TASK 2: Group 1-- Kathleen Binton, Yimu Zhou, Audrey Bjerum, Andrew Johnson, Megan Petersen

Task 2: What are the language demands of your content area? (Essential Question B)

Academic language, broadly defined, includes the language students need to meaningfully engage with academic content within the academic context. This should not be interpreted to suggest that separate word lists and/or definitions of content-related language should be developed for each academic subject. Rather, academic language includes the words, grammatical structures, and discourse markers needed in, for example, describing, sequencing, summarizing, and evaluating — these are language demands (skills, knowledge) that facilitate student access to and engagement with grade-level academic content. These academic language demands are different from cognitive demands (e.g., per Bloom’s taxonomy). Although there may not be just one accepted definition of academic language, there are a good number of resources available that address the issue of academic language and may be considered in the development of state ELP standards and assessments. For example: Aguirre-Munoz, Parks, Benner, Amabisca, & Boscardin, 2006; Bailey, 2007; Bailey, Butler, & Sato, 2007; Butler, Bailey, Stevens, Huang, & Lord, 2004; Chamot & O’Malley, 1994; Cummins, 1980; Cummins, 2005; Halliday, 1994; Sato, 2007; Scarcella & Zimmerman, 1998; Schleppegrell, 2001.

Pre-Posting –

Part A - Watch the video/PPT on Content Objectives and Language Objectives (See below).  Think about the work we have completed already (What does it mean to read?  Who are we as readers? Who are adolescent readers? What does research tell us about learning from texts) how does this build the foundation of rethinking how we plan for instruction in our content areas. 

Now. . . Think about what it means to be literate in your specific discipline (e.g., what does it mean to read, write, speak and listen within your discipline). 

Pre-Posting-

Part B - Conduct an internet search and see if you can find any sites/information on what it means to be literate in your specific discipline. 

Initial Posting – After viewing the ppt. on content objectives versus language objectives I invite each member within your small discussion group to share their specific discipline and what it means to be literate within that discipline (e.g., What does it mean to be mathematically literate?).  Think about the types of texts (oral and written) you need to read and comprehend.  Think about the tasks that you are asked to do within your discipline and how is language used to support and complete these tasks.   Post your interpretation of what it means to be literate within your discipline include any information you located in your web search (don’t forget to cite your sources or provide links for others to view). 

Fri. November  8, Initial posting

Response Postings – Everyone should respond at least once to each group member with a question, clarification, or addition to the thoughts on their specific information.  You might consider other information, questions you still have as a future teacher, etc.

Response Postings:

By Sunday, November 10: 11:59 PM. Response postings

TASK 2: Group 2-- Sara DeBoer, Rachel Bird, Danielle Cattrysse, David Hamilton

Task 2: What are the language demands of your content area? (Essential Question B)

Academic language, broadly defined, includes the language students need to meaningfully engage with academic content within the academic context. This should not be interpreted to suggest that separate word lists and/or definitions of content-related language should be developed for each academic subject. Rather, academic language includes the words, grammatical structures, and discourse markers needed in, for example, describing, sequencing, summarizing, and evaluating — these are language demands (skills, knowledge) that facilitate student access to and engagement with grade-level academic content. These academic language demands are different from cognitive demands (e.g., per Bloom’s taxonomy). Although there may not be just one accepted definition of academic language, there are a good number of resources available that address the issue of academic language and may be considered in the development of state ELP standards and assessments. For example: Aguirre-Munoz, Parks, Benner, Amabisca, & Boscardin, 2006; Bailey, 2007; Bailey, Butler, & Sato, 2007; Butler, Bailey, Stevens, Huang, & Lord, 2004; Chamot & O’Malley, 1994; Cummins, 1980; Cummins, 2005; Halliday, 1994; Sato, 2007; Scarcella & Zimmerman, 1998; Schleppegrell, 2001.

Pre-Posting –

Part A - Watch the video/PPT on Content Objectives and Language Objectives (See below).  Think about the work we have completed already (What does it mean to read?  Who are we as readers? Who are adolescent readers? What does research tell us about learning from texts) how does this build the foundation of rethinking how we plan for instruction in our content areas. 

Now. . . Think about what it means to be literate in your specific discipline (e.g., what does it mean to read, write, speak and listen within your discipline). 

Pre-Posting-

Part B - Conduct an internet search and see if you can find any sites/information on what it means to be literate in your specific discipline. 

Initial Posting – After viewing the ppt. on content objectives versus language objectives I invite each member within your small discussion group to share their specific discipline and what it means to be literate within that discipline (e.g., What does it mean to be mathematically literate?).  Think about the types of texts (oral and written) you need to read and comprehend.  Think about the tasks that you are asked to do within your discipline and how is language used to support and complete these tasks.   Post your interpretation of what it means to be literate within your discipline include any information you located in your web search (don’t forget to cite your sources or provide links for others to view). 

Fri. November  8, Initial posting

Response Postings – Everyone should respond at least once to each group member with a question, clarification, or addition to the thoughts on their specific information.  You might consider other information, questions you still have as a future teacher, etc.

Response Postings:

By Sunday, November 10: 11:59 PM. Response postings

TASK 2: Group 3: Christopher Yost, Joseph Nowariak, Kathleen Holloran, Kaitlin Stein

Task 2: What are the language demands of your content area? (Essential Question B)

Academic language, broadly defined, includes the language students need to meaningfully engage with academic content within the academic context. This should not be interpreted to suggest that separate word lists and/or definitions of content-related language should be developed for each academic subject. Rather, academic language includes the words, grammatical structures, and discourse markers needed in, for example, describing, sequencing, summarizing, and evaluating — these are language demands (skills, knowledge) that facilitate student access to and engagement with grade-level academic content. These academic language demands are different from cognitive demands (e.g., per Bloom’s taxonomy). Although there may not be just one accepted definition of academic language, there are a good number of resources available that address the issue of academic language and may be considered in the development of state ELP standards and assessments. For example: Aguirre-Munoz, Parks, Benner, Amabisca, & Boscardin, 2006; Bailey, 2007; Bailey, Butler, & Sato, 2007; Butler, Bailey, Stevens, Huang, & Lord, 2004; Chamot & O’Malley, 1994; Cummins, 1980; Cummins, 2005; Halliday, 1994; Sato, 2007; Scarcella & Zimmerman, 1998; Schleppegrell, 2001.

Pre-Posting –

Part A - Watch the video/PPT on Content Objectives and Language Objectives (See below).  Think about the work we have completed already (What does it mean to read?  Who are we as readers? Who are adolescent readers? What does research tell us about learning from texts) how does this build the foundation of rethinking how we plan for instruction in our content areas. 

Now. . . Think about what it means to be literate in your specific discipline (e.g., what does it mean to read, write, speak and listen within your discipline). 

Pre-Posting-

Part B - Conduct an internet search and see if you can find any sites/information on what it means to be literate in your specific discipline. 

Initial Posting – After viewing the ppt. on content objectives versus language objectives I invite each member within your small discussion group to share their specific discipline and what it means to be literate within that discipline (e.g., What does it mean to be mathematically literate?).  Think about the types of texts (oral and written) you need to read and comprehend.  Think about the tasks that you are asked to do within your discipline and how is language used to support and complete these tasks.   Post your interpretation of what it means to be literate within your discipline include any information you located in your web search (don’t forget to cite your sources or provide links for others to view). 

Fri. November  8, Initial posting

Response Postings – Everyone should respond at least once to each group member with a question, clarification, or addition to the thoughts on their specific information.  You might consider other information, questions you still have as a future teacher, etc.

Response Postings:

By Sunday, November 10: 11:59 PM. Response postings

TASK 3: Group 1-- Andrew Johnson, Megan Petersen, Audrey Bjerum, Kathleen Brinton, Yimu Zhou

Task 3:  What are the requirements of the edTPA and what does an edTPA lesson plan look like? (Essential Questions C)

Pre-Posting – In preparation for your edTPA completion DURING YOUR STUDENT TEACHING EXPERIENCE we will be conducting a mini-edTPA for this course.   First, print a hard copy of your edTPA handbook to refer to when watching the edTPA Overview Part II video (if you printed a hard copy for Dr. Chapman’s class you can use that one).   Next watch the edTPA Overview Part II video (This video is 15 minutes long).

Posting – Post your interpretation of the key points/aspects of edTPA gathered from the video.  What information do you see cutting across all of the resources you have read/seen on this topic so far?  What are the cautions needed or “hints provided” for making this a quality product? 

Fri. November  8, Initial posting

Response Postings – Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings.  You might consider other information, questions you still have as a future teacher, etc.

Response Postings:

By Sunday, November 10: 11:59 PM. Response postings

TASK 3: Group 2--Sara DeBoer, Rachel Bird, Danielle Cattrysse, David Hamilton

Task 3:  What are the requirements of the edTPA and what does an edTPA lesson plan look like? (Essential Questions C)

Pre-Posting – In preparation for your edTPA completion DURING YOUR STUDENT TEACHING EXPERIENCE we will be conducting a mini-edTPA for this course.   First, print a hard copy of your edTPA handbook to refer to when watching the edTPA Overview Part II video (if you printed a hard copy for Dr. Chapman’s class you can use that one).   Next watch the edTPA Overview Part II video (This video is 15 minutes long).

Posting – Post your interpretation of the key points/aspects of edTPA gathered from the video.  What information do you see cutting across all of the resources you have read/seen on this topic so far?  What are the cautions needed or “hints provided” for making this a quality product? 

Fri. November  8, Initial posting

Response Postings – Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings.  You might consider other information, questions you still have as a future teacher, etc.

Response Postings:

By Sunday, November 10: 11:59 PM. Response postings

TASK 3: GROUP 3: Christopher Yost, Joseph Nowariak, Kathleen Holloran, Kaitlin Stein

Task 3:  What are the requirements of the edTPA and what does an edTPA lesson plan look like? (Essential Questions C)

Pre-Posting – In preparation for your edTPA completion DURING YOUR STUDENT TEACHING EXPERIENCE we will be conducting a mini-edTPA for this course.   First, print a hard copy of your edTPA handbook to refer to when watching the edTPA Overview Part II video (if you printed a hard copy for Dr. Chapman’s class you can use that one).   Next watch the edTPA Overview Part II video (This video is 15 minutes long).

Posting – Post your interpretation of the key points/aspects of edTPA gathered from the video.  What information do you see cutting across all of the resources you have read/seen on this topic so far?  What are the cautions needed or “hints provided” for making this a quality product? 

Fri. November  8, Initial posting

Response Postings – Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings.  You might consider other information, questions you still have as a future teacher, etc.

Response Postings:

By Sunday, November 10: 11:59 PM. Response postings

TASK 4: Group 1- Kathleen Brinton, Yimu Zhou, Audrey Bjerum, Andrew Johnson, Megan Peterson

Task 4: What does a quality edTPA lesson plan look like? (Essential Question D).

An important component of your edTPA is planning for instruction.  One aspect of the planning for instruction component of your edTPA is your actual lesson plans.   To help guide all candidates to think about and address all the required elements required by the edTPA the MSU, Mankato College of Education has developed a lesson plan template.   You are required to use the edTPA template for this course and student teaching. 

Pre-Posting: To help give a visual of what is expected in terms of content, quality, sophistication and overall general length, please view the example lesson plan. 

To view the example lesson plan click on the link below.    

Sample Lesson Plan - edTPA Format

Posting - What stands out to you? What do you see cutting across all of the resources you have read/seen on this topic so far?  What are the cautions needed or “hints” for making this a quality product?  How will you approach the edTPA lesson plan format now that you have seen this example?  What will you do differently than you have done in the past?  What questions do you still have?

 Fri. November  8, Initial posting

Response Postings – Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings.  You might consider other information, questions you still have as a future teacher. 

Response Postings:

By Sunday, November 10: 11:59 PM. Response postings