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Transcript: Grade 8 Interaction Protocols - Part 3

Grade Eight English Language Arts (ELA) Designated English Language Development (ELD) Interaction Protocols Part Three Video Transcript.

Grade Eight English Language Arts Designated English Language Development: Interactions Protocol—Part Three

Introductory Slides (00:00–00:16)

Narrator: Welcome to the California Department of Education Integrated and Designated English Language Development Transitional Kindergarten Through Grade Twelve Video Series. This video is reproduced by permission of the publisher, Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Teacher Introduces the Lesson (00:17–02:46)

Teacher: One, two, three, eyes on me.

Students: One, two, eyes on you.

Thank you. So, I was very impressed with the wide variety of ideas that I heard in the room. There are some popular ideas, some frequent flyers, and there's some novel and original ideas, ideas that not too many people were sharing. So, I have asked a few students to help me out with the discussion to get it started. But first, I would like to point out something I'd like everyone to do: That, um, as we're listening, if someone shares an idea that is a lot like yours, what did we learn recently that we say? We don't say “Hui took my idea” or “Loan already said mine.” Thank you. What would we say?

Student 1: We say my idea was similar to (uh).

Teacher: Thank you. Thank you and that is beautifully stated. So, my idea is similar to...

Student 2: Somebody.

Teacher: And then say their name. So, thank you for contributing that. So, let's pretend your idea was a lot like Daniel's. What we could begin by saying, if I call on you, is, “My idea is similar to Daniel's.” Everyone.

Students: [choral response] My idea is similar to Daniel's.

Teacher: Then you share the rest of your idea. You share your idea and that's what real scholars do. They listen attentively and respectfully. So, we're going to say that and thank you for remembering that. And I have asked a few students if they could help me just get the discussion going. And I've asked Nick if he would please, in his public voice, really Nick, would you mind standing up please? Stand up and really project your voice, Nick. And you may use the frame here. And actually, before Nick shares, why don't we all wake up our public voice. Right now, I'm gonna... we'll echo read. Just so we all have our voice at the right volume.

Teacher: I work effectively...

Students: [choral response] I work effectively...

Teacher: With a partner...

Students: [choral response] With a partner...

Teacher: Who is focused...

Students: [choral response] Who is focused...

Teacher: And creative.

Students: [choral response] And creative.

Teacher: Thank you and if I ask you to stand to report, will you please pick up your paper? So that way you can really project your voice. So, let's all look respectfully toward Nick. Thank you, Nick.

Students Practice Exchanging Ideas (02:47–07:47)

Student 3: I work effectively with a partner who is focused and hard working.

Teacher: Who's focused and hard working. Pencils up if you'd appreciate a partner who's focused, really pays attention and hard working. Thank you, Nick for getting us off to such a productive start. Thank you, Nick. You may sit down.

Teacher: I've also asked, let's see. I've also asked Anthony if he would please share his idea. And Anthony, you may stand up. Thank you.

Student 4: I work effectively with a partner who is helpful and on task.

Teacher: Helpful and on task. And I think we need to add these ideas to our list. So, we have “helpful”. Oh, we have “helpful”, but I'll put it again here. But we have “on task”. Thank you so much, and Anthony, could you please assist me? And I'd like you to select the next contributor. And if you could use this phrase, “I select”. So, let's pretend that you selected Hui. You would say “I select Hui.” Let's all practice that together: “I select Hui.”

Students: [choral response] I select Hui.

Teacher: Thank you and who do you select, Anthony?

Student 4: I select Kang.

Teacher: All right, thank you.

Student 5: I work effectively with a partner who is helpful and focused.

Teacher: Helpful and focused. So, I'm going to put a check next to those. Those appear to be popular ideas. Thank you so very much, if you want to take a seat, and you're going to help me out, Kang. Since you so bravely spoke, I'm going to ask you to look around the class and to select a classmate who you would like to nominate. Someone that you'd like to hear from. So, if you could see someone around and to be able to say “I nominate” whoever the person happens to be. Thank you, Kang.

Student 5: I nominate Ming.

Teacher: All right, thank you so much.

Student 6: I work effectively with a partner who is concentrated and diligent.

Teacher: Concentrated and diligent. Those are very impressive words. Thank you so much for contributing those. So, I want to make sure that I record those. “Concentrated” and meaning a lot like “focused”, and “diligent.” Thank you. Very thoughtful contributions as well.

Teacher: So now, I'd like you to quickly determine with your partner whose birthday is closest to today's date, October 29th. Either before or after.

[students murmuring]

Teacher: All right, thank you. Whosever birthday at your table is closest to today's date, please stand up. Please stand up. Thank you. So, what if we hear first from Kenry. Thank you, Kenry. And can we pick up your paper?

Student 7: I work effectively with a partner who is nice, nice and tech savvy.

Teacher: Nice and tech savvy. And thank you for offering an idea that we haven't heard yet. And let's see what if we hear next from Scott.

Student 8: I work effectively with a partner who is smart and funny.

Teacher: Smart and funny. And since we haven't had those contributions yet, pens up if you'd like to be with someone smart and funny. All right, thank you. Thank you for that thoughtful contribution. And may we hear from Emmanuel.

Student 1: I work effectively with the partner who is concentrated and concise.

Teacher: And that idea sounded somewhat like someone else's idea. What could he say right now, before sharing because the idea “concentrated” already came up? What could he say everyone?

Student 9: I'm similar to... My idea is similar to...

Teacher: Very good. Can you say it again? My idea is similar to and whose idea was it? Who said “concentrated” first? Daniel. So, let's all... Pardon?

Student 2: Mine.

Teacher: Yes. So let's, let's practice. “My idea is similar to Daniel's.”

Student 1: My idea is similar to Daniel's. And my idea was, I work effectively with a partner who is concentrated and concise.

Teacher: Concentrated and concise. Thank you so much. Please sit down. And Brendan, what can you offer?

Student 9: I work effectively with a partner who is genius and organized.

Teacher: Genius and organized. Whoa! Have you had the chance to work with a genius yet?

Student 9: [nods his head]

Teacher: You have.

Student 9: You.

Teacher: With me. Okay, well that is, that makes me feel very flattered. Thank you and we have one last reporter.

Student 5: I work effectively with a partner who is helpful and focused.

Teacher: Help— and could you say it one more time? You said it so clearly and slowly. Just turn up the volume a bit so your partners to the right of the room may hear you.

Student 5: I work effectively with a partner who is helpful and focused.

Teacher: Helpful and focused. Those appear to be popular ideas. Now thank you. You may sit down.

Teacher Concludes the Lesson (07:48–12:50)

Teacher: We're going to conclude with a few volunteers, and you have three choices. It can be your original idea, something you've already shared with your partner, or it can be some new words, some new adjectives you thought of when you heard these fine contributions. Or it may be an idea you got from your partner. So, any volunteers from the back or the front? Thank you, Daniel.

Student 10: I work effectively with a partner who's beneficial and proactive.

Teacher: Is beneficial and proactive. Whoa, I think we ought to repeat those everyone. Beneficial.

Students: [choral response] Beneficial.

Teacher: Proactive.

Students: [choral response] Proactive.

Teacher: And Daniel, if someone or something is beneficial for you, that's an impressive word, what does it mean? If this technology is beneficial for you or this teacher is beneficial for you or this partner is beneficial? What does that mean Daniel, if you say it's beneficial for you?

Student 10: Good.

Teacher: It's really good. It's really good. It's very helpful. So that's a very sophisticated way of saying “helpful”. And “proactive” means someone who does it in advance. Who gets it done early. So, pencils up if you'd like someone who kind of figures out a problem before it happens and get things done early, as do I.

[students raise pencils]

Teacher: Thank you so much. So students, we have quite a few words here. Anyone have one final word that you'd love to add to our list? Thank you, Luan.

Student 11: I work effectively with a partner who is helpful and socialized.

Teacher: Helpful and socialized. All right. So, we have “helpful”. Let's add “socialized”. And can you explain to me what you mean by “socialized”?

Student 11: Sometimes they're like, not nervous. Like, they're like, really brave, sociological and shine a lot. They have experience. They like, they're not... Most of the people I work with is like really shy won't, like...

Teacher: If I understand you correctly, you're saying that “socialized” means they're not super shy and introverted. But they're more outgoing. So, um, I think “socialized” isn't exactly what we'd say, but this root absolutely, “social”. Very social or sociable. But I think social. Let's all say “social”.

Students: [choral response] Social.

Teacher: Like someone who really is able to get along with people. That's an excellent contribution.

Teacher: So, I'm going to ask you now take a look at this list. I would like you to actually fill in the blanks on your paper with your two favorite choices. It could be your own ideas, ones I shared or one of your many classmates. You could put any combination you wish. So please write two different adjectives in the blanks.

[students writing]

Teacher: Pencils up when you're ready. I noticed a number of you switched and had new adjectives this time. I'd like to call on just a couple students and let's see. Quickly determine, determine again with your partners who's older, who's younger.

Student 12: I'm twelve.

Student 13: Thirteen.

Student 12: I'm younger.

Student 13: Oh, you're younger.

Teacher: All right, younger students show respect for your elders. Younger students up and out of your seats. Younger students up and out of your seats. Okay I'm gonna call on just a few of you younger students. Could you kindly read your final sentence? Manuel.

Student 14: I work effectively with a partner who is patient and helpful.

Teacher: Patient and helpful. That's a beautiful sentence. Excellent characteristics. May you read yours for us, please?

Student 15: I work effectively with a partner who is on task and confident.

Teacher: On task and confident. Thank you so much, Jesus. Thank you so much, and Luan.

Student 11: I work with effectively with a partner who is helpful and socialized.

Teacher: Helpful and socialized again. And we're going to wrap up with Anthony.

Student 4: I work effectively with a partner who is helpful and on task.

Teacher: Helpful and on task. Thank you again, Anthony. Now partners, all of you were doing that so diligently, so focused. I'd like you to please turn to your points card. And I believe that you deserve some extra points in different categories. Definitely, please put one for productive partnering. I saw very productive, hard working partnering. Lots of four Ls in action, lots of clear speaking, and also I'd like each of you to give yourself a tally for class discussion and participation. I think every single student in the class either volunteered or agreed to participate. Thank you, that's what scholars do.

Student 2: What about writing?

Teacher: Well, that's true. We did a little writing. You could have one for writing. That makes sense too. That makes sense too. Everyone wrote their sentence very thoughtfully and read it to their partner. So, partners, thank you so much. Now let's move our guide chart to the blue side and move it under the second frame.

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Last Reviewed: Friday, December 11, 2020
Recently Posted in English Learners