solutions for online translators amanda robustelli-price
DESCRIPTION
Outline Goals (page 1) Reflect on goals (page 1) Big PictureWarm-up / TopicSummary / Model Backwards design Rubrics Write 3 sentences… Personalization with technology Dictionaries and translators Write-pair-share Class activities Scaffolding writing in class Quick write / Discussion Presentational task Scaffolding writing for projectScaffolding writing for project 1 Scaffolding writing for project Scaffolding writing for project 2 Stations activity DiscussionDiscussion / templatetemplateTRANSCRIPT
Solutions for Online TranslatorsAmanda Robustelli-Price
The Big Picture: Writing
End goal: Presentational task Rubric
Personalization: Technology Translators & dictionaries
Scaffold: Writing Class activities
Scaffold:
Writing
Presentational task
OutlineGoals (page 1)
Reflect on goals (page 1)
Big Picture Warm-up / Topic Summary / Model
Backwards design Rubrics Write 3 sentences…Personalization with technology Dictionaries and translators Write-pair-shareClass activities Scaffolding writing in class Quick write /
DiscussionPresentational task Scaffolding writing for proje
ct 1Scaffolding writing for project 2
Stations activityDiscussion / template
Backwards Design for WritingWarm-up, page 1 notes• How do you plan your units?• How does writing fit into your unit
plan?
Unit planning, packet page 2• Unit• IPA• Task• Blog post• Rubric – Note the * can be
combined into one catagory
Backwards design: Rubric summary
• Using page 1 (or your notes), write three sentences to summarize your thoughts on the rubric.
• How would you modify this for classroom use?
• How does this rubric compare to rubrics you have used for presentational writing tasks?
• How does this rubric encourage creativity and prevent translation?
Part 2:Connect your three sentences using transition words.
Model: Write 3 sentences…
Personalization with TechnologyWarm-up: How do you and your students use translators and dictionaries, both for personal use and in class?Dictionaries, page 3• Personalization after functions• Connect to IPA• Use in projects after first draft• Assignment
Translators, page 4
Your taskYou have five minutes to fill in the chart.
Personalization with technology: Summary
Page 1 (Notes)• How can you modify or use the
translator or dictionary activities in your classroom?
• In what portion of a unit would you use these activities?
• How do these activities support the presentational task?
• How do these activities avoid translation? Model: Write-pair-
share
Scaffold writing process in class, page 4• Exit slips• Quick writes• Descriptions of illustrations• Write/think-pair-shares• Write five sentences to
describe….• Journaling
Summary: Quick write (page 4)Which writing processes do you use with your students? Which will you add to your teaching tool box?ORDescribe what you and your friends like to do.
Scaffold the writing process: Presentational tasks, page 5Vocabulary brainstorms• List-group-label• Gallery walk
Graphic organizers• Venn diagram• Chart• Subject pronouns
Scaffold the writing process: Summary
You have 20 minutes.• Walk around and try out the five
activities, imagining you are preparing to do the presentational task as you complete each activity.
• Take notes on page 1.
Model: Stations
Scaffold the writing process: Presentational task, pages 5-8• First-draft process• Peer edit / feedback• Goal setting• Rewrite• Grading with rubric• Reflection
Scaffold the writing process: Presentational task • What process / processes will you use with your own
students?• How will you edit this process with your students?• How will you connect writing tasks to overarching
communicative goals?• What are ways you will prevent your students from using
online translators?Task: Use the packet or template to edit these materials for use with your students.