Students are responsible for presenting a required reading.
Your goal is to help our course community clarify the author’s ideas, concepts, and terminology while facilitating a critical discussion.
- You should be prepared to facilitate for 15 to 20 minutes. This a discussion on your specific day during our class meeting.
- As you plan consider the following:
- What the author is arguing for or against? What does the author want us to know?
- What are your agreements or disagreements with the author? What are the challenges?
- How does this reading relate to the overall questions and/or themes in the course?
- How does this relate to my life as an educator?
- How to engage your intended audience? Suggestions: open-ended questions, prompts, close reading of text, visuals, handouts, videos, websites, and/or other media.
- Observations are very important in this course.
- Make sure you log all of your hours. This will be done on the platform that your cooperating teacher is using, live instruction and/or videos.
The reflection essay is short essay. Use guided questions and/or suggestions below.
Best Practices: What kind of strategies or methods does the teacher use in his/her lessons?
- Does he or she work with whole group or small? What are her strategies – hands-on: does she use images; adapted text; TPR? How does he/she teach vocabulary? Time allocation.
- What are the languages spoken by the ELLs? Is this their second or third language? What is their situation: i.e. temporary housing or foster care)?
- What tools is he/she using (videos, virtual tours, reading programs) such as Newsla, Scholastic, Brain Pop, Khan Academy, EngageNY, Storia, RAZ Kidz, etc.
The reflection essayshould be typed- double space, with no more than 2 to 3 pages. There should be 3 cited works. These are due on week ten (10).
This Final Project will be a Thematic Unit/Lesson Plan in which you will plan, design and present one of two lessons to the class on your given day.
Your topic can be any content area with ESL/ENL methodologies or strategies as per the readings and discussions to demonstrate your understanding of the course concepts.
- Your Thematic Unit will consist of two lessons that can be taught in two to three lessons, consecutively (some lessons can take up to two days). The unit may be multi-level and targeted for a specific grade and level of English proficiency. Keep in mind that ENL groups may or will have ELLs with different levels of English proficiency. Activities and strategies should not be duplicated within a lesson to demonstrate flexibility and understanding.
- What will your written lesson look like? You are encouraged to use the SIOP model. The lesson should contain, but not be limited to:
- Thematic /Interdisciplinary topic with Title
- Grade Level
- Goals and Objectives
- Vocabulary and vocabulary activity
- Critical Thinking Questions
- Engagement Activities – appropriate for ELLs
- Lesson procedure (what you will do or teach)
- Assessment of Students – checking for understanding!
- Assessment for the Teacher (What is going to tell you that you did a good job!)
- A Resources Bibliography (includes sources for the students and the teacher – 2 books or articles for the teacher, as references, videos and/or books or adapted texts for the students/teacher)
- Presentation: You will create a PowerPoint Presentation based on one of the lessons. It should include your name, current date and title. Focus on the main concepts of the lesson. Use the Notes pane to include additional comments.
- All lessons (all lessons will be uploaded to Blackboard) must be typed and doubled spaced. Also, include and attach all samples of activities that will be implemented with the lessons.
- Refer to Rubric for Final Project.
Your presentation will be on one of the two lessons in this unit.