syllabus


 * EDUC 458P: SPECIAL METHODS LANGUAGE**

Required Textbook: Curtain, H. & Dahlberg, C.A. (2004). //Languages and Children: Making the Match//. Boston: Pearson

Objectives: Students will be able to compare their own language experiences with experiences discussed in the text book. Students will be able to plan, implement, and evaluate a meaningful unit for use in elementary foreign language instruction. Students will be able to create a wiki of resources to be shared with future students and parents. Students will be able to design a cart to be used by a FLES teacher.

Grading

Grading scale: A 180-200 points B 160-180 points C 140-160 points D 120-140 points F 119 points or less

Projects 1. // Chapter reflections (R) and tasks (T) // – 60 points (15 x 4 points) Reflections || The reflection is lacking details and depth. It shows only a superficial reading of the chapter(s). || The reflection shows an in-depth understanding of the issue presented. It shows detail and depth, with references to the text. || Tasks || Task is partially completed. || Task is fully completed. ||
 * || ** 2 point ** || ** 4 points ** ||

2. // Design a cart // – 10 points
 * Draw a sketch of what your cart would look like.
 * Give a brief explanation for each item you placed on the cart.

Points to address while designing cart:
 * Not all classroom teachers have CD players or iPod docking stations.
 * You are not able to access the white board in every classroom.
 * What can materials can you put on the cart for when students finish an assigned task at different rates?
 * Not all classroom teachers have extra materials to share (ie: pencils, crayons, markers, etc.)
 * What if a student asks you how to say a word in Spanish and you do not know the word?
 * Where will you keep your lesson plan and grade book?

3. // Write a thematic unit // - 110 points Required elements of unit:
 * Thematic web
 * 10 lesson plans (5 expanded, 5 lessons with objectives only)
 * 3 assessments: can-do statements, informal assessment, formal assessment

Thematic web of a West Des Moines FLES unit/own unit, with 1 original idea (5 points)

5 expanded lesson plans (15 points per lesson plan): Choose 5 tasks from chapter reading assignments that will be included in the 5 expanded lessons: 5 lesson plans without activities (2 points per lesson plan):
 * Objectives will be written as content, culture, or language objectives.
 * Standards addressed in the lesson are listed and linked to the activities.
 * A list of materials is included.
 * Vocabulary to be taught in the lesson is written out.
 * The lesson will be divided into: anticipatory set, procedure, and closure.
 * Magic Box activity using the Natural Approach to introduce vocabulary
 * Information gap activity
 * Interpersonal activity
 * a fantasy experience
 * math skill reinforcement
 * TPRS
 * use of a video
 * use of a song
 * Demonstrates a logical sequence for teaching objectives for unit.
 * Includes all objectives not covered in expanded lesson plans.

Assessments: 4. // Create a wiki // - 20 points
 * Modify/create can-do statements for your unit. (5 points)
 * Creates an informal assessment. (5 points)
 * Creates a formal assessment. (10 points)


 * Personal info on home page (3 points)
 * Languages in the News: 3 quotes, 3 articles (5 points)
 * Music resources: at least 3 links to songs/dances (6 points)
 * Video resources: at least 3 links to videos (6 points)

Notification of Participation in College Sanctioned Events: Mock Trail participants, choir tour participants, athletes, and others who must miss a class for participating in a college sanctioned event are expected to notify me in advance and complete work including tests in advance of the absence. It is the student’s responsibility to communicate with me in advance regarding his/her absence and to determine a schedule for make-up work.

Plagiarism and Other Academic Dishonesty: Plagiarism and cheating of any form are serious offenses and may result in an F for the assignment, the course, or expulsion from the college. The details of Central’s Academic Integrity policy are found in the Student Handbook, on the web. A copy will be sent to you via email during the first week of the semester. It is your responsibility to read and understand the contents of that policy before you submit work to be graded. Questions regarding the policies and enforcement of the policies may be addressed to me during class or during office hours.

Disabilities Statement: Central College abides the interpretations of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that stipulates no student shall be denied the benefits of an education “solely by reason of a handicap.” Disabilities covered by law include, but are not limited to, learning disabilities, hearing, sight, or mobility impairments, and other health related impairments. If you have a documented disability that may have some impact on your work in this class for which you may require accommodations, please see me and Nancy Kroese, Director of Student Support Services and Disabilities Services Coordinator, (x 5247) during the first two weeks of the semester so that such accommodations may be arranged.