STANFORD TEACHER EDUCATION PROGRAM

Stanford University

Curriculum and Instruction Foreign Language, Ed. 264b
Margaret Azevedo, Instructor

Autumn Quarter

2001

3 Units
Thursdays: 3:15- 6:05
Room: CERAS
Office: STEP 309 by appointment
E-mail: marjuaze@stanford.edu
Tel: 650-723-4891
Tel: 408-263-3318

Course Description

Curriculum and Instruction in Foreign Language 264b continues to focus on the theoretical content and practical application of strategies and techniques related to second language instruction. With emphasis on communication-based instruction, the course includes the following topics:

o National and State Standards for Foreign Language Learning

o Curriculum Development: Lessons and Units

o Backward Design and Essential Questions

o Integration of Culture

o Classroom Management

o Total Physical Response: A Language Teaching Method

o Proficiency-Based Assessment

o Integration of Technology into Foreign Language Instruction

o Integrating Language Study in the Middle School Curriculum

o Current Issues Related to Foreign Language Instruction

Required Texts

o Grant Wiggins and Jay McTighe. Understanding by Design. Association for Supervision and Curriculum Development, 1998.

o Judith L. Shrum, Eileen W. Glisan. Teacher's Handbook, Contextualized Language Instruction. Heinle and Heinle Publishers, 2000.

o Selected articles related to foreign language instruction

Course Requirements

All written assignments must be submitted in hard copy and by December 6, posted on the DocuShare Web site. These include your Unit Plan, Assessment Plan, and written assignments for the Teacher's Handbook.

10% Regular attendance from September 27 ­ December 6

35% Unit Plan

The Unit Plan consists of two weeks of daily instruction and includes a detailed, complete sequence of instruction based on the National and State Standards and Design Template described in the text Understanding by Design . Each lesson within the Unit Plan should adhere to the foreign language instructional sequence: Into, Through, and Beyond. The Unit Plan should include a technology component, all handouts, materials, quizzes, tests, and assessment grids and rubrics to be used throughout the two weeks.

20% Assessment Plan and Rubrics

The original assessment plan should be one class period in length and include items designed to assess student proficiency in the second language. The items should test the Interpersonal, Interpretive, and Presentational skills described by the National and State Standards. The Assessment Plan should assess what the students have learned during one semester. It must include the rubrics and evaluation grids to be used for assessing the skills being tested.

35% Individual Written Assignments From Text Readings:

o Teacher's Handbook, Contextualized Language Instruction, Chapters 1-11

o Understanding by Design, Chapters 1-11

o Article on Total Physical Response

 

NOTE: All course work must be completed by December 7, 2001. No incompletes will be granted for the quarter grade. Late work will not be accepted.

Syllabus

September 27

Classroom Management

Reading and Writing Assignments for October 4
Chapter 1
o Reading: Teacher's Handbook, pp. 1-24
o Writing: pp. 15 & 16 Episode Two, Answer questions 1-10
o Writing: pp. 18 & 19 Case Study 2, "Write 3-5 sentences on your advice to "

Chapter 2
o Reading: Teacher's Handbook, pp. 25-47
o Writing: pp. 43-45 Case Study 2, Answer questions 1-8

October 4

Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning
Contextualizing Language Instruction to Address Goals of the
Standards for Foreign Language Learning

Reading and Writing Assignments for October 11
Chapter 6
o Reading: pp. 119-145
o Writing: pp. 138-140 Case Study 1, "Ask yourself," 1-3
o Writing: pp. 140-141 Case Study 1, "Ask yourself " 1-3

October 11

Using an Interactive Approach to Develop Interpretive Skills
Foreign Language Standards and Essential Questions

Reading and Writing Assignments for October 18
o Understanding by Design, Introduction, Chapters 1 - 11
o Prepare for Individual Oral Summaries, pp. 1-176

October 18

Understanding by Design
Essential Questions and Unit Plans

Reading and Writing Assignments for October 25
Chapter 7
o Reading: Teacher's Handbook, pp. 146-169
o Writing: pp. 164-165 Episode Two, "Designing a Story-Based Language Lesson" 1-6

Chapter 8
o Reading: Teacher's Handbook, pp. 172-218
o Writing: pp. 210-211, Episode 1, Secondary school level, "Create an information-gap activity" to provide speaking interaction
o Writing: Case Study 1, pp. 212-213, "Ask yourself " 1-5
o Writing: Case Study 2, pp. 213-214, "Ask yourself" 1-5

October 25

Using a Story-Based Approach to Teach Grammar
Developing Oral Interpersonal and Presentational Communication

Reading Assignment for November 1: Article onTotal Physical Response, Jack C. Richards

November 1

Total Physical Response Method - Lesson Demonstration
Bill Denevan, STEP Supervisor

Reading and Writing Assignments for November 8
Chapter 9
o Reading: Teacher's Handbook, pp. 219-251
o Writing: Using Figure 9.7 on page 235 of the Teacher's Handbook, create a writing activity that would develop communication skills through the integration of the three modes as discussed in
Chapter 9.

Chapter 11
o Reading: Teacher's Handbook, pp. 291-317
o Writing: Episode 1, pp. 310-311, Do both Task One and Task Two.

NOTE: Assessment Plan with Rubrics due on November 8

 

November 8

Developing Written Communication Skills Through Integration of the Three Modes
Assessing Language Performance in Context

Reading and Writing Assignments for November 15
o Writing: 30-45 minute Total Physical Response lesson script.

Chapter 5
o Reading: Teacher's Handbook, pp. 100-117
o Writing: pp. 111, Episode 2, "Developing Culture-Specific Examples of the Three Ps" in Middle School"

November 15

Integrating Language Study in the Middle School Curriculum

Writing Assignment for November 29: Unit Plan Outline
Use the Understanding by Design template in Chapter 11. Include a brief description of a related technology activity for the Unit.

NOTE: Unit Plan Outline due on November 29

 

November 22

 Thanksgiving

November 29

Useful Technology Applications for Teaching a World Language
Gloria Miller, STEP Technology Assistant

NOTE: Two-week Unit Plan, final copy, due on December 6

 

December 6

 Individual Presentation Lessons

End of Autumn Quarter

 

HOME