The information below provides a context for the interpretive reading lesson based on the textbook chapter in which it occurs.
Teaching Context | ||||||
Chapter / UnitLearning Objectives | Students will be able to… | |||||
Chapter / UnitLanguage Forms(grammar and vocabulary) | ||||||
Chapter / UnitCultural ContentProducts:the tangible (e.g., paintings, monuments, literature, clothing, etc.) or intangible (e.g., ritual, education systems, laws, etc.) creations of a particular culture. They reflect a culture’s perspectives. Example: anti-aging / beauty / wrinkle creams Practices:Patterns of social interactions and behaviors. What to do, where to do it and how to interact within a particular culture. Reflect a culture’s perspectives and may involve the use of a culture’s products. Example: getting botox, coloring hair Perspectives:The values, beliefs, attitudes, and philosophical perspectives of a society; a culture’s view of the world. Inform a culture’s products and practices. Example: youth is beautiful and highly valued |
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Authentic Text(s) | ||||||
Communicative Mode(s) | InterpersonalInterpersonal communication:Interaction and meaning negotiation in spontaneous spoken, written, or signed conversations. Exploring relationships, shared assumptions, conventions, imagination, creativity, and emotions that are grounded in understandings of textual content. Oral/aural and written.InterpretiveInterpretive communication:Reader, listener or viewer constructs meaning (e.g., interprets, understands, analyzes) from a written, audio, audiovisual, or digital text. No possibility of negotiating meaning. Aural and written communication.PresentationalPresentational communication:Sharing information and ideas to an (often) distant audience in order to inform, explain, persuade, and narrate on various topics. Demonstrating awareness of communicative conventions relevant to the text type, context, and audience. No opportunity for negotiating or clarifying meaning. Oral and written. | |||||
Lesson Source | TextbookWebsiteInstructor Other: |
In this section you will analyze the activities from the textbook lesson using the information from Part I and your understanding of theKnowledge ProcessesWays that students interact with texts to make meaning; foundational types of thinking that students “do to know." Include four different types of activities students can carry out—experiencing, conceptualizing, analyzing, applying—as they develop their foreign language literacies. Can occur in any order.of multiliteracies pedagogy.
First, list the activities in your lesson:
Now analyze your acivities using the chart below.
ACTIVITY | 1 |
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Context Analysis Enter the number of the corresponding learning objective(s), language form(s), and cultural content (see Part I) that are the specific focus of each activity. If no learning objectives, language forms, or cultural content are targeted by an activity, leave that box blank. |
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Which chapter/unitlearning objectivesdoes the activity address? | ||||||||
Which chapter/unitlanguage formsdoes the activity address? | ||||||||
Which chapter/unitcultural contentProducts:The tangible (e.g., paintings, monuments, literature, clothing, etc.) or intangible (e.g., ritual, education systems, laws, etc.) creations of a particular culture. They reflect a culture’s perspectives. Example: anti-aging / beauty / wrinkle creams Practices: Patterns of social interactions and behaviors. What to do, where to do it and how to interact within a particular culture. Reflect a culture’s perspectives and may involve the use of a culture’s products. Example: getting botox, coloring hair Perspectives: The values, beliefs, attitudes, and philosophical perspectives of a society; a culture’s view of the world. Inform a culture’s products and practices. Example: youth is beautiful and highly valueddoes the activity address? |
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Knowledge Processes Analysis 显示每个活动和知识的过程responds to by checking the appropriate box in the table. Note that some activities may correspond to more than one knowledge process. |
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Does this activity engage students inexperiencing学习通过沉浸在文字、活动nd social situations. Expression of thoughts, reactions, opinions, and feelings about familiar or new experiences, objects, ideas, situations, perspectives, and ways of communicating. Does not involve deep reflection or analysis. .? |
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Does this activity engage students inconceptualizingLearning how language forms, conventions, organization, and other features of texts work to convey meaning. Unpacking texts, practicing skills and knowledge, and explicit learning about textual features helps learners participate more fully in communication. ? |
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Does this activity engage students inanalyzingLearning by connecting the content of texts to social, cultural, and historical contexts. Questioning the meaning, importance, and consequences of textual content. Critically reflecting on textual content and its relationship to one’s own culture, perspectives, and learning. ? |
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Does this activity engage students inapplyingLearning by using new knowledge, skills, and understandings and by producing language in creative ways. ? |
Refer to your analysis to help you answer the questions below.