Transcript Leading Exploration in US Culture through Song

TESOL 2006 – Tampa Florida
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Karen Jogan, Albright College
[email protected]

Jacqueline Benevento, Rowan University
[email protected]

Walter Eliason, Rider University
[email protected]
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Leading Exploration in
US Culture through Song
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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?
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TESOL standards
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1 Communication
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ELLs communicate for social,
intercultural, and instructional purposes
within the school setting
5 Social Studies
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ELLs communicate information,
ideas, and concepts necessary for
academic success in the area of
social studies.
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It’s good to…
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It’s good to know and celebrate
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It’s good to look back
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It’s good to look around
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It’s good to look forward
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US Revolutionary War…
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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!
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Music and Thematic Units
Yankee Doodle
My country tis of Thee
US Revolution
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Music and Thematic Units
Gold Rush
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TESOL levels
1 – Starting
 2 – Emerging
 3 – Developing
 4 – Expanding
 5 -- Bridging
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Interactive Listening using music
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Before
 Consider your background knowledge
 Consider title and visual cues
During
 Identify main elements and details
 Organize
After
 Summarize
 Think critically
 React
 Create
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Dan Fogelberg: Sutter’s Mill
 High
Country
Snows
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Step 1 -- Preview
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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?
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Sutter’s Mill
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Step 2 --Identify the main elements
What is one thing you heard
about?
 What information is in the first
stanza?
 When
 Where
 Who

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Step 3 – Identify details
locusts
1
Like wildfire spread
2
Found a piece of
shining gold
3
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Conestoga Wagons,
built in Pennsylvania!
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Match the phrase with its definition
A) Conestoga
 B) Gold
 C) spread
 D) tracks
 E) Herd
 F) Lumbering
 G) prosper
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1.
2.
3.
4.
5.
6.
7.
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Slow moving
To be successful
A large group of
animals, such as
horses, bison, etc.
Footprints
Precious metal
Extend widely
Wagon used by
pioneers
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Step 4 -- Organize
.
1.
2.
3.
4.
5.
They left their tracks upon the land.
Old John Sutter went to the millside,
found a piece of shining gold.
Some would fail and some would
prosper.
For they came like herds and locusts,
every woman child and man
Well he took it to the city where the
word like wildfire spread.
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Step 5 – Recreate text
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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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Rating:
Song Map
Dr. Karen Jogan
Albright College Reading PA
Song Title
And Singer
Setting--Time --Place
10 Key Terms
What Happened?????
Characters
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Draw a picture about the song.
Label your picture with a verse from
the song.
Draw a picture to illustrate an event in the song. Write a title for your drawing.
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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?
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Summary Pyramid
1.
2.
3.
4.
5.
Listen to the whole song. List
important points and terms that
you want to remember.
Complete the 5W pyramid.
Write the main idea.
Write a SHORT summary.
State the impact. Why is this
information interesting/ important?
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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?
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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.
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Think critically
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What do you think this line means:
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“some would thank the Lord for their
deliverance, some would curse John
Sutter´s mill.”?
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Why would some people love the mill,
while others hate it?
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React or Create
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Imagine that you are a miner looking for
gold in California in 1848. Tell about
your life in 1850.
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You live in New York in 1850. You hear
about the Gold Rush. Tell about what
you decide to do.
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Assessment
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Summarize
React
Create (reader´s response to the music)
Poster
 Advertisement
 Write a personal letter
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US culture through song
Voices Across Time (VAT)
http://www.voicesacrosstime.org
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VAT: US Culture – African American
Music for Grades 3 - 5
 Patting
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Juba
Example developed for Voices Across
Time project (2004) by ESL teacher
Jennifer Michalsky
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Steps in presenting song…
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1 – Introduce song with clapping and knee
slapping
2 – present visuals. Ask Ss to describe
hardships of slave children
3 – sing song with motions
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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
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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
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VAT: 19th century exploration
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http://www.npr.org/programs/morning/feature
s/patc/homeontherange/
 Home
on the Range
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VAT: 20th century USA-- Allentown
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In conclusion….
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Explore US culture through song!
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