Universal Access/SDAIE Session 2: Lesson Design Template Secondary

1. Universal Access/SDAIESession 2: Lesson Design TemplateSecondary Title III Access to Core Professional Development 2009-2010 Office of Curriculum, Instruction, and School Support Language Acquisition Branch

2. Long Range Goals • Achieve consistency and continuity in our understanding of SDAIE and how we communicate it to all stakeholders. • Use of SDAIE to provide access to core curriculum for English learners. • Build a Culturally Relevant and Responsive (CRRE) learning environment incorporating the different ways our students learn, behave, and use communicative language patterns.

3. Objectives Learn the components of the Universal Access/SDAIE Lesson Design Template. 2. Look at a sample lesson to identify the four critical elements of SDAIE.

4. Four Critical Elements SDAIE: Four Critical Elements Sort • Use the cards on your table to “build” a group Tree Map • First line up the names of the Four Critical Elements of SDAIE, then classify the rest of the cards under the correct category

6. Universal Access/SDAIELesson Design Template

7. Think-Pair-Share What are the steps that must be included in a well-designed lesson plan for any content area?

9. The “What”

10. The “How”

15. SDAIEPlanning the “WHAT” Grade 7: Social Studies Lesson

16. SDAIE Element: Content History/ Social Science: Model Lesson 2

17. Social Studies 7

18. SDAIE Element: Content 7 Social Studies

19. SDAIE Element: Content “ Students should analyze the importance of an iron technology and of geographic location and trade in the development of the sub-Saharan empires of Ghana and Mali. Both became states of great wealth- Ghana, by controlling the trade in gold from the south; and Mali, by controlling both the southern trade in gold and the northern trade in salt. Students should also understand that slavery existed in these kingdoms and was part of the western African economy at the time. Both kingdoms exercised commercial, cultural and political power over a large part of Africa. - Social Studies Framework, Excerpt from World History and Geography: Medieval and Early Modern Times p. 88 Focus Standard 7.4.1 – Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.

20. “Chronology defines relationships in time, and students should learn how major events relate to each other in time so that the past is comprehensible, rather than a chaotic jumble of disconnected occurrences.” p.13 SDAIE Element: Content

21. SDAIE Sample Lesson • Read on your own Handout: K-12 Universal Access/SDAIE Lesson Design Template

22. SDAIE Element: Content

23. SDAIE Element: Content

24. SDAIE Element: Content - Main Standard 7.4 Students analyze the geographical, political, economic, religious and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa. - Focus Standard(s) 7.4.1 Study the Niger River and the relationship of vegetation zones of forest, savannah and desert to trade in gold, salt, food and slaves; and the growth of the Ghana and Mali

25. SDAIE Element: Content I categorized _____ under _____ I classified _____ as _____

26. SDAIE Element: Content

27. SDAIE Element: Content

28. SDAIE Vocabulary Activity • In your group, review the standards to identify three additional vocabulary words that would be essential to the lesson

29. SDAIE Element: Content empire characteristics

30. Reflection • Which (if any) components of this section, “The What,” are not currently part of your planning for a content lesson?

31. SDAIEPlanning the “HOW”

32. ***Remember, In this part of the planning we are going to consider, in particular, how to make it comprehensible, interactive, what connections might be necessary, and how those connections are going to be made.

33. Niger River Sahara Desert Savannah Focus Standard 7.4.1 – Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires. SDAIE Element: Connections

34. SDAIE Elements:Comprehensibility and Interaction • Advanced Graphic Organizers • Narrated Pictorial Input Chart

35. Main Standard 7.4 Students analyze the geographical, political, economic, religious and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.

36. Narrated Pictorial Input Chart RationaleThe Narrated Pictorial Input Chart is a SDAIE strategy design to make vocabulary and concepts comprehensible by drawing in front of the students as the teacher narrates an event(s) or explain a process. This strategy facilitates comprehension through establishing a one to one correspondence between spoken and written concept and visual clue. The resulting chart becomes a resource for students to assist them in organizing information and describing events and processes. Handout: Narrated Pictorial Input Chart

37. SDAIE Element: Comprehensibility

40. SDAIE Elements: Comprehensibility and Interaction

44. nomads nomadic Narrated Pictorial Input Chart Berbers Senegal River Niger River

45. SDAIE Elements:Content and Comprehensibility

46. Sample Summary Text Frame ___________ had distinct characteristics which contributed to ______________. Geographically, _________________. The religion of ____________________. The people also made achievements in the areas of _______________. Politically, __________________. Their economy was based on ______________, and the social structure ____________. The combination of these characteristics led to _______________ .

47. Reflection • Review the SDAIE Critical Elements Reflection questions • Identify which features are evident in this lesson Handout: SDAIE Four Critical Elements Reflection Questions

48. Table Discussion How can this lesson design template be used at your school?

50. Next Steps