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APPENDIX A - Abbreviated Sheltered Instruction Observation Protocol (SIOP)

Observer: Teacher: Date: School: Grade: EFL Level: Class: Lesson:

__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Single-day

Directions: Circle the number that best reflects what you observe in a sheltered lesson. You may give a score from 0 to 4. Cite under Comments specific examples of the behaviors observed.
Preparation 1.Clearly defined language objectives for students 2. Clearly defined content objectives for students 3. Content concepts appropriate for age and educational background level of students 4. Supplem entary m aterials used to a high degree, m aking the lesson clear and m eaningful (e.g., graphs, m odels, visuals) 5. Adaptation of content (e.g., tex assignm t, ent) to all levels of student proficiency 6. Meaningful activities that integrate lesson concepts (e.g.,surveys, letter writing, sim ulations, constructing m odels) with language practice opportunities for reading, writing, listening, and/or speaking Section Com ents: m H ighly E ident v 4 Som hat ew E ident v 2 Not E ident v 0 NA NA

B ild gB c g u d u in a k ro n 7 C n ep e pic lin ed . o c ts x l itly k tostu e ts' b ck ro n dn a g ud ep r n s x e ie ce 8 L k ex licitlym e . in s p ad b tw enp le in a d e e ast arn g n n wco ce ts e n p 9 K v a u ry . ey oc b la e p asiz d(e ., in o u e m h e .g tr d c d, witten r p te , an r , e ea d d h h h fo stu e ts to ig lig ted r d n se e)

Hh ig ly Eid n v et 4

S m ht o ew a Eid t v en 2

Nt o Eid n v et 0

N A

S ctio C m en e n o m ts:

Com prehensible Input 10. Speech appropriate for students' proficiency level (e.g., slower rate and enunciation, and sim ple sentence structure for beginners) 11. Ex planation of academ ic tasks clear 12. Uses a variety of techniques to m content ake concepts clear (e.g., m odeling, visuals, hands-on activities, dem onstrations, gestures, body language) Section Com ents: m

H ighly E ident v 4

Som hat ew E ident v 2

Not E ident v 0

NA

S tegies tra 1 .P 3 rovides am ple opportunities for studen to use strateg ts ies 1 . C nsistent use of 4 o scaffold techniques ing throughout lesson, assistin and su g pporting studen understanding t (e.g., thinkalouds) 1 .T 5 eacher uses a variety of question types, includingthose that prom higher-order ote think sk (e.g., literal, ing ills analytical, and interp retive questions) S ectio C m ts: n om en

H ly igh Eid t v en 4

So ew a m ht Eid t v en 2

Nt o Eid t v en 0

N A

Interaction

Highly E vident 4

Somewhat E vident 2

Not E vident 0

NA

16. Frequent opportunities for interaction and discussion betw teacher/student and een among students, w hich encouraging elaborated responses about lesson concepts 17. G rouping configurations support language and content objectives of the lesson 18. Consistently provides sufficient w time for student ait responses 19. Ample opportunities for students to clarify key concepts in L1 as needed w aide, peer, ith or L1 text S ection Comments:

Practice/Application

Highly Evident 4

Somewhat Evident 2

Not Evident 0

NA

20. Provides hands-on materials and/or manipulatives for students to practice using new content knowledge 21. Provides activities for students to apply content and language knowledge in the classroom 22. Uses activities that integrate all language skills (i.e., reading ,writing, listening, and speaking) Section Comments:

Lesson Delivery

H ighly E ident v 4

Somew hat E ident v 2

Not E ident v 0

NA

23. Content objectives clearly supported by lesson delivery 24. Language objectives clearly supported by lesson delivery 25. Students engaged approx ately 90% to 100% of the im period 26. Pacing of the lesson appropriate to the students'ability level Section Com ents: m

Review/Assessment

Highly Evident 4

Somewhat Evident 2

Not Evident 0

NA

27. Comprehensive review of key vocabulary 28. Comprehensive review of key content concepts 29. Regularly provides feedback to students on their output (e.g., language, content, work) 30. Conducts assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson Section Comments:

APPENDIX C On an Autumn Evening in the Mountains By Wang Wei (trans. Arthur Christy)

How clear are the mountains after the new rain! The dusk of the autumn evening is pouring in, As moonbeams filter through the pine trees, Cool spring-water flows over white stones. A lone washing-girl returns homeward by the bamboo grove. The boatman sails his barge through the lotus patch. Although spring is long gone, Why cannot I linger over this pleasant view?

APPENDIX D How to Read and Analyze a Poem Critically What We Know What We Want to Learn What We Have Learned

KWL Chart Source: Ogle, 1986. The Reading Teacher References

Article 1 How to Analyze a Poem for a Paper in a College English Class Writing an analysis of a poem for a college paper doesn't have to be difficult, not if students follow these guidelines for analyzing a work of poetry. According to Barbara Baker and Catherine Baker, in Writing with Contemporary Readings (2001), To analyze means to examine critically by dissecting a subject into its essential features (p. 322). When it comes to analyzing a poem, though, keep in mind that most, if not all, poems are basically riddles. In fact, according to Northrop Frye, Sheridan Baker, and George Perkins, authors of The Principle Imagination: Stories, Poems, and Plays (1980), Many poems are specifically versions of this primitive and enduring word game, and the plain sense behind any figurative writing teases the reader like the answer to a riddle, with the poets playing sense against sense in myriad ways (p. 848). The important thing to remember, though, is that poems, like other riddles, are solvable, at least once youve learned how to look between the lines. How to Read a Poem for Understanding The first step in analyzing a poem is to read it, but dont rush through it then toss the poem aside and think you understand it. According to Alice Landy and William Allen, authors of Introduction to Literature (2000), poetry requires not only that we read it silently at the same pace that we would read it aloud, but also that we pause after we read it in order to think about it and savor the mood the poem has created (p. 302). After all, as Landy and Allen maintain, Poetry is saying, Slow down! Enjoy the music; let yourself become part of the emotion (p. 302); and the emotion, or mood, the poem establishes is the key to your understanding its message. Questions to Ask When Reading Poetry for an Analysis Always read a poem more than once, for each time you read it, you will develop additional insight into its meaning. As you read, however, ask yourself certain questions in order to increase your understanding, for instance: 1. 2. 3. 4. 5. 6. 7. Who is speaking? What type of person is the speaker? What is the speakers mood? Of whom or what is he or she speaking? How is the speaker describing this person or object? What attitudes are being projected? Are you inclined to sympathize with the attitudes and emotions of the speaker or to resist or even rebel against them? (Landy & Allen, 2000)

Additional questions you might ask include these:

Is the speaker being ironic? For example, in Do Not Weep, Maiden, For War Is Kind, at the end of each verse, Stephen Crane says, Do not weep. War is kind. However, he obviously means just the opposite because war, as everyone knows, is never kind. Are certain objects, people, or even the speaker symbolic? If so, of what are they symbolic? For example, in Robert Frosts Stopping by Woods, the speaker is symbolic of all people who have faced responsibilities in life and dealt with those

responsibilities by facing them instead of running away. Are certain words or lines repeated? If so, what is the significance of this repetition? For example, in the third verse of The Love Song of J. Alfred Prufrock, T. S. Eliot repeats, There will be time; there will be time to drive home the point that time passes all too quickly. (American Tradition, 1985)

The Use of Imagery and Symbolism in Poetry As youre reading, pay special attention to the poets use of imagery and symbolism. Poets often paint mental pictures of things that are concrete (objects that can be touched, tasted, smelled, etc); however, in most poems, these images represent (symbolize) abstracts (things without physical substance like love, desolation, pity, truth, faith, or despair). For example, in The Red Wheel Barrow, William Carlos Williams paints a vivid picture of a red wheelbarrow in the rain beside white chickens, but these things obviously represent something else because Williams begins the poem with these four words: So much depends upon. Why does he say this? Its because these simple thingsa wheelbarrow, white chickens, and rainhave significance far beyond the obvious, and its the readers job to determine what. (American Tradition, 1985) Finding a Thesis Statement for an Analysis of a Poem As you gain insight into the poem, attempt to identify the poems theme (its underlying meaning) since doing so will help you develop a working thesis statement. An example:

You might read In the Desert, by Stephen Crane, and be struck by Cranes use of imagery and symbolism, which might lead you to conclude that this naked, bestial creature kneeling in the desert is symbolic, but of what is it symbolic? Could it possibly be man? If so, could it be gnawing upon its own heart because that heart represents the sum of human existence, with all its suffering, despair, pain, and sorrow?

Writing a Thesis Statement for a Poetry Analysis Once youve identified the theme, the next step is to write a thesis statement. Using Cranes poem as an example, you might write the following:

The naked, bestial creature in Stephen Cranes In the Desert is man, and man is gnawing on his heart because of what his heart represents.

Of course, once youve written your thesis, you will then need to find examples in the poem to support it. And dont worry about how anyone else interprets the poem. Your interpretation is just as valid as anyones, even that of the most learned literary scholar, as long as you can prove it. In other words, its your job to provide the evidence to support your solution to the riddle. If you can do that, you will write a poetry analysis that will impress your professor and earn a good grade in your college English class. Sources: Baker, B. & Baker, C. Writings with Contemporary Readings. St. Paul, MN: Paradigm Publishing, Inc., 2001. Frye, N., Baker, S., & Perkins, G. The Principle Imagination: Stories, Poems, and Plays. New York: Harper & Row, 1980.

Landy, S. & Allen, W. Introduction to Literature: Sixth Edition. New York: Houghton Mifflin Company, 2000. The American Tradition in Literature: Sixth Edition. New York: Random House, 1985. Read more at Suite101: How to Analyze a Poem for a Paper in a College English Class http://www.suite101.com/content/how-to-analyze-a-poem-for-a-paper-in-a-college-englishclass-a295573#ixzz1FyzJqjM2

Article 2 How to Analyze a Poem in 10 Easy Steps Okay, so you have to analyze a poem. First, lets change the word analyze and make it less scary. We prefer the word approach because a poem can have different meanings for different readers. As Billy Collins says, you should not be trying to beat a confession out of a poem. 1) Read through at least twice. You will have to read a poem multiple times before even attempting to approach it for deeper meanings. Give yourself a chance to thoroughly and fully experience the poem. 2) Is there a title? Dont forget to take this into consideration. Readers often skip over a poems title, which may contain important clues for understanding the piece. Often the title is an introduction that can guide you; for example, Langston Hughes Mother to Son immediately lets you know who the speaker of the poem is and to whom she is speaking. 3) Stay calm! If there are any unfamiliar words or even a few foreign terms, dont panic and dont obsess. On your first read through, just let them go and try instead to focus on the larger meaning of the poem. On the second and subsequent passes, you should then look up those troublesome words or anything else that is problematic for you. 4) Read it aloud. Yes. You must do this. Poems are meant to be heard. Often you will find that places in the poem that gave you trouble on the page suddenly make sense when read out loud. You may feel silly at first, but soon youll be comfortable. (Cats and dogs, by the way, make particularly good audiences...though cats tend to be more critical and may leave at a pivotal point in your performance.) Read in your normal voice. Dont try to sound like Maya Angelou. Unless you are Maya Angelou. 5) Pay attention to punctuation. Most poems use punctuation to help guide the voice of its reader. You need to pay attention because the end of a line is frequently not the end of a sentence. Consider these lines from Robert Frosts Birches: When I see birches bend to left and right Across the lines of straighter darker trees, I like to think some boys been swinging in them. If you stop reading or pause at the end of the first line, it will sound broken and unnatural. If you read smoothly through, pausing briefly at the comma and making a full stop at the period, the poem will have its proper conversational tone. 6) Try paraphrasing. It may be best for you to write in your own words what the poet is

saying in each line of the poem. As you work through it, youll see which areas you need to concentrate on. But again, avoid the notion that there is one true meaning. 7) Who is the speaker? Remember not to confuse the poet with the speaker of the poem. More often than not, the speaker is a character, just like in a novel or a play. Determining who the speaker is will help you approach the work more easily. 8) Be open to interpretation. Give it a chance. For example, William Carlos Williams poem The Red Wheelbarrow is often dismissed as cryptic, confusing, and ultimately unknowable. But being open to the poets intentions can lead you to some interesting ideas and questions (in this case, what is important to life?). 9) There are no useless words. Poets select each and every word carefully. None should be dismissed. Images and symbols all have a purpose in the overall meaning of the poem. 10) Dont expect a definitive reading. Many poems are intentionally open-ended and refuse to resolve their internal tensions. While it is desirable to understand what a poem is saying, remember that there are approaches and interpretations other than your own.

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