Dr. Lynn Corigliano
Parsippany High School
ESL Grades 9-12
 
 

Yearbook Project for ESL Students

Introduction:

The high school yearbook is a traditional American custom which is unfamiliar to
 students who emigrate from other countries and for whom English is their second
 language. In an effort to help acculturate these students and to familiarize them
 with the various aspects of the yearbook, we developed the following project.
 The project provided a unique forum to reinforce spoken and written English
 skills. It took approximately two weeks to prepare before putting it into Pagemaker
 for a camera ready copy. The yearbook was then bound and reproduced so each student
 would receive a copy. Students were graded according  to teacher-developed rubric
 and individual assessments.

Objectives:

• Students will be able to use English to communicate in social settings:
   Students will interact in, through and with spoken and written English
   for personal expression and enjoyment (TESOL Standards: Goal 1, Standard 2).

• Students will write in clear, concise organized language that varies in context
   and form for different audiences and purposes (LA. Core Curriculum Standard 3.3).

 
Procedure:

Students will be given copies of school yearbooks and asked to note various
features that were commonin all of them such as: class superlatives, captions,
class favorites, buddy pages etc. Explain unfamiliar vocabulary and develop a list
of features students would like to include in their yearbook.

Day 1: Captions

Each student will begin writing his/her yearbook caption outlining likes, memories
and ambitions.Previous yearbooks were used as models. Vocabulary and spelling was
aided by bilingual dictionaries and teacher conferencing.

Day 2: Favorite Expressions

Students will recall and list on a transparency some favorite expressions that
were frequently used in class. Captions will be revised and edited.

Day 3: Class favorites

Class discussion will center around things students really like in terms of food,
music, singers, famous people etc. Students will then be asked to illustrate or
choose pictures from magazines to portray such favorites. This activity may be
continued at home and brought in at a later date.

Day 4: Superlatives

Divide the class into two groups and have each group decide which categories
they would like to include such as: best personality, nicest smileetc. One student
from each group will report from their list and the class will agree on 12 categories.

Day 5: Special Features

Students will bring in a baby picture and a sample of currency used in their native
countries for inclusion in a page named Border Bucksand Can you Guess Who This Is?
Distribute finalized superlative list and ask each student to cast a vote for a
classmate in each category.

Day 6: Photographs

Initiate a class discussion to decide which faculty members should be included
in the Yearbook and which classroom activities should be highlighted. Assign various
students to take pictures of faculty, administration,  support staff and special
activities. Regular cameras were used and the pictures were scanned because digital
cameras were unavailable.

Day 7: Buddy Pages

Students will look through buddy pages from previous yearbooks and begin planning
what they might like to include. This assignment is to be finished at home and brought
in when completed.

Day 8: Boosters

Each student will write five brief messages for fellow students to be included
in the booster page. They will also be responsible for asking teachers for boosters.

Day 9: Yearbook Title

Brainstorm possible yearbook titles. List all possibilities on a transparency and
have students vote. Bonds Between Borders was chosen for this particular yearbook.
Ask students to design a cover for the book. The best one will be used.

Day 10: Signature and Staff Page

Explain the significance of autographs and have students sign their names
for the Signature Page. Revise and edit all copy. Design the staff page to include
students involved.