Transitions Literacy Curriculum Project
Exploring US College Culture
(Advanced)
Teacher’s Guide
This guide and all associated materials are the property of the Seattle
Community College District and the faculty that developed them.
Permission is granted for educational use within the Seattle Community
College District. Use outside the district is prohibited without
permission.
Jamila Barton, jbarton@sccd.ctc.edu
Jill Bauer, jbauer@sccd.ctc.edu
Sara Stapleton, sstapleton@sccd.ctc.edu
ESL Faculty, North Seattle Community College
Table of Contents
An Introduction to TLC Project 2010 .............................................................................................. 2
TLC Project Outcomes ..................................................................................................................... 3
Reading Outcomes ...................................................................................................................... 3
Writing Outcomes ....................................................................................................................... 3
Information Literacy Outcomes .................................................................................................. 3
Technological Proficiency Outcomes .......................................................................................... 4
Communication, Self-Expression & Collaboration Outcomes .................................................... 4
College Readiness Skills Outcome .............................................................................................. 5
Exploring U.S. College Culture ........................................................................................................ 6
Advanced Project (AP) ................................................................................................................ 6
Unit A: Case Studies: Educational Needs ...................................................................................... 8
Sample Plan................................................................................................................................. 8
Unit B: Introduction to the U.S. Education System: Lecture ........................................................ 8
Sample Plan................................................................................................................................. 8
Unit B: Introduction to the U.S. Education System: Reading........................................................ 9
Sample Plan............................................................................................................................... 10
Unit C: Summary of the US Education System............................................................................. 11
Sample Plan............................................................................................................................... 11
Unit D: Exploring Campus Resources: Preparing for an Interview ........................................ 13
Sample Plan............................................................................................................................... 13
Unit D: Exploring Campus Resources: Sharing Information ................................................... 14
Sample Plan............................................................................................................................... 14
Unit E: Group Presentation ........................................................................................................ 15
Sample Plan............................................................................................................................... 15
Unit F: Classroom Observation: Finding an Instructor to Observe ....................................... 16
Sample Plan............................................................................................................................... 16
Unit F: Classroom Observation: Conducting an Observation ..................................................... 17
Sample Plan............................................................................................................................... 17
Unit F: Classroom Observation: Writing a Thank-You Letter...................................................... 18
Sample Plan............................................................................................................................... 18
TLC Project 2010 – Permission granted for classroom use only
1
An Introduction to TLC Project 2010 (Top of the Document)
The Transitions Literacy Curriculum (TLC) project provides course enhancements that
contextualize English language instruction to increase retention and college transition for
intermediate and advanced ESL students. Three quarter-long projects have been developed in
Angel shells for ESL/ABE teachers. The project themes are:
 Exploring U.S. College Culture,
 Investigating Career Choices, and
 Overcoming Barriers to Success.
Studies show that adult students learn better when content is directly related to their
goals. For example, recent studies such as Redefining College Readiness (Conley 2007) argue
that students are not ready for college because they are not able to navigate the college
system. Though many students in ESL programs have the goal to take college classes, they face
a number of barriers that prevent them from successfully transitioning. Some barriers our
students face include:
 Lack of necessary skills for college success (content-specific vocabulary,
technological proficiency, study skills, critical thinking, communicative and problem
solving skills)
 Unclear career goals
 Lack of awareness about how college education can benefit them
 Lack of understanding of US classroom culture and the US education system
 Inability to navigate college services to get what they need
The TLC project addresses these issues. We hope these materials will prepare students to
overcome these barriers, help them succeed in college classes and dramatically increase
transition rates. Therefore, the project targets the following standards or objectives:
 Information Literacy: We integrated the ACRL Information Literacy Competency
Standards (identify, access, evaluate, apply and credit) into the reading, writing
and/or speaking aspects of the course enhancements.
 Technological Proficiency: Based on the Washington State Technology Standards, we
incorporated activities involving the tools (email, word processing, the Internet, etc.)
that students need to transition successfully.
 Communication, Self-Expression & Collaboration: The course enhancements focus
on increasing students’ communication and collaboration with native speakers in
pairs or groups.
 College Readiness Skills: Along with addressing the outcomes above, the course
focus on academic culture and study skills such as navigating the college system,
adapting to classroom culture, note-taking, preparing presentations, etc.
Choosing Angel as the delivery mode will prepare our students for the new trends in
education because many college courses are taught in various modalities using a variety of
technological tools. Instructors will be able to use these materials online, in a hybrid
environment or in a traditional classroom.
TLC Project 2010 – Permission granted for classroom use only
2
TLC Project Outcomes (Top of the Document)
Reading Outcomes
INTERMEDIATE
ADVANCED
Students will be able to:
Students will be able to:
1. Use the dictionary for pronunciation, spelling and meaning
1. Use the dictionary for collocations, word forms and word
2. Understand main idea and details
choice
3. Differentiate between facts and opinions
2. Make inferences and predictions based on a text
3. Use Reading Strategies (Previewing, Predicting,
4. Use Reading Strategies (Skimming, Scanning, Previewing,
Questioning, Chunking, Marking the text, Improving
Questioning, Chunking) to understand main idea and details
Speed) to understand main idea and details
5. Read 5-10 pages a week
4. Read 10-20 pages a week
6. Use Vocabulary Strategies (context clues, word parts)with
5. Use Vocabulary Strategies (context clues, word parts) with
unfamiliar words while reading
unfamiliar words while reading
Writing Outcomes
INTERMEDIATE
Students will be able to:
1. Write multi-paragraphs
ADVANCED
Students will be able to:
1. Write essay-length documents
2.
Summarize one source
2.
Summarize, Analyze and Respond to sources in writing
3.
Edit, Receive Feedback & Revise drafts
3.
Edit, Receive Feedback & Revise drafts
4.
Write using a number of rhetorical styles
(compare/contrast, classification, etc.)
4.
Write using a variety of rhetorical styles and other text
types
Information Literacy Outcomes
INTERMEDIATE
Students will be able to:
1. Access books, websites and information Introduction
TLC Project 2010 – Permission granted for classroom use only
ADVANCED
Students will be able to:
1. Access books, websites and information Review
3
Gather information
Evaluate 1 source for speaking and writing:
a. Who is the writer?
b. What’s the writer’s purpose?
c. What’s his or her point of view? (bias =positive,
negative, or neutral)
d. What type of language do they use? (word choice)
e. Who are they addressing? (audience)
f. What rhetorical type? (expository writing styles)
4. Cite sources using Basic MLA
2.
3.
Gathering information
Integrate 2 or 3 sources for speaking and writing:
a. Who are the writers?
b. What’s the writers’ purpose?
c. What’s their point of view? (bias =??)
d. What are the conventions for word choice, tone and
register?
e. Who are they addressing? (audience)
f. What rhetorical type? (expository writing styles)
g. Why does the writer use it?
h. Is it effective and appropriate for the purpose?
4. Create an MLA bibliography (annotated)
5. Use different types of citation (Chicago, APA)
2.
3.
Technological Proficiency Outcomes
INTERMEDIATE
Students will be able to:
1. Understand Privacy Issues
2. Use an online management system (Angel)
3. Use basic features of Microsoft Word to complete
assignments: Typing, Saving, Printing, Spelling &
Grammar Check
4.
Use basic features in PowerPoint to create presentations
ADVANCED
Students will be able to:
1. Use Social Media Responsibly
2. Use an online management system (Angel)
3.
Use advanced features of Microsoft Word to complete
assignments: Formatting, Templates, web editor
4.
Use basic features in PowerPoint to create presentations
Communication, Self-Expression & Collaboration Outcomes
INTERMEDIATE
ADVANCED
Students will be able to:
Students will be able to:
1. Listen actively to understand essential information (main
1. Demonstrate increasing understanding of the literal and
points or intent) and most details
implied intent of the speaker
2. Use basic strategies to increase comprehension (mirroring,
2. Use advanced strategies to increase comprehension
TLC Project 2010 – Permission granted for classroom use only
4
asking questions)
3. Use language functions to:
a. state an opinion
b. agree/disagree
c. make a request
d. participate in a group discussion
e. complain
f. give reasons for dissatisfaction
4.
Summarize 1 source verbally
(paraphrasing, using outside resources)
3. Use language functions to:
a. paraphrase
b. identify and use appropriate register (level of
formality)
c. make eye contact/nonverbal behavior
d. hesitate and pause
e. make and respond to feedback (back-channeling)
f. repeat and rephrase, etc.) in order to monitor the
effectiveness of the communication
4. Summarize multiple sources verbally
College Readiness Skills Outcome
INTERMEDIATE
Students will be able to:
1. Organize study materials
2. Use the syllabus, calendar and assignment sheets for
planning
3. Manage Time Effectively
4. Take Notes for lectures and reading using graphic
organizers
5. Understand issues surrounding academic honesty
6. Understand learning styles
7. Get help for challenges and barriers
8. Increase confidence in academic settings
9. Set goals
TLC Project 2010 – Permission granted for classroom use only
ADVANCED
Students will be able to:
1. Organize study materials
2. Use the syllabus, calendar and assignment sheets for
planning
3. Balance Work and life
4. Take Notes for lectures and reading using different notetaking systems
5. Avoid Plagiarism
6. Choose appropriate learning strategies
7. Get Help for challenges and barriers
8. Increase Confidence in academic settings
9. Evaluate learning
10. Set goals
5
Exploring U.S. College Culture (Top of the Document)
The purpose of Exploring U.S. College Culture is to address the following barriers to
transition:
 Lack of awareness about how college education can benefit them
 Lack of understanding of US classroom culture and the US education system
 Inability to navigate college services to get what they need
Advanced Project (AP)
The major units in the advanced project include:
A. Case Studies
B. Introduction to the US Education System
C. Summary of the US Education System
D. Exploring Campus Resources
E. Group Presentations
F. Classroom Observation
Unit
Number
AP1A
AP1B
Unit Title
Case Studies: Educational
Needs
Introduction to the US
Education System: Lecture
Outcomes
R5
CS2, CR4
AP1B
Introduction to the US
Education System: Reading
R5, R3
AP1C
Summary of the US
Education System: Writing
W2,
T3,CR5, W3
Handouts/Materials
Guessing the Meaning from Context (Handout AP1A-1)
Case Studies for Exploring US College Culture (Handout AP1A-2)
Note-Taking Organizer: Mind Map (Handout AP1B-1)
Note-Taking Organizer: T-Chart (Handout AP1B-2)
Note-Taking Organizer: Cornell Method (Handout AP1B-3)
Note-Taking Organizer: Informal Method (Handout AP1B-4)
Lecture Quiz (Handout AP1B-5)
Note-Taking Grade Sheet (Handout IP1B-6)
US Education System (PowerPoint Slides)
Lectures:
US Education – Introduction and Early Childhood
US Education – Elementary and Secondary
US Education – Professional-Technical
US Education – College and University
US Education – Community and Junior College
US Education – Courses and Credits
Education in the US: Speed and Comprehension (Handout AP1B-7)
Education in the US: Guessing the Meaning (Handout AP1B-8)
Education in the US: A Brief Overview (Handout AP1B-9)
Education in the US: Reading Comprehension (Handout AP1B-10)
Education in the US: Reading Charts and Tables (Handout AP1B-11)
Summary Assignment Sheet (Handout AP1C-1)
How to Write a Summary (Handout AP1C-2)
No Child Left Behind Reading (Handout AP1C-3)
Sample Summary (Handout AP1C-4)
Summary Grading Checklist (Handout AP1C-5)
Summarizing and Reported Speech (Handout AP1C-6)
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6
AP1D
Exploring Campus
Resources: Preparing for an
Interview
IL2, CS3b
AP1D
Exploring Campus
Resources: Sharing
Information
Group Presentations
CS2, CS3,
CR7
AP1E
CR1, CR3,
CS3, CS4,
T4
AP1F
Classroom Observation:
Finding an Instructor to
Observe
IL1, IL2
AP1F
Classroom Observation:
Conducting an Observation
W4, CS3b,
CR4, W2
AP1F
Classroom Observation:
Writing a Thank-You Letter
W4
Convey Ideas in Writing (Handout AP1C-7)
Writing Process (Handout AP1C-8)
Feedback and Peer Editing (Handout AP1C-9)
Peer Feedback Form (Handout AP1C-10)
Proofreading Symbols (Handout AP1C-11)
Writing Self-Evaluation (Handout AP1C-12)
Microsoft Word Formatting for Academic Assignments Tutorial
Microsoft Word Spelling and Grammar Tutorial
Register Introduction (Handout AP1D-1)
Website Resource:
www.hulu.com
www.fancast.com
Asking Questions (Handout AP1D-2)
Verbal Paraphrasing (Handout AP1D-3)
Campus Resource Jigsaw KWL (Handout AP1D-4)
Campus Resource Group Presentation Assignment (Handout AP1E1)
Team Work (PowerPoint Slides)
Making Oral Presentations (Handout AP1E-2)
Presentation Evaluation (Handout AP1E-4A)
Using PowerPoint for Oral Presentations (Handout AP1E-3)
Basic PowerPoint Tutorial
PowerPoint Presentation: Rubric (Handout AP1E-4B)
PowerPoint Design Principles Tutorial
Oral Presentation Group Evaluation (Handout AP1E-5)
Group Work: Self-Evaluation (Handout AP1E-6)
Presentation Evaluation (Handout AP1E-4)
Observation Request Email (Handout AP1F-1)
Observation Request Email Rubric (Handout AP1F-2)
Convey Ideas in Writing (Handout AP1C-7)
Writing Process (Handout AP1C-8)
Proofreading Symbols (Handout AP1C-11)
Classroom Observation Assignment Sheet (Handout AP1F-3)
Classroom Observation Graphic Organizer (Handout AP1F-4)
Web resource:
http)//www.mlots.org/
How to Write a Thank-You Letter (Handout AP1F-5)
Thank-You Letter Checklist (Handout AP1F-6)
TLC Project 2010 – Permission granted for classroom use only
7
Unit A: Case Studies: Educational Needs (Top of the Document)
Sample Plan
Activity
Objective
Vocabulary To prepare Ss to use
Strategies context clues with
unfamiliar words
while reading
Reading
To introduce Ss to
Case
various educational
Studies
needs
Description
1. Present guessing the meaning from
context as a vocabulary strategy.
2. Complete handout as a class.
1. Divide Ss into small groups (2-3 Ss) and
assign groups a case study to read and
discuss.
Handouts/Materials
Handout AP1A-1:
Guessing the
Meaning from
Context
Handout AP1A-2:
Case Studies for
Exploring US College
Culture
2. Extension Idea: Ask Ss to find their own
example sentences and show how they
used context clues to guess the meaning
of an unfamiliar word.
Unit B: Introduction to the U.S. Education System: Lecture
(Top of the Document)
Sample Plan
Note: The plan below has the listening activity first; you may want to do the reading first
depending on your Ss.
Activity
PreListening
Discussion
Notetaking
Objective
To access Ss’
background
knowledge on the US
education system
To prepare Ss to take
notes using graphic
organizers
Description
1. Ss discuss quiz questions (slides 1-3)
with partners.
2. Discuss Ss guesses as a class.
1. Introduce graphic organizers as a tool
for note-taking. Show Ss the various
models:
Note-Taking Organizer: Mind Map
Note-Taking Organizer: T-Chart
Note-Taking Organizer: Cornell Method
Note-Taking Organizer: Informal Method
Note: In the next listening activity, we
recommend that you use a different model
for each lecture, so that Ss practice all
methods. (The T-chart works best with the
TLC Project 2010 – Permission granted for classroom use only
Handouts/Materials
PowerPoint: US
Education System
Handout AP1B-1:
Note-Taking
Organizer: Mind Map
Handout AP1B-2:
Note-Taking
Organizer: T-Chart
Handout AP1B-3:
Note-Taking
Organizer: Cornell
Method
8
US Education – Elementary and Secondary
or to contrast colleges and universities vs.
community and junior colleges.)
2. Listen or watch the US Education –
Introduction and Early Childhood lecture
as a class. While listening or watching,
model note-taking using an OHP or ELMO.
3. Pause the lecture before the Early
Childhood Education section, ask Ss to
practice taking notes during this section.
(T continues taking notes during this
section in order to show Ss.)
Handout AP1B-4:
Note-Taking
Organizer: Informal
Method
Camtasia
Presentation: US
Education –
Introduction and
Early Childhood
presentation.
Note: T can choose to give Ss a copy of the
graphic organizers or to ask Ss to take
notes in their notebooks.
4. Have Ss compare their notes in
partners and/or show the T’s notes to the
class.
NoteTaking
Practice
To increase Ss notetaking proficiency
with additional
lectures
1. Use the subsequent lectures for
additional note-taking practice with the:
Camtasia
Presentations
US Education – Elementary and Secondary
US Education – Professional-Technical
US Education – College and University
US Education – Community and Junior
College
US Education – Courses and Credits
2. Use the Lecture Quiz as assessment.
Handout AP1B-5:
Lecture Quiz
3. Use the Note-Taking Grade Sheet to
assess Ss’ notes.
Handout IP1B-6:
Note-Taking Grade
Sheet
Unit B: Introduction to the U.S. Education System: Reading
(Top of the Document)
TLC Project 2010 – Permission granted for classroom use only
9
Sample Plan
Activity
PreReading
Objective
To increase
awareness about
speed and
comprehension for
academic reading
Description
1. Cover the first page of the Education in
the US: Speed and Comprehension
handout as a class.
Handouts/Materials
Handout AP1B-7:
Education in the US:
Speed and
Comprehension
2. Ss take reading speed test.
3. Ss take the reading comprehension
test.
To review using
context clues with
unfamiliar words
while reading
Reading
4. Review guessing the meaning from
context and complete practice exercises.
Note: The beginning of this handout is the
same as the handout in Unit 1 (Handout
IP1A-1), so you may want to just give Ss
the practice exercise at the end.
To read for gist, main 1. Give Ss a copy of the reading and
idea, and details.
complete the previewing activity in the
Education in the US: Reading
Comprehension handout.
2. Discuss marking or highlighting the text
and complete that section of the handout.
Handout AP1B-8:
Education in the US:
Guessing the
Meaning
Handout AP1B-9:
Education in the U.S.:
A Brief Overview
Handout AP1B-10:
Education in the US:
Reading
Comprehension
3. Ss read and answer reading
comprehension and detail questions. This
should be assigned as homework and
discussed in class. (There are two
handouts (pp. 1-12 & pp. 13-19), which
can be split into two separate
assignments.)
Extension Idea: Discuss the differences in
content between the US Education
presentation and the reading. Why are
there differences? How do you know
what’s important to study?
4. Cover the Education in the US: Reading
Charts and Tables.
TLC Project 2010 – Permission granted for classroom use only
Handout AP1B-11:
Education in the US:
Reading Charts and
Tables
10
Unit C: Summary of the US Education System
(Top of the Document)
Sample Plan
Activity
Preparing
to Write a
Summary
Objective
To learn how to
summarize what Ss
have read in writing
using proper
academic format.
Description
1. Cover the Summary Assignment Sheet.
Note: There are two options for this
assignment. One uses a citation at the end
of the summary, which is more common in
the sciences. The other includes an in-text
citation, which is more common in
humanities. Choose which one is most
appropriate for your class.
Handouts/Materials
Handout AP1C-1:
Summary Assignment
Sheet
2. Discuss the How to Write a Summary
handout as a class.
Handout AP1C-2:
How to Write a
Summary
3. As a class, read the No Child Left Behind
section of the Education in the US reading.
Handout AP1C-3: No
Child Left Behind
Reading
4. Brainstorm the main idea and
important points of the reading. Discuss
the Who? What? When? Where? Why?
as a class. Help Ss to organize their notes
by modeling this for the class.
5. Read the Sample Summary and discuss
the form, citation, and the content &
organization. Refer to the Summary
Grading Checklist to show Ss the key
features in each area.
Handout AP1C-4:
Sample Summary.
6. Cover the Using Summarizing and
Reported Speech handout. Using this
strategy, ask Ss to identify quotations
from the Education in the US reading that
give the main idea and important points.
Have them practice retelling the
information in their own words to prepare
for writing.
Handout AP1C-6:
Summarizing and
Reported Speech.
Handout AP1C-5:
Summary Grading
Checklist.
Extension Activity: Another useful
technique for summary writing is to give
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11
each S a note card. Ss can use the card to
identify and note 15-20 key words from
the reading. When they are ready to write
their summaries, they can refer to their
note cards without looking at the original
article.
The
Writing
Process
To develop
awareness of the
writing process and
prepare for revising
and editing.
1. Assign the summary. Review the
Summary Grading Checklist, so Ss know
how they will be assessed.
2. Display the Convey Ideas in Writing
Handout AP1C-7:
learning standard. Discuss which steps the Convey Ideas in
class has completed and which steps are
Writing
next.
Note: This is a teacher’s aid; it is not
necessary to give it to Ss as a handout.
3. Give Ss the Writing Process handout for
their reference.
Note: Steps 8 and 9 could be introduced at Handout AP1C-8:
the beginning of this unit.
Writing Process
Revising
and
Editing
To practice receiving
and giving feedback
and revising and
editing Ss work
1. Cover the Feedback and Peer Editing
handout as class.
2. Ask Ss to bring in their rough drafts.
Discuss how to use the Peer Feedback
Form.
Handout AP1C-9:
Feedback and Peer
Editing
Handout AP1C-10:
Peer Feedback Form
3. Instruct Ss to exchange writing, and
complete the assignment.
Note: This step could be done outside of
class or with a writing tutor.
4. Collect the Peer Feedback Forms in
order to assess informally how well Ss are
giving feedback. Also, Ts can assess if Ss
are using the feedback they are receiving
in their revisions.
5. Collect the rough drafts and use the
Proofreading Symbols to give Ss feedback.
Handout AP1C-11:
Proofreading Symbols
Note: Ts may choose to use the Peer
TLC Project 2010 – Permission granted for classroom use only
12
Feedback form in addition to the
Proofreading Symbols handout to give Ss
feedback on their rough drafts as well.
6. Before returning Ss rough drafts, cover
common proofreading symbols using the
Proofreading Symbols handout.
Note: There are a number of ways to use
this handout:
1) The T may write in the symbols and
give to Ss to correct.
2) The T asks the Ss to write in the
symbols over the error in the example
sentence. After they mark the error, they
correct it.
Learning
Word
Processing
To learn common
academic formatting
conventions in order
for Ss to type their
final summaries
To learn common
Word features used
in revising and
editing.
7. Ss should use all of the feedback to
rewrite and edit their final summaries for
assessment. Ts can also have Ss submit
the Writing Self-Evaluation with their final
drafts.
Handout AP1C-12:
Writing SelfEvaluation
Note: The T can decide the best time to
cover the Word Processing.
Ts can use these videos to show Ss how to
turn in a typed version of their summary
and provide a link, so Ss can watch the
videos again.
Camtasia
Presentation:
Microsoft Word
Formatting for
Academic
Assignments
The videos show how to use Word to:
Type your document, save, and open it
Use proper academic format
Use spelling and grammar check
Camtasia
Presentation:
Microsoft Word
Spelling and
Grammar Tutorial
Unit D: Exploring Campus Resources: Preparing for an Interview
(Top of the Document)
Sample Plan
Note: The goal of this project is to have each student individually interview and research a
campus resource. However, later they will do a group presentation where each student is the
sole expert of their resource. For example, if you have a class of 15 Ss, you might assign five
TLC Project 2010 – Permission granted for classroom use only
13
campus resources and have three group presentations with information about those campus
resources. Some examples are advising, tutoring, financial aid, library, and counseling.
Activity
Preparing
for an
Interview
with
Campus
Resources
Objective
To familiarize Ss with
campus resources
Description
1. Assign Ss various campus resources
that they will be interviewing.
Handouts/Materials
Handout AP1D-1:
Register Introduction
To introduce them to
register and how to
analyze it
2. Introduce register to Ss using the
Register Introduction handout. For
Exercise 3, use clips from television shows.
Available at hulu.com or fancast.com or a
DVD.
Website Resource:
www.hulu.com
www.fancast.com
3. Complete the Asking Questions
handout and brainstorm a minimum of
five questions to ask during their
interviews.
Handout AP1D-2:
Asking Questions
4. Cover the Verbal Paraphrasing
handout. Explain how Ss can use this
communication strategy in their
interviews.
Handout AP1D-3:
Verbal Paraphrasing
5. Ss conduct interviews for homework.
Note: You may want Ss to record their
interviews using digital recorders if
available. Check with your campus library.
Remind Ss to ask for permission
Unit D: Exploring Campus Resources: Sharing Information
(Top of the Document)
Sample Plan
Activity
Campus
Resource
Jigsaw
Objective
To share information
to prepare for a
group presentation
Description
1. After Ss conduct their interviews, group
them according to their resources (i.e. all
Ss who went to advising) to share what
they’ve learned about that resource.
Handouts/Materials
2. Assign presentation groups where each
student has a different resource.
For example:
Student 1: Advising
Student 2: Financial Aid
Student 3: Counseling
Student 4: Tutoring
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14
Student 5: Library
3. Ss should record on the Campus
Resource Jigsaw KWL which resources
their partners have and complete the KWhat do you know and W-What do you
want to know sections for homework in
preparation for the listening activity.
Handout AP1D-4:
Campus Resource
Jigsaw KWL
4. In class, Ss share their information with
their groups and complete the L-What did
you learn section while they listen.
Unit E: Group Presentation (Top of the Document)
Sample Plan
Activity
Presentation
Planning
Objective
To plan and organize
a group
presentation
Description
1. Go over the Campus Resource Group
Presentation Assignment as a class. Talk
to Ss about how to work in groups, and
show the Team Work PowerPoint
presentation.
Handouts/Materials
Handout AP1E-1:
Campus Resource
Group Presentation
Assignment
PowerPoint: Team
Work PowerPoint
Creating a
PowerPoint
Presentation
To create a
PowerPoint
presentation as a
group
2. Review the Making Oral
Presentations handout with Ss while
stressing the importance of practicing.
Handout AP1E-2:
Making Oral
Presentations
3. Present the Group Presentation
Evaluation to show Ss how they will be
assessed.
Handout AP1E-4A:
Group Presentation
Evaluation
1. Cover the Using PowerPoint for Oral
Presentations handout, and watch the
Basic PowerPoint Tutorial.
Handout AP1E-3:
Using PowerPoint for
Oral Presentations
2. Give groups time in a computer lab to
create their PowerPoint presentations,
so you can give feedback.
Camtasia
Presentation: Basic
PowerPoint Tutorial
3. Present the PowerPoint Presentation
Rubric to show Ss how their PowerPoints
will be assessed. Ts may want Ss to
watch the PowerPoint Design Principles
Tutorial.
Handout AP1E-4B:
PowerPoint
Presentation: Rubric
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Camtasia
15
Presentations To help Ss assess
group work
contribution, oral
presentation skills,
and use of
PowerPoint
Note: Ts may want to collect
PowerPoint rough drafts and use the
rubric to give Ss feedback before the
final presentations.
1. Explain the evaluation process to the
class. Each S will evaluate one other
group’s work. Show Ss the Group
Presentation Peer Evaluation form that
they will use to record their feedback.
Presentation:
PowerPoint Design
Principles Tutorial
Handout AP1E-5:
Group Presentation
Peer Evaluation
2. Each S will use the Group Work: SelfEvaluation handout to assess
anonymously the group process.
Handout AP1E-6:
Group Work: SelfEvaluation
3. Ss present their group presentations
in class. T can use the Presentation
Evaluation and the PowerPoint
Presentation: Rubric
Handout AP1E-4:
Presentation
Evaluation
Unit F: Classroom Observation: Finding an Instructor to Observe
(Top of the Document)
Sample Plan
Activity
Finding an
Instructor
to Observe
Objective
To identify a
classroom setting to
observe that aligns
with Ss’ goals
Description
1. Explain to the class that they will be
selecting a teacher to observe in order
to get a clearer picture of what an
American classroom looks like.
Handouts/Materials
2. Ss should choose a class to observe.
Ask them to consider their future goals
and choose to observe a class that is
related to their interests. (For example,
if they want to study nursing in the
future, they should observe a nursing
class. However, they may choose to
observe their child’s classroom if their
major reason for studying English is to
help their family.
3. Help Ss use the appropriate school
websites to locate their class and
instructor. They need the following
information: class title, teacher’s name,
teacher’s email address. If possible, the
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16
date and time of the class is very helpful
information as well.
Sending an To write a
Observation professional email
Request
to request a
classroom
observation
1. Cover the Observation Request Email
handout.
Handout AP1F-1:
Observation Request
Email
2. Assign the email as homework and
cover the Observation Request Email
Rubric, so Ss know how they will be
assessed.
Handout AP1F-2:
Observation Request
Email Rubric
Note: Advise Ss not to send the email
yet! They should their rough draft to you
for feedback.
3. Display the Convey Ideas in Writing
learning standard. Discuss which steps
the class has completed and which steps
are next.
Handout AP1C-7:
Convey Ideas in
Writing
Note: This is a teacher’s aid; it is not
necessary to give it to Ss as a handout.
Revising
and Editing
To review revising
and editing Ss work
5. Give Ss the Writing Process handout
for their reference.
Handout AP1C-8:
Writing Process
1. Collect the rough drafts and use the
Proofreading Symbols to give Ss
feedback.
Handout AP1C-11:
Proofreading Symbols
Note: You may want to repeat the
activity on the Proofreading Symbols
handout if Ss need review.
2. Ss should use the feedback to rewrite
and edit their emails for assessment.
Unit F: Classroom Observation: Conducting an Observation
(Top of the Document)
Sample Plan
Activity
How to
Objective
To learn how to take
Description
Note: While Ss wait for their responses,
TLC Project 2010 – Permission granted for classroom use only
Handouts/Materials
17
Conduct an notes while
Observation observing
continue with the preparation activities.
As Ss confirm their observations, they
can complete them independently. Give
the class a completion date for all
observations.
1. Cover Classroom Observation
Assignment Sheet and Classroom
Observation Graphic Organizer.
Handout AP1F-3:
Classroom Observation
Assignment Sheet
Extension Activity: You may want to
practice taking notes while observing
videos. MLOTS provides short clips of
classroom activities that works well.
Handout AP1F-4:
Classroom Observation
Graphic Organizer
Web resource:
http://www.mlots.org/
Unit F: Classroom Observation: Writing a Thank-You Letter
(Top of the Document)
Sample Plan
Activity
Thanking
the
Instructor
Objective
To build awareness
of the importance of
thanking people
To learn how to
write a professional
thank-you letter
Description
1. Cover the How to Write a Thank-You
Note handout.
Handouts/Materials
Handout AP1F-5: How
to Write a Thank-You
Note
Note: You could use this activity as an
opportunity to review the writing
process.
2. Go over the Thank-You Letter
Checklist before assigning the final note,
so Ss know how they will be assessed.
Handout AP1F-6:
Thank-You Letter
Checklist
3. Collect Ss thank-you letters and grade
for assessment using the checklist.
Return the letters to the Ss, so they can
send them to their instructors.
Note: You may need to do a mini-lesson
on how to properly address the envelope.
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