518+-+Agenda+-+2.17.16

Learning Goal:

 * I can propose adaptations based on CHEMS to support ELLs

8:00 - 8:10 - Welcome & Agenda
 * Notetaker: user:sarahnewman4
 * [|Social Studies teacher uses the Oregon occupation as a learning opportunity]
 * Announcement about capstone project: crafting a formal presentation about our ideal school (aka Bulldog High) and research to back what we believe
 * General feedback from edTPA AL submissions (Matt's language function; Jay's language support and evidence)
 * Have a main claim, here is my evidence, here is how my evidence supports/shows my claim- simplify
 * Primary goal=clarity
 * Matt's language function: "The language function is justification."- have one language function that has a clear definition and say this is how it works
 * Jay's language support and evidence: list what your vocabulary terms are, identify them! "Students will have to use correct syntax, for example...." "Students will have to use correct discourse, for example..." State when they are going to be using the vocab/syntax/discourse throughout the lesson. This is how I am going to teach the vocabulary, this is how I am going to show the syntax/discourse
 * General v. context specific vocabulary- give examples of both and state why it matters
 * Student work samples- this show correct vocab...this is how- have a couple sentences that generalize for the class as a whole. The student works samples become examples of the global/class performance
 * How the evidence supports your claim

8:10 - 8:40 - Introduction
 * [|Life in a refugee camp]
 * How would you feel if you were the family that learned that you were going to move to the United States?
 * Opportunities and challenges that Ali is going to face
 * Boredom in the refugee camps and coming to the U.S. having a defined schedule- how time works/the expectations around time
 * Language barriers in a collaborative learning environment
 * Elements of progressive pedagogy- assumptions and expectations that come with that
 * Differences in structures and learning methods between his previous schooling v. the schooling in the U.S.- individualistic v. collectivist cultures
 * Changes in authority and the expectations that the authorities have
 * Values of cultures and how we interpret those values
 * Social dynamics
 * We can English but what about what it means to be a member of this community?
 * [|Life in an American middle school]
 * How does it feel?
 * Yuki- difference in her experience in school as compared to Ali
 * Has a previous educational background
 * Resistant to asking for help- a sign of not being a good student?, calls attention to herself and requires an interaction that she may not want to have-Japanese culture
 * She can perform being a student- developed reading and writing skills but struggles in oral communication
 * Review CHEMS

8:40 - 9:20 - Lesson Adaptation

https://www.teachingchannel.org/videos/gallery-walk-lesson-plan
 * Create a quick map of the lesson
 * What are possible strengths and resources ELLs might bring to this lesson? How will you find out?
 * What aspects of the lesson could be difficult for English learners? Why?
 * What aspects of the lesson are already ELL-friendly? Why?
 * What adaptations could be made to support ELLs’ language and content learning? Why?

9:20 - 9:30 - Break

9:30 - 10:30 - Work on ELL Adaptations
 * Brainstorm [|useful strategies and concepts] from reading
 * Identify two ELLs at different proficiency levels - Write a brief profile that includes the following: age, [|English proficiency level], home language, length in the U.S., brief biography
 * Review an existing lesson. How could it be adapted to support these two learners?
 * Add three additional columns - one for student 1, one for student 2, and one for a rationale connecting to CHEMS:
 * Respond to these questions:
 * What are possible strengths and resources ELLs might bring to this lesson? How will you find out?
 * What aspects of the lesson could be difficult for English learners? Why?
 * What aspects of the lesson are already ELL-friendly? Why?
 * What adaptations could be made to support ELLs’ language and content learning? Why?

(While doing this, we'll review the edTPA AL assignments)

<span style="font-family: Arial,Helvetica,sans-serif;">10:30 - 10:50 - Closure, Housekeeping, Course Evaluations
 * <span style="font-family: Arial,Helvetica,sans-serif;">ELL Adaptations - Upload to Blackboard by Feb 26