Sunday, June 25, 2017

Shengang Middle School - Talk of the Town



Shengang Middle School field with the elevated Tan-Zih Bike Path in the distance


  On March 30, 2017, I parked the bicycle when I got home to Beitun on a chilly, rainy ride from Shengang Middle School. I had wisely brought a disposable poncho but it didn’t start raining till I rode off the Tan-Zih Sugarcane Bike Trail, crossed Route #3 and headed to the Han River pathIt is a beautiful forty-minute ride to the school in Shengang, Taiwan. I stop at the gazebo near the water buffalo sculpture facing the rice patty and rest. Fourteen-year-old children in two English as a Foreign Language classes engage in conversation with me and each other on Mondays and Fridays; they are the rainbow at the end of the bike trail.    
     The seventh and eighth graders do Cooperative Learning (CL) activities about their homes and neighborhood. The Community Curriculum starts with feelings of home, abstract and concrete. Here is how it went down:
Week #1

I welcomed the students and introduced the concept of Reported Speech ( See Blog piece here) letting the students know this was the format the class would take every week. I wrote basic rules and went directly into a white board competition establishing the format of group work and student participation. At the end of class I introduced the curriculum saying that while EFL in RS  was the ‘ship’ the class would travel on, the ‘cargo’ was issues in the community:
1.     Inside The Home
2.     Outside the Home
3.     The Neighborhood
4.     The City
5.     State/Provence
6.     The Nation
7.     The World
8.     The Universe
Week #2
     The “That Special Feeling” handout; how home can be thought of with all five senses, was organized into a CL activity. We listened to "Our House" by CSN&Y. I handed out and the students brainstormed in each group  five senses that remind them of home, with CL responsibilities; reader, writing collector, spelling checker, grammar checker, and time keeper. They had fifteen minutes to review what they had discussed and write a report. Sense Simile (ex. "Home feels like a computer  because I am always on-line.") from each group went to the board and strung together their paragraph. The first team finished read aloud first. The groups were then asked to review others’ paragraphs and critique them. Upon completion, I went over it all and commented on undetected errors. Each student in each group had to copy six similes.
Week #3
 The Aim: “What do you like at home?” was written on the board and expanded to include the song “Our House” by Madness. On the reverse side of the lyric sheet was “Choices,” a Controlled Composition (CC). Each of the seven groups of five students was handed a mini-white board, marker, eraser, and was asked to do one of three revisions: female to male, singular to plural subject , or present to past tense. I read aloud a sentence from the CC and called the student to thrust the board skyward for me to assign task completion order. I then went over the sentences in order of completion and gave points for correctness. After a few rounds, I realized we were running out of time and ended the contest.
Next, we compared, aloud, Marilyn Green’s home in 'Choices" to the students’ own homes in a barrage of RS questions and answers (Q&A) For example T: “Marilyn enjoys music at home. Do you enjoy music at home?” S1: “Yes, I do.” T to S2: “What did he say?” S2: “He said he enjoyed music at home.” T to S3: “What did I ask?” S3: You asked if he enjoyed music at home.”
With ten minutes remaining, we reviewed and the students were given the assignment for the next class: interview each other in class and find answers to each others’ Q&A about what they liked at home to report to the class. I then set up a T-Chart revision with one side ‘Good’ and the other ‘Bad’ details about home and took suggestions for the ‘Good’ side from class interactions.

I had given the students in each group copies of one of the seven “Home Problems” worksheets I had prepared:
1. Rodent Recall
2. The Roach Hunt
3. Find the Fire Hazard
4. Knock! Knock! Gas Who?
5. What’s Safe and Wise? (Electricity)
6. When Sounds Abound!
7. A Soggy Situation! (Water damage)
Week #4 
After the break, I asked the students to take out the Week #4 handout of CC  "Handy Andy” and the song “Don’t Let the Rain Come Down.” As I handed each group a mini-white board, eraser, and marker. I played the song again and explained that the "crooked" (I explained the old English pronunciation of the ‘-ed’ as [id]) after the little man was a handy man. I told the students we would play a game. I would explain a word from the song and they had to write on the board which word I was defining; "mile, drown, bat, and roof."


Week #5
      We started with a CL based on six of the seven “Household Problems.” I wrote five tasks on the board and asked group members to answer one each:
      A: What is the household problem you were learning about?
      B: Tell me one fact about your topic.
      C: Tell me why it is a household problem.
      D: Tell me a cause of the problem.
      E: Tell me a solution to the problem.
      I reversed the order of the CL so that team member E was the reader, D the writer, C the grammar checker, B the spelling checker, and A the time keeper and boss. I gave the six groups 10 minutes to brainstorm and put their report together and went around to each table to check and give advice. It became apparent that most groups didn’t understand they were required to form a report so I stopped, explained the task again, and gave ten more minutes to complete it. This time the students cooperated. When time was up, I randomly chose a group to present. With the audio-visual closet open and a glitch solved by a technician, the reader had a microphone to project their voice. After each presentation, I asked random members of other groups to tell me what the presenter said. When they couldn’t understand what the presenter said, I asked them to ask the presenter to repeat what he/she had said and then went back to the student I randomly chose, as well as others; I let no report go without comprehension and held the reader responsible. The students could see that it was as important to understand others’ presentations as it was to present and RS was the best device for doing so. This activity led us up to the break at 4:55.

    I did the Week #5 “Household Problems” CL with the Friday 8th graders and it bombed. Most groups’ members, again, hadn’t even looked at the handouts they’ve been holding for almost two weeks or did the worksheets. When it came to discussing and preparing a report, despite the five critical components I put on the board, the three groups I asked before I stopped the activity couldn’t identify their group’s household problem though it was clearly written in each worksheet title. I went to a review of the handout vocabulary with one mini-white board for group but that was hard going, too; they didn’t look up or ask about vocabulary. I extended the contest and it became better branching off into questions about “Handy Andy” and “Don’t Let the Rain Come Down.” I also introduced “Luka” at the end of class. One student identified Luka’s problem: “Her parents hit her,” he said. I Asked the students to review the seven “Household Problem” worksheets to prepare to give reports next class.
Week #6
      We didn’t get to go over “Handy Andy” which we will in a general review for Week #6 'Do Now.' Instead, I took advantage of the Week #6 copies and distributed them for the students to preview for next week. I asked: “What is the biggest household problem?” and drew their attention to the lyrics of “Luka.” I didn’t go over the words but played the Suzanne Vega song and let them listen while I acted out the actions. One student asked what “argue” meant and I explained and demonstrated it. Before class ended, I asked the students to think about what Luka’s problem was for next Monday’s class. We will brainstorm “Types of Abuse” in a contest format on the front whiteboard, and do CC “Me”.

The handout for Week #7 will include “Tobacco Road,” “The Sounds of Silence,” and segue into “The Neighborhood,” the second ring in the Community Curriculum.
Week #8 handouts will include Picture-Strip Story Retell (PSR) “The Color TVs,” and worksheet CL brainstorm “Housing=houses+services+facilities”.
Week #7
I bought business cards and little clips for the students in Shengang to write their names on and clip to their shirts. It’s been six weeks and I still don’t know the children’s names; not that they or their teachers seemed to care. Especially since we’re based on reported speech, it only makes sense to have names instead of saying, “What did he/she say/ask?” all the time.

      Today, in Week #7, after using front whiteboard for group RS warm up, we will hear “Luka” again and I’ll have the children write yes-no and wh-questions for each response; “What did Suzanne Vega ask Luka?” I’ll give Linda Week #8 handouts to copy and introduce them if she copies them in time, I’ll add “Sounds of Silence” to the song list.
      The “Luka” lesson for the conversation enrichment class went so well yesterday. It started with a choral RS warm-up, the last being “I have a problem. What did I say?” which led me into having the class tell me their names and addresses handing out business cards for them to write it on (they all had English names) and mini-clips for them to attach to their shirt pockets of jacket zipper tags. We then re-connected to “Luka” for the question, “Where do you live?” One boy said he lived on the second floor; the class laughed. I said there were a million second floors in Taichung; which one did he live on? I then introduced how the write and say one’s address in English using the American 
standard of house number first followed by street name, street section (if any) and lane or alley number. I helped the students transcribe the Mandarin names into pin-yin or other Romanization. I told the class that next week, they would have to stand and introduce themselves including full name and address.
The direct question-reported answer board tag-team competition went well. I told the students it was not a race and to take their time. I wrote a few examples using the song on CD and the pause button on the remote to isolate a statement by Luka. The first student in the tag-team had to write and ask a direct question and the second had to write a full RS answer based on the song.

I then zoned in on Luka’s problem and told the students she was a victim of child abuse. I wrote the five types of relationship abuse on the board and demonstrated examples using verbal and body language clues. Next week, I will reinforce the lesson with a “Do Now” asking for examples for each abuse. I used the suicide of a 27 year old Taiwanese author who was in the news recently; some of the students knew who I was referring to. She was a victim of sexual abuse from her bushiban teacher when she was 13 years old. I topped off the discussion introducing child labor, saying these abuses were suffered by many under-aged workers by their bosses. It was May Day yesterday and, although the topic of child labor is in the more advanced Bread & Roses Curriculum, I made the connection now; no child under 16 is allowed to work and then, while in school, only up to 20 hours a week. I know that the students knew of some under-aged friend who worked; the class was hushed.
Week #8
At the end of class, thanks to Linda, I had copies of Week #8 handouts which I distributed to the children. We will start talking about their neighborhoods, services, facilities, zoning, and parks, including giving travel directions and introducing places of interest in the community. I will bring in my PPP about New York City and introduce my hometown. The school will have to provide a computer with internet so I can access it.  If we can get up to talking about Taichung County or Taiwan and Asia, I will be surprised, but that is the outer limit topics of the Community Curriculum; conversation skills and practice are the goals.
      The Monday class is 8th grade but stiffer than the 7th grade Friday class. I had to abandon the “Household Problems” CL reports last week and this week the “Luka” follow-up with examples of child abuse in the lyrics, and the “Me” CC activity. They could barely tell the class their names and addresses yesterday, another follow-up from the week before. But I did see many students complete the “Housing: Services and Facilities” worksheet and was able to have them write group sentences to put on the board (ex. “Bus Service can pick you up and take you to school.”) I do a ten-minute choral and individual RS review as a 'Do Now”'but then move on to new activities; the point is the conversation, not to review for a test. But students did little preparation and some don’t even bring the three required items; clear-book with  handouts, notebook, and pen.
Week #9 
In Week #9 in Shengang, we began with a group RS board display; I asked a question and a pair of students went to the board, the first to report my question and answer it, the second to report the answer. We went over all the responses giving groups a chance for self-correction before opening it up to the class. The students were reminded to copy the correct answers. We spent the first half of class slowing things down and reviewing in this way. After the break, I used a horse race matrix for the first time. Using the CC “Getting the Most from the City” the students in each group took turns revising the fourteen sentences into the past tense and writing their responses on the mini whiteboards I had distributed. When they held up their responses, I said “yes” or “no” to correct usage. If it was correct, they moved one rung around the racetrack until the finish line. It was very exciting and the students were highly motivated. With twenty minutes left, I drew the students’ attention to the back side of the CC where “Choices and Consequences” worksheet was copied. I distributed the strips of six building choices and went over the tasks to choose the most suitable structure to build in the space of the vacant lot and abandoned building in the picture. I collected the strips and explained some vocabulary and factors to make their CL decision by on a ‘T’ Chart in the next class in a week. With ten minutes left, I distributed “The Sounds of Silence” by Simon & Garfunkel and explained the imagery introducing “oxymoron” and “symbolism.” We will go over the song next week in more detail.
Week #10 

      In Shengang, the Friday class brainstormed adjectives for the factors affecting which building they would choose in “Choice & Consequences” and I gave examples of comparative and superlative forms they could use in their group report next Friday, then the Monday class will give their reports. 
 When I arrived at the Shengang basement classroom, there was a teachers’ meeting in progress. Vincent, who was present, escorted me and the class hurriedly to the third floor library. Class started ten minutes late but then went well because I had mini-white boards and the children sat in groups, two to four rows, and did a adjective comparative warm-up with the six buildings from “Choice & Consequences” before doing CL twenty minutes for two group reports each; the best and the worst building choices. I was glad one group chose ‘parks.’ I distributed the worksheet “Improve This Park” with lyrics to “Saturday in the Park” by Chicago printed on the back, and played the song. With the help of teacher Linda and AP Vincent, I did a test-run for Friday's class, an on-line power point presentation . They would see “New York City; Far From the Madding Crowd” presentation  and “Read the World” with “My Life" introduction. There would be one more class after that and then the final pizza party/game day class .











Week # 11
I rode  to the class in Shengang to show the Monday group the power point I gave the Friday class. I told them to take notes, too, so that in the next class I could quiz them on my life as a warm-up. We then brainstorm what was wrong with the park in last week’s hand-out and they begin a CL about the “Perfect Park” including designing it on the mini-white boards and drawing their parks on the board for narration. It will be the last topic in the Community Curriculum.
 The reported speech, conversation, and oral reports on one common theme, “The Community,” will culminate in a pizza party where one team, with a list of ten questions (with answers) about the course content will ask other teams to answer. We will brainstorm the sub-topics to write one question for each for their last home assignment. If at least one of the four players does it, we can have a fun review while munching pizza.

Week # 12 
      It felt like the class in Shengang was over, but the other group on Monday was last. Monday’s class had missed two dates because of tests and a holiday. It  felt anticlimactic. There was no request for Justin Beiber and no synchronous finding of a Bieber DVD to show. Instead, we had a Telephone board contest with a CC story and a marathon Musical Chairs. The pizza was enjoyed while they watched Betty Boop cartoons. 
      After the films  I encouraged the students to write on the name cards I had given them and tell me who they were, what they liked or disliked about the class, or to say goodbye and thank you. Kerry reminded me she was the girl that cleaned the whiteboard after class. Porsche is the “key boy” that turned off the AV equipment and locked the closet. Zoe, who also helped clean up, is the girl who requested Bieber; I gave the DVD to her after class. Meg, her friend, likes Bieber, too. Kyle was the AV expert that helped set up the DVD. Kangaroo was the clown of the class, but his English comprehension skills are excellent. James calls himself “banana” but I don’t remember why. Sophia wants me to remember her as a strong tall girl. Emily enjoyed the PPT about my family. Nicole is the most ambitions, writing the most on her name card, very positive, wanting to travel and proud of being Taiwanese. Osas thinks he was the fattest boy in class but he is wrong; I was! Michael wants me to remember him by his short hair and small eyes. Emma told me a lot about her likes (food, music and friends) and dislikes (math). Evelyn doesn’t like tests but she loves basketball and eating ice cream in the summer. Kevin’s nickname is “Rabbit.” He drew a beautiful park. Elma said she seldom talked in class, but she drew a nice park, too. Iris wishes she could dare talk more, too. Polly gave me her Chinese name in case I want to contact her on Facebook.
To Timmy, Cindy, Cary, Jackson, Kevin, Cherry, Zoe, Sherry, Web, Alika, Vivian, Jay, Wesley, Yuki, Jenny, Jacky, Rita, Stanley, Jeff,  Terry, Sherry, Sylvia, Vicky, Helen, Hank, Tim, Michelle, Claire, and Vicky; 
to all the children that loved learning and singing the songs I attached to each subtopic in the Community Curriculum. They loved participating in the contests and cooperative learning groups. They were all happy every Friday afternoon because they knew they would have fun practicing English conversation. They will remember me as I will them because I enjoyed being with them more than they will ever know. I wasn’t joking when, after asking what they liked most about being there, I asked them what they thought I liked about being there; they couldn’t imagine. So to Rebecca, Iris, “handsome” Steven, Jason, Nick, Ian, Cindy, Roy, Anita, Betty, Tina, Annie, Jacky, Vicky, Ken, Linda, Sharon, and to anyone in the Friday class I missed mentioning, thank you for appreciating the joy of learning and speaking English! 
Shengang Middle School view from the Tan-Zih Bike Path.

Friday, June 16, 2017

Bread & Roses Community Curricula

Link to Live Chat:
https://www.facebook.com/eeodbt/videos/804266593082454/



Bread & Roses
Curriculum

A Socially Conscious Approach
ESL/EFL Literacy



THEMES AND GOALS

How do you draw the attention of high intermediate level ESL/EFL teenage students and improve literacy in your middle and high school class? How can you, as a teacher, help youngsters achieve their dreams in a harsh and changing world? Since many students are or will become workers one day, they must be able to read the world, read the word, feel solidarity, and help their families to make ends meet, and then some. This curriculum is designed to raise the social “workers” consciousness of students while welcoming them to the world of the written English word.

METHODS AND MATERIALS


Much material was collected from the American Federation of Teachers (AFT), UNITE union, The Botto Labor Museum, Maquila Solidarity Network, as well as a number of pedagogical and literary sources. These learning tools may be video, music, literature, and handouts. I have credited each individually. Much of the methodology employs the activities I have outlined and expanded on in the “Good Old Hands-On Fun & Games for ESL Literacy” section included before the unit plans. The Natural Approach, TPR, generative word exercises, and sentence strips are used throughout. The essential elements Paulo Freire’s Pedagogy of the Oppressed are employed throughout the curriculum.

Wednesday, June 14, 2017

"Child Labour" Readers' Theater Runners-Up

     


In June, 2016, Sheng Kang publishers asked me to help Guang-Jhweng Middle School in Dali, Tai-chung to produce a Readers' Theater troupe. Instead, I helped the students adapt their own script called "Child Labour."
https://e-e-o.blogspot.tw/2016/09/child-labour-readers-theater-workshops.html

 After the summer and rehearsals, I was asked to return to see how they had done. I worked with the children in the Readers Theater troupe for three hours on October 7, 2016. They had memorized their parts so well! There were two new players; one, a short young man, who would play the boss that Sunny, their EFL teacher, created from the role of the boss’s wife. Sunny also modified the script by removing the chief who goes to the house with the teacher's friend at his behest to get the girl back to school; he will speak with the misguided principal who, though it is unwritten, is responsible for having the girl removed for lack of tuition and uniform fees.  Sunny will let the narrator serve a double role as the chief. I was scheduled to go back Oct. 16 to see the progress they had made.
      A week later, the publisher sent a car to bring me to a middle school on the Westside of Taichung that had a student who had won a place in the national speech contest the year before; I had advised and rewritten sections of her essay. I was told that the principal wanted to meet and thank me. I wanted to meet the student who had won and hear all about her experience. 
It was strange that I was asked to bring my ARC card to be thanked by the principal; usually I am asked to bring it to get compensated for my work. It became evident that I was there to hear this year’s Readers’ Theater entry from the school and critique their performance. The principal nor the student who won last year’s contest was there. 
The skit at the Westside school was too easy for the children' level though they acted well; I told them that they would probably win. My “Child Labour” troupe, I feared, would not win, no matter how good they were, because Taiwan public education rewards conformity. Readers' Theater is a cosmetic here. But the children in the "Child Labour" skit have already won by participating, choreographing, and learning about oppressive child labor. Sunny is a winning teacher. 
On October 18, I returned to the middle school doing "Child Labour" in Readers' Theater for a final time. We cut one small dialogue to ensure the skit is under six minutes.The Child Labour troupe was still making adjustments to their performance; I was there  to advise them on their final preparations. It could come together at the contest on Tues., Oct. 25, or it could fall apart. It would be a miracle if they won because of the conformity to simplicity in Taiwan schools. 
On October 28th, I learned that the "Child Labour" troupe had won honorable mention, 4th place in their district of 17 schools! They should be proud of themselves. They took on a serious theme and made something of it, unlike the school on the Westside that won their district with the script they had me preview; the Taiwanese judges tolerated their under-achievement. But it was clear that a script with social comment was respected by the judges, too. Perhaps Readers Theater in Taiwan will one day become more a showcase for social awareness and less a trophy for principals to put in their showcases.  
Watch the "Child Labour" Readers' Theater Presentation here:

https://www.facebook.com/david.b.temple/videos/10213179995713940/