8. What are some ways that students respond to challenging language demands?
9.
10. Titanic Survivors All of us are on a ship that is sinking. There is only one “life boat” that can fit four people. You have to convince the rest of the group that your life is very valuable and that you should be one of the people who deserves to be saved by the life boat. You must act like and base your argument around the type of “person” you are.
11. Titanic Survivors In the end of this activity, you will decide between everyone which have been the four most convincing arguments and who has had the most vehement reasoning. Those people will be the SURVIVORS!
12. What are the language demands required in this activity? Expressing yourself in conversation Listening well and understanding what you hear Expressing yourself through writing Ability to convince someone of something Ability to argue (or partake in argumentation) Ability to justify Ability to “negate” or refuse certain arguments
19. WHO WILL BE SAVED?!?! I believe that… _______ is right about… I agree with ________ because… On the other hand… To play the Devil’s advocate… It seems to me that… I disagree with ______ because… On the contrary…. In my opinion…
21. What types of strategies, tools, and support were employed in this exercise to promote language use in the classroom? (Spoken, Heard, Written, Read, etc.) How could you use any of these strategies/tools in your classroom?
22. To consider for your task… What are the language demands in your groupworthy task? What will you expect the students to be able to do in the language? How will you feel about them using their native language, if different than the target language?
23. TARGET language development assessed in your Final Project: Describe the language demands of the task and specific strategies planned for and used to facilitate access to the task for the non-native speakers (even if you are teaching a “native-speakers” class) Spanish ~ Chinese
25. Homework assignments Due October 20th: Bring Student work samples of ANYTHING (and rubrics, if possible) to analyze grading and evaluations. Due October 27th: Final Task Card and Lesson Plan (Including how you will teach about the roles, multiple ability orientation, participation structures, etc.) (Mandarin Task Cards: Please give me one copy in English and one in the Target language if you are giving it to your students in the Target Language. Thanks!) October 27th and November 3rd: Microteaching – implementing our task in section!
26. Pick four specific students in your class—ones that you may combine together for a groupworthy task implemented in your classroom. What do you know about them specifically? Comment on any general knowledge/observations you have, as well as their language use in the classroom setting, their “status”, their multiple abilities, their “competencies” and smarts, how they work with partners and/or groups, etc.
