Tableau - Human Slideshow
This method of incorporating drama in the classroom was one I had never tried before, but became one that I found to be the most useful for a range of students. When I first read of it, I thought it seemed kind of hokey, but I'm so glad I tried it. In creating a human slide show, the most pivotal events must be recognized, understood, enacted and sequenced. Students at all levels of language proficiency can participate because they are enacting a snapshot of an event rather than a dialogue. However, there is much language involved in the related activities and, because the language is supported by context, and repetition, it provides a supportive environment for language learning. Students need to comprehend the story in order to depict the appropriate expressions. This activity not only assesses comprehension, it supports it.
The main character in our slideshow, Rosa Parks, was unable to read the original book herself, but because we "did" the story multiple times and talked our way through it, she was able to act it out and write about it. (More on that later). There was a surprising, positive outcome for another student who has great difficulty reading and writing though he speaks and understands with ease. He is one of our best actors! Notice the bus driver's expressions. This seemed natural for him and he was able to be a role-model for others. He also excelled in character interviewing when we had "The Question Show" where various characters from this same event were interviewed. (See the handout section for help in formulating good questions). He was also able to confidently and fluently read the book our class wrote. He read it to other staff members and proudly says that he reads it to his sister at night when she is scared.
From this I have learned that, with support, students can move far beyond what they are able to do alone. This support includes the repetition of highly contextualized language in concert with visuals and movement.The following slideshow is a reenactment of Rosa Park's arrest and the resulting bus boycott. We used these slides as illustrations for our book.
The main character in our slideshow, Rosa Parks, was unable to read the original book herself, but because we "did" the story multiple times and talked our way through it, she was able to act it out and write about it. (More on that later). There was a surprising, positive outcome for another student who has great difficulty reading and writing though he speaks and understands with ease. He is one of our best actors! Notice the bus driver's expressions. This seemed natural for him and he was able to be a role-model for others. He also excelled in character interviewing when we had "The Question Show" where various characters from this same event were interviewed. (See the handout section for help in formulating good questions). He was also able to confidently and fluently read the book our class wrote. He read it to other staff members and proudly says that he reads it to his sister at night when she is scared.
From this I have learned that, with support, students can move far beyond what they are able to do alone. This support includes the repetition of highly contextualized language in concert with visuals and movement.The following slideshow is a reenactment of Rosa Park's arrest and the resulting bus boycott. We used these slides as illustrations for our book.
Writing Connections - students write a book where they are the characters.
So, now the students are characters in their own book. Our main character, Rosa Parks, was actually standing in for someone else who was absent. Initially, I wasn't considering her for the part because she just came to the country a couple of months ago with virtually no English. However, since the activity did not require her to speak, she was able to do just fine. This brought home to me the efficacy of this approach with a broad range of learners. I was amazed when I saw the captions she wrote for her own book! Using inventive spelling, she wrote something that made sense for each scene! I could understand it! Now here's where I think I goofed up. As I was reading her Post-it-Note captions I wrote the words "correctly" on the note. When I went to collect her notes as data, she had thrown them in the trash - apparently she took my editing as a sign that she did not do well. Lesson learned. I was just trying to help. I dug the ripped up Post-it-Notes out of the trash and tried to reconfigure them. She saw this and kindly rewrote them for me.
These new English learners were able to incorporate and understand content-specific vocabulary into their books (see below) - words such as boycott, equality, rights and prosperity. In the slides below you can see them taking the pictures and organizing them in sequence. This activity required them to understand the story and how the events were connected. After they sequenced the pictures they wrote captions on Post-it-Notes. Then, we shared and put together a class version that included a collaboration of all students. I added a quote by Rosa Parks and we discussed its meaning.
I was very excited by the enthusiasm the students brought to this work. As you can see from the photos below, they are focused and productive. They supported each other by asking for help with words. When I see this kind of engagement, I want to remember what led to it so I can replicate the learning environment. I had the chance to stand back and observe while they happily worked. This is teacher/student dreamland. We all wanted to do something like this again. When we finished, their first question was, "Can we write another book?" See a copy of the book at the bottom of this page.
These new English learners were able to incorporate and understand content-specific vocabulary into their books (see below) - words such as boycott, equality, rights and prosperity. In the slides below you can see them taking the pictures and organizing them in sequence. This activity required them to understand the story and how the events were connected. After they sequenced the pictures they wrote captions on Post-it-Notes. Then, we shared and put together a class version that included a collaboration of all students. I added a quote by Rosa Parks and we discussed its meaning.
I was very excited by the enthusiasm the students brought to this work. As you can see from the photos below, they are focused and productive. They supported each other by asking for help with words. When I see this kind of engagement, I want to remember what led to it so I can replicate the learning environment. I had the chance to stand back and observe while they happily worked. This is teacher/student dreamland. We all wanted to do something like this again. When we finished, their first question was, "Can we write another book?" See a copy of the book at the bottom of this page.
Related Writing Samples - the rest of the story.
In addition to writing a book, students had other writing assignments that related to the same story. Below is a sequel told by the policeman who arrested Rosa Parks. I have never seen this student write so much. He just came to this country last year with very limited English. As a formative assessment, I can see that he is in the process of gaining control of irregular verbs, he is able to tell a story in sequence, and from another's perspective. This work happened incidentally as he was required to submit a writing piece for his district portfolio. Because he was so familiar with this story, I told him to write a sequel. This would have been a good activity for all the students - note to self.
Letter written in character - from another's perspective.
Below, this same student (as the police officer) wrote a letter to Rosa Parks. This is something that students are often asked to do on the state tests but it is often difficult for them. I think having practiced and acted the part helped him to understand and accomplish the task. Other students did this as well from their character's vantage point.
Below - another letter written from a fellow passenger's perspective.
I was pleased to see how Krisha maintained her character's voice. This shows that she understood the story and was able to express an opinion about it. Now, when she is asked to write from another's perspective, perhaps she will understand the task.
Four different points of view.
Below, students record the different perspectives of four individuals involved in the event. This is not something they would be able to do, had we just read the story without animating it. I think these activities are also getting them in the habit of considering other's perspectives. I will need to investigate further to see if this is true.
Below is a copy of the book the students made.
This human slide show was turned into a book. I added pictures of the actual historical events they were depicting.