Academic Language

Identify the academic language encountered in each lesson. Only identify the academic language in this table.
Your lesson plans will include descriptions of how you will support student learning of the academic language.

Vocabulary: List all skill vocabulary (e.g., Venn diagram, graphic organizer, thesis statement) and content
vocabulary (e.g., imperialism, mitosis) .

Langauge Function are higher order language verbs (or another appropriate to your learning objectives):
analyze, evaluate, explain, interpret, describe, predict, argue, or justify with evidence that students need to
know in order to succeed for each Student Learning Objective? You need to provide supports for all language
functions throughout the unit, but choose one of the edTPA language functions: analyze, explain, interpret,
predict, or justify with evidence/compare and contrast as a language function that is consistently used (e.g.
every lesson) throughout the unit. NOTE: You can ultimately use any language function, but these are the
suggested ones common to both Science and Agricultural Education edTPA.

Syntax is the set of conventions for organizing words, phrases, and symbols together into structures (e.g.,
sentences, formulas, staffs in music). For example, syntax refers to the structure of a sentence—its length,
word order, grammar, arrangement of phrases, active or passive voice, etc. If the syntax of a sentence is
challenging its reader, then it is clouding the sentence's meaning. After carefully examining the texts of your
lessons, the ways you explain key ideas, and your expectations for what you want the students to write,
determine which sentence patterns, grammatical structures, or symbolic conventions might be unfamiliar or
difficult for your students.

Discourse refers to how people who are members of a discipline talk and write. It is how they create and share
knowledge. Each discipline or subject area has particular ways of communicating what they know and how
they know it. Discipline-specific discourse has distinctive features or ways of structuring oral or written
language (text structures) that provide useful ways for the content to be communicated. For example,
scientists and historians both write texts to justify a position based on evidence or data. In both disciplines,
they use the same language function—i.e., justify—but the way they organize that text and present supporting
evidence follows a different structure or discourse pattern. Are there discourse structures that you expect your
students to understand or produce in your learning segment? If so, these discourse structures should be
described.

Lesson Vocabulary Language Graphs, Figures, Syntax and Discourse

Function Symbols, Equations

1. -Green house Analyze Photos of different Syntax: Students should have the ability to
crops types of greenhouses analyze their classroom greenhouse.
Students will also need to be able to
-Bedding plants conduct notes based on their analysis in
their agriscience notebooks. Students will
-Cut flowers
need to be able to write their notes in an
-Cut greens organized manner, implementing lesson
vocabulary.

Discourse: Students will communicate

their analysis of greenhouse design in their
 final project. Students in this lesson
should be able to identify different uses of
greenhouses and explain why those
specific crops might be grown in a
greenhouse and identify why the regions
that have the most greenhouses are able
to grow such a large volume of crops in
greenhouses.

2. -Connected Compare PowerPoint on Syntax: The syntax in this lesson has been
and different greenhouse used across previous lessons. Students
-Free-standing contrast structures. will be demonstrating their abilities to
identify and analyze images based off their
-Lean-to
physical appearance. Students will need to
-Quonset be able to explain and compare and
contrast the types of structures that are
-Cold frame presented to them.

-Curved cave Discourse: Students will be

communicating the differences of
-Even span
greenhouse structures. These structures
-Gutter will be categorized in students’ notes and
connected they will need to be able to explain why
they fit into those categories.
-Greenhouse
range

-Attached even
span

-Window mount

-High tunnel

-Hoop house

3. -Support Identify Photos of the Syntax: Students will need to be able to

different systems that complete their organizers in their
-Foundation construct a notebooks in compare advantages and
greenhouse disadvantages of materials that go into
-Ventilation
greenhouse construction.
-Heating system
Discourse: Students will need to be able to
-Supplemental communicate the different aspects of
lighting greenhouse construction and analyze the
advantages and disadvantages of specific
- materials that go into greenhouse design.
 Covering/glazing

4. -Aluminum Identify, Drawings of different Syntax: Students will need to be able to

types of materials. complete their organizers in their
-Wood Compare notebooks in compare advantages and
and Photos of different disadvantages of materials.
-PVC pipe contrast types of materials.
Discourse: Students will need to be able to
-Steeling tubing
communicate the different aspects of
-Glass greenhouse materials and analyze the
advantages and disadvantages of specific
-Plastic film materials.

-Rigid Plexiglas

5. -Concrete Identify, Pictures of different Syntax: Students will need to be able to

heating and flooring complete their organizers in their
-Wood Compare options notebooks in compare advantages and
and disadvantages of materials.
-Gravel contrast
Discourse: Students will need to be able to
-Propane fuel
communicate the different aspects of
-Wood greenhouse materials and analyze the
advantages and disadvantages of specific
-Boiler materials.

-Passive

6. -Design type Justify Students will need to Syntax: Students will begin to think and
with measure and cut their research like a greenhouse designer
-Framing evidence materials to fit on the would.
scale of their
-Covering Discourse: Students will be evaluating
greenhouse area they
were given on the their options in the design of their
-Flooring
foam board. greenhouse.
-Heating

-Budget

-Crops

7. -Design type Justify Students will need to Syntax: Students will be expected to speak
with measure and cut their and conduct research necessary to justify
-Framing evidence materials to fit on the the construction of their greenhouse.
scale of their
-Covering Discourse: Students will need to think
greenhouse area they
were given on the critically about design options and how
 -Flooring foam board. different materials function to meet the
needs of their desired crop production in
-Heating their scale greenhouse.

-Budget

-Crops

8. -Design type Justify Students will need to Syntax: Students will be expected to speak
with measure and cut their and conduct research necessary to justify
-Framing evidence materials to fit on the the construction of their greenhouse.
scale of their
-Covering Discourse: Students will need to think
greenhouse area they
were given on the critically about design options and how
-Flooring
foam board. different materials function to meet the
-Heating needs of their desired crop production in
their scale greenhouse.
-Budget

-Crops

9. -Design type Justify Students will need to Syntax: Students will be expected to speak
with measure and cut their and conduct research necessary to justify
-Framing evidence materials to fit on the the construction of their greenhouse.
scale of their
-Covering Discourse: Students will need to think
greenhouse area they
were given on the critically about design options and how
-Flooring
foam board. different materials function to meet the
-Heating needs of their desired crop production in
their scale greenhouse.
-Budget

-Crops

10. -Design type -Justify None Syntax: Students will present their
with information in the natural conventions of
-Framing evidence a greenhouse designer.

-Covering -Describe Discourse: Students will need to justify the

design choices they made in their
-Flooring
greenhouse construction.
-Heating

-Budget

-Crops