Description
To begin, use the My Children’s Book Plan and the Exit Ticket: Planning for the Mid-Unit Assessment Part 1 (from Lesson 3) to choose five strong students to participate in a Fishbowl discussion. Be sure to ask the students before class if they are willing to be in a Fishbowl discussion to serve as models for the rest of the class. While they watch, the rest of the students fill out a peer observation sheet to help them notice the strengths and weaknesses of the discussion. After the Fishbowl discussion, take a few minutes to comment on what the Fishbowl group did well and where they could improve. Be sure to thank them for going first
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Bilingual Language Progressions
These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.
Credits
From EngageNY.org of the New York State Education Department. Grade 7 ELA Module 3A, Unit 3, Lesson 4.
Available from engageny.org/resource/grade-7-ela-module-3a-unit-3-lesson-4; accessed 2015-05-29.
Newer versions may exist from Expeditionary Learning.
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