First Nations Language Essentials Level Three Written by Dr. Kathryn Michel 2015 First Nations Schools Association
Written by Dr. Kathryn Michel Published by First Nations Schools Association 1st Draft April 2015 2015 First Nations Schools Association
First Nations Language Essentials Level Three
Introduction Table of Contents INTRODUCTION... i About the First Nations Language Essentials... ii Primary Goals of the Program:... ii Instructional Strategies... iv UNIT ONE: Review Vocabulary... 1 Unit One Review Vocabulary... 2 Unit One Review Communicative Skills... 4 Unit One Lessons... 6 Unit 1 Assessment... 12 UNIT TWO: Going Outside to Play... 15 Unit Two Communicative Goals... 16 Unit Two Mini-Story A: Put Away Your Clothes... 18 Unit Two Mini-Story B: I Play Outside... 23 UNIT THREE: The Hungry Dog... 29 Unit Three Communicative Goals... 30 Unit Three Mini-Story A: Jimmy and Sammy... 32 Unit Three Mini-Story B: The Hungry Dog... 35 UNIT FOUR: The Happy Cat... 39 Unit Four Communicative Goals... 40 Unit Four Mini-Story A: Susan and the Cat... 42 Unit Four Mini-Story B: The Happy Cat... 46 UNIT FIVE: David's Dirty Hands... 49 Unit Five Communicative Goals... 50 Unit Five Mini-Story A: David Never Washes His Hands... 52 Unit Five Mini-Story B: David's Dirty Hands... 55 Draft April 2015
Introduction UNIT SIX: She Talks Too Much... 59 Unit Six Communicative Goals... 60 Unit Six Mini-Story A: Casey Talks and Talks... 62 Unit Six Mini-Story B: She Talks Too Much... 65 UNIT SEVEN: Year End Assessment... 69 Unit Seven Assessment Mini-Story A... 70 Unit Seven Assessment Mini-Story B... 73 Appendix A: Templates... 77 Appendix B: Glossary... 81 Mini-Stories All Vocabulary... 82 Draft April 2015
Introduction Draft April 2015
INTRODUCTION First Nations Language Essentials Level Three
Introduction About the First Nations Language Essentials Vision: Support First Nation schools language programs by identifying essential learning outcomes with assessment tools for beginning language learners (grades K-4) To support First Nations Schools Association's (FNSA) vision for language revitalization, one area that the First Nations Language Focus Group has chosen to address is the identification of generic essential language learning outcomes for beginner learners. Through providing a comprehensive plan for teaching languages, the First Nations Language Essentials (FNLE) support the development and implementation of successful language programs. Primary Goals of the Program: The primary mission of the First Nations Schools Language Essentials Program is the development of basic communicative skills in a First Nations Language. The Program is guided by three main teaching approaches, Total Physical Response (TPR), TPR- Storytelling (TPRS) and the Communicative Language Teaching (CLT). TPR and TPRS views the stages of language acquisition as occurring in a sequence: comprehension before speaking, which is then followed by the development of reading and writing skills when students have reached a level of conversational fluency in the target language. The goals of Communicative Language Teaching are complimentary in that it views language learning as only possible in a "meaningful context," which involve taking into account the feelings, needs and concerns of the students. According to Halliday (Learning how to mean: Explorations in the development of language. New York: Elsevier, 1975) learning the mother tongue consists of mastering seven basic functions of language.. The First Nations Schools Language Essentials Program adapts Halliday's functions into three broad communicative goals to help guide the program (see table next page). ii
Introduction Three Communicative Goals Self- Expression The goal of self-expression develops a student's ability to communicate their most basic needs and to help regulate and control their environment. Students are encouraged to explore imaginative and creative pathways to express "self" and develop positive identities Social Interaction The goal of social interaction enables students to initiate and maintain social contact, and to create a sense of identity within a group setting. Discovery The goal of discovery describes the process of learning new information and the sharing of information to others. Learning Outcomes: The three primary communicative goals have been further divided into learning outcomes. Self- Expression Social Interaction Discovery Ask and answer simple questions Control their environment Express basic needs Express personal viewpoint Make and respond to simple requests Respond to one-on-one interactions Ask questions to derive meaning Comprehend and respond to main ideas being taught Describe or explain an event, process, or experience Express likes and dislikes Express state of being Self-Exploration Language Skills: Give directions, commands, and instructions Present a personal narrative to an audience Respond appropriately to directions, instructions, and commands The learning outcomes are further broken down into specific language skills that are to be introduced within each unit. These language skills identify expectations for student iii
Introduction learning of specific content, including grammatical forms and/or language structures. These may include verb or pronoun forms, parts of speech, such as suffixes and prefixes, idioms, phrases, pronunciation and pluralization. Instructional Strategies Level 3 of the First Nations Language Essentials is divided into 7 units. Unit 1 and Unit 7 are review units. The remaining 5 units present 2 "mini-stories" intended to support the development of beginner speaking skills. The first "mini-story" is a simplified version intended to develop the basic vocabulary and language skills to support understanding of a more detailed version. Each of these mini-stories are to be taught using the 7 Steps of TPRS (described next page). Although it is anticipated that these steps can be divided into 6 to 8 lessons with 30-45 minutes of direct instruction, this timeline can be adapted to fit the school's language teaching schedule. As many communities devote longer periods of time to language teaching than this, they may progress at a faster rate by covering more material per day or by extending the lessons to allow for student mastery of the vocabulary. However, teachers must keep in mind that all students have their own timetables for learning another language. Since many of the language skills have been exposed to them within the natural use of language in the classroom or elsewhere, some students may have already learned the skill and just require a little practice, while other students may need further assistance to support their learning. Each language skill only marks the beginning point of student expectations. Subsequent units and lessons need to repeat what has been taught in order for true learning to occur. Remember, repetition is key. The more contexts students hear the language in will help them to develop authentic, communicative language skills. iv
Introduction Using TPR- S: Teaching Language through Storytelling TPR Storytelling (TPRS) is one of the more widely known methodologies that uses storytelling as a vehicle for teaching language. TPR-S was developed by Blaine Ray in 1988. The key concept of TPR-S is comprehensible input. It uses the power of story as a tool to assist students' learning and recall. The TPR-S language teaching methodology uses TPR as the starting point to first establish the meaning of each word or concepts in the mini stories. This initial comprehension phase is followed by the storytelling process. During storytelling, a simple story is told that is comprised of the vocabulary previously introduced. Questions are asked about the story in the target language using a technique called "circling" whereby the same questions are asked in a variety of ways to encourage speaking. During the final stage, students orally present their versions of the original story, utilizing the learned vocabulary as much as possible. The seven steps of TPRS are summarized below. 7 Steps of TPRS 1) TPR THE NEW VOCABULARY a) Teach 2-3 new vocabulary words/concepts at a time. These are taught through gestures, commands, and graphics. Have the students practice the gestures b) You start out by modeling the action for the students, then delay modeling for a few seconds to see if they can get the action on their own, and then once you feel they comprehend the new vocabulary, stop modeling. c) Add "chain of commands" to check comprehension and remember to vary the groups and the order of commands. d) Keep students on their toes through using novel commands e) Assess their comprehension quickly through using "closed-eye" comprehension checks with gestures. 2) Question and Answer Practice v
Introduction a) Check Comprehension of New Vocabulary by asking questions that students should already know the answers to. Such as, "Am I running or am I walking?"; "Did Sam jump or did he walk to the door?" 3) TELL THE MINI-STORY In doing the story, the main goal is to make the content comprehensible, repetitive and interesting. You are always trying to practice the basic structures of the language in a supportive environment. Try to extend the story as long as possible and keep it interesting by adding unique and personalized details. a) Tell the story by showing one graphic frame at a time as if reading a book. b) Teacher retells the same story two more times while continuing to ask a lot of detail questions. Give the students opportunities to provide input and add exciting details. 4) ASK THE STORY You can get the students to give additional details to the story. Each added detail makes the story more interesting. Students will be more engaged with stories of their own creation. Types of Questions (in order of difficulty) i) Yes/No questions ii) Either/Or questions iii) Questions that are asking for known information iv) Questions that require the students to invent an answer v) How and Who Questions vi) What Questions vii) Where Questions viii) Why Questions b) If students hesitate/struggle for an answer, ask the question in an easier way vi
Introduction c) Repeat the answers in full sentences to model correct language usage d) Vary the types of questions 5) ACT OUT THE STORY a) Assign students to act out the story while you are telling it. Personalize the new vocabulary words by changing the characters names to the students names thus creating new mini-stories. b) At this point, ask lots of who, what, when, where, how, how many, how much, which ones, and how long questions while the students are acting out their parts. Such as, "What are you doing?; or, "why did he throw the dog away?" c) Allow students to improvise and add more details to the story d) Have as many student actors and props as possible to make the story more interesting. Have student actors act out anything that can be dramatized. 6) STUDENTS RETELL THE STORY a) Give students time to practice telling story in pairs, and smaller groups. b) Have students tell their versions of the story to the class. Their stories should be no longer than 5 minutes long. 7) ASSESSMENT a) Assess the student's stories for use of vocabulary, language structures, grammar and creativity. The Assessment Scale is as follows: Beginning Skills - Student shows little comprehension of vocabulary and makes frequent errors Developing Skills - Student is able to demonstrate adequate knowledge of vocabulary and content but shows some hesitation and pauses. Mastery of Skills - Students exceeds expectations, demonstrates knowledge of material with no hesitation vii
Introduction viii
UNIT ONE: Review Vocabulary UNIT ONE: Review Vocabulary 1
UNIT ONE: Review Vocabulary Unit One Review Vocabulary ACTION OBJECT OTHER [you] give [object] pencil/pen no [you] put paper yes [you] take the [object] feet slowly [you] 1 lie down table quickly [you] return/go back to [location] bed and then [you] stand up name on I like to eat/ I don't like to eat... head towards [you] give me + [object] hand big [you] draw + [object] hands little [you] erase the + [object] coat from [you] write... shoe/s on top of [you] help him/her/it bird under I ran one your I am + [continuous action; running;walking..] two everyone I walked three me I see + [object] cup my I have/don't have + [description of body/appearance] ball who 1 [you] before a verb indicates a singular form imperative verb (command) 2
UNIT ONE: Review Vocabulary Unit One Review Vocabulary ACTION OBJECT OTHER bring [it] to me apple what I drew a [object] food where I kicked [it] to him/her boy in front of [you all] 2 sit! girl white [you all] run! man but [you all] stand up! woman this [you] kick [it to] me tree or give [it] to him/her dog nothing I am + [state of being; hungry; tired; happy] hair black [you] walk house brown [you] run I gave [it] to him/her/it [you] kick [you] count he/she has + description 2 [you all] before a verb indicates a plural form imperative verb (command) 3
UNIT ONE: Review Vocabulary Unit One Review Communicative Skills Questions [T]: 3 "What is this?" [point/touching object] [T]: What is your/my/his/her name?" [T]: "Describe yourself, 'I have...'" [T]: "What did you do?" [T]: "What are you doing?" [T]: "What do you see + location?" [T]: "What do you like to eat?" [T]: "Who + action...?" Answers [S]: "It is a [object]" [S]: "My name is... your name...his/her name..." [S]: "I have short hair; I have two ears..." [S]: "I kicked + object to him/her"; "I gave the + object to him/her" [S]: "I am running; I am walking; I am singing" [S]: "I see a tree; a dog; snow..." [S]: "I like to eat.../i don't like to eat..." [S]: "name" + 'did action' Targeted Language Structures Comprehension and Speaking: "Give me" + object Comprehension and Speaking: "I am" + state of being [hungry; tired]; "I have" + object Comprehension and Speaking: "I am" + continuous verb running; walking; jumping" Comprehension and Speaking skill: "I like to eat..." Grammar Focus imperative (command) singular form, as in "(you) put the pen on the table" possessive pronoun forms, "my, your" 3rd person possessive pronoun form, as in English "(name) + -'s" suffix, Sam's table 3 "[T]:" refers to Teacher asking question; "[S]:" refers to student asking/answering question 4
UNIT ONE: Review Vocabulary 1st person singular simple intransitive past tense, as in, "I kicked it"; "I drew a cat" imperative (command) plural form (if applicable), as in "(you all) put the pen on the table" imperative (command) singular form with direct object pronoun "me", as in "[you] give me" + object 1st person singular continuous verb form, as in, "I am running; I am walking" imperative (command) singular form with direct object pronoun "him/her/it", as in "[you] give him/her/it" + object; and "[you] help him/her/it" 5
UNIT ONE: Review Vocabulary Unit One Lessons Lesson 1 Review Action Object Other [you] draw paper your [you] erase pen/pencil my [you] write table on top of [you walk] name from [you] run cup to/towards chair this Sample Recombinations [you] draw the table on the chalkboard [you] erase (name's) cup from my paper [you] write your chair in your table my pen/pencil to (student's) cup name (student) [you walk] to/towards the chair [you run] on a table from your/my paper Question and Answer Practice [T]: "What is this?" shows cup; table; pen; paper [S]: "It is a... cup; table; pen; paper" [T]: "Is this a... cup; table; pen; paper?" [S]: "Yes/No, it is/not a... cup; table; pen.." [T]: "What is your name?" [S]: "My name is..." Grammar Focus imperative (command) singular form, as in "(you) put the pen on the table" possessive pronoun forms, "my, your" 3rd person possessive pronoun form, as in English "(name) + -'s" suffix, Sam's table 6
UNIT ONE: Review Vocabulary Lesson 2 Review Action Object Other [you] give bed slowly [you] lie down head quickly [you] stand up coat and [you] put hand from [you] take hands no [you] return/go back yes Lesson 2 Sample Recombinations [mix up the combinations below or create your own] [you] give the coat to (name) chair [you] take (name's) cup from my paper [you] put your chair in your head my pen/pencil to (name's) table head on the bed hand(s) hand(s) from hand(s) [you] lie down on my table and return [you] stand up in your chair quickly [you] walk to (name's) bed slowly from Lesson 2 Question and Answer Practice [T]: "Where is the + object (cup; chair; pen)?" [T]: "Who put the" + object + location?" ("Who put the cup on the table?" [S]: "the 'object' is on the table/bed/chair" [S]: "(name) put the cup on the table" 7
UNIT ONE: Review Vocabulary Lesson 3 Review Action Object Other I ran shoe but I walked bird or I drew a + (object) one and then two in front of tree Sample Recombinations [you] run to the table [T]: "What did you do?" [S]: "I ran to the table" [you] walk to the table [S]: "I walked to the table" [you] draw a tree on the bird chalkboard [T]: "What did you do?" [S]: "I drew a tree" [S]: "I drew a bird" [you] draw one bird on the tree [you] erase the bird in front of the tree and then draw one bird in front of the tree but [T]: "Are there one or two birds in the tree?" do not erase the bird in the tree Question and Answer Practice [T]: "What is this?" shows cup; table; pen; paper [S]: "It is a... cup; table; pen; paper" [T]: "Is this a... cup; table; pen; paper?" [S]: "Yes/No, it is/not a... cup; table; pen.." [T]: "What is your name?" [S]: "My name is..." Targeted Language Structures Grammar Focus imperative (command) singular form, as in "(you) put the pen on the table" possessive pronoun forms, "my, your" 3rd person possessive pronoun form, as in English "(name) + -'s" suffix, Sam's table 8
UNIT ONE: Review Vocabulary Lesson 4 Review Action Object Other [you] kick three nothing I kicked [it] kick [it] to me I am kicking ball boy man I am walking Sample Recombinations [you] kick the ball towards the/a man a shoe on my/your boy [you] kick [it to] me the ball and then return to your chair I kicked the ball I am kicking to/towards the/a chair I am walking on my/your table [you] count the balls "Are there one, two or three balls?" Question and Answer Practice [T]: "How many boys are here? Count" [T]: "Is (student) a boy or a man?" [T]: "What are you doing?" [T]: "What am I kicking?" (kicks the air) Grammar Focus [S]: "There are # of boys here" [S]: "(name) is a boy...man" [S]: "I am walking; I am kicking" [S]: "nothing" 1st person singular present tense continuous verb 9
UNIT ONE: Review Vocabulary Lesson 5 Review Action Object Other [you] bring me food everyone [you] all stand up [you] all sit down apple girl [you] run I am hungry I like to eat/don't like to eat Sample Recombinations [you] bring me a/the apple your food and then sit down [you all] stand up and then the/a and return to your chair everyone, stand up "now, all of the girls stand up" "all of the girls sit down" [you] all sit/stand on your/my chair [you all] run to (name's) table [T]: "I am hungry". "I like to eat apples" "(student), bring me an apple." Question and Answer Practice [T]: "What do you like/not like to eat?" [S]: "I like to eat/don't like to eat..." [T]: "How many girls are here?" [S]: "There are # of girls" [T]: "What is your name?" [S]: "My name is..." Targeted Language Structures Comprehension and Speaking skill: "I am" + [state of being; hungry; tired; happy]; "I have" + object Comprehension and Speaking skill: "I like to eat..." Grammar Focus imperative (command) plural form, as in "(you all) run to the table" 10
UNIT ONE: Review Vocabulary Lesson 6 Review Action Object Other I have/i don't have + description woman white he/she has /does not have + description house black [you] help him/her hair brown [you] fall down dog me Sample Recombinations "[you] fall down" (a student falls down [Teacher asks another student]: "(student), help him/her!" [T]: I have two feet and a mouth and two hands shoes a coat [T]: you have a/the coat and a/the mouth # hands # eyes my dog my coat Question and Answer Practice [T]: "Who has black hair?" [T]: "Do you have a dog?" Grammar Focus [S]: "Me" or "I have black hair" [S]: "Yes/No, I do/do not have a dog" imperative (command) singular form with direct object pronoun "him/her/it", as in "[you] give him/her/it" + object; and "[you] help him/her/it" 11
UNIT ONE: Review Vocabulary Circle the progress indicators (beginning, developing, mastery). Tally marks below. Unit 1 Assessment Use graphics for each of the vocabulary words Beginning 1 Developing 2 Mastery 3 1 2 Run to the chalkboard and draw a picture of a big tree, and draw a picture of a small dog beside the tree, erase the big tree, then draw three pencils. Return to your chair. [T] What do you see on the chalkboard? [S] I see a small dog and three pencils. 1 2 3 Give me the picture of you (all sit), then take the picture of the bird and put the picture under the picture of you (all) sit 1 2 3 3 4 5 6 7 Walk towards the table and be happy. [T] How are you feeling? [S] I m happy. Take the picture of I m tired and put the picture under the table. Take the picture of I m hungry and put the picture on top of I m tired [T] What is on top of I m tired? [S] I m hungry. [T] What is under the picture I m hungry? [S] I m tired. Take the apple and put the apple in the cup. Take the black pen and put the black pen under your chair. Take the brown pen and put the brown pen under my chair. Stand up and walk. [T] What are you doing? [S] I am walking. Stop. Walk quickly to the big table with the paper. Write your name on the paper and draw the feet of a dog on top of your name. [T] Where is the dog? [S] the dog is on top of my name [T] Who s name is on the paper? [S] my name (Show the graphic for food and shoes) Do you like to eat food or shoes? [S] food. [T] What do you like to eat food or shoes? [S] I like to eat food. [T] Do you like to eat shoes? [S] I don t like to eat shoes. [T] Tell what you like to eat and what you don t like to eat. [S] I like to food but I don t like to eat shoes. Take the picture of you (all) run and put it to (studenta). [T] Who has the picture of you (all) run? [S] (student s name). Take the picture of the hands and put it in front of (studentb). [T] What is in front of (studentb)? [S] hands [T] Where is the picture of hands? [S] in front of (studenta), take the picture of you (all) run from (studenta). What did you do? [S] I took the picture of you (all) run from (studenta). 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 12
UNIT ONE: Review Vocabulary 8 9 10 Walk slowly to the chalkboard and draw a boy with one hand and big feet, draw a girl with hair and three hands. [T] Does the boy have little feet? [S] No. [T] Does the boy have one hand? [S] yes. [T] Who has one hand? [S] the boy [T] What does the boy have? [S] The boy has one hand and big feet. [T] Who has three hands and a little head? [S] the girl [T] What does the girl have? [S] the girl has three hands and a little head Walk to the table, then run to the cup, then draw a picture of a man in a house on the chalkboard. [T] Tell me what you did first and next. [S] First, I walked to the table, then I ran to the cup, and then I drew a man in a house on the chalkboard. Return to your chair You kick the ball to (studenta). [T] What did you do? [S] I kicked the ball to (studenta). Do you have the ball? [S] No, I don t have the ball. Who has the ball? [S] (studenta) has the ball. Take the ball from (studenta) and give the ball to (student name). What did you doing? [S] I give the ball to (student s name) Subtotals 1 2 3 1 2 3 1 2 3 Total /30 13
UNIT ONE: Review Vocabulary 14
UNIT TWO - Going Outside to Play UNIT TWO: Going Outside to Play 15
UNIT TWO - Going Outside to Play Unit Two Communicative Goals LEARNING OUTCOME LANGUAGE SKILL DESCRIPTION SELF-EXPRESSION Ask and Answer Simple Questions: Students will be able to make and respond to simple requests and request clarification in social situations. SOCIAL INTERACTION Make and respond to simple requests: Students will use the target language to ask for permission, answer simple requests, and follow directions within a familiar context. DISCOVERY Utilize aural, visual, and context clues to derive meaning: Students will apply diverse strategies to derive meaning and detail from unfamiliar material. Present a personal narrative to an audience: Students will be able to orally present from prepared material a report, story, or experience that shares their personal perspective. Students will practice responding to questions that develop from simple questions to more complex, open-ended questions. Students will be able to comprehend the imperative (command) singular form and use the form correctly in their speech, within the context of the story. Students will use previous learning and the graphics to derive meaning of a new story Students will practice retelling a simple story with accompanying graphics. Students will add some of their own details to the story. See Steps Unit Two: #2 and #6 "Put on your coat!"; "Put away your toys!"; "Put on your shoes!" Students will be presented with a simple narrative titled, "Put Away Your Clothes" In this unit, the students will build their confidence in speaking through presenting a simple narrative to the class 16
UNIT TWO - Going Outside to Play 17
UNIT TWO - Going Outside to Play Unit Two Mini- Story A: Put Away Your Clothes Matthew's mother says, "Put away your toys!". Then Matthew's mother says, "Put on your shoes and your coat!". And then she says, "play outside!". So, Matthew went out to play. Matthew is a good boy. Step 1: TPR the Target Vocabulary 1 he/she/it says 5 [you] play 2 and then 6 good boy 3 toys 7 so 4 outside Sample Recombinations he/she/it says [T]: "(student), says "I am tired" and then [T]: "(student) says, "I am tired". "Everyone, "What did (student) say?" [Class]: "(student) says, "I am tired" [you all] stand up and then go back to to your chair now outside [you] stand up now go to the door open the door [you] go outside [you] play] [you] stand up good boy walk to the table. Pick up the doll. Play with the doll [T has 2 pictures. One of a "good boy" the other a "bad boy". Points to the "good boy" and states]:this is a good boy. He has clean hands and clean teeth. He helps his mother. He listens to his teacher. ". [T then points to the "bad boy" and states]:this is a bad boy. He is dirty. He never helps his mother. He never listens to his teacher. He kicks cats and dogs. And he smokes. [T points to the good boy] "Is this a good boy or a bad boy?" [S] "good boy" [T] "Yes, this is a good boy [T points to the good boy] "Is this boy good" [S] "Yes" [T] "Who is he?" [S] "He is a good boy?" [T] points to a girl in the class]: "Is (student) a good boy?" [S] "No" [T] "Correct, she is a good girl [T points to a boy in the class] "Is (student) a good boy or a bad boy?" [S] "a good/bad boy" so 18
UNIT TWO - Going Outside to Play [adapt the story's conjunction "so" for another word that your languages uses to join words or phrases together to give the story more flow] Show a simple illustrated story with 2 or 3 actions. Emphasize the transition between actions/events with the word "so" used to show that the action changes. toys [T] Here (studenta), I give you one toy [T] Here (studentb), I give you 2 toys [T statement]: (studenta) has one toy but (studentb) has 2 toys [emphasize the difference) [T] "What did I give (studenta)?" [T] a toy [T] "What did I give (studentb)?" [T] "toys" Step 2: Question and Answer Practice [T]: "(name), what do you like to eat?" (student gives answer) [T]: "Class, what did (name) say he/she likes to eat?" [T]: "Do you want to eat now or later?" [T]: "Why do you go outside?" [all]: "She/he said, "she likes..." [S]: "Now" [S]: "to play" Step 3: Teacher Tells the Story a) Tell the story by showing one graphic frame at a time as if reading a book. b) Retell the same story two more times while continuing to ask a lot of detail questions. Give the students opportunities to provide input and add exciting details. Sample added/changed details: (name's) father says, "Put on your red shoes and your blue coat!". "Go outside and kick the ball!" Step 4: Ask the Story Use the technique of "circling". If you ask a question and no one answers, back up one and ask the same question in an easier way. 1) Start with a statement, such as, "Matthew's sister said, "Put on your clothes!" 2) Ask a yes/no question where the answer is "Yes" or "No" 3) Repeat the answer in a full sentence so the students will hear the language in context. 19
UNIT TWO - Going Outside to Play 4) Ask an either/or question. 5) Repeat the answer in a full sentence so the students will hear the language in context. 6) Continue this pattern of questioning through all the levels demonstrated below. Yes/No questions [T]: "Did his mother say, "Put away your toys?" [S]: "Yes" [T]: "Did his mother say, "Put on your hat?" [S]: "No" [T]: "Did Matthew put on his hat when his mother asked him?" [T]: "Do you have a red hat like Santa?" Either/Or questions [T]: "Did Matthew's mother say, "Put on your hat or put on your shoes'?" [S]: "She said, 'Put on your hat'?" [T]: "Did he go to play inside or outside?" [S]: outside [T]: "Did Matthew's mother say, 'Now, play outside' or "Now go to sleep'?" Questions that are asking for known information [T]: "Where did Matthew go to play?" [S]: "He went outside to play" [T]: "What did he put on before he went outside?" [S]: "He put on his shoes and his coat" [T]: "What did his mother say to do before he went outside?" Questions that require the students to invent an answer [T]: "Why did Matthew have to go outside to play?" [T]: "What toys did he want to play with?" [T]: "What colour was his coat?" How and Who Questions [T]: "Tell me how you put away your toys" [T]: "Who did Matthew play with outside?" 20
UNIT TWO - Going Outside to Play [T]: "Who do you like to play with outside?" [T]: "Who do you listen to more: your mother or your father?" What Questions [T]: "What did Matthew have to do before he went outside?" [T]: "What else was Matthew wearing?" [T]: "What does Matthew's mother ask him to do?" Where Questions [T]: "Where was Matthew playing? [S] "outside" [T]: "Where else does Matthew play?" Why Questions [T]: "Why did he have to go outside?" [T]: "Why did he have to put on a coat?" Step 5: Act Out the Story a) Assign students to act out the story while you are telling it. i) Personalize the new vocabulary words by changing Matthew's name in the story to a student's name thus creating a personalized mini-story. b) At this point, ask lots of who, what, when, where, how, how many, how much, which ones, and how long questions while the students are acting out their parts. Such as, "What is Matthew doing?; or, "why did Matthew put on his shoes?"; "Where did Matthew go?" c) Allow students to improvise and add more details to the story. Provide commentary while the action is happening. For example, "Matthew put on his shoes quickly"; or "his mother shouted..." d) Rotate who the student actors are. Have student actors act out anything that can be dramatized. e) Use interesting props, such as oversize shoes and a unique coat to make the story more interesting. 21
UNIT TWO - Going Outside to Play Step 6: Students Retell the Story 1) Divide the students into groups to practice telling their stories: in pairs groups of 3-4 larger groups with "peer review", students giving each other feedback and asking questions about the story. 2) Students tell their versions of the story to the class. These mini-stories should be about a minute long. Step 7: Assessment Assess the student's stories for use of vocabulary, language structures, grammar and creativity. You can use the assessment grid found in Appendix A for marking oral presentations. 22
UNIT TWO - Going Outside to Play Unit Two Mini- Story B: I Play Outside Matthew puts on his shoes. He puts on his coat and then he goes outside to play. But he does not have any toys. Matthew cries. So his mother gives him a toy. But Matthew cries and cries. So, she gives him another toy. But Matthew cries and cries. So, his mother gives him all of the toys. And then Matthew stops crying. Step 1: TPR the Target Vocabulary 1 but 6 he/she/(name) stops crying 2 he/she/(name) does not have 7 another 3 he/she/(name) cries 8 all 4 any 5 he/she/(name) gives him/her/it Sample Recombinations but (student), point at the door but do not use your finger he/she/it does not have [T]; I give (name) a pen any [T holds one doll up] This doll has clothes. She has a shirt, pants and shoes he/she/it cries [T]; I take the pen from (name) [T holds up the other doll] This doll doesn't have any clothes. She doesn't have any shirt. She doesn't have any pants.or shoes [T]; "Did (name) have a hat?" [T takes off the other doll's clothes and puts them on the naked doll] "Does this doll have any clothes" "yes" [S]; "No, (name) did not have a hat" [T with naked doll] "Does this doll have any clothes?" [S] "No" [T] "Does this (other) doll have any clothes?" [S]"Yes" [T]; (name), cry! Now, stop! [T]; "What does (name) do?" [S]; "(name) cries" he/she/it stops crying [T]; (name), cry! all [T]; "(name) is still crying" [T]; (name), stop crying! [T]; "Does (name) stop crying" [S]: "Yes, he/she stops crying" [T]; (name), draw a boy [T]; (name), erase his head [T]; (name), now erase all of the boy 23
UNIT TWO - Going Outside to Play [T] (name), walk to the table get all of the pens he/she/it gives him/her/it put all of the pens on your chair [T]: (studenta) get the cup and give the cup to (studentb) [T]: statement) (StudentA) gives the cup to (studenta) [T] "Did (studenta) give the plate to (studentb)?" [S] "No" [T] "Did (studenta) give (studentb) a cup?" [S] "Yes" [T] "Did (studenta) give (studentb) a fork or a cup?" [S] "cup" [T] "Did (studenta) throw the cup to (studentb)?" [S] "No" [T] "Did (studenta) give the cup to (studentb)?" [S] "Yes" [T] "What did studenta do?" [S] (studenta) gives the cup to (studenta). another [T demonstrates the meaning]: Here (studenta), I will give you one pen. I will give you another pen. I will give you another pen. Step 2: Question and Answer Practice [T]: "Is (name) still + action?" [T]: "Did Matthew have any toys?" [T]: "What did Matthew's mother give Matthew?" [all]: "Yes, (name is still + action) [S]: "No, Matthew did not have any toys" [S]: "she gave Matthew toys" Step 3: Teacher Tells the Story a) Tell the story by showing one graphic frame at a time as if reading a book. b) Retell the same story two more times while continuing to ask a lot of detail questions. Give the students opportunities to provide input and add exciting details. Sample added/changed details: Matthew put on his green coat and his big shoes Matthew went inside to eat Step 4: Ask the Story Use the technique of "circling". If you ask a question and no one answers, back up one and ask the same question in an easier way. 1) Start with a statement, such as, "Matthew's sister said, "Put on your clothes!" 2) Ask a yes/no question where the answer is "Yes" or "No" 3) Repeat the answer in a full sentence so the students will hear the language in context. 24
UNIT TWO - Going Outside to Play 4) Ask an either/or question. 5) Repeat the answer in a full sentence so the students will hear the language in context. 6) Continue this pattern of questioning through all the levels demonstrated below. Yes/No questions [T]: "Did Matthew, "Put away his coat?" [S]: "No" [T]: "Did Matthew throw his shoes away?" [S]: "No" [T]: "Did he go to play outside?" [S]: "Yes" [T]: "Do you like to play outside?" Either/Or questions [T]: "Did Matthew put on his hat or put on his shoes? [S]: "He put on his shoes" [T]: "Did he play inside or outside?" [S]: outside [T]: "Did Matthew's mother give him money or did she give him toys?" Questions that are asking for known information [T]: "Where did Matthew go to play?" [S]: "He went outside to play" [T]: "What did he put on before he went outside?" [S]: "He put on his shoes and his coat" [T]: "What did Matthew play with outside?" Questions that require the students to invent an answer [T]: "Why did Matthew go outside?" [T]: "What toys did Matthew want to play with?" [T]: "What colour was his coat?" How and Who Questions [T]: "Tell me how many toys Matthew's mother gave Matthew" [T]: "Who did Matthew play with outside?" [T]: "Who likes to play outside?" 25
UNIT TWO - Going Outside to Play [T]: "Who do you like to play with?" What Questions [T]: "What did you Matthew do before he went outside?" [T]: "What else was Matthew wearing?" [T]: "What does your mother do when you do not have toys?" Where Questions [T]: "Where did Matthew go?" [T]: "Where are Matthew's toys?" Why Questions [T]: "Why did Matthew's mother give Matthew toys?" [T]: "Why did Matthew have to put on a coat?" Step 5: Act Out the Story a) Assign students to act out the story while you are telling it. Personalize the new vocabulary words by changing Matthew's and his mother's name in the story to student names thus creating a personalized mini-story. b) At this point, ask lots of who, what, when, where, how, how many, how much, which ones, and how long questions while the students are acting out their parts. Such as, "What is Matthew doing?; or, "why did Matthew put on his shoes?"; "Where did Matthew go?" c) Allow students to improvise and add more details to the story. Provide commentary while the action is happening. For example, "Matthew put on his shoes quickly"; or "his mean mother did not give him any toys" d) Rotate who the student actors are and use interesting props, such as oversize shoes and a unique coat to make the story more interesting. Have student actors act out anything that can be dramatized. Step 6: Students Retell the Story 1) Divide the students into groups to practice telling their stories: 26
UNIT TWO - Going Outside to Play in pairs groups of 3-4 larger groups with "peer review", students giving each other feedback and asking questions about the story. 2) Students tell their versions of the story to the class. Their stories should be no longer than 5 minutes long. Step 7: Assessment Assess the student's stories for use of vocabulary, language structures, grammar and creativity. Use the Mini-Story Assessment Grid in Appendix A for marking oral presentations. 27
UNIT TWO - Going Outside to Play 28
UNIT THREE - The Hungry Dog UNIT THREE: The Hungry Dog 29
UNIT THREE - The Hungry Dog Unit Three Communicative Goals LEARNING OUTCOME LANGUAGE SKILL DESCRIPTION SELF-EXPRESSION Express Basic Needs: Students will be able to express their basic needs within the classroom setting. Express Likes and Dislikes: Students will be able to express their likes and dislikes. Express state of being: Students will be able to express their state of being; emotions, feelings, beliefs, dreams, wishes. DISCOVERY Comprehend and respond to main ideas being taught: Students will be able to identify main ideas and key words in orally taught on familiar topics. Students will be able to summarize or restate the main ideas of what they have been presented. Through question and answer extension activities, students will practice using the phrase, "I like to eat.." Students will practice using 3rd person singular phrase, "he/she/it likes to eat" as well as 3rd person plural form, "they like to eat" Students will comprehend and incorporate into a story a 3rd person singular intransitive verb + state of being vocabulary Students will be able to comprehend the meaning of "both" and "too" within the context of the story. They will demonstrate their understanding through using the vocabulary within their speech "I like to eat apples"; "I like to eat..." "(name) likes to eat..." and "they like to eat..." "he/she/is happy"; "he/she/is sad"; "he/she/is mad" Comprehension and Speaking: "both of them"; "they both like"; "he likes apples too" 30
UNIT THREE - The Hungry Dog 31
UNIT THREE - The Hungry Dog Unit Three Mini- Story A: Jimmy and Sammy Jimmy is a boy. Jimmy likes to eat apples. Sammy is a dog. Sammy likes to eat apples too. Jimmy and Sammy both like to eat apples. Jimmy is happy. Sammy is happy. Step 1: TPR the Target Vocabulary 1 he/she/it likes to eat 5 too [also] 2 they like to eat 6 both 3 apples (plural form) 7 he/she/it is happy 4 he/she/it is + noun (..a boy; a dog) Sample Recombinations he/she/it likes to eat [T] (studenta) go to the table and eat the fish. [T] (studenta) likes to eat fish. [T] "Does (studenta) like to eat corn?" [S] "No" [T] "Does (student A) like to eat fish or bread?" [S] "fish" [T] Yes, (studenta) likes to eat fish. [T] "Does (studenta) like to eat or kiss fish?" [S] "eat fish" [T] "What does (studenta) like to do?" [S] "(studenta) likes to eat fish". [T] Yes, (studenta) likes to eat fish. they like to eat [T] (studenta and studentb) go to the table and eat the berries. [T statement]: They like to eat berries. [T] "Do they like to eat meat?" [S] "No" [T] "Do they like to eat fish?" [S] "No" [T] "Do they like to eat berries?" [S] "Yes" [T] "What do they like to eat?" [S] "They like to eat berries" [T] "Do they like to eat berries or carrots?" [S] "berries" [T] "What do they like to eat?" [S] "They like to eat berries." [T] Yes, they like to eat berries. [T] "Do they like to sit on berries or eat the berries?" [S] "eat berries" [T] "What do they like to eat?" [S] "They like to eat berries." [T] Yes, they like to eat berries. apples [T puts an apple down on table and states]: This is an apple. [T puts another apple down). And this is an apple.[t puts another apple down). And this is an apple. [T lifts up one apple] "What is this?" [S]: "apple" [T] "Yes, this is an apple" [T picks up the other apple and states] These are apples. I have two apples. Count them with me, one, two apples" [T statement] I have apples. [T] "Do I have an apple?" [S] "No" [T] "Do I have 2 apples?" [S] "Yes" [T] "What do I have?" [S] "2 apples" [T] Yes, I have 2 apples. [T points to the apple on the table] "Are these 2 apples?" [S] "No" [T] Correct, that is an apple. I have two apples here" he/she/it is + noun (a boy; a dog; a girl) [T points to a girl in the class and states]: (studenta) is a girl. [T points to a boy in the class and states]: (studentb) is a boy. [T] "Is (studenta) a girl?" [S]: "Yes" [T] "Yes, (studenta) is a girl. Is (studentb) a girl? [S] "No [T] Correct, (studentb) is not a girl. (studentb) is a boy. [T asks students questions]: "Is (student) a boy or a girl?; "What is (student)?" ; "Is (student) a dog?" 32
UNIT THREE - The Hungry Dog he/she/it is happy [T Show picture of a happy face. Say "I am happy (make a happy face)". Show picture of a sad face. "Now, I am not happy (make a sad face". Give the happy face to (studenta). Give the sad face to (studentb) and state]: (studenta) is happy but (studentb) is not happy. [T] "Is (studenta) happy?" [S] "Yes"[T] "Is (studentb) happy?" [S] "No" [T] "Who is happy?" [S] "(studenta) [Teacher draws a picture of a sad face on a girl and happy face on a boy on the chalkboard]. [T statement]: The girl is sad. [T] "Is the girl sad?" [S] "No" [T] "Is the girl happy?" [S] "No" [T] "Is the girl sad?" [S] "Yes" [T] Tell me about the girl [S] The girl is sad. [T] "Is the boy sad or happy?" [S] "Happy" [T statement]: The boy is happy. [T] Tell me about the boy. [S] The boy is happy. too [T: pointing to (studenta)] "(name) likes to eat apples. [T] points to (studentb) "(name) likes to eat apples too". [T] "Who likes to eat apples too?" [S] (studentb) likes to eat apples too [T] "Yes, (studentb) likes to eat apples too" both [T gives 2 students an apple each. Points to (studenta): "(studenta) has an apple". Points to (studentb): "(studentb) has an apple". Points to (studenta) and (studentb): "They both have an apple". [T]: "Do both (studenta) and (studentb) have an apple?" [S]: "Yes" [T]: "Yes, they both have an apple. Step 2: Question and Answer Practice [T]: "What does Sammy like to eat?" [T]: "Does Sammy like to eat carrots?" [T]: "What do Sammy and Jimmy both like?" Step 3: Tell the Story with Graphics Sample Added Details Jimmy likes apples but he does not like to eat apples with Sammy. [all]: "Sammy likes to eat apples" [S]: "No, Sammy likes to eat apples" [S]: "They both like to eat apples" Jimmy likes to eat apples. Sammy likes to eat the worm inside the apple. Step 4: Ask the Story yes/no question samples [T]: "Does Sammy like to eat apples?" [S]: "Yes" [T]: "Do Sammy like to eat apples together?" [S]: "Yes" [T]: "Is Jimmy a dog?" [S]: "No" either/or question samples [T]: "Does Sammy like to eat carrots or apples?" [S]: "apples" [T]: "Does Sammy like to eat apples with Jimmy or alone?" [S]: "with Jimmy" [T]: "Are Jimmy and Sammy happy or sad?" [S]: "happy" asking for known information samples 33
UNIT THREE - The Hungry Dog [T]: "What are Jimmy and Sammy happy to eat?" [S]: "apples" [T]: "What do both Sammy and Jimmy like to eat?" [S]: "they both like to eat apples" invent an answer samples [T]: "What else do Jimmy and Sammy like to eat?" [T]: "What do Sammy and Jimmy do after they eat apples?" how and who question samples [T]: "Show me how a dog eats an apple" [T]: "Who does Jimmy eat apples with?" [S]: "Sammy" what question samples [T]: "What does Jimmy like to do with Sammy?" [T]: "Does Sammy like to eat carrots or apples?" [S]: "apples" where question samples [T]: "Where do Sammy and Jimmy eat apples?" why question samples [T]: "Why does Sammy eat apples and not dog food?" [T]: "Why does Jimmy have a dog?" Step 5: Act out the Story personalize the story Sammy/Jimmy = (student) names like to eat (students give ideas for new object) add adjectives, such as "green apples" and "big apples" 5 W's [T]: "What do they like to eat?" (students give ideas for new object) [T]: "Who does Sammy eat with?" (students give ideas for new character) [T]: "Show me how Sammy eats and apple" Step 6: Students Practice Telling Their Stories Retell story in pairs Retell story in small groups Step 7: Assess Student's Stories Students retell the story to the class. Use assessment grid in Appendix A 34
UNIT THREE - The Hungry Dog Unit Three Mini- Story B: The Hungry Dog This is Jimmy's dog. His name is Sammy. Sammy is hungry. Jimmy gives Sammy some carrots. But Sammy does not like to eat carrots. Sammy only likes to eat apples. So Sammy throws the carrots on the floor. Jimmy is mad. Sammy cries. He is still hungry. So Jimmy gives Sammy some apples. Sammy eats all of the apples. Now, Sammy is happy. But now Jimmy is hungry. Jimmy cries. So Sammy gets the carrots from the floor. Sammy gives the carrots to Jimmy. Jimmy likes to eat carrots. So Jimmy eats all of the carrots. Now Jimmy is happy and Sammy is happy. Step 1: TPR the Target Vocabulary 1 he/she/it is hungry 5 he/she/it throws [it] 2 he/she/it is mad 6 he/she/it gets 3 some 7 carrots (plural) 4 he/she/it does not like to eat 8 now Sample Recombinations he/she/it is/is not hungry [T]: (student) go to the table and sit down. "(student), are you hungry?" [S]: "No" [T]: (student) is not hungry. [T] "Did (student) eat?" [S]: "No" [T]: "Is (student) hungry?" [S]: "No" [T]: "Why didn t (student) eat?" [S]: "(student) is not hungry" [T]: That s correct, (student) is not hungry. he/she/it does not like to eat The teacher draws a picture of a dog spitting out a shoe) [T statement] The dog does not like the shoe. [T] "Is this correct, "the dog does not like the rabbit?" [S] "No" [T] "The dog does not like the shoe?" [S] "Yes" [T] "Does the dog not like the shoe or the blanket?" [S] "The shoe" [T statement] The dog does not like the shoe. [T] "Does the cat not like the shoe?" [S] "No" [T] "Does the dog not like the shoe?" [S] Yes [T statement] The dog does not like the shoe [T] "What does the dog not like?" [S] "The dog does not like the shoe" he/she/it throws 35
UNIT THREE - The Hungry Dog (student #!) throw the ball to (studentb) [T statement] (studenta) throws the ball to (studenta) [T] "Did (studenta) throw a ball or a book to (studenta)?" [S] "a ball" [T] "What did (studenta) throw?" [S] "he/she threw a ball" [T statement] (studenta) throws the ball to (studenta) [T] "What did (studenta) do?" [S] "(studenta) threw the ball to (studentb)" he/she/it is mad [T shows a picture of a mother getting mad at a boy and states] The boy kicked the kitten. The mother is mad. [T] "Is the mother mad?" [S] "Yes" [T] "Is the mother mad because he kicked the kitten?" [S] "Yes" [T] "Is the mother happy?" [S] "No" [T] "Is the mother mad or happy?" [S] "She is mad" [T] "Yes, she is mad" some [T] (studenta), come here. I will give some candy. I will give you some more candy. [T asks (studentb) "Did I give you some candy?" [studentb] "No" [T] "Then who did I give some candy to?" [studenta] "(studenta) [T] "(studentb) give (studenta) one candy" [studentb gives studenta one candy] [T] No, that is not enough. (studenta) is hungry. (studentb) give (studenta) some more candy. he/she/it gets now [T] "Everyone, stand up, now, all of the girls stand up. Now, all of the girls sit down" Step 2: Question and Answer Practice [T]: "What does Sammy like to eat?" [all]: "Sammy likes to eat apples" [T]: "Does Sammy like to eat carrots?" [S]: "No, Sammy does not like to eat carrots" [T]: "Where does Sammy throw the carrots?" [S]: "He throw the carrots on the floor" Step 3: Tell the Story with Graphics Sample Added Details Jimmy is not hungry. He throws the carrots at Jimmy. Jimmy is happy. Jimmy eats the carrot. Sammy does not like to eat apples. He likes to eat shoes. Step 4: Ask the Story yes/no question samples [T]: "Does Sammy eat the carrots?" [S]: "No" [T]: "Does Sammy give the apples to Jimmy [S]: "No" [T]: "Does Jimmy get mad at Sammy?" [S]: "Yes" either/or question samples [T]: "Does Sammy like to eat carrots or apples?" [S]: "apples" [T]: "Does Sammy throw the carrots or the apples on the floor?" [S]: "carrots" 36