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Submitted by Lisa Vann ESL Coordinator and Spanish Teacher Almond-Bancroft School District

Change y our tune , Change your station, Change your voice, for communication!!! ESL Lesson/Foreign Language Lesson for Small, Individual, and Large Group Collaborative Discussion. Submitted by Lisa Vann ESL Coordinator and Spanish Teacher Almond-Bancroft School District

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Submitted by Lisa Vann ESL Coordinator and Spanish Teacher Almond-Bancroft School District

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  1. Change your tune,Change your station,Change your voice, for communication!!!ESL Lesson/Foreign Language Lesson for Small, Individual, and Large Group Collaborative Discussion Submitted by Lisa Vann ESL Coordinator and Spanish Teacher Almond-Bancroft School District 715-366-2941 EXT 310

  2. Warm up activity for anticipatory set of lesson: Using your own words define “register.” Do not share your answers with anyone until the end of class. See if your definition changes throughout the course of the day’s lesson. You may add/subtract to your definition as we go through the day’s activities. Be sure to include your own “chalk drawing” albeit chicken scratched to demonstrate some sort of visual that matches your definition. K-W-L K: What do you know about “register” in terms of communication?W: Wordsift.com the word “register” and write down the possible synonymsL: Lesson Reflection for “Register” divided in half between before the lesson activities and after the lesson activities. A. How did you expand your current knowledge of this term? B. How might you use your current knowledge in the future?

  3. Divide class into groups of 3-4 and present students with a short story, poem, or cutting from a larger text. Group 1 uses vocabulary to play out the task or event as originally stated in charades or vocals. Group 2 changes the text to a Hollywood movie/theatrical director with the heart, soul, and mind of a director in regards to register, manner of delivery, and so forth, while preserving the storyline. Change the “Heart, soul, and Mind” character for each group. (Ex: Heart, soul, and mind of a biologist, history buff, trivia ace, western cowboy, young child, popular TV character of choice) Students then present to the large group their own take or station. (Country, Rap, Rock n Roll, etc..) ACTIVITY

  4. Group 1: Ask your brother to let you borrow his new car for the weekend.Group 2: Ask a car dealer to let you borrow or test drive a new car for the weekend.Group 3: Ask a stranger to let you borrow his new car for the weekend.(Add more situations for each group if needed) Possible Example for Activity A: Tune In to Learn

  5. Have students take note of the diverse vocabulary as they listen to other groups in their own choice of graphic organizers that compare/contrast all presentations. Graphic Organizer Choices

  6. Compare/Contrast Option A

  7. Compare/Contrast Option B

  8. Group I: Police Officer: “Sir, are you aware of your traffic ticket for conceal and carry of said pail up said hill? I must ask you where you were on the night of the big fall. Do you have an alibi ma’am?” Group II: Hollywood Producer: “Once upon a time in a galaxy far, far, away lived a boy, quite into fetching, who traversed a great mountain in search of adventure with a damsel.Group III: Young child: “Um… um.. I saw dis guy….an he had some water in a bucket… and den … he um…. fell down and his mommy was not anywherez….and … and…and den dis one girl…she…..she……twipped an fell….and den…u know what? ….she…fell ..on…him…and….and…and…yeah.. but I dunnowhereez……da…da…da…water.” Group IV: Doctor: A male adolescent traversed a gregarious mound only to collapse of unknown origin unable to perform his activities of daily living due to a mild concussion affecting his airway and was accompanied by a female member of his peer group who also suffered mild contusions to her scapula and patella. “Jack and Jill went up a hill to fetch a pail of water. Jack fell down and broke his crown and Jill came tumbling after.”

  9. Assignment: Observations/ReflectionsLiteracy Design Collaborative Template: Task 3: After researching the text provided from your novel/textbook/poem on characterization, write a reflection essay that compares the diverse register of each group’s dramatization of the text. Include how each group gave insight into the character’s voice via key interpretations of vocabulary for each environment. Validate through your observations how communication lies embedded through the diverse interweaving fabric of communication depending on the environment and audience we address in our communication style. Explain how we, as authors of our communication, need to be aware of our audience and the environment when selecting essential vocabulary to convey a message. How can we be effective communicators?

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