The strategies used for teaching these objectives are taken from a variety of resources and can be adapted according to the learner's specific needs.
Before introducing foreign films to students it is important to rethink the word "foreign" and its definition. Gradually introducing students to the concepts outlined previously, you will bring forth ideas and notions that are not so foreign; as a matter of fact they are quite familiar and universal in scope.
Most students form their opinions on the basis of upbringing, peer pressure, and personal or cultural bias. The following readings and activities have been selected to present students with materials that call into question their opinions and challenge the preconceived notions they have. Vocabulary will be an important way to facilitate new ideas and students should be given the opportunity to translate each word, idea or concept into their native language. Depending on the level of the English language learner, the teacher will select appropriate vocabulary. Journals can be kept where students can record their daily observations and personal insights they do not wish to share with their classmates.
The standards of New Haven Public Schools English as a Second Language are the same as the standards in the mainstream content areas. This unit is intended to provide a bridge to the mainstream by acknowledging the central role of language in content learning, while responding to the specific needs of second language learners. Emphasis will be placed on vocabulary and reading with the hopes of easing the initial fear and tension of reading subtitles.
The New Haven Public Schools Standards for English as a Second Language emphasize critical thinking skills, specifically the ability to express ideas, predict, compare, contrast, explore, experiment, analyze and evaluate. Learners are encouraged to speak, listen, read and write in both English and another language.
The Bilingual Education and English as a Second Language Standards are based on three national goals developed by Teachers of English to Speakers of Other Languages (TESOL): 1) effective communication, 2) achievement in the content areas, and 3) achievement in a variety of cultural contexts. The Standards also include a fourth local goal-4) the vision of achievement in more than one language. This fourth goal, New Haven's unique addition, is one in which native speakers of English and speakers of other world languages work together for mutual benefit.
This unit is intended for intermediate fluency ESL students grades 11-12 who are literate in their native language and are therefore able to transfer those skills to the academic subject of geography and eventual film analysis. Research indicates that academic achievement and school completion are significantly enhanced when English language learners are able to use their native language to study academic subjects. Not only does support in the native language facilitate English development, but it also helps academic skills transfer across languages.
Effective communication will be addressed for:
1) Social Interactions
Students will :
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- Express interests, needs and opinions using more complex and/or fluent speech (complete sentences, question forms, negatives)
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- Initiate conversations and share ideas using expanded vocabulary
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- Listen to different points of view and express opinions fluently, using extended speech
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- Comment and discuss ideas, debate, negotiate, compromise, and resolve conflict using appropriate language
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- Respond to lengthy questions and explain answers in detail
2) For Personal Expression
Students will:
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- Express likes, dislikes, and justify feelings using complete sentences and expanded vocabulary
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- Describe experiences using descriptive details
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- Read and listen to longer explanations in English and express reactions at length
Content-Area: Geography
In classroom discussions and interactions students will:
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- be able to identify in complete sentences, using details and examples of locations of various countries and regions of the world
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- Compare and contrast information from different sources: atlas, map, internet
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- Recall, retell, and explain information
Reading:
Students will:
1. Become familiar with the specific reading strategies needed for the Connecticut Academic Proficiency Test (CAPT).
a. Form an Initial Understanding
b. Determine the main idea
c. Summarize (select and use relevant information)
d. Use context clues to determine meaning
2. Develop an Interpretation and respond to film
a. Connect film with experiences and knowledge
b. Describe the director's use of details
c. Draw conclusions and explain reasons with reference to the film
3. Demonstrate a critical stance
a. Use the film to make a prediction
b. Tell how the director uses literary devices such as irony, point of view and foreshadowing
c. Evaluate explicit and implicit information
d. Prepare written responses to material viewed
e. Explain values, customs, ethics and beliefs included in film
Writing:
Students will:
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- Do pre-writing activities (brainstorming) and demonstrate pre-writing strategies-i.e. select and limit topics, draw upon personal knowledge, set a purpose and define the audience
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- Develop, clarify, organize, and support ideas for writing using graphic organizers- i.e. webbing, clustering, outlining.
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- Use complex grammar and syntax in writing-i.e.:
1. Compound verb tenses: present , past, and future perfect
2. Conditional tenses
3. Other verb forms: gerunds/infinitives
4. Modals: may might, could, would, should, must , will, have to, can, can't
5. Comparative adjectives
6. Plural forms
7. Prepositional phrase
8. Subjective, objective, and reflexive pronouns
9. Dependent clauses
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- Do proofreading- i.e. assess a piece of writing in terms of accepted standards for paragraphing, sentence structure and the mechanics of written English
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- Edit, revise and rewrite to improve content and form
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- Become familiar with additional writing strategies needed for the Connecticut Academic Proficiency Test (CAPT)
1.Demonstrate a critical stance
2. Express personal ideas, inform and persuade through writing
Cultural Contexts
In various settings students will:
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- Compare and contrast their communities to those of others.
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- Gather data on diverse populations using library resources and media
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- Understand the impact of social and economic influences in different situations.
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- Share ideas, experiences and detailed points of view with others.
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- Demonstrate cultural awareness in conversation and writing.
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- Evaluate and interpret new information.
