CULMINATING PROJECT FL 6500
Your final project is in two parts which are shown as such in the Assignments
list. Part I consists of a unit plan, sample lessons in support of instruction,
and a formal assessment that pulls together our work for the semester. Your
work should reflect the principles of language learning that you have studied
throughout the online course. If there are teaching standards for your state or
certification or endorsement requirements that require you to submit to a
teaching portfolio, please discuss this with your instructor so that we can
adapt the project to that format. This section is worth 150 points as
detailed below. Part II gives you some options for research: a paper,
classroom action research plan, or case study. This section is worth 50
points as detailed below.
Please be aware that the schedule for submitting grades as well as the
purpose of this final project as evidence of your ability to plan
independently means that your submission is final. Use the rubrics as
checklists to assure that you have included items requested.
I. A. Unit Plan - Theme, Goals and Objectives with sample lessons.
Purpose: Preparing for good teaching begins with unit and lesson plans. Your
plans represent a set of initial ideas for learning experiences that are
appropriate for your curricular goals, relevant to your learners, and based
upon principles of effective instruction. For this part of your graduate
culminating project you will present a cohesive unit plan organized around an
engaging topic or theme. (Remember that a language form or function is
NOT a theme). You are encouraged to use the Backward Design model
advocated by Wiggins & McTighe (1998) and cited on the CARLA website.
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· “Backward design may be thought of as purposeful task analysis:
Given a task to be accomplished, how do we get there? Or, one
might call it planned coaching: What kinds of lessons and
practices are needed to master key performances?…Rather than
creating assessments near the conclusion of a unit of study (or
relying on the tests provided by textbook publishers, which may
not completely or appropriately assess our standards), backward
design calls for us to operationalize our goals or standards in
terms of assessment evidence as we begin to plan a unit or
course.”
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· The Flow Chart on that same page and copied below can serve as
an Organizing Template for your plan although you should feel free
to use a different Unit Plan format if you wish.
Your unit plan, like any draft, is always subject to change in the classroom.
Note in the flow chart that the arrows go in both directions reflecting the
dynamic nature of practice and revision. When or if you teach this unit, you
should reflect on your instruction, identify modifications you made during the
lessons, or that you might make to the plan in the future, and note those
thoughts. Therefore, the unit plans should provide space for annotations you
might make as your instruction unfolds and for reflection afterwards
You will provide the plan for your unit so that you address the following
componenets. You will also write a commentary in which you highlight the
content, the instructional materials, the activities, the ways you plan to
accommodate the range of ways students learn, the ways you develop
learners' language proficiency, and the ways in which you assess learning
along the way (informal assessments). Include in your plan a sufficient
number of lesson plans to provide evidence for instruction in the areas listed
in the rubric.
You are encouraged - not required - to take advantage of the templates
provided through ACTFL. Both the template for Unit Design andLesson
Design assist in assuring that you are addressing the elements being
evaluated in the rubric. These templates demonstrate how the Unit Plan
provides an overview of main outcomes and key activities that will be reflected
in the unit assessment. The lesson plan templates show how instruction is
carried out on a daily / multi-day basis to enable learners to meet the Unit
outcomes.
Process: Begin by selecting a unit you intend to teach to a class (e.g., in
student teaching, in your current situation if you are seeking alternative
certification or endorsement). Provide at the outset an opening paragraph
that establishes the learning environment. In the rubric, this information is
evaluated in the first box.
If you are currently
teaching ---
If you are not currently
teaching --
A profile of the school in
which you are working,
the foreign language
program, and the class
for which you are
planning the unit (i.e.,
where does this class fit
into the curricular
sequence, who are your
students, what is the
schedule like?)
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Create a target class for
the plan you are
creating. What is the
age of your students?
What level of language
instruction are you
targeting?
Identify a particular class of students for whom the unit will be designed.
As in the Flow Chart, first identify which of the National Standards (and
your state standards if you wish) that will be emphasized in the unit.
Select the Theme for the unit. You are encouraged to work with the
theme you identified earlier in the course and for which you have at
least some activities. But you are also free to choose a new one.
Set goals and specific content the unit. The goals should be stated in
terms of student performance ("what students know and are able to
do...") Goals should not be stated in terms of the language system.
They should reflect standards language with thematic specificity. (Ex.
Students will explore concepts of work and leisure time in Italian
society)
Objectives for the unit should also focus on standards-related
outcomes, although objectives may also be stated for language system
skills. (Ex. Students will be able to compare and contrast how U.S. and
French students spend their school day. Students will be able to create,
video, and critique an evening news broadcast for a Peruvian audience.
Students will be able to describe people and places using adjectives of
personal characteristics, size, and opinion.)
Lesson plans that address the areas of instruction that relate to the
standard. For a long unit, you do not need to include all plans; do
identify where the ones included fall in the unit timeline. In the rubric,
areas where lessons provide the evidence are boldfaced.
A list of unit resources - Create a list of resources that you used in this
unit plan. Take care to cite references accurately and to include internet
addresses, if used.
Use the rubric below as a guide to assure that the unit/lesson plans you
present allow for evaluation in the areas listed. Pay attentio n
to boldfaced cues as to how the Unit Plan can demonstrate some of
the elements but that sample lesson plans are needed for other
categories.
Rubric for evaluating your unit plan and lessons
Exceeds the Standards - 5 Meets the Standards - 4
Score: / 100
Below the
Standards 3-1
Overview statement
Overview statement
Overview statement
Comprehensive class
Sufficient class description. Insufficient class
description that can be used Identifies targeted class
description
to plan instruction. Includes with level, age group, some
school demographics,
information on learners.
description of the language
program, place of targeted
course within that program.
Goals in the Unit
Goals in the Unit
Unit is skewed to only
Plan balance all 3 modes (2 Plan include all 3 modes some skills or modes
for Latin) and plan
but without explanation of
addresses how this
choices
distribution is appropriate to
level of instruction.
Unit plan and lessons
Unit plan and lessons
Unit plan and lessons
Unit has strong unifying
Unit has theme(s) or topics Too much or too little
theme(s).
but not obviously bound.
planned for the unit and
its lessons
Strong evidence of logical Reasonable evidence of
"chunking" of new material dividing each topic into
to build a strong scaffold in "chunks" for lessons.
the lessons.
Objectives stated in terms of Most objectives stated in
Vague objectives at
measurable student
terms of measurable
the Unit and
outcomes at the Unit and
student outcomes at
Lesson levels
Lesson levels (Students will the Unit and Lesson levels
be able to... or I can
(SWBAT or I can
statements)
statements).
Unit Plan addresses all
Most national standards
Inadequate evidence of
national standards (the 5
addressed in the Unit Plan national standards in
Cs)
the Unit Plan
Students regularly
Students sometimes
Lessons built upon
encouraged to create with encouraged to create with repetition, rote,
the
L2. Every lesson includes
a communicative language
activity for which the
targeted modes are clearly
identified and instruction
aligns with best practices for
the designated mode.
Ample evidence that
materials and activities
support lesson objectives.
Source materials are
authentic; teacher-designed
organizers, work sheets,
group/pair set-ups are
supportive of the tasks.
Culture is taught
in lessons using the PPP
framework; perspectives are
emphasized so that cultural
values are highlighted.
Students have opportunities
to experience the culture
through realia or simulation.
Interdisciplinary activities
the L2.
Most lessons include a
communicative language
activity. The targeted mode
can be readily inferred from
the sequence of instruction.
manipulation of
language. Little evidence
of communicative
language activities
Sufficient evidence that
Insufficient examples or
materials and activities
connections
support objectives.
to lessons' concepts are
Reference made to teacher- not clear.
designed support materials
but they are not included in
the lesson plans.
Culture is taught
in lessons through
products and practices but
perspectives are not
sufficiently explored.
Culture in lessons is
taught as facts,
generalizations, and
differences.
Interdisciplinary activities Interdisciplinary
activities
Strong evidence
Possible links in lessons to Little or no evidence of
in lessons of planned links other curricula in the school interdisciplinary nature
to other curricula in the
can be inferred.
of lessons
school (e.g., curricula
guides)
Use of technology
Use of technology
Use of technology
Choice of technology used Choice of technology is
Choice of technology is
is clearly appropriate to the reasonably appropriate to questionable or no use
tasks in lessons; can aid
the task. Improves the
of technology
learning. Greatly improves quality of the lessons.
in lessons. Usefulness
the quality of the lesson.
is not clear.
Technology is used by
students in the conduct of
learning and performance
Written commentary
Written commentary
Clearly written with no errors Written with the type of
in mechanics
errors that indicate lack of
proofing.
Supports instructional
The conduct of most
choices in terms of theory
instructional activities links
and practice by explicit
with theory and practice,
description of those
but the plan does not
linkages.
include descriptions of
choices.
Written commentary
Not clear with several
errors
Instructional choices not
linked with theory and
practice.
I. B. Formal, Summative End-of-Unit Performance Assessment
Once you have identified: Standards, Theme, Goals and Objectives, present
the Performance Assessment you have designed for the end of unit. While
there may be assessments designed in various lessons, the requirement here
is for a Formal, Summative, Global Assessment that focuses on the larger
outcomes for the whole unit of instruction. Backward design asks you to do
this next; however, in our work for the course, we have approached this in
Module 10. So even if you haven't really proceeded in this manner, do place
the Assessment next in your project. You might want to use an IPA (Mod. 10,
Theme 5). You might want to explore the CARLA website which is rich in
examples of assessing the modes, culture, connections. Keep in mind:
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Introduction: Provide an introduction to the assessment that provides
insights into your thinking. Explain how your assessment reflects
student performance in terms of standards. In other words: students
should have to process meaning in order to successfully complete the
tasks and your evaluation should include more aspects of
communication than just linguistic accuracy.
Process: Begin by reflecting on the ways in which you should evaluate
what students know and are able to do as a result of your teaching of
the unit. Review the types of informal and/or formative assessments you
have in mind for students (e.g., a pre-test, homework assignments,
checklists, in class activities) that you will use to assess what students
know, to help them self-assess, and to help you determine where you
need to redirect your instruction. Review all unit objectives for topics,
language functions, and situations used. You may assume that these
informal assessments have been made. But you need only submit your
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formal assessment that addresses learning across several lessons. The
assessment must be one you designed yourself, not one prepared by a
textbook publisher or anyone else. It must include all three modes
(Interpersonal, interpretive, presentational). You must include the
evaluation criteria you will use for this assessment. For the purposes of
this assignment, you should focus on an integrative test or student
projects.
Products: Prepare your copy of the assessment as you would give it to
students including reading copy, prompts, items, etc. If there is a
listening section, please provide a summary of the script or attach the
recording if you are able to do that. Provide your instructor with
information that helps him/her assess your assessment! Provide an
answer key where appropriate as well as any criteria or rubrics you
would use to evaluate student work. In sum, this section of your
culminating project should include: Introductory commentary, a copy of
the assessment, and scoring criteria
Rubric for evaluating your formal assessment
Score:
/ 50
Exceeds the Standards - 5 Meets the Standards - 4
Below the
Standards 3-1
Assessment meets some of Assessment is
the criteria as
primarily achievement
a performance measure. It based and discrete
falls into
point
the prochievement model.
Assessment meets fully
criteria as a performance
measure for an end-ofunit. It is task-based,
summative, with
opportunities for divergent
responses.
All 3 modes of
At least 2 modes are
communication are
included and measured
included in the assessment appropriately
and appropriately
measured
Assessment includes
Assessment includes
measuring content in areas measuring content in
of cultures
areas of cultures,
and connections or
or connections or
communities
communities
Skills are
measured without
adequate context
Assessment
includes only skills or
communicative modes.
Criteria for scoring
appropriate to each task
Criteria for scoring
appropriate to some but
not all tasks
Criteria consist primarily
of scoring in terms of
right or wrong.
.B. Because of the length and complexity of the Final Project, you may wish
to submit it in a series of files so that none is too large (e.g., (a) Overview and
Unit Plan; (b) sample lesson plans/materials; (c) summative assessment.
However you submit, please label each piece clearly. Another alternative is to
submit as a PDF. Attach the files as you normally do. ALL FILES
ASSOCIATED WITH THIS PART OF THE ASSESSMENT SHOULD BE
SUBMITTED UNDER 'FINAL CULMINATING UNIT PLAN AND
ASSESSMENT.
II. Research Project. To demonstrate graduate level insights into The
content and conduct of research, choose one of the following projects. You
are welcome to consult with your professor for help in framing the topic.
Option A. Write a paper (at least 5 double-spaced pages) summarizing
research on a topic of interest that you would like to pursue beyond the
discussion in your methods textbook. You will want to establish the issue in
the context of second-language acquisition, pose the question you wish to
pursue, investigate in at least 5 sources, present findings, implications
and unanswered questions. For criteria for the paper, refer back to that
given for the paper in Mod. 6.
Option B. Prepare a classroom action project (based on the Donato
model in Mod. 10, Theme 6) to explore a perplexing question you have. You
would need to do the first two parts of the action plan (thinking, acting) that
would take you to the point of carrying it out. Of course, you can't gather data
or reflect on it in the time frame of the course. Research, in terms of a
literature search, on the topic should be included as part of the thinking
process.
Option C. Prepare a case study on a teaching issue that you have been
experiencing. It could be about a teaching approach or technique you want to
explore, about teaching in one of the standards areas, or about school issues
such as dual level classes, block scheduling, The case study can focus on a
group of students or a class you have. Describe the circumstances,
demographics, student characteristics so that the reader has the flavor of the
situation. Look at relevant research that already exists on the topic as part of
your plan. Discuss the circumstances, problems, resolutions, reflections that
you want to share about how the topic is playing out. Your methods text
contained a number of short case studies at the end of many units.
WORK FOR THIS PART OF THE FINAL ASSESSMENT SHOULD BE
SUBMITTED UNDER 'RESEARCH PROJECT'.