518+Module+1+Sp2012

Create a heading of "Module 1" in your journal (google docs). Also, include the date. Complete any written work for this module under this heading. Due Monday, 1/23 by 9:00 a.m.


 * //I. Holler If You Hear Me// **
 * //Part 1// **
 * **Instructional Strategy**- Anticipation Guide
 * __Before you read__, answer the following questions using your best judgment. (There isn't necessarily a "right" answer.)
 * 1) True/False - Truly committed, hard-working teachers who work in tough, urban schools are heroes.
 * 2) True/False - "Tough love" displayed as high standards for behavior and strict enforcement of rules is the best approach towards classroom management, especially in a difficult urban setting.
 * 3) True/False - Street-smart kids will only respect a teacher who is also street-smart.
 * 4) True/False - It's difficult for kids to care about school is they are struggling for survival at home and in their neighborhoods.
 * 5) True/False - Kids who don't grow up in a rich educational environment are less likely to have the cognitive and linguistic tools to comprehend and apply complex concepts.
 * **Reading assignment** - Introduction to the Second Edition, 1-34. As you read, look for insights and connections to the five statements in the anticipation guide. Also, put a sticky note next to passages that strike you as particularly important, interesting, or perplexing. You will have an opportunity to discuss the reading in class on Monday.
 * **Discussion** - Post to the discussion board above. Click "reply" on your group's thread. The goal is to have a genuine discussion, so each person ought to post 2-3 times minimum.

//Part 2//

 * Think about the teaching example with the "court" Mitchie describes on pages 7-12. (Re-read it.) How do you think this examples squares with the four criteria for student engagement: active, intellectual, connected, and rigorous? In your journal, write a short paragraph about each of these terms, explaining why or why not you think this lesson fits these criteria.

II. Academic Language

 * //Part 1// **


 * The situation:** Suppose you were asked to give a 20 minute presentation in faculty meeting to teach the faculty basic information about academic language -- what it is and how/why teachers need to support academic language development. As you read the assigned chapters from Zwiers, keep this audience in mind. What information from the text would be most useful for the teachers in your school?

Read Zwiers, chapter 1-4. As you read, take notes in your journal using these categories: 1) //characteristics of academic language in general, 2) how individuals acquire academic language, 3) specific ways teachers can support academic language development, 4) characteristics of academic language in my content area.// (Remember: These are just notes. Short, but clear bullet points are fine. Aim for about 1 page of notes.)

//Part 2//

 * What are the features of academic language in your particular content area?**

Prepare a list of common features of academic language in your subject area. Include these headings:
 * Specialized vocabulary ("brick" words, Zwiers, p. 22-23)
 * More general academic language that is useful in my discipline ("mortar" words, Zwiers, p. 22-23)
 * Common genres (types of texts -- e.g. essays, descriptions, lab reports, rules, research papers, etc.)
 * Common visual texts (e.g. maps, charts, graphs, etc.)
 * Types of thinking skills associated with my discipline (e.g. compare/contrast, analyze, discover, etc.)

To generate this list, spend some time perusing this page: Pay special attention to information that applies to your content area. Also, browse a [|standards document] for your subject area. What language and thinking skills are embedded in the language of the content standards? The standards are another good source for discerning academic language. (See an example on Zwiers, p. 275-276)

III. Seed Lesson Plans
Over the course of this class, we will be examining and augmenting existing lesson plans. For now, your task is to dig up two lesson plans you've previously written and used (ideally, for your current field placement). It's best if the two plans are closely connected; even better if they were taught one right after the other. Create a new GoogleDoc named "your last name_seed plan_518_sp2012" Copy the two lesson plans into this document and share it with me.