Solutions for Online TranslatorsAmanda Robustelli-Price

The Big Picture: Writing

End goal: Presentational task Rubric

Personalization: Technology Translators & dictionaries

Scaffold: Writing Class activities

Scaffold:

Writing

Presentational task

OutlineGoals (page 1)

Reflect on goals (page 1)

Big Picture Warm-up / Topic Summary / Model

Backwards design Rubrics Write 3 sentences…Personalization with technology Dictionaries and translators Write-pair-shareClass activities Scaffolding writing in class Quick write /

DiscussionPresentational task Scaffolding writing for proje

ct 1Scaffolding writing for project 2

Stations activityDiscussion / template

Backwards Design for WritingWarm-up, page 1 notes• How do you plan your units?• How does writing fit into your unit

plan?

Unit planning, packet page 2• Unit• IPA• Task• Blog post• Rubric – Note the * can be

combined into one catagory

Backwards design: Rubric summary

• Using page 1 (or your notes), write three sentences to summarize your thoughts on the rubric.

• How would you modify this for classroom use?

• How does this rubric compare to rubrics you have used for presentational writing tasks?

• How does this rubric encourage creativity and prevent translation?

Part 2:Connect your three sentences using transition words.

Model: Write 3 sentences…

Personalization with TechnologyWarm-up: How do you and your students use translators and dictionaries, both for personal use and in class?Dictionaries, page 3• Personalization after functions• Connect to IPA• Use in projects after first draft• Assignment

Translators, page 4

Your taskYou have five minutes to fill in the chart.

Personalization with technology: Summary

Page 1 (Notes)• How can you modify or use the

translator or dictionary activities in your classroom?

• In what portion of a unit would you use these activities?

• How do these activities support the presentational task?

• How do these activities avoid translation? Model: Write-pair-

share

Scaffold writing process in class, page 4• Exit slips• Quick writes• Descriptions of illustrations• Write/think-pair-shares• Write five sentences to

describe….• Journaling

Summary: Quick write (page 4)Which writing processes do you use with your students? Which will you add to your teaching tool box?ORDescribe what you and your friends like to do.

Scaffold the writing process: Presentational tasks, page 5Vocabulary brainstorms• List-group-label• Gallery walk

Graphic organizers• Venn diagram• Chart• Subject pronouns

Scaffold the writing process: Summary

You have 20 minutes.• Walk around and try out the five

activities, imagining you are preparing to do the presentational task as you complete each activity.

• Take notes on page 1.

Model: Stations

Scaffold the writing process: Presentational task, pages 5-8• First-draft process• Peer edit / feedback• Goal setting• Rewrite• Grading with rubric• Reflection

Scaffold the writing process: Presentational task • What process / processes will you use with your own

students?• How will you edit this process with your students?• How will you connect writing tasks to overarching

communicative goals?• What are ways you will prevent your students from using

online translators?Task: Use the packet or template to edit these materials for use with your students.