HS ESL Oral Discussion (EAP 10)This is a featured page


Unit: EAP 10 Oral Discussion
Grade:10
Established Goals (Standards)
K-12 ESL General Outcomes and Exit Goals

Communicative Strand/Speaking and Listening Competancy
Use language appropriately for a variety of communicative purposes in different contexts. (See staged descriptors.)

Linguistic Discourse Strand/Speaking and Listening Competancy
Demonstrate appropriate fluency and control over linguistic features through effectively using discourse structures with increasing fluency to accomplish different purposes. (See staged descriptors.)

Strategic Strand (Meta-cognition)/Speaking and Listening Competancy
Use a variety of cognitive/metacognitive strategies to support and enhance communication and language development to enhance learning and performance. (See staged descriptors.)

Strategic Strand (Social)/Speaking and Listening Competancy
Use a variety of socio-linguistic strategies to support and enhance communication and language development through community interaction. (See staged descriptors.)

 ISTE NETS Standards for Teachers

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

Teachers:
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media
Enduring UnderstandingsEssential Questions
  • Oral discussions are an enduring and integral forum in human society for learning, problem solving and communication.
  • Effective oral discussion skills and strategy use are critical for success in mainstream and ESL classes.
  • The skills, attitudes and behaviors of effective communicators can be acquired through practice and the use of direct and indirect strategies (Rebecca Oxford’s Taxonomy of Language Learning Strategies)

  • Audience and purpose behind your communication affect how and what you communicate
  • Reflection is an important component to developing communication skills
  • Different information mediums require different strategies when organizing information and communicating effectively
  • What is a discussion? What is the purpose and end result of a discussion?
  • What does a good discussion look like?
  • What skills, attitudes, behaviors, and language do I need to participate effectively in a discussion?
  • How can I contribute something of value during a discussion?
  • How can I improve my oral discussion skills?

  • How can images best be used to communicate specific skills, attitudes and behaviors?
  • How can technology support both linguistic and visual literacy?
Stage 2 – Assessment Evidence
GRASPS Task (Graded Discussions)
Six Facets of Understanding (Graded Discussions)
Goal: Self-assess, set goals, practice, monitor, and develop increased competence towards effectively participating in group discussions among grade-level peers (native speakers and ESL students) on a range of topics/issues drawn from content area curricula.

Role: equal and supportive group participant in class discussions

Audience: other students (native speakers and ESL student classmates)

Situation: Through group discussion, students can develop greater understanding of a range of topics. Understanding transcends the boundaries of the conversation and can impact (lead to action in) other areas of the students' lives.

Product Performance: Self-assessment and teacher assessment using the HS ESL Discussion Rubric

Extension: Communicate/Take action based on understanding of issues discussed.		Explain: After completing the Self-Evaluation Survey, share your ratings with the class. As a class, determine what are common areas of strength and weakness for the class. Discuss why those areas of weakness pose a particular challenge in terms of skill and comfort for ESL students. As a class choose five to ten areas of weakness to work on—class goals for the unit.

Apply: Transfer unit learning to mainstream class discussions.

Interpret: Share information, ideas, experiences, and opinions to derive greater understanding, insights and possible solutions regarding the topics/ issues discussed.

Perspective: Acknowledge and respect the validity of your own and other people’s point of view.

Self-Knowledge: After each formative discussion, compare your self-evaluation on the HS ESL Discussion Rubric with your teacher's assessment of your performance. Looking at your strengths and weaknesses (vis-a-vis your teacher's assessment), set a goal(s) for the next discussion and develop a way to work toward and monitor your goal progress.

Empathize: Ask questions, learn about, put yourself in the shoes of the students and individuals involved in the topics/issues discussed. Be inspired to learn more, share your learning, and take action!
Lesson Notes:



KarenReau
KarenReau 		Latest page update: made by KarenReau , Nov 1 2009, 1:51 AM EDT (about this update About This Update KarenReau Edited by KarenReau

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