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EL students in grade 12 will be able to comprehend text and information SL.11-12.1. Initiate and participate effectively in a range of collaborative
that they are listening to. Students will be able to summarize what they discussions (one-on-one, in groups, and teacher-led) with diverse partners
have listened to. on grade 11-12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
ELD Language Objective:
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of
EL students in grade 12 will be able to listen to text and information to evidence and rhetoric, assessing the stance, premises, links among ideas,
achieve goals and obtain more knowledge. word choice, points of emphasis, and tone used.
Collaborative:
Exchanging information and ideas with others through collaborative
discussions on a range of social and academic topics.
Interpretive:
Listening actively to spoken English in a range of social and academic
contexts.
Evaluating how well writers and speakers use language to support ideas
and arguments with details or evidence depending on modality, text type,
purpose, audience, topic, and content area.
Productive:
Materials Key Academic Vocabulary Research Based Learning Strategies (provide text
chapters/reference)
- Tell-Tale Hear by Edgar Allen Poe - Visuals: A picture, piece of film, or
- Highlighters display used to illustrate or accompany - Prior Knowledge (SDAIE)
- Pens, Pencils, Markers something. - Using Strategies to Support
- Props - Realia: Objects and material from Comprehension (50 Strategies) pg. 63.
- Costumes everyday life, especially when used as - Student Interactions (SAIE)
- Dictionaries teaching aids.
- Images - Paraphrasing: Express the meaning of
- Microphone/s (the writer or speaker or something
written or spoken) using different
words, especially to achieve greater
clarity.
- Compare: Estimate, measure, or note
the similarity or dissimilarity between.
- Contrast: The state of being strikingly
different from something else,
typically something juxtaposition or
close association.
- Physicalization: To express with the
body: physicalize one’s emotions.
Pre-Assessment: How will you determine prior Motivation Strategy: Real World Connection: How are learning goals
knowledge? relevant to students’ lives?
Showing my students examples of other classes
Prior knowledge I best for assessing student and teachers participating in a similar Students should be able to read and analyze
listening skills. This can be determined by assignment/lesson may excite them to readings/text and comprehend context and main
watching how students participate in class participate in our own. Seeing others get excited ideas. This is a valuable skill needed in all
discussions and activities. about a lesson may encourage my own students content areas in and out of the classroom.
to participate.
Student listening skills can be assessed by
determining the amount of participating and
interactions that students demonstrate during
any given lesson or activity.
All strategies will be research based and from one of the texts. Please Students: Practice and Application
provide reference for each.
Collaborative (engagement with others)
Teacher: Presentation/ Learning Activities (Strategy Steps)
1. Students are given copies of the reading. - Students will discuss unknown parts of a text with one another
2. They will read it independently and highlight/underline parts and collaborate to find understanding.
that are confusing.
Interpretative (comprehension and analysis of written and spoken texts)
3. Students will discuss with one another about the highlighted
parts that were confusing or unclear.
- Students will listen to the teacher’s dynamic reading of the text
4. The teacher will discuss highlighted parts with students before
to gain better understanding of unclear parts of the text.
reading the text dynamically.
5. The teacher will proceed to reading the poem out loud to
Productive (creation of oral presentations and written texts)
students while stopping periodically to discuss main ideas and
confusing/unclear content.
- Students will produce written evidence of understanding the
6. Students will discuss the text after the read aloud.
information that was presented.
7. Students will complete a short answer question to demonstrate
understanding.
Review and Assessment: What specific assessment tools are being used? Student Reflection: How will you provide for student reflection on
learning?
A short answer response will be used to assess student understanding of
the assignment and content. Students will use the acquired skills from this assignment to apply to other
assignments and content areas.
Students will continue to develop listening and comprehension through
applied skills.
http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-
which-one-are-you/
4. How will you let students know they have developed more GRIT /
GM in learning a new language?
5. What changes overall have you seen in your class that indicate
that a Growth Mindset has been supported and expanded to this
point in the semester?
6. What did not work that you will change for next lesson: