Curriculum and Instruction in Foreign Language, 264c
Margaret Azevedo, Instructor
Due on February 28, 2002
Include these following elements in your two-week unit plan and adhere to the STEP Format Requirements for PDF publication.
FORMAT
o Cover page: Include your name, course title and level, textbook, and any supplementary texts used.
o Daily Lessons: Organize the content and method of instruction for each of the ten days sequentially. Each day should reflect the 5-step instructional sequence. Include the minutes to be spent on each segment of the day's lesson. Each lesson should include a detailed list or description of the vocabulary, structures, and culture to be taught each day, as well as those to be reviewed.
o Preparation of a Lesson: Fill out the Preparation of a Lesson format once for the entire ten-day unit plan. Include the various ways you plan to introduce your lessons, the ways your students will practice, the materials you will need, and all the other appropriate considerations you need to make ahead as you plan ten days of sequential instruction.
o Language: Use English to describe or explain instructional steps. The content of the lesson should be in the second language.
CONTENT
o Goals: The objectives or goals of each lesson should be commensurate with the Foreign Language Standards. For each activity note which Standard is being addressed.
o Essential question(s) An essential question and subsequent questions related to your teaching theme should be an integral part of the entire unit and all language activities. Include written reference to these essential questions throughout the unit plan. Activities in your plan must lead students to answering the various questions you pose when you introduce your unit.
o Handouts: Incorporate scanned handouts you plan to use as you teach, practice, and assess the vocabulary, structures, and culture, including quizzes, tests, and evaluation grids or rubrics. The content of these handouts should reflect continuity and encourage linguistic proficiency as well as cultural knowledge.
o Assessment: Include any tests and quizzes plus grading grids and rubrics used throughout the unit.
o Foreign Language Standards: Incorporate as many of the five standards as appropriate and include a balance of activities for teaching the interpersonal, interpretive, and presentational modes described in the Foreign Language Standards. (listening, speaking, reading, writing, and knowledge of culture.)
o Technology: Include a lesson which integrates the use of technology in your unit.
TEACHING STRATEGIES
o Instructional Sequence: Include at least three different types of teaching strategies per day in your lesson. All the steps of the entire five-step of three-step sequence cannot be a part of each day's instruction. However, good daily instruction includes setting the stage, some comprehensible input (even if it's review), guided practice, and some assessment. More formal assessment and extension takes place later after the students have mastered the material practiced and can perform what they know.
o Communication-Based Instruction: Guided practice activities should not be just grammar-based and drill. They should reflect the characteristics of communication-based instruction: obvious purpose for communicating, personal significance to the learner, spontaneity and unpredictability in the interchange, resolution of uncertainties in exchange of messages, and authentic cultural features.
o Student Activities: Include both individual and collaborative learning activities.
o Learning Styles: In the design of your activities, address the different learning styles of the students and provide for both individual and collaborative activities.
SUGGESTIONS FOR INTEGRATING TECHNOLOGY
o Keypals or Live, Appropriate Chat (interpersonal; interpretive)
Students correspond with students using the second language to communicate ideas which pertain to the theme and essential questions of the unit plan.
o Comprehensible Input (interpersonal; interpretive)
Present new material and culture using a presentational application such as PowerPoint or HyperStudio.
o Internet (interpretive)
Using the Internet students could contact sources you provide in order to conduct research about the theme of the unit, or plan a virtual tour of another country then produce a brochure, newsletter, mural; or newspaper.
o Exhibition (presentational)
Using a presentational application such as PowerPoint, MovieWorks, iMovie, or HyperStudio, the students exhibit in the second language what they have learned.
o Publication (presentational)
Students publish on the Internet: project, Web page, newsletter, art with text
o Video Production (presentational)
Students film presentations such as demonstrations, debate, claymation, reader's theatre, puppet or mask story, fashion parade, or simulated interviews with a famous person or with a native speaker.
o Electronic Portfolios (presentational)
Students keep an electronic portfolio showing evidence of practice using the second language such as: oral and video recordings, written work, research using the Internet, cultural projects, tests and quizzes, multi-media production, recorded interviews out in the community, keypal correspondence or creative work.