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.
Here is my post for peer review:
ReplyDeleteCONTENT FOCUS
Central Focus of the Learning Segment
•The central focus of the lesson is vocabulary development for the holiday Thanksgiving and Social Studies concept of settling of the New World.
Content Standard(s)
• WIDA ESL Standards – Goal 1 –
* ELD Standard 2 – English language learners communication information, ideas and concepts necessary for academic success in the content area of
Language Arts.
• ELD Standard 5 – English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
Content Learning Objective(s)
*Students will be able to complete mini-book cloze activity by identifying, speaking and writing correct English vocabulary words.
*Students will be able to discuss their Thanksgiving food likes or dislikes
Language Demand Objective(s)
*Students will be able to use English vocabulary terminology to communication information, ideas and concepts about Thanksgiving
ACADEMIC LANGUAGE DEMANDS
Prior Academic Language Development
• Students have identified English words they know about Thanksgiving.
Language Function
• Students will listen to the vocabulary words as I introduce them and speak them back to me as we review them.
Content Specific Vocab.- Pilgrim, Mayflower, cornucopia, corn, squash, straw, pumpkin, harvest, Indian, turkey
Syntax or Discourse
• Syntax – Students will express English words and phrases arranged in sentences and graphs.
• Discourse – Students will be able to express topic content in English oral and written communication.
Language Supports
• I will provide flash cards with the vocabulary words on them as a visual tool. I will continue to use the language frame to support academic discourse and syntax.
Thanks!
Audrey
This is my second lesson in the unit.
ReplyDeleteCentral focus:
The central focus of this unit is to improve student’s overall English abilities through analyzing and evaluating two living status of wild animals, how people are affecting wild animals and what we can do to protect those animals.
Content learning objectives:
The students will be able to…
• compare and contrast pets and wild animals
• state the importance of ivory tusks for an elephant
• distinguish extinct and endangered animals
• analyze how human beings can affect elephant’s and/or wild animal’s lives
Language demand objectives:
• Students will describe the meanings of words and phrases including wild, exotic, allow, ban, law, pet, protect, ivory tusks, roam, illegal, and park rangers.
• Students will compare and contrast pets and wild animals, as well as distinguish extinct and endangered animals
• Students will demonstrate how people are affecting African elephants’ and/or wild animal’s in oral and written English language
Prior Academic Language Development:
The students have compared and contrasted different opinions on owning exotic pets, pointed out diverse law requirements regarding exotic pets across states, and demonstrated key vocabulary/phrases knowledge. The language frames used can be found in Glossary under Lesson 1.
These language frames provide input of various Standard English sentence structures. In this lesson I will continue to help them practice on simple and compound sentences when expressing their opinions. Also, there have been some communication strategies occurring in their natural utterances in and out the class. I will encourage them to keep trying those effective strategies when noticing a good demonstration.
Language Function:
Students use language to analyze how people can affect African elephants’ and wild animal’s lives.
Content Specific Vocabulary:
Wild, extinct, endangered, smuggle, protect, illegal, poacher, ivory tusks, park rangers
Syntax:
Asking students to express their thoughts of how people are affecting African elephant’s and/or wild animal’s lives requires a compound sentence and a complex sentence. This structure allows them to identify a fact along with their supportive reasons.
Some people keep wild animals as exotic pets, so they can ________.
Some people are called poachers who are ¬___¬¬____.
Smugglers are the people who ¬_____.
Some people are ¬_protecting/helping/…_ wild animals like African elephants, so the elephants ___.
Discourse:
When listing the reasons, students need sequential expressions such as first, second, next, then to maintain cohesive organization.
In pair/group discussions, they will utilize communication strategies such as word avoidance or paraphrasing to continue conversations.
Language Supports:
• Show where and how to look up an unfamiliar word;
• Narrate the original nonfiction text as a fiction story with cartoon pictures
• Model the language frames to provide them more input of grammatical English structures;
• Use simple and clear instructional language
• Circulate and provide verbal feedback during their pair discussion
Thanks!
Yimu
Yimu,
DeleteVery well done. You have shown good usage of discourse and language supports.
Audrey
Earth’s Interior
ReplyDeleteCentral Focus of the Learning Segment
For the students to understand how many layers the Earth’s Interior has, what they are composed of, what their temperature is, and the depth in kilometers.
Content Learning Objectives
• - The student will be able to rank the layers of the Earth’s interior.
*(Unit Exam Q1)
• - The student will be able to describe each layer of the Earth through what phase of matter (solid, liquid, viscous, rigid)
*(Unit Exam Q2)
• - The student will be able to match the layer of the Earth to the temperature (cooler, heated) and composition (metal, rock) of that layer
*(Unit Exam Q2)
• - The student will be able to match the given depth in kilometers to it’s respective layer of the Earth’s interior
*(Unit Exam Q3)
Language Demand Objectives
The students will know the vocabulary associated with the layers of the Earth’s interior.
Prior Academic Language Development
The student will know the definition of a sphere, layers, solid, liquid, temperature, kilometer, and distance.
Language Function
The students will be able to describe the layers of the Earth from exterior to interior.
Content Specific Vocabulary
Crust, Mantle, Outer Core, Inner Core, and plasticity.
Syntax
The sentence structure needed to describe the Earth’s interior is structured and orderly
Discourse
The students will rank in sequential order the layers of the earth from the exterior to the interior
The students will have small group discussions, pair’s discussions, and individual or group 3-D model building of the Earth’s interior.
Language Supports
I will provide the students with structured notes.
In the future I will include a Vocabulary page in their science notebook.
Kathleen,
DeleteIt seems that you have each learning objective tested, am I right? I like this. I've been having a hard time create effective assessment for my ESL students as I deem that language ability is not easy to assessed. You just give me an idea that maybe I can make my learning objectives more concrete and specific with different language skills that I want to address on.
Thanks,
Yimu
I agree very well done and you've thought out things to do in the future.
DeleteAudrey
Art - 3rd graders - Background, middle ground and foreground
ReplyDeleteCentral Focus -
The big idea is students will start to understand what objects are in the background, middle ground and foreground of a landscape. Students will start to work on their own foregrounds and start to put together their 3D landscapes.
Content Learning Objectives -
The students will know….
The students will know what objects go in the background, middle ground and foreground. They will know who Grant Wood is and his artwork American gothic.
The students will be able to….
They will create landscapes using oil pastels.
Language Demands -
Students will be able to know and articulate the difference between background, middle ground and foreground using academic vocabulary.
Prior Academic Language Development -
Students will articulate the differences and similarities between the different layers in their artwork. They will understand that objects get smaller the farther they are away from because of a previous lesson on perspective.
-By using words like first, next, now we will, students can fallow all of my steps to my lesson.
Language Function -
Students will describe the relationship between background, middle ground and foreground while using perspective.
Content Specific Vocab -
Background, middle ground, foreground, perspective, line, shape, color, space, value, vertical, horizontal, American Gothic, Grant Wood.
Syntax -
Asking students to compare and contrast about the different layers in a landscape requires a knowledge of background, middle ground and foreground. Each lesson builds onto of one other to allow students to build up the layers of a landscape.
Discourse -
Students will be asked to point out the different objects in backgrounds, middle grounds and foregrounds. With evidence of why the objects belong there.
Language Supports -
I will provide a visual list to help with directions and I will continue to use the language frame to support academic discourse and syntax.
Megan,
DeleteI think you address the syntax and discourse of art language very well! It seems that you are building up student's knowledge step by step and then have them to establish an overall concept about what they've learned. Integrating language frames into art maybe hard, but according to your plan, I can see it's happening. Thanks for sharing!
Yimu
Yimu said it well and I would enjoy being a part of the lesson.
DeleteAudrey