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Universal Access/SDAIE Session 2: Lesson Design Template Secondary

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Universal Access/SDAIE Session 2: Lesson Design Template Secondary Title III Access to Core Professional Development 2009-2010 Office of Curriculum, Instruction, and ... – PowerPoint PPT presentation

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Title: Universal Access/SDAIE Session 2: Lesson Design Template Secondary


1
Universal Access/SDAIE Session 2 Lesson Design
Template Secondary
Title III Access to Core Professional
Development 2009-2010 Office of Curriculum,
Instruction, and School Support Language
Acquisition Branch
2
Long Range Goals
  • Achieve consistency and continuity in our
    understanding of SDAIE and how we communicate it
    to all stakeholders.
  • Use of SDAIE to provide access to core curriculum
    for English learners.
  • Build a Culturally Relevant and Responsive (CRRE)
    learning environment incorporating the different
    ways our students learn, behave, and use
    communicative language patterns.

3
Objectives
  • Learn the components of the Universal
    Access/SDAIE Lesson Design Template.
  • 2. Look at a sample lesson to identify the four
    critical elements of SDAIE.

4
SDAIE Four Critical Elements Sort
  • Use the cards on your table to build a group
    Tree Map
  • First line up the names of the Four Critical
    Elements of SDAIE, then classify the rest of
    the cards under the correct category

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Universal Access/SDAIE Lesson Design Template
7
Think-Pair-Share
  • What are the steps that must be included in a
    well-designed lesson plan for any content area?

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SDAIE Planning the WHAT
  • Grade 7 Social Studies Lesson

16
SDAIE Element Content
History/ Social Science Model Lesson 2
17
Social Studies
7
18
SDAIE Element Content
Social Studies
7
19
SDAIE Element Content
  • Students should analyze the importance of an
    iron technology and of geographic location and
    trade in the development of the sub-Saharan
    empires of Ghana and Mali. Both became states of
    great wealth- Ghana, by controlling the trade in
    gold from the south and Mali, by controlling
    both the southern trade in gold and the northern
    trade in salt. Students should also understand
    that slavery existed in these kingdoms and was
    part of the western African economy at the time.
    Both kingdoms exercised commercial, cultural and
    political power over a large part of Africa.
  • - Social Studies Framework,
    Excerpt from World History and
    Geography Medieval and Early Modern Times
  • p. 88

Focus Standard 7.4.1 Study the Niger
River and the relationship of vegetation zones of
forest, savannah, and desert to trade in gold,
salt, food, and slaves and the growth of the
Ghana and Mali empires.
20
SDAIE Element Content
21
SDAIE Element Content
22
SDAIE Sample Lesson
  • Read on your own

Handout K-12 Universal Access/SDAIE Lesson
Design Template
23
SDAIE Element Content
24
SDAIE Element Content
25
SDAIE Element Content
  • - Main Standard
  • 7.4 Students analyze the geographical,
    political, economic, religious
  • and social structures of the
    sub-Saharan civilizations of Ghana
  • and Mali in Medieval Africa.
  • - Focus Standard(s)
  • 7.4.1 Study the Niger River and the
    relationship of vegetation zones of
  • forest, savannah and desert to
    trade in gold, salt, food and
  • slaves and the growth of the Ghana
    and Mali

26
SDAIE Element Content
I categorized _____ under _____
I classified _____ as _____
27
SDAIE Element Content
28
SDAIE Element Content
29
SDAIE Vocabulary Activity
  • In your group, review the standards to identify
    three additional vocabulary words that would be
    essential to the lesson

30
SDAIE Element Content
empire
characteristics
31
Reflection
  • Which (if any) components of this section, The
    What, are not currently part of your planning
    for a content lesson?

32
SDAIE Planning the HOW
33
Remember, In this part of the planning we are
going to consider, in particular, how to make it
comprehensible, interactive, what connections
might be necessary, and how those connections are
going to be made.
34
SDAIE Element Connections
35
SDAIE Elements Comprehensibility and Interaction
  • Advanced Graphic Organizers
  • Narrated Pictorial Input Chart

36
Main Standard 7.4 Students analyze the
geographical, political, economic, religious and
social structures of the sub-Saharan
civilizations of Ghana and Mali in Medieval
Africa.
37
Narrated Pictorial Input Chart
Rationale The Narrated Pictorial Input Chart is a
SDAIE strategy design to make vocabulary and
concepts comprehensible by drawing in front of
the students as the teacher narrates an event(s)
or explain a process. This strategy facilitates
comprehension through establishing a one to one
correspondence between spoken and written concept
and visual clue. The resulting chart becomes a
resource for students to assist them in
organizing information and describing events and
processes.
Handout Narrated Pictorial Input Chart
38
SDAIE Element Comprehensibility
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SDAIE Elements Comprehensibility and Interaction
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nomads nomadic
Narrated Pictorial Input Chart
Berbers
Senegal River
Niger River
46
SDAIE Elements Content and Comprehensibility
47
Sample Summary Text Frame
  • ___________ had distinct characteristics which
    contributed to ______________. Geographically,
    _________________. The religion of
    ____________________. The people also made
    achievements in the areas of _______________.
    Politically, __________________. Their economy
    was based on ______________, and the social
    structure ____________. The combination of these
    characteristics led to _______________ .

48
Reflection
  • Review the SDAIE Critical Elements
    Reflection questions
  • Identify which features are evident in this
    lesson

Handout SDAIE Four Critical Elements Reflection
Questions
49
Table Discussion
  • How can this lesson design template be used at
    your school?

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Next Steps
52
Objectives
  • Learn the components of the SDAIE Lesson Planning
    Template.
  • 2. Look at a sample lesson to identify the four
    critical elements of SDAIE.
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