KelleyBratcher

FL694
Dr.K.Angus
October20,2016

AnalysisD

1.Overview
A)
Where:WilkesCommunityCollege
Wilkesboro,NorthCarolina
Who:AdultELAStudentsBeginnerAdvanced
LearningSituation:
Studentshavebeeninthisclassforvariouslengthsoftime,someforoverthreeyearsand
othersforjustafewweeks.Thislessonoccurredduring"Citizenship"class.
TotalClassTime:45minutes
B)
Objectives:
Toask/answerquestionsandexpressopinionsaboutthevotingprocess.
Todiscussandshareinformationaboutvarioustopicsrelatingtothevoting(i.e.history,
rights,amendments).
Tosynthesizeandpresentinformationtotheclassusingtheoral(presentation)and
written(poster)language.
TousetechnologytoconductInternetresearch.
Background:
Myintermediate/advancedclasscombineswiththebeginnerclasstwiceaweekfora
"Citizenship"hour.ThistimeisdesignedtopreparestudentsfortheU.S.citizenship
examandstudyU.S.historyandgeography.
C)
Outline:
DiscussobjectiveandbeginKWLchart
Playavideoclipfrom'HistoryofVoting'fromRocktheVote:
https://www.youtube.com/watch?v=ar7r5aG_B0Y
Taketurnsreadingthe'WhoVotes'exceptaloud
Modelhowtocreateandpresentaposterthemed'WhoVotes'afterthereading
usingthesitefairvote.org/voter_turnout
Presentanddiscusstopics
Breakintogroupstoresearchchosentopicsandcreateposters
Presentposterstoclass
CompleteKWLchart

D)
Statement
IplantoaddressthefocusofAnalysisD,ACommunicativeOrientationtoLanguage
TeachingAnalysis,bycarefullyconsideringtheCLTstatementsfromthesyllabusand
designingalessonplanthataddressestheCLTstatements.
2.Previewing/Recounting
IfeelthatthislessonhadfollowedtheCLTguidelinesclosely.Student
engagementwasapparentconsideringthethoughtfulquestionstheyasked.Theyused
theirtimewiselytocreatethepostersandmostparticipatedfully.Inoticedthatacouple
studentswerenothighlyengaged.Ifeelthatthismaybeduetoalackofconfidencein
theircomputerresearchabilitiesandskills.Theyseemedtorelyontheirmoreadvanced
classmates.AnotherthingInotedwasthefrustrationthatoneofmyadvancedstudents
seemedtotakeatthebeginningofthegroupsession.Shedoesnotliketobeseparated
fromherfriendandthishasbecomeadistraction.Herannoyanceseemedtodissapate
onceIexplainedtheactivityagainandshesawthatherfriendhadbegunworkinginher
owngroup.ThelessoncontinuedalongthegenerallinesoftheoutlineIhadenvisioned.I
wasespeciallyproudoftheposterstheycreated.Althoughweranoutoftimetopresent
today,wehungtheirpostersonthewallandwillpresentnextclassperiod.Students
seemedtolovethevideoIpresentedandwereveryinterestedinthetopicconsideringlast
night'spresidentialdebateandtheupcomingelections.
3.ViewingAnalysis
00:00Teacherexplainsobjectives,goalsandscheduleofthelesson.
Studentsareencouragedtoconsiderthevotingprocessandhowitrelatestothem
individuallyandasasociety.
Teacherexplainsthatthegoalofthelessonistolearnaboutthevotingprocessandits
history,prepareforthecitizenshiptest,usetechnologyforresearchpurposes,and
communicateviapresentations.
3:30KWLchartisstartedonboardbyteacher.Studentsadd'Know'factsand'Wantto
know'questions
Teacherfacilitatesreflectionandinquiry.Somestudentsarewritingthisdown,even
thoughIexplainedtwicethatthefocusisonparticipatingandnotcopyingnotes
10:45Studentswatchvideowiththeobjectiveoflisteningforfacts/answerstoaddtothe
'WL'sectionsofthechart
studentsseemengaged.subtitlesseemtohelp.
14:56Studentsaddtothechart
ahandfulofstudentsseemtobemorevocalinthisconversationthanothers

studentsseemtobeinterestedinthevotingrightsofcertaingroups(blacks,women,
felons)
20:15Beginreadingof'WhoVotes'bybeginnerstudents
Grouppausesaftereachparagraphtosummarizeandclarify.Acouplestudentsinterfere
inthereadingaloudprocessofthereaderbycorrectinghim/hermidword.Thisis
somethingthatneedstobemanaged.
24:22Teacherbeginsmodelinghowtocreateaposterwiththetopic,'WhoVotes'using
readingtext
35:13TeachermodelshowtosummarizeInternetresearchtoaddtoposter.
Communicationusingimagesandbulletedpointsisencouraged
38:15Teacherexplainsgroupprojectandallowstimeforquestions/clarification.
43:351:21:10Teachergroupsstudents,distributessuppliesandlaptops.Students
researchandworkonposterforabout40minutes.
Advancedstudentstakeonthemajorityoftheresearchburden,whilebeginnerstudents
copyinformationontoposter.UsingtheInternettoconductresearchprovestobeaweak
skillofseveralstudents.

Meaningfulcommunication
resultsfromstudentsprocessing
contentthatisrelevant,
purposeful,interesting,and
engaging.
Contextualizationisabasic
premise.
Communicatingformeaningis
paramount.
Readingandwritingaredone
withacommunicativepurpose
inmind.
Successfullanguagelearning
involvestheuseofeffective
learningandcommunication
strategies.

"Who
Votes"Text

Relatesto2016
Presidentialelection
Studentsare
presentedwith
objectiveand
understandhowthe
readingalignswith
theeventualproduct

Research
and
presentation

Theroleoftheteachinginthe

KWL

Studentsconduct
researchanduse
bothoraland
written
communication
Studentsreflecton

languageclassroomisthatofa Chart
facilitator,whocreatesa
classroomclimateconduciveto
languagelearningandprovides
opportunitiesforstudentstouse
andpracticethelanguageandto
reflectonlanguageuseand
languagelearning.
Theclassroomisacommunity GroupWork
wherelearnerslearnthrough
collaborationsandsharing.
Studentsareexpectedtointeract
withotherpeoplethroughpair
andgroupwork.

Technologyaidsinfurthering
goalsofcommunication

Internet
research

Thereisafocusonstudent
personalization.

Choice

vocabularyand
ideasrelatedto
votingthattheyK
WLonachart.

Studentsworkin
groupstoprepare
forthe
presentation/poster

Studentusethe
internettoengagein
research
Groupscanselect
thetopicthatwish
topresentonfroma
listofoptions

4.Reflection
WhileviewingtherecordingInoticedafewthingsthatIwouldliketoimprove
onasateacherandclassroommanager.Thefirstisthemannerinwhichstudentsengage
inreadingaloudandlisteningtotheirclassmatesreadaloud.Thoselistening,especially
moreadvancedstudents,seemtotakeituponthemselvestocorrectthereader.This
causesconfusion,embarrassmentand/orfrustrationinthereader.Iwouldliketoresearch
waystomanagethisbehaviorinamoreconstructiveway.
AnotherareathatIwouldliketoaddressinmyclassroommanagementstyleis
thewayinwhichstudentsrespondtogrouppairing.Aschildishasitis,afewofmyadult
learnerstakeoffensewhenpairedwithparticularstudents.Maybetheyfeelthattheyare
smarterthantheotherstudentsandnotallowedtoreachtheirownpotentialduetothe
factthattheyareforcedtohelptheotherstudentalong.Inothercases,friendswanttobe
placedtogether.Obviously,thisisnotpossiblyineverysituation.Ibelieveweneedto
addressthecultureoftheclassandmakesureeveryoneisonthesamepageaboutour
purpose,standardsofbehaviorandexpectations.
Finally,constantnotetakingisinterferinginthelearningopportunitiesfora
coupleofstudents.Whethertheyareshy,confusedorjustsuperdetailed,thisisgettingin
thewayofmeaningfulcommunication.PerhapsIwillneedtostopwritingontheboard
forcertainactivitiesorenforcea'pencilsdown'policyduringcertainclasstimes.