| Syllabus | Schedule | Assignments | Links/Bibliography |
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Subtopics
- Elementary
- Secondary
- Lesson Design: Children's Literature
[ADD IN 2008: Do a computer search and create a bibliography of writers and works written for children and young adults. Three such writers in Spanish are Santiago Roncagliolo (Peru), Elsa Bornemann (Argentina) and Mempo Giardinelli (Argentina).]
Design a lesson plan to teach a children's reader. (See materials in H 477 or Library). Be prepared to share the lesson with the class and to model it. Note for what level (proficiency + grade) the lesson is intended. SAMPLES of previous students' work:
- Micro-Teach: Vocabulary (rubric for evaluation)
Prepare a 3-5 minute lesson teaching vocabulary. The vocabulary should be from your unit plan (see Portfolio Projects). You will be graded both on the lesson plan and the micro-teaching. Be certain to include: objectives, proficiency and grade level, materials needed, outline of plan, script (in the target language), and a reflection on the strengths and weaknesses of the plan. Note also the national standard, the mode and the modalities stressed in the lesson. Don't forget to practice at home before attempting the micro-teaching in class.
You will present to your peers, who then are expected to give constructive feedback (what worked, what did not work, other ways of delivering the lesson and material).
See sample script. (Note: This does not include all the details requested above.)
- Micro-Teach: Grammar (rubric for evaluation)
Prepare a 3-5 minute lesson teaching grammar, using the structured input model. The grammar should be from your unit plan (see Portfolio Projects). You will be graded both on the lesson plan and the micro-teaching. Be certain to include: objectives, proficiency and grade level, materials needed, outline of plan, script (in the target language), and a reflection on the strengths and weaknesses of the plan. Note also the national standard, the mode and the modalities stressed in the lesson. Don't forget to practice at home before attempting the micro-teaching in class.
You will present to your peers, who then are expected to give constructive feedback (what worked, what did not work, other ways of delivering the lesson and material).
- Micro-Teach: Culture (rubric for evaluation)
Prepare a 3-5 minute lesson from your unit plan, focusing on culture (see Portfolio Projects). You will be graded both on the lesson plan and the micro-teaching. We will record (video) the presentations. Be certain to include: objectives, proficiency and grade level, materials needed, outline of plan, script (in the target language), and a reflection on the strengths and weaknesses of the plan. Note also the national standard, the mode and the modalities stressed in the lesson. Don't forget to practice at home before attempting the micro-teaching in class.
You will present to your peers, who then are expected to give constructive feedback (what worked, what did not work, other ways of delivering the lesson and material).
After class, you will take your video to the Multi-Media Hub, to capture to i-movie (the only editing I expect is that you remove any head and tail empty film) and upload into E-Portfolio. After that, you will need to do a reaction paper, which you will turn in. In this paper you should a) describe what you see with respect to your teaching, student reaction and learning, and the classroom; b) analyze what works well and what might be changed; c) reflect on what you learned from viewing this tape.
5. Discrete Test: Listening or Reading Comprehension
Using an authentic reading or listening sample (see Methodologies 7), design a discrete, contextualized test for one of these two modalities. Provide the sample or the link to the sample. Show how you will grade the test. You will turn this in.