418+Agenda+-+1.28.16


 * Learning Goals: **
 * To visualize options for AL support within a content lesson

1:15 - 1:20 - Welcome and Agenda
 * Notetaker: Julie (Lauren is up next)

__What We Did That Was Exciting and Other Good News:__ Lauren bought a 20 pack of gushers and has eaten four. She also made chicken. Her roommates did not eat it. Anny has burned popcorn and set off the fire alarm in Rosauer. Matt lost a bet. He will be watching tennis later and will be staying up all night. He does, in fact, like tennis. Alex might make a shrimp salad this weekend. He has also volunteered to bring some in for the entire class on Tuesday. (Thanks, Alex!) Katie is in the opera, she has never been in one before. It is in English and is $10. Taylor is going to eat delicious food with her two brothers. Ben is not that important. (Just kidding Ben). Ben biked to work and his tire didn't pop. Sarah missed class because she had to get a CT scan.

__1:20 - 1:35 - "Unquiz - AL" __


 * **Language Function:** What cognitive function are students engaging in using language? Normally this is the main verb in the Learning Target, e.g. " SWBAT **discuss** key concepts" or "**Identify** characteristics of a hero."
 * ** Learning Task: ** The task that students will perform with academic language (Matt). This is where you get the evidence in EdTPA of student language use.
 * ** AL Demands: ** The vocabulary, syntax and discourse that an AL Task requires in order to be completed.
 * **vocabulary:** The academic words needed to perform a function. "I oppose," "in contrast," "the evidence supports."
 * **syntax:** The sentence level structures in academic contexts, such as sentence starters.
 * **discourse:** Predictable patterns of larger chunks of language. For example, in SOAP notes, the organization and components are the discourse. In a movie review, you can expect a summary, a rating, the date is released, the director, the quality of popcorn in the movie theatre, et cetera. In a debate, you expect an opening argument, rebuttals, closing statement and witnesses. Those are all potential patterns of a debate that can be taught.
 * ** Language Supports: ** Scaffolding to teach the discourse, scaffolding to teach the vocabulary...

1:35 - 1:45 - Discuss Vocabulary Module

1:45 - 2:25 - AL Teaching Demo

(This rendition of the account might not be entirely accurate. Names have not been changed to protect individuals).

"You will see several characters - Heiner, Fritzi, soldiers and some men. When this scene happened, everyone was caught by surprise. Everyone is in a different position. Please pay attention to the perspectives of each of these characters. Perspectives is kind of a big word. Say it with me." Class: "Perspective." Anny: "Perspective." Class: "Perspective." Anny: "Perspective means the way we see something. Let's pretend I am my two-old-niece. When I look around, I see people's shoes. I don't normally pay attention to these things because they are below my level. Now, let's pretend I'm Pzremmick. I will look at the ceiling. Now let's talk about curfew. Who in here has a curfew?" //Half of the class timidly raises their hands.// Anny: "Lauren, what time is your curfew?" Lauren: "Ten." Anny: "Have you ever broken curfew?" Lauren: "Yeah. This one time, I was at my friend's house and the movie wasn't over so I snuck in at 10:25." Anny: "You're mom was probably very worried and might have been disappointed. Your brother might have wanted you to be punished. All of these people have different perspectives. Turn to your partner and define 'perspective.'" //Class discusses word with partners.// Anny: "Now, let's watch the clip." //(Clip plays.)// Anny: "This is a very horrible situation. //Splits class into groups.// What is the perspective of Heiner? Fritzi? The onlookers?" //(Each group explains perspective. Anny models a sentence starter, 'From his/her/their perspective...')// What would happen next - a mini lesson about the Berlin wall, where students would learn basic facts about Cold War. Anny: "We have just been discussing the Berlin wall. I want your perspective. Raise your hand if you think the Berlin wall was justified?" No one raises their hands. "From our perspective, it was not justified. Raise your hand if you think it was bad." Class raises hands. "This is what is so interesting - from our perspective, the Berlin Wall is wrong. Some members of gov't believed it was necessary. I am now going to show you a picture about a brochure from the East German gov't about the wall. What's the first thing you notice?" Katie: "It's in English." Anny: "Exactly. Why is it in English? Who it is for?" Ben: "It's for other countries." Anny: "This is called propaganda." //(She explains propaganda and asks for examples, and explains the brochure in more detail. She proceeds hand out a page with part of the text from the brochure on it).// Anny: "This brochure is East German propoganda. However, there was American propaganda as well. This movie is called "The Wall." //(The film is watched. Eventually, there would be a collection of justifications for/against the wall from West/East Germany.)//

Back to the real world...

In-class activity - go through the 'unquiz' again and apply it to the teaching demo.

Language Function: "Identify/analyze/Infer/Examine multiple perspectives." Reading, writing and discussing are part of the process. Learning Task (evidence of students' language use): "Write a three sentence summary of the general perspective of this film." OR "Analyze different perspectives of the Cold War." OR "Small group conversations about the perspectives present in a movie." AL demands - Vocab: "Propaganda" "East/West German," "Viewpoint," "Another point of view" Syntax: "From his/her/their perspective" Discourse: In the final paper, the organization is around different perspectives Language supports: Rephrasing, modeling, wrote it on the board, had us say it again

Blending learning goals and academic language goals together, mixing history and language

2:25 - 2:30 - Closure
 * Reading Log [[file:Reading Log - 418.xlsx]]


 * Housekeeping:**
 * DUE Tuesday, Feb 2
 * DUE: Zwiers, chapter 4 (Strategy: "What I know now. What I learned.")
 * Text-Talk Organizers - Matt and Ben
 * P.E. Alternative Readings -
 * [|Toolkit for Enhancing Academic Language in P.E.]
 * []
 * []
 * Before reading, jot down answers to these questions:
 * What constitutes academic language specific to my subject area?
 * What types of text and genres are common in my subject area?
 * When have I observed students getting tripped up by the academic language of my subject?
 * How did I acquire academic language proficiency in my subject area?
 * After reading: Now that you have read this chapter, return to your answers to the questions above. What can you now add? (Add new information in a different color.)


 * DUE: Michie, chapter 2 (Strategy: Questioning the Author)
 * As you read chapter 2, think about the relationship between language and identity and how we judge people based on language. Also, while you are reading, identify one or two paragraphs that especially intrigued you. What question(s) would you ask the author about this passage? Why? Write your question(s) on a sticky note and place it next to the passage.