Task 4: Group Peer Review/Edit
Post:
We have many talented and gifted members of our learning community. Please use each other to view/review your edTPA lesson plans and receive feedback before turning your unit in next week. I invite you to submit the Academic Language Demands section (including Language Demands Objectives) that you have written for ONE of your lessons (Though you could use this space to take up any work on the edTPA. Please post the following:
· Central Focus of the Learning Segment,
· Content Learning Objectives,
· Language Demand Objectives;
· Prior Academic Language Development;
· Language Function;
· Content Specific Vocabulary;
· Syntax;
· Discourse; and
· Language Supports.
Response to Post:
Please conduct a peer review on each members work. Think about all that we have talked about and give a helping hand to the members of your group. For each member of your group:
· Identify the parts that are the most effective and why.
· Identify any parts that may need improvement and why.
Hello, all.
ReplyDeleteThese are the things I had written for the first day of a lesson plan that I wrote during my field study. It was for a unit on in ESL Class on sequencing (telling a story in order). Thanks for looking!
CONTENT FOCUS
• Central Focus of the Learning Segment • This lesson will continue ongoing instruction for the students on developing a personal narrative. In this lesson, students will consider the personal narrative they have been working on, and evaluate it from several perspectives: Do I like this idea? Do I remember main details about this idea? Do I want to share this personal narrative with others?
Content Standard(s) (MN, ELA) 3.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Content Learning Objective(s) • Students will be able to identify the topic of their personal narrative and its main idea; they will have an understanding of why they are interested in writing about it, and why they might want to share it with others.
Language Demand Objective(s) Students will use writing to complete a graphic organizer featuring an ideas evaluation chart.
ACADEMIC LANGUAGE DEMANDS
Prior Academic Language Development • Students will have already been working on developing their personal narrative, and should be familiar with the concepts of personal narrative, main idea, and sequencing.
Language Function • Students will be writing in a graphic organizer to express their understanding of this concept.
Content Specific Vocab. personal narrative, main idea, opening, conclusion
Syntax or Discourse • Syntax – students will be presented with a graphic organizer and shown what one personal narrative (mine) will look like in the format.
• Discourse – not a primary focus; will be referred to in the sense of its application in the final product.
Language Supports • Frequent use of the phrases in content specific vocabulary; in-class review with students, and review of students’ completed graphic organizers.
Mike, so sorry to not comment on your information before the unit was due :( hopefully my comments will be helpful for future edTPA assessments.
DeleteYour learning objectives are closely related to your standards and it's very clear. Well done. I appreciate how concise your points are for each of the demands. Everything is easy to follow, and I like that you're using a graphic organizer as syntax for language development. Your demands match your objectives very closely, and it's great that you're offering your own narrative as a modeling device. I sincerely do not know what I can offer for change or development! The only advice I have to offer is to look closely at the rubrics in your edTPA when you're creating your objectives and demands for your assignment. I personally felt like I needed to do more to explicitly connect my lesson to those objectives, even after I revised. But fabulous lesson!
Mike, always nice to read another ESL TPA! Nice to compare and contrast the differences and wording used. Great work, it is all very clear and easy to understand/read. I know that sometimes (especially with our younger ESL students) the TPA can look very simple and clear because of the ease that needs to go into the lesson for low ability levels. I like in the central focus section when you focused on looking at it from different perspectives and giving those questions asked!
DeleteHey friends, I know this is a bit late since we already turned in our thematic units, but here are my objectives, demands, supports, etc. for the first lesson in my unit.
ReplyDeleteI created a unit in OP Art based on a unit my cooperating teacher uses in her classroom. The “op” in Op art is short for optical, and the style of art focuses on creating illusion and movement using the elements and principles of art.
Lesson #1 | Introduction to Optical Illusion Art (Op-Art): Background and aesthetics
Central Focus of the Learning Segment – To introduce students to the essential components of Op-Art.
Content Learning Objectives – Students will develop a basic understanding of the key components of OP Art.
Students will demonstrate a basic understanding of OP Art through group discussion.
Students will utilize the key components of OP Art to create an example of an optical illusion.
Students will demonstrate a basic understanding of the key components of OP Art by writing a simple definition of OP Art.
Language Demand Objectives – Students will orally describe works of Op-Art using key vocabulary words from the elements and principles of art like line, repetition, rhythm, shape, and form.
Students will discuss examples of Op-Art with their teacher and peers using vocabulary words from the elements and principles of art like line, repetition, rhythm, shape, and form.
Prior Academic Language Development | 5th grade students in the Bloomington Public School system have had exposure to the elements and principles of art. In previous grades, students have discussed and used related vocabulary to analyze, describe, and create images and other artworks. Students are familiar with the basics of the elements and principles of art and language that indicates orientation (i.e. horizontal, vertical, diagonal, landscape and portrait), but they are still developing a deeper understanding.
Throughout the unit, I will be sure to interject clarifying statements and scaffolding questions (referencing prior knowledge) in order to continuously review key terms and concepts (i.e. the elements and principles, creating a composition, creating an image using good craftsmanship, etc.)
Language Function – The students and I will use written and oral language to analyze and describe images of Op Art.
Continued...
DeleteContent Specific Vocabulary | analyze, Bridget Riley, color, composition, contrasting, complimentary, craftsmanship, critique, deconstruct, elements of art, evaluation, final draft, form, grid, horizontal, landscape orientation, line, medium, manipulate, OP Art, optical illusion, orientation, outline, partial, pattern, principles of art, portrait orientation, self-assessment, shape, sketch, repetition, rhythm, vertical
Definitions for each of these words can be found in the OP Art Glossary located in the materials appendix.
Syntax – I will use syntax throughout the lesson by showing students images of Op Art during the PowerPoint presentation. I will also use syntax to support discourse by providing written direction and visual diagrams (i.e. step-by-step photographs of each Op Art composition method).
The students will use syntax when they’re writing definitions of Op Art during both the pre and post assessments. Since student levels understanding and language vary, some students may use visual images to communicate their ideas, rather than written words. Students who struggle with writing utensils/mechanics have the option to perform this option orally.
Students will also use syntax during the two modeling/drawing activities. Students will create diagrams and drawings by following a set of verbal and written cues provided by me. Students will read written language when they are following along during the PowerPoint presentation.
Discourse – I will engage in discourse during the Power Point presentation, during large group discussion, and during the modeling/drawing activity. I will provide verbal prompts for student discussion and modeling. Example prompts include: “How does this artist use the elements of art to create an optical illusion?” to prompt discussion, and “Draw a rectangle in the center of your paper,” to aid in modeling.
Students will engage in discourse during large group discussion. Students will identify and describe elements and principles of Op Art, and use oral language skills to analyze the key components of Op Art with their classmates and me.
Language Supports – I will read certain examples of text out loud for students to encourage comprehension. Students may silently follow along with the reading as it will be displayed on the board during the PowerPoint presentation (Slide #2).
I will be conscious of using the words “illusion” and “movement” as these words tend to be more complex for 5th grade art student. I will find multiple, and alternative ways to describe these concepts (alternative forms can be found in the “Learning Task Implementation” portion of this TPA.
In my art room, there are several places that ALL the elements and principles are posted on the wall. There are pictures, examples, and large versions of each of these vocabulary terms that students may refer to at any time during their discussions or activities.
Wow, great work! I enjoy looking at the parts of your TPA from a whole different perspective. I feel like I'm often glued to the phrasing and vocabulary in the ESL world, so looking at your examples were very refreshing. I think you did an excellent job in providing detail and depth in your lesson, clearly laying out each objective and demand. Your TPA components help me reflect upon my own. knowing parts that I need to improve upon. There is so much content specific vocabulary, do you expect the students to know some of it before hand and slowly introduce new concepts? I'm always thinking about my ESL kids and getting lost in content classes because of all the rich academic and content specific vocabulary!
DeleteSo obviously this is late, but with the Thematic Unit and everything else due in the past week I am finally getting to the posts now. Here is information from a lesson plan that I wrote for my Thematic Unit on learning nonfiction text features:
ReplyDeleteCentral Focus: Students will focus on introductory learning of how to use information presented in nonfiction texts that are encountered on a daily basis. This includes material such as newspapers, brochures, magazines, instruction manuals, recipes and maps.
Content Learning Objectives: Students will be able to identify features of nonfiction text by labeling the features.
Prior Academic Language Development: Students are already familiar with the basic features of nonfiction text such as: title, photograph, map, illustration, heading, caption, diagram and label.
Language Function: Students are demonstrating the knowledge of nonfiction text features. Students will be able to identify what each feature is called and where it belongs on the text.
Content Specific Vocabulary: Brochure, title, photograph, map, illustration, heading, caption, diagram, label
Syntax: Words are arranged in specific ways according to their feature. Title words are arranged at the top of the page, while a caption is arranged under a picture. Words are arranged in sentences to tell the information.
Discourse: The content will be communicated both by reading the information and physically through creating a booklet.
Language Supports: I will make sure to use consistent phrasing of the nonfiction features and to also use words that they understand to explain the activity. Students will also be able to ask questions and for help when necessary.