SIOP® Lesson Plan 7th Grade ESL
Lesson 1 of 2: “Translating Fairy Tales with a clear Voice”
STANDARDS: Illinois English Language Proficiency Standard 2: Analyze and Interpret literary devices. Interpret Author’s Purpose. Rewrite stories from different points of view.THEME: Writing with Voice
LESSON TOPIC: Translation
OBJECTIVES:
Language: Using Complex sentences with specific cultural vocabulary for characters in a fairy tale
Content: Fairy Tales in each students 1st language
LEARNING STRATEGIES: Metacognition of language organization and Comparison of cultures
MATERIALS: computers with google documents and “garage band”. Various fairy tales from students’ first language
MOTIVATION: personal voice in writing
PRESENTATION: oral and guided writing
PRACTICE/APPLICATION:
Students will record their chosen fairy tale into Garage Band application on the computer.
Students will plan the writing based on the rubric. Especially focusing on specific vocabulary. They may use an online dictionary for some words.
Students will identify any linguistic idioms that are difficult to translate and find a suitable alternative.
Students will write a draft of the translation on google docs.
Students will evaluate the strength of their voice in the writing by answering the questions in the Rubric.
Is the vocabulary appropriate for the audience?
Are the word choices specific to the setting and the character?
Are the cultural references clear?
Is the story interesting?
Does the story follow a traditional plot scheme or is it different based on the culture of origin?
Students will revise the draft using the rubric.
Students will proofread their draft for sentence complexity, spelling, punctuation, capitalization, word usage.
Students will record their English version of the fairy tale on Garage Band.
Students will evaluate each others' stories looking for the cultural voice.
REVIEW/ASSESSMENT:
Oral recording of original story and English translation will be observed.
Rubric for Voice in Writing
Self-Assessment using Rubric
Lesson 2 of 2: “Translating Fairy Tales with a clear Voice”
STANDARDS: Illinois English Language Proficiency Standard 2: Analyze and Interpret literary devices. Interpret Author’s Purpose. Rewrite stories from different points of view.
THEME: Writing with Voice
LESSON TOPIC: Translation
OBJECTIVES:
Language: Using Complex sentences with specific cultural vocabulary for characters in a fairy tale
Content: Fairy Tales in each students 1st language
LEARNING STRATEGIES: Metacognition of language organization and Comparison of cultures
MATERIALS: computers with google documents and “garage band”. Various fairy tales from students’ first language
MOTIVATION: personal voice in writing
PRESENTATION: oral and guided writing
PRACTICE/APPLICATION:
(Meaningful activities, interaction, strategies, practice/application, feedback)
Students will choose a fairy tale from their native language.
Students will translate that fairy tale in two ways. First, a literal translation which includes a word by word translation of the original text into English.
Students will identify the organizational differences, idiomatic elements, cultural reference, and other barriers to literal translations of literature.
Students will write an artistic translation of the same fairy tale using the same rubric as for the fable.
Students will write a draft of the translation on google docs.
Students will evaluate the strength of their voice in the writing by answering the questions in the Rubric.
Is the vocabulary appropriate for the audience?
Are the word choices specific to the setting and the character?
Are the cultural references clear?
Is the story interesting?
Does the story follow a traditional plot scheme or is it different based on the culture of origin?
Students will revise the draft using the rubric.
Students will proofread their draft for sentence complexity, spelling, punctuation, capitalization, word usage.
Students will record their English version of the fairy tale on Garage Band.
Students will evaluate each others' stories looking for the cultural voice.
REVIEW/ASSESSMENT:
Oral recording of original story and English translation will be observed.
Rubric for Voice in Writing
Self-Assessment using Rubric
Students will write a journal entry comparing the difficulty in translating literally and artistically. They will need to explain the differences in linguistic organization and vocabulary usage.
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English
Learners: The SIOP ® Model.)
Sunday, August 7, 2011
Artistic and Literal Translations
One of the key elements of global education in communication. Since I am English dominant I have a clear linguistic perspective. My students come from at least 9 different countries and may have immigrated to the U.S. or may be staying for a short time to learn English before returning to their home country. The cultural aspect of language is a major aspect of my ESL instruction. I want the students to draw from their education in their first language and apply that knowledge to English. Many of my students progress quickly in their language acquisition. I wanted to make them aware of the mental processes their brain requires when they are translating. The project that I developed took several weeks of instructional time. I think it revealed many ideas about language that my students had never considered prior to the lesson.
The major point the students learned was that literal translation of words does not communicate much meaning. They often struggled with doing a word by word translation from their first languages into English. They tended to convert the entire thought into English rather than keeping the original word order or syntax. By forcing them to do the word by word translation, the students analyzed the differences between their thinking and linguistic processes in the first language and English. Their comments demonstrated insight into both the cultural influence of words and connotations as well as the mechanical organizations of both languages.
Students commented that they finally understood the concept of "Voice" in writing. Some students were able to adapt their written voice to the purpose and audience. As English Language Learners voice in writing limited the progress in writing. While grammatical errors were still present, flexibility in voice began developing. One student stated that he never knew or even considered how his brain was working as he negotiated two languages simultaneously. Most students said this was the most difficult lesson we did all year because there were so many possible solutions and variables.
I plan to continue to adapt this unit for my students in the future. While getting a numeric assessment of the project proved difficult, the process of deep analysis that the students engaged in yielded immeasurable results.
Samples of student Writing are linked here.
The major point the students learned was that literal translation of words does not communicate much meaning. They often struggled with doing a word by word translation from their first languages into English. They tended to convert the entire thought into English rather than keeping the original word order or syntax. By forcing them to do the word by word translation, the students analyzed the differences between their thinking and linguistic processes in the first language and English. Their comments demonstrated insight into both the cultural influence of words and connotations as well as the mechanical organizations of both languages.
Students commented that they finally understood the concept of "Voice" in writing. Some students were able to adapt their written voice to the purpose and audience. As English Language Learners voice in writing limited the progress in writing. While grammatical errors were still present, flexibility in voice began developing. One student stated that he never knew or even considered how his brain was working as he negotiated two languages simultaneously. Most students said this was the most difficult lesson we did all year because there were so many possible solutions and variables.
I plan to continue to adapt this unit for my students in the future. While getting a numeric assessment of the project proved difficult, the process of deep analysis that the students engaged in yielded immeasurable results.
Samples of student Writing are linked here.
Thursday, April 28, 2011
The Governor
I spent a little over two hours meeting with the district governor, the regional director of education, a representative from the cultural affairs office, the principal and Krotoszyn High School complex #1 and Waldek. We laughed and shared details about the similarities and differences in government support of public schools. The low drop out rate of Polish students could be attributed to the law that mandates school attendance until 18 years of age and the abundance of technical high schools. America has almost done away with technical high school courses leaving those students who are less academically minded with no option for completing a high school degree. With all our advanced technology we seem to have forgotten that many people prefer to work with their hands, building, problem solving, and creating than living in abstract consideration of how to build, establishing verbal processes for problem solving, or creating in virtual environments. Many Polish people see their education system as antiquated, but I think it accurately reflects the needs of the society much more than the American focus on pure academics without practical application.
We made the obligatory exchange of keychains and T-shirts as I left. The governor said he didn't know the rules of baseball to which I responded, neither do most Americans.
American Culture Contest
Wednesday, April 6, 2011
16 High school students mostly 18 or 19 year-old seniors took a written quiz on America. The questions ranged from naming several of the past presidents to details about the population and the physical area of the US. Of the 50 questions, I knew about 45 of them. The top score was 31. Very Impressive. As the graders were evaluating the tests I played American Culture Jeopardy with them. They knew questions about texting, consumer products, and T.V. Afterwards we had a fairly serious conversation about the effects of English on the Polish language. They seemed to appreciate both the positive changes that technology and the influx of English brought along with it as well as the negative effects the combined influences may have on Polish society. Overall the event seemed quite productive for both the participants as well as me.
16 High school students mostly 18 or 19 year-old seniors took a written quiz on America. The questions ranged from naming several of the past presidents to details about the population and the physical area of the US. Of the 50 questions, I knew about 45 of them. The top score was 31. Very Impressive. As the graders were evaluating the tests I played American Culture Jeopardy with them. They knew questions about texting, consumer products, and T.V. Afterwards we had a fairly serious conversation about the effects of English on the Polish language. They seemed to appreciate both the positive changes that technology and the influx of English brought along with it as well as the negative effects the combined influences may have on Polish society. Overall the event seemed quite productive for both the participants as well as me.
Monkey, Monkey, Crocodile
Ewa and the staff at Ladybug Kindergarten
There are few things in life more invigorating than singing and doing the motions to animal songs with kindergarteners. These little people laughed freely and knew all the names and actions for all the animals. I loved it.
And candy speaks every language.
Junior High kids are Junior High kids everywhere.
Tuesday, April 5, 2011
Presentation at Gymnasium No. 4 junior high
I did 2 sessions with 30 students in each class at one of the more advanced junior high schools in Krotoszyn. The students were intentive and engaged. Some students had almost no accent. Most of them were very quiet.
They had questions prepared but I didn’t give them opportunity to ask because the bell rang just as I was finishing my presentation. The students and teachers were very disappointed that they did not get a chance to ask their questions.
I gave the teacher my email address so that those students could ask their questions via my school blog.
We met the principal who offered us the most delicious croissants filled with chocolate custard that would tame the most difficult personality.
Presentation at Copernicus Junior High #2
Three English classes assembled in a large hall with a stage. The students were reticent to respond to my presentation until I plied them with Jelly Bellies and called specific students to read aloud.
They enjoyed the casual nature of the presentation and eventually relaxed. They seemed to have a better grasp of listening skills and more confidence than the 10th or 11th graders at the high school.
Interestingly, as they entered the hall the students shifted chairs often with the boys sitting on the left and the girls sitting on the right. I have seen this exact sorting of position in US junior high schools. This age group seems to need to belong to a group.
Presentation at Gymnasium No. 4 junior high
I did 2 sessions with 30 students in each class at one of the more advanced junior high schools in Krotoszyn. The students were intentive and engaged. Some students had almost no accent. Most of them were very quiet.
They had questions prepared but I didn’t give them opportunity to ask because the bell rang just as I was finishing my presentation. The students and teachers were very disappointed that they did not get a chance to ask their questions.
I gave the teacher my email address so that those students could ask their questions via my school blog.
We met the principal who offered us the most delicious croissants filled with chocolate custard that would tame the most difficult personality.
Presentation at Copernicus Junior High #2
Three English classes assembled in a large hall with a stage. The students were reticent to respond to my presentation until I plied them with Jelly Bellies and called specific students to read aloud.
They enjoyed the casual nature of the presentation and eventually relaxed. They seemed to have a better grasp of listening skills and more confidence than the 10th or 11th graders at the high school.
Interestingly, as they entered the hall the students shifted chairs often with the boys sitting on the left and the girls sitting on the right. I have seen this exact sorting of position in US junior high schools. This age group seems to need to belong to a group.
Krotoszyn,
Stove Tile Factory, All the tiles are handmade. They are used in making traditional stoves and room heaters.
The showroom and storage room were quite small and utilitarian, but the quality of the glazing was amazing. Several decorative tiles show real artistic talent.
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