418+-+Module+3+-+Engagement

To do by Tuesday, Oct 2. ..

1. Read Mitchie, chapter 4 and if you choose, do the activity associated with the chapter http://gonzagateach.wikispaces.com/Holler+If+You+Hear+Me+-+Tasks

2. Watch this presentation by [|Kate Kinsella] - [|AL Keynote Address] (Plan about an hour to view the presentation) Suppose you were a teacher actually attending this presentation. What notes would you be taking? Post your notes on your GoogleDocs journal.

3. Spend about 30 minutes browsing the resources Dr. Kinsella made available here: http://www.sccoe.k12.ca.us/depts/ell/kinsella.asp Pay particular attention to teaching strategies you could imagine using.

4. Based on the Zwier's text, the Kinsella video, and the website of Kinsella resources, identify five specific instructional strategies you would like to try in your classroom to strengthen students' academic language. Contextualize the strategies using the text-based lesson plan you already created for this class. For each of the five strategies, include the name, source, illustration (contextualized in your lesson plan), and a rationale for using the strategy. Post your work on your GoogleDocs journal.

For example, if I had created a lesson plan on the Berlin Wall, here is a strategy I could illustrate:

East German Communism Allies ||  || motive perspective consequently obstruct isolate ||  || from the (East German) perspective. . . Their motive seemed to be. . . In my view. . . If I had been ___, I would have__ ___ ||  || on the other hand. . . consequently. . . as a result. . . motivated by. . . ||
 * Name of strategy**: Four-Column Academic Word Wall
 * Source**: Zwiers, p. 192
 * Illustration:**
 * Content Words ||  || General Academic Words ||   || Classroom Discussion Terms ||   || Terms for Writing ||
 * Soviet


 * Rationale:** I want students to discuss the motives and perspectives of the East German government, the West German government, and the common citizens. I also want them to be able to talk about multiple perspectives and consequences of the wall. I would post this chart and add to it as our Berlin Wall unit progresses. In their final papers, I would encourage them to use this academic language. Also, as we're discussing, I could point to the word chart to give ideas of what students could say or how they might rephrase their ideas in more academic ways.

5. If you have chosen to do level III on the learning contract (Remember that? It's included in the syllabus), this week would be a good time to do one of your learning journal entries. Here's what the learning contract says: (Notice though that I decreased the number of required entries to four instead of six.)

Choose one of the following options: _____/30 • Reflect on your own learning/professional development by keeping a learning journal (four, 1-page, singlespaced entries across the span of the course; date your entries) OR • Participate in a dialogue journal with another student in the course in which you have an ongoing written conversation about the course (at least four substantial exchanges across the span of the semester; date your entries)
 * Personal Investment**