1 Getting the most out of an anchor text/activity  How can you best use this text/activity to develop the interpretive mode?  What interpersonal conversation would students be likely to have on this topic?  What might students do in the presentational mode as a way of making learning more concrete? Laura Terrill

2 Brainstorm vocabulary, create questions Laura Terrill http://actualidad.rt.com/sociedad/view/118840-selfie-peligroso-telefono-foto-video-toros

3 Before Reading: Prediction Laura Terrill  Students write: headline photo caption first paragraph or lines of article  Students then share what they have written with other students/groups. Students predict which version is most likely.  Students read the actual article and compare.  They add useful vocabulary to personal vocabulary.

4 During reading Laura Terrill  Students read the actual article and compare to their versions.  They work with ACTIVE strategies as they read.  They add useful vocabulary to personal vocabulary. ACTIVE Ask questions, make connections, track down most important words or ideas, make inferences, visualize, extend their learning

5 El video más peligroso: un joven se graba mientras es perseguido por toros Laura Terrill Un joven en EE.UU. capturó en su teléfono inteligente el momento en el que estaba siendo perseguido por varios toros mientras participaba en un encierro. El chico, llamado Christian, presume de haberse tomado el 'selfie' más peligroso que se haya capturado jamás. El muchacho decidió filmarse a sí mismo con su teléfono móvil mientras participaba en el Houston Bull Run, un evento que se celebra en Texas y que recuerda a los encierros que tienen lugar durante las fiestas de San Fermín en Pamplona, España.selfie Uno de los espectadores fotografió al muchacho en el momento en el que el joven corría y se grababa, y colgó la imagen en el portal Reddit. Más adelante, otro internauta compartió un enlace al vídeo que grabó Christian con su 'smatphone'. Reddit

6 Extend to other modes Laura Terrill  Role play an interview with this young man.  Share your opinions about the actions of this person. Talk over the “dangerous” things you have done.  Role play the conversation this young man might have with a parent after he/she saw the image via social media.  Write the comments you would include on any social media site where you saw this picture.  Tweet to call attention to this event. Interpersonal Presentational

7 Student Can-do’s I canYes With some help Not yet Identify places in a city Explain what people do in various places or why they go there Locate a place in relation to other places Ask for and follow directions within a city Describe places in a city Express preferences with reasons about what cities to visit or where to go within a city Name public transportation; methods of getting from one place to another Make comparisons between cities in the US and cities abroad Laura Terrill

8 Global Challenges: Education Why can’t all children go to school? Laura Terrill

9 Un enfant réalise son rêve grâce à une photo Laura Terrill http://1jour1actu.com/monde/enfant-photo-philippines-84059/

10 Daniel fait ses devoirs dans la rue, à la lumière d'un magasin. Daniel Cabrera a 9 ans. Il vit aux Philippines, un pays d'Asie du Sud-Est, situé à plus de 11 000 kilomètres de la France. Les Philippines sont constituées de plus de 7 000 îles. Daniel vit à Cebu, une île située au centre de l'archipel philippin. Laura Terrill http://1jour1actu.com/monde/enfant-photo-philippines-84059/ Students write questions in target language that are answered in the text.

11 Daniel fait ses devoirs dans la rue, à la lumière d'un magasin. Que nous montre cette photo? Daniel est assis dans la rue, la nuit est tombée ; il a posé son cahier sur un tabouret et il fait ses devoirs à la lumière d'un fast-food, près de chez lui. Le petit garçon est très déterminé, il veut devenir policier… et médecin. Il sait que pour réussir il lui faut aller à l'école. Daniel est d'autant plus motivé qu'il vit dans un pays très pauvre : 1 Philippin sur 4 vit dans un bidonville, et n'a pas toujours de quoi manger. Beaucoup de petits Philippins travaillent ou mendient au lieu d'aller à l'école. Laura Terrill http://1jour1actu.com/monde/enfant-photo-philippines-84059/ Students select 3-4 important words and explain why.

12 Inferencing Laura Terrill 1. What is going on in this picture 2. What do you see that makes you say that? 3. What more can we find? visualthinkingstrategies.org

13 Teacher Observation Check List Laura Terrill, NNELL 2015 13 Identify places in a city Explain what people do in various places or why they go there. Locate a place in relation to other places Ask for and follow directions within a city Describe places in a city Express preferences with reasons about what cities to visit or where to go within a city Name public transportation; methods of getting from one place to another Make comparisons between cities in the US and cities abroad Student 1 Student 2 Student 3

14 Degree of Retention Time in Minutes Primacy-Recency Adapted from Sousa Gain Attention / Activate Prior Knowledge Provide Input Elicit Performance / Provide Feedback Laura Terrill

15 I DO….WE DO....YOU DO I DO The teacher: gets the attention of the learner communicates the learning goal of the lesson provides comprehensible input models language use in context WE DO The students: work collaboratively to use language are supported by peers gain confidence receive feedback on performance YOU DO The individual student: demonstrates his/her ability to meet the goal of the lesson Laura Terrill