MICDS August 2014 Part 3.pptx - lterrillmicds

8/8/14 Juan Ponce de León 1 Juan Ponce de León, the explorer, was born in Valencia, Spain, in 1460. As a teenager he joined Spanish forces that defeated the Moors. In 1493 he accompanied Cristóforo Colombo in his second voyage to America. Later Ponce de León was granted a commission to explore Borinquen. He then set out to colonize the island of San Juan Bautista and build the Oirst settlement called Caparra. He served as Oirst governor from 1509-­‐12. During his term as governor the island's name was changed from San Juan Bautista to Puerto Rico. Ponce de León went on to achieve other accomplishments. His tomb is found at the San Juan Cathedral in Old San Juan. His family estate is the Casa Blanca, another popular tourist site. Laura Terrill, MICDS 2014 http://www.elboricua.com/BoricuaKids.html wordle.net 2 Laura Terrill, MICDS 2014 1 8/8/14 Proof for / Proof against 3 Proof Against Proof For Juan Ponce de Leon was
born in Puerto Rico.
Puerto Rico was the name
of the island when
Christopher Columbus
arrived.
Juan Ponce de Leon was
very talented.
Laura Terrill, MICDS 2014 Magnet Summaries 4 Students use this strategy to identify key words. Then, they use those key words to write a summary. soldier explorer Columbus colony Puerto Rico governor, tomb, estate Laura Terrill, MICDS 2014 Juan Ponce de Leon was a soldier and an explorer. He fought for Spain, then traveled to the new world with Columbus. There, he became governor of Puerto Rico. Today you can visit his tomb and his former home. Buehl, 2001 2 8/8/14 InterpreAve Assessment 5 Laura Terrill, MICDS 2014 http://home.coqui.net/sendero/popupcoqui.htm InterpreAve Assessment 6 El coquí es de Puerto Rico. Su nombre cientíOico es Eleutherodactylus. Eleutherodactylus quiere decir el de los dedos libres, pues no tiene membranas entre sus dedos. Para mí, tiene también el alma libre, pues, le gusta andar suelto y cantar a su antojo por entre las hierbas. Hay 16 diferentes especies; sin embargo, solamente dos producen el sonido "co-­‐quí". Los hay terrestres y arbóreos. Todos los coquíes tienen "almohaditas" en las puntas de los dedos de pies y manos. Los coquíes no pasan por la etapa de renacuajo y salen del huevo, siendo una copia pequeñita de sus padres. El canto del coquí es un canto melodioso y Oino. Quién lo escucha y nunca lo ha visto cree que es un delicado pajarito. Su canto es como un suave arrullo que puebla las noches de nuestra patria borincana. Laura Terrill, MICDS 2014 http://home.coqui.net/sendero/popupcoqui.htm 3 8/8/14 InterpreAve Assessment translated using google translate 7 The coqui is Puerto Rico. Its scientiOic name is Eleutherodactylus. Eleutherodactylus means the Oingers of the free, as it has webs between their Oingers. For me, it also has free soul would you like to ride loose and sing at will by the weeds. There are 16 different species; however, only two produce the sound "co-­‐kee". Some are terrestrial and arboreal. All coquíes have "little pillows" on the tips of Oingers and toes. Coquís not go through the tadpole stage and hatch, with a tiny copy of his parents. The singing of the coqui is a sweet and Oine singing. Who listens and never has been believed to be a delicate bird. Her singing is like a soft lullaby that Oills our nights borincana homeland. Laura Terrill, MICDS 2014 http://home.coqui.net/sendero/popupcoqui.htm ACTFL InterpreAve Comprehension Task Guide 8 Key Word Recognition. Find in the article the word/phrase in the target language that best expresses the meaning of each of the following English words/phrases. •  species •  scientiOic •  song •  a free soul •  hasn’t seen Main Idea(s). Using information from the article, provide the main idea(s) of the article in English. Laura Terrill, MICDS 2014 4 8/8/14 ACTFL InterpreAve Comprehension Task Guide 9 Supporting Details. Indicate whether the statement is true, false or not stated. If true or false, indicate where the information can be found in the article. 1.  Coquís sound like parrots. 2.  There are 16 varieAes of coquís that sing “co-­‐quí”. 3.  Coquís sing mostly at night 4.  Coquís are hatched looking like their parents. 5.  Many Puerto Ricans think the song of the coquí is like a lullaby. 6.  Coquís live only in trees. 7.  The sound of the coquí is heard only in Puerto Rico. Laura Terrill, MICDS 2014 ACTFL InterpreAve Comprehension Task Guide 10 Guessing Meaning from Context. Based on this passage write what the following 3 words/expressions probably mean in English. 1.  solamente dos producen 2.  la etapa de renacuajo 3.  terrestres y arbóreos. Inferences. “Read/listen/view between the lines to answer the following questions, using information from the text. Why would the coquí frog need clean water? Laura Terrill, MICDS 2014 5 8/8/14 Meaning does not arrive because we have highlighted text or used sticky notes or answered the comprehension worksheet. Meaning arrives because we are purposefully engaged in thinking while we read. -­‐ Tovani 11 Laura Terrill, MICDS 2014
InterpreAve CommunicaAon…. 12 is not is translation. context-­‐driven understanding (gist). a hunt for trivial details. whole picture; mediating meaning with the text; a focused task. glossed readings; teaching all new vocabulary Oirst. familiar words in new context; and new words in a familiar context. reading, listening or viewing from the reader’s perspective only. using the author’s perspective and cultural perspective. reading word for word. re-­‐phrasing chunks; retelling; predicting; and using structural clues. Laura Terrill, MICDS 2014 6 8/8/14 PresentaAonal Mode 13 Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Laura Terrill, MICDS 2014 WriAng is Thinking 14 WriAng Makes Thinking Concrete Laura Terrill, MICDS 2014
7 8/8/14 Writers consume more than they produce. 15 •  Read like a writer. •  “Steal” characteristics of good text. •  Imitate familiar genres. Keep a writing log. Write about the writing itself. Copy interesting sentences and comment on what makes them effective. Consider how the author gets the reader’s attention. Think about how you might use a certain technique. Laura Terrill, MICDS 2014 Less is more? 16 http://www.101words.org/ http://www.sixwordmemoirs.com http://OlashOictiononline.com/main/ Laura Terrill, MICDS 2014 http://olc.spsd.sk.ca/de/pd/instr/strats/storymapping/index.html 8 8/8/14 17 6 + 1 Traits of WriAng Ruth Culham •  Ideas •  Sentence Fluency •  Organization •  Word Choice •  Voice •  Conventions + Presentation Laura Terrill, MICDS 2014 Ideas 18 Ideas make up the content of the piece. Writers move from the general to the speciOic. “They describe the bits and pieces of life, the ordinary, in extraordinary ways…They have something to say in their writing that no one else does. Their ideas come alive!” Ruth Culham Laura Terrill, MICDS 2014 9 8/8/14 Use Inquiry 19 Inquiry is essential to good writing. • images, art • talking • reading • viewing Laura Terrill, MICDS 2014 Une carte postale arrive 72 ans plus tard Mardi 1 septembre, 06h16 20 Cette carte postale est arrivée à la poste de Monaco la semaine dernière, en provenance du centre de tri de Nice. Arrivée le 25 août 2009, la carte avait été postée le… 11 août 1937! Postée à Saint-­‐Etienne-­‐de-­‐Tinée, dans les Alpes-­‐
Maritimes, par M. Achierdi, cette carte postale était destinée à Fernande, sa Oiancée. Une Oiancée décédé en 1969………… Laura Terrill, MICDS 2014 10 8/8/14 Teammates Consult 21 What are the implications of reaching 7 billion for the Earth’s population? Discuss with your group. Then, pick up a pen and write an answer in your own words. Laura Terrill, MICDS 2014 Sentence Fluency 22 “Fluent writing is graceful, varied, rhythmic — almost musical. It’s easy to read aloud. Sentences are well built. They move. They are varied in structure and length. Each one seems to Hlow right out of the one before.” Ruth Culham Laura Terrill, MICDS 2014 11 8/8/14 Write 5 sentences about summer….. 23 It’s summer. It’s hot. I love to swim. I like the beach. I like to play volleyball. Laura Terrill, MICDS 2014 Teach transiAons 24 but and then at Oirst however often later perhaps by the way on the contrary and brieOly also still, always as, like for example in this way suddenly because especially in any case Oinally now Laura Terrill, MICDS 2014
12 8/8/14 Building Blocks 25 What is a sentence? The parrots attacked the frogs _______ _________ where ? with whom? __________ __________ _________. when ? at what time? why? Laura Terrill, MICDS 2014
Organiza6on 26 “Herding cats…..The art of getting those ideas together, heading them out on the trail with a great sendoff; creating sequence, transitions, and a Hine sense of pacing along the way; and, at the end of the drive, rounding them up…..” Ruth Culham Laura Terrill, MICDS 2014 13 8/8/14 An unusual event….. 27 1. Write an interesting topic sentence. Sentence 2 Sentence 3 Sentence 4 2. Write a solid closing sentence. Laura Terrill, MICDS 2014 28 It was a dark and stormy night when Zapata met El Chupacabra. — — — Sadly Zapata learned too late that nightmares do come true. Laura Terrill, MICDS 2014 14 8/8/14 Word Choice 29 “Word choice is about the use of rich, colorful, precise language that communicates.. in good descriptive writing, strong word choice clariHies and expands ideas. In persuasive writing, it moves you to a new vision of things. In narrative writing, it creates images in your mind that are so real, you feel like you are part of the story itself.” Ruth Culham Laura Terrill, MICDS 2014 AcrosAc Poetry 30 P aris, a dynamic city with A rtistic museums and monuments, R ich in history I nvites connoisseurs of life to S ites of great appeal. http://www.shadowpoetry.com/resources/wip/types.html Laura Terrill, MICDS 2014 15 8/8/14 Cinquain Poetry 31 Subject noun, noun adjective, adjective, adjective short sentence or phrase about the subject restate the subject Paris museums, monuments dynamic, exciting, alive a cultural tapestry this City of Lights. Laura Terrill, MICDS 2014 Conven6ons 32 “Students in classes where conventions are valued over everything else get a distorted view of writing…
Effective writing classrooms are places where there is a balance between creating interesting, informative, imaginative texts, and editing those texts for conventions.” Ruth Culham Laura Terrill, MICDS 2014 16 8/8/14 ConvenAons 33 Correct use of all conventions Risk-­‐taking Writing errors are bad, they are indicators of failure Writing errors are good, they are opportunities for instruction “It has now become conventional wisdom…… that the best way to teach conventions is by example, using texts students create.” -­-­Culham Laura Terrill, MICDS 2014
Great Art of France: Virtual Visits 34 Elle s’appelle Mona Lisa. Elle a 32 ans. Elle n’est pas jolie, mais elle n’est pas laide, non plus. Elle a les cheveux longs, pas noirs, pas blonds...... Laura Terrill, MICDS 2014 17 8/8/14 Yesterday – Today -­‐ Tomorrow 35 What are you going to do? What did you do? What are you doing? Laura Terrill, MICDS 2014 36 Chocolate Laura Terrill, MICDS 2014 18 8/8/14 El Chocolate 37 Desde el principio se consideraba el chocolate un regalo de los dioses. Los aztecas tenían un mito acerca de su origen divino. Según la leyenda, un dios vino a la tierra y trajo una planta de cacao robada del paraíso. Les enseñó a los indios a hacer el chocolate de las semillas. Los indios las tostaron y las molieron para hacer una bebida sabrosa. Los ostros dioses castigaron al dios ladrón por lo que hizo: les reveló el secreto suyo. Laura Terrill, MICDS 2014
El Chocolate 38 From the beginning the chocolate was considered a gift from the gods. The Aztecs had a myth about its divine origin. According to legend, a god came to earth and brought a cacao plant stolen from paradise. He taught the Indians to make chocolate from the seeds. The Indians roasted and ground the seeds to make a tasty beverage. The other gods punished the robber god because he had revealed the secret. Laura Terrill, MICDS 2014
19 8/8/14 Chocolate 39 Each student has a page of images. Teacher tells the story, acting out and emphasizing details. Students identify order of images. Students write a thank you letter to the robber god, thanking them for chocolate. Students talk about chocolate / hot chocolate, when they drink it, what the weather is like, if they like it or not, if it’s healthy for them. Laura Terrill, MICDS 2014
Mindset for Lesson Design 40 Key Considerations: Primacy-­‐recency learning cycle !  90%+ use of target language !  Comprehensible input !  Planning for transitions !  Enhance Retention and Transfer (Homework) ! 
Laura Terrill, MICDS 2014 20 8/8/14 Primacy-­‐Recency Degree of Retention 0 5 10 15 20 Time in Minutes 41 Laura Terrill, MICDS 2014 Primacy-­‐Recency 42 Degree of Retention Gain Attention / Activate Prior Knowledge Provide Input Elicit Performance / Provide Feedback Time in Minutes Laura Terrill, MICDS 2014 Adapted from Sousa 21 8/8/14 Long-­‐term memory 43 Sense
Meaning
Laura Terrill, MICDS 2014 Novice expressing preferences and opinions
44 Function (s):
Accuracy:
Explain where and why hunger exists in the world Prepositions with continents and countries Laura Terrill, MICDS 2014 22 8/8/14 Lesson Template 45 Lesson Sequence Activity/Activities What will learners do? What does the teacher do? Time* How many minutes will this segment take? Materials Resources Technology Gain Attention / Activate Prior Knowledge Provide Input Elicit Performance / Provide Feedback Laura Terrill, MICDS 2014
Lesson TransiAons 46 The teacher says… Learners: While I take attendance… write two questions to Oind out how if your partner is hungry, what he/she ate recently While I pass out the think of ways to complete the following sentence, graphic organizer…. “Hunger exists because… role-­‐play a (30 second) conversation with your While I answer this partner. If you run out of things to say, start over. student’s question… While I Oind the picture… tweet a thought about hunger in the world. use circumlocution to see how many of the We have one minute following words/phrases you can get your partner left…. to say. Laura Terrill, MICDS 2014 23 8/8/14 Gain AfenAon 47 Students list words and phrases they associate with the image. They attempt to address the question of where hunger exists in the world. Laura Terrill, MICDS 2014 Provide Input: Cameroun: un jour dans la vie d'une réfugiée Centrafricaine
48 Students read the story of Binta. Voici Binta. Elle et sa famille ont fui leur village en République centrafricaine il y a 5 mois. Ils ont perdu presque tous leurs biens sur le chemin. Il sont arrivés au Cameroun il y a deux mois et vivent maintenant dans un camp de réfugiés dans le village de Mbile. http://fr.wfp.org/photos/gallery/cameroun-­‐refugie-­‐centrafricaine-­‐rca-­‐distribution-­‐alimentaire Laura Terrill, MICDS 2014 24 8/8/14 Elicit Performance/Provide Feedback 49 les causes les solutions les problèmes les avantages Students create a graphic organizer using words and phrases from video and reading to begin to develop the vocabulary they will need to talk about the topic. Laura Terrill, MICDS 2014 Elicit Performance/Provide Feedback 50 Quick Write Using the graphic organizer you created with your group, write for (2) minutes about hunger — problems, causes and solutions. Include your personal thoughts. Laura Terrill, MICDS 2014 25 8/8/14 51 Enhance RetenAon and Transfer (Homework) Type of Homework Learners might Pre-­‐learning watch a video or read an article on hunger issues in English. Checking for create a visual or Oind visuals for key understanding vocabulary related to hunger. Post to in class word wall. Practicing work with graphic organizer and write sentences by completing various sentence starters. Processing write questions they might ask to identify hunger issues in their community. Laura Terrill, MICDS 2014 Laura Terrill World Language / ELL Consultant Email: [email protected] Wiki: lauraterrill.wikispaces.com The Keys to Planning for Learning: Effective Curriculum, Unit and Lesson Design http://www.actOl.org/publications/books-­‐and-­‐brochures/the-­‐keys-­‐planning-­‐learning 52 Laura Terrill, MICDS 2014 26