African AmericanMusic for Grades 3 - 5 Patting Juba
Example developed for Voices Across Time project (2004) by ESL teacher Jennifer Michalsky
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TESOL 2006 37
Steps in presenting song…
1 – Introduce song with clapping and knee slapping
2 – present visuals. Ask Ss to describe hardships of slave children
3 – sing song with motions
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TESOL 2006 38
Patting Juba – Bessie Jones (1972)Juba this and Juba that
Juba killed a yellow cat
And get over double trouble, Juba
You sift-a the meal, you give me the husk
You cook-a the bread, your give me the crust
You fry the meat, you give me the skin
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TESOL 2006 39
And that’s where my mama’s trouble begin
And then you Juba
You just Juba
Juba up, Juba down
Juba all around the town
Juba for ma, Juba for pa
Juba for your brother-in-law
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TESOL 2006 40
VAT: 19th century exploration
http://www.npr.org/programs/morning/features/patc/homeontherange/
Home on the Range
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TESOL 2006 41
VAT: 20th century USA-- Allentown
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TESOL 2006 42
In conclusion….
Explore US culture through song!