BenjaminSystems.com - - - - - - - - - Boosting Student Engagement, Knowledge, Skills & Character

Poetry in Motion - Extension for English Language Learners
Home
Starting or Continuing Your Journey
Who Am I? / What's New & How to UseThis Website?
ARTS INTEGRATION
CHARACTER EDUCATION
SCHOOL TRANSFORMATION & INVITATIONAL EDUCATION
Hong Kong & China: Reflections and Plans - Hong Kong, Foshan, Guangzhou, Liannan, and Zhongshan
Schools & Projects
Strategies
Prompts, Modules & Courses
Standards & Assessment
Research & Resources
Lesson Banks: Finding or Creating - INSTRUCTIONAL UNITS
Other Working Papers & 'Projects'
-
Findings, Quotes & Reflections
-
Search BenjaminSystems Website
-
-

Planning & Implementing Ignite Guide Extensions for English Language Learners

These extensions of the ArtsNOW 'Poetry In Motion' Ignite Guide address specific accommodations for 1-Students With Disabilities, 2-English Language Learners, and 3-Gifted Students.  First with practical activities making use of powerful strategies, then with professional learning materials intended to assist teachers who desire to generate more, similar, activities for their special student populations.

The materials for English Language Learners are derived from effective, general, teaching practices as documented by Robert Marzano and applied to ELL by Jane Hill and Kathleen Flynn, briefly described in the common resources, from the ASCD Website at http://www.ascd.org/publications/books/106009.aspx

The 'extension' activities provided fit standards for the American Revolution, specifically The Midnight Ride of Paul Revere.  They are designed to provide greater success for  English language Learners.  They make use of both 'Sheltering' and 'Scaffolding' techniques.

Strategies

INQUIRY CENTER #2A – ESOL in (Pull Out) Classroom 
Elicit prior knowledge, especially about students 'schemata' (in this case about ways civil rights are violated) - From p. 55-56 in Echevarria, Vogt & Short

INQUIRY CENTER #2B – ESOL in the Regular Classroom
Imaging - From p. 178 in Herrell & Jordan "Close your eyes and picture the scene (someone standing up for the civil rights of others) in your mind.  What do you see?  (Question for details)



 

INQUIRY CENTER #2B – ESOL in the Regular Classroom

Hill & Flynn P 50-51 – Storytelling, and P 33 use of rubrics, and 33 ‘scaffolding’ of learning by making

the student work harder to identify the error, and p 49-50 ‘sheltering’ techniques

 

– link to pull-out, and push ahead with ‘The Moral of the Story’ as appropriate

Resources

Common Resource for English Language Learners

Resource - ELL - Non-Linguistic Representations

 A key recommended accommodation is to address the new vocabulary and the key concept

through the following Arts-Based Strategies in the pull-out classroom during the two-weeks

BEFORE the unit is introduced in the regular classroom.

ABS #1 - Vocabulary Dance - http://www.characterthroughthearts.org/stctta-resources.asp

ABS #2 - Hill & Flynn P 50-51 – Use narrative / storytelling, with sheltering techniques, as an advance organizer……visuals, pantomime, and simple vocabulary


Enter content here

Enter supporting content here