- LESSON PLANS: (Writing LP due on Tuesday, February 17; Reading LP due on Monday, April 5)
This assignment consists of preparing two well-written, detailed plans, one for teaching an ESL/EFL writing class and another for an ESL/EFL reading class. Formats for the lesson plan can vary and will be discussed in class on Monday, January 12th. The plans should include the following parts: Teaching objectives, lesson warm-up, introduction to the teaching point, presentation, practice, evaluation, and application. The plans should also include all materials needed to carry out the lesson.
See the separate Lesson Plan Grading Criteria Form used for grading.
- TEXT REVIEWS: (Due Wednesday, February 11; Wednesday, April 7)
This assignment consists of writing two textbook reviews of about 500 words each (2-3 double-spaced, typewritten pages) of the quality and nature that could be published in a professional journal. The reviews should make clear what the contents of the book are as well as its strengths and weaknesses. Copies of texts can be checked out from the ELC Resource library from Joyce. The first review should focus on the skill of writing while the second review should focus on reading.
It is recommended that you check recent text reviews published in the Journal of Second Language Writing, Modern Language Journal, TESL-EJ, TESL Reporter, TESOL Journal, TESOL Quarterly or any other acceptable publication to identify the submission requirements and to see what a good review consists of.
See the separate Text Review Evaluation Criteria Form used for grading.
- CLASS OBSERVATION/MENTORING/TEACHING JOURNAL: (All logs are due on Monday, April 12, but can be submitted when you have completed it.)
This assignment involves working closely with an ESL reading and writing class at the English Language Center (ELC). A minimum of 15 hours of observation, mentoring, or teaching is required. The observation/mentoring/ teaching journal gives you an opportunity to reflect upon what you have seen, done, and learned. It is not intended to be an evaluation of what you have seen or done. Have the cooperating teacher you work with complete a feedback form.
The observation journal entries should include a description of the:
- reading or writing teaching objective(s)
- reading or writing skill presented
- nature and sequencing of the practice activities
- error correction strategies used
- the techniques/strategies you would like to try yourself
- the techniques/strategies you would change
The mentoring journal entries should include a description of the:
- activity you participated in with an ESL learner
- benefit of the interaction to the ESL learner
- benefit of the interaction to you
The teaching journal entries should include:
- your teaching objective(s)
- your presentation strategy(ies) of the reading or writing skill
- the type and sequencing of the practice activities
- how you corrected errors
- your self-reflection of the lessons, including successes and challenges
- what changes you would make if you could teach the lesson again to the same class
Make all entries chronologically in the journal, but indicate whether it is from an observation, mentoring session, or teaching opportunity.
See the separate Observation/Mentoring/Teaching Journal Evaluation Criteria Form used for grading.
- TAKE-HOME MID-TERM EXAM: (Distributed Wednesday, February 18. Due on Monday, February 23)
The exam will cover material discussed and presented during the first 7 weeks of the semester. Even though the mid-term is a take home exam, no books or written material are allowed while taking the exam.
- TAKE-HOME FINAL EXAM: (Distributed Monday, April 12, Due Monday. April 19, 2:30 PM.)
The final exam is comprehensive. Even though the final is a take home exam, no books or written material are allowed while taking the exam.
- RESEARCH PAPER: (Due Wednesday, April 21, 11:00 a.m.)
The research paper for this course is to be a critical analysis of one of the principles we discuss in class or an action research project testing one of the principles discussed. The purpose of the paper is to provide you with an opportunity to explore a particular method or technique in greater detail.
The paper should be 12-15 double-spaced, typewritten pages (including references). Please use the APA format for documenting the paper and listing the references. NOTE: All papers are expected to follow APA format. NO paper with formatting problems will receive a grade higher than an A-.
See the separate Research Paper Evaluation Criteria Form used for grading.
SELF-REFLECTIONS: You will note that ALL assignments require that you complete a self-reflection. The purpose is to have you reflect on what you have learned from completing the assignment. I am not interested in having you give yourself a score or a grade, but I am interested in reading a short, reflective piece explaining how you believe you have benefited from the assignment. All self-reflections should be submitted with your assignments on the appropriate due dates.
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