Elementary World Languages PLC Sept 2, 2015

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  • ELEMENTARY PLC #3WEDNESDAY SEPT. 2, 2015DOMAIN 2 PLANNING AND PREPARING

    DOMAIN 1 DQ 2

  • PLANNING AND PREPARINGINDICATOR 43 LESSONS WITHIN UNITSINDICATOR 42 EFFECTIVE SCAFFOLDING OF INFORMATION WITHIN LESSONS (DQ 2 , DQ 3, DQ 4)

    Reflecting on TeachingIndicator 51 Evaluating the Effectiveness of Individual Lessons and Units

  • INDICATOR 43 PLANNING LESSONS WITHIN UNITS

  • WHAT WILL I DO TO DEVELOP EFFECTIVE LESSONS ORGANIZED INTO A COHESIVE UNIT?

  • CURRICULUM WHAT WE TEACHINSTRUCTION HOW WE TEACHWhat you will teach + how you will teach it = LESSON PLANNING

  • Curriculum GuidesStandardsDescubre Resources

    Frequency and time with studentsAge level of students

  • EXAMPLE:EXISTING CURRICULUM INFORMATION:SEE STUDENTS 2 3 DAYS A WEEK EVERY WEEK FOR YEAR.SAME STUDENTS FROM YEAR TO YEAR SO CONTENT EACH YEAR MUST BE SCAFFOLDED AND

  • STEP ONE:KNOW HOW MANY TIMES YOU WILL SEE STUDENTS. THIS WILL DETERMINE HOW MANY LESSONS YOU WILL NEED.

  • STEP TWO:LOOK AT CURRICULUM GUIDES* TO LAYOUT YOUR YEARLY PLAN AND DETERMINE WHICH TOPICS/UNITS YOU WILL BE ABLE TO COMPLETE AND HOW MANY DAYS FOR EACH UNIT.*Curriculum Guides based on Descubre el Espaol for Spanish

  • STEP THREE: WHAT SHOULD THE STUDENTS KNOW AND BE ABLE TO DO?DETERMINE THE VOCABULARY AND STRUCTURES YOU WILL BE ABLE TO DO WITH THE SCHEDULE YOU HAVEConsider time with students per lesson, time between lessons

  • STEP FOUR:GATHER YOUR RESOURCES (STANDARDS DOCUMENT, CAN DO STATEMENTS, DESCUBRE, ETC.) TO MAP OUT YOUR DAILY LESSONS SKELETON

  • Unit Title:Cultural Focus: Lesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 6Theme: Learning Goal: Language Functions:Cultural Focus:Link to Lesson Plan:Link(s) to Resources:Theme: Learning Goal: Language Functions:Cultural Focus:Link to Lesson Plan:Link(s) to Resources:Theme: Learning Goal: Language Functions:Cultural Focus:Link to Lesson Plan:Link(s) to Resources:Theme: Learning Goal: Language Functions:Cultural Focus:Link to Lesson Plan:Link(s) to Resources:Theme: Learning Goal: Language Functions:Cultural Focus:Link to Lesson Plan:Link(s) to Resources:Theme: Learning Goal: Language Functions:Cultural Focus:Link to Lesson Plan:Link(s) to Resources:

  • Mis amigos, mi familia y yoCultural Focus: Mexico/Culturally appropriate Greetings and polite expressionsLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 6Theme: Saludos y despedidias & Procedures/Learning a languageLearning Goal: Language Functions:Resources:Lesson Plan:Theme: Saludos y despedidias & Procedures/Learning a languageLearning Goal:Language Functions:Cultural focus:Resources:Lesson Plan:Theme: La familia, letra aLearning Goal:Language Functions:Cultural focus:Resources:Lesson Plan:Theme: La familia, letra aLearning Goal:Language Functions:Cultural focus:Resources:Lesson Plan:Theme: Los amigos (introductions) Learning Goal:Language Functions:Cultural focus:Resources:Lesson Plan:Theme: Los amigos (descriptions with soy/es), letra eLearning Goal:Language Functions:Cultural focus:Resources:Lesson Plan:

    Nuestra comunidadCultural Focus: Boliva/El mercadoLesson 7Lesson 8Lesson 9Lesson 10Lesson 11Lesson 12Theme: La casaLearning Goal:Language Functions:Cultural Focus: Resources:Lesson Plan:Theme: La casa/location (using estar)Learning Goal:Cultural Focus: Resources:Lesson Plan:Theme: La comunidad/El mercado, letra iLearning Goal:Language Functions:Cultural Focus: traditional clothing of Bolivia, el mercadoResources:Lesson Plan: Theme: La comunidad/El mercadoLearning Goal:Language Functions:Cultural Focus: Resources:Lesson Plan:Theme: Places in the CommunityLearning Goal:Language Functions:Cultural Focus: Resources:Lesson Plan:Theme: People in the community, letra o y uLearning Goal:Language Functions:Cultural Focus: Resources:Lesson Plan:

  • Break time

  • INDICATOR 42 EFFECTIVE SCAFFOLDING OF INFORMATION WITHIN LESSONS(DQ 2, DQ 3, DQ4)

  • WHAT WILL I DO TO DEVELOP EFFECTIVE LESSONS ORGANIZED INTO A COHESIVE UNIT?

  • LESSON DESIGN ELEMENTSSEGMENTS THAT WILL MOST LIKELY BE PART OF EVERY LESION (ROUTINE COMPONENTS) (DQ 1, DQ 6)SEGMENTS THAT FOCUSES ON CONTENT (DQ 2, DQ 3, DQ 4)SEGMENTS THAT ADDRESS ACTIONS THAT MUST BE TAKEN ON THE SPOT (DQ 5, DQ 7, DQ 8, DQ 9)

  • PLAN FOR LESSON SEGMENTS THAT WILL BE ROUTINE COMPONENTS OF EVERY LESSONDQ 1: What will I do to establish and communicate learning goals, track student progress and celebrate success?

    DQ 6: What will I do to establish or maintain classroom rules and procedures?

    Action Step ONE

  • PLAN FOR LESSON SEGMENTS THAT WILL BE ROUTINE COMPONENTS OF EVERY LESSON

    What procedures and routines will be used? Will students be reminded or specific rules and procedures or will new ones be established?Will students be reminded or already established learning goal, or will new goal be set?How will I track student progress?Will students be provided with some form of recognition for progress on their learning goals?

    QUESTIONS TO ASK YOURSELF

  • PLAN FOR CONTENT SPECIFIC LESSON SEGMENTS (3 TYPES)

    #1 DQ 2: What will I do to help students effectively interact with new knowledge? #2 DQ 3: What will I do to help students practice and deepen their understanding of new knowledge? #3 DQ 4: What will I do to help students generate and test hypotheses about new knowledge? Action Step TWO The majority of lesson time is spent here!

    A single lesson MAY contain more than one type of lesson segment*

  • DQ 2 WHAT WILL I DO TO HELP STUDENTS EFFECTIVELY INTERACT WITH NEW KNOWLEDGECRITICAL INPUT EXPERIENCES Indicators 6-13

  • DQ 2 HELPING STUDENTS INTERACT WITH NEW KNOWLEDGEIDENTIFY CRITICAL INFORMATIONORGANIZING STUDENTS TO INTERACT WITH NEW KNOWLEDGEPREVIEWING NEW CONTENTCHUNKING CONTENT (INTO DIGESTIBLE BITES) PROCESSING OF NEW INFORMATION WITH STUDENTSELABORATING ON NEW INFORMATION RECORDING AND REPRESENTING KNOWLEDGE REFLECTING ON LEARNING

    Alwaystogether

    ALL of these done EVERY time you introduce new content.*

  • CRITICAL INPUT EXPERIENCES AKA WHAT THE TEACHER DOESVisual 77%**Percent of information recalled one year after completion of UnitDramatic 57%*Verbal 53%*

  • STEP ONE: IDENTIFY A VARIETY OF POSSIBLE CRITICAL INPUT EXPERIENCES FOR THE FOLLOWING LEARNING GOALVISUALDRAMATICVERBALEach Learning Goal should have 2-3 (related) critical input experiencesLearning Goal:Students will be able to introduce themselves using basic culturally appropriate greetings and memorized expressions

  • 6. Identifying Critical information

  • 7. Organizing Students to interact with new knowledge

  • 8. Previewing New Content

    The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages.Teacher Evidence Teacher uses preview question before reading Teacher uses K-W-L strategy or variation of it Teacher asks or reminds students what they already know about the topic Teacher provides an advanced organizer OutlineGraphic organizer Teacher has students brainstorm Teacher uses anticipation guide Teacher uses motivational hook/launching activity AnecdotesShort selection from video Teacher uses word splash activity to connect vocabulary to upcoming content

  • Round RobinPreviewing TechniquesLearning Goal:Students will be able to introduce themselves using basic culturally appropriate greetings and memorized expressions

  • 9. Chunking Content & 10. Processing with Students

    Based on student needs, the teacher breaks the content into small chunks (i.e. digestible bites) of information that can be easily processed by students.Teacher Evidence Teacher stops at strategic points in a verbal presentation While playing a video tape, the teacher turns the tape off at key junctures While providing a demonstration, the teacher stops at strategic points While students are reading information or stories orally as a class, the teacher stops at strategic pointsStudent Evidence When asked, students can explain why the teacher is stopping at various points Students appear to know what is expected of them when the teacher stops at strategic points

  • Learning Goal:Students will be able to introduce themselves using basic culturally appropriate greetings and memorized expressions

  • 11. Elaborating on New Information

    The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught.Teacher Evidence Teacher asks explicit questions that require students to make elaborative inferences about the content Teacher asks students to explain and defend their inferences Teacher presents situations or problems that require inferencesStudent Evidence Students volunteer answers to inferential questions Students provide explanations and proofs for inferences

  • 12. Recording and Representing Knowledge

    The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways.Teacher Evidence Teacher asks students to summarize the information they have learned Teacher asks students to generate notes that identify critical information in the content Teacher asks students to create nonlinguistic representations for new content Graphic organizersPicturesPictographsFlow charts Teacher asks students to create mnemonics that organize the contentStudent Evidence Students summaries and notes include critical content Students nonlinguistic representations include critical content When asked, students can explain ma