Movie Script: Supporting English-Language Learners and Struggling Readers Characters in order of Appearance: Director .Mitzi Porter Director.

Amanda Porter. Cast: Chestatee High School ESOL students Movie Produced By: Mitzi Porter and Amanda Porter

Scene 1: Supporting English-Language Learners and Struggling Readers Scene 2: Introduction Mitzi Porter Reading in the 21st century demands that all students develop high levels of literacy. English language learners are defined as students who speak a language other than English as their first language and who are in the process of acquiring English as a second or additional language. As teachers, we often ask our students to provide either an oral or written response, because those are the response modes that teachers asked us to use. Oral and written responses are good choices, but we also need to offer students alternative modes of responseincluding sketching, dramatizing, and singing. In addition, we need to ensure that we integrate approaches such as project-based learning in our teaching. Offering alternative modes of response accommodates students strength modes of expression. Although offering multiple modes of response is motivational for all students, it is particularly beneficial for more global learners, who are often struggling readers. Scene 3: Transition slide of The Kite Runner. Scene 4: Eric: Hey guys, today we are going to talk about The Kite Runner by the author Khaled Hosseini, its a non-fiction book based on true events. Michael: We did a photo story on Afghanistan so we could learn more about Afghanistans background. Autoro: The main characters are Baba, Amir, Hassan, and Ali. Hassan and Ali are best friends: Lizbeth: What are your feelings towards the book? Eric: My feelings towards the book were very emotional, excitement and also sadness. Michael: What is the message of the book? Autoro: It is always to be honest and dont keep your secrets to yourself as long as youre going to hurt someone.

Eric: (Looking at Lizbeth) What did you learn about this book? Lizbeth: Loyalty is like a crystal heart. If you dare hurt it, its easy to break. I recommend this book. Scene 5: This is a side angle view of students working on their photo stories using laptop computers in the classroom.

Scene 6: Students are reading along with an audio of The Kite Runner. Scene 7: Still shot of The House on Mango Street. Scene 8: Lizbeth: Hi guys, I found this book, The House on Mango Street, and I would love to read it again. This book is about a little Latino girl named Esperanza and she basically writes about her childhood and what happens throughout her life and her family on Mango Street. The setting is in Chicago, Illinois on Mango Street. She really what to find a house well a home that feels like home. I recommend this book, youll love it. Scene 9: Video of story quilts hanging on the classroom wall. Scene 10: Amanda Porter When we know our students level of readiness and we are aware of their interests and specific learning styles, we can select varied sources, use different processes, and provide a choice of products to match. When you hear people talk about differentiating instruction, you may hear them talk about differentiating content. We prefer to think about differentiating the sources used to teach/learn the content. Our standards remain the same for all our students, regardless of readiness or language proficiency level. So, in order to help all our students reach the standards, the differentiation lies in making the same content more accessible through a variety of resources and scaffolds. Knowing your students proficiency levels in English, background knowledge related to the lesson, and reading levels (in other words, their readiness), as well as their interests and learning styles, helps you determine appropriate grouping configurations. And, of course, the ongoing assessment is what provides this information for planning and helps you know how to adjust your lessons accordingly. Scene 11: Still shot of Zlatas Diary by Zlata Filipovic. Scene 12: Jasmin: This is Zlatas Diary written by Zlata Filipovic. Sammy: The diary was written over a two year period during the Bosnian War. Her diary contained real facts and her real experiences of war.

Jerry: We created a Facebook page on Zlata. By creating a Facebook page, I was able to get an insight into Zlatas character. On a scale of 1 to 10, we give it a 10. Scene 13: Still shot of a Facebook page created by a student. Scene 14: Four students: We high recommend this book. Scene 15: Still shot of the play, Novio Boy by Gary Soto. Scene 16: Jose: Good afternoon, this is the book, Novio Boy by Gary Soto. Its a play. Sarai: We enjoyed reading this book because it was fun and interesting. Maribel: It brought two groups together. Maria: It used Spanish. Maribel: A funny part was when Tio Juan sing the song, Tortillas and Frijoles. Sarai: And when Mama Rosa went to the radio station and talked about love with el gato. Jose: We liked creating a photo story because it made the story more specific and interesting. Maria: And, it was expressive for us to put our point of view. Jose: Thank you. Scene 17: A pan view of students working in small groups on the laptops. They are creating photo stories for Novio Boy.

Scene 18: Carolina: We do a photo story on Novio Boy and that was fun because we put pictures and music and some things about Novio Boy. Maria: Making a photo story was fun because we made it our own. Scene 19: Still shot of the play, Nerd Landia by Gary Soto.

Scene 20: Students performing the play. Flora: Girl, whats wrong with you? I mean, he wears a calculator on his belt! Maria: And his pantalones are all the way up to his throat. Like theyre choking him on something. Maribel: And did you hear what he wants to start? A club for people into ant farms. Scene 21: Sarai: Okay, this is a story about three girls who were cholas. Suzanna, Lupe, and Ceci, about three boys. Carolina: It was a story about Martin who falls in love with Ceci. He (Martin) changed from a nerd to a cholo. His name is Martin and he is in love with Ceci and Ceci changes to a chola. Scene 22: Maria: The book is Nerd Landia. Heidi: These are some words they used in the book: mocoso, carnal, que onda, vatos que pedo, chale, orale, cochino, que transa, chucos, nel, hijole, jeta, and puro pedo. ____________________________________________________________________________ Scene 23: Jose: This is Lupe and Ceci. And, this is the nerd. This is Tito and this is Martin, the nerd. These are the tattoos that they wore when they were cholos. This is Freddy.This is something Martin used when he was a cholo.

and

locos,

Scene24: Closing Mitzi Porter Students learn best when lessons reflect real-world situations. Research has indicated that there is increased student motivation and interest when computers are integrated into lessons. Video storytelling allows students to be creative while developing their writing, visual, literacy, and video production skills. The goal is to teach student to express idea through stories. In the process, students can both teach and learn from each other. Dramatization is also an excellent venue to build positive student character and attitudes in such areas as multiculturalism, disabilities, self-esteem, and working cooperatively. There are multiple benefits for integrating student production of video into instruction. Understandably, increased student engagement and motivation are at the top of the list because it is fun to create videos. Scene 25: Produced by: Amanda Porter and Mitzi Porter

Scene 26: Directed by: Amanda Porter and Mitzi Porter Scene 27: Starring: ESOL students from Chestatee High School Scene 28: Instrumental Music: Maroon 5 Moves Like Jagger Katy Perry- Last Friday Night and Teenage Dream Scene 29: Novels: The Kite Runner by Khaled Hosseini Zlatas Diary by Zlata Filipovic Novio Boy by Gary Soto Nerd Landia by Gary Soto The House on Mango Street by Sandra Cisneros