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Dr. Lori Langer de Ramirez lori@miscositas Chair, ESL & World Language Department Herricks Public Schools, NY

Folktales, Fables and Fun for the language classroom Dr. Lori Langer de Ramirez lori@miscositas.com Chair, ESL & World Language Department Herricks Public Schools, NY ACTFL National Standards “the 5 Cs” Comparisons Develop insight into the nature of

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Dr. Lori Langer de Ramirez lori@miscositas Chair, ESL & World Language Department Herricks Public Schools, NY

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  1. Folktales, Fables and Fun for the language classroom Dr. Lori Langer de Ramirez lori@miscositas.com Chair, ESL & World Language Department Herricks Public Schools, NY

  2. ACTFL National Standards “the 5 Cs” Comparisons Develop insight into the nature of language and culture Communication Communicate in languages other than English Cultures Gain knowledge and understanding of other cultures Connections Connect with other disciplines and acquire information Communities Participate in multilingual communities at home and around the world

  3. WHYuse folktales? “…the great power of the story is that it engages us affectively as well as requiring our cognitive attention; we learn the content of the story while we are emotionally engaged by its characters or events.” - Kieran Egan, Teaching as Storytelling

  4. WHYuse folktales? “The use of literature designed for children in the target culture allows learners of the target language to share cultural experiences and attitudes in a very direct way…” • Curtain and Pesola • Languages and Children, • Making the Match

  5. WHYuse folktales? Through the characters on the page, children are able to live out their worst fears and their fondest wishes. Valuable life lessons are conveyed through the stories which children readily absorb in a non- threatening and even enjoyable context. -Bruno Bettelheim, The Uses of Enchantment

  6. WHYuse folktales? Children do not learn about complex grammatical points by either making errors and then being corrected or through explicit instruction in grammar. The knowledge of specific grammatical rules "...is part of a child's biological endow- ment, part of the structure of the language faculty.“ “…about 99 percent of teaching is making students feel interested in the material.” -Noam Chomsky, Language and Problems of Knowing

  7. With folktales you… will won't

  8. Where to find stories the community the Internet print sources travel

  9. What to look for… culture content interesting story grammar vocabulary

  10. webpagewww.miscositas.com

  11. www.miscositas.com

  12. PRE-READING • Vocabulary preparation • - “magic box” • - illlustrated words • Prediction • - order story • - summary illustration • Story background • - realia - tradition • - author - geography

  13. Pre-reading and prediction “Stories allow students to anticipate and predict thus involving them in activity.” (Barton and Booth, Stories in the Classroom, 1990)

  14. PRE-READING Story background Intro page: Story origins and geography links Students click here to begin the story

  15. READING Students navigate the story by clicking on the left or right icons

  16. POST-READING • Comprehension check • - factual questions • - opinion questions • - related personal questions • Story reviews • Performance • Creative writing similar story from own culture • find another story from target culture same genre story

  17. POST-READINGStory reviews Students review the story with a “thumbs up” or a “thumbs down”. Students summarize the story.

  18. POST READINGCreative writing Genre = Etiological tales, Pourquoi tales, Why-stories “Why the Ocean Has a lot of Salt”

  19. Sample classroom connections

  20. Sample Art connections

  21. Sample Phys Ed connections

  22. Sample Music connections

  23. Creating a curriculum unit • Look at current curriculum • Determine links to • language • culture • content • Find folktale • Edit folktale • Build lessons & activities

  24. Go out and find them! Stories are everywhere…

  25. Questions? Comments? Ideas?

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