Class9 Lesson Planning

8/13/2019 Class9 Lesson Planning

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TSL 4320Class 9

AGENDA

AnnouncementsELI Exchange10/29+ HOTS Workshop+ Book Buddies+ Objectives-Content and Language+ Language Demands+ Lesson Analysis+ Lesson Plan Groups


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Book Buddies

Meeting+ Discuss cultural learnings from book

+ Plan a five to ten-minute book talk about what you have read, pointingout cultural learnings (Poster, PowerPoint, or other medium). Members ofthe group will lead a short discussion in class after the presentation .Please make it interesting and engaging rather than just a book report.

For example, show pictures, perform Readers Theatre, develop a game,etc.+ Sign up for date your group wants to present.


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Lesson Planning

Essentials


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Content Objectives- -LESSON PLAN REQUIREMENT #2

Must be behavioral (not demonstrate, understand, etc.;rather, identify, name, describe, etc.)

Must be measurable (e.g., with 80% accuracy)notrequired for our purposesMust align with Sunshine State Standardssee benchmarksMust align with ASSESSMENT (that is, objectives must beassessed)Should not be watered down for ELLsConsider words that Bloom usescreate, analyze, etc.

Question 1 : What are the demands your content objectives place on students (language, literacy, and cultural)?


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Finding the Language

Determining what children need to know inorder to participate in learning:Content-obligatory language (CP p. 129):

Vocabularygrammatical structures and communicativefunctionsText organization

Unpacking learning activities


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Techniques for developing:Use target language

Write, point, and sayLabel diagrams, graphs, maps, etc.

Use analogiesUse realiaUse graphic organizersUse sort tasks


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Techniques for developing:Model the academic vocabularyUse key sentence frames to teach thecontent-compatible vocabulary. Ex. Plants

require ____ to live.Emphasize important words with increasedstress, gestures, pauses, intonation, etc.

Use graphic organizers


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Identify Content Objective AND Content Obligatory &Content Compatible Language

Source: www.marietta.edu/~biol/102/ecos stem.html


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Finding the LanguageText Analysis, CP 123-127

Determining what children need to know inorder to participate in learning:Look at text features, signal words,structure, needed cultural and conceptualbackground knowledge

Using p. 127, analyze the languagedemands of the text youre using with yourlesson plan


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Finding the Language (contd)Language Functions : The purposesfor which we use language

Communicative: Those functions that express

meaning in routine social contexts and arecognitively undemanding. Ex: greetings/leavings,requesting/giving information, describing,

expressing feelings. Academic: Those functions used across contentareas or content-specific. Ex: describing,

explaining, informing, comparing, debating. (Referto CP pp. 130-131 for examples)


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Function & Form

FunctionTeacher request topay attention

________________

Form

What do you mean by that?

Can you explain that again?I dont understand.Im unclear what you meant.


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Function & Form in Written Text

Text GenreProcedure:Experiment

Recount: Whathappened last yearin math class

Expected language


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Language Function: ________________

Language Forms:

Chain of Events


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Fishbone Map Language Function:

________________

Language Forms:


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Venn Diagram

Language Function: ________________

Language Forms:


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1900 1925 1950 1975 2000

Timeline

Linguistic Forms:

Language Function:

________________


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Language ObjectivesWhat type of language functions do activitiesrequire?Target content obligatory and content compatiblelanguage (including vocabulary)

Think in terms of both communicative and academiclanguage demands while considering language form

(grammar points, transitional words, etc.)


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Your Lesson PlanLesson Plan Requirement 1: Write one

paragraph or bullets to describe your class(subject area, grade level, number ofstudents, and background knowledge ofsubject in lesson -where it falls in relation tounit sequence). Briefly describe your twoELLs in terms of reading, writing, and oralabilities. One (or more) ELL must be at the

BEGINNER level and one (or more) ELL mustbe at the INTERMEDIATE level. (See CP, p.117)

Your language objectives and assessmentsshould target these levels!


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LESSON PLAN REQUIREMENT #3WriteWrite language objectives (targeted forms andlanguage objectives (targeted forms and

functions) clearly for students beginning andfunctions) clearly for students beginning andintermediate level ELLs (reading, listening,intermediate level ELLs (reading, listening,speaking, and writing) specifying vocabularyspeaking, and writing) specifying vocabularyseparately and including form and academicseparately and including form and academiclanguagelanguage function(sfunction(s ).). Link these to the TESOL K Link these to the TESOL K --12 standards they fall under 12 standards they fall under CP, pp. 83CP, pp. 83 --114.114.

SelectSelect standard(sstandard(s ) from appropriate grade levels!) from appropriate grade levels!


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Writing Language ObjectivesCP 128-129

The XYZ formula:Students will use X [ language structure ] to do Y[langauge

function ] with Z [ words/ word groups] .

Example of a language objective :

Students will use adjectives to orally describe[an object] using words that tellsize and texture

such as big, small, rough, smooth.(Adapted from Tedick and Fortune, 2003)


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Red=function ,Green=structure, Blue=words

Students will use questions to ask forinformation using what and where.Students will use present tense sentencesto describe weather and climate usingthe frame, The ______ is ________.

Students use cause/effect statement tomake predictions about what will happenin an experiment using If.,then.


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Rewrite these LANGUAGEOBJECTIVES using XYZ:

1. Students will explain how they got the

answer to math word problems usingmultiplication.

2.Students will orally compare and contrastmammals and reptiles.

3. Students will explain why earthquakeshappen in a written paragraph.

4. Students will orally persuade their peers oftheir point of view after reading thepassage.


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Language Objectives:Identifying Language Demands

Unpacking the language of the task/activity/lesson language

inventory (Gibbons)

Individual students language needs based on stages of secondlanguage development

Take a look at the handout and come up with appropriate tasks thatELLs at each level can accomplish based on your own field.Example:Preproduction: Drawing mammals that live in water Early production: Grouping mammals based on where they liveSpeech emergence: Comparing and contrasting mammals that liveon land and in water Intermediate fluency: Predicting how mammals would adapt todrastic climate changes.


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Connecting Language and Content

ObjectivesWhat are the likely CONTENT OBJECTIVES related to thefollowing language objectives?

Students will orally retell what happened in each stage oftheir Needs of Plants science experiment using suchpast tense verbs

as wilted, dried out, turned color wd. , died etc.

Students will write their opinions of why people shouldrecycle using persuasive language such as In myopinion , I think that , People should

Students will explain when to add and when to subtract

expressing cause and effect relationships using suchphrases as You subtract because , When youhave . . . you add.


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Discourse Patterns, CP, pp. 132-135Using Sentence Frames & Stems

VERY effective in modeling the languageassociated with the different text structures ofour language. Teaching these assists

students with speaking, writing, andcomprehension.

Provide these as a visual model duringdirected teaching with teacher talk, duringactivities students practice their use, and thenas a means of assessments.


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1. How are ___________ & _________

ALIKE and DIFFERENT? Use details andinformation from the story to support youranswer.

2. ______ is _________however ______is _______. They are alike because theyboth____________.

3.______ and _______ are similar in thatthey both_________, but ______

_______________while__________.

Compare/Contrast Examples


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Question 3: How canyou mediate demandsof curriculum basedon needs of ELLs?


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Increase Comprehensible InputMEANING, MEANING, MEANING

Build on cultural experiences

Funds of Knowledge (L1 and L2) Accessing and developing backgroundknowledge/schemata (L1 and L2)

Learner-centered (bilingual andbicultural individuals)

Teach the Text BackwardsFor lessonplan, you must provide an ENGAGINGintroduction that buildslinguistic/cultural background and ismotivating and interesting.


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Teacher Talk

1. Simplify language inputPronunciation:Fewer contractions

Slower rate (but not unnatural)Longer pauses

VocabularyHigh frequency vocabulary, less slang, feweridioms

Fewer pronoun forms


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Teacher Talk1. Simplify language input:Grammar:

Shorter sentences, active instead of passivevoice, positive instead of negative sentencesPut topic first in the sentenceRepetitions, restatements, paraphrases

Discourse:Predictable teacher languageBreak presentation down in smaller chunksRequests for clarificationCue parts of the discourse, e.g., beginnings,getting attention


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ContextualizationThe purpose of contextualization

When and how much do you contextualize?Techniques:Build on student background knowledge, interests

Use of visuals, pictures, photos, real objectsFocus on the here-and-now, concrete then themore abstractUse familiar language and language structures tointroduce new contentGraphic organizersDrama, role plays, gestures

Highlight key vocabularyText adaptations


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For Class 11--CULTUREECC, pp. 42-45, 49-50CP-Diversity Kit, pp.4-9, 13-15Answer questions andcomplete chart* D-R, Ch 8 Culture and Cultural Diversity and Their

Relationship to Academic Achievement Develop 5 higher order questions and 5 comments about

this. These will be randomly collected in class.

Work on Book Buddy presentationCPMilton, Body Ritual Among the Nacerima Assignment 1, Part B due--Answer questions/completechart that in assigned Diversity Kit reading pages Referto syllabus for detail

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Class9 Lesson Planning

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