418+Agenda+-+1.20.15

Today's Goal:
 * SWBAT provide a robust definition for "academic language" and provide a rationale for intentionally teaching it.

1:15 - 1:20 - Welcome & Agenda
 * Notetaker: Hailey
 * Please turn in your disciplinary texts

Jack Sparrow dramatic reading:
 * Elizabeth**: Andy
 * Jack**: Alex



"its not just _, _,_ ,_, thats what academic language needs, But what academic language is, what academic language really is, is.

1:20 - 1:35 - Text Talk #1

When you hear the word "light", what do you think of?
 * Megan and Julia:**


 * "I drew a lightbulb" x6
 * Lightswitch
 * Prism

For instance, Julia thought of christmas lights while Andy thought of a light switch
 * Light is an abstract word. - students all have different ideas of the word

(Stacia as a teacher) How can you make your students see this? how do you make this relevant to their lives?
 * History repeats itself - Paul
 * Validity of sources - Alex
 * State of Union address - Andy
 * World affairs (Gonzaga more than the rest?) - Megan
 * Experiment through movement, being comfortable with "doing" - Kasey
 * Performance based vs. rules, understanding and strategy - manny
 * Fitness goals - Matt
 * utilizing creativity - Audrey
 * Real life use(Geometry proofs)
 * Basic uses
 * Geometry proofs
 * Social context - Hailey
 * Classical music in everyday society - Stacia
 * Setting the stage for your kids (Acting like elephants)
 * Relating material to everyday life (then & now)
 * Why does it mean anything now?
 * math - more valuable than just numbers

1:45 - 1:55 - Text Talk #2

__Diagram__: Home and life experience Academic Language Math Science Literature History
 * Kasey and Andy**


 * Students draw on home and life experience when learning their content area
 * Base knowledge is important to support all students
 * Explicit attention to language
 * Background knowledge- allows everyone to see the perspective from the way it is meant to be seen

(explicit attention to language - like metaphors)

Activity: write a paragraph about how the article from last week connects to your discipline content.
 * being able to choose what you read - connected to expanding music horizons through different but not forced types of music
 * Multitasking - need to focus on one thing at a time at the gym
 * Transitioning from linear to non linear reading - math textbooks need to be read with focus

1:55 - 2:25 - Defining "academic language" > //[|Elizabeth] //: And you'll be positively the most fearsome pirates in the Spanish Main. > //[|Jack Sparrow] //: Not just the Spanish Main, love. The entire ocean. The entire wo'ld. Wherever we want to go, we'll go. That's what a ship is, you know. It's not just a keel and a hull and a deck and sails, that's what a ship needs but what a ship is... what the Black Pearl really is... is freedom. [|Link]
 * Is "academic language" a social justice issue?
 * http://vimeo.com/6835396
 * https://www.youtube.com/watch?v=X_KKLkmIrDk
 * https://www.youtube.com/watch?v=HAZMIC_OwTw
 * What does this have to do with //Holler// chapter 1?
 * https://www.youtube.com/watch?v=ZFCno8e-KuI
 * //[|Jack Sparrow] //: When I get the Pearl back, I'm gonna teach it to the whole crew, and we'll sing it all the time.

Disconnect between our assumptions and what they know

Is being on the **same** page the goal?
 * Meet each student where they're at
 * Individualized learning - all students will reach the "goal" in different ways
 * Same page = same objective (different pathways to get there)
 * What do we need to do for the kids that aren't there and how is that different than the needs of the kids who are already there?
 * finding a middle ground between cultural knowledge and academic correctness

Video on changing the way students speak:
 * depends on who is doing the "adding" or "subtracting
 * kept saying "better english". who's to say whats best?



2:25 - 2:30 - Closure
 * Housekeeping: for Thursday, read //Holler// chapter 2