W7 - Lesson Design Phase 3 - Teach the Lesson and Reflection

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Feb 20, 2024

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TEACH THE LESSON 1 W7 Lesson Design: Phase 3 – Teach the Lesson and Reflection Savanna Dempsey Olivet Nazerene University The E.L.L. Student in the K-12 Mainstream TLED 605 Kristin Wagner 4/19/2020 Certification of Authorship : I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this assignment. Your Signature:__________Savanna Dempsey ______________

TEACH THE LESSON 2 W7 Lesson Design: Phase 3 – Teach the Lesson and Reflection Lesson Recording On Thursday, April 2, 2020, I arranged to push into a seventh grade science class to teach the introductory lesson in a Taxonomy unit. Because of the extenuating circumstances from COVID-19, the push-in was cancelled. In lieu of face-to-face teaching the lesson this year, I have recorded the lesson using Loom. To be clear, the recording, linked HERE , was not sent to students. It was recorded with the intention of explaining what I would have done in a face-to- face class. Lesson Reflection Due to unforeseen circumstances, I was not able to deliver this lesson to students this year. As I have shared previously, this year, I have not had any EL students in my classes, largely due to language support time overlapping with exploratory class periods. The reflection below is based on my experience teaching this lesson for the last four years in my previous placement, as well as speculation on how changes to the lesson would affect it. When teaching science, I had a two-part system for posted learning targets. When students entered the class, they would see the daily agenda slide, which included the date, targets, a warm-up question, a list of agenda items, and (when applicable) the homework for the night. There were always two targets listed – first, a bolded “unit” target, that covered the goal for several days of understanding, and a second “daily” target, which was focused on what students should be able to do by the end of the period. Keeping that setup in mind, transitioning the “daily target” to a “language objective” would be a simple change that I believe students would adapt to quickly.

TEACH THE LESSON 3 The MPI strand that we used in preparing for the lesson was a very concrete way of processing through exactly what I would expect from students with various levels of language proficiency. Although it is not something that I have ever previously used, I humbly believe that I have informally been able to adapt expectations for students in a similar manner for the last couple of years. One benefit that I have certainly missed until to this point is that MPI strands clearly communicate expectations that can be used consistently by all members of a PLC, even expanding to invested aides and specialists. Unfortunately, even if I had been able to teach this lesson this year, I would not have had all of the information necessary to make the MPI strand completely useful for me. In preparing for the lesson, I asked the teacher whose class I would have pushed into for some background information, specifically on the EL students in the class. She gave me a list of names, and shared that one student was brand new to the country and she has not yet been able to get him to speak or produce any work. I then asked the EL coordinator for any information on the list of students that I could use to prepare the lesson. In her response, she shared, “[students 1-4] need vocabulary support, check-ins for understanding, sentence frames for written responses, chunking assignments/tests, add word banks. [Student 5] needs modifications/super simple, pick only 2-3 main ideas/ vocabulary words to focus on, lots of visuals, oral checks for understanding” (Shamsuddin, personal communication, March 9, 2020). From the School Profile of ELs that we did in class during week 1, I know that in seventh grade, there is one student with a WIDA score of 1, and there are two students with scores of 3, and six students with scores of 4. Presumably, the newcomer, student 5, has a WIDA score of 1, but I am not sure the exact scores of students 1-4 (though they would certainly fall under either “developing” or “emerging”).

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