Week 7 Assignment #2

Dear classmates,

Here is the link to my week 7 assignment #2,

Assignment #2

I am not an in-service teacher, so please give me some feedback to help me learn more. And you will find out I tried out two new software this week, they are Animoto and anwmal.

And one of my friends who is a 2L teacher, he gave me very useful feedback maybe you are interested too.  In the second part he also answered me the question about student-centered strategy was suitable for 2L learning or not due to that was my goal to be a second language teacher. Hopefully, it can provide some idea for you. If you have any related question, you can contact him,

Liam O'Neill  liam.mail.ny@gmail.com

Yiyi:

I just put in a few additions in italics.  I think you did a really good job analyzing the lesson. You were quite thorough. 

The language demands for such a lesson are quite high. In order for the discussion to be interesting there needs to be 

1) a complex problem or subject matter to start with - in this case it was a complex short story. 

2) Then, students should be able to think deeply about the subject matter and formulate opinions that may be different from their classmates - only then will the discussion be interesting and move along. 

3) And only then will students be able to learn from each other, possibly change their original opinions, see a new perspective, etc. When this happens there is valuable learning taking place. 

I believe that this kind of learning cannot take place in a 2L (second language) class. The students simply have not acquired enough language for new learning to occur. They don't have the language to 1) read a complex enough piece of literature that, 2) formulate opinions that are so different from each other that they can discuss them for long. And so, 3) they really won't be learning new things because the level of discussion is so low. 

I do not believe that this type of learning strategy can be mimicked in a 2L classroom. 

Hope this feedback is helpful!

week 6 assignment #3

ELA Writing Lesson Plan (Activity-based lesson adjusted to common core)

Lesson topic: Diary of a teenage refugee, (see article) Grade level: 5th grade Time frames: 2 weeks

1. What learning objectives/main ideas do students need to know (maximum of 3)? l   Students can connect to the real-world event. l   Students can learn how to write an appealing article to increase public awareness through submitting to school or local newspapers. l   Students can learn how to make a presentation.

2. What common core skills will be introduced or reinforced during this lesson? l   W. 5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. l   W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. l   W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. l   W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. l   W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. l   W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. l   W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. l   W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. l   W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. l   W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

3. Which content area standards are addressed in this lesson? l   ELA Common Core State Standards – Writing, Grade 5

4. What academic and content specific vocabulary is introduced in this lesson? l   refugee l   smuggler l   UN l   latrine l   NGO

5. What materials (e.g. activity sheet, map, song) will I present to students? l   WhatsAPP  demonstration l   paper l   PPT or Prezi l   Newspapers l   World map

6. What activity, if any, will I use to settle students and establish a context (DO NOW)? l   As a refugee, what are they scared?

7. How will I open the lesson (MOTIVATION) and capture student interest? l   Show the main character’s picture and ask them how they read from her eyes. l   Encourage them to submit an article over refugee issue in their view to school or newspaper editors.

8. What additional Full class/group/individual activities will I use to help students discover what they need to learn (suggest three)? If there are group activities, how will student groups be organized? l   Teacher can invite a real-world editor to share the tip when they write their assignment. So students can learn how to make contact, prepare interview questions, make a thank you note, and how to dress up. l   Demonstrate the basic functions of PPT or Prezi and how to express their framework of article. l   Show them how to use word processor and the format to complete an article.

9. How will I differentiate instruction with multiple entry points for diverse learners? l   For better-skill or willingly challenge students, ask them to design a pamphlet over refugee issue from adapting their presentation content.

10. What HOT (High Order Thinking) questions will I ask to encourage students in analysis and discussion? l   What a civil war can change a person physically and mentally? l   What are the policies of different countries over refugees? l   What are their living environment v.s. American children’s? please compare. l   If you were a president, will you embrace the refugees? Why or why not? l   What a student can DO NOW for refugee future.

11. How will I assess student mastery of the skills, content, and concepts taught in this lesson? l   Oral presentation (rubrics, the elements include content, ICT skills, expression skill, dress) l   The article content and format. (rubrics) l   The interview questions. (rubrics) l   The process of communication of newspaper editor when they submit the article. (through the evidence of e-mail)

12. How will I bring the lesson to closure (Summary Questions)? l   Share the strength of the published article written by classmate. l   Share the overall feedback from editors after collecting them through emails.

13. How will I reinforce and extend student learning? • CLASS APPLICTION/FOLLOW-UP l   Have a debate over “assist refugee or not” • ENRICHMENT ACTIVITIES l   Have teleconference to interact with a real refugee. l   Watch documentary about refugee life. • HOMEWORK l   Use word processor to key in article. l   Make a PPT or Prezi. l   Contact with newspaper editor via e-mail. (cc teacher and parents)

14. What topics come next? TOMORROW l   Write down students’ opinions about how to prevent civil war. DAY AFTER l   Write down how students perceive this country and make a topic.

15. How do I evaluate this lesson? (It is about to what extent your lesson successful is, which is different from student assessment itself. You can use student assessment results as one evidence for your lesson’ success though.) •  STRENGTHS l   Students learn to real-world event and contribute their efforts. • WEAKNESSES l   Some students’ articles might successfully get published, some might not. How to balance their emotion. • AREAS to WORK l   Invite an editor to give speech in advance. • THINGS TO CHANGE l   Rubrics for assessments should discuss with students.

week 6 assignment #2

ELA Reading Lesson Plan (Activity-based lesson adjusted to common core)

Lesson topic: Fish Cheek, (see article) Grade level: 5th grade Time frame: 1 week

1. What learning objectives/main ideas do students need to know (maximum of 3)? l   Students can understand immigrant’s struggle. l   Students can know people’s perspective will change when they grow up. l   Students can learn to appreciate Chinese cuisine and table manners.

2. What common core skills will be introduced or reinforced during this lesson? l   RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. l   RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. l   RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. l   RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. l   RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

3. Which content area standards are addressed in this lesson? l   ELA Common Core State Standards – Reading, Grade 5

4. What academic and content specific vocabulary is introduced in this lesson? l   Prawns l   Tofu l   Clamor l   Despair

5. What materials (e.g. activity sheet, map, song) will I present to students? l   World map l   Chinese cuisine book (in Chinese) l   Construction paper l   Colored pencils l   Glutinous powder ( for making Tang-Yuan) l   Chopsticks l   The interview of author, retrieved from https://www.youtube.com/watch?v=KUMaOIE6C3g l   Posters written three questions: a.   From paragraph 2, how did the author think of her Chinese culture and family? Write down your evidences. b.  From paragraph 5, what behaviors of the author’s family members made  author feel embarrassed? Write down your evidences. c.  Compare author’s perceptions of her mother’s value when she was young and grew up. Make a T-chart with your evidences.

6. What activity, if any, will I use to settle students and establish a context (DO NOW)? l   Close reading of the article. l   Recite article with emotion.

7. How will I open the lesson (MOTIVATION) and capture student interest? Ask students about their experiences in Chinese restaurants. l   Do they like the food? Can they name some of dishes? l   How do they use the chopsticks? l   Do they enjoy the environment? l   Why people open Chinese restaurants in foreign countries?

8. What additional Full class/group/individual activities will I use to help students discover what they need to learn (suggest three)? If there are group activities, how will student groups be organized? l   Assignment of writing a letter to their parent/guardian to show their affection, gratitude, or any words they should have said before. (individuals, graded by parent/guardian) l   Introduce Chinese New Year. (Show full class the presentation of traditions and have them make Tang-Yuan) l   Continue last activity, compare Christmas Eve and Chinese New Year’ roles and meanings respectively. (small group discussion first, write down their ideas on construction paper, hang the papers on bulletin board )

9. How will I differentiate instruction with multiple entry points for diverse learners? l   Ask diverse learner share their cultures in terms of counterpart of Christmas. l   Ask advanced students convert the text into a play.

10. What HOT (High Order Thinking) questions will I ask to encourage students in analysis and discussion? l   How do the two families act during dinner respectively? Why do they act so differently? l   What does the line mean,” your only shame is to have shame.” l   Why did the author’s mother tell her that she must always be Chinese? l   Is family the most important to everyone? How about friendships? l   Is one’s root important? Why? l   What kind of obstacles that immigrants face? Is there any way solving the problems? l   In this article, how do you think people can identify themselves? Can the criteria change?

11. How will I assess student mastery of the skills, content, and concepts taught in this lesson? l   Quiz- vocabulary and details (Kahoot) l   Skill of reciting article (rubrics) l   Drawing- family tree l   Presentation- oral and work (rubrics) l   Letter- feedback from parents

12. How will I bring the lesson to closure (Summary Questions)? l   Students move around the classroom to see the three posters and discuss with their partner. (team up with the other one)

13. How will I reinforce and extend student learning? • CLASS APPLICTION/FOLLOW-UP l   Have a debate over family v.s. friendship. • ENRICHMENT ACTIVITIES l   Recognize the contributions from immigrants in history. • HOMEWORK l   Letter mentioned above. l   Draw their family tree on construction paper.

14. What topics come next? TOMORROW l   Write down what the most important or meaningful words that your parent/guardian spoke or wrote to you? DAY AFTER l   Oral presentation: What kind of tradition you want to hand down to your future children? Why?

15. How do I evaluate this lesson? (It is about to what extent your lesson successful is, which is different from student assessment itself. You can use student assessment results as one evidence for your lesson’ success though.) • STRENGTHS l   Students learn to appreciate different cultures. • WEAKNESSES l   The range of cultures are huge, it’s easy losing focus. • AREAS to WORK l   Balance the attitude to other minority students. • THINGS TO CHANGE l   Invite an immigrant as a guest to share his/her experience.