11-11-14
Agenda:
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Issues from last week
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Review: Teaching Speaking
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Grammar Break (Adj/Adv)
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ETC , Chapter 7: Language Study

Your questions:
How do we know when to “give up” on a student?
Why do schools spend class time reading orally – for the entire class time?
What tips can we learn for interning?
How do you student teach with a teacher whose teaching style is much different from your own?
With observing, I noticed my teacher was very lenient with du dates when it came to writing assignments. However, I feel if she wasn’t, no one would turn their assignments in.
How would you ameliorate this situation?

I Learning Goals
SC ELA Content Standard(s): Benchmark(s):
What will your students know and be able to do at the end of this lesson?
Indicator(s):
II Student Background Knowledge and Experience
What prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson?
How do you know if students have the knowledge and skills they need to be successful?
How will you use or accommodate the diverse experiences that your students bring to class (considering gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, and learning styles)?
III Instructional Procedures
Content summary, including concepts and essential understandings:
Teaching methods: Student grouping: Reading strategies for selected print and nonprint texts:
Interdisciplinary strategies:
IV Resources and Materials
Written Texts: Oral Media: Visual Media:
V Instructional Activities
Lesson sequence, including important questions to ask students Time Allotted
Opening: Main activities: Closing:
Instructional technologies:
VI Assessment/Evaluation
How will you know if each student has met the learning goals?
Will students be asked for a personal response? If so, how will you use these responses?
Attach assessments and assessment criteria.
VII Adaptations
Modifications: Note if lesson objective or significant content needs to be changed.
Accommodations: Note if other components of the lesson need to be changed.

Standards, Benchmarks, and Indicators
Standard: Generic skill
Benchmark: The skill as it shows up in this lesson or unit
Indicator: Specific performance that shows mastery of the skill
Standard: CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain .
Benchmark: TSW accurately summarize selected passages of Beowulf and correctly answer inference-based questions about the text.
Indicator: TSW score at least 90% correct on the Beowulf quiz.

Standard: CCSS.ELA-LITERACY.W.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Benchmark: TSW establish and maintain an appropriate tone and follow relevant conventions in an essay on Julius Caesar .
Indicator: TSW will achieve a score of 3 or higher in the “Disciplinary
Conventions” category on the rubric for the
Julius Caesar essay.
Standard: CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Benchmark: TSW participate appropriately in small-group and whole-class discussions of King’s “Letter from Birmingham Jail.”
Indicator: TSW achieve passing scores on informal assessments of participation in discussions of King’s “Letter from Birmingham Jail.”

Standard: CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Benchmark: TSW follow conventions of standard English grammar and usage in all written work handed in for this unit.
Indicator: TSW will have no major deductions for grammar/usage on written answers to study questions, and will achieve a score of 3 or higher in the “Grammar/Syntax” category on the rubric for the final paper.

Call-and-response vs. Dialog

General principles for teaching speaking skills:
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Safe, inviting classroom
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Culture of learning
• Culture of practice and “it’s OK to mess up”
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Lots of low-stakes practice
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Lots of modeling
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Adequate rehearsal time
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Clear expectations
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Respect, attention, applause for everyone

Adjectives & Adverbs
Adjective – modifies noun or pronoun
Tells what kind: blue dogs, bright light
Points out which: this paper, that pen
Tells how many: many people, two ideas
Pronouns as adjectives: these times, which one
Adverb – modifies verb, adjective, or adverb
Typically tells… how (drives carefully ), when (arrives early ), where (walks everywhere ), how often (naps daily ), or to what extent ( almost forgot, very excited, really well)
Nouns as adverbs: leave Monday , spoke yesterday
Nouns as adjectives: barn dance, police car
Verb(al)s as adjectives: sleeping dogs, flying fish
“count” words: few people, many times
“amount” words: less humanity, much time

Adjectives & Adverbs
Syntax: adjectives & adverbs typically modify the nearest word possible

Adjectives & Adverbs
Articles: a, an, the
Definite: the, this, these, those Indefinite: a, an, some, any
Compound words as adjectives require hyphens:
Her boy-catching eyelashes are luxurious.
The boy catching butterflies is out in the back yard.
Participle: looks like a verb; acts like an adjective
The marching band refused to yield.
A rolling stone gathers no moss.
Gerund : looks like a verb; acts like a noun
I like dreaming .
Running is my favorite sport.

Adjectives & Adverbs
Edit these sentences (from papers by graduate student English majors):
There are less than 10 African American students in the entire student body.
After threatening a pop-quiz, they finally participated.
I observed less than thirty students to one teacher.
When discussing our field experience, there were many differing opinions.
Each new group of students possessed a very unique feel.
She told an incredible amount of stories.
She only got through the vocabulary in 55 minutes.
Next, students began work on their five paragraph essays.
The side of the room with the least errors won the competition.
After walking past this, the room feels a little bare.
The teacher used a variety of learning strategies.
All kids can’t learn just using one way.
Just about each diagonal row had three desks in it.
I will not be able to pay attention to every MP3 playing student in the room.

Bonus Practice: Commas & Semicolons
Another teacher was assisting, however, this teacher did not do much.
When the bell rang; however, it became clear that the other kids would be interested in discussion.
This desk arrangement was however short-lived.
There are a few exceptions to this pattern, however.
A tardy student’s entry is disruptive enough in and of itself; the lesson should not stop to accommodate the needs of the delinquent student.
Each hallway is lettered and has its own color-coding; however, at this point I did not know that.
Each class began with brief announcements by the teacher; although, second period had announcements over the school PA system.
Double Bonus: Mystery Issue
A student walked my colleague and I upstairs to the classroom.
There is one student in each class who prefers to hear themselves talk.

It’s the study of craft : how we use diction, syntax, and punctuation to accomplish goals.
Grammar, vocabulary, and conventions are not simply issues of correctness , but are issues of rhetoric
– choices that help or hurt the speaker/writer with respect to accomplishing goals.
Knowledge of language provides access to power; lack of knowledge prevents access to power.
Larger vocabulary can lead to greater precision of expression and greater understanding.

• should be ongoing – all the time, in every lesson, whenever a word comes into question.
• should be fun. (Word of the day. Word histories.
Weird words. Puns and other word humor.)
• should be relevant and useful: words related to whatever is currently being studied, not big words memorized in isolation.
• should go beyond individual words when possible: stems, word families.
• should include aural element (i.e., pronunciation).

Tier 1: everyday speech
Tier 2: academic speech
Tier 3: domain-specific terms

• seems to work better when taught in context rather than in isolation.
• can be pre scriptive or de scriptive: what people should do or what people actually do

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Sentence combining
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Sentence imitating
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Sentence unscrambling/recombining
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Sentence expanding
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Sentence templates
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Considering alternative choices
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Playing with punctuation