418+Agenda+-+1.31.17

Today's Goals:
 * Define academic language in terms of vocabulary, syntax, and discourse

1:50 - 1:55 - Welcome & Agenda
 * Notetaker: Haley (Lawrence for Th) hcharltonuser:hcharlton
 * Schedule next two text talks

1:55 - 2:10 - Text Talk (Zwiers, chapter 2) Handout (summary) under the Text Talks Handouts page Activity-understanding the feeling of confusion and being overwhelmed that accompanies being spoken to in a language that you don't understand but your teacher thinks that you should understand.

2:10 - 2:45 - Academic Language How do we package it in a way that supports both comprehension and academic language proficiency? We want them to speak academic language, and our content specific language. EdTPA
 * Discourse- Proper, appropriate, acceptable, what do people expect? What are the disciplinary expectations? Typically larger chunks of language (paragraph plus). The type of text is important. Genres- particular form of organization and content.


 * Syntax- The way in which information is organized. Typically sentence level. Word order, grammer, the language structure. For example, using passive voice in a lab report, or the way to write an equation.


 * Vocabulary- Technical or discipline specific language. For example, forte for loud in music, curl your bicep not your upper arm muscle. General academic language that might have different meanings in different disciplines. Analyze the significance. Words that might be confusing: boils down to, how do we approach this problem, figurative language, etc.


 * [|Slides]
 * Practice

2:45 - 3:00 - Discuss //Holler//, chapter 1 - What does this have to do with academic language? Quick review: Incident with academic language, "What's a bill" (government), p. 1-3 Mock trial - look for academic and non-academic language - funny experience with "enclosed" - p. 11-12 - Did the kids get the concept even though they didn't have command of the language?

Classroom Management - Mitchie gets credibility by going to school with Michael Jordan (p. 4); struggles with controlling the class (p. 6); talks about how strict to be vs. giving kids freedom (13); becoming obsessed with establishing control (13)


 * Tavares** - Tavares explains why he lost interest in school - school was boring, teachers were mean, more interested in what was going on outside of school; liked group activities (17) The logic of selling drugs and gangbanging - explains reasons for and against and the constant challenge of not going back (20)


 * Housekeeping:**
 * For Thursday, 2/2
 * //Holler,// chapter 2
 * edTPA planning template - Complete the planning template for a lesson you have recently seen/taught in a classroom. Bring hard copy to class.