PPT for March 23

8/7/2019 PPT for March 23

1/28

LAUSD Local District 4

March 23, 2011

Chapter 3

Literacy in the Curriculum:Challenges for EL Learners

Chapter 4

Engaging with Academic

Literacy: Examples of

Classroom Activities


2/28

1) To understand specific challenges EL students face in learning

academic content.

2) To facilitate students learning of process skills needed to acquire

academic content knowledge.

3) To create activities, lessons, and units of instruction that help students

to develop and build their academic vocabulary.

4) To connect the ideas in chapters 3 and 4 to earlier chapters.


3/28


4/28


5/28

From Chapter 3:

McConachie et al. (2006) make the point very clearly thatto build students literacy in a specific discipline, teachers

must focus on both content and process. They argue that:

to develop complex knowledge in any discipline, students

need opportunities to read, reason, investigate, speak, and

write about the overarching concepts within that discipline.

Because of time constraints and coverage concerns, many

teachers understandably choose to teach either content or

process instead of marrying the two. But to build students

literacy in a specific discipline, instruction must do both atonce.

pp. 45-46

Metalanguage Thinking Sheet


6/28

From Chapter 3:

McConachie et al. (2006) make the point very clearly that tobuild students literacy in a specific discipline, teachers must

focus on both content and process. They argue that: to develop

complex knowledge in any discipline, students need

opportunities to read, reason, investigate, speak, and write

about the overarching concepts within that discipline. Because

of time constraints and coverage concerns, many teachers

understandably choose to teach either content or process

instead of marrying the two. But to build students literacy in a

specific discipline, instruction must do both at once.p. 45-46

Knowledge

Constraint

Coverage

Studentsliteracy in a

specific

discipline

Complex

knowledge in

any discipline

Overarching

concepts within

that discipline

How would you make this

comprehensible to teachers?

Either..or.. construct

Phrase: marrying the two



7/28

From Chapter 3:










Knowledge

Constraint

Coverage

Instruction


specific

discipline

Complex

knowledge in

any discipline

Overarching

concepts within

that discipline







8/28

From Chapter 3:










Knowledge

Constraint

Coverage


specific

discipline

Complex

knowledge in

any discipline

Overarching

concepts within

that discipline







9/28

From Chapter 3:










Knowledge

Constraint

Coverage


specific

discipline

Complex

knowledge in

any discipline

Overarching

concepts within

that discipline







10/28


Early Challenges to World Peace

Challenges to peace followed a pattern

throughout the 1930s. Dictators took aggressive action but

met only verbal protests and pleas for peace from the

democracies. Mussolini and Hitler viewed that desire for

peace as weakness and responded with new acts of

aggression. With hindsight, we can see the shortcomings of

the democracies policies were the product of long and

careful deliberation. People at the time strongly believed

that they would work.~World History Connections to Today: The Modern Era, p. 372


11/28

Island Maps

Rules:

1. No showing cards.

2. No passing cards.

3. No looking at each others cards.

4. No drawing, diagrams or gestures.5. Keep your own discards.

New Behaviors (Norms):

1. Make a Plan

2. Agree on Strategies

3. Describe Accurately And Carefully

4. Everyone Gives Information


12/28


13/28

10.7 Students analyze the rise of totalitarian governments after WorldWar I.

3) Analyze the rise, aggression, and human costs of totalitarian regimes

(Fascist and Communist) in Germany, Italy, and the Soviet Union,

noting especially their common and dissimilar traits.

10.8 Students analyze the causes and consequences of World War II.

1) Compare the German, Italian, and Japanese drives for empire in the

1930s, including the 1937 Rape of Nanking, other atrocities in China,and the Stalin-Hitler Pact of 1939.

2) Understand the role ofappeasement, nonintervention (isolationism), and

the domestic distractions in Europe and the United States prior to the

outbreak of World War II.

History-Social Science Content Standards for California Public Schools


14/28

Early Challenges to World Peace

Challenges to peace followed a pattern throughout

the 1930s. Dictators took aggressive action but met onlyverbal protests and pleas for peace from the democracies.

Mussolini and Hitler viewed that desire for peace as

weakness and responded with new acts of aggression. With

hindsight, we can see the shortcomings of the democracies

policies were the product of long and careful deliberation.People at the time strongly believed that they would work.

~World History Connections to Today: The Modern Era, p. 372

1. Identify any nominalizations or nominal groups in the above text.2. As an introductory paragraph to chapter 14, how might this text

shutout or close the door on EL students in the learning process?


15/28


16/28

Warm Up

How does the picture to the left

represent the idea of bullying?

How are decisions made in

situations that involve bullies?

Describe an experience of bullying

that you have witnessed or

experienced in your life. How didpower play a role for both the

person being bullied and the bully?


17/28

Write one sentence that shows one thingthat you know about Germany, France,

Great Britain, or the USA after the signing

of the Treaty of Versailles that ended WWI.


18/28


19/28


20/28


21/28


22/28

Person

(Country)

Discuss their

Actions with

Your Partner

Describe the

Actions in

Writing

Academic

Vocabulary

Lil Hitler

Teacher

United

StatesJapan

Aggression

Appeasement

Isolationism

Aggression


23/28

Historical Interpretation

1) Students show the connections, causal and otherwise, between

particular historical events and larger social, economic, and politicaltrends and developments.

Causes of WWII

Aggression

Appeasement Isolationism


24/28

Two Sides of the Same Coin

Using information from your T Charts, the readings, visuals, and other

historical documents including your textbook, create a two-sided coin thatillustrates two different perspectives explaining responsibility for the attack on

Pearl Harbor.

The Japanese perspective should be on one side and the United States

perspective should be on the other side.

Use a combination of words, visuals and symbols.


25/28

WWII

Treaty of

VersaillesInflation Great

Depression

AppeasementAggression Isolationism

Axis

Powers

Allied

Powers

Holocaust Atomic

Bomb

United

NationsMarshall

Plan

Israel

Cold War


26/28


27/28


28/28

Aggression, Appeasement, and Isolationism

Bullying Warm-up Questions

The Playground Bully Story

Wallpaper Activity

Dr. Seuss Political Cartoons

Lil Hitler Video

Semantic Map

Pearl Harbor Lesson (Viewpoints A and B)

Two-Sides of the Coin Activity

Word Wall for Cause and Effects of WWII

Date post:	08-Apr-2018
Category:	Documents
Upload:	antonio-hernandez
View:	219 times
Download:	0 times

PPT for March 23

Documents