Writing ~~ Beyond Basic

1. Writing ~~ Beyond Basic • For example the word “angry”. • “Angry” is a basic emotion. Let us give it a value of – 0. • How do you show “angry”? • Maybe with an angry face.

2. Understanding Children A basic understanding of children’s learning is an essential for a teacher. By using a systematic approach you can integrate may methods to achieve a goal.

3. Children’ Learning • Children have the same needs as adults when learning something new. • They need visual stimulation as well as physical touch. By putting these together we teach sensory words.

4. Sensory Values • One of the key factors in learning English is the value of words to use. • When we teach we need to teach the emotional values. This means that when we teach a value we must add the action and reaction to the learning cycle.

5. SV 2 Angry • For example the word “angry”. • “Angry” is a basic emotion. Let us give it a value of – 0. • How do you show “angry”? • Maybe with an angry face.

6. SV 3 “Angry” • Now let us take some time to think of other words for “angry”. • How about “hate”. • What value does “hate” have? • It has a high emotional value.

7. SV 4 “Angry” • How about a less emotional word for “angry”. • Let us try “disagree”. This is a long word for the kindergarten but should be ok for the mid-elementary. • So we have a basic and more advanced vocabulary from one word.

8. SV 5 “Angry” • Often miscommunication is about lack of vocabulary. The wrong word can add fire or kill the fire of this problem. • Once children learn to, not only memorize but conceptualize the core word they can branch out into more of the same idea expressing different levels of emotion.

9. SV 6 “ Angry” • Write down “Angry, Hate, and Disagree” on different cards. • Say them with your voice first. Each with a different emotional value. • Repeat this with the children. Make sure they change their voice and emotion with each one.

10. SV 7 “Angry” • We have now helped the children to express themselves with one word. • We have also added an emotion to be connected with the word. • Did you write your words on the same color of paper?

11. SV 8 “Angry” • Emotions need color. Red is for high etc. • Color is also important to children’s learning. They will remember color better than words. • By connecting words with color you add to the learning process for later.

12. SV 9 “Angry” • Now we have three words, emotions, and colours. • Now let us make a simple sentence. • I hate you. • I am angry with you. • I disagree with you.

13. SV 10 “Angry” • Each sentence is different. • This matches the difference in the word and emotion. • If we make the same sentence we confuse the child in connecting the three. • Have the children repeat the sentence with you with the complementing emotion.

14. SV 11 “Angry” • Now the children have a sentence to focus on with the emotion and the word. • We want to make a drama script. • Think about 3 relationships that can make your student angry, disagree, or hate.

15. SV 12 “Angry” • Make each one into a scene with the strongest first. “hate” • In English we want to learn the high to low emotion, or red to blue colour sequence and connect them to a real idea. • Let us make the scene with hate.

16. SV13 “Angry” Introduction Scene 1 • You showed your friend a toy and they won’t give it back. • Question to children is your emotion high or low? • Now write each scene.

17. SV “Angry” Scene 1 • Jane – Look at this new toy (Kind) +I got for Christmas (higher) +from my mother. (higher) • Kelly – Wow it is so nice. (kind) +May I hold it? +It is so soft.

18. “Angry” • Now let us take some time to think of other words for “angry”. • How about “hate”. • What value does “hate” have? • It has a high emotional value.

19. “Angry” • How about a less emotional word for “angry”. • Let us try “disagree”. This is a long word for kindergarten but should be ok for the mid-elementary or higher. • So we have a basic and more advanced vocabulary from one word.

20. “Angry” • Often miscommunication is about lack of vocabulary. The wrong word can add fire or kill the fire of this problem. • Once you learn to, not only memorize but conceptualize the core word they can branch out into more of the same ideaexpressing different levels of emotion.

21. Practice “ Angry” • Write down Angry, Hate, and Disagree on different cards. • Say them with your voice first. Each with a differentemotionalvalue. • Repeat this with the student. Make sure they change their voice and emotion with each one.

22. “Angry” • We have now helped the student to express themselves better from one word. • We have also (+) added an emotion to be connected with the word. • Did you write your words on the same color of paper?

23. “Angry” • Emotions need color. Red is for high, etc. • Color is also important to our learning. • We will remember color better than words. • By connecting words with color you (+) add to the learning process for later.

24. “Angry” ~~ Writing Practice • Now we have three words, emotions, and colours. • Now let us make a simple sentence. • I hate you. • I am angry with you. • I disagree with you.

25. “Angry” • Each sentence is different. • This matches the difference in the word and emotion. • If we use the same emotion in each sentence we confuse the student understanding. • Have the student repeat the sentence with you with the complementing emotion.

26. “Angry” • Now the students have a sentence to focus on with the emotion and the word. • We want to make a drama script. • Think about 3 relationships that can make your student angry, disagree, or hate.

27. “Angry” ~~ Making the Drama • Make each one into a scene with the strongest first ~~ “hate”. • In English we want to learn the high to low emotion, or red to blue colour sequence and connect them to a real idea. • Let us make the scene with hate.

28. “Angry” ~~ Drama Introduction Scene 1 • You gave your friend a toy and they won’t give it back. • Ask the student about their emotion. Is their emotionhigh or low? • Now write each scene.

29. “Angry” Scene 1 • Jane – Look at this new toy (Kind) + I got for Christmas (higher) + from my mother. (higher) Look at this new toy I got for Christmas from my mother. • Kelly – Wow it is so nice. (Kind) + May I hold it? (lower) + It is so soft. (lower) Wow it is so nice. May I hold it? It is so soft.

30. Finish the Drama ~ Homework ~~ Follow the idea of keeping the toy from the original child. ~~ Use at least three (3) different categories of words in EACH SENTENCE. ~~ Remember to choose the words that show the correct emotion and good grammar.