Development Through Language

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4. Supporting History/Social Studies Development Through Language
As you respond to prompts 4a–d, consider the range of students’ language assets and needs—what do students already know, what are they struggling with, and/or what is new to them?
a. Language Function. Using information about your students’ language assets and needs, identify one language function essential for students to learn the history/social studies content within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment.
Analyze
Compare/contrast
Construct
Describe
Evaluate
Examine
Identify
Interpret
Justify
Locate
[ One language function essential for students to learn in order …show more content…

The silent debate comes after LP#2, where in small groups students worked to compose lists of cultural components within their school. At the conclusion of the graffiti wall assessment, students were tasked with defending the best examples of components within the school. Their defense of the component examples they selected provided them with a foundation of knowledge in regards to how to evaluate cultural components based on given criteria. In LP#3, students will be asked to think back to the previous day’s graffiti wall assessment. Students will have to evaluate the school’s culture and whether it meets the primary goal of the school (i.e. educating and preparing students) by assessing the components they defended. Central to the development of this language function is student’s ability to justify their argument by layering facts and substantial reasoning to not only prove their point but address the opposing perspective as well. …show more content…

Students will be given language supports and assessments which will task them with defining key vocabulary related to components of culture. Prior to defending the components they have identified within their school and engaging in the silent debate of LP#3, students will have had many opportunities to assess their understanding of vocabulary terms. In LP#1, students will begin class by answering the question, “What is culture?” Though students should be able to answer the question based on the previous night’s reading, the interactive lecture and activities to follow will increase their knowledge of what the term “culture” entails. Students will participate in an interactive lecture that covers the terms material culture, non-material culture, technology, symbols, language, values, norms, folkways, and mores. Their exit ticket will ask them to readdress the question, “What is culture?” based on their new understandings of course vocabulary. The following day, students will have a quiz over the vocabulary terms with time built in for further clarification afterwards. Additionally, students will be asked to create visual representations of each component for the class to understand the term in a new way. Students will engage in discourse when evaluating the term examples listed for the graffiti wall assessment. Discourse provides oral and written

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