Recent Changes

Comprehensible Input & Four Famous Federal Laws
Our textbook, Making Content Comprehensible for English Learners, is based around the key principle that EnglishEnglish language learners for the instructiondesign of quality programs for English language
Brown V. Board of Education of Topeka, 1954; Segregated schools and programs are illegal.
Oliver Brown, a parent of a child denied access to a school in Topeka, Kansas, complained that the city’s black and white schools were not equal to each and never could be. In an education decision acknowledged as one of the greatest promoting social change in the 20th Century, the Supreme Court held that the segregation of children in public school violated the Equal Protection Clause of the Fourteenth Amendment which holds that no state can deny to any person within its jurisdiction the equal protection of the laws.
Nichols, 1974; SchoolAs explained above, school education for ELLs must be
Kinney Kinmon Lau and other Chinese student English language learners were not receiving the understandable instruction they needed to be able to succeed in San Francisco schools. The case against school board president Alan Nichols went to the Supreme Court which decided for Lau, stating that there is no equality of educational merely by providing students with the same facilities, textbooks, teachers, and curriculum because those who do not understand English are certain to find their classroom experiences wholly incomprehensible and in no way meaningful.
Castañeda v. Pickard, 1981; School programs must follow quality, effective instructional practices.
• The program must be “implemented effectively with resources for personnel, instructional materials, and space.”
• After a trial period, the program must be proven effective in overcoming language barriers/handicaps.
of all children.children, documented or undocumented.
Michael McAndrew was volunteering in a school district near Dallas and found out that many children were not allowed to register for school or their parents were required to pay $1,000 per year, something they could not afford. McAndrew found a lawyer and eventually the Supreme Court decided in 1982 in the case Plyler v. Doe that undocumented immigrant children had the right to a free public education. Later the superintendent, Jim Plyler, changed his mind and said he supported the decision of the Supreme Court. Similarly, Article 28 of the international Convention on the Rights of the Child recognizes education as a basic right for all children.

Welcome to English 4410/6410! In this course you will be exploring the field called Teaching English to Speakers of Other Languages (TESOL).
of the chapter--this time there are no additional "Check your Understanding" questions for this chapter. (You entire class. On November 29,I'm reserving the seminar room, EH 221, with a big oval shaped table we will discusscan all sit around informally to hear about your projects. There is also a computer and projection-screen if needed when giving your presentation. Next week, Nov. 29, I'm not holding class. Use the time to finish up the last chapter, Chapter 12.11 questions and the final draft of your course project. Tonight, Nov. 22, Mustafa is giving a presentation. We will also complete a practice quiz/conversation together about itself-assessment final exam during class, so you don't need to send me anything for this chapter. Make sure you read it before Nov. 29.tonight's class about our course SIOP Model: Sheltered Instruction Observation Protocol (Lesson Planning).
UPCOMING EVENTS: For Tuesday, Nov. 1, read Chapter 7 and email me your answers for the ending "Check Your Understanding" and Discussion Questions. I'm not holding class on Election Day, Nov. 8. For Nov. 15, bring the second draft of your course project to show to the class (email me a description of the second draft of your project). Also by Nov. 15, read Chapter 8 and email me your answers for the ending understanding check and discussion questions.
HOMEWORK ANNOUNCEMENTS FOR OCT 25th CLASS: 1) Read Chapter 6 and email me your answers for the ending "Check Your Understanding" and Discussion Questions. 2) Work on your semester project. 3) Prepare your mini-presentation if it's your turn (see the sidebar page).

Welcome to English 4410/6410! In this course you will be exploring the field called Teaching English to Speakers of Other Languages (TESOL).
Homework for Nov. 22:UPCOMING HOMEWORK: Read Chapter entire class. On November 29, we will discuss the last chapter, Chapter 12. We will complete a practice quiz/conversation together about it during class, so you don't need to send me anything for this chapter. Make sure you read it before Nov. 29.
UPCOMING EVENTS: For Tuesday, Nov. 1, read Chapter 7 and email me your answers for the ending "Check Your Understanding" and Discussion Questions. I'm not holding class on Election Day, Nov. 8. For Nov. 15, bring the second draft of your course project to show to the class (email me a description of the second draft of your project). Also by Nov. 15, read Chapter 8 and email me your answers for the ending understanding check and discussion questions.
HOMEWORK ANNOUNCEMENTS FOR OCT 25th CLASS: 1) Read Chapter 6 and email me your answers for the ending "Check Your Understanding" and Discussion Questions. 2) Work on your semester project. 3) Prepare your mini-presentation if it's your turn (see the sidebar page).

skipped chapters?
so in skipping those chapters, would that mean we would use this book of that next class?

Welcome to English 4410/6410! In this course you will be exploring the field called Teaching English to Speakers of Other Languages (TESOL).
Homework for Nov. 22: Read Chapter 11 and email me the discussion questions at the end of the chapter. (You may have noticed on Canvas that I'm skipping the other chapters which are related to another class we teach on ESL assessment). Remember on the last day of the course, Dec. 6, you will present your course project to the entire class.
UPCOMING EVENTS: For Tuesday, Nov. 1, read Chapter 7 and email me your answers for the ending "Check Your Understanding" and Discussion Questions. I'm not holding class on Election Day, Nov. 8. For Nov. 15, bring the second draft of your course project to show to the class (email me a description of the second draft of your project). Also by Nov. 15, read Chapter 8 and email me your answers for the ending understanding check and discussion questions.
HOMEWORK ANNOUNCEMENTS FOR OCT 25th CLASS: 1) Read Chapter 6 and email me your answers for the ending "Check Your Understanding" and Discussion Questions. 2) Work on your semester project. 3) Prepare your mini-presentation if it's your turn (see the sidebar page).

and eight of our SIOP textbook about content
Academic Discourse: Presenting Your Position Through Your Own Movie Summary & ReviewLIFE-CHALLENGING EXPERIENCESSmall-group & Individualized Interaction
An Occurrence at Owl Creek Bridge, by Ambrose Biercehttps://www.youtube.com/watch?v=Zk8KO0jZzbk

The Personal-Comment Review: This type of review summarizes one specific aspect of the source material and then focuses the most on your own opinions or experiences, sometimes only indirectly related to the main idea of the original topic. Important elements should include (1) Your own title focusing on your own main idea, (2) Giving credit to the original source, (3) A brief summary of one of the details of the original, and 4) The reviewer’s personal response. See the example below:
(1) When Time Froze
pain….or dead! Here's what happened to me on that amazing day...
The Analysis-style Review: This type of review is directly related to the original, summarizing and responding in careful detail. Again, you should include (1) your own title, (2) the source should be credited. Then summaries and responses will alternate throughout the review: (3) response, (4) summary, (5) response, (6) summary, etc.
(1) Oscar-Winning Cinematography

LESSON DELIVERY IDEAS: The following "Owl Creek" movie activity incorporates ideas from chapters six, seven, and eight about content & language objectives, grouping configurations, differentiation to promote comprehensible input, and designing a lesson-delivery plan. As we practice this sample lesson plan together in class, we'll "troubleshoot" how things go, just like we might do in a real classroom situation, looking for ways to follow up and adapt during the class and for a next class day. Okay, here we go...
Own Movie Summary & ReviewLIFE-CHALLENGING EXPERIENCESSmall-group
An Occurrence at Owl Creek Bridge, by Ambrose Biercehttps://www.youtube.com/watch?v=Zk8KO0jZzbk
{noose.jpg} Amazon.com Kindle Edition {stream.jpeg} *Content Objective for today's activity: Ambrose Bierce defines the unexpected challenges and problems that enter our lives as “calamities,” experiences which teach us that “the affairs of this life are not of our own ordering” (from Bierce’s The Devil’s Dictionary). Today, we will view a shortened version of the academy-award-winning film interpretation of Ambrose Bierce’s short story, “An Occurrence at Owl Creek Bridge." This story is also available as an inexpensive ebook, the narration taking us through unexpected plot twists, challenging us to consider how we might personally react to the unfolding events.

lesson-delivery plan.
AcademicAs we practice this sample lesson plan together in class, we'll "troubleshoot" how things go, just like we might do in a real classroom situation, looking for ways to follow up and adapt during the class and for a next class day. Okay, here we go...
Academic Discourse: Presenting ReviewLIFE-CHALLENGING EXPERIENCESSmall-group & Individualized Interaction
An Occurrence at Owl Creek Bridge, by Ambrose Biercehttps://www.youtube.com/watch?v=Zk8KO0jZzbk
{noose.jpg} Amazon.com Kindle Edition {stream.jpeg} *Content Objective for today's activity: Ambrose Bierce defines the unexpected challenges and problems that enter our lives as “calamities,” experiences which teach us that “the affairs of this life are not of our own ordering” (from Bierce’s The Devil’s Dictionary). Today, we will view a shortened version of the academy-award-winning film interpretation of Ambrose Bierce’s short story, “An Occurrence at Owl Creek Bridge." This story is also available as an inexpensive ebook, the narration taking us through unexpected plot twists, challenging us to consider how we might personally react to the unfolding events.
Presenting Your Own Position Through a Movie Review
*Language Objective: In speech and in writing, reviews are one of our most common and practical skills. In every day speech, we tell our friends about our favorite books, movies, restaurants, places to visit and more. In university academic writing you will also be asked to write reviews of books, films, plays, musical presentations, and journal articles in your field. An effective review involves two important skills: summarizing and responding. Today we will do exploratory writing and discussion which will give you the background to write up your own review of the film to post on our online class wiki by next week
Individual Learning:
Activity One: Viewing & Summarizing the Film
When we summarize, we focus on important, memorable events and facts.

LESSON DELIVERY IDEAS: The following "Owl Creek" movie activity incorporates ideas from chapters six, seven, and eight about content & language objectives, grouping configurations, differentiation to promote comprehensible input, and designing a lesson-delivery plan.
Academic Discourse: Presenting Your Position Through Your Own Movie ReviewLIFE-CHALLENGING EXPERIENCESSmall-group Interaction
An Occurrence at Owl Creek Bridge, by Ambrose Biercehttps://www.youtube.com/watch?v=Zk8KO0jZzbk
Edition {stream.jpeg} *Content Objective for today's activity: Ambrose Bierce
{French.jpg} Bilingual English-French Kindle
Presenting Your Own Position Through a Movie Review
In*Language Objective: In speech and by next week.week
*Activities Balancing Group & Individual Learning:
Activity One: Viewing & Summarizing the Film
When we summarize, we focus on important, memorable events and facts.