Telling Telling LoveLove Stories Stories

Learning EnglishLearning English

throughthrough

Kate Liu, August/2003

Based on a lesson plan made by

英四乙 Jill Kao 高延君 , Nico Chan 詹璧瑩 , Janet Chiueh 闕傑瑩 , Michelle Chang 張連芬

in English Teaching Methodology

Spring, 2003, SOCE, Fu Jen;

Teacher Yu-chih Doris Shih

Outline

Target, Time and Purposes; Workstation Map Wk 1:

1-1. Animation Re-Telling (50 mins) 1-2. Myth Revision Discussion (50 mins)

Wk 2: 2-1 Film Clips: Reading & Role Play

(100 mins)

Wk 3 3-1. Song: Listening & Drawing (50 mins) 3-2 Final Discussion (50 mins)

Wks 1-2-3: Collective Writing

(outside classroom)

Target Students, Time & Purposes

High School and College Students Time: a mini unit of 6 class periods (50

mins x 6) Purposes: 1. Uses and combines different multimedia materials to train

students’ four English skills; 2. Uses a topic of common interest—love– to inspire students

to talk and write in English.3. Stimulates students to think critically about different kinds

of love and relationships. * The texts in this lesson plan are arranged in such a way that

the students get exposed to a variety of English on different levels. Thematically, these texts can all serve as a contrast to each other.

Workstation Map

1-1. Animation

Re-Telling (50 mins)

1-1. Animation

Re-Telling (50 mins)

1-2. Myth Revision Discussion (50 mins)

1-2. Myth Revision Discussion (50 mins)

2. Film Clips: Reading & Role

Play (100 mins)

2. Film Clips: Reading & Role

Play (100 mins)

3-1. Song: Listening & Drawing (50 mins)

3-1. Song: Listening & Drawing (50 mins)

3-2. Final Discussion

(50 mins)

3-2. Final Discussion

(50 mins)

Wk 1

Wk 2

Wk 3

1-2-3. Collective Writing (mostly outside classroom)

1-2-3. Collective Writing (mostly outside classroom)

Wk 1: Work Station Design

If equipments allow it (e.g. two screening rooms), the texts in wk 1 can form two mini-stations for students to watch in groups, with the third mini-station for students to work on their own stories. The groups then get back to the whole class for general discussion.

1-1. Re-Telling Work Station

Text: George and Rosemary

1-1. Re-Telling Work Station

Purpose-- train students’ listening comprehension

and attentiveness to details; Text: George and Rosemary Time: 50 mins. Teacher: asks questions to get the

students to fill in details.

Re-Telling Station

Process 1. Introduces the animation; 2. Plays the video once; 3. Asks the students to summarize the story and

then flesh out the details together; 4. Plays the video again but turns off the sound

so that one or two students can narrate the story on the side.

5. (alternative) Asks them to write a dialogue for some moments of the story.

1-2. Myth RevisionDiscussion Work Station

Text: Atlanta

1-2. Myth RevisionDiscussion Work Station

Purpose-- trains students’ listening comprehension; -- starts students to think about different views

of love and marriage for people of different ages.

Text: Atlanta Time: 50 mins. Teacher: Tells the story of Atlanta in Greek

mythology first so that the students can discuss the major points of revision.

Atlanta in Greek mythology

Melanion then ran his race with Atlanta carrying the golden apples (given by Aphrodite) with him. When Atlanta caught up to him he tossed the first apple at her feet. The sight of the magic golden apple was irresistible to Atlanta. She stopped to pick it up, confident that she could make up the time. Soon enough she was once again passing Melanion. He threw the second apple, this time further to the side. Again, she lost time retrieving the apple. As she again caught up the finish line was near and chasing the third thrown apple cost her the race.

Melanion thus won Atlanta, but he forgot to sacrifice to Aphrodite as he promised. The latter, in anger, turned the two into lions, who, according to the Greeks then, only mated with leopards. Now show the modern version (in EngSite).

1-2. Myth RevisionDiscussion Questions

Process: After showing the animation, the students can break into smaller groups to discuss the following questions first and then get back to the larger class.

Questions: 1. How are the stories of “George and Rosemary” and

“Atlanta” (original and revised versions) different from one another?

2. What makes George and Rosemary interested in each other, but not Atlanta and Prince George? How about the Atlanta and Melanion in Greek mythology?

3. Revision: how does it deal with the figures of authorities and power in traditional myth?

4. Do you find marriage necessary, at your young age and when you are older? What would be your main reasons for loving a person and wanting to marry him/her?

1-2-3. Collective Writing: E-mail Station

Purposes While talking about several ‘love’

stories, students create their own in groups.

To work together, they not only exercise their imagination, but also practice their writing and communicative skills.

E-mail Station

Teacher Joins students’ first-round discussion and

give general feedback to their plotline—in class or via email.

Facilitator – reminds students what they need to accomplish each week and helps solve the problems in communication.

Wk 1 in class & before wk 2

1. plotline, divided into three parts2. central point.

Introd (setting & character description).

Wk 2 -3before wk 3

Part II.

Part III.

Add Dialogue &

Description

Smooth the whole

story

Assignments for Wk 2

1. Produce a general plotline and central point with a group;

2. Watch clips of Romeo & Juliet 1968 & 1996; Read the lyrics of “What is a Youth?”

3. Think of a ‘first encounter’ story to perform in class. (This can be part of the first story the group creates.)

2. Film Clips: Viewing, Reading & Role Play

Romeo & Juliet 1968 & 1996

2-1. Film Clips: Viewing, Reading & Role Play

Purpose: -- Uses the first encounter scene of two film versions of Romeo

and Julia for students to appreciate and compare both their English languages and performances.

-- inspires students to tell a story of first encounter in their own words, at the same time embodying their ideas through role play.

Text: two versions of Romeo and Juliet and the lyrics of the older version’s sound track

Time: 100 mins.

Teacher: Increases students’ understanding by explaining 1) the general plot of these films; 2) the contexts of the first encounter. (synopsis: http://www.bardweb.net/plays/15.html ); 3) the lyrics.

ROMEO AND JULIET References for Teachers

ROMEO AND JULIET NAVIGATOR (http://www.clicknotes.com/romeo/welcome.html )

Romeo and Juliet and Westside Story: Time Stands Still in Literature http://www.yale.edu/ynhti/curriculum/units/1986/1/86.01.06.x.html

Comparison of the two films: 1. http://www.geocities.com/Hollywood/9251/table.html ; 2. http://homepage.mac.com/jonathansick/school

/englishdocs/jsick-rjmovie.pdf

2. Film Clips: Viewing, Reading & Role Play (2)

Process: 1st hour: 1. The students watched the clips and read

the lyrics at home first. 2. Briefly introduces the two versions: Zeffirelli’s in

1968 and Luhrmann’s in 1996. (Ref.http://www.filmwritten.org/reviews/1996/romeojuliet3K.htm )

3. Plays the clips again and analyze their differences.

4. Analyses on the lyrics of “What is a Youth” 2nd hour: 5. Asks students to perform a short play of

‘love at first sight’ or ‘first encounter.’

Wk 2: Work Station Design

If equipments allow it (e.g. two screening rooms & one CD player), the two texts in wk 2 can form two mini-stations for students to watch in groups.

After about thirty mins’ group viewing/discussion time, the teacher then leads general discussion for about 10 mins.

Students then get back to their own group for role play practice, the ideas of which they should have thought about before class.

The last 30 mins—students’ performances.

"What is a Youth"

What is a youth? Impetuous fire. What is a maid? Ice and desire. The world wags on, a rose will bloom.... It then will fade: so does a youth, so does the fairest maid. Comes a time when one sweet smile has a season for a while.... Then love's in love with me.

(The underlined parts are about youthful passion. For the song and its annotation, please go to EngSite.)

"What is a Youth“ (2)

Some they think only to marry, others will tease and tarry. Mine is the very best parry. Cupid he rules us all. Caper the cape, but sing me the song, Death will come soon to hush us along. Sweeter than honey... and bitter as gall, Love is a task and it never will pall.

Assignments for Wk 3

1. Listen to “Two Beds and a Coffee Machine” by Savage Garden and “And So It

Goes” by Billy Joel, and read their lyrics. 2. Finalize the story written with a group; 3. Choose one moment or one emotion

from one of the above stories and try to draw a picture of it (or find a picture or an object to represent it).

3-1. Listening & Drawing Station

“Two Beds and a Coffee Machine” by Savage Garden;

“ And So It Goes” Billy Joel

3-1. Drawing Station

Purpose-- trains students’ listening

comprehension and understanding of English expressions;

-- activates students’ visual intelligence by asking them to visualize the stories or emotions in the songs.

Drawing Station

Text: “Two Beds and a Coffee Machine” by Savage Garden; “And So It Goes” by Billy Joel

Time: 50 min  Teacher: moderator (compared with

Romeo and Juliet, these two songs are easier, so the teacher can ask students to be totally in charge.)

Drawing Station Process Before this unit, students listen to of the songs and

read its lyrics at home. In class, students are the teachers to explain the

meanings of the songs, one group at a time. After they explain the general meanings, they pick up a

scene or an emotion from one of the songs, or from their own stories, and then draw it for the other groups.

The other groups, in turn, try to ‘say back’--describe what they see on the picture and what they feel about it.

“ Two Beds and a Coffee Machine” For the song and its annotation, please go to

EngSite

And she takes another step Slowly she opens the door Check that he is sleeping Pick up all the broken glass and furniture on the floor Been up half the night screaming now it’s time to get away Pack up the kids in the car

Another bruise to try and hide Another alibi to write Another ditch in the road You keep moving Another stop sign You keep moving on

(.)

“ Two Beds and a Coffee Machine” (2)

And the years go by so fast Wonder how I ever made it through And there are children to think of Baby’s asleep in the backseat Wonder how they’ll ever make it through this living nightmare

But the mind is an amazing thing Full of candy dreams and new toys and another cheap hotel

Two beds and a coffee machine But there are groceries to buy And she knows she’ll have to go home

“ Two Beds and a Coffee Machine” (3)

Another bruise to try and hide Another alibi to write Another lonely highway in the black of night But there’s hope in the darkness You know you’re going to make it Another ditch in the road Keep moving Another stop sign You keep moving on And the years go by so fast Silent fortress built to last Wonder how I ever made it

“ And So It Goes” (1) Billy Joel

In every heart there is a room A sanctuary safe and strong To heal the wounds from lovers past Until a new one comes along I spoke to you in cautious tones You answered me with no pretense And still I feel I said too much My silence is my self defense And every time I’ve held a rose It seems I only felt the thorns And so it goes, and so it goes And so will you soon I suppose

“ And So It Goes” (2)

But if my silence made you leave Then that would be my worst mistake So I will share this room with you And you can have this heart to break And this is why my eyes are closed It’s just as well for all I’ve seen And so it goes, and so it goes And you’re the only one who knowsSo I would choose to be with you That’s if the choice were mine to make But you can make decisions too And you can have this heart to break And so it goes, and so it goes And you’re the only one who knows

3-2. Final Discussion

Thematically, the texts cover: 1. Young and passionate love, and love

between the elderly; 2. Choice of one’s interest/ideal over

marriage, family violence and marital problems;

3. Stories the students write and/or revise. All of these stories, together with the stories

they write, can stimulate the students to talk more about their views of love and human relationship.