Lesson #3 Page #100 EPISODE TWO

Rebeca R. Hill

Standards targeted: !T"L#$! TE %.a. &nderstanding and Integrating Standards in Planning 'o( are a )ig) sc)ool *oreign lang(age teac)er +)ose teac)ing assign,ent *or ne-t .ear incl(des a Le/el 0 co(rse. T)is is t)e *irst ti,e .o(r 1rogra, )as )ad eno(g) st(dents *or Le/el 02 and .o( +ant to ,a3e t)e co(rse a /al(able e-1erience t)at +ill ,oti/ate ot)er st(dents to ta3e it in t)e *(t(re. 'o( +o(ld li3e to design a content4 based co(rse instead o* a s3ills4based one. 1. W)at are so,e 1ossibilities *or incor1oration s(b5ect ,atter and c(lt(ral content at t)is le/el in t)e )ig) sc)ool c(rric(l(,6 7. Identi*. *o(r or *i/e strategies t)at .o( ,ig)t +ant to incor1orate into .o(r teac)ing in order to address c(rrent iss(es concerning integration o* lang(age and content. 1. I belie/e t)at t)e 1ossibilities *or incor1oration s(b5ect ,atter and c(lt(ral content at a Le/el 0 co(rse is endless. t t)is le/el2 .o( can toggle in bet+een so ,an. di**erent t)e,es2 ,odes o* co,,(nication and c(lt(ral content t)at it reall. de1ends on t)e abilit. o* t)e teac)er and class as to )o+ creati/e .o( and .o(r class +ant to be. T)is state,ent aligns +it) +)at S 8 9 states on 1age :% +)en it sa.s2 ;O* critical i,1ortance is selecting te-ts t)at re*lect nat(ral lang(age (se and bring content and interest to learning tas3s.< T)ose a(t)entic te-ts can incl(de2 ;realia2 ,aga=ine2 and ne+s1a1er articles2 literar. e-cer1ts2 1oe,s2 a(dio recordings2 /ideota1es2 satellite broadcasts2 radio 1rogra,s2 and so *ort)< >1. :0?. T)e ob5ect o* (sing t)ese a(t)entic ,aterials is t)at it can be *(ll o* ric) c(lt(ral content. T)ese ,aterials are 1re1ared b. nati/es +)o ;re*lect t)e details o* e/er.da. li*e in a c(lt(re as +ell as its social /al(es< >1. :0?. T)is relati/el. ne+ a11roac) to teac)ing content is si,1l. ,a3ing +)at .o( teac) related to real4+orld a11lication. I *eel t)at t)is e,1)asis is to re4en*orce to st(dents t)at +)at t)e. learn in t)e classroo, ,atters be.ond t)e e-it doors o* t)e sc)ool. It a11lies in ,an. di**erent +a.s and .o( can see t)e e/idence o(tside o* .o(r s1eci*ic content and area. One e-a,1le incor1orating ! and S@ is b. )a/ing st(dents listen

to a(t)entic Podcasts in t)e target lang(age t)at deal +it) real +orld iss(es and also2 )a/ing t)at iss(e or iss(es lin3 to t)e S@ t)at .o( are 1resentl. teac)ing in t)e class. "or e-a,1le2 in &nit A o* P S1anis) >Le/el 0?2 t)e t)e,e is ;o(r )ealt).< T)is t)e,e deals +it) ,ental and 1).sical +ellness. lso2 it deals +it) )obbies and s1orts. One o* t)e Podcasts t)at t)e st(dents listened to +as regarding t)e t.1es o* *oods +e consider )ealt). and (n)ealt). *ro, +++.rt/e.es in S1ain. T)e Podcast is titled: ;$o )a. ali,entos b(enos o ,alos< *o(nd on ;Entre/ista de act(alidad en Rt B 01 abr 7013<. T)e st(dents listened to t)e Podcast and )ad to +rite detailed in*or,ation s(,,ari=ing +)at t)e. )eard. Later2 t)e. +ent to t)e co,1(ter lab and co,1ared so,e o* t)e *oods t)e. ingest and acti/ities t)e. do on a dail. basis +it) so,e o* t)e *oods and acti/ities ,entioned in t)e Podcast. T)e. also did a @CI c)art and loo3ed at t)eir acti/ities t)e. are in/ol/ed in and o(t o* sc)ool. T)e st(dents did c)arts and 1ro5ections as to target areas *or sel*4i,1ro/e,ent in diet and e-ercise based on t)e in/estigations t)e. did and t)e in*or,ation *ro, t)e Podcast t)e. )eard. s a *inal acti/it.2 t)e st(dents did a co,1are#contrast to +)at t)e. 3ne+ and learned regarding n(trition and 1).sical +ellness. T)e. 1resented t)e in*or,ation orall. or t)ro(g) /ideo *or,at. We set (1 a blog to trac3 +ee3l. 1rogress o* t)e 1ersonal c)allenges +e )ad set in t)e classroo,. T)e gra,,ar t)at +as re4en*orced +as t)e s(b5(ncti/e tenses. T)is acti/it. +or3ed /er. +ell and ,an. st(dents +ere 1leased to see t)at b. ,a3ing s,all c)anges in t)eir *ood inta3e and t)eir dail. e-ercise2 t)e. began to *eel better and s)ed so,e e-tra 1o(nds. T)is is 5(st one t.1e o* e-ercise t)at co,bines bot) t)e ! and S@ in a 1ractical +a.. $ot onl. t)at2 b(t +e incor1orated tec)nolog.2 +)ic) is al+a.s a 1l(s in an. lesson 1lan. T)is is a condensed o/er/ie+ o* t)is acti/it.. It +as detailed and it reD(ired 3 B E0 ,in(te classes. Ho+e/er2 t)e ti,e +as +ell s1end and it +as a s(ccess beca(se t)e st(dents sa+ *or t)e,sel/es t)e bene*its o* doing so,et)ing t)e. co(ld relate to2 )o+ it i,1acts .o(r li*est.le and also2 )o+ learning so,et)ing in class does )a/e real +orld a11lication. 7. T)e *ollo+ing are so,e strategies t)at I (se to )el1 st(dents integrate lang(age and learning in ,. classroo,. T)ese co,e *ro, ;T)e Teac)erFs @an(al 7nd Edition< b. Robert G. @ar=ano and Debra G. Pic3ering. We )ad t)e 1leas(re to )a/ing Pic3ering in o(r district to s)o+ (s )o+ t)ese strategies *acilitate learning in t)e classroo,. I )a/e (sed t)e te-tboo3 t)e teac)erFs ,an(al to describe t)e

strategies beca(se t)e. can be a11lied to an. disci1line. I ada1t t)e, according to t)e content and c(lt(ral 1oints o* t)e lesson 1laned *or t)at 1artic(lar da.. Construct Meaning for Declarative Knowledge n i,1ortant 1art o* ;declarati/e 3no+ledge is constr(cting ,eaning< >1. 01?. T)is a11lies to all disci1lines not 5(st in *oreign lang(age acD(isition. Teac)ers +)o )a/e been teac)ing a +)ile (nderstand t)at st(dents need to +or3 +it) in*or,ation ;in t)eir )eads< >1.01?. ;St(dents ,(st constr(ct ,eaning b. recalling 1rior 3no+ledge and lin3ing it +it) ne+ 3no+ledge2 ,a3ing and /eri*.ing 1redictions2 and *illing in (nstated in*or,ation< >1.01?. "or e-a,1le2 i* a st(dent is +atc)ing a /ideo on S1ain2 t)e. alread. are 1(tting t)e 1ieces toget)er b. lin3ing +)at t)e. 3no+ to t)e ne+ in*or,ation t)e. are recei/ing. T)e in*or,ation t)at is 1re/io(sl. 3no+n )el1s t)e, to ,a3e 1redictions abo(t +)at t)e. ,ig)t /ie+ in t)e S1ain doc(,entar. and ;to /eri*. t)ose 1redictions as t)e. /ie+ t)e *il,< >1. 01?. ;T)e. ,ig)t also correct t)eir ,isconce1tions2 *ill in (nstated in*or,ation2 and identi*. areas t)at are con*(sing. ll o* t)ese acti/ities e-e,1li*. t)e acti/e 1rocess o* constr(cting ,eaning t)at needs to occ(r as st(dents are tr.ing to (nderstand t)e in*or,ation< >1. 01?. Peo1le are )ard +ired to constr(ct ,eaning as +e see o(r en/iron,ent or +e listen to +)at is )a11ening aro(nd (s. $e/ert)eless2 in t)e classroo,2 st(dents need )el1 in order to *acilitate t)eir learning and constr(ct ,eaning. 1. ;T)e *irst strateg. is to )el1 st(dents (nderstand +)at it ,eans to constr(ct ,eaning. Lead a disc(ssion +it) st(dents abo(t t)e di**erences bet+een si,1l. loo3ing at or )earing +ords and see3ing (nderstanding. 'o( ,ig)t as3 st(dents to read a 1assage >s(c) as t)e one belo+? t)at )as been intentionall. +ritten to )inder t)e constr(cting ,eaning 1rocess. T)en gi/e t)e 1assage a title >HI(J te g(sta )acer6?2 and )a/e st(dents read it again2 noting )o+ di**erentl. t)e. 1rocess t)e in*or,ation +)en t)e. )a/e a c(e >i.e.2 t)e title? t)at elicits 1rior 3no+ledge. The process is actually quite simple. First, you arrange items into different groups. Of course, one pile may e sufficient depending on how much there is to do. !f you have to go somewhere else due to a

lac" of facilitates, that is the ne#t step$ otherwise you are pretty well set. !t is important not to overdo things. That is, it is etter to do too few things at once than too many. !n the short, run, this may not seem important, ut complications can easily arise. % mista"e can e e#pensive as well. %t first, the whole procedure will seem complicated. &oon, however, it will ecome 'ust another facet of life. !t is difficult to foresee any end to the necessity for this tas" in the immediate future, ut then, one never can tell. %fter the procedure is complete, you arrange the materials into different groups again. Then you can put them into their appropriate places. (ventually, they will e used again, and the whole cycle will then have to e repeated. )owever, that is part of life. >1. 07? s .o( (se di**erent strategies to )el1 st(dents2 ;re/ie+ +). .o( are (sing t)ese strategies< >1. 07?.

7. ;&se t)e t)ree4,in(te 1a(se.< >1. 03? T)is acti/it. is reco,,ended as a ;,eans Ko*L sto11ing e/er. ten or *i*teen ,in(tes d(ring a classroo, acti/it. and as3ing st(dents to e**ect on and /erbali=e abo(t so,et)ing t)e. )a/e learned. St(dents ,a. +or3 in 1airs o* s,all gro(1s or all toget)er as a class. T)is 1a(se c)anges t)e ,ode in +)ic) st(dents are o1erating b. as3ing t)e, to ,o/e *ro, listening and obser/ing >in1(t? to re*lecting and tal3ing >o(t1(t?. To set (1 t)e t)ree4,in(te 1a(se2 .o( can gi/e st(dents /er. loose directions >e.g. ;Tal3 abo(t +)at .o( )a/e been t)in3ing d(ring t)is acti/it.<? or directions t)at area /er. str(ct(red >e.g.2 ; ns+er t)e *ollo+ing D(estionM<?. T)e degree to +)ic) .o(r directions are str(ct(red s)o(ld de1end on t)e co,1le-it. o* t)e content abo(t +)ic) st(dents are constr(cting ,eaning and t)e le/el o* e-1erience t)at st(dents )a/e )ad +it) t)e t)ree4,in(te 1a(se. Celo+ are so,e e-a,1les o* +)at .o( ,ig)t as3 st(dents to do. T)en gi/e st(dents t)ree ,in(tes2 or *e+er2 to go t)ro(g) t)e 1rocess.< >1. 03? ;S(,,ari=e +)at .o( )a/e learned.< ;Identi*. one t)ing .o( alread. 3ne+ and one t)ing t)at +as ne+ to .o(.< ;Describe so,et)ing .o( *o(nd interesting.

;Identi*. one t)ing t)at +as con*(sing2 and tr. to clear it (1.< ; ns+er t)e *ollo+ing D(estionM< >1. 03?

3. ;Hel1 st(dents e-1erience content (sing a /ariet. o* senses.< >1. 03? We all 3no+ t)at t)e ,ore senses .o( (se +)en dealing +it) ne+ in*or,ation2 t)e better. ;It is a *airl. +ell4acce1ted 1rinci1le t)at i* st(dents )a/e t)e abilit. to create detailed ,ental i,ages o* in*or,ation t)e. are recei/ing2 t)e. can i,1ro/e t)eir co,1re)ension and retention o* t)e in*or,ation. "(rt)er2 t)e ,ore senses t)e. (se to create t)ose i,ages2 t)e better t)e res(lts. T)ese i,ages can ,a3e a distant )istorical e-a,1le see, ,ore real and trans*or, and abstraction t)at is di**ic(lt to (nderstand into so,et)ing ,ore concrete. To )el1 st(dents c(lti/ate t)is s3ill2 +)en t)e. are reading a boo32 /ie+ing a *il,2 listening to a disc(ssion or lect(re2 or obser/ing a de,onstration2 enco(rage t)e, to (se all *i/e senses.< >1. 03? Ho+ does it +or36 &ight %s" students to image and descri e what the information loo"s li"e. %s" students to thin" of the information as a motion picture in their minds.

&mell %s" students to image and descri e the smells associated with the information.

Taste %s" students to image and descri e the tastes associated with the information

Touch %s" students to image and descri e the sensations of touch associated with the information.

)earing %s" students to image and descri e the sounds associated with the information. >1. 0%?

s st(dents create ,ental 1ict(res t)e. are 1racticing and *ine t(ning t)e in*or,ation. *ter t)e st(dents )a/e done t)ese acti/ities2 )a/e t)e, s)are abo(t +)at t)eir ,ental 1ict(res are li3e +it) t)e class. ;9i/e t)e, *eedbac3 abo(t )o+ +ell t)eir i,ages de1icts t)e content being learned and abo(t an. ,isconce1tions t)e i,ages re/eal >e.g.2 ;T)at is a good start *or .o(r 1ict(re. C(t re,e,ber2 .o( +ant a 1ict(re o* t)e KS1anis) *lag to be in t)e )ands o* t)e 1eo1le not t)e 3ingL?. To )el1 st(dents clari*. and s)ar1en t)eir i,ages2 also 1ro/ide *eedbac3 abo(t t)e details in t)e i,ages >e.g.2 ;W)at did .o( )ear2 s,ell2 or taste6< >W)at color +ere t)eM.<?. *ter gi/ing t)is s1eci*ic *eedbac3 alo(d to se/eral st(dents2 as3 st(dents to 1air (1 and s)are t)eir i,ages to 1ractice gi/ing eac) ot)er t)e sa,e t.1es o* *eedbac3. In t)is +a.2 st(dents +ill i,1ro/e bot) t)eir learning o* t)e content and t)eir abilit. to create i,ages t)at constr(ct ,eaning.< >1. 0%?. %. ;Hel1 st(dents to constr(ct ,eaning *or /ocab(lar. ter,s< >1. 0%?. One o* t)e best +a.s to organi=e ne+ in*or,ation is to s1ot ne+ /ocab(lar.. Nocab(lar. is 3e. to an. disci1line t)at .o( teac) beca(se teac)ers 3no+ t)at st(dents need to be 3no+ledgeable as t)e. listen2 s1ea32 read and +rite beca(se it +ill )a/e a great i,1act in t)e s(ccess o* t)e co(rse. $e/ert)eless2 ,an. a11roac)es to learning ne+ /ocab(lar. do not necessaril. +or3. @an. ti,es2 teac)ers )a/e ;st(dentsMloo3 (1 a +ord in a dictionar. or glossar.2 co1. t)e de*initon2 and t)en (se it in a sentence to s)o+ t)at t)e. (nderstand t)e ,eaning. lt)o(g t)is t.1e o* acti/it. ,ig)t )el1 st(dents learn so,e +ords2 it does not necessarit. enco(rage st(dents to constr(ct ,eaning *or +ords. W)en +e (nderstand +ords *or +)ic) +e )a/e constr(cted ,eaning2 +e do not (nderstand t)e, as de*initions. We (nderstand t)e, beca(se +e )a/e constr(cted ,eaning as res(lt o* o(r e-1eriences +it) t)e,. T)e *ollo+ing strateg.2 ada1ted *ro, OTactics *or T)in3ing >@ar=ano 8 rredondo2 1E:P?2 is t)e t.1e o* a11roac) t)at is consistent +it) t)e belie* t)at in order to tr(l. (nderstand /ocab(lar. +ords and ot)er t.1es o* declarati/e 3no+ledge2 t)e learner ,(st constr(ct ,eaning *or t)is 3no+ledge< >1. 00?. *. +rovide students with a direct or indirect e#perience for the new

,. /. 1. 0.

word through a field trip, classroom activity, discussion, or some personal e#amples of your e#perience with the word. )ave students descri e -rather than define. the new word in terms of their e#periences. 0sing the information generated in steps * and ,, as" students to form a strong mental image of the new word. %s" students to say the word to themselves and mentally picture the word spelled correctly. &ystematically review the word, adding and deleting information. >1. 00?.

0. Teac)ers s)o(ld (se ;instr(ctional tec)niD(es t)at 1ro/ide st(dents +it) strategies to (se be*ore2 d(ring2 and a*ter t)e. recei/e in*or,ation< >1. 0:?. @ar=ano sa.s t)at t)e. are so,e ;t)eorists Kt)atL )a/e conce1t(ali=ed t)e reading 1rocess as consisting o* t)ree 1)ases: be*ore reading2 d(ring reading2 and a*ter reading< >1. 0:?. It does not ,atter i* st(dents are ;reading2 listening2 to2 or /ie+ing in*or,ation. In eac) 1)ase2 learners do certain t)ings to create ,eaning *ro, t)e ne+ in*or,ation t)e. are recei/ing< >1. 0:?. T)ere are se/eral strategies s(c) as Reci1rocal Teac)ing and S1I3R: ;S(r/e.2 I(estion2 Read2 Recite2 and Re/ie+< >1. 0E?. T)e one I (se D(ite o*ten is Reci1rocal Teac)ing. "ollo+ing is a /ersion o* RT: a. &ummari2ing. %fter students have silently or orally read a short section of a passage, a single student acting as teacher -i.e., the student leader. summari2es what has een read. Other students, with guidance from the teacher, may add to the summary. !f students have difficulty summari2ing, the teacher might point out clues -e.g., important items or o vious topic sentences. that aid in the construction of good summaries. . 3uestioning. The student leader as"s some questions to which the class responds. The questions are designed to help students identify important information in the passage. For e#ample, the student leader might loo" ac" over the selection and as" questions a out specific pieces of information. The other students then try to answer these questions ased on their recollection of the information. c. Clarifying. 4e#t, the student leader tries to clarify confusing points

in the passage. )e might point these out or as" other students to point them out. For e#ample, the student leader might say, 5The part a out why the dog ran into the car was confusing to me. Can anyone e#plain this67 Or, the student leader might as" other students to as" clarification questions. The group attempts to clear up the confusing parts. This might involve rereading parts of the passage. d. +redicting. The student leader as"s for predictions a out what will happen in the ne#t segment of the te#t. The leader can write the predictions on the lac" oard or on an overhead, or all students can write them down in their note oo"s. Keeping those predictions in mind, the class then silently or orally reads the te#t. Then a new student is selected to e the reader -i.e., the student leader., and the process egins again. During each successive summari2ing stage, the student leader addresses the predictions that were made. Reci1rocal Teac)ing is a strateg. t)at st(dents are +ell /ersed in beca(se t)e. (se it t)ro(g)o(t t)e district. It +as t)en an eas. ste1 to 1(t it into 1ractice in o(r lang(age classroo,s. O(r district )as a g(aranteed c(rric(l(,2 +)ic) ,eans t)at +e all teac) t)e sa,e t)ing Q417. O(r lang(age o* instr(ction is t)e sa,e +it) benc),ar3 assess,ents also being t)e sa,e. T)e ;Di,ensions o* Learning< +as 1(t into 1lace to gi/e (s all a co,,on lang(age o* instr(ction so t)at st(dents +o(ld be able to toggle in bet+een di**erent disci1lines as s,oot)l. as 1ossible. It does ,a3e a di**erence +)en +e are disc(ssing assess,ents and 1lanning.

Re*erences @ar=ano2 R. G.2 Pic3ering2 D.2 8 rredondo2 D. E. >1EEA?. Dimensions of le-andria2 N : ssociation

learning teacher8s manual >7nd ed.?.

*or S(1er/ision and !(rric(l(, De/elo1,ent R. S)r(,2 G. L.2 8 9lisan2 E. W. >7010?. Teacher8s hand oo"9 conte#tuali2ed language instruction >%t) ed.?. Coston2 @ass.: Heinle !engage

Learning.