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.
Hey guys,
ReplyDeleteI don't know how to post my lesson plan in here in the TPA format, so I'm just going to try and configure it so it's at least readable...
Name: Sara Stein (with Mark Robinson)
Grade level(s): 9th
Date(s) taught: 10/28/2013
Course/Subject: Honors English
Lesson Title: The Odyssey, Book XVI
Observed Lesson, b: Mr. Robinson
CONTENT FOCUS
*Central Focus of the Learning Segment: Students should comprehend what happened in the plot and to the characters in Book XVI. Students should be able to identify the challenges Telemachus is facing, and analyze the issues and themes of trust and deception in The Odyssey – especially in terms of Odysseus, Telemachus and Penelope.
*Content Standard(s):
*9.4.9.9, Analyze how an author draws on and transforms source material in a specific work
*9.4.10.10, By the end of grade 9, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
*9.4.1.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
* 9.9.1.1, Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
*Content Learning Objective(s):
*Students will be able to comprehend plot in The Odyssey.
*Students will be able to think beyond plot to analyze themes and ideas not explicit in the text.
*Students will be able to discuss their findings coherently with the class, each other, and the teacher.
*Language Demand Objective(s): The students will need to be proficient in comprehending the language in this difficult text, including specific vocabulary (as set out by the teacher), as well as being able to eloquently express themselves to their peers and teacher – this can be done in their own vernacular, but should be easily understood by all.
ACADEMIC LANGUAGE DEMANDS
*Prior Academic Language Development: Students have been working on specific vocabulary throughout The Odyssey to aid with their comprehension, including an introductory piece on Greek names. Furthermore, brief discussions are engaged in most class periods, giving students ample time to listen and learn from their peers while considering how they want to formulate their own discussion questions/responses.
*Language Function: Comprehension, identification, analysis, discussion
Content Specific Vocab. Vocabulary words for book XVI: cove, sty, dam (animal), shades (supernatural), heifer, pyre, ewe, prow, cubit, hecatombs, crag, helmsman, augur (person) – at this point students should also be familiar with all vocab words from previous readings, as well as knowing the Greek names to the extent that they are clear on which character/place they are talking about
*Syntax or Discourse: Students should be well versed in teacher-led literature discussions and exploration by this point
*Language Supports: There is a vocabulary sheet for students to fill in while they read with spaces for definitions (as needed), and check marks for whether or not they already know the words or have never heard them before. Further, the teacher often writes student comments in discussion up on white board so whole class can keep track of and follow the language/ideas being shared. Teacher will also pose leading questions if analysis/identification/comprehension is lacking.
Sara, This sounds like a fun unit to be a part of. I would like to make a few suggestions to help you and your group with completing the academic language section.
DeleteFirst, I would like to point out a good thing you did in the "language Demand Objective(s). It is a good idea, like you have done above, to think of this section as a language objective (forget the "demand" if it helps). Therefore, you would start it with . .. "The student will be able to . . . " Make sure in your demand section that you are stating exactly what aspect of language the students will be taking up. For example, reading, writing, speaking, listening. So I might take the great start that Sara has provided us with and writing the following to start it off: Students will be able to apply reading strategies to comprehend . . . .
Prior Academic Language Development: If you are struggling a bit with what to include I recommend looking to Sara's to help you out.
Language Function: Sara has listed two important language functions you can take up: identification and analysis. If you are struggling with what you can put here let me remind you that in your edTPA handbook on page 12 you can find some examples that are good for your content area.
But you only need to take up one and I would state it in a sentence. For example,
Students will analyze themes and ideas not explicit in the text. They will do this by identifying relationships and patterns in the text.
Content Specific Vocab: Perfect!! This is the one section that can be a list of words. Remember it doesn't need to be just content specific vocab.
Discourse/Syntax section: In this section the reader is looking to see if you understand the academic language demands your students encounter. Thus, this section is the section where you are putting on your academic voice to share what exactly this is. For example:
Discourse: In the example that Sara has provided above it appears that the real discourse issue that will cause students problems is the text itself. Remember discourse can refer to oral and written language. So when I look at the content objectives and the language objectives it appears that the discourse that should be the text. What are the text features of this text? It has been some time since I have read this text, but from my memory it has a lot of hidden meanings in text that is almost a foreign language to students today, So . . I might write in this section
Discourse:
The Odyssey is a lengthy poem of enormous scope describing the wondrous adventures of its hero (Odysseus) and is composed in an elevated style of language (think simile on steroids). In addition, many students try to read the Odyssey as a narrative, but it does not follow the linear framework that many narratives follow. Thus, students will need to separate whole into parts to identify relationships and patterns to analyze main ideas and information.
Syntax: The Odyssey follows the grammatical chiastic structure. This structure is used to emphasize parallel or contrast concepts or ideas. An example of a chiastic structure is an ABC. . . CBA pattern. It is a structure used to emphasize the innermost concept. For example C, the concept that appears either twice in succession or only once, showing that the other ideas all lead up to the middle idea or concept.
Do you see how in the Syntax/Discourse section I have revealed something unique about the discourse that students will need to understand to successfully meet Sara's objectives.
Sara, Thanks for posting such a great example. It was a great foundation to which to build understanding.
Not sure how this is going to look, but here is a section from my TPA to review the academic language component. Thanks!
ReplyDelete• Central Focus of the Learning Segment The importance of nutrition.
What influences our nutritional decisions?
Content Standard(s)
1.12.1 Predict how healthy behaviors can affect health status.
2.12.1 Analyze how the family influences the health of individuals.
2.12.3 Analyze how peers influence healthy and unhealthy behaviors.
Content Learning Objective(s)
• Students will be able to explain why it is important to have good nutrition.
• Students will be able to describe one effect of poor nutrition.
• Students will be able to predict positive and negative influences on eating behavior.
Language Demand Objective(s) Student will be able to describe nutrition.
Students will be able to analyze influences on eating behavior and list them in written form.
ACADEMIC LANGUAGE DEMANDS
Prior Academic Language Development • Analyze
• Influence
• Psychological
Language Function
Describe Nutrition
Analyze influences
Content Specific Vocab.
Nutrition
Hunger
Appetite
Syntax or Discourse
• Discourse – Students read an article as a class out loud.
• Syntax – Students will respond to questions about the article in written format.
Language Supports
Power point presentation will be used to follow the vocabulary and see the content information visually.
Text books will be used for support informal assessments in the classroom.
A verbal description will be given to students to identify vocabulary words by the bold words, followed by definition in italics.
Hey everyone! My lesson is about teaching winter clothes while focusing on the sound pronunciation and letter recognition.
ReplyDeleteAGE - Kindergarten ELL students in Shakopee, MN
Central Focus of the Language segment:
• In this introductory lesson to winter clothes, students will focus on learning about different types of winter clothing. They will also focus on the sounds of the first letter of some of the words. WIDA English Language Development Standard 1
Content Learning Objectives:
• Students will be able to identify items of winter clothing by recognizing picture of them. Students will be able to understand some of the letter sounds used in the names of the clothes.
Language Demand Objectives:
Students will be able to produce the names of the clothing and be able to understand some of the letter sounds within each word.
Prior Academic Language Development
• Students already know basic parts of the human body such as: arms, legs, head, hands, feet, fingers, and toes. They also know basic academic language phrases for instruction such as: “point to, look at, find the, what letter makes the _ sound”
Language Function:
• Students are demonstrating the knowledge of letter sounds in parts of the words. Students will be able to identify the item of clothing and the letter that it starts with.
Content Specific Vocabulary:
Hat, mittens, jacket, socks, long underwear, boots, jeans, sweater, zipper, snow (students may already know some of these terms)
Syntax:
Words are arranged in sentences in the book, along with pictures taking the place of some words once they have been used.
Discourse:
The content will be communicated both by the story being read out-loud, and the book will be visible to the students.
Language Supports:
• I will make sure to use consistent phrasing of instructions and to also use words that they understand to explain the activity. Students will also be able to view the Letter Chart and use the Pointer to assist with letter recognition.