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
Intermediate Project (IP) ........................................................................................................................ 6
Unit A: Case Studies: Educational Needs .................................................................................................. 7
Sample Plan ............................................................................................................................................. 7
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 ............................................................................................................................................. 9
Unit C: Summary of the US Education System ......................................................................................... 10
Sample Plan ........................................................................................................................................... 10
Unit D: Classroom Observation: Finding an Instructor to Observe ........................................................ 13
Sample Plan ........................................................................................................................................... 13
Unit D: Classroom Observation: Conducting an Observation ................................................................. 14
Sample Plan ........................................................................................................................................... 14
Unit D: Classroom Observation: Writing a Thank-You Note ................................................................... 14
Sample Plan ........................................................................................................................................... 14
Unit E: Presentation of Classroom Observation ...................................................................................... 15
Sample Plan ........................................................................................................................................... 15
Unit F: Exploring Campus Resources ....................................................................................................... 16
Sample Plan ........................................................................................................................................... 16
Unit G: How to Access Campus Resources: Writing a How-to Guide ...................................................... 17
Sample Plan ........................................................................................................................................... 17
TLC Project 2010 – Permission granted for classroom use only 1

( 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

( Top of the Document )
R
INTERMEDIATE
Students will be able to:
1.
Use the dictionary for pronunciation, spelling and meaning
2.
3.
Understand main idea and details
Differentiate between facts and opinions
4.
5.
6.
Use Reading Strategies (Skimming, Scanning, Previewing,
Questioning, Chunking) to understand main idea and details
Read 5-10 pages a week
Use Vocabulary Strategies (context clues, word parts)with unfamiliar words while reading
W
INTERMEDIATE
Students will be able to:
1.
Write multi-paragraphs
2.
Summarize one source
3.
Edit, Receive Feedback & Revise drafts
4.
Write using a number of rhetorical styles (compare/contrast, classification, etc.)
I
L
INTERMEDIATE
Students will be able to:
1.
Access books, websites and information Introduction
2.
Gather information
ADVANCED
Students will be able to:
1.
Use the dictionary for collocations, word forms and word
2.
3.
choice
Make inferences and predictions based on a text
Use Reading Strategies (Previewing, Predicting, Questioning,
Chunking, Marking the text, Improving Speed) to understand
4.
5.
main idea and details
Read 10-20 pages a week
Use Vocabulary Strategies (context clues, word parts) with unfamiliar words while reading
ADVANCED
Students will be able to:
1.
Write essay-length documents
2.
Summarize, Analyze and Respond to sources in writing
3.
Edit, Receive Feedback & Revise drafts
4.
Write using a variety of rhetorical styles and other text types
ADVANCED
Students will be able to:
1.
Access books, websites and information Review
2.
Gathering information
TLC Project 2010 – Permission granted for classroom use only 3

3.
4.
Evaluate 1 source for speaking and writing: a.
b.
c.
d.
Who is the writer?
What’s the writer’s purpose?
What’s his or her point of view? (bias =positive, negative, or neutral)
What type of language do they use? (word choice) e.
f.
Who are they addressing? (audience)
What rhetorical type? (expository writing styles)
Cite sources using Basic MLA
3.
4.
5.
Integrate 2 or 3 sources for speaking and writing: a.
b.
c.
d.
Who are the writers?
What’s the writers’ purpose?
What’s their point of view? (bias =??)
What are the conventions for word choice, tone and e.
f.
register?
Who are they addressing? (audience)
What rhetorical type? (expository writing styles)
Why does the writer use it? g.
h.
Is it effective and appropriate for the purpose?
Create an MLA bibliography (annotated)
Use different types of citation (Chicago, APA)
T
INTERMEDIATE ADVANCED
Students will be able to:
1.
2.
Understand Privacy Issues
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
Students will be able to:
1.
2.
Use Social Media Responsibly
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
C
S
C
INTERMEDIATE ADVANCED
Students will be able to:
1.
Listen actively to understand essential information (main points
Students will be able to:
1.
Demonstrate increasing understanding of the literal and
2.
or intent) and most details
Use basic strategies to increase comprehension (mirroring, asking questions)
2.
implied intent of the speaker
Use advanced strategies to increase comprehension
(paraphrasing, using outside resources)
TLC Project 2010 – Permission granted for classroom use only 4

3.
Use language functions to: a.
state an opinion b.
c.
agree/disagree make a request d.
e.
f.
participate in a group discussion complain give reasons for dissatisfaction
4.
Summarize 1 source verbally
3.
4.
Use language functions to: a.
paraphrase b.
c.
identify and use appropriate register (level of formality) make eye contact/nonverbal behavior d.
e.
hesitate and pause make and respond to feedback (back-channeling) f.
repeat and rephrase, etc.) in order to monitor the effectiveness of the communication
Summarize multiple sources verbally
C
R
S
INTERMEDIATE ADVANCED
Students will be able to:
1.
Organize study materials
2.
Use the syllabus, calendar and assignment sheets for planning
3.
4.
5.
6.
7.
8.
9.
Manage Time Effectively
Take Notes for lectures and reading using graphic organizers
Understand issues surrounding academic honesty
Understand learning styles
Get help for challenges and barriers
Increase confidence in academic settings
Set goals
Students will be able to:
1.
Organize study materials
2.
Use the syllabus, calendar and assignment sheets for planning
3.
4.
5.
Balance Work and life
Take Notes for lectures and reading using different note-taking systems
Avoid Plagiarism
6.
7.
8.
Choose appropriate learning strategies
Get Help for challenges and barriers
Increase Confidence in academic settings
9.
10.
Evaluate learning
Set goals
TLC Project 2010 – Permission granted for classroom use only 5

( 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
Intermediate Project (IP)
Unit
Number
IP1A
IP1B
The major units in the intermediate project include:
A.
Case Studies
B.
Introduction to the US Education System
C.
Summary of the US Education System
D.
Classroom Observation
E.
Presentation of Classroom Observation
F.
Exploring Campus Resources
G.
How to Access Campus Resources
Unit Title Outcomes
Case Studies:
Educational Needs
Introduction to the US
Education System:
Lecture
R6
Handouts/Materials
Guessing the Meaning from Context (Handout IP1A-1)
Case Studies for Exploring US College Culture (Handout IPA1-2)
IP1B
IP1C
Introduction to the US
Education System:
Reading
Summary of the US
Education System:
Writing
CS1, CR4 Informal Outline Model (Handout IP1B-1)
Informal Outline Organizer – US Education (Handout IP1B-2)
Lecture Quiz (Handout IP1B-3)
Note-taking Grade Sheet (Handout IP1B-4)
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
R6, R4 Education in the US: Speed and Comprehension (Handout IP1B-
5)
Education in the US: Guessing the Meaning (Handout IP1B-6)
W2,
T3,CR5,
W3, T3
Education in the U.S.: A Brief Overview (Handout IP1B-7)
Education in the US: Reading Comprehension (Handout IP1B-8)
Education in the US: Reading Charts and Tables (Handout IP1B-9)
Summary Assignment Sheet (Handout IP1C-1)
How to Write a Summary (Handout IP1C-2)
No Child Left Behind Reading (Handout IP1C-3)
Sample Summary (Handout IP1C-4)
Summary Grading Checklist (Handout IP1C-5)
Summarizing and Reported Speech (Handout IP1C-6)
Convey Ideas in Writing (Handout IP1C-7)
TLC Project 2010 – Permission granted for classroom use only 6

IP1D
IP1D
IP1D
IP1E
IP1F
IP1G
Classroom
Observation: Finding an Instructor to
Observe
Classroom
Observation: Writing an Observation
Request
Classroom
Observation: Writing a
Thank-You Note
Presentation of
Classroom Observation
Exploring Campus
Resources
How to Access Campus
Resources: Writing a
How-to Guide
Writing Process (Handout IP1C-8)
Feedback and Peer Editing (Handout IP1C-9)
Peer Feedback Form (Handout IP1C-10)
Proofreading Symbols (Handout IP1C-11)
Writing Self-Evaluation (Handout IP1C-12)
IL1, IL2 College Course Catalog or Course Schedule Online
Observation Request Email (Handout IP1D-1)
W1
Observation Request Email Rubric (Handout IP1D-2)
Convey Ideas in Writing (Handout IP1C-7)
Writing Process (Handout IP1C-8)
Proofreading Symbols (Handout IP1C-11)
Classroom Observation Assignment Sheet (Handout IP1D-3)
Classroom Observation Graphic Organizer (Handout IP1D-4) http)//www.mlots.org/ (Web resource)
CS1, CS2,
CR4
How to Write a Thank-You Note (Handout IP1D-5)
Thank-You Note Checklist (Handout IP1D-6)
W1
W1
Making Oral Presentations (Handout IP1E-1)
Oral Presentation Assignment (Handout IP1E-2)
Using PowerPoint Templates (Handout IP1E-3)
PPTTemplate (PowerPoint)
Basic PowerPoint Tutorial (Camtasia Presentation)
Presentation Evaluation (Handout IP1E-4)
Oral Presentation: Peer Evaluation (Handout IP1E-5)
Oral Presentation: Self-Evaluation (Handout IP1E-6)
Asking Questions (Handout IP1F-1)
Clarifying Information (Handout IP1F-2)
Clarification: Sorry I Didn’t Catch That Game (Handout IP1F-3)
Guest Speaker Notes (Handout IP1F-4)
CS4,CR4 www.wikiHow.com (Website Resource)
Using Wiki How (Handout IP1G-1)
Wiki How Grading Checklist (Handout IP1G-2)
( Top of the Document )
Sample Plan
Activity
Vocabulary
Strategies
Reading
Case
Studies
Objective
To prepare Ss to use context clues with unfamiliar words while reading
To introduce Ss to various educational 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.
2. Extension Idea: Ask Ss to find their own
Handouts/Materials
Handout IP1A-1:
Guessing the
Meaning from
Context
Handout IP1A-2:
Case Studies for
Exploring US College
Culture
TLC Project 2010 – Permission granted for classroom use only 7

example sentences and show how they used context clues to guess the meaning of an unfamiliar word.
( 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
Pre-
Listening
Discussion
Notetaking
Note-
Taking
Practice
Objective
To access Ss’ background knowledge on the US education system
To prepare Ss to take notes using graphic organizers
To increase Ss notetaking proficiency with additional lectures
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 Informal
Outline Model as an example.
2. Listen or watch the US Education –
Introduction and Early Childhood lecture as a class. While listening or watching, model note-taking with the Informal
Outline Organizer – US Education. (If your classroom has an ELMO, you could project your notes for the class to see.)
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.)
4. Have Ss compare their notes in partners and/or show the T’s notes to the class.
1. Use the subsequent lectures for additional practice with the Informal
Outline Organizer:

US Education – Elementary and
Secondary

US Education – Professional-Technical

US Education – College and University

US Education – Community and Junior
Handouts/Materials
PowerPoint: US
Education System
Handout IP1B-1:
Informal Outline
Model
Camtasia
Presentation: US
Education –
Introduction and
Early Childhood presentation.
Handout IP1B-2:
Informal Outline
Organizer – US
Education
Camtasia
Presentations
TLC Project 2010 – Permission granted for classroom use only 8

College

US Education – Courses and Credits
2. Use the Lecture Quiz as assessment.
3. Use the Note-Taking Grade Sheet to assess Ss’ notes from the Informal Outline
Organizer.
Handout IP1B-3:
Lecture Quiz
Handout IP1B-4:
Note-Taking Grade
Sheet
( Top of the Document )
Sample Plan
Activity
Pre-
Reading
Reading
Objective
To increase awareness about speed and comprehension for academic reading
To review using context clues with unfamiliar words while reading
To read for gist, main idea, and details.
Description
1. Cover the first page of the Education in the US: Speed and Comprehension handout as a class.
2. Ss take reading speed test.
3. Ss take the reading comprehension test.
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.
1. Give Ss a copy of the reading and 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.
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.)
Handouts/Materials
Handout IP1B-5:
Education in the US:
Speed and
Comprehension
Handout IP1B-6:
Education in the US:
Guessing the
Meaning
Handout IP1B-7:
Education in the U.S.:
A Brief Overview
Handout IP1B-8:
Education in the US:
Reading
Comprehension
TLC Project 2010 – Permission granted for classroom use only 9

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.
Handout IP1B-9:
Education in the US:
Reading Charts and
Tables
( 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.
2. Discuss the How to Write a Summary handout as a class.
3. As a class, read the No Child Left Behind section of the Education in the US 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.
Handouts/Materials
Handout IP1C-1:
Summary Assignment
Sheet
Handout IP1C-2:
How to Write a
Summary
Handout IP1C-3: No
Child Left Behind
Reading
Handout IP1C-4:
Sample Summary.
Handout IP1C-5:
Summary Grading
TLC Project 2010 – Permission granted for classroom use only 10

The
Writing
Process
Revising and
Editing
To develop awareness of the writing process and prepare for revising and editing.
To practice receiving and giving feedback and revising and editing Ss work
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.
Extension Activity: Another useful technique for summary writing is to give 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.
1. Assign the summary. Review the
Summary Grading Checklist, so Ss know how they will be assessed.
2. Display the Convey Ideas in Writing learning standard. Discuss which steps the class has completed and which steps are 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 the beginning of this unit.
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.
3. Instruct Ss to exchange writing, and complete the assignment.
Note: This step could be done outside of class or with a writing tutor.
Checklist.
Handout IP1C-6:
Summarizing and
Reported Speech.
Handout IP1C-7:
Convey Ideas in
Writing
Handout IP1C-8:
Writing Process
Handout IP1C-9:
Feedback and Peer
Editing
Handout IP1C-10:
Peer Feedback Form
TLC Project 2010 – Permission granted for classroom use only 11

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.
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.
Note: Ts may choose to use the Peer
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.
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.
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.
The videos show how to use Word to:

Type your document, save, and open it

Use proper academic format

Use spelling and grammar check
Handout IP1C-12:
Writing Self-
Evaluation
Camtasia
Presentation:
Microsoft Word
Formatting for
Academic
Assignments
Camtasia
Presentation:
Microsoft Word
Spelling and
Handout IP1C-11:
Proofreading Symbols
TLC Project 2010 – Permission granted for classroom use only 12

Grammar Tutorial
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
Sending an
Observation
Request
To write a professional email to request a classroom observation
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.
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 date and time of the class is very helpful information as well.
1. Cover the Observation Request Email handout.
2. Assign the email as homework and cover the Observation Request Email
Rubric, so Ss know how they will be assessed.
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.
Handouts/Materials
Course Catalog
Course Schedule
Online
Handout IP1D-1:
Observation Request
Email
Handout IP1D-2:
Observation Request
Email Rubric
Handout IP1C-7:
Convey Ideas in
Writing
TLC Project 2010 – Permission granted for classroom use only 13

Revising and Editing
To review revising and editing Ss work
Note: This is a teacher’s aid; it is not necessary to give it to Ss as a handout.
5. Give Ss the Writing Process handout for their reference.
1. Collect the rough drafts and use the
Proofreading Symbols to give Ss feedback.
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.
Handout IP1C-8:
Writing Process
Handout IP1C-11:
Proofreading Symbols
( Top of the Document )
Sample Plan
Activity
How to
Conduct an
Observation
Objective
To learn how to take notes while observing
Description
Note: While Ss wait for their responses, 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.
Extension Activity: You may want to practice taking notes while observing videos. MLOTS provides short clips of classroom activities that works well.
Handouts/Materials
Handout IP1D-3:
Classroom Observation
Assignment Sheet
Handout IP1D-4:
Classroom Observation
Graphic Organizer
Web resource: http://www.mlots.org/
Sample Plan
Activity
Thanking
Objective Description Handouts/Materials
To build awareness 1. Cover the How to Write a Thank-You Handout IP1D-5: How
TLC Project 2010 – Permission granted for classroom use only 14

the
Instructor of the importance of thanking people
To learn how to write a professional thank-you note
Note handout.
Note: You could use this activity as an opportunity to review the writing process.
2. Go over the Thank-You Note Checklist before assigning the final note, so Ss know how they will be assessed.
3. Collect Ss thank-you notes and grade for assessment using the checklist.
Return the notes to the Ss, so they can send them to their instructors. to Write a Thank-You
Note
Handout IP1D-6:
Thank-You Note
Checklist
( Top of the Document )
Sample Plan
Activity
How to
Give a
Presentation
Objective
To deliver an effective oral presentation in an academic setting
Description
1. Explain that the class is going to prepare for an upcoming presentation.
Cover the Making Oral Presentations.
2. Introduce the assignment with Oral
Presentation Assignment handout.* (Ts should check with their library about borrowing digital recorders to complete the final section of the assignment.
Digital recorders are useful because the files can be uploaded to Angel and/or shared with Ss.)
*T needs to complete due date sections.
Note: T may choose to cover the
assignment sheet before the Making Oral
Presentations handout.
3. Optional: Ss can create a PowerPoint presentation using a template. See Using
PowerPoint Templates handout,
PPTTemplate, and Basic PowerPoint
Tutorial as resources if you want Ss to have PowerPoint.
Handouts/Materials
Handout IP1E-1:
Making Oral
Presentations
Handout IP1E-2: Oral
Presentation
Assignment
Handout IP1E-3:
Using PowerPoint
Templates
PowerPoint:
PPTTemplate
TLC Project 2010 – Permission granted for classroom use only 15

Extension Activity: Have Ss record themselves or practice with a partner to complete the Presentation Practice
Checklist on the Making Oral
Presentations handout.
4. When Ss give their presentations, Ts can assess with the following tools:

Presentation Evaluation

Oral Presentation: Peer
Evaluation

Oral Presentation: Self-
Evaluation
Camtasia
Presentation: Basic
PowerPoint Tutorial
Handout IP1E-4:
Presentation
Evaluation
Handout IP1E-5: Oral
Presentation: Peer
Evaluation
Handout IP1E-6: Oral
Presentation: Self-
Evaluation
( Top of the Document )
Sample Plan
Activity
Guest
Speakers
Objective
To introduce Ss to the campus resources that are available to help them meet their educational needs
To practice asking questions and getting clarification
Description
1. T should arrange for representatives from campus resources (i.e. advising, financial aid, registration, etc.) to speak to the class.
2. Prepare for guest speakers by completing the Asking Questions handout and the Clarifying Information handout.
Note: Ts can delete the sentences on the
Clarifying Information handout and say them instead.
3. Divide the class into small groups (2-3
Ss). Have Ss play the Clarification: Sorry I
Didn’t Catch That Game.*
*Ts need to prepare the cards for this game in advance. (The game cards are designed to be printed on standard size business card sheets.)
4. When the guest speakers present, Ss
Handouts/Materials
Handout IP1F-1:
Asking Questions
Handout IP1F-2:
Clarifying
Information
Handout IP1F-3:
Clarification: Sorry I
Didn’t Catch That
Game
Handout IP1F-4:
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should take notes using the Guest
Speaker Notes handout. Ts may want to go over this note-taking style before the speakers come.
Guest Speaker Notes
How to Access Campus Resources: Writing a How-to Guide
( Top of the Document )
Sample Plan
Activity
Writing a
How-To
Guide using wikiHow
Objective
To review Ss notes and report out what they’ve learned
Description
1. Show Ss a wikiHow example. (Search
“Write a Paragraph” and choose one to show.) Have a class discussion:

What is a Wiki? Who can make changes?

Who can find and see this information?

What’s the purpose of this website?

How are articles organized?
1. Divide Ss into small groups (2-3 Ss).
2. Ask Ss to compare notes and choose three to four topics that they could use to create a wikiHow to teach other Ss about using campus resources.
3. As a class discuss Ss ideas and assign a topic to each group.
4. Use the Using wikiHow handout to show Ss how to create their account and article.
Note: Ts may want to use a computer lab to help Ss sign-up and complete the assignment.
5. When Ss email their article drafts, respond with revision and/or editing suggestions.
6. Go over the wikiHow Grading Checklist in class, so Ss know how they will be assessed.
Handouts/Materials
Website Resource: www.wikiHow.com
Handout IP1G-1:
Using wikiHow
IP1G-2: wikiHow
Grading Checklist
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7. Ask Ss to make changes and resubmit via email. Assess the articles using the checklist.
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