Jim Nailon By PresenterMedia.com Presentation Objectives Participants will: 1. 2. 3. Describe the benefit of music in Thematic-Based Units (TBUs). Acquire the resources to teach a complete TBU on classroom objects. Learn how to make their own music videos with PowerPoint and Movie Maker. Session Outline Background & Research Thematic Based Unit Example: Mochila roja Making your own video Resources& Questions Thematic Units Thematic units are designed using content as the organizing principle. Vocabulary, structures, and cultural information are included as they relate to the themes in each unit. For an excellent example of theme-based units, see the Nebraska Foreign Language Education Web site in General Resources. http://www.learner.org/libraries/tfl/key_terms.html# Evolution of Music in Spanish at STM 1. 2. 3. 4. Singing accompanied by guitar. Recorded music. Simple music videos. Part of thematic-based units. Supporting Research Songs, like poetry, are one of the most powerful combinations in helping the learner commit limited phrases and word combinations to memory, to be put into active service at a later time in communication. Songs often contain the elements of repetition, rhyme and rhythm that facilitate quick memorization and easy imitation of the original text material. (Garza, 1993-1994) Supporting Research Music videos can also be most effective in teaching pronunciation and intonation. Several major studies over the past decade, such as Price (1983) and Garza (1991) strongly suggest a positive correlation between the addition of target-language captions to video materials and increased comprehension. (Garza, 1993-1994) Supporting Research Illustrations seem to boost the effects of music, yet, could additional extralinguistic support, beyond that supplied by illustrations, further maximize music? Both Cohen (1968) and Elley (1989) demonstrated that the addition of followup-activities or illustrated oral story readings resulted in greater vocabulary acquisition. Medina (1993) My rationale for music in TBUs 1. 2. 3. 4. Singing songs is a powerful tool for learning language. Captioned videos engage both audio and visual learners. (Music kinesthetic learners?) Related extension activities extend the lesson and give new vocabulary a context. Performance assessments that emphasize comprehensible input motivate students to understand and use their new language. Selecting a music video 1. 2. 3. 4. Useful video must contain the linguistic material desired for instruction. It should be thematically interesting and culturally relevant. It should be multi-layered; that is, they should be able to maintain student interest in the face of repeated viewing. Visual images are no less important than the lyric: they depend on each other for complete comprehension of the text. (Garza, 1993-1994) TBU: Mochila roja-4th grade TBU: Mochila roja - 4th grade Objectives: 1. 2. 3. TLW demonstrate knowledge of Spanish classroom vocabulary. TLW use first person singular verb conjugation, infinitives and adjective agreement. TLW collaborate to prepare and give a short presentation in Spanish. Day 1: Dictionary Word Search & the Song En mi mochila roja Crossword puzzle for home work. Day 2: Conjugation 1. 2. 3. 4. I demonstrate mochila items like they will do in their presentations. Teach short lesson on conjugation. Help class get started on HW. Repeat song with props. Remove the ending (either –ar, -er, or –ir) from the infinitive to make the verb stem. comprar (to buy) comer (to eat) abrir (to open) compr___ com___ abr___ Add the ending (o) to the verb stem that matches the subject pronoun, (yo, I). (Other pronouns have different endings. Well learn those later.) Day 3: Apply verbs to script 1. 2. 3. 4. Correct HW as review. Explain the Guia de presentación. Model the script pattern and help students complete their 3 sentences. No HW if done. 1) En mi mochila ___________ yo tengo __________________. 2) Con _____ _______________ yo puedo ________________. 3) _________________________________________________. Day 4: Make mochilas 1. 2. 3. 4. Have some students share their 3 sentences as review. Color, cut out and construct mochilas and contents. Assemble mochilas and complete WS: Las cosas en mi mochila. No HW if done. Day 4: Make mochilas Day 4: Make mochilas HW En mi mochila ____________, yo tengo: una hoja ________________________________. un lapiz _________________________________. una goma _______________________________. un bolígrafo _____________________________. unos crayones ___________________________. una regla ________________________________. unas tijeras ______________________________. un pegamento ___________________________. un cuaderno _____________________________. unos libros ______________________________. Day 5: Presentation work day 1. 2. Review presentation requirements from the Guia de presentación (day 3). Go over rubric (Time Management, Mochila, Presentation, Script, Comprehensible Input) 3. 4. and assign partners. Partners select 2 more items and write 3 sentences for each item on script. (Script has total of 4 items.) I check their work. No HW if script done. May start practice. Day 6: Presentation work day 1. 2. 3. 4. 5. Review using props to create comprehensible input during presentations. Show a video example of presentation. Students craft and rehearse their presentations. I check scripts and give suggestions. One or two volunteer groups may present at end of class, if ready. Day 7: Presentations 1. 2. 3. Review rubric. Give 5 minutes for final prep. Groups present while I record videos of each presentation for grading and feedback. Day 8: Feedback 1. 2. 3. Pass back graded rubrics. Show and discuss videos. Celebrate. No HW. Student example Make your own video 1. 2. 3. 4. Make a PowerPoint (PPT) with lyrics and supporting images. Enter the PPT images into Movie Maker. Add a music sound file. Adjust timings and save your movie. Additional Resources 1. 2. 3. 4. Presentation Zen, by Garr Reynolds. My YouTube videos and my website: www.liturgicalguitarist.com/links.html Songs for Teaching www.songsforteaching.com for a wide variety of topical songs for teaching second language. George Washington University TRED 251 assignment for thematic unit. ¿Preguntas?