Topic: “Creating Illustrated Story Books In English” (Making the Book)

(5-day week) September 25-30, 2006Advanced English ClassLesson #1

Daily Objective: Students will be able to write and illustrate their own storybooks in English

Guiding Questions: Do I have a developed protagonist, supporting characters, and storyline? Does my storyline follow the “hilly arch” shape? (handout) Have I collected classroom, school library and internet resources to better guide my

project?

Motivation: Bringing art into the classroom, and the magic of creating stories

Materials: Small blank spiral books (Walmart would have these) Computer paper Colored construction paper Scissors Markers, crayons, colored pencils Glue Pencils and erasers Childrens books as guides and resources Computers?

PROCEDUREA. Focusing Activity

Hi everyone, how are you today? I’m doing well, thank you. Now, please listen, I have something to show you…This is my own children’s book that I wrote and illustrated when I was in college. I would like to show this to you, and you may use it as a guide and as one of your resources. B. Modeling

Teacher reads aloud from Red Is For Good Luck and shows cultural artifacts and costumes relating to the short story.

Distribute parameter handouts for “Creating a Storybook in English” Give explanation of assignment and options

C. Individual WorkStudents work at their tables, and teacher goes around for individual assistance. D. Wrap It Up! Work on your books at home

Topic: “What Goes Into A Good Presentation?” (Making the Book)

(5-day week) September 25-30, 2006Advanced English ClassLesson #3 and #4 continued…

Daily Objective: Students will learn efficient components to giving an engaging presentation

Guiding Questions: What can I do to make an interesting presentation that will capture your audience?

PROCEDURE

A. Focusing Activity: (7-10 minutes)

Create a short list in your journals of what you think goes into a good presentation. Example:

A good presentation engages your audience Is coherent and cohesive Share: Select student volunteers to read from their journals.

B. Modeling: (15-20 minutes)

Show students an example on the board after reviewing “How Can I Prepare and Deliver a Presentation” Handout.

C. Active Involvement: (15 minutes)

Random Grouping: (Names drawn out of a hat or can) Pair students in twos for the final completion of project: Student rubric.

D. Classwork: Last preparations for Museum walk-around and presentation. Write invitation to

Principal and Vice Principal to see your finished product

D. Wrap It Up / Homework: (5 minutes) Any finishing touches for your storybooks.

Topic: “What Is the Hilly Arch?” (Character)

(5-day week) September 18-23, 2006Advanced English ClassLesson #2

Daily Objective: Students will be able to understand the sequence of events in story development

Guiding Questions: How do we write a story? What is a protagonist? What are supporting characters? What is the Hilly Arch? How do we delve into our schema for story-making ideas?

Motivation: Using our personal prior experiences to build a story line

Materials: Handouts for “Hilly Arch” diagram

PROCEDUREA. Focusing Activity

Think about an event in your life that has been significant to you in some way. Please take out your journals and free-write for a few minutes about that experience. Use descriptive language. Think about how your one significant experience can be told in written form to communicate to others about this important part of you life.

B. Modeling Teacher talks about her own significant experience Distribute “Hilly Arch” handouts

C. Class Work: (Handout)

a. Plot: sequence or pattern of eventsi. Problem/Conflict/Situationii. Developing Action: attempt to solve the problem iii. Climax/turning point: problem is solvediv. Conclusion

b. Conflicti. Story develops around the conflict

c. Setting i. Time and place on which a story occurs

ii. Create setting by including details that help readers see the time and place in their imaginations. iii. The time and place can help you understand character’s actions. iv. Historical Setting: when a story centers on a specific event in history. c. Theme i. The underlying meaning of a piece of writing ii. Usually a comment about people or about life in general iii. Says something important iv. Insight into life

v. Sometimes states directly or implied (suggested, hidden) messages. C. Wrap It Up!

Finish your one significant stories at home. Write at least one full notebook page. (Single Space).

“Red Is For Good Luck” Jana Hsu

(memoir-short story)I used to feel embarrassed whenever my father would bring home

oily dripping bags full of salty, drunken chicken. The cold air would blow in their fragrance, and my father stepping in through the door, mud clumps sticking onto the rims of his brown business shoes, would call for me. I never helped him carry those bags to the kitchen. Seated on a cushion on the floor in front of the television, I’d watch those cheap, red plastic bags with the black Chinese characters until they disappeared with my father’s gasping breath. Only then would I run to the kitchen, hopping up and down on one leg, begging to see if there were any presents for me.

My father always held a small smile on his face as his eyes darted quickly around the small room while I poked at those red bags, trying to be annoying, trying to see how long my father would be patient with me. He never became angry. I’d kick at those bags to see if they’d kick back. I asked if we had live crabs or lobsters for dinner. “Shaio Ning Ning, just the chicken,” he’d say. My dad would then unknot the bags and make excited sounds by pursing his lips together. He’d laugh and act proud of the food he brought home. The oily, dark syrup would always seep out onto the countertop, while my dad used chopsticks to transfer the meat onto one of our white porcelain plates.

I always hated him for taking that smelly drunken chicken down to our tenants who were not Chinese, but white American. My father would

present this chicken to them saying it was one of the best dishes in Chinatown, although I knew he had gotten it from the Chinese fast food street vendor on the corner of Canal Street. The tenants always thanked my father for the chicken, but I knew they always threw most of it out.

My mother would tidy up everyone’s trash and get it ready for the pickup truck for Monday mornings. Sunday night, I’d witness my mother as she placed the uneaten meat into the oily red bags, tying each bag carefully, oil from the chicken shining on her fingers. I never ate that

chicken. When the full moon came out and my mother announced that it

was the year of the dragon, I had to wear a red dress that my great grandmother wore on the day she got married. The red color had almost completely faded from the material, and some of the yellow colors underneath would show through in the armpit areas. The little embroidered phoenixes had their tails missing, because some of the string had gotten loose over time and had fallen out. I hated the zipper in the back, because it was one of those old fashioned zippers that always nipped at my skin right at the base of my neck when my mother

pulled it up. I then had to practice saying, “Gong shi-fa-ci” and bow very low so that my black shining braids lightly brushed the floor. I would look forward to the evening’s celebration, because the little red bags full of candy and money would be handed out to all my cousins and myself.

I never ate the Chinese meal, but brought a small heated frozen t.v. dinner from the corner supermarket, or a chicken sandwich from Mc Donald’s. At the restaurant, seated with my twenty cousins, I’d place my dinner napkin neatly on my lap, and begin to eat what I had brought, ignoring the steaming hot plates of slippery, shiny, oily, stir-fried food. I’d watch my many cousins slurp up the rich, wet-looking foods, and wondered why they didn’t bring their own dinner like I did. Using my hands, I finished the last piece of my golden fried chicken sandwich with triumph, smiling and sighing contentedly at my cousins who were still grasping itty bits of rice with their chopsticks. The last dish to arrive was the drunken chicken, decorated with edible dragons carved from turnips, the final specialty of the chef. My grandmother, standing up in her heavy red Chinese robe, began handing out the little red envelopes with each of our Chinese names written carefully by my grandfather’s old Chinese hands. One by one, my cousins placed their envelopes into their pockets. I looked over to my father, still serving the remaining morsels of the last dish to my aunts and uncles. Feeling safe, I began tearing the top of my red envelope, until I saw the corner of a one hundred dollar bill. In the day time, I remembered what I had gotten from my grandmother the night before and extracted the bill from my great grandmother’s marriage dress. I crumpled the red envelope and threw it in the trashcan. I sat in class a few hours later, bragging to my American playmates about how rich I was, and how many things I would be able to buy with the good luck Chinese New Year money. I kept my hand over the pocket of my Levi’s blue jean overalls, and felt the crinkle, crispness of my fortune. At three o’clock, I took the hands of two of my American friends and rushed around the corner outside towards the Happy Liberty Deli. I stared wide-eyed at red-strawberry and vanilla swirled cookies,

green-warted pickles, bags of blue cotton candy, metal bins of egg and mayonnaise salad, and my favorite, fried chicken.

At their pleasure, I allowed each of my friends to choose a snack of their choice, and piled a total of six items on the pay counter: two licorice sticks, a caramel candied and nut apple on a wooden stick, a piece of fried chicken and two orders of fried potato rings. With confidence and pride, I reached into my pocket overalls and handed my one hundred dollar bill to a young Caucasian man behind the cash register. My friends had already begun eating their snacks when the white man handed the bill back. His face appeared to be suppressing laughter.

Not understanding, I handed the money over to him again, glancing back alarmingly to my classmates who were opening the packaging to the candied apple. The opaque color of the caramel frosting nauseated me. Why wasn’t he taking…I looked once more at the man who asked, “Can you understand English?” and looked down once more at the bill. Although the numerals were correct, a Chinese face like my grandfather’s appeared in the center of the green paper. I rubbed my index finger over it, asking it to disappear, because I hadn’t noticed it there before. “Look harder,” the white man said again, as I felt my face Turning…red like the oily bags I hated, holding the drunken chicken, like the Chinese marriage dress I wore the night before, like the good luck envelopes my cousins obediently put away.

Christmas Story

Materials Required: Paper and Pencil Activity Time: 30 min Concepts Taught: story writing

The teacher will give the first line of a story. The first line should have something to do with Christmas. This will set the mood for the story. The student closet to the teacher will write the next sentence of the story. The story will go all the way around the classroom until each of the students have written at least one sentence.The last person to write a sentence takes the story and the teacher reads the story to the class.

Help Santa find his way to the Christmas tree.

 

Christmas Vocabulary Words

decoration something serving to beautify; embellishment; ornament.

eggnog a traditional Christmas drink made of beaten eggs, milk or cream, and sugar.

fireplace an indoor recess in a chimney, in which fires can be made; hearth.

garland a wreath, chain, or string made to be worn for celebration or decoration, esp. one made of flowers, leaves, vines, or the like.

mistletoe a parasitic plant, species of which are found in Europe, Asia, and North America, having evergreen leaves and bearing white berries and small, yellow flowers. Often used as a Christmas decoration.

present something given as a gift.

reindeer any of several related large deer found in the colder regions of Europe, Asia, and Greenland, both sexes of which have branching antlers. Thought to pull Santa's sleigh.

Santa Claus in folklore, a fat, bearded old man in a red suit who lives at the North Pole and brings children presents at Christmas; St. Nicholas; St. Nick; Kriss Kringle.

sleigh a light horse-drawn cart on runners that is used to carry people over snow and ice.

tinsel a glittering material with a metallic appearance that is produced in strips, sheets, or the like and used for its decorative effect, esp. at Christmas.

wreath a circular band, usu. of flowers or foliage woven or twisted together, used as a symbol or decoration.

advent the arrival or coming to exist, esp. of something important.

chimney a hollow, vertical structure of masonry, which allows smoke and gases to escape from a furnace, fireplace, or stove; flue.

 

Christmas Songs

Silent Night

Silent night, holy night!All is calm, all is bright.

Round yon Virgin, Mother and Child.Holy infant so tender and mild,

Sleep in heavenly peace,Sleep in heavenly peace.

Silent night, holy night!Shepherds quake at the sight.

Glories stream from heaven afarHeavenly hosts sing Alleluia,

Christ the Savior is born!Christ the Savior is born.

Silent night, holy night!Son of God love's pure light.

Radiant beams from Thy holy faceWith dawn of redeeming grace,

Jesus Lord, at Thy birth.Jesus Lord, at Thy birth.

 

Christmas: Adjectives Worksheet

Directions: Adjectives are words used to describe a noun. Write an adjective on each line to describe a Christmas Tree.

Christmas: Word Scramble Worksheet 

Unscramble the words below:

1. eepntrs________________

2. heislg________________

3. nhyciem________________

4. ogeggn________________

5. stlemoiet________________

6. pcfeearli________________

7. deatnv________________

8. otdiorensca________________

9. agnldar________________

10. nireerde________________

11. tesiln________________

12. wethra________________

Facts About Halloween

How To Determine the Date of HalloweenHalloween is celebrated every October 31st.

Other Names and Common Misspellings for Halloween:All Hallows EveSamhainAll HallowtideThe Feast of the DeadMisspellings:HaloweenHolloweenHoloween

About Halloween:Halloween is one of the more strange holidays celebrated in the United States.

Although American parents discourage talking to strangers and worship of the occult, parents allow their children to visit stranger's homes and accept candy and even allow children to dress up as ghosts and ghouls. The holiday and the way of celebrating has changed over the years because of the merging of cultures and celebrations.

History of Halloween:

The Celts believed that souls of the dead visited the earth every October 31. All Hallows Eve was the evening before All Saints Day which is celebrated on

November 1. In Mexico, they celebrate El Dia de los Muertos or the Day of the Dead starting the

evening of October 31. Halloween also marks the end of harvest season. The end of October marks the time

that pastures and fields dry up. The animals were brought in from the pasture to be butchered and the remaining vegetables left in fields and gardens were left to rot. This part of the season often brought about reminisce of loved ones that were lost.

In 1800's people started to have parties. Part of the celebrations included costumes, fortune telling and games such as bobbing for apples.

At the turn of the century, cities were overcrowded and Halloween marked the time to let off steam by playing practical jokes such as turning over out houses. By the 1930's things had gotten out of hand and serious damage was being done on Halloween. There was a movement to have children go door to door and ask for candy as an alternative to vandalism.

Traditional Observance of Halloween:

Home owners display decorations on their house such as Jack O'lanterns (a carved, the lit pumpkin), scare crows, fake cemeteries, spider webs and other decorations. Some even play spooky music that can be heard in their yards.

Trick or TreatingIn the evening children dress up in costumes, and they go door to door in their neighborhoods. When the homeowner opens the door, they say "Trick or Treat". The home owner gives the children candy.

Costume PartiesPeople attend costume parties and dress to disguise their appearance. Often there are prizes for the best costume.

Some people do mischievous things on Halloween such as spraying other people with shaving cream, throwing eggs, or TPing (covering with toilet paper) houses and trees. Damaging another's person property or assault is illegal in the United States.

The Ghost Dog

A few summers ago Lauren and Sarah went to sleep-over camp. It was their first time at camp. When they got there, they found out that they were in the same cabin. Lauren was very excited because everyone at school said, this was the best camp in the world! Sarah was a bit scared because everyone said the counsellors told scary stories.

During the second week there, Lauren and Sarah heard a scary ghost story called "The Ghost Dog." The counsellors said that a long time ago at a camp just north of where they were, children used to go to a camp and some never came back. There was one boy who had been going there for many years but the last year he went there nobody ever saw him again. You see all the counsellors said, there was a ghost dog that haunted the old camp. That one boy had never believed it but one night he was walking back to his cabin. There was nobody around. And after that night no one ever saw the boy again.

The night the boy disappeared, there was a long and sad howl thought to have came from the ghost dog. The next night after everyone had searched for the boy, there was one last howl. After that night, the camp was closed down. The boys parents were very upset because their only son was gone. The man who owned the camp was sent to jail because the police thought he had kidnapped the boy.

A few years later one of the old counsellors went back to the camp grounds and saw a necklace that looked like the same necklace the boy wore. The counsellor, who was now a young man, started to remember how much he loved spending his summers at the old camp. As he was leaving he decided to take the necklace to the boys parents.

"And that's the end of the the story, have a nice sleep," said the counsellor!

That night the two girls could not get to sleep. In fact, not one person in their cabin could sleep for the rest of the summer.

Exploring Cultural Roots Through Storytelling

Storytelling can be an interesting pathway to discover how we came to be who we are as people, as families, and as sub-cultures within the larger society.

Collecting Family StoriesInterview Questions

Collecting remembrances from elders in the family helps to preserve family history in storytelling style. Each story is a thread in a huge tapestry that binds a family together. Here are some simple tips and techniques to help older people remember about their experiences and share them with the younger generation.

Rememering Your Life StoriesThe story of your own life is very important to you. You know it by heart because you were there when it happened!

Celebrating the Stories of our Ancestors by Retelling FolktalesBy asking family members about the ancestry of relatives, people often discover that their family tree has roots in many places around the world. It is interesting to explore a folktale from one's own heritage in the library!

TRIP TO SCHOOL LIBRARY

Roleplay: (3 days)

Nov. 6-11

Please get in groups of two. We will write a script (one scene) and act it out in the English living room.

HOW TO WRITE A SCRIPT:

1. Get your story straight. Come up with a general idea of what you want to happen in the play or movie. Have a direction to head in before you start writing the actual script.

2. Create at least one character. Your characters will drive the action on the stage or screen, so make sure you make them interesting and innovative. It may not be necessary for you to develop all of the characters right away, but some writers need to have everything set out before they can begin working. Find your method and work with it.

3. Create an outline. Before you begin actually writing dialogue and script, it might help to create a basic outline of what will happen in your story. Sketch out a general plan and envision how events will unfold.

4. Maintain your style. Remember, scripts are all about dialogue. Make sure your characters speak realistically, and try not to mix styles of speech and vocabulary too much unless you are going for a certain effect.

5. Set the scene. Don't forget to include important details such as time of day, facial expressions, and actions within the script. These are nearly as important as the dialogue that occurs.

6. Format your writing. Skip lines between one character speaking and a different one speaking, especially if you're handwriting it. This will enable those reading the script to distinguish between speakers more easily, and also allow space for notes.

7. Edit yourself. Continually revise your writing, and, if possible, show the script to a friend or advisor who can critique and improve the script as needed.

November 13-18 Drama for Advanced Class (three class periods)

Class forms two to three groups of 3-4 people

Hat draw or paper scissors hands: each group will be randomly chosen to:

1. Be Mime group2. Do a puppet show

Pairs on Chairs' MIMINGSkill Development: Concentration, Mime, Focus, Body awareness, creativity, cooperation.Ask the children to find a partner, collect a chair and find a place in the room. Each pair needs to improvise a scene where one person would be sitting in a chair and the other offering them a service. The only catch is that you are not allowed to speak.

E.g hairdresser, dentist…

Watch each performance quickly, and discuss which ones were effective and why.

There may be a number of groups who pretend to speak without sound. This is not mime, but pretending to speak.

Use one example and discuss how you could design a scene where you never had to speak.

E.g. person sitting on a seat, pretending to be on a moving bus. Old person struggles up the isle, young person stands up, smiles, and motions for the older person to sit. Both continue the journey looking forward as though on a moving bus.

 Ask each group to design another mime scene using the chair.

 Watch each and discuss the difference.

October 9-14

What’s In Our Body? Anatomy fun!

A Whole New World I can show you the worldShining, shimmering, splendidTell me, princess, now when didYou last let your heart decide?

I can open your eyesTake you wonder by wonderOver, sideways and underOn a magic carpet ride

A whole new worldA new fantastic point of viewNo one to tell us noOr where to goOr say we're only dreaming

A whole new worldA dazzling place I never knewBut when I'm way up hereIt's crystal clearThat now I'm in a whole new world with youNow I'm in a whole new world with you

Unbelievable sightsIndescribable feelingSoaring, tumbling, freewheelingThrough an endless diamond sky

A whole new worldDon't you dare close your eyes

A hundred thousand things to seeHold your breath - it gets betterI'm like a shooting starI've come so farI can't go back to where I used to beA whole new worldEvery turn a surpriseWith new horizons to pursueEvery moment red-letterI'll chase them anywhereThere's time to spareLet me share this whole new world with you

A whole new worldThat's where we'll beA thrilling chaseA wondrous placeFor you and me

Five Senses Lesson

Subject(s):

Health/Body Systems and senses

Description:

To give the students a chance to put themselves in the place of blind people, and see how they manage without the sense of sight. The students will also review all of the senses and the parts of the body that go with each sense.

Goal:

Students will understand their five sense and the parts of the body that go with them.

Objectives:

The students will list the five senses, and will explain the parts of the body that go with each sense. The students will be able to use a magnifying glass.

Background Information:

This activity can be used with students for primary grades. The lesson teaches the students about braille by taking away one of their senses, and seeing how people have to deal with their other senses to compensate for the missing sense.

Concepts:

Students will be able to:

1. Tell about the importance of each sense. 2. Investigate around the room with their magnifying glasses. 3. Tell about the body parts associated with each sense.

Materials:

1. Blindfold 2. magnifying glass 3. Braille sheets4. posters

Procedure:

1. Introduce the senses on posters hanging on the bulletin board. 2. Raise questions and brainstorm what materials you can use your

senses with. 3. Model how to use magnifying glasses. 4. Let the students investigate with their magnifying glasses around

the room. 5. Hold a class discussion about what they observed.

6. Blind fold every other student, and have their partner (without the blindfold) help them. Feel objects around the room.

7. Next, handout braille sheets and let students feel how the blind read.

8. Have students trade partners, so each has a turn being blind and helping.

Assessment:

Have each pair of students ask and answer questions presented by the other. When they are finished have a class discussion, and talk about why each senseis so important to us.

Topic: What is the “Hilly Arch?” (Character)

(5-day week) September 18-23, 2006

Advanced English Class

Lesson #2

Daily Objective: Students will be able to understand the sequence of events in story development

Guiding Questions:

1. How do we write a story?2. What is a protagonist?

3. What are supporting characters?

4. What is the Hilly Arch?

5. How do we delve into our schema for story-making ideas?

Motivation: Using our personal experiences to build a story line.

Materials: Handouts for “Hilly Arch” diagram

PROCEDURE

Focusing activity: Think about an event in your life that has been significant to you in some way. Please take out your journals and free-write for a few minutes about that experience. Use descriptive language. Think about how your one significant experience can be told in written form to communicate to others a bout this important part of your life.

Modeling:

1. Teacher talks about her own significant experience

2. Distribute Hilly Arch handouts or draw the diagram on the board

Class Work:

1. Plot: Sequence or pattern of events

a. Problem/conflict/solution

b. Developing action: attempt to solve the problem

c. Climax/turning point: problem is solved

d. Conclusion

2. Conflict:

a. Story develops around the conflict

3. Setting:

a. Time and Place on which a story occurs

b. Create setting by including details that help readers see the time and place in their imaginations

c. The time and place can help you understand character’s actions

d. Historical Setting: when a story centers on a specific events in history

4. Theme:

a. The underlying meaning of a piece of writing

b. Usually a comment about people or about life in general

c. Says something important

d. Insight into life

e. Sometimes states directly or implied (suggested/hidden) messages

5. Wrap it up!

Please finish your stories at home. Write at least one full notebook page (Single spaced)

Topic: “Creating Illustrated Storybooks in English” (Making the Book)

(5-day week) September 18-23, 2006

Advanced English Class

Lesson #2

Daily Objective: Students will be able to write and illustrate their own storybooks in English teacher

Guiding Questions:

a. Do I have a developed protagonist, supporting characters, and storyline?

b. Does my storyline follow the Hilly Arch shape?

c. Have I collected classroom, school library and internet sources to better guide my project?

Strategy: Visualizing with the aide of props:

Motivation: Bringing art into the classroom, and the magic of creating stories

Materials:

a. small blank spiral notebooks (Walmart would have these)b. Computer paper

c. Colored Construction paper

d. Scissors

e. Markers, crayons, colored pencils

f. Glue

g. Pencils and erasers

h. Children’s books as guides and resources

i. Computers?

Procedure:

Focusing Activity: Hi Everyone, how are you today? I’m doing well thank you. Now, please listen, I have something to show you…this is my own children’s book that I wrote and illustrated when I was in college. I would like to show this to you, and you may use it as a guide and as one of your resources.

Modeling:

a. Teacher reads aloud from Red Is For good Luck and shows cultural artifacts and costumes relating to the short story

b. Distribute parameter handouts for “Creating a Storybook in English” and Give explanation of assignment and options

Individual Work: Students work at their tables and teacher goes around for individual assistance.

Wrap It UP!!

Work on your books at home

NOTE: Lesson #2 Sept. 26 Library 3:30pm

Lesson #3 Sept. 28 Computer Room

Topic: “What Goes Into a Good Presentation?” (Making the Book)(5-day week) September 25-30. 2006Advanced English ClassLesson #3 continued…

Daily Objective: Students will learn efficient components to giving an engaging presentation.

Guiding Questions: What can I do to make an interesting presentation that will capture my audience?

PROCEDURE:

Focusing Activity: Create a short list in your journals of what you think goes into a good presentation. For example, a good presentation:

a. engages your audienceb. Is coherent and cohesivec. Share: Select student volunteers to read from their journals

Modeling: Show students an example on the board after reviewing “How can I Prepare and Deliver a Presentation” Handout

Active Involvement: Random grouping (names drawn out of a hat or can) Pair students in twos for the final completion of project: student rubric.

Class work: Last preparations for Museum walk-around and presentation. Write invitation to Principal to see your finished product

Wrap It Up! Finish any last touches for your story book

Synthesis: Draw up lesson plans for advanced and teachers classes for 3 months Sept 19-Dec 23

Look on internet:1. Gardner’s multiple Intelligences2. Handouts

All grade levels:1. family trees2. textbooks3. assessment and student self evaluation4. handouts5. yoga to start off each class if students seem sluggish6. Venn diagrams7. comic strips where they fill in the bubbles8. wheel of fortune (they make their own games)9. Bulletin board lists rewards/punishments, rules (stickers and

candy)10. pronunciation practice11. comic strips for family members12. play telephone-or Chinese whisper13. Read to them with emphasis14. collage

5th and 6th graders: discuss with co-teachers1. pronunciation practice 2. picture of the human body and names of different organs (handout

on internet)

3. make books with partners4. I know an old lady who swallowed a fly

3rd and 4th grade:1. Haiku2. food icons: draw favorite foods and use one word to explain it3. flash cards4. singing songs5. draw your characters and use descriptive and emotional adjectives6. puppet shows7. sesame street viewings

Advanced Class: Get 10 stickers for good conduct and work done, you’ll get a prize: NY stickers

1. Create real books (partners will work together but have separate books) museum walk around (process…edit, final draft) and portfolio-invitations for Principal and Vice Principal to come view museum set up.

2. Pronouncing words (harder books)3. English room role play (dialogue) 4. singing songs5. tongue twisters-names-all adj. Use first letter of name6. mixing up letters in words7. 2 tenses: Tom is Drinking beer! 8. Wheel of fortune9. watch DVD for rewards-Gremlins/Dead Poets Society/Little

Mermaid (question sheets)10. script letters 11. keep a journal (for focusing activities)

Teachers Classes: (10 classes) 1. portfolio assessment2. Powerpoint presentations3. interviews4. Ray Pultinas style5. syllabus handouts6. sociology/pop culture