418+Agenda+-+11.6.12

1:15 - 1:20 - Welcome

1:20 - 2:00 - Foundational Principles for Working with ELLs

http://vimeo.com/6982817 - Video Example

2:00 - 2:30 - Adapting Lessons


 * Upcoming Assignments**


 * __Reading for the Rest of the Semester__
 * Faltis, chapter 8 - 11/13
 * Zwiers, chapter 6 - 11/20
 * Zwiers, chapter 9-10 - 11/27
 * Mitchie (finish book, including afterward) - 12/4

__Independent Study Contract__
 * By Nov 13, you must post a calendar of when you will have the following items completed for your key assessment:
 * Study TPA task 2, Key Assessment Guidelines (below) and other relevant portions of the TPA handbook. Arrange a time to meet with Anny to review the task.
 * When you will teach your videotaped lessons and have your three plans complete
 * When you will submit the final project and if you want to submit a draft for review (Final deadline Dec 10)


 * VII. Key Assessment **

__ Part 1 - Planning __

// Content of the Lesson //


 * Plan a 3-segment series of connected lessons. The learning task(s) should purposefully
 * involve work with an appropriate text from your discipline (not a textbook),
 * attend to and strengthen students’ academic language,
 * include appropriate adaptations for English Language Learners,
 * incorporate student writing


 * The lessons should demonstrate how you actively engage students in their learning. In your planning, consider your students’ prior learning and experiences


 * Make sure your lesson falls under TPA guidelines for specific content areas

// The Lesson Plan //


 * Use the secondary education lesson design plan form. (Be sure your plan includes the necessary content for Task 1 Commentary question #4)
 * Respond to the commentary prompts Task 1, Planning #4 "Supporting ELA Development through Language"
 * In addition, write a commentary explaining how your lesson is accessible to ELLs. Respond to these prompts:
 * What are possible strengths and resources ELLs might bring to this lesson? How will you find out?
 * What aspects of your lesson could be difficult for English learners? Why?
 * What aspects of your lesson are already ELL-friendly? Why? What adaptations could you make to your lesson to support ELLs’ language __and__ content learning? Why? (Ground your rationale in what you know about second language acquisition and teaching culturally and linguistically diverse learners.)

__ Part 2 - Teaching Demonstration __

// Videotaping Your Lesson //


 * Work with your cooperating teacher to arrange a time for you to teach your lessons. If at all possible, teach at least two consecutive lessons. (If you are not currently in a field placement, we will need to adapt this portion of the assignment.)


 * Make arrangements to videotape these lessons. (Follow protocol of the school and be sure to make arrangements well in advance.)


 * Follow the guidelines for “What Do I Need to Do?” Task 2 of the TPA.
 * You will need to be able to share your video clips with the course instructor.
 * You must turn in your permission slips to the course instructor.

// Reflection //


 * After selecting two clips, write your “instruction commentary.” Your commentary should respond to these prompts: Task 1 Commentary, (question #4), Task 2 commentary (complete), and Task 3 commentary (question #3)

// Assessment Criteria //
 * You will be evaluated using these TPA rubrics: 4, 6, 7, 8, 14