ESLS 5306
Dr. Anita de la Isla ~ Dallas Baptist University
https://www.smore.com/d8ru7
AM I PURSUING GOD OR MY OWN COMFORT?
Deuteronomy 11:16 Take heed to yourselves, that your heart be not deceived, and ye turn aside, and serve other gods, and worship them.
Both children and adults search for "heroes" and people of influence to admire, to follow, and to please. People want to belong and to feel accepted by peers. Peer pressure gains control when the desire to "fit in" is stronger than the desire to please God. No one wants to be rejected or be in conflict with the group. In reality, there will be times when those who follow Christ will have to take the road less traveled.
God wants to be first in our lives. This does not mean we have to give up friends and position. Instead, we are to be His hand extended by being a great friend to others and by being a positive influence to the group. This works wonderfully if your group wants to do the right thing. However, if your group is bent on going toward the path that displeases God, you are instantly placed in the crossroad position of having to choose which road you will follow.
Life can be difficult; choices are often unpleasant and stretching. Deuteronomy 11:16 warns us that our heart can be deceived; that we can lose our way and follow other gods without realizing that we have left our path. Remember, when the prodigal son came to his senses, he turned back to his father's house. This is the answer to our wandering. When we begin to see the deceit and error of our ways, we can quickly turn toward our Heavenly Father who understands our wanderings, our gullibility, and our failures.
Isaiah 53:6 We all, like sheep, have gone astray, each of us has turned to our own way; and the Lord has laid on him the iniquity of us all.
He is waiting to restore us back to the path He designed for us. His love is great and unconditional. He is waiting with open arms to set our hearts right.
Dear God, Create in me a clean heart and renew in me a right spirit. I choose to follow you with an undivided heart. Protect me from wandering.
Scaffolding Language, Scaffolding Learning- Ch. 4
Writing in a Second Language
- Look at the two examples of narrative writing on p. 72.
- Review each example using the chart on p. 73.
- What were your first reactions to the two texts?
- Discuss your overall reactions after using the question framework.
Reading to Learn in the Content Areas- Ch. 8
GIST Strategy
- the importance of the reading and writing connection
- writing as a product
- writing as a process
- authentic writing
- the importance of writing
- on-demand writing
Application Activity
- Select a topic of study.
- Describe one writing strategy that you can use for each of the following: preparation, assistance, and reflection.
- Include a short paragraph explaining how these strategies can assist ELLs.
Next Week- Session 13
Session 13: November 16th
Listening & Speaking
o Scaffolding Language…Ch. 2, 6
* Service-Learning Report
UNIT OF STUDY PRESENTATION: (200 total points)- Discuss deadline
Thematic units support the language and literacy development of ELL students by helping them to engage in deeper concept development on content area topics in addition to providing multiple exposures to key vocabulary.
You will create a unit of study that focuses on particular content area objectives as well as language objectives appropriate for English language learners under a certain theme. In your unit you will include the following:
- Intended grade and language proficiency levels for the lessons
- Specific content area objectives (TEKS) and language objectives (ELPS)
- Materials and resources needed
- Procedures and assessments involved in the different lessons
- At least 5 lessons should be included in your entire study which all relate to and support the learning of a particular overall theme or topic. Each lesson should follow the lesson plan format presented at the end of the syllabus.
- Be mindful of incorporating SIOP (Sheltered Instruction Observation Protocol) features into your lesson,www.siop.pearson.com, http://esol.leeschools.net/SIOP/pdf/SIOP%208.pdf. Some lesson and activity ideas are also available here, http://www.cal.org/siop/lesson-plans/index.html.
Chapters eight through ten of Help! My Kids Don't All Speak English may provide good examples of templates and formats to use, but you are not restricted to these, just as long as you include all of the components listed in the above paragraph, which are included in the lesson plan template.
You may incorporate website activities, vocabulary activities, and picture book lessons you created in previous assignments, but activities in addition to these will be expected to complete all five lessons in the unit of study. Be sure to include a variety of instructional materials, including hands-on, visual and multimedia teaching resources as appropriate.
Use the following objectives in your unit of study lesson plans:
- Language objective(s) – use the ELPS (English Language Proficiency Standards) found at the Texas Education Agency's (TEA's) website: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4.
- Content area objective(s) - TEKS can be found on TEA's website here: http://www.tea.state.tx.us/index2.aspx?id=6148(scroll down to see subject areas).
Be mindful of the features of effective literacy instruction, including:
o Explicit and systematic instruction
o Increased opportunities for practice and responding
o Corrective and appropriate feedback
o A variety of grouping formats
o Appropriate text
o Assessment information used to guide instruction
The grading criteria is available in the syllabus and on Blackboard.
Dr. Anita de la Isla
Email: anitaoftheisland@gmail.com
Website: www.dbu.edu
Phone: (469) 733-3086
Twitter: @shoegoddess97