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.
Academic Language Demands: GAUDETTE
ReplyDeleteCentral Focus of the Learning Segment
The central focus of the Note Tree will be for students to verbally identify notes and note values in the Note Tree.
Content Learning Objective(s)
Students will know:
How to visually identify a whole, half, quarter, eighth and sixteenth note
Students will be able:
Correctly notate a whole, half, quarter, eighth and sixteenth note
Language Demand Objective(s)
Students will visually identify the notes as well as verbally explain the rhythmic value of the notes provided.
Prior Academic Language Development
Students will recall the values of each individual note by verbally demonstrating how many counts are in each beat. A digram of each notes will be drawn on the side of the teacher white board.
Language Function
Students will identify the note values using a series of other notes on the note tree
Content Specific Vocab.
Whole Note, Half Note, Quarter Note, Eighth Note, Sixteenth Note, Note Value
Syntax or Discourse
SYNTAX- Students will be asked to say “out-loud” how many “counts” are in each beat.
Example: “A whole note has 4 beats. Let’s count the notes together: Count 1-2-3-4”
DISCOURSE- Students will be asked to explain the note values using a combination of other notes.
EXAMPLE: “There are two quarter notes in one half note.”
Language Supports
I will provide a diagram of the note tree as a visual aid for the students. I will also continue the use the vocabulary words consistently through the lesson to ensure that the students understand how to properly say and identify each note.
Central Focus of the Learning Segment: Defining and learning about space as it is part of the 5 elements of dance and in relation to pathways and levels, high, medium, low.
ReplyDeleteContent Learning Objectives: Students can identify the five elements of dance including space.
Language Demand Objectives: Students can identify and explain how they are using space in levels and pathways. Students can explain the differences between isolation and full body movement.
Prior Academic Language Development: Body, Action, Energy (BA and E of BASTE), isolation
Language Function: Students will be able to explain how they use Space in relation to pathways and levels in improvisation and choreography.
Content Specific Vocabulary Space, low space, high space, medium space, pathway, level, warm-up isolation and full body, axial, loco-motor
Syntax bubble map of space: pathway and levels (zig zag, curve, straight and high, medium, low) on white board
Discourse: Discourse - students will have an oral formative assessment on space at the end of class.
Language Supports Review prior vocabulary, give student opportunity to show knowledge, new vocabulary on whiteboard, posters of vocabulary up on the wall.
Central Focus of the Learning Segment
ReplyDeleteThe central focus of this lesson is for students to learn about the 7 functions of marketing.
Content Learning Objective(s)
Students will be able to identify each of the 7 functions of marketing by creating a visual aid.
Language Demand Objective(s)
Students will explain each of the 7 functions of marketing.
Prior Academic Language Development
Students have been asked to explain content specific vocabulary words in previous courses. They have used visual aids in the past such as the one for this lesson where they will list each of the functions, provide a picture, and write an explanation. This will help them develop a greater understanding of the content-specific academic language used in this lesson.
Language Function
Students will summarize each of the 7 functions of marketing by choosing an image to represent each function and writing a corresponding definition in their own words.
Content Specific Vocab.
Distribution, financing, marketing information management, pricing, product/service management, promotions, selling
Syntax or Discourse
Syntax: Students will write basic sentences to explain each of the functions.
Discourse: Students will support their explanation by including a picture that ties each of the functions to something in their own life. They will draw a circle with 7 sections and write one function in each section.
Language Supports
I will provide a PowerPoint presentation to go over the definitions and examples of each of the 7 functions of marketing. I will also give the students a piece of paper with an empty circle for them to complete their visual aid.
Did anyone else have trouble identifying the difference between language demand objective(s) and language functions?
ReplyDeleteCentral Focus of the Learning Segment:
ReplyDeleteUsing knowledge from previous lessons in this unit of study, students will create an artist statement and partake in a group critique of each other’s work
Content Learning Objective(s):
Students will write an artist statement that describes the meaning behind their artwork.
Students will write an artist statement that describes the design (elements and principles) behind their artwork.
Students will write an artist statement that describes the learning (artistic process) of materials and techniques used to create their art.
Students will partake in a peer critique of artwork that covers describing, analyzing, interpreting, and judging.
Language Demand Objective(s):
Students will write an artist statement and partake in a peer critique referring to elements, principles, materials, and techniques.
Prior Academic Language Development:
Elements of Art – line, shape/form, color, value, perspective, texture
Principles of Art – pattern, movement, proportion, balance, unity, emphasis
Graffiti - writing or drawings scribbled, scratched, or sprayed on a wall or other surface usually in a public place.
Language Function:
Students will write an artist statement and will partake in a peer critique.
Content Specific Vocab:
describe/description/descriptive - using words and sentences to explain something.
creation -your artwork
connection - relates to yourself
detailed -listing specific examples
process -a series of actions leading to the artwork
technique -the skills used to create a desired look
meaning - purpose/reason/idea behind something
design – elements and principles used in a piece of art
process – steps taken to create artwork. Includes the materials used and how they were used.
Syntax or Discourse:
With teacher lead instruction, the entire class will go over the Artist Statement Introduction sheet. Student will then answer questions on the Artist Statement Guide sheet and using their answers as reference they will create artist statements. Students will also partake in a peer critique where they will speak to each others’ work using academic language to explain their judgment.
Language Supports:
Each student will receive an Artist statement worksheet that will read to them during class and discussed. The will also answer questions on the Artist Statement Guide sheet to help them develop their artist statements.