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.
• Central Focus of the Learning Segment • Students will be able to clap and sing rhythmic sequences using a combination of “ti” and “ta”.•
ReplyDeleteContent Standard(s) • STRAND I: ARTISTIC FOUNDATIONS Standard 1: Demonstrate knowledge of the foundations of the arts area • 0.1.1.3.1 - Identify the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concepts. Standard 2: Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable • 0.1.2.3.1 - Read and notate music using a system of notation such as solfege, numbers or symbols. • 0.1.2.3.2 - Sing and play with accurate pitch, rhythm and expressive intent.
• STRAND II: ARTISTIC PROCESS: CREATE OR MAKE Standard 1: Create or Make in a variety of contexts in the arts area using the artistic foundations • 0.2.1.3.1 - Improvise or compose to express musical ideas using the voice or an instrument.
• STRAND III: ARTISTIC PROCESS: PERFORM OR PRESENT Standard 1: Perform or Present in a variety of contexts in the arts area using the artistic foundations • 0.3.1.3.1 - Sing and play a varied repertoire that includes simple rhythms and melodies. • 0.3.1.3.2 - Reflect on a performance based on the feedback of others.
Content Learning Objective(s) • Students will learn to tap, clap, and sing various rhythmic patterns using eighth and quarter notes.
Students will identify the visual difference between the rhythm symbols.
Language Demand Objective(s) Students will learn and will build their knowledge of rhythm and dynamics (forte and piano).
Prior Academic Language Development • Students had the prior knowledge of the terms: rhythm, dynamics, forte, and piano.
Language Function • Students will increase their knowledge and skill base and broaden their concepts on existing knowledge as far as language is concerned by using the terminology (dynamics, forte, piano, and rhythm), and by spelling the word rhythm.
• Students will see and say the word ‘Thanksgiving’ and be able to transfer their academic language into musical language using ‘ti’ and ‘ta’.
Content Specific Vocab. Rhythm, dynamics, articulation
Syntax or Discourse • Students will view and overhead projection of a rhythm pattern and will echo the teacher by playing their rhythm sticks. •
Language Supports • Students will have visuals of academic language terms on the walls and white board. Students will be using this language on a daily basis by repeating phrases, words, and recalling information learned.
This is for kindergarten and first grade music students so I feel like it's so very basic. Is it too basic? Do I need more detail??
ReplyDeleteI think this sounds really good. I don't think it is too basic - you are dealing with 5-7 year olds. I can't think of anything I would change. It seems straight forward. It would be fun to sit in on your lesson. Teaching rhythm to kids is fun!
DeleteWhile looking at your standards I think it is interesting to see how different they all are based on our contents. My standards seem so simple while yours have so many parts to them!
Name Jonathan Reeves Grade level(s) 6th-8th
ReplyDeleteDate(s) taught November, 18th 2013 Course/Subject English as a Second Language
Lesson Title Theory, Law and Hypothesis: The Language of Science Observed Lesson, by Dr. Carrie Chapman
CONTENT FOCUS
• Central Focus of the Learning Segment • The central focus of the lesson is to address scientific language and the basic principles behind scientific method.
Content Standard(s) • WIDA Standard 4-Language of Science
Content Learning Objective(s) Students will be able to create a hypothesis and define what makes it testable and why it needs to be testable (e.g. without being testable we cannot prove that something is a fact).
•
Language Demand Objective(s) The language demands are extremely strong in this lesson and due to the technical and highly complex characteristics of the content vocabulary words that are used, students will need a strong background knowledge and understanding of the vocabulary definitions. The content language will be addressed through a lecture and a classroom discussion, which will then segway into a question and answer session.
MONITORING STUDENT LEARNING
DeleteType of Assessment
(Informal or Formal) Description of Assessment Modifications Evaluation Criteria
Informal Informal assessment of student hypothesis examples given (written). Students who need extra explanations will receive them in class. Written hypothesis worksheets will be evaluated to determine students’ level of knowledge of the content thus far.
Informal Informal assessment during hypothesis, theory and law discussion. Students can work in pairs or will be given a free pass to not speak up in class (if needed). Students will be informally assessed on their understanding and contributions in class.
Formal Completed oral/written quiz One-to-one testing sessions (if needed) Correct answers on the quiz
Formal Final essays that are to be completed at the end of the unit. Adaptations for students who can write in English or who have disabilities that make writing too challenging, will be given other arrangements (using speak to text software or other voice command writing tools). Students will be assessed on their grammar, knowledge of the content and how well they met the expectations of the unit goals and expectations.
Fast Set Purpose This will quickly follow the introduction and opening pre-assessments None
ReplyDeleteINSTRUCTION/APPLICATION - procedures to acquire new knowledge and/or skills and apply or use them in a meaningful way, instructional strategies, assessment, active engagement, practice, feedback, differentiation, etc.
Pacing Lesson Segments Instructional Strategies and Learning Tasks Notes
Slow Lecture Explain the concepts in greater detail and clear up any misinformation. None
Medium Discussion/Pairs Students create and share their hypothesizes and they explain why they fit the criteria. None
CLOSURE - student reflection on learning, assessment, etc.
Pacing Lesson Segments Instructional Strategies and Learning Tasks Notes
Fast End the discussion Explain what will be addressed in the final lesson None
Medium Allow for final Q/A This will be for additional questions and homework checks. None
I have posted some parts of my lesson plan with the intent of sharing some of my experiences and feedback I've received from Dr. Chapman. Overall, my feedback was good, but she said that I should spend more time on instructional, speed and general lesson organization in the final parts of the template. I thought these were small parts of the lesson, but she said these need to be much longer and detailed, so I would highly recommend that you look over these before turning in your final projects.
ReplyDeleteYour science lesson sounds complicated. I am assuming you are working with at least junior high if not high school aged kids? The detail is important for you in science as there are so many components to your lesson. Did Dr. Chapman feel the speed of your lesson was too fast ? Your assessment strategies seem to fit in with what you are trying to accomplish and it looks like you are able to modify for the ELL students as well.
DeleteThe first few sections of your lesson plan are great. You did a great job with the academic language and explaining your assessment. The detail here was good.
DeleteKnowing how my observations have gone, I guess I can see maybe where your lesson plan itself is not as detailed. I probably overdo my lesson plan section, but I try to make it detailed enough that another teacher could pick up what I am trying to do and come in to teach my lesson.
Central Focus:
ReplyDeleteSewing a project involves proper planning by having the appropriate sized pieces to put together.
Content Learning Objectives:
•The learner will be exposed to various symbols that can be found on sewing patterns.
•The learner will correctly pin and cut out fabric pieces.
•The learner will interpret symbols necessary for sewing a pattern.
Language Demand Objectives:
The student will be able to determine how to fold their fabric and layout pattern pieces to obtain the pieces needed for their sewing project.
Prior Academic Language Development:
•Students have learned how to layout pattern pieces correctly using symbols found on the pattern pieces.
Language Function:
The students will demonstrate that they understand how pattern pieces should be laid out on the fabric using the pattern they chose for the project.
Content Specific Vocabulary:
Interfacing, Shears, and some of the terms from Pattern Layout – Day 1 lesson may be used.
Discourse:
The students will learn what different pattern symbols mean in order to correctly place the pattern pieces on the fabric.
Syntax:
The students will demonstrate that they understand the pattern symbols by laying out their pattern pieces correctly on the fabric and then cut out the pieces needed based on the pattern they chose for their project.
Language Supports:
The students will follow the directions in the pattern to layout and cut the pieces for their project.
This looks pretty clear cut for students. I would assume from the prior knowledge indication that this isn't the first pattern they are putting together. I know from experience that doing this is not as easy as it sounds! When I was a freshman, we made clothing to eventually be modeled at a fashion show. Laying out the pattern using the correct grain of the material, making sure things weren't backwards, using the correct side of the material... yikes... My teacher certainly had her work cut out for her when dealing with me. I can see teaching literacy in your field involves reading, hands on, and visuals like any other content area. You will cross over to the math content especially! Your lesson looks very direct and well laid out. I'm not sure how much more detailed you could get as I mentioned first, it's pretty straight forward. (By the way, the dress I made had a sleeve sewn on backward and my teacher didn't comment on it, but my mother made me re-sew it!)
ReplyDeleteIt will be interesting to see how many students in the class have sewing experience. My first thought was how easy of a lesson this would be to teach and now as I've put it all together I have realized just how much more complicated it really is, especially since everyone will be at different levels of experience. Thanks for the comments!
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