418+Agenda+-+2.16.17

Today's Goals:

 * I can explain how AL support can be incorporated within a content lesson.

1:50 - 2:00 - Welcome & Agenda
 * Notetaker: user:jenmarty

2:00 - 2:35 - Academic Language Teaching Demo
 * Recap of lesson on Tuesday:
 * The class watched a short clip of a man trying to get over the wall into West Berlin. The man gets shot
 * We, as a class, talked about "perspective" and how each individual has a different perspective - Emphasized the different perspectives of a baby crawling on the floor, a normal sized person walking into a room, and Prezmek Karnowski walking onto a room.
 * Anny used a sentence frame to model the correct way to use the new language in an academic way.
 * Anny had us repeat "perspective" to call attention to the new word being learned
 * Continuing the lesson today:
 * Now that our interest is captured, go back to content - outline the facts about the Berlin Wall, the Cold War, etc. (go back and forth between the new vocabulary and the specific content being learned, i.e. the Cold War)
 * When writing history, you get different accounts of the same event based on the different __perspectives__. The history written will be different from the perspective of a East German historian and a West German historian.
 * Video: US Propaganda - analyze the different perspectives of the short video
 * Sentence Frame: "From the perspective of the Americans/West Berliners, the wall was   (descriptive word) because.
 * ...the wall was oppressive, exclusive, restrictive.
 * or: "...the wall was stupid." Replace the word with a more academic word like unnecessary, unintelligent, pointless, wasteful, unfair, counterproductive.
 * The academic language gives us an opportunity to be more specific. Rather than stupid, challenge students to use a more academic term that is more descriptive and less general than "stupid."
 * Worked with a worksheet that outlined the perspective of the East Germans in building the wall. Sentence Frame: From the East German perspective, the wall was because.
 * From the perspective of the East Germans, the wall was a means of protection because...
 * To support academic language until this point:
 * another sentence frame, but this time they could use the sentence frame or they could say it how they liked to in an academic way
 * why? you build in supports, but they are only useful for a certain amount of time. Eventually, your students won't need it. Keep it around for the students who need the sentence frame, but allow the students who don't need it to use their own academic language.
 * the larger agenda: teach academic language. Note the difference between academic words and everyday words ("what would be an everyday word for 'prevent'?" or "what is an academic word for 'stupid'?")
 * give preparation time, share ideas with a group, read on your own, watch a video. Preparing students to share their ideas in an academic way
 * the lesson is about 10% about academic language, but the core of the lesson is rooted in the social studies content.
 * pick and choose the academic language you want to teach them. They may know some of the language you are using, so don't spend your time on explaining things they already know.

2:35 - 3:00 - Analyzing student work for academic language
 * [[file:Student Work Samples.pdf]]
 * Using the samples above and the model commentary, score the model using rubrics 4 and 14
 * Create a template for your AL assignment
 * Blackboard - edTPA Materials
 * Find your content area
 * Go to templates
 * Planning commentary - question 4
 * Assessment commentary - question 3
 * Ideally, you will combine this with your first teaching episode in the field. (You need student work samples!)
 * edTPA Academic Language Assignment is due April 6 (preferably sooner).
 * Upload to BB (including student work samples)


 * Housekeeping:**
 * Watch for feedback on your AL activity guides. If revisions are required, they are due by Thursday, 2/23.
 * For 2/21 - Read Zwiers, chapter 6. Text Talk - Sam, Drew, Elly
 * 418L people - turn in your log on 2/21 (will be returned on 2/23)
 * Remember that you need to workshop your first lesson plan with me, your supervisor, or your CT and get it approved before you teach your first observed lesson. Also, you need to complete the full lesson plan template, including the "planning for engagement" section.
 * By 2/23, please indicate your schedule of supervised lessons [|here].
 * 2/23 - //Holler,// chapter 4