mini lesson video/audio new one

Part one
the professor she said we need to tell what we gonna teach who ,what,where,when ,why the age,grade disability
who: SARA
WHAT: TEACH her to read/comprehension
where:I will teach her at home because she is my neighbor daughter
when:I will start on Saturday 5-6-22
She is autistic in 2nd grade and 7 yrs old she is also speaks spanish only
The name of the book I will read to her is Fruit Bowl by Mark Hoffman
Part 2 Transcribing ‘ Student’ talk
Part 3 Reflection

I will upload the instructions from the professor in case if you don’t understand what I am asking you to do the assignment.

Part 1: Mini-Lesson Video/Audio with your “Students”
You will:
• Design a mini-lesson for your students (this could be something specific to your content area, a special skill/talent you want to share, or something around the house). Please keep mini-lesson between 10 – 15 minutes and consider who your learners are – make your teaching “student-centered” (Design/Plan must be included in Notebook). Instructor Approval is Needed Before Recording Lesson.
• Find 2 or more willing students (this could be household members, family members, neighbors, friends, your actual students)
• Facilitate your 10 – 15 minute lesson plan with your students in physically distanced ways in accordance with public health guidelines per COVID-19 (i.e. Zoom, member of same household)
• Audio record and/or film your entire lesson (You will NOT submit the actual recording)

Part 2: Transcribing “Student” Talk
Following the mini-lesson, you will:
• Listen to recording and/or watch video
• You will transcribe word-for-word 5 minutes of the recording and analyze the recording using the Transcribing “Student” Talk Template

Part 3: Mini-Lesson Reflection
Write a 2-3pg. reflection about your mini-lesson. Consider the language patterns in your recording and how, in retrospect, you would have scaffolded or differentiated for your students. You must use at least 2 readings from class.

In your reflection be sure to connect to the readings by answering:

• What language patterns do you notice in the transcriiption? Which text describes that pattern? How does what the text say compare with what you noticed in the transcriiption?
• Jordan, J. (1988). Nobody mean more to me than you and the future life of Willie Jordan. Harvard Educational Review, 58(3), 363 – 374.
• Lessow-Hurley, J. (2012). The foundations of dual language instruction (6th ed.). Boston, MA: Pearson/Allyn & Bacon. Chapter 3: Foundations of Language – 5 subsystems of language.
• Garcia, O. & Kleifgen, J.A. (2010). Educating emergent bilinguals: Policies, programs and practices for English Language Learners. New York: Teachers College Press. Chapter 5: Language & Bilingualism: Practices
• You will then analyze the recording through a differentiation & scaffolding perspective by asking yourself,
• Are students making meaning of the content?
• Are students making meaning of the content in profound ways?
• How, in retrospect, would I have scaffolded or differentiated for my students?
• Use the following texts to guide your framework for differentiation & scaffolding:
• Gibbons, Gibbons, Ch. 8: Planning for a High-Challenge, High-Support Classroom: Setting Up EL Learners for Success;
• ELD CA Standards texts

Submit:
You will submit the following work on Blackboard/Notebook for credit:
• Transcribing “Student” Talk Template (10 points)
• Mini-Lesson Reflection (10 points)

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