Task 1:
- What do I want students to walk away with?
- Language: List specific vocabulary and language structures students will learn. (grammatical, p. 38. See page 59 “Language Objectives”, p. 69 3 bullets on bottom of page, for examples)
- Vocabulary:
- Language structures (phrases, expressions, sentence structures, etc.):
- Assessments: list task(s), quiz(zes), test(s), and/or project(s) students complete that demonstrates their learning. (discourse and sociolinguistic, p. 38; See page 69 “A Framework for Teaching English Language Learners” for reference)
- https://create.kahoot.it/details/boxing-unit-quiz/8b5200a3-b6c7-4589-a55d-076208720704
Task 2:
My Tutee (300-500 words)
What do you know about him/her/them (language background-home language or type of dialect in which s/he is most fluent and comfortable, student course schedule, grade level, extracurricular activities, immigration history, family, work)? How does s/he feel about the uses of their native language and English? If you have started the assignment with the student, what is your tutoring session like so far (where, goals, plans, challenges, resources, interesting moments)? Link your description of the events to course readings.
Overview: My student is from China, their family has been in the US for 8 years already. She speaks Mandarin and is very fluent. 10th grade. A lot of AP and Honor classes. When she has time from school she likes to go for a hike and hang out with her family and friends. The student is sometimes shy about speaking in English because she fears making mistakes.
As of now I have encourage her to write more than usual in her Tuesday reflection and try to be more descriptive with her answer. My goal for me is to write more. All I want her to do is write more so she can be more comfortable in expressing herself.
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