1. TESOL 2006 1 TESOL 2006 – Tampa Florida Karen Jogan, Albright College kjogan@alb.edu Jacqueline Benevento, Rowan University benevento@rowan.edu benevento@rowan.edu Walter Eliason, Rider University wjeliason@msn.com

2. Leading Exploration in US Culture through Song

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4. 4 How can songs enrich lessons in US culture? How can song-based cultural lessons be organized for the classroom? How can songs be used as culturally based interactive listening texts for ESL/EFL? What activities can be used? What resources can be used? Where can teachers find suggestions for using music to teach US culture?

5. TESOL 2006 5 TESOL standards 1 Communication  ELLs communicate for social, intercultural, and instructional purposes within the school setting 5 Social Studies  ELLs communicate information, ideas, and concepts necessary for academic success in the area of social studies.

6. TESOL 2006 6 It’s good to… It’s good to know and celebrate It’s good to look back It’s good to look around It’s good to look forward

7. TESOL 2006 7 US Revolutionary War…

8. TESOL 2006 8 My country tis of thee, Sweet land of liberty Of thee I sing Land where my fathers died, Land of the Pilgrim’s pride From every mountainside Let freedom ring!

9. TESOL 2006 9 US Revolution Music and Thematic Units Yankee Doodle My country tis of Thee

10. TESOL 2006 10 Gold Rush Music and Thematic Units

11. TESOL 2006 11 TESOL levels 1 – Starting 2 – Emerging 3 – Developing 4 – Expanding 5 -- Bridging

12. TESOL 2006 12 Interactive Listening using music Before  Consider your background knowledge  Consider title and visual cues During  Identify main elements and details  Organize After  Summarize  Think critically  React  Create

13. TESOL 2006 13 Dan Fogelberg: Sutter’s Mill High Country Snows

14. TESOL 2006 14 Step 1 -- Preview Before  Think about the title. Let me tell you a little bit about the song.  What do you think this song is about?  What do you know about this subject?  What would you expect to hear about?

15. TESOL 2006 15 Sutter’s Mill

16. TESOL 2006 16 Step 2 --Identify the main elements  What is one thing you heard about?  What information is in the first stanza? When Where Who

17. TESOL 2006 17 Step 3 – Identify details locusts 1 Like wildfire spread 2 Found a piece of shining gold 3

18. TESOL 2006 18 Conestoga Wagons, built in Pennsylvania!

19. TESOL 2006 19 Match the phrase with its definition A) Conestoga B) Gold C) spread D) tracks E) Herd F) Lumbering G) prosper 1. Slow moving 2. To be successful 3. A large group of animals, such as horses, bison, etc. 4. Footprints 5. Precious metal 6. Extend widely 7. Wagon used by pioneers

20. TESOL 2006 20 Step 4 -- Organize. 1. They left their tracks upon the land. 2. Old John Sutter went to the millside, found a piece of shining gold. 3. Some would fail and some would prosper. 4. For they came like herds and locusts, every woman child and man 5. Well he took it to the city where the word like wildfire spread.

21. TESOL 2006 21 Step 5 – Recreate text Summarize  Using the song map, fill in key elements about the song.  Use the song map to tell your classmate about the song.  Describe the drawing you made about an idea in the song.

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23. TESOL 2006 23 Draw a picture about the song. Label your picture with a verse from the song.

24. TESOL 2006 24 Summarize  Write a summary of the song in a paragraph.  Exchange paragraphs with your classmate.  What information do you both include? What information is different?

25. TESOL 2006 25 Summary Pyramid 1. Listen to the whole song. List important points and terms that you want to remember. 2. Complete the 5W pyramid. 3. Write the main idea. 4. Write a SHORT summary. 5. State the impact. Why is this information interesting/ important?

26. TESOL 2006 26 Who/what is it about? What happened? When did it take place? Where did it happen? Why is it important? How/ why did it happen?

27. TESOL 2006 27 Central point: main idea  Use a complete sentence. It must include the topic and the most important point about the subject. Summary  25 words. Impact  Why is this information important? Be creative. This is your chance to state your opinion.

28. TESOL 2006 28 Think critically  What do you think this line means: “some would thank the Lord for their deliverance, some would curse John Sutter´s mill.”? Why would some people love the mill, while others hate it?

29. TESOL 2006 29 React or Create  Imagine that you are a miner looking for gold in California in 1848. Tell about your life in 1850.  You live in New York in 1850. You hear about the Gold Rush. Tell about what you decide to do.

30. TESOL 2006 30 Assessment Summarize React Create (reader´s response to the music)  Poster  Advertisement  Write a personal letter

31. TESOL 2006 31 US culture through song Voices Across Time (VAT) http://www.voicesacrosstime.org

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36. TESOL 2006 36 VAT: US Culture – African American Music for Grades 3 - 5 Patting Juba  Example developed for Voices Across Time project (2004) by ESL teacher Jennifer Michalsky

37. TESOL 2006 37 Steps in presenting song… 1 – Introduce song with clapping and knee slapping 2 – present visuals. Ask Ss to describe hardships of slave children 3 – sing song with motions

38. TESOL 2006 38 Patting Juba – Bessie Jones (1972) Juba this and Juba that Juba killed a yellow cat And get over double trouble, Juba You sift-a the meal, you give me the husk You cook-a the bread, your give me the crust You fry the meat, you give me the skin

39. TESOL 2006 39 And that’s where my mama’s trouble begin And then you Juba You just Juba Juba up, Juba down Juba all around the town Juba for ma, Juba for pa Juba for your brother-in-law

40. TESOL 2006 40 VAT: 19 th century exploration http://www.npr.org/programs/morning/feature s/patc/homeontherange/ http://www.npr.org/programs/morning/feature s/patc/homeontherange/ Home on the Range

41. TESOL 2006 41 VAT: 20 th century USA-- Allentown

42. TESOL 2006 42 In conclusion…. Explore US culture through song!