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Michelle Knotts , Andrew Newhouse, Margo Paul, Mollie Rice, & Andy Veres

Dots & Sticks, Poems & Pics : Developing the Language of Self-Identity in Secondary ELL Classroom. Michelle Knotts , Andrew Newhouse, Margo Paul, Mollie Rice, & Andy Veres. Audience. Intermediate Learners at a Secondary Level

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Michelle Knotts , Andrew Newhouse, Margo Paul, Mollie Rice, & Andy Veres

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  1. Dots & Sticks, Poems & Pics:Developing the Language of Self-Identity in Secondary ELL Classroom Michelle Knotts, Andrew Newhouse, Margo Paul, Mollie Rice, & Andy Veres

  2. Audience • Intermediate Learners at a Secondary Level • We envision this class as an English-Content class specifically designed for ELL students

  3. The Language of Self-Identity • With this unit, we hope to: • Develop language about feelings, emotions, ideas, and thoughts (Lesson 1- Stick-Person) • Develop vocabulary about the body & self (Lesson 2- The Best Part of Me) • Improve the ability to talk about culture of origin & practice playful/creative writing (Lesson 3- Where I’m From) • Rehearsal and elaboration via sharing with others (Lesson 4- Student Sharing) • Augment students’ ability to discuss dreams, goals, and the future (Lesson 5- The Dot)

  4. Stick-Person OBJECTIVES • Reinforce of natural language • Rehearse language & Make language material • Engage students by encouraging individuality • Get students to begin thinking about their culture

  5. I think about… I dream that… I hope… I’m good at… I love to hold/touch… I want to improve… My favorite things to do are… I love… I feel… My favorite thing about myself is… Some day I want to visit… My favorite places to go are…

  6. The Best Part of Me Elaborating Language: • Connects conceptual knowledge with oral form • Helps to form identity • Provides engagement • Encourages motivation with literacy and technology

  7. Reinforcing Natural Language: • Constructs meaningful language learning • Community building in a real classroom that serves students from both similar and diverse linguistic backgrounds • English Language learners develop proficiency and become more comfortable with using English for communication, which also enables the home language to become stronger Rehearsal: • Provides social functioning and an ability to communicate • Builds a literacy community that involves talking, reading, thinking, and writing • Establishes positive relationships within diverse students promoting intercultural competence

  8. The Best Part of Me MY MOUTH IS THE FAVORITE PART OF ME BECAUSE IT IS THE ENTRANCE TO MY WORLD OF WORDS AND EMOTIONS. WITHOUT MY MOUTH I WOULD BE UNABLE TO LAUGH AT MYSELF AND SING TO THOES I LOVE. MY MOUTH DELIVERS EDIBLES LIKE APPLES AND CHOCOLATE THAT FUEL THE REST OF ME, FOR BETTER OR WORSE. WITHOUT MY MOUTH I WOULD BE UNABLE TO SOB TO MY SISTER OR SCREAM AT MY DOG. MY MOUTH IS THE LAST THING I LOOK AT BEFORE I GO TO SLEEP AND THE FIRST THING I HEAR IN THE MORNING. WITHOUT MY MOUTH I COULD NOT KISS THE SKY OR SMILE AT THE SEA. MY MOUTH MUMMERS THE PRAYERS THAT HEAL ME IN MY GARDEN, AND IT ECHOS HOPES FOR OUR FUTURE. MY LIPS TWINKLE WIDE WHEN I’M IN GOOD SPIRITS, TIGHTLY PURSE WHEN I AM SORROWFUL, AND SOMETIMES CAUSE ME TO CURSE WHEN I AM AGITATED. OFTEN MY MOUTH ACTS AS A TRAP THAT COULD STAND A MUZZEL; FORTUNATELY I HAVE MY TOUNG AND CHEECK TO KEEEP IT IN CHECK. MY MOUTH ARTICULATES THOUGHTS INTO PHRASES AND PHRASES INTO IDEAS AND IDEAS INTO ACTIONS. MY LIPS HOLD THE RUBY RED LIPSTICK OF MY YOUTH BUT MY WORDS CONVEY THE WISDOM OF MY YEARS— WITHOUT MY MOUTH NONE OF THIS WOULD BE POSSIBLE. 입Korean 口Japanese 嘴Chinese pot boca Russian Spanish/Italian/Portuguese

  9. Where I’m From (by George Ella Lyon) I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch.(Black, glistening, it tasted like beets.) I am from the forsythia bushthe Dutch elmwhose long-gone limbs I rememberas if they were my own. I'm from fudge and eyeglasses,           from Imogene and Alafair. I'm from the know-it-alls          and the pass-it-ons, from Perk up! and Pipe down! I'm from He restoreth my soul          with a cottonball lamb          and ten verses I can say myself. I'm from Artemus and Billie's Branch, fried corn and strong coffee. From the finger my grandfather lost           to the auger, the eye my father shut to keep his sight. Under my bed was a dress boxspilling old pictures, a sift of lost facesto drift beneath my dreams. I am from those moments--snapped before I budded --leaf-fall from the family tree. http://www.georgeellalyon.com/where.html

  10. Student Sharing Compliments: • Ex) “I liked the way you used the word(s)_____.”, “I enjoyed the way you used details to _____.”, “My favorite part was_____.” Suggestions: • What can be done to improve the writing? Think about: -Word choice: Do the words appeal to the senses (touch, sight, sound, smell, taste)? Ask yourself, “What does this make me feel, see, hear, etc.?” -Is there any part that needs more explanation? Ask yourself, “Does the writer answer: who, what, where, when, and why? Ex) “Instead of ______, try _______.”, “Try adding more _______.”

  11. “My Dot” How I Will Make My Mark?

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