ESL ART CLASSES 2 AND 5, MARCH 31, 2011 PERSPECTIVE DRAWING

Students, you are doing a fantastic job drawing "in-perspective."  Nice work!  Remember key ideas to keep in mind when designing a 3D (three dimensional) space onto a 2D (two dimensional) surface; these include horizontal, vertical, and diagonal lines. 

For the next class, you will be covering the following:

*Analyze shapes, directional lines, and points on created illusionary boxes.  See link:

http://www.drawingcoach.com/one-point-perspective.html




*Utilize ideas of one-point perspective and practice drawing a city block.  See below:


*Learn about artist and author Faith Ringgold.  Read below:

http://www.faithringgold.com/ringgold/default.htm



Who do you see in the painting?
Where are they?  What makes you say that they are in New York?
What are the people doing? 
Why?
What is familiar?

What are your impressions of this painting?
What impressions do you think the artist has about New York?

It's your turn to design:  Follow the instructions given in class.

**NOTE -- Your study sheets will be available in class for your Midterm next week, on Tuesday, April 5, 2011 for ESL Art Classes 2 and 5.

ESL Six - Classes 3 and 4, March 30th, 2011 -- Short Story by Meyers

Homework--Fill in your worksheet using information listed below (Baddest Dog Analysis Sheet); be prepared to review an find the evidence within the content of this story.  Also, in class, be prepared to illustrate your own personal neighborhood (later you will use symbolism, imagery, personification, figurative language in writing about your neighborhood).

Theme of Today's Lesson:  Build confidence in reading and telling, retelling stories

Theme of Short Story:  Discrimination Awareness

Title of Short Story:  "The Baddest Dog in Harlem"
Author:  Walter Dean Myers

Protagonist:   Narrator, "I"

Main Characters:  Willie, Pedro, the Cops, the dead kid, and Mary Brown

Supporting Characters:  Neighborhood people and the "dead dog"

(Find the evidence--note page, column, and line)
Setting:  Harlem neighborhood on 145th Street; summer time -- the guys are hanging outt, outside alking about boxing in front of Joe's Place (a restaruant).  Modern times--people are not rich in this neigborhood, since the author talks about how people "hang-out" a lot.  Author sets the tone of Harlem as one being always thought of "gangs," "guns," and violence.

(Find the evidence--note page, column, and line)
Conflict:  Someone reported "business" in the neighborhood and called the cops.  The neighborhood was quiet, then all of a sudden cops come "squealing around the corner," get out of their cop cars, and immediately have their guns in their hands--never once asking anyone questions if they saw and/or heard anything.  This is evidence of discrimination.

(Find the evidence--note page, column, and line)
Theme:  Biased thinking, discrimination, sterotyping, "racist" remarks

(Find the evidence--note page, column, and line)
Quote that best supports the ideas in theme

(Find the evidence--note page, column, and line)
Climax: 

(Find the evidence--note page, column, and line)
Symbolism:

(Find the evidence--note page, column, and line)
Figurative Language:

(Find the evidence--note page, column, and line)
Moral to the Story:


Next, think of your own neighborhood and create an image of what it is like to live in that neighborhood.  Think about the setting, people and behavior, and opportunities.  Draw this image and/or create a collage that best shows the "feeling" of what it like to live there.  Then, think of a symbol that might best describe your neighborhood, and use other literary elements and techniques in writing about your work. (Just as the "baddest dog" is used in this short story).

ESL SIX CLASS FOUR ONLY - MARCH 29TH, NYU VISITORS

Cumulative Writing:

Drama and Storytelling in Enhancing Focus, Language, Patience, Memory, Listening and Speaking Skills, and Support:

*Question:  Which story did you most empathize with and why?

"The story about the mother and how she lost her child.  This was clearly traumatic, but something that we have to deal with sometimes.  It was scary to hear, but beautiful that someone told this story."

"I empathized mostly with the story about the mother trying to save the little boy because I understand what it is like to want to help someone.  I know what it is like to be scared, and to have something really bad happen to someone you love."

"I emphasized with the story about 'pulling up your pants,' because in my town there is always a sense of judgement by others.  Someone may say that you are not rich enough, or smart enough, or attractive enough.  It seems like someone is always telling you you're not good enough, and because of that, I often felt shamed.  I can relate to the way the woman told the person, 'You should be ashamed of yourself.'"

"Our visitor's story was the story I empathized with the most because I never heard that experience in real life.  I just saw it on movies.  When the visitor told this story it was sometimes serious and sometimes funny, and even other times shocking especially how he managed telling the story about when the tornado come and hit their home."

"I mostly empathized with the story about the pants because I could understand the story and it was funny.  Our group presented this story and then I deeply felt this experience."

"I told the story of the pants because I think sometimes we do silly things."

"I liked the story about the E. guy because it showed that some people are really careful about someones acting (behavior) and treatment on the street, and anywhere else, even if they don't know each other."

"I liked the story of our teacher because it was funny, and I have familiar stories in my life that are also funny."

"I think I mostly empathized with the story about the 'mad dog,' because it was very sad and the way the student told it made me see how helpful a person can be with another."

"I liked the story placed in California because it was about someone in the swimming pool.  This story was very important because it gave us an idea of what life things could happen there."

"I emphathized with the story of a boy who drunk water and died in the river because those things happened in my village of where I am from."



*Question:  In these two weeks, how has drama helped you to get along better with each other?

"Drama has helped us understand the people's different point of views, and how a person can interpret another person's actions.  Also, it was very helpful for us to guess what was happening in the tableaus."

"Drama is helpful because it gives us many ideas, and also helps us to get to know each other better.  Also, we have fun while learning."

**Note to students:  Thank you for your great listening, attention, and participation skills.  You did a fabulous job today!

**Note to visitors from NYU:  Thank you so much for all your guidance, support, discussion, and ideas. 

End

ESL Six -- Classes 3 and 4, March 29th Metacognition of Improving Academics

Tuesday, March 29th Review:

*Discussed metacognition and brainstormed ideas to hope you think of what it is you need to think about in order to improve your reading, writing, listening and speaking skills, abilities, and comprehension to meet the standards of a graduating student. 

Your ideas:

-Pay close attention, focus
-Concentrate
-Ask questions
-Paraphrase
-Summarize
-Say, "I can do it."
-Say, "Others have done it."
-Think positive
-Stay after school, ask for help
-Reread work, redo work
-Read Blog
-"Read in my first language"
-"Read in English"
-Practice
-Participate in own learning, take responsibility

--After school, "Failure Free" --  Advance Reading Comprehension by computer program and "live" tutor.

--In class (outside of class) online program to advance writing and reading comprehension--Write To Learn online program
(All students must access this website--5 points will be either added and/or deleted to second marking period grade average.  By the end of the second marking period, you should have attempted at least four tries to improve your writing).

-Log onto

www.pearsonkt.com/WriteToLearn/ny/lhsn


Tomorrow's Agenda:

*Read short story and analyze literary elements and techniques.

Literary Elements and Techniques -- See Below link to practice:

http://quizlet.com/3685151/learn/

*Analyze short story and personalize experience through own imagery and picture stories.

ESL SIX CLASSES 3 AND 4, MARCH 25TH WEEKEND HOMEWORK

Hello Students:

You were amazingly concentrative while taking you exam yesterday.  Nice Job!  Keep up the great work.
Moving forward with our studies, the following is a projected agenda between now and spring break.

A)  Finish editing and proofreading Biography Essay (must be typed, printed, and saved) in both your computer account and in your essay portfolio.

B)  Learn the "Write to Learn" program, and work through the next writing assignment to better enhance your writing and reading skills in English.

C)  Read and analyze literary elements from short story by Richard Dean Myers, paying attention to theme and moral of the story.

D)  Begin new unit in Northstar/Listening and Speaking.  Theme:  "Other addictions and awareness" -- Especially practicing listening for comprehension and speaking skills.

E)  TBA

Thank you for reading this agenda and foreseeing our projection in class.   Please keep reading.

Weekend Homework:

--Think of 10 most important events in your life (bring pictures that best represent these events upon arrival of first class next week) (Hint--you may research these pictures on the Internet, and/or magazines).

--Continue your writing using "Write to Learn

Thank you,
Teacher

ESL ART -- Classes 2 ad 5 -- Weekend Homework, March 25th, 2011

Students:

You are amazingly developing your talents in art in these areas:   focus, concentration, observation, measurement, spatial measurement, line development and creativity.  Nice Work!

For this weekend homework, you need to finish any figure drawing  that you did not complete in class.  In your drawing portfolio you need the following for full credit:

1)  Figure drawing labeled with "parts of the body."
2)  Two figure drawings of two different poses.
3)  One of the figures fully "dressed" -- that is, you designed the fashionable clothing and style for this figure.
4)  Four different portraits, characterized with different shapes.

All drawings must be submitted (given) to the teacher at the beginning of class.

Thank you.

ESL SIX CLASSES 3 AND 4, MARCH 22, 2011

Good Evening Students:

Please read the following agenda for the reminder of the week:

Thursday, March 24 -- Review PUC formations (see below); take Achievement Test Unit One -- Theme:  Addiction, causes and controversial issues.  You will need to study learned vocabulary, synonyms, different forms of the unit words, identify parts of speech, and expressions of regret (PUC) formation
(see your notes --worksheets for NS/RW, Unit One-- pages 1 thru 15.  You will need to turn this packet in on Thursday for full credit.)

Friday, March 25th -- Computer Room (come to class on time and at the beginning of class)
(Must have biography essay and descriptive paragraph about cumulative information about your class).

Notes for NS/RW, page 13 (the letter about MM and his life using vocabulary words in context) are on blog dated, March 21st.

Notes for NS/RW, page 15 are below.

Thank you for doing a great job.

Page 15

PUC  formations:

#2 

Reality:  M. Mantle's father trained his son to play baseball from the age of four.  Mickey became a champion.

PUC:  If M. Mantle's father had not trained his from the age of four, he wouldn't have become a champion.

#3

Reality:  M. Mangle centered his social life on alcohol.  He neglected his wife and sons.

PUC:  If M. Mantle had not centered his social life on alcohol, he might not have neglected his wife and sons.

#4 

Reality:  M. Mantle's father died in 1951.  He never saw M. Mantle become a champion.

PUC:  If M. Mantle's father had not died in 1951, he would have seen M. Mantle become a champion.

#5 

Reality:  Mantle went to the B. Ford Center the year before he died.  He reconciled with his family at the end of his life.

PUC:  If Mantle had not gone to the B. Ford Center the year before he died, he might not have reconciled with his family.

ESL ART CLASSES 2 AND 5 -- WEEK OF MARCH 21ST, 2011

Please read the following for review and understand how students utilized learned vocabulary in responses:

Unit Theme:  Drawing Enhancement (Improving your drawing skills)

Key Vocabulary in response to this key question:

Teacher:  "What are you working on?"

Student:  "I am drawing a picture using my spatial measurement."

Student:  "I'm drawing a picture of human proportions."

Student:  "I am drawing a pose of a woman." 

Student:  "I am drawing a pose."

Student:  "I'm trying to draw a pose with my proportional skills."

Student:  "I'm drawing humans in proportion."

Student:  "I'm drawing a person using measurement and proportional lines."

Student:  "I'm drawing the human figure with proportional lines."

Student:  "Life is an illusion, and drawing is a kind of illusion."

ESL SIX CLASSES 3 AND 4, MARCH 21ST, 2011

Good Evening Students:

A positive reflection:  Wow!  Your vocabulary, tableau, and dialogue project of word discoveries were so "realistic."  Nice Job!  Remember, for homework you need to have at least 10 words from the table from page:  NS/RW, 11.  (ESL SIX, Class 4 already finished their sentences in class--thank you, and you have your credit.

Now, let's get ready for class (March 22nd) :

ROUTINE

HOTS:  How helpful was yesterday lesson in better preparing you in knowing the key vocabulary for this unit?  (Date and Free write in Journal)

Share Ideas

Read CO/LO

Read each word below and the beginning paragraph below.  Read about why MM felt better about his life at the end of his life.  Use at least seven or more words from the list below to complete the paragraph.  Be sure to use the correct form of each word.  Then, reread the letter aloud.

avoid (v)    celebrate (v)     depression (n)    devastated (adj)     manage (v)     sober(adj)
blame (v)    choked up (v)    determined (adj)   donor (n)     priority (n)     strength  (n)


From Class 3:

How M M Changed

     At the end of his life, M M was more in touch with his feelings than he had ever been before.  He had overcome his addiction to alcohol and was able to stay sober.  Whenever he celebrated something with his father, he always got choked up for everything that his father didn’t say to him.  He blamed himself of his life because he didn’t play baseball with his sons.  He avoided facing the death of his father.  Mickey Mantle couldn’t manage his stable life because of his addiction of drinking.  Hence, he got a liver transplant because of his priority and popularity within the country (USA).  After the age of 37, his drinking got really bad because his father died and he went through a deep depression.  So, Mantle determined that his life was taken away by alcohol.    Mantle was so devastated by his father’s death that he became an alcoholic, that brought liver cancer and then he had to wait for a donor to survive.  At the end of his life, he had enough strength to overcome his obstacles and stopped drinking.


From Class 4:

How M M Changed

     At the end of his life, Mickey Mantle was more in touch with his feelings than he had ever been before.  He had overcome his addiction to alcohol and was able to stay sober.  Remember, Mickey Mantle had a  "miracle strength," in that he could hit the ball with both hands.  Mantle felt ashamed and blamed himself about what he had done in the past.  He tried to avoid drinking because he didn’t want to die so early in his life.  After the death of Mantle’s father, Mantle’s life became devastated.  Hence, his last wishes were to establish a donor awareness program.  In addition, he was very depressed.  He was determined to stop drinking.  It was said, he became addicted to alcohol because of his pain; so, he could never celebrate his realistic dream with his father and he became choked up.  So in the end, his life wasn’t manageable because he didn’t make his family life his first priority.

Next, understand the meaning and utilize this meaning in forming ideas.  (New meaning --TBA).

ESL ART Classes 2 and 5, Weekend Homework March 20th, 2011

March 20, 2011

Great job this week students.  Overall, your concentration and design skills are improving.  Nice work!


Recall this week's focus--drawing human figures in proportion (size relationship).  You also designed a drawing portfolio (folder for drawings) we will use over the next two weeks. For homework this weekend, you need to fully:

Read, recall, and review the following information:

Theme of Lesson from last week:  Drawing Skills Enchancement (Improving your drawing skills)
and drawing the human figure "in-proportion."

Unit Vocabulary:

-drawing (a graphic representation of, "marks")
-drawing skills (a system of developing these marks)
-drawing tools (the objects used in creating these marks)
-drawing surfaces (the place where these marks can be made on)

-observation (looking, perceiving, noticing)

-measurement (comparisons, in class we are using a ruler)
-spatial measurement (making these comparisons with eyesight)

-line variety (different types of lines)

-proportion (noun),
-proportional (noun), "Proportional lines are important to make a drawing look real."
-proportioned (adjective), "The student's drawing is well-proportioned."
ill-proportioned (lopsided) ((adjective), "Another student's drawing is ill-proportioned and will need to be drawn again."

-human figure in proportion

-Leonardo da Vinci

Homework:  Read an excerpt about Leonardo da Vinci, study the drawing and discover as many lines as you can identify.  Write down the names of these lines in your notes and be prepared to share your answers.

Leonardo da Vinci was born on April 15, 1452 and died on May 2, 1519; hence, he is known as a Renaissance artist.  He was a "man of all trades," meaning he was not only an artist and keen observer, he was also an exquisitive thinker and inventor; thus, he was also a sculpture and engineer.  He is best known for his painting of the "Mona Lisa," and "The Last Supper."

Self-Portrait of Leonardo da Vinci

Click on the link below to see portrait:

http://www.backtoclassics.com/images/pics/leonardodavinci/leonardodavinci_selfportrait.jpg

TYPES OF LINES --

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Overall EXPRESSION--

ESL SIX CLASSES 3 AND 4, WEEKEND HOMEWORK

Hello Students:

Thank you to all the students who were determined to fulfill their credits in the following areas:

A)  Article Reading entitled, "Mick's Toughest Inning," by Cathy Burke. (from the New York Post).  Recall this article's content where two points of view were stated.  One from reporter Cathy Burke, and quotes excerpted from former Colorado governor named Richard L.  Remember the controversial issue.  For example, on one hand, Burke's view is that everyone is entitled to get the help they need, whereas L's
view is that you can only get help if your chances of survival are good, you are young, and your treatment is not that costly, and according to his Oregon Health Plan, in the end, a computer decides who should get first priority.

B)  Remember that in class, you took your point of view and stated what your thoughts were.  You have very strong opinions that lead to not easy answers of who should get help first.  Your notes should be posted in your journal and dated (March 14th/15th).

C) Recall --we focused on vocabulary and brainstormed different ways in which to know the words.  Read the following list to know this final project assessment.

1st--Discuss word with group on the meaning of the word
2nd--Brainstorm different ways in which to use the word in different forms (Parts of Speech)--Further discussion with teacher is OK.
3rd--Underline and label each word with a PS symbol (N), (V), (Adj) and/or (Adv)
4th -- Research pictures that best illustrate your sentences.
5th--Design a tableau that best shows your words.
6th--Write a dialogue that best expresses your words.
7th--Present your all of your work as a group (words includes--poster, tableau, and dialogue)

Last-- at the end of the lesson, be prepared to "Share Out" a question that might look like this:
"What was today's focus?"


In all, what is this weekend's homework:

*Research pictures that will better help your group presentation for only the word (row) that your and your group choose
*Think about a tableau that you and your group can show--be prepared to discuss with your group.
*Be prepared to work with your group in creating dialogue.

Monday, March 21st is when you return to class.  Remember the routine:

1st--Get ready for class --bags, jackets off the table (no juice or colored water)
2nd--Open journal -- notes -- and copy and do HOTS
3rd--Be prepared to discuss HOTS
4th--Listen for CO and LO
5th--Listen for further directions

ESL SIX -- Classes 3 and 4 March 14th Homework

Students:

Read the following list of brainstormed ideas that stemmed from the question in class; then, write in your journal a personal response to questions below:  (Again, homework should be in journal and not "copied" from another student.  Please come to class prepared and ready.  The "HOTS" tomorrow will be to share journal entries for participation credit.)  Thank you.

What qualities make a hero?   (Question for journal is at the end of this list)

Characteristics:

bravery
strong hearted
smart
determined
wise
"great personality"
"have a good heart"
"likes to help people"
"naturally talented"
"like superman and/or superwoman that has superpowers"
risk-taker
courageous
"Sometimes, it is okay to fail--we learn from our mistakes.  Even heros can have mistakes."
"A hero can be ordinary and/or famous."
"kindhearted"
powerful
adminred by others
tough
honorable
determined
gentle
responsible
intelligent
physically fit
active
serious
fast learner
creative
productive
honest
"Has good behavior"
friendly
influential
"A hero does good things for people."
"A hero is a challenger."
"A hero strives to win the battle."
"A hero is confident."
"A hero is respected and is respectful."
"A hero is like a philanthropist."
"A hero is a fighter."
"A hero can have an unknown identify"
shows love
sacrifices
is a hardworker
volunteer
"A hero donates to poor people and offers shelter, food, clothes, and medicine."
"A hero is proactive, active, and aggressive in action."
"A hero is infectious."

(Question to be answered and entered in journal--Thinking of yourself as a hero in society, how would you decide who should get priority for an organ transplant?  Important people, young people, people with money?  The sickest people, or the people who can best survive a transplant?  Draw conclusions from what we have read so far about MM, and support your ideas with reasons why (hint, you should have at least two different ideas to support your thinking).

ESL SIX CLASSES 3 AND 4 WEEKEND HOMEWORK, MARCH 13TH, 2011

Great Job this week students (Most everyone turned in their Draft One Biography Essay): 

Remember, our focus for this unit is to gain a better understanding on what addiction is, possible reasons why people have addictions, and ways to help be free from addictions.

For homework this weekend, please check out your handouts for credits (Mikey Mantle).  These include:
Pages 1 thru 7.  Page 7 is the time line of MM's life. 

Along the same lines, research past homework (check out archives -- Look for ESL Six work).

To add, you should be reading "Swallowing Stones," by Joyce McDonald.  We are up to Chapter 12
(more posts about our reading to follow)

And more, remember, you are responsible to know and fully understand unit vocabulary.  More to follow.

Thank You,
Teacher

ESL ART CLASSES 2 AND 5 -- Weekend Homework, March 11th, 2011

Great Job this week students!  Recall the work by reading below.  Then, understand that you will have a quiz (test) at the beginning of class.  Please prepare for this quiz by reviewing and studying your notes for ESL/Art:

Note Reflection:

Importance of following the rules
Use of language forms:  "There is..."  "There are ..." + "Is there ..."  "Aren't there ..."
Naming and Identifying
Synonyms
Antonyms
Puzzle Collage
Cut
Recut
Compose
Overlap
Research
Characteristics
Inside and Outside Characteristics
Venn Diagram
Compare and Constrast (cultures)
Metaphor
Identify "Parts of Your Face"
Ethnicity
Career
"China's Little Ambassador"
Interior Monologue
Letter Writing
Border Patterns
"Prospective Immigrants"
Poem
Poet
Stanza
rhyme
"Doors to your Future"
Crystal Ball
Expressions:  "I will..."

ESL ART -- CLASS 2 -- "Hidden Poem Project"

The Metaphorical Door (A Hidden Poem),

Written by ESL ART Class 2 Students

The door symbolizes change because ...

It's a way to a better life

There are many doors open for your life so that you may make your life easy

In your life put in your mind, "I have to be a great man or woman and nothing can stop me."

Whew!!  It's my life.

I don't know, really!

What is life?

Life is a big challenge so we must take a lot of hope

... I like eggs in life

I don't know?

I don't know how to read

Then, why are you a student?

Why don't you come to school? 

I come to learn something to have a good education

To -- prepare my future

in making my way through the metaphorical door of change.



ESL ART -- Class 5 - "Hidden Poem" Project

The Metaphorical Door (A Hidden Poem), Written by ESL Art Class 5

The door symbolizes

The best soccer player in the world

The most famous, respected and rich person (soccer player)

The one thing that is the most important thing in our life, is friendship and love

The most important thing that is the first priority is the respect and encouragement

for our enjoyment in the life

The second most important thing is the world is "ME"

Good for you, but I don't think being selfish is a good thing

It is not a good thing -- you have to think about others, too.

Yes, but sometimes you have to think about you

in making your way through the metaphorically door of change ...

ESL SIX CLASES 3 AND 4 HOMEWORK -- VOCABULARY IN CONTEXT -- MARCH 8 AND 9

 

Unit One -- North Star
Theme:  Addiction

Use these words (and/or synomyms) in context.  Hint:  Highlight key words used in your sentences.
In all, you will turn in 12 sentences.

1.  hereditary
2.  instruct
3.  tough
4.  devastated
5.  blame
6.  depression
7.  avoid
8.  controversial
9.  choked up
10.  sober
11. slogan
12.  donor

You may write your work in your journal (please date and name assignment)

PS--Special thanks to students who wrote, and to those who wrote and typed your biography essay.  Nice Job!

Signed:  Teacher

ESL Six Class 4 -- Freewrite Cumulatively Written into a Poem --NYU Teachers: Theme--Working Together

 How can theatre help us to learn how to problem solve and work together?

Empathizing--Understanding, A Cumulative Poem by ESL/6 Class 4 Students

In theater, students can see the problems and see what is going on and students can guess what is going on,
Theatre can help us work together and to represent and/or recreate a problems to see that we may have common ideas on how to fix the situations,
Theater shows us what can happen everyday,
Theater shows us what kind of people we really are,
Theater allows us to talk,
Once we see a problem in theater, it might help us to be careful if it happens again,
Theater teaches us to listen to each other and shows us how to act and respect others to stop the violence in our world, and in the world,
Theater shows us many examples,
Theatre shows us peaceful ways of solving problems,
Theatre teaches us creativity, which helps us to think of other ways to teach and learn,
Theatre hels us calm down, and its funny
It helps us find solutions,
We see problems in school, home, with friends -- it's interesting to see what someone is really thinking, and in turn, we can have a better understanding for what is going on,
We can relate to problems when we are acting,
We can freeze the moment and listen--
To make ideas, we can think together ... to find peace

ESL Six Classes 3 and 4 -- Update on Bio Essay Due Date

As discussed in class, the changed due date of Draft One of your Biography Essay has been changed to Wednesday, March 9, 2011 at the beginning of class -- Please remember to save, print, and double space your work (even if a computer and a printer is absolutely unavailable).

*Also, please note, your reading assignments are ongoing.  Swallowing Stones is our chosen class reading.  You should be up to Chapter 12 and be able to answer comprehensible questions as suggested in blog post dated:  March 4, 2011.

**On Tuesday, March 8th, we will begin a Chapter One North Star Unit.  Please bring journal and personal dictionary.

Have a good reminder of the weekend.

ESL ART -- Classes 2 and 5 -- Weekend Homework - March 4, 2011

Weekend Homework:

After reading "China's Little Ambassador," by Bette Bao Lord, use your point of view and write what you would do if you were in Shirley's "shoes."  That is, would you go with the mischievous friends, or would you stay in school.  Explain your reasoning.

"If I were Shirley I would ................

ESL Six - Classes 3 and 4 -- Swallowing Stones, by Joyce McDonald--Weekend Homework

Weekend Homework: 

1)  Write Draft One -- Biography Project (Typed as Draft One) -- Due Monday, March 7, 2011

2)  Answer items below:

Comprehension /Prompts/Questions (Date and write answers in Journal)  March 4, 2011

1.  Describe in detail the characteristics of Michael Mackenzie

2.  Describe what event changed his life drastically

3.  What is meant by someone "living a lie."  Why do you think Michael is living a lie?

4.  Describe how Michael's characteristics have changed now that he is caring a secret.

5.  In chapter 1 - 8, the terms "swallowing stones" comes up in the story.  Described how it is first used in the story and name the chapter.

Thank you

ESL ART CLASS TWO -- COMMENTS FROM DRAMA Visitors from NYU

Comments to Question made into a Poem named, "Breaking Stereotypes," written by Poets: Students.

How can we help to "break" stereotypes?

Breaking Stereotypes, by ESL/Art Class Two

I can help break stereotypes by learning more to be the best in my school.  
     I can get along.
          I can listen to the teacher and reactions and know how to be better.
I can feel.  I can share my ideas.
     I can help break stereotypes by expressing my feelings.
          I can get along better with other students, by other students.
I can care.
     I can meet with students and say to do better.
          I can make groups and play games.
I can help break stereotypes by not judging a person from only the outside, and I should know him/her inside first.
     I can break stereotypes by finding similarities in culture, interests, and personality by working together and cooperating.
          I can learn a lot of things by making groups.
               I can help break stereotypes by helping and understanding.
I can help break stereotypes by being with other people because when you are together you know each other's feelings and what kind of person they really are."
     I can get along better with students by working with everyone in my class instead of just sticking to a few people I know well.  
          I can help break stereotypes by:  learning more about a person before I decide to not be their friend.
               I can understand their worries.
I can teach others to be aware of people who have stereotypes, and teach them to help them learn to break these stereotypes --so that we all may live in peace.


    
    

ESL ART CLASS TWO -- COMMENTS/SUGGESTIONS FROM IN CLASS MOVIE

IN CLASS MOVIE:

"I liked this video because I saw many different students, but I can't hear their dialogue."

"I saw students who were enjoying their work.  I suggest to do more presentations like this in the future."

"I like it because it makes the class develop."

"I liked it because their pictures are beautiful and the music was good."

"I watched the movies and I really liked it when the actors were making a dialogue because it improves their English in speaking and writing too.  I suggest that it is better to make it like a real movie where the actors are  moving to see the movement and to hear what they say."

"I liked it because it is a good idea."

"I liked the way their students represented themselves.  I suggest to keep going like that and do not change that way."

"The students' organized themselves well." 

"The pictures were very nice."

"I liked how the students worked together and I think I can do that."

"I liked how all the students did good work."

"I like it because it gave students courage."

"I liked it because I could learn how to work hard and be good in class because I saw students who liked to do their job and they were quiet.  I suggest that they should do a lot of jobs because they can do better."

From Teacher:

Teacher says, "Thank you so much students.  You all did a fantastic job, especially taking a risk in performing and speaking in your second language of English!  Also, I appreciate all of your comments and suggestions, and will take them into consideration for a next project.  Thank you."

ESL ART -- CLASSES TWO AND FIVE -- STORY MAP -- "China's Little Ambassador

Understand Literay Elements, which are used in better understanding and analyzing parts of a story:

Story Map

Title:  China's Little Ambassador

Author:  Bette Bao Lord

Setting:  P.S. 8, Brooklyn New York -- 1950's

Characters:  Shirley Temple Wong, 10 year old Chinese girl from China, who is new to America and cannot speak English.

Shirley's mother, a strong and determined character who wanted to make her daughter the best representative of China (an ambassador)

Schoolmistress:  Principal of school, whom Shirley found very strange:  woman with blue curly hair that was stiff like a wig, blue eyes, not eyelashes and penciled in eyebrows, and also a high nose (unlike Chinese people Shirley knew)

Mrs. Rappaport:  Shirley's new teacher whose dainty and thin body, ironically, did not make her weak--she was a strong teacher with fiery red hair.

Mischeivous "new friends": 

Mr. P -- Story owner

Problem (Conflict):  Shirley doesn't understand English, and she is the only Chinese girl in the entire school (no ESL classes in 1950's).  She is vulnerable, and she wants to be accepted and feel part of the new culture, she so allows herself to go outside of the school during lunch, with her "new friends."

Event One:  Shirley and mother are in the principal's office at P. S. 8, and Shirley doesn't speak English.  She sees the principal for the first time and finds her strange looking.

Event Two:  Mother leaves, and Shirley stays, and the mother says that she must show her best and be "China's Little Ambassador."  Principal welcomes Shirley with a "wink," and Shirley responds with both eyes closed.

Event Three:  Shirley is in her new class and notices that all have different all colors, sizes, shapes of faces and didn't wear uniforms.

Event Four:  It's lunctime, and the "mischievous kids," her "new friends" gesture to Shirley to go with her to have lunch.  Shirley goes with them outside of school and has the "best time and the best lunch ever, even though she knows she is doing the wrong thing.

Event Five:  Mrs. Rappaport gives Shirley a letter and she is fearful that the letter is about her leaving the school.  Shirley doesn't give the letter to her parent until bedtime.

Solution (Resolution):  She is trembling when her father reads the letter, but then feels relieved that the letter was about how the teacher thinks something is wrong with Shirley's eyes.

Theme:  Choices and Decisions


Vocabulary Story Map

Feeling Words:
*Obediently, pg. 30
*Trembling, pg. 35
*"round and round like rocks," pg. 34
*honor, pg. 30

Describing Words:
*quizzical look, pg. 35
*dreaming elephants, cookies, pg. 34
*big smile, pg. 34
*footsteps louder and louder, pg 34
*flinched, pg. 34
*dainty bones, pg. 31
*red hair, pg. 31
*princial with no eyelashes or eyebrows, pg.

Action Words:
*talking, pg 29
*mother hissed, pg. 29
*snapped head down, pg. 29
*help up 10 fingers, pg 30

Story Problem Words
*guilty of not learning English when her father gave her material to learn in China, pg. 29
*pressure of "living up to" an ambassadorship, pg. 30
*leaving the school with mischievous "new friends," pg 33

Now, it is time to think of literary element called, "Point of View," and take the point of view from someone in the story, think of questions to someone else in the story, and write an interesting letter (including an art design and letter envelope).

ESL SIX -- CLASSES 3 AND 4 -- RUBRIC -- PLEASE READ

Name of Project Holder:  ________________________________Date___________Class______

Rubric – Essay Project	Yes	No	Possible Points
Notes:  Questions and Answers in Journal (Partner Work)			UP to 10 Points
Notes:  Paragraph formation (taken in class—written in Journal—you should already have a sticker)			Up to 5 Points
Y Chart/Question about Partner			Up to 10 Points
Star Collage			Up to 15 Points
Participation Points			Up to 20 Points
Draft One Essay			Up to 20 Points
Draft Two Essay			Up to 20 Points

Essay Rubric	Excellent	Good	Satisfactory	Needs Improvement	Unsatisfactory
Meaning	Superbly writes ideas of how partner is a  STAR at LHS	Greatly writes ideas of how partner is a  STAR at LHS	Mostly writes ideas of how partner is a  STAR at LHS	Somewhat writes ideas of how partner is a  STAR at LHS	Poorly writes ideas of how partner is a  STAR at LHS
Development	Superbly descriptive, especially using details from Y Chart	Greatly descriptive, especially using details from Y Chart	Mostly descriptive, especially using details from Y Chart	Somewhat descriptive, especially minimally using details from Y Chart	Poorly descriptive, especially not using details from Y Chart and/or no Y Chart
Organization	Superbly organized with ideas “chunked together”	Greatly organized with ideas “chunked together”	Mostly organized with some ideas “chunked together”	Somewhat organized with ideas  nearly not “chunked together”	Poorly organized with ideas not “chunked together”
Language	Superbly uses adjectives and figurative language	Greatly uses adjectives and figurative language	Mostly uses adjectives and figurative language	Somewhat uses adjectives and figurative language	Poorly uses adjectives and figurative language
Conventions	Minimal mistakes and does not hinder reading	Few mistakes and does not hinder reading	Some mistakes that mostly does not hinder reading	Many mistakes and hinders reading	Maximum mistakes and not readable

ESL Six - 6 Students -- Please read notes for Biography Essay Project - Including Due Date

Project Rubric Includes:

1)  Notes - questions and answers (in Journal)
2)  Notes - of paragraph format (including given introduction, topic and concluding sentences for each body paragraph, and conclusion paragraph) (in Journal)
3)  At least one Y chart (asking your partner about one unique question that they can explore and give more detailed information about).

4)  Draft One Essay (A five paragraph essay that includes:  Hook and introduction, Body Paragraph One, Body Paragraph Two, Body Paragraph Three, and Conclusion)  ((Also, typed -- double spaced and printed -- two copies))

4A)  Star - Collage

5)  Check writing: 
     *Meaning -- Does the essay portray a LHS STAR?
     *Development -- Is your writing sharing detailed and explicit information about your partner (especially from the Y chart exercise)?
     *Organization -- Did you follow our organization in class?
     *Language -- Is  your essay inclusive of interesting language?
     *Conventions - Does your writing include correct grammar, punctuation,  spelling, word choice (parts of speech)

Acting in a philanthropist manner, your teacher has decided to type notes in class to be used in your own writing (*Hint--you may use what is appropriate, and/or change information as needed).


(Title)  A Liberty High School Star 

(Introduction)

     Did you know that Liberty High School has students that are like stars?  It is true and this project shows that by knowing the biographical information of classmates, we can understand students easily by their personality and culture.  By this way, it will help us to avoid problems and be more friendly.  In the end, as one reads, one will see that LHS is a place of Hollywood champions.

(Body Paragraph One)

     (Topic Sentence--ESL Six - Class 3)  Everybody is different, such as their name, culture, religion and languages, like this person interviewed, -----------------, who has a unique personality.  For example, ___
     (Topic Sentence -- ESL Six -- Class 4)  How would you describe a student's unique personality?
______________ is so special because ____________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(Concluding Sentence -- Class 4)  In fact, as we can see the personality of ________ shows us how to live and we can learn from him (her), especially what this student is like and what his (her) life is like.


     (Body Paragraph Two)

     (Topic Sentence -- Class 3)  People all want to be a hero, and they have a good heart to help people such as ________.  ________________________________________________________
     (Topic Sentence  -- Class 4)  Students from our school like to help others, by acting in a humanitarian way, and using their unique power.  For example,  _________ has _____________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(Concluding Sentence - Class 4)  In conclusion, as we can see, my star has done many things and many changes in his (her) life has affected people, who in turn, has "moved" ____________.


(Body Paragraph Three)

     (Topic Sentence -- Class 3???)
     (Topic Sentence -- Class 4)  As we know, a person's talent and personality might help them achieve theigoals and what they might do in their future.  In this case ______________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(Concluding Sentence -- ???)


(Concluding Paragraph)

     In all, as one can see, biographical interviews has helped students know each other in a more enriched way.  It has expressed and shown a student's life and expectations through different ideas based on their personal information, humanitarian actions and goals of life.  It is revealed that Liberty High School students handle their leadership's flag well, and that this success has made them into a powerful shining--STAR -- like ______________________.



Note to ESL/6 Students in both classes. 

Draft One Due Date is Monday, March 7, 2010 - Beginning of Class

Biography Essay must be typed and double spaced.  Make sure to save, save, save work, as we will return to this writing later on.  Also, please print two copies (one for folder and teacher).

**You are working superbly, and have shown your teacher that you are capable of challenges -- Great JOB!  And, thank you.