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,
ReplyDeleteThe central focus of the lesson is understanding how to model ratios of data and use them to set up proportions and solve the proportions.
• Content Learning Objectives,
• The students will know…
• What a ratio is
• What a proportion is
The students will be able to…
• Represent data as a ratio
• Represent two ratios as a proportion
• Solve for the unknown value
• Read a real world example and find the information that is needed to solve what is asked of them
• Language Demand Objectives;
The students will be able to explain to the class how to represent information as a ratio. Use this sentence pattern: The ratio of _(subject 1)_ to _(subject 2)____ is _(subject 1)__ divided by _(subject 2)__. Students will explain why two ratios form a proportion. Use this sentence pattern: The ratios form a proportion because the cross product of _____= the cross product of ______. The students will explain how they solved the problem and justify their steps orally and written.
• Prior Academic Language Development;
Steps for solving equations: 1. Simplify each side of the equation 2. Undo addition and subtraction 3. Undo multiplication and division. Division, product
• Language Function;
Steps for solving equations: 1. Simplify each side of the equation 2. Undo addition and subtraction 3. Undo multiplication and division. Division, product
• Content Specific Vocabulary;
Ratios, proportions, multiplication, division, addition, subtraction, variable term
• Syntax;
Understand what I am saying and be able to speak that way. Short simple sentences.
• Discourse; a
A series of complex language that builds upon each other. I am asking questions and they answer them.
• Language Supports.
Students will have the definitions of the mathematical terms in their notes on their ipad. The steps for solving equations will be written on the board.
Sara,
DeleteI really enjoyed the fact that you broke down your instruction into steps. This gives students a way to break this large end goal into small, hopefully easier steps that they can accomplish. I think you did a great job of extending what we discussed in class last week onto this TPA lesson plan.
Sara,
DeleteYou’re off to a great start! Here are a few suggestions for additions to what you have so far:
Content Learning Objectives:
1. What is a ratio? What is a proportion? What exactly is it that you want students to know about each of these things?
2. Can you be more specific about the ‘data’ you want students to represent?
3. Solve for which unknown value? Can you describe how to do this?
Language Demand Objectives:
1. Great work! Do you have any specific criteria for how you would like them to structure their justifications?
Prior Academic Language Development:
1.How, specifically. do students simply each side of the equation?
2. What does “Division, product” mean?
Language Function:
see above. These two categories should differ.
Content Specific Vocabulary:
A question I have is, do you need to provide the definitions here as well? We should ask this in class tonight.
Syntax:
What else will students need to “read” [interpret]? (Graphs, Fractions, Symbols, Written instructions, Calculator buttons, etc.)
Discourse:
I don’t think you need the first sentence here. How else will you ‘talk’ with students during the class? Will you visit them individually during group work? Will you lead group discussions?
Langauge Supports:
How else will you help them? Will you model and explain certain things for them?
Good luck as you progress through the edTPA, Sara. I hope you find these comments helpful.
Academic Language Demands:
ReplyDeletePrior Academic Language Development: Students have already been introduced to the following question words: who, what, where, when, why, how. These were the words that were provided on the board to prompt our whole-group brainstorming session about components that make up a mystery. They were presented in a bubble chart form; each question word was in its own “bubble” and were all connected to the central “bubble” that read “mysteries.”
Language Function: Students will use language structure (context clues) to figure out the meaning of new vocabulary words and present their findings to the class as a brief oral presentation. They will also articulate elements of a mystery (that will include setting, plot, investigator, etc.) and apply/find these elements in an article.
Content Specific Vocab.: Reading strategies vocab: language structure, investigator, setting, clues; content vocab: legendary, enormous, swirled, reappeared, remote, retreated, swarmed
Syntax or Discourse: Discourse: In our model story in which we identify components of a mystery, students will see key words that are bolded. I will point out to them that bolded words in text often mean they are important words that are central to understand the meaning of the story. By understanding how text is laid out, students will be able to identify these elements of a mystery more easily.
Syntax: I will show students how the words that surround the bolded (usually key vocabulary, mentioned above in discourse) word help us to guess/figure out the meaning of the word without looking it up in a dictionary. These words are usually adjective (describing) words, verbs that go along with the vocab word, etc.
Language Supports: I will model utilizing the bolded language (above) when talking about reading strategies, plan a partner activity to solidify students’ understanding of prior knowledge and background, combine the language structure strategy with the vocabulary hands-on activity, and ask students to write their own informational text.
Rachael,
DeleteI like how you divided the vocab up into reading strategies vocab and content vocab. Your Discourse and Syntax are very detailed! I think everything looks good and detailed!
Rachael,
DeleteI like your use of a bubble chart. This pictorial representation can be an extra helpful guide for many students. I remember how helpful it was to actually see on paper what it was we were supposed to be doing. I also enjoyed how descriptive and detailed you were throughout.
Rachael,
DeleteYou’re off to a great start! Here are a few suggestions for additions to what you have so far:
Prior Academic Language Development:
This section is very well developed! I wonder if you need to include more of a broad description of students’ language abilities as well.
Language Function:
Can you explain how students are supposed to apply/find these elements in an article? What are some examples of language structure/context clues that you would like students to use/understand? Can you describe what you want students to know or do with them?
Content Specific Vocabulary:
A question I have is, do you need to provide the definitions here as well? We should ask this in class tonight.
Syntax:
What else will students need to “read” [interpret] during the class? You may consider transferring your current description here to the discourse or language supports section. (We can ask for clarification in class.)
Discourse:
Great start! How will you ‘point [this] out’ to them?
Langauge Supports:
You’ve clearly put a lot of thought into this. Great work! We may want to check tonight to see if the last 3 components of this section are worded as edTPA evaluators would want them to be.
Good luck as you progress through the edTPA! I hope you find these comments helpful.
I. Central Focus of the Learning Segment:
ReplyDeleteLearners will be able to identify and communicate about basic parts of the body, bodily pains and movements.
II. Content Learning Objectives:
A. Learners will be able to identify and communicate about basic parts of the body.
B. Learners will be able to ask others and talk about bodily pains.
C. Learners will be able to draw different monsters based on auditory descriptions they hear.
D. Learners will be able to analyze and compare different drawings they see using the appropriate body-part vocabulary.
III. Language Demand Objectives:
Students will learn how to communicate in oral and written language about basic parts of the body and characteristics of body parts.
IV. Prior Academic Language Development:
Learners already know numbers and dates in Spanish. They know how to form basic, simple sentences. Their language abilities in Spanish are minimal. They are able to comprehend basic instructions such as “take out the homework” and “talk with your friends about ________”
V. Language Function:
Students will understand and produce language related to body parts and their respective pains and actions in Spanish.
VI. Content-specific Vocabulary:
Nouns: el brazo, el cuello, la cabeza, las piernas, los ojos, los dedos, los pies, el estómago, la boca, la nariz, los hombros, el tobillo, la rodilla, el codo, las manos, el monstruo
Verbs: mover, tocar, doler, dibujar, decir
VII. Syntax:
Students will be given vocabulary lists containing the words above in Spanish and English. They will also have a section of their textbook to reference that focuses on body parts. Lastly, students will be asked to comprehend oral input from the teacher combining the new nouns and verbs in focus.
VIII. Discourse:
Students will be asked to converse about body parts that different monsters have and present monsters they have created to their classmates using the appropriate vocabulary in Spanish.
IX. Language Supports:
A. The teacher will present instructions orally and model the Simon Dice and Monster-Drawing activities in class. The teacher will also answer any questions the students may have in Spanish and provide any needed guidance on the homework activities.
B. Students and instructors will draw, sing, and conduct interviews using the target language.
David,
DeleteThis sounds exciting! Everything looks good and detailed. The other question I would have is, would you need to put the English word next to the Spanish word in the vocabulary? Otherwise looks good!
I have the same question Sara had about Spanish to English translations. I can see what difficulty you might have in writing a TPA for a second language class.
DeleteI enjoyed how detailed you were throughout this TPA. I thought you did a great job in regards to listing your content objectives. I understood what your plans were for this lesson.
I can't believe I did this again, but my post for this page didn't get submitted when I completed it a couple days ago. Anyways, sorry for this semi-late response!
ReplyDeleteCentral Focus of the Learning Segment: The central focus of this lesson/laboratory is to get students familiar with trends in the periodic table, especially in regards to reactivity. Students will do numerous mini experiments in order to create an understanding of overall trends.
Content Learning Objectives: • The students will know …
-Trends in metal reactivity within the periodic table: period trends and group trends.
-How to write out a chemical equation for each given reaction.
• The students will be able to…
-Use observations from laboratory to come to conclusions about elements within the periodic table.
-Use their observations and connections to the periodic table to make predictions about future chemical reactions.
-Write out complete chemical equations for each reaction given during this laboratory activity.
-Discuss metal reactivity trends for any given element on the periodic table.
Language Demand Objectives: Students will be able to compare and contrast the different reaction outcomes in lab, using academic vocabulary and precise adjectives, in order to compile metal reactivity trends for the periodic table: period trends and group trends.
Prior Academic Language Development: • Throughout the semester this class has had lots of practice with the names of elements and chemical compounds. Students should be fairly familiar with naming the components within each of the chemical reactions, as well as writing out each given chemical reaction using elemental symbols. Students are also familiar with balancing each of these chemical equations, using coefficients, etc. within the chemical equation. Although students are familiar with laboratory techniques, I will use this lesson to further students’ academic vocabulary in regards to metal reactivity and clearly stating their observations for each reaction.
Language Function: Students will be able to describe the reactivity of each of the reactions and make comparisons throughout in order to make conclusions about periodic and group trends within the periodic table.
Content Specific Vocabulary: Periodic table: group (top to bottom), period (left to right), Reactivity, Alkali metals, Laboratory observations, Hazardous nature, Chemical reaction, Chemical equation, Trends of reactivity
Syntax: Students will use linking strategies within sentences in order to compare and contrast the different reactions. These links made throughout class will help students make connections to create a periodic table reactivity trends. Students will have to voice their observations from lab using descriptive, precise academic language.
Discourse: Students will be asked to connect their observational evidence to the periodic table in order to create a reactivity trend in regards to periods and groups. These connections are used in science to make logical, yet unproven thoughts and ideas. Students will use words such as “if…then” and “if…would” in order to voice their ideas about reactivity trends.
Language Supports: Students will be given a reaction grid in order to document their observations during laboratory. This grid will also be helpful in formulating a periodic table reactivity trend.
Thanks for your help!
Dani