4. Discussion, Speaking, Listening - P. Plan Lessons

Use of Academic Language	Descriptor	Level	Domain
Argue	Developing a stance in favor of or against claims presented within content-related text	5	Reading

SIOP Section	Descriptor
Interaction (see Rhonda’s resources)	Grouping configurations Support Language and Content Objectives

Action Steps:

Step 1

In this task, you will develop a lesson that integrates a discussion routine to meet the learning objectives.

Select what to teach: Select a content and language objective that you will address. Consider using an upcoming lesson and embedding a discussion routine to help meet your lesson’s goals. Ideally, planning lessons should enhance the work you’re already doing!

Don’t have a lesson? Consider revising an existing lesson plan (see list below for some useful websites, but feel free to use others). If you take this route, you must give credit to the appropriate resource. The lesson plan would have to be revised into a word document that reflects the necessary requirements below. It would not be sufficient to merely download the lesson plan and annotate it with comments on how you would revise it.

Create a Lesson: Develop a 20-30 minute lesson that uses a discussion routine to address your content and language objectives. Your lesson plan should:

Identify the context (e.g., grade level, topic, course, content-area, ages, English language proficiencies of students)
Write out content and language objectives
Articulate how the content and language objectives will be measured. In other words, how will you know that students achieved the objectives? Are they supposed to use a certain number of the focal terms in writing? Will they write down at least two ideas on a shared poster? Do they need to sketch a prototype for a model?
Integrate at least one discussion routine. Consider using these resources:
1. This slideshow is an index of the major routines available in Dr. Bondie’s book, Differentiated Instruction Made Practical, and their respective page numbers. The book is available online through Hollis and through our Library Reserves in Canvas.
2. You can also visit Project Zero’s thinking routines. If there is a thinking routine you like, you can flesh it out into a full discussion routine for your classroom.
Include a step-by-step breakdown of the lesson:
1. Time: Be specific about how long each task will take! For example, how long are students talking? How long do they have to write down their ideas? How long is the warm up?
2. Student and Teacher Actions: What are the teachers and students doing at every step of the way? For instance, if students are writing down an idea, what is the teacher doing? If the teacher is introducing a new language concept, what are the students doing?
3. Help: What help is available to students at every step of the way? For instance, are students working with peers, using sentence stems, relying on a poster, referring to a graphic?
4. Directions: Scripted directions for the discussion routine that include roles, rules, turns, and time. (See this resource for a breakdown.)
Include all handouts and materials

Step 2

Be sure to link your work and documents in the capstone project:

Step 5

Reflection: Answer the following questions on a Capstone slide

Thinking about writing. You can choose one or all questions, or parts from each question. (150-250 words total)
1. How does the writing task support students in achieving the learning objectives?
2. How does your lesson give opportunity for all students to participate actively in the learning? Where does it fall short?
3. How challenging was it to integrate writing in your context or for this topic?
Takeaways: You can choose one or all questions, or parts from each question. (200-250 words)
1. What was your most significant take away from the assignment? What did you find interesting and useful?
2. What was most challenging in the task? How did you overcome that challenge?
3. How will you apply your learning to practice?
4. To learn more, what might your next steps be?
5. How would you improve on your current product in the future?

Create a Lesson Plan Focused on Learning and Using a Discussion Routine/Structure

Why this task? Teachers can integrate discussion to increase student understanding, language development, and overall outcomes.

Points: 15

Must Haves
1. Response completes the task. 2. Accurately reflects WIDA Standards and the principles of SIOP. 3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics). 4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course. 5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.

Must Haves

1. Response completes the task.
2. Accurately reflects WIDA Standards and the principles of SIOP.
3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics).
4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course.
5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.

Amazing
* Explain how learning from completing the task can be useful to you. * Promotes self and cultural awareness. * Describes possible next steps. * Relates to developing language skills in specific ways. * Share materials or examples that may be useful to others.