FOREIGN LANGUAGE TEACHING PRACTICUM

Planning Sheets

A. Overview and Rationale:

In rural areas such as Giles County, the resources available to the school system and the community at large are often limited. Many times, there is also a lack of awareness of the world beyond our own boundaries and a lack of exposure to other cultures. Expanded opportunities are not always available to our students and students rarely have the chance to apply what they have learned in a practical way, especially in the area of foreign languages. The members of the Foreign Language Department at Giles High School believe that students need to begin their language study at an earlier age than they do now. Students at the highschool level also need to develop an awareness of community needs and to realize that they can have a part in meeting these needs. In order for older students to have the opportunity to review and apply what they have learned and for younger students to be able to learn foreign languages at an earlier age, a class in which students from the high school will go to the elementary schools to teach foreign languages has been developed. This class will also give the older students a chance to explore the possibility of teaching as a career.

In addition to applying their foreign language knowledge and skills, students will practice and refine their skills in organization, oral and written communication, and research. They will learn to work as part of a team, to set goals and carry them out, and to irnprove their lesson plans and their implementation through reflection. This will be an ongoing project that will take place throughout the school year and that will allow students to apply their knowledge of art, language arts, world history, and foreign languages.

B. Courses and Units:

Foreign Language	vocabulary, grammar, speaking, and pronunciation
Art	the history and making of crafts
Language Arts	public speaking, material organization, detail, outlining
History	important dates, traditions, historical events, and holidays of foreign countries

C. Goals, behaviors, and assessment

Goals (know, understand)	Behaviors (action verb list)	Assessment Instruments
FOREIGN LANGUAGE: know old vocabulary know new vocabulary know basic grammar know correct pronunciation understand the model for Giles County teacher planning know how to develop lessons and teach to objectives	FOREIGN LANGUAGE: recall previously-leamed vocabulary identify new vocabulary, as needed review and clarify grammar, as needed demonstrate correct pronunciation and knowledge of pronunciation rules for new vocabulary develop strategies for teaching new vocabulary plan lessons using the model for Giles County teacher planning develop and teach to objectives	FOREIGN LANGUAGE: observation checklist for vocabulary knowledge observation checklist for grammar usage observation checklist for pronunciation portfolio lesson plans rubric for student developed plans observation of presentation with rubric for plans
ART: know origins of crafts understand how various crafts are produced	ART: explain origins of crafts to elementary students produce one or more crafts	ART: short essay on origins of crafts rubric for product assessment
LANGUAGE ARTS: understand the basic tenets of public speaking understand how good organization contributes to successful teaching know how to outline in detail	LANGUAGE ARTS: model correct presentation skills demonstrate nbsp;organizational skills in planning and presentation of lessons develop detailed outlines of lesson plans	LANGUAGE ARTS: role play with video taping for assessment and improvement rubric for public speaking observation by and rating of peers, classroom teachers, and administrative personnel rubric for plans jourmal for self-evaluation of planning and implementation videotape of actual teaching for evaluation and improvement rubric for plans (as above)
HISTORY: know specified dates understand and appreciate background of cultural material understand differences in traditions	HISTORY: relate appropriate dates to elementary students demonstrate knowledge of cultural background during presentation compare and contrast traditions of target country with ours during presentation	HISTORY: rubric for historical knowledge observation checklist for presentation

D. Activities

List student activities step-by-step in chronological order.

Classroom Activities (including reflection activities)

Out-of-classroom Activities (including surveys, requests for resources, etc.)

lecture and discussion about class expectations personal assessment activities (includes guest speaker) team-building workshop with guest speaker guest speaker lecture and discussion of target group characteristics, age-appropriate activities, and what to avoid group brainstorming and discussion of subject matter to be taught and materials and media to be used (ongoing throughout the year) lecture and discussion of Giles County planning model collaborative group work for planning and solving any problems that have been identified role-playing for practice and critique of lesson plans preparation of materials and media basic skills review, as needed cultural research practice presentation self-evaluation after each lesson for class-discussion purposes ongoing peer assessment

(to be done following step 4 in left column) school observation of target group to identify potential problems (to be done concurrently with step 11 in left column) cultural research (to be done following step 12 in left column) actual teaching of lessons with analysis and evaluation after each lesson is taught to identify and address any problems with lessons or behavior

E. Project Extension

Selected Objective(s):

• use technology to develop graphic materials for use in teaching
• gain awareness of available community resources and how to use them
• gain life-long problem-solving and teamwork skills
• involve elementary art teachers in craft projects
• develop a written project with the potential for use in further instruction based on reflection