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TESOL 2006 1
TESOL 2006 – Tampa Florida
Karen Jogan, Albright College
Jacqueline Benevento, Rowan University [email protected]
Walter Eliason, Rider University
Leading Exploration in
US Culture through Song
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How can songs enrich lessons in US culture? How can song-based cultural lessons be
organized for the classroom? How can songs be used as culturally based
interactive listening texts for ESL/EFL? What activities can be used? What resources can be used? Where can
teachers find suggestions for using music to teach US culture?
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TESOL standards
1 Communication ELLs communicate for social,
intercultural, and instructional purposes within the school setting
5 Social Studies ELLs communicate information,
ideas, and concepts necessary for academic success in the area of social studies.
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It’s good to…
It’s good to know and celebrate
It’s good to look back
It’s good to look around
It’s good to look forward
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US Revolutionary War…
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My country tis of thee,
Sweet land of liberty
Of thee I sing
Land where my fathers died, Land of the Pilgrim’s pride
From every mountainside
Let freedom ring!
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US Revolution
Music and Thematic Units
Yankee DoodleMy country tis of Thee
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Gold Rush
Music and Thematic Units
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TESOL levels
1 – Starting 2 – Emerging 3 – Developing 4 – Expanding 5 -- Bridging
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Interactive Listening using music Before
Consider your background knowledge Consider title and visual cues
During Identify main elements and details Organize
After Summarize Think critically React Create
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Dan Fogelberg: Sutter’s Mill
High Country Snows
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Step 1 -- Preview
Before Think about the title.
Let me tell you a little bit about the song.
What do you think this song is about? What do you know about this subject? What would you expect to hear about?
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Sutter’s Mill
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Step 2 --Identify the main elements
What is one thing you heard about?
What information is in the first stanza? When Where Who
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Step 3 – Identify details
locusts 1
Like wildfire spread 2
Found a piece of shining gold
3
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Conestoga Wagons, built in Pennsylvania!
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Match the phrase with its definition A) Conestoga B) Gold C) spread D) tracks E) Herd F) Lumbering G) prosper
1. Slow moving2. To be successful3. A large group of
animals, such as horses, bison, etc.
4. Footprints5. Precious metal6. Extend widely7. Wagon used by
pioneers
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Step 4 -- Organize.
1. They left their tracks upon the land.2. Old John Sutter went to the millside,
found a piece of shining gold.3. Some would fail and some would
prosper.4. For they came like herds and locusts,
every woman child and man5. Well he took it to the city where the
word like wildfire spread.
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Step 5 – Recreate text
Summarize Using the song map, fill in key
elements about the song. Use the song map to tell your
classmate about the song. Describe the drawing you made
about an idea in the song.
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SSoonngg MMaapp Dr. Karen J ogan Albright College Reading PA
Rating:
Song Title And Singer
Setting--Time --Place
10 Key Terms
Characters
What Happened?????
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Draw a picture about the song. Label your picture with a verse from the song.
Draw a picture to illustrate an event in the song. Write a title f or your drawing.
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Summarize Write a summary of the song in a
paragraph. Exchange paragraphs with your
classmate. What information do you both
include? What information is different?
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Summary Pyramid
1. Listen to the whole song. List important points and terms that you want to remember.
2. Complete the 5W pyramid.
3. Write the main idea.
4. Write a SHORT summary.
5. State the impact. Why is this information interesting/ important?
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Who/what is it about?
What happened?
When did it take place?
Where did it happen?
Why is it important?
How/ why did it happen?
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Central point: main idea Use a complete sentence. It must
include the topic and the most important point about the subject.
Summary 25 words.
Impact Why is this information important?
Be creative. This is your chance to state your opinion.
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Think critically
What do you think this line means:
“some would thank the Lord for their deliverance, some would curse John Sutter´s mill.”?
Why would some people love the mill, while others hate it?
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React or Create
Imagine that you are a miner looking for gold in California in 1848. Tell about your life in 1850.
You live in New York in 1850. You hear about the Gold Rush. Tell about what you decide to do.
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Assessment
Summarize React Create (reader´s response to the music)
Poster Advertisement Write a personal letter
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US culture through song
Voices Across Time (VAT)
http://www.voicesacrosstime.org
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VAT: US Culture – African AmericanMusic for Grades 3 - 5 Patting Juba
Example developed for Voices Across Time project (2004) by ESL teacher Jennifer Michalsky
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Steps in presenting song…
1 – Introduce song with clapping and knee slapping
2 – present visuals. Ask Ss to describe hardships of slave children
3 – sing song with motions
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Patting Juba – Bessie Jones (1972)Juba this and Juba that
Juba killed a yellow cat
And get over double trouble, Juba
You sift-a the meal, you give me the husk
You cook-a the bread, your give me the crust
You fry the meat, you give me the skin
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And that’s where my mama’s trouble begin
And then you Juba
You just Juba
Juba up, Juba down
Juba all around the town
Juba for ma, Juba for pa
Juba for your brother-in-law
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VAT: 19th century exploration
http://www.npr.org/programs/morning/features/patc/homeontherange/
Home on the Range
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VAT: 20th century USA-- Allentown
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In conclusion….
Explore US culture through song!
