ED 498 -...
Transcript of ED 498 -...
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ED 498
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In your academic and professional experience, what does (or should) lesson planning include?
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Apply understanding of theories to the lesson planning process and student language assessment.
Plan, teach, and assess content area lessons that provide cognitive, academic, sociocultural, and language support for ELL students
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Determining appropriate standards Writing content and language objectives
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/elp.shtml
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GOALS OBJECTIVES (Content and
Language) Broad and general Specific
Aim or purpose Application
What is the destination?
How will we arrive at our destination?
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Goal: TLW understand the relationships between concrete and pictorial numeric sentences.
Objective: TLW create a concrete representation of single digit addition using unifix cubes.
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Goal: TLW understand that the way a set of data is displayed influences its interpretation.
Objective: TLW choose between pie graphs and bar graphs in order to appropriately display data with 90% accuracy.
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X: Students in ED 498 will create lesson plans that include clear objectives with measurable goals.
Y: Students in ED 498 will provide appropriate instruction to ELLs.
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Specific Outcome-based What is the student expected to do?
Under what conditions? To what level of accuracy?
ABCD ◦ Audience ◦ Behavior ◦ Condition ◦ Degree
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The learner or the student
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The objective should include a verb that states what the learner will be able to do following instruction. The verb should be measurable, observable and specific.
Examples of measurable, observable and specific verbs include: explain, present, organize, design, choose, apply, generate, justify, contrast, debate, solve
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The objective should state the circumstances under which the student will complete the objective. This part of the objective might include the use of manipulatives, class notes, a book, etc.
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The objective must also address the accuracy with which the student must complete the stated behavior in order to be considered proficient. For example, the objective might include a percentage of time or a number of correct questions.
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The learner will be able to 1) identify the three main routes to the West on a map, and 2) articulate at least one distinct fact about each of three.
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The learner will be able to compare and contrast the three major routes to California.
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Using a ruler, the student will measure items within ¼ of an inch.
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Using manipulatives, students will understand part-whole relationships.
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What aspects of English do students need to know and apply to succeed in your lesson?
How can the lesson support students’ academic language development?
Process vs. Product Examples:
Write compare/contrast essay Read a textbook and take notes Give oral presentation using technical vocabulary
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Determine the area of language development to which your lesson lends itself: ◦ Reading comprehension ◦ Writing process (brainstorm, outline, draft, etc.) ◦ Vocabulary development ◦ Functional language (how to negotiate meaning,
provide detailed explanations, justify opinions, ask for info) ◦ Language structure (morphemes, prefix, suffix)
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See WIDA ABCD Light Plan for multilevel responses from the
students according to their English proficiency ◦ Example: Beginners- thumbs up, thumbs down Intermediates- discuss with partner Advanced- mostly complete sentences
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Using her own calculations and notes, the learner will explain the process of solving the equation clearly enough that her partner can understand her thinking.
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The student will learn the names of the three routes to the West.
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Using their Venn diagrams, students will write at least 6 compare and contrast statements regarding the two versions of Cinderella.
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Four Level 4 ESL students Enrolled in U.S. schools for approximately
4 years Prior to U.S. school enrollment, schooled
continuously in L1 in home country Students X and Y are outgoing and social Students T and U rarely speak in class See writing sample
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Write a content objective for your lesson. Determine the academic language that ELLs need
to learn to understand the content of your lesson. Determine the key vocabulary. Use the information above to inform development
of a language objective for your lesson. Write a language objective.
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State purpose (goals/objectives) Graffiti Wall (interactive, activates
background knowledge, informal pre-assessment)
Positive and negative examples (be specific)