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: Create a compositional phrase using the B.A.S.T.E. dance elements with a focus on forward, backward, and sideway directional changes.
ReplyDeleteContent Learning Objectives: 1. The student will be able to demonstrate improvised movement to manipulate forward, backward, and sideway directional changes.
2. The student will be able to collaborate with a group of students to create a dance phrase using Body, Action, Space, Time and Energy (B.A.S.T.E.) dance elements.
Language Demand Objective(s): The students will use the B.A.S.T.E dance elements focusing on Space to create a phrase and incorporate compositional structures (e.g. sequencing, revering canon, manipulation of a phrase).
Prior Academic Language Development: The students have a variety of backgrounds in knowing dance literacy. They all know what the B.A.S.T.E. dance elements are but have not applied or defined them specifically in their vocabulary.
Language Function: Students will create a dance phrase.
Content Specific Vocab: Locomotor movements, sequencing, manipulating phrase, directions (forward, backward, sideways), reverting canon, tempo, group relationships
Syntax: Asking students to link physical movements with dance vocabulary; prompts will assist students in linking the abstract verbalization and physical movement.
Discourse: Students will be asked to support dance concepts and vocabulary made with evidence through movement, writing, and verbalizing knowledge in response to teacher prompts.
Language Supports: The students will experience the vocabulary movement words in a variety of contexts including written and verbal and movement modeling.
Kaitlin- your Content Learning Objectives clearly reflect your Central Focus so that's great. Your language supports sentence makes complete sense; and is a part I have been struggling with wording on mine so thanks for the example!
DeleteKaitlin,
DeleteI think you have done a good job here. Your objectives and all of the other pieces all seem to line up with your central focus. One thing I am unsure of, so don't take this as saying it is wrong, is with your syntax, saying that "prompts will assist students in linking....." A part of me wants to suggest that as being part of the language supports since that is something that is going to help the students understand? Maybe something to ask in class or others can offer up suggestions. Syntax/discourse is still a little fuzzy with me!
As a sub with no experience in dance, I would feel comfortable addressing the language demands of this lesson. It is sharp and easy to understand. Also, it was really helpful discussing the syntax section of this in class, I think you nailed it.
DeleteCONTENT FOCUS
ReplyDeleteCentral Focus of the Learning Segment - Students will apply both domestic and international perspectives to analyzing the aftermath of World War I. The learning segment will provide students with closure about the previous unit about World War I and extends thinking about the consequences of the war to later events.
Content Standard(s) - 9.4.4.20.9 – Describe the implications of United States involvement in World War I on domestic and foreign policy.
Content Learning Objective(s) - Students will know:
- The Treaty of Versailles was not ratified by the United States
- The League of Nations was a tool to enable peace in the face of competing national interests
- The post war problems of individual European Countries
Students will be able to:
- Identify the reasons why the treaty was not ratified by the United States
- Describe how the United States’ failure to ratify the Treaty of Versailles possibly lead to the rise of national conflict in Europe during the interwar period
Language Demand Objective(s) - Students will understand the meanings of the League of Nations, reparations, irreconcilables, and reservationists in the context of the interwar period. Students will demonstrate their understanding by writing a letter to President Wilson describing the consequences of not ratifying the Treaty of Versailles.
ACADEMIC LANGUAGE DEMANDS
Prior Academic Language Development - Students will build meaning for the League of Nations using the idea of self-determination, which was developed yesterday. Students are familiar with the Fourteen Points and the Treaty of Versailles.
Language Function - Students will describe the importance of the League of Nations to global stability.
Content Specific Vocab. - League of Nations, interwar period, irreconcilables, Reservationists, reparations
Syntax or Discourse -
Syntax – Ideas must be connected and support one another to fully describe how the failure to ratify the treaty has ramifications outside of the United States. This requires the student to be able to understand and compose complex sentence structures that refer to antecedent subjects that may vary in chronological and/or physical space.
Discourse – Students will be asked to persuade President Wilson to adjust his approach to treaty ratification in the form of a letter. In order to do this, students will describe the ways in which the treaty met resistance in America and how these obstacles could be overcome. Students will add imperative to the discourse by providing examples of how the League of Nations could have prevented certain conflicts from occurring.
Language Supports - Explicit vocabulary will be presented visually while it is being discussed in class. Students are also required to complete a study guide linking ideas to the vocabulary, thus providing context for the words.
Joey,
DeleteThis looks great! You have a lot of content here... did you teach this during student teaching and get through the whole lesson?
I'm still struggling with syntax and discourse (as you know), but your example makes sense! Great job!
Joey,
DeleteI think everything is very well done. Like Kaitlin, syntax and discourse is still a little fuzzy but I think your syntax is perfect. Saying how ideas must be connected to support one another to describe their thoughts is exactly what they are looking for I believe.
Central Focus of the Learning Segment: The central focus of the lesson is displaying positive attributes of a successful team and team member while working together to accomplish different challenges.
ReplyDeleteContent Learning Objectives: The students will demonstrate good teamwork with their group to complete challenges.
Language Demand Objective(s):
1. The students will explain what teamwork is and how to be a good team member.
2. The students will describe what their group did and didn’t do well while working on challenges.
Prior Academic Language Development: Students have discussed the characteristics that make up a good team. The students have also written down the keys to their group succeeding and what some potential problems can be such as not listening, being bossy, and other negative behaviors. The group always carries a clipboard around during class with these sheets on them so we can always refer to what they wrote down about being a good team member if things get out of control for them.
Language Function: Students will discuss what went well and what didn’t go well with their groups in this lesson and solutions for next time that they or other groups can try.
Content Specific Vocab: Teamwork. Cooperation. Leadership. Communication. Encouragement. Patience. Open Mindedness.
Syntax: Having students compare and contrast what a positive group behavior was with what a negative group behavior was will result in the students using different strategies within their sentences. Some will string many ideas together in their explanation while others may only give one or two words in which I will have to ask them to elaborate.
Discourse: Students will talk about their groups’ struggles and successes while giving a list of examples and how that affected their groups progress on a challenge, whether positively or negatively, with solutions when applicable.
Language Supports: I will review what a successful group looks like and does at the beginning of each class and at the end to reflect on how the day went. I will also use the language with the groups during the challenges if they are demonstrating very negative behaviors within the group and not accomplishing anything.
Chris,
DeleteYour central focus, content and language objectives all match up! This is very clear! Great job!
I think this lesson plan makes a great case for making phy ed a critical part of any school. You focus on interpersonal literacy and how reflection can lead to better outcomes, very useful to any student. I think you should have another look at your syntax section. Focus on problems that may occur, comparing and contrasting is a useful technique for overcoming the problems. Be more explicit as to the problem itself.
DeleteBlog is finally working for me. Below is the same thing I sent you via email....
ReplyDeleteCentral Focus of the Learning Segment: Focus on description in writing throughout the revision stage of the writing process.
Work on choosing stronger adjectives and verbs within student's personal narratives to improve writing.
Content Learning Objectives: Essential Question: How does description fit into the "Three D's" of writing and in what ways can we use it to strengthen our writing? (Dialogue, Description, and Drama)
Language Demand Objective(s):The student will be able to accurately explain how we use description to strengthen our writing and identify and showing v. telling sentence. Students will be able to edit their own writing pieces by adding greater description through stronger adjective and verb choices.
Prior Academic Language Development:Students will have already began their writing unit. The Three D's of writing will have already been introduced, and students will come to class with a rough draft of their personal narrative piece.
Language Function: Students will use the revising portion of the writing process to add stronger description to their writing.
Content Specific Vocab: Adjective, Verb, Writing Process, Revising, Description
Syntax: Asking students to create stronger describing sentences requires an understanding of verbs and adjectives. Most students will be adding more detail to simple sentence structure.
Discourse: Students will be asked to improve description in sentences written on the Smartboard. Students will change "telling" sentences into "showing" sentences in multiple examples.
Language Supports: All content specific vocabulary will be reviewed before students are asked to do any work on their own. These words will be written on the board for future reference. The difference between showing and telling sentences will be discussed in detail, with many examples given.
Keenie,
DeleteDo you feel this is right up your alley when filling out all the language function? I feel your central focus matches with your content objectives!You might want to add a 1. and a 2. to your language demand objectives it seems that you have two objectives in that section. Great Job!
Keenie,
DeleteI think you did a great job with this. I also think that the syntax is probably especially easy for you to understand, at least for this lesson, since your lesson focuses on making sentences better and the verbs and adjectives that go into them falls into the syntax. Would you agree that it was simple filling out?
What grade level is this for? I see the scaffolding you use to build descriptive writing. You assume students will tell and they will be pushed to think about how they can show. The academic language section builds on itself nicely. Also, your specificity is appreciated.
Delete