518+Agenda+-+1.25.16


 * Learning Goals:**
 * To visualize options for AL support within a content lesson
 * To be prepared to successfully complete the edTPA AL tasks

8:00 - 8:10 - Welcome and Agenda Literacy/Language should invoke an emotional response. "We read to know we're not alone" --Shadowlands
 * Notetaker: marcy user:marcyray
 * Education Inspiration -http://www.npr.org/sections/ed/2015/03/29/395288755/a-teachers-moment-finding-the-essence-of-poetry

8:10 - 8:20 - "Unquiz - AL" Language Function--how is the language being used to do the level of thinking required Learning Task--what the students are doing that shows student **use** of language AL Demands--the language required to accomplish the learning task --vocab--both general and technical --syntax--micro-structure (sentence level) --discourse--macro-structure (larger than sentence level) Language Supports--how we scaffold supports for AL demands so the students can accomplish the above
 * Where did I support vocabulary? Syntax? Discourse?

8:20 - 9:20 - AL Teaching Demo
 * Pre-watching exercise--What is the __perspective__ of the main characters?
 * explanation of perspective--the difference between what a toddler sees (our shoes) and a very tall person sees (the lights)
 * Perspective--a person's point of view (not only literally what we can see but also our opinions)
 * Sarah came home late--she wasn't worried about it; her mother was because she didn't know where she was or what was happening
 * Practice pronouncing the word
 * Defining the word for a partner
 * Practice giving a perspective (should hoodies be banned?????)
 * People to look for in the video
 * woman--Fritzi
 * horrified, desperate to help her friend
 * man--Heiner (trying to climb the wall)/ Man trying to keep Fritzi from climbing the wall
 * Heiner--desperately trying to escape, fear, hopeless
 * Man helping Fritzi--empathetic to what she's going through but more objective and logical
 * officers
 * didn't want to shoot him, warned him to stop several time, hesitated, loyalty to his superiors, also desperate
 * onlookers
 * they seem trapped as well by their situations
 * Teacher time out
 * direct instruction about the Berlin Wall
 * Several spheres of history--just the facts, human perspective colors those facts
 * Time in
 * Poll--was the Berlin Wall justified?
 * Refresher of Propoganda and it's word meaning
 * Brochure about why the Wall was necessary
 * Student reminder of what our task
 * Repetitive use of new vocab word "perspective"
 * Fill out graphic organizer with perspectives
 * It's just a fence around their property
 * It's the fault of the West Germans why visiting permits weren't allowed
 * Distance from military conflict in West Berlin
 * American Propaganda
 * unfair and unjust method, Soviets are cruel and causing suffering
 * inhumane, separating families
 * guards were portrayed as evil
 * Putting both perspectives together
 * language to communicate different perspectives
 * From the perspective of . ..
 * From this perspective . ..
 * His/Her/Their point of view suggests . ..
 * the following signal a different perspective
 * While some believe that . . ., others maintain that . ..
 * On the other hand . ..
 * In contrast, . ..
 * Whole group practice using these sentence frames--the language used by volunteers sounds like a historian
 * translate into cafeteria talk
 * what are the differences in the way we use language in the two
 * "others maintain that"--explanation of what this means and how we are using it
 * practice using this sentence frame
 * Teacher Time out
 * Index card writing activity
 * workshop focusing on language and ideas using the vocab and syntax we've been using
 * Time in
 * Different topic looking at perspectives
 * North and South in regards to the Civil War
 * Did the North and South think the war was about slavery? Not universally
 * Words that signal different perspectives
 * While
 * In contrast
 * End of Demo
 * What we wrote in our Academic Language Charts
 * Language Function (lessons can have multiple possible functions) identify multiple perspectives
 * contrast, infer, interpret, analyze
 * Learning Tasks that could provide evidence--index card, conversations, the worksheet writing section
 * Vocab--general (perspective, maintains), technical (GDR, propaganda)
 * Scaffolds--physical model of perspective, real world applications, building conceptual understanding
 * Video preview--whose perspective are we looking for?
 * Synonym for maintain written on the board
 * Syntax--sentence frame
 * Scaffold--sentence frames on the board
 * model of the sentence frames
 * could have captured written language
 * working with a partner
 * Discourse--model of historian writing (the additional article, sentence frames that attended to multiple perspectives)
 * scaffold--translating to and from cafeteria talk
 * walking through the model of historian writing (both the paragraph and the multiple-perspective sentence frames)
 * addressing when we are speaking like a historian
 * What worked, what didn't work
 * Sentence frames--tool that we could use rather than feeling forced
 * think about the language you want your students to use
 * Introduction of perspective--examples that students relate to, and then reaching outside their own perspective
 * ask them to think of a situation where your perspective was different from someone else's
 * Cafeteria talk/Historian talk--recognizing that this is not how they normally talk
 * language is always identity performance
 * language that isn't theirs feels unfamiliar and inauthentic--this gives a reason for taking on a different identity
 * Lesson Flaw
 * not enough historical content to use the language in nuanced way
 * using language to convey perspectives is central to History--academic language **is** the discipline
 * AL must be coupled with rich content in order to be meaningful
 * Suggestions
 * Asking students before giving them sentence frames for diagnostic assessment
 * explain "inference"
 * add more content
 * clearer directions and explanations, especially for younger grades
 * Personal application of sentence frames--"while some believe that chicken nuggets are the best cafeteria food, others maintain that . . ."

9:20 - 9:30 - Break

9:30 - 10:30 - Prepare Teaching Demos/ Individual Conferences

1. In partners or triads, watch the video for your content area. 2. Identify specific places where academic language is used by the teacher, by the students, or in texts. 3. Identify options to support vocabulary, syntax, and discourse within this lesson. 4. Design instructional supports for one or more of these using the edTPA AL Template 5. Present and/or demonstrate your plans (3-5 minute presentation/demonstration)

__Videos__
 * English - https://www.teachingchannel.org/videos/common-instructional-framework-shakespeare
 * Math - https://www.teachingchannel.org/videos/linear-equation-misconceptions-ccssmdc
 * Social Studies - https://www.teachingchannel.org/videos/reading-like-a-historian-corroboration
 * Science - https://www.teachingchannel.org/videos/teach-boyles-law

~ 10:05 - Present

10:30 - 10:50 - Small group reading discussions
 * Science Crew
 * Describe or Apply
 * Compare a solid and a gas, explain an equation using the language and syntax of scientists
 * Math Homies
 * Identify and evaluate variables and use the equation to solve
 * video small group conversations
 * key terms--represent, identify
 * discourse--the way word problems are written out, analyzing story problem as a genre
 * English Peeps
 * Adding individual assignment for assessment
 * make a claim using the evidence that classmates presented
 * address counterarguments
 * students need to clearly state the objective of their presentations
 * how to interpret evidence in light of claims

> === ** Summary of EdTPA Assignments ** ===
 * Housekeeping:**
 * AL edTPA due February 8
 * **Academic Language**
 * Commentary responses - Task 1, question 4; Task 3, question 3
 * Evidence - student work (scanned and uploaded to Blackboard "EdTPA Academic Language") or additional video (uploaded to Blackboard on the edTPA Videos gallery on Blackboard)


 * **You will be scored on rubrics 4, 14**


 * For Wednesday 1/27
 * DUE:
 * Zwiers, chapter 5 (Strategy: Questions First)
 * As you are reading, think about these questions taken/adapted from the end of the chapter:
 * "What are the prompts and contexts that get experts in your discipline talking about interesting issues? How can you scaffold and simulate similar prompts?
 * How do/could you help students organize their thoughts as they listen during discussions?
 * What are key elements to consider in designing effective whole class academic discussions? What questions do you still have about leading effective discussions in class?
 * After reading, write down answers to these questions in bulleted list format. Bring your answers to class.
 * Michie, chapter 3 (Strategy: Connections)
 * Pre-reading - Think about the labels that were applied to kids in the middle/high school you attended. Did you have a label? If so, how did it affect you?
 * During reading - Read Mitchie, p. 43-59 - As you're reading, pay attention to the names, labels, and identities that come up in the stories. How does what we are called or what we call ourselves influence us?
 * After reading - Using the reading as examples, discuss the power of labels in a school context. (Note: the labels may originate at school or come with us from outside of school.)