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Interpretive:
8.Analyzing how writers and speakers use vocabulary and other language
resources for specific purposes (to explain, persuade, entertain, etc.)
depending on modality, text type, purpose, audience, topic, and content
area.
Productive:
9.Expressing information and ideas in formal oral presentations on
academic topics.
All strategies will be research based and from one of the texts. Please Students: Practice and Application
provide reference for each. Note meaningful activities, interaction, strategies, practice and application,
feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy Steps)
1. Teacher will present the book/story to students. We will discuss 1. Students will work in same small groups to document the listed
the plot and make inferences depending on our discussion and words gathered as a class.
prior knowledge. 2. They will use a dictionary and thesaurus to identify the true
2. Students will be given a photocopy of the reading—this way definition of the word.
students can write on and take notes on the page provided. 3. Students will discuss whether the class inferences were accurate.
3. Students will read a portion of the story that I have selected, in
4. Students will keep journals until we conclude the book/story.
small groups that I have pre-determined. (I will include ELL
5. Journals will be used to collect vocabulary terms and will be
students and non-ELL students in small groups).
used with readings.
4. Students will take turns reading aloud.
5. While reading, students will highlight unknown words and make
notes of what they think they mean according to the context.
Collaborative (engagement with others)
6. When students complete the reading, we will discuss what
1. Students will discuss with peers about inferred word definitions
words were discovered.
according to context of the reading materials and prior
7. Teacher will then make a list of the words and make a note of
knowledge.
how many students highlighted those words.
8. We will discuss our inferences of words’ definitions, and share
Interpretative (comprehension and analysis of written and spoken texts)
the ones we think fit best according to context and prior
1. Students will comprehend knew words by gathering them into a
knowledge.
vocabulary journal.
2. Students will determine the accuracy of their inferences and the
Collaborative (engagement with others)
class’ inferences.
1. Collaborate with reading and sharing in class discussions.
Productive (creation of oral presentations and written texts)
Interpretative (comprehension and analysis of written and spoken texts)
1. Students will keep the vocabulary journals to strengthen their
1. Students will identify unknown words and predict their meaning
vocabulary skills.
according to context and prior knowledge.
2. Students will continue to reproduce this activity to discover new
2. Students will evaluate other students inferred definition and
words and terms.
decide which is most appropriate or close to actual definition of
the word.
Review and Assessment: What specific assessment tools are being used? Student Reflection: How will you provide for student reflection on
learning?
Review: Students will discuss the book covered in class and bring up
important plot details and use of words. We will use vocabulary journal to Students will be able to share their thoughts on the reading. They will be
review the story development and mood of the author. able to share positive and negative thoughts about the characters, plot,
and story. However, they will have to provide reasoning to their
Assessment: Students will produce a short essay/summary of the reading opinions/thoughts.
and incorporate words from vocabulary journal. Students will be able to
use the journals when producing their essay, they will be graded and
assessed for using words correctly.
Content Objective - Students will be able to take charge of their assignment and
Students may struggle with identifying words that they want to list continue to use a growth mindset to complete their work.
for their vocabulary journals. They may also struggle with - I will see the quality of their work by reading the essays they
organizing the journal in a way that will be helpful to them. produce at the end of the reading assignments.
http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-
which-one-are-you/
4. How will you let students know they have developed more GRIT /
GM in learning a new language?
I will display their essays and commend them for the work
produced. I will encourage them to use their new knowledge in
future assignments.
5. What changes overall have you seen in your class that indicate
that a Growth Mindset has been supported and expanded to this
point in the semester?
6. What did not work that you will change for next lesson:
7. Next steps based on analysis of this lesson: