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LAUSD Local District 4
March 23, 2011
Chapter 3
Literacy in the Curriculum:Challenges for EL Learners
Chapter 4
Engaging with Academic
Literacy: Examples of
Classroom Activities
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1) To understand specific challenges EL students face in learning
academic content.
2) To facilitate students learning of process skills needed to acquire
academic content knowledge.
3) To create activities, lessons, and units of instruction that help students
to develop and build their academic vocabulary.
4) To connect the ideas in chapters 3 and 4 to earlier chapters.
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From Chapter 3:
McConachie et al. (2006) make the point very clearly thatto build students literacy in a specific discipline, teachers
must focus on both content and process. They argue that:
to develop complex knowledge in any discipline, students
need opportunities to read, reason, investigate, speak, and
write about the overarching concepts within that discipline.
Because of time constraints and coverage concerns, many
teachers understandably choose to teach either content or
process instead of marrying the two. But to build students
literacy in a specific discipline, instruction must do both atonce.
pp. 45-46
Metalanguage Thinking Sheet
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From Chapter 3:
McConachie et al. (2006) make the point very clearly that tobuild students literacy in a specific discipline, teachers must
focus on both content and process. They argue that: to develop
complex knowledge in any discipline, students need
opportunities to read, reason, investigate, speak, and write
about the overarching concepts within that discipline. Because
of time constraints and coverage concerns, many teachers
understandably choose to teach either content or process
instead of marrying the two. But to build students literacy in a
specific discipline, instruction must do both at once.p. 45-46
Knowledge
Constraint
Coverage
Studentsliteracy in a
specific
discipline
Complex
knowledge in
any discipline
Overarching
concepts within
that discipline
How would you make this
comprehensible to teachers?
Either..or.. construct
Phrase: marrying the two
Metalanguage Thinking Sheet
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From Chapter 3:
McConachie et al. (2006) make the point very clearly that tobuild students literacy in a specific discipline, teachers must
focus on both content and process. They argue that: to develop
complex knowledge in any discipline, students need
opportunities to read, reason, investigate, speak, and write
about the overarching concepts within that discipline. Because
of time constraints and coverage concerns, many teachers
understandably choose to teach either content or process
instead of marrying the two. But to build students literacy in a
specific discipline, instruction must do both at once.p. 45-46
Knowledge
Constraint
Coverage
Instruction
Studentsliteracy in a
specific
discipline
Complex
knowledge in
any discipline
Overarching
concepts within
that discipline
How would you make this
comprehensible to teachers?
Either..or.. construct
Phrase: marrying the two
Metalanguage Thinking Sheet
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From Chapter 3:
McConachie et al. (2006) make the point very clearly that tobuild students literacy in a specific discipline, teachers must
focus on both content and process. They argue that: to develop
complex knowledge in any discipline, students need
opportunities to read, reason, investigate, speak, and write
about the overarching concepts within that discipline. Because
of time constraints and coverage concerns, many teachers
understandably choose to teach either content or process
instead of marrying the two. But to build students literacy in a
specific discipline, instruction must do both at once.p. 45-46
Knowledge
Constraint
Coverage
Studentsliteracy in a
specific
discipline
Complex
knowledge in
any discipline
Overarching
concepts within
that discipline
How would you make this
comprehensible to teachers?
Either..or.. construct
Phrase: marrying the two
Metalanguage Thinking Sheet
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From Chapter 3:
McConachie et al. (2006) make the point very clearly that tobuild students literacy in a specific discipline, teachers must
focus on both content and process. They argue that: to develop
complex knowledge in any discipline, students need
opportunities to read, reason, investigate, speak, and write
about the overarching concepts within that discipline. Because
of time constraints and coverage concerns, many teachers
understandably choose to teach either content or process
instead of marrying the two. But to build students literacy in a
specific discipline, instruction must do both at once.p. 45-46
Knowledge
Constraint
Coverage
Studentsliteracy in a
specific
discipline
Complex
knowledge in
any discipline
Overarching
concepts within
that discipline
How would you make this
comprehensible to teachers?
Either..or.. construct
Phrase: marrying the two
Metalanguage Thinking Sheet
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Metalanguage Thinking Sheet
Early Challenges to World Peace
Challenges to peace followed a pattern
throughout the 1930s. Dictators took aggressive action but
met only verbal protests and pleas for peace from the
democracies. Mussolini and Hitler viewed that desire for
peace as weakness and responded with new acts of
aggression. With hindsight, we can see the shortcomings of
the democracies policies were the product of long and
careful deliberation. People at the time strongly believed
that they would work.~World History Connections to Today: The Modern Era, p. 372
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Island Maps
Rules:
1. No showing cards.
2. No passing cards.
3. No looking at each others cards.
4. No drawing, diagrams or gestures.5. Keep your own discards.
New Behaviors (Norms):
1. Make a Plan
2. Agree on Strategies
3. Describe Accurately And Carefully
4. Everyone Gives Information
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10.7 Students analyze the rise of totalitarian governments after WorldWar I.
3) Analyze the rise, aggression, and human costs of totalitarian regimes
(Fascist and Communist) in Germany, Italy, and the Soviet Union,
noting especially their common and dissimilar traits.
10.8 Students analyze the causes and consequences of World War II.
1) Compare the German, Italian, and Japanese drives for empire in the
1930s, including the 1937 Rape of Nanking, other atrocities in China,and the Stalin-Hitler Pact of 1939.
2) Understand the role ofappeasement, nonintervention (isolationism), and
the domestic distractions in Europe and the United States prior to the
outbreak of World War II.
History-Social Science Content Standards for California Public Schools
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Early Challenges to World Peace
Challenges to peace followed a pattern throughout
the 1930s. Dictators took aggressive action but met onlyverbal protests and pleas for peace from the democracies.
Mussolini and Hitler viewed that desire for peace as
weakness and responded with new acts of aggression. With
hindsight, we can see the shortcomings of the democracies
policies were the product of long and careful deliberation.People at the time strongly believed that they would work.
~World History Connections to Today: The Modern Era, p. 372
1. Identify any nominalizations or nominal groups in the above text.2. As an introductory paragraph to chapter 14, how might this text
shutout or close the door on EL students in the learning process?
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Warm Up
How does the picture to the left
represent the idea of bullying?
How are decisions made in
situations that involve bullies?
Describe an experience of bullying
that you have witnessed or
experienced in your life. How didpower play a role for both the
person being bullied and the bully?
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Write one sentence that shows one thingthat you know about Germany, France,
Great Britain, or the USA after the signing
of the Treaty of Versailles that ended WWI.
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Person
(Country)
Discuss their
Actions with
Your Partner
Describe the
Actions in
Writing
Academic
Vocabulary
Lil Hitler
Teacher
United
StatesJapan
Aggression
Appeasement
Isolationism
Aggression
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Historical Interpretation
1) Students show the connections, causal and otherwise, between
particular historical events and larger social, economic, and politicaltrends and developments.
Causes of WWII
Aggression
Appeasement Isolationism
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Two Sides of the Same Coin
Using information from your T Charts, the readings, visuals, and other
historical documents including your textbook, create a two-sided coin thatillustrates two different perspectives explaining responsibility for the attack on
Pearl Harbor.
The Japanese perspective should be on one side and the United States
perspective should be on the other side.
Use a combination of words, visuals and symbols.
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WWII
Treaty of
VersaillesInflation Great
Depression
AppeasementAggression Isolationism
Axis
Powers
Allied
Powers
Holocaust Atomic
Bomb
United
NationsMarshall
Plan
Israel
Cold War
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Aggression, Appeasement, and Isolationism
Bullying Warm-up Questions
The Playground Bully Story
Wallpaper Activity
Dr. Seuss Political Cartoons
Lil Hitler Video
Semantic Map
Pearl Harbor Lesson (Viewpoints A and B)
Two-Sides of the Coin Activity
Word Wall for Cause and Effects of WWII
Recommended