ELL+Methods+-+Agenda+-+9.16.14

**Targets:**

 * I can apply the ELP Standards to curriculum examples
 * I can explain the concept of "language demands," "scaffolds," and "support" and identify applications in lesson examples

2:10 - 2:20 - Welcome and LCM (Abbie)
 * Notetaker: Sarah
 * LCM (Thursday): Hailey

2:20 - 3:00 - Discuss ELP Standards homework >
 * Guiding Principles (p. 1-2) http://ell.stanford.edu/sites/default/files/ela_pdf/ELA%20Unit%20Introduction_0.pdf

3:00 - 3:50 - Language Demands, Scaffolds, Support: What does it look like?
 * https://www.teachingchannel.org/videos/multi-language-classroom - Example
 * https://www.teachingchannel.org/videos/teaching-students-copyright
 * https://www.teachingchannel.org/videos/dichotomous-key

For Thursday:
 * Housekeeping:**
 * Read these segments in the textbook: (ideas for scaffolding)
 * 2, 3, 7, 10, 14, 44
 * Bring instructional materials for a lesson you have taught previously. (Targets, standards, lesson outline, supporting materials (e.g. powerpoint, worksheets, texts, links, etc.)

**Overview for Elementary plan “Find the Frog”** -learning location vocabulary
 * NOTES!!!**
 * coloring, cutting out frogs, describe where the frogs are
 * Does not translate into lesson plans well for 4th or 5th grade
 * Similar thinking skills: using an information source and gathering information, however, as they move forward there are additional language commands that require additional language knowledge
 * Every kid thinks and learns regardless of their level; thinking at age appropriate level (according to standards)
 * With beginning learners can apply similar concepts (not with frogs, maybe a map of the world, mini scavenger hunt: find and tell location for each)
 * For older kids the challenge would be the language, not the frogs
 * See a lesson and see potential: that’s the dream

**Overview for Secondary plan “thirteen colonies”**
 * Students learning about 13 colonies while learning new vocabulary
 * Pictures and flashcards help students build a connection to the colonies while telling a story
 * Level 2: Look at a map and find the colonies, PPT that matches colonies with their maps; shade in/color states to see where the colonies would be today (standard .5)
 * Make a storyboard with pictures and keep adding details (Standard 8.1) Apply Bloom’s Taxonomy (see below)


 * Learning historical content in way for them to access it while still being challenged intellectually: we don’t want to solely challenge their linguistic skills or it will lead to frustration
 * Could have stations that appeal to different learner types/ intellectual levels/ language proficiency levels
 * These will require different thinking and different language demands that deepen knowledge (**layering)**
 * Complex topics laid out in a simple manner
 * Bring in native language resources
 * Level 4: Go over set vocabulary first; work in pairs to write letters and then progress individually (scaffolding)
 * Thinking map: build conceptual knowledge and vocabulary

**Remember to write down directions!!!!! Model what is written AND what is said :)**

**Lessons (YAY!)**

**Lesson 1:**
 * Persuasion, advertising (watched videos), media, visual print
 * Began with predictions/ Quick Writes (favorite ad and why) / Lesson Goal (advertising in the contemporary world)
 * Watch advertisements without sound (scaffolding); everyone on equal playing field; activates background knowledge
 * Emotions
 * Formative assessment, how do the advertisers get their points across? Direct or indirect?
 * Teach about persuasion and elements of persuasion
 * Discuss types of a narrative/frames (inciting incident, climax, etc.)

**Lesson 2:** **Lesson 3:**
 * Focus on Gettysburg Address- building on historical knowledge to interact with peers and text
 * Analyze for persuasion
 * Relate text to your life, how can you persuade someone to see your side of an argument?
 * Use of wordle (see below)
 * Ethos/Logos/Pathos
 * Civil Rights speeches
 * Group activities/work
 * Use of expert groups
 * Read 3 articles/speeches (Primary Sources)
 * Identify/Apply ethos/logos/pathos in speeches
 * Create Mind Mirrors

**Lesson 4:**
 * Focus on Persuasion
 * Goal: to write a persuasive essay
 * Focus on “All Together Now”
 * Break essay apart and break it down into categories
 * While reading essay, find specific words (repeating words/ persuasive words)
 * Lots of group work/ listening to audio
 * Explain to younger audience
 * Compare and Contrast this speech with that of one that was previously analyzed

**Lesson 5:**
 * Began with role playing / interviews based off of questions
 * Analyze speeches given by people of similar ages; gave personal reactions (what stood out? How did the audience react?)
 * Analyzed text itself - self assessed
 * Write essay based off of article that was provided
 * VIdeo- “The Girl Who Silenced The World” (strong presence in front of panel of adults) - perfect example of speech (9 year old girl)

We are assuming this is at least a Level 3 (i.e. not advanced english)Ambitious lessons for the level, however....

**Conducive to work with English Learners:**
 * Scaffolding: adding supports that can be taken down later, layering; //temporary// supports
 * Begin where the student is and support them to a place that they weren’t before
 * Enables them to do something they couldn’t otherwise do
 * Level 3- Solid foundation in language, but not really developed: that student can work with primary documents and write a full blown persuasive text, people may be disbelieving of this but due to scaffolding it can happen
 * Assumption with ELL is that they don’t have the language to do this; people don’t believe that this ambitious learning goal is not possible because at the beginning it is not achievable
 * Begin with the familiar (ads)
 * Discuss personal response prior to analysis; processing time/ connections (having space to make sense of and connect to given text)
 * Repetition (continually reading in //different// ways) - differentiation
 * Elements of persuasion are repeated throughout the unit- encounter these multiple times in multiple ways
 * Give certain reading excerpts to certain reading levels (differentiating by level) - working with same text with different levels of support
 * *Different types of Differentiation taking place*
 * Same learning goal and same text: don’t need to “protect” ELL from difficult texts, they will never grow if they are not exposed (content and understanding)
 * Providing focus questions - better idea of what to look for in a text
 * Could use graphic organizers
 * Abundant use of very explicit conceptual frames
 * Use of group work, hear others opinions; each group member is worthy
 * Multiple opportunities for both seeing and creating visual representation (compared with language, you are not //solely// drawing a picture)
 * Given language to talk about and interact with content
 * Scaffolding social and academic language
 * Language supports aren’t solely helpful for English Language Learners, other students can benefit from these supports
 * This is a MIDDLE SCHOOL UNIT. Just so we’re all clear.
 * They’re capable of this! Despite how ambitious it is..

**Breaking down this lesson for Levels 1 and 2:**
 * Different targets for different students at different levels (for both below and above); could use ELP standards as a guide for differentiating
 * Becomes more reachable and therefore more appealing to try; retain thinking, make it appropriate for language level
 * Pair higher level proficiency student with L 1-2 student who speaks the same native tongue
 * Make sure there is some individual activity (don’t breed dependence or resentment)
 * Gender (keep culture of students in mind when partnering them!)
 * Ask student to help: invoke emotion, what was this like for you at L1? Not expecting you to translate every word, just to help, don’t do their work for them! Don’t have a side convo the whole time. List expectations and BE CLEAR about them
 * Give groups handouts with more simplistic terms; different guidelines that act as a support so they can engage / understand what is going on in the conversation
 * Preface activities in basic terms: this is what to look for (background knowledge)
 * Give them ads in their native language (if you can find them) - gives them straws that they can grasp and connect with
 * Related native language resources
 * For the final project:
 * Change the assignment
 * Oral exam vs Written
 * Catering to the level they are at

**Language Demands** **Support**
 * Demands of what students will have to do in order for them to complete and engage in the lesson
 * Lesson 1:
 * Describe
 * Able to write complete sentences
 * Use support / adjectives / reasoning
 * Objective v. Subjective views
 * What feelings do words trigger?
 * Anticipate language demands and scaffold accordingly
 * Build language globally by having different language demands
 * Different from scaffolding because it comes from the outside (additional tools like dictionaries [do people still use those?], extra time, etc)
 * Allows them to participate in scaffolded lessons

**Elementary View**
 * Plot Twist- we’ll discuss this on Thursday!