ESLS 5306

Dr. Anita de la Isla ~ Dallas Baptist University

https://www.smore.com/1vx15

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GRATITUDE IS THE KEY TO JOYFUL SERVICE

2 Corinthians 8:7 But since you excel in everything—in faith, in speech, in knowledge, in complete earnestness and in the love we have kindled in you—see that you also excel in this grace of giving.

Do you ever feel that you are carrying the biggest load at school? Or that the other teachers or parents are not doing their part? Do you ever resent having to do the little things that others thoughtlessly leave undone? Have you considered refusing to do your part because others don't seem to do theirs?

In Luke 17:7-9 Jesus explained that a servant should not expect to be thanked for doing his duty. Why was I becoming so angry in my "serving"? The answer jumped out at me--RIGHTS! I was holding on to my rights! I felt others were not doing their part! I had a right to have help. I had a right to expect others to do their part. A servant has no rights; he has responsibilities! I was guilty of "stinking thinking". As I submitted before God, asking him to show me His truth, I admitted the following:

1. I am 100% responsible for my attitude.
2. I only have control over my actions and attitude--no one
else's attitude.
3. I can only change me.
4. My unfulfilled expectations of coworkers created anger in
me. I was miserable.
5. I could choose to serve them and have no expectations of
them.
6. I can be truly grateful should my coworkers pitch in to
help. Since I have no expectations of them, I am free to
say thank you instead of “It’s about time.”
7. I have the responsibility to train my students to serve and
carry their part, but, as a teacher I have no position to
hold my coworkers accountable for their performance.
8. My service is before God; I am not to stop doing my duty
because other coworkers are being irresponsible.
9. I am not to become proud because I am doing MY PART.
10. I will not die from doing more than my share, and I can
choose to do more than my part when needed.
11. I can show my commitment and love for Jesus Christ by
going the second mile.
12. Service is an act of love.

People enjoy serving with someone who has a grateful attitude. We can be grateful to God for all He has given and all he has taught us. God offers the grace of giving to anyone who is willing to receive it.

Dear God, Gratitude is the key to my happiness. Give me a servant's heart and restore to me the joy of giving. Make me like you, Lord--a servant!

Teacherdevotions.com

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Voices from the Classroom

  • Read the section "Voices from the Classroom" on p. 168.
  • Why is this approach to vocabulary so common?
  • Is it appropriate? Why or why not?
  • How has this worked for you as a student?
Chapter 5 Vocabulary Quizlet

Click here to create your own Quizlet.

Vocabulary Magic

Click here for directions on Vocabulary Magic.

academic vocabulary

incidental vocabulary development

contextual knowledge

conceptual base of understanding

concept-specific vocabulary

intentional vocabulary development

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Help! My Kids Don't All Speak English

Content-Specific Word Learning in the Language Workshop

  • Look at Figure 5.2 (p. 41) and Figure 5.3 (p. 42).
  • How is this an example of content-specific word learning?
  • Do you believe the students understand the concept of "brave" and "new learning"?
  • Why is this an effective way to learn vocabulary?

Next Week No Class- Online Session 6


Session 6- September 28th

ONLINE

  • Assistance in Learning
  • Reading to Learn… Ch. 4 on “Assistance”
  • Help! My Kids… Ch. 6
  • Discussion Board Posting
  • Application Activity



Session 7-10/5

  • NO CLASS
  • Reading to Learn… Ch. 5 on “ Reflection”
  • Discussion Board Posting
  • Lesson Plan

VOCABULARY ACTIVITY: (50 total points)

Vocabulary development is a key component of language acquisition. Students benefit from activities where vocabulary is taught explicitly as well as through authentic use and contextually-embedded exposure.

  • Create an activity that focuses on teaching content area vocabulary. Remember to work towards concept development and relationships between words / ideas more than just surface level "naming" or labeling with English words.
  • Name the activity or strategy you would be using, what materials are needed, and what the procedure of the activity would be. Several great activities are mentioned in your textbooks for this class that could be adapted for a specific topic or focus.
  • Post a copy of your vocabulary activity on Blackboard along with a paragraph of reflection regarding how it will support the learning needs of ELLs in the content areas.