Module+9

Anticipated Time: 45 minutes >
 * //Holler If You Hear Me// **
 * **Instructional Strategy** - Read //50 Routines//, pp. 123-125
 * **Before you read:** Write a text impression using these terms: role model, gang, graffiti, artwork, mayor, video. Post your text impression to the discussion board.
 * **Reading assignment** - Read pp. 135-154 in //Holler//
 * **After reading:** 1) Compare your initial text impression with what actually happened in the text. 2) Re-read the introductory quote by James Baldwin on p 135. Think about ELLs in a school (imagine the high school you attended or a school where you've had some experience). What structures at that school could send the message to ELLs that they are "operated for somebody else's benefit - not for his"? What structures (rules, policies, routines, instructional practices, etc.) could you adopt in your classroom that could be viewed as being operated for the benefit of ELLs? Post your ideas to the discussion board.

**Instructional Strategies to Simultaneously Build Language and Content Learning**
Anticipated Time: 3 hours
 * **1. Introduction:** Watch this video (44 minutes) http://www.colorincolorado.org/webcasts/middle/ You can also download the powerpoint presentation that accompanies the video. As you are watching, pay attention to ideas and strategies that fall under the categories of the foundational principles we discussed in class. Use this document to record your ideas. Write a "V" (video) to indicate that these ideas came from the video.


 * **2. Additional examples:** Read one chapter from Section II of the Faltis book. (You choose whichever chapter is most interesting to you.) As you are reading, pay attention to examples of the foundational principles. Add additional examples to your chart started above. Write an "F" (Faltis) next to these ideas to indicate that they came from the text.


 * **3. Writing Language and Content Objectives:**As you have probably picked up from the work you've done so far, a key element in ELL-friendly instruction is paying attention to language and content learning in every lesson. You already know how to write a content objective; now you will explore how to write a language objective. Peruse these resources:
 * A short overview -- http://www.eldstrategies.com/languageobjectives.html
 * A more detailed explanation - http://www.scoe.org/files/ah_language_objectives.pdf
 * Examples of lesson plans using language and content objectives - http://www.cal.org/siop/resources/lessonplans.html - Read the language and content objectives for at least five different lesson plans. Read the entire plan for at least two of the lessons.


 * **4. Writing your own language objectives** - Think about a lesson you can imagine teaching in your content area. Write 1-2 content objectives and 2-3 possible language objectives that could accompany the lesson. Brainstorm six possible instructional strategies/activities you could incorporate in the lesson to facilitate language and content learning for ELLs in the class. (You could refer back to the notes you took from the video and text.) The template for this activity is on the same document as your earlier notes.

Looking ahead . ..
The week of November 7th, you will be working on a writing task with an actual English learner at Gonzaga!