Giovanna M. Cucciniello
The strategies used for teaching these objectives are taken from a variety of resources and can be adapted according to the learners specific needs. Before introducing photography to students it is important to introduce students to concepts of poverty and immigration. Gradually introducing students to concepts outlined as themes, 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.
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.
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.
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.
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
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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
Reading:
Students will:
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- Become familiar with the specific reading strategies needed for the Connecticut Mastery Test (CMT).
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- Form an Initial Understanding
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- Determine the main idea
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- Summarize (select and use relevant information)
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- Use context clues to determine meaning
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- Develop an Interpretation and respond to photographs
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- Connect photographs with experiences and knowledge
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- Describe the photographer’s use of details
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- Draw conclusions and explain reasons with reference to the photographs
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- Demonstrate a critical stance
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- Use the photographs to make a prediction
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- Tell how the photographer uses literary devices such as irony, point of view and foreshadowing
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- Evaluate explicit and implicit information
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- Prepare written responses to material viewed
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- Explain values, customs, ethics and beliefs included in photograph
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: Compound verb tenses: present , past, and future perfect; Conditional tenses; Other verb forms: gerunds/infinitives; Modals: may might, could, would, should, must , will, have to, can, can’t; Comparative adjectives; Plural forms; Prepositional phrase; Subjective, objective, and reflexive pronouns; 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 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)
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- Demonstrate a critical stance
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- Express personal ideas, inform and persuade through writing
