The

University of Georgia
Language and Literacy Education Department
TESOL & World Language Education

LLED 4530/6530: Introduction to Elementary and Middle School World Language Education: Observation &
Reflection for Practice

Instructor:


Lou Tolosa-Casadont
Email address:

ltolosacasadont@gmail.com
Office:


Aderhold 306C
Office hours:

By appointment
Other communication:
via eLCNew or regular email
Course day/time:

Mondays 4:40-7:25 (Aderhold 119)

Required Text:
Curtain, H. & Dahlberg, C. A. (2010). Languages and children: Making the match, 4th edition. Boston, MA:
Pearson. (Represented by (C+D) in the syllabus)
Buttner, A. (2007). Activities, Games, and Assessment Strategies for the Foreign Language Classroom.
Larchmont, NY: Eye on Education. (Represented by (B) in the syllabus)

Suggested texts and other materials:
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful Web tools for classrooms. Thousand
Oaks, CA: Corwin. ISBN: 9781412977470
See Standards links in LP template below

Supplemental Materials
Additional required reading and resources will be posted on eLCNew or handed out in class.

Nametags: Athens Stamp and Engraving - https://local.yahoo.com/info-13778198-athens-stamp-engraving-co-
incorporated-athens

Course Description
Throughout this course, by means of readings, discussions, personal experiences, and other communications,
teacher candidates will construct and begin to select the most effective and efficient ways of teaching, planning,
and developing curricula at the elementary and middle school levels that best match their teaching style while
embracing multiple intelligences and learning styles that might challenge their personal teaching styles.

Class format
Workshop style with an emphasis on hands-on activities (individually, in partners, and in groups); some lecture
and guest speakers too.

Course Objectives
Teacher Candidates will be able to
1. demonstrate an understanding of cognitive and language and literacy skills development at the
elementary and middle-school levels through curricular development, planning, original materials and
activities creation, as well as through teaching at the elementary school level
2. use the ACTFL and GA standards as guides towards creating and implementing communicative and
proficiency-oriented lesson plans and curricula
3. reinforce, enrich, and teach elementary and middle-school content areas through the medium of the
target language (TL)
4. utilize a repertoire of strategies for teaching reading, writing, listening, and speaking in the TL
5. use a variety of formal as well as informal assessment techniques to measure proficiency achievement in
the TL


6. employ a variety of classroom management techniques
7. effectively use technology in the ES WL classroom

Course topics
1. Characteristics of the K-8 world language student
2. Planning, curriculum development
3. Relationship between 1st and 2nd language acquisition in children
4. Content-based learning linking WLs to other subjects
5. Bringing the world into the WL Classroom
6. Assessment and Evaluation
7. Classroom management (creativity, motivation, meaningfulness)

Course Grades
Attendance, in-class participation, (pop-)quizzes, & HW

10%
Internet Exploration






10%
Micro-lesson/feedback/personal reflection (individual)

15%
Teaching practicum (Thematic Unit & LPs)



40%
ES Formal Reflections





25%
TOTAL
100%

EXPLANATION OF GRADES

MICRO-LESSON1

Over the course of the semester you will individually prepare and teach ONE micro-lesson (15 minutes) to your
peers and instructor in you target language. [MAT Ss only: You will teach TWO micro-lessons instead of one.
Both micro-lessons will require the use of technology in some form]. You are responsible for planning the lesson
and creating the materials needed to execute it. You will teach this lesson as if your classmates and instructor
were your students; therefore, you must bring all materials needed in order for your students to participate. The
day of your presentation, PLEASE arrive to class early so you can get set up and discuss presentation order with
the other presenters. Before you start your lesson (this is the only time you will speak in English) you will tell your
audience what the intended age group for the activity is (any age group between P-8 is OK), so they can
determine how appropriate your lesson plan is for that age group. After your presentation there will be time for
questions and answers (two minutes max.) followed by time for the class to provide formative feedback (in
writing anonymous 1 minute).

Micro-Lesson Reflection:
- Collect all feedback, take it home, and read it
- Type out the feedback you received from your peers
- Write a one-page reflection on your own teaching. You may include answers to the following questions:
a) Why did you choose the topic?
b) How did you plan for it?
c) Why did you decide to do the activities you did?
d) How did it go for you (Were you well prepared? Confident? How were your language
skills? Were you nervous/relaxed? etc.)
e) Would you change it if you were to teach it again? If so, how?

You will submit your one-page reflection AND your peer-feedback the Sunday after you present by midnight
(dates will vary depending on your presentation).

This lesson does NOT require the use of the LLED LP form. Youll find the rubric for this activity in APPENDIX A.


3
Please remember that this is your time to try things out, make mistakes, ask questions, share concerns, and to
be as creative as you want to be! This is your time to gather and use tools that you will implement while in this
program and in the near future as a professional WL educator. Enjoy the project!

INTERNET EXPLORATION

For this presentation you will:

1. Find a webcam that allows you to see a city in which your TL is/was used/spoken (i.e.,
http://www.earthcam.com/france/paris/)
2. Find 5 sites that youd use when teaching your WL

On 10/20 you will share your sites with the class. You will have ten minutes to do so. During your presentation,
please explain why you chose these sites and how you would use (or have used) them in your classroom. Please
come to class early enough to open up your sites and to make sure everything is working well.

After the presentation, please type up a list of the sites (6 total) with clear descriptions of what they contain and
how they could be used in a world language classroom either to teach the language and its culture, or to teach
about other subject matters using the WL (to be turned in via eLC on 10/22 by midnight).

TEACHING PRACTICUM (lesson plans & thematic unit)

LESSON PLANS (LP)2 As part of your fall practicum, you will be teaching FOUR 45 minute lessons in an assigned
local elementary school twice a week and observing/giving feedback to your partner when s/he teaches his/her
four 45 minute lessons. These lesson plans will work in tandem with your partners four individual lesson plans.
All eight LPs will be designed to support the thematic unit (TU) created as a collaborative project with your ES
teaching partner. This month-long TU will inform and guide your teaching and your four individual lesson plans.
The lesson plans are samples of individual work and will take into consideration the information presented on Ch.
1 & 6 (in Curtain and Dahlberg, 2010), as well as the pre-established LLED LP format (detailed guidelines below).

LP DUE dates:
LP
First draft in class
Final Draft (via eLCNew mail) by MIDNIGHT
1 (practice LP)
08/25
08/27
2
09/08
09/10
3
09/22
09/24
4
09/29
10/01

When creating your LPs consult C+D Ch. 1 & 6 often and keep in mind and include (when needed) the following
essential elements:
1. Age group characteristics (interests, attention span, expectations), and cognitive development (C.1
keep in mind)
2. Elements of the daily plan see p.174 (C+D) for details include
3. Observable VERBS when stating objectives emphasizing observable outcomes see p.168 & p. 173 (C+D)
for details include

You will find the rubric for this activity in APPENDIX B


LESSON PLAN TEMPLATE

Unit Title:

Lesson Title:

LP number (A or B? i.e., are you teaching 1st (A) or 2nd (B):
Your Name & Phone Number, and the name of your partner in parenthesis:

Homeroom Teachers name and email address:

Language you teach:

Language Level (please differentiate between NSs (= native speakers) or HLLs (heritage language learners)
and other language levels such as novice low, mid, etc.:

Grade level:

Classs Date:

Classs Time:

Modern Languages National Standards (ACTFL)
http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdf

Classical Languages National Standards (ACA & APA)
http://www.aclclassics.org/uploads/assets/files/Standards_Classical_Learning.pdf

Modern & Classical Languages GA Standards Addressed
https://www.georgiastandards.org/standards/pages/browsestandards/modernlanguagelatin.aspx

GA Health Standards K-5:
https://www.georgiastandards.org/standards/Pages/BrowseStandards/HealthEd_K-5.aspx

LESSON OUTCOMES or PERFORMANCE OBJECTIVES (this is just a title) Performance Objectives should
always describe a minimum of two elements: 1) who should achieve the objective (i.e., The Ss), and 2) what
the person(s) should be able to do/perform (i.e., will be able to please use OBSERVABLE verbs when
writing objectives such as: say, point at, repeat, sing, and react to a command physically, and more. Please do
NOT use verbs such as: think, understand, recall, know, comprehend, and the like). Please write your
language and culture/content objectives below; no need to write anything here.

Language Objectives: Example: Ss will be able to orally name (observable) five words related to the house
and its surroundings (quantifiable) when the T points at the objects or shows a picture of the items. House &
Family items: domus, villa, culina, impluvium, and latrina.

Culture/Content Objectives: Example: Ss will be able to greet (observable) the T using the formal greeting:
Wie geht es Ihnen? and each other using the informal greeting: Wie gehts?

Materials (e.g., texts, handouts, www, PPTs, etc. please be sure to submit ANYTHING that can be submitted
electronically with this lesson plan. Also include any online links. Thank you!):
PPT (attached)
Pictures (attached)

5
Bingo game (template attached)
Video: Kirikou et la Sorcire

Lesson Outline
Include Time Estimates for Each Section (x min)
ATTENTION: For ALL activities in this LP (starting w/the warm-up and ending with the assessment) please
CLEARLY state which language you plan to use (i.e., TL or Eng)
Warm-Up (x mins): The warm-up usually lasts 5 minutes and it goes over something that the Ss already know
(review) or something that challenges the Ss to guess or think about (prepare for) whats coming up next
(intro & acts).
Introduction (x mins): Here, the T introduces the new concepts in a brief way. Ss dont need to have a full
grasp of the information but they need to have a good idea of whats going to happen today in class.
Activities/ Procedures (total x mins): Here is where the lesson develops. T can include as many activities as
necessary. It is important to plan a few extra activities just in case something doesnt go as planned.
Closing Activity (x mins): This activity wraps up the lesson. Nothing new is introduced. It lasts about 5
minutes.
Assessments/ Evidence of Learning: T plans ways to make sure his/her Ss comprehend what is being taught.
Assessment can be formal or informal, formative or summative. T may include more than one assessment
tool each day. Please correlate the assessment to specific activities included in the activities/procedures
section.
Differentiation: Here is where the T plans for all Ss, those who move very quickly and those who need extra
work/help.
Other special considerations: i.e., enlarged texts, different set of flashcards, extra work for independent
work
Follow-up/Homework (as needed):

Teachers reflections (for future use): If the lesson went well and you would like to use it again in the future,
here is where youd include thoughts for future use (i.e., be sure to magnetize posters, OR laminate
cards could be the type of comment T would include here).

MONTH-LONG TU3 Sample TUs shared in class and chapters 1 and 6 in C+D will aid you and your partner in
writing your TU for the elementary school (ES) experience. Please read the following information carefully before
you begin designing it.

Important reminders when developing your TU:
2. Use concepts from C+D Ch. 1 and 6;
3. Keep in mind:
a. The age group(s) with which you will be working, and their cognitive developmental
characteristics (i.e. attention span, MIs, LSs, etc.)
b. Your students language level (which will most likely be novice-low or novice-mid unless you have
HLLs or NSs) and the length of your class period (45 minutes each time you meet with them)
4. Brainstorm TU content by following the guidelines mentioned on C+D pp.165-166 before you actually
begin developing it
5. Work as a team with your partner exchange ideas, thoughts, and strategies and ways in which you can
implement your ideas. Consider the materials you will need for the whole TU. Discuss concerns,
classroom management tips/ideas, and discrepancies. Keep in mind that most ideas are good ideas even
if they do not make it into the final TU. Exercising your brain in this way will help you become more
creative, and more willing to try out new ideas. Additionally, it will give you an opportunity to think
broadly about language teaching looking at the big overall picture
6. Think about the language students will need to learn and practice in order to achieve your overall goals
7. Consider what types of activities you will employ in order to make communication possible
3

Youll find the rubric for this activity in APPENDIX C


8. Foresee materials that you will need to develop for the whole TU and try to prepare them ahead of time
9. Begin with the end in mind i.e., think about the final goal/culminating activity for the TU before you
begin designing it (this is known as backwards design)

When developing your TU you will:
a. integrate other school subjects (C+D p.150);
b. integrate students interests appropriate for your Ss age group (C+D Ch.1);
c. include emotions, relevance, and a rich context (C+D p.150);
d. contextualize it; language in context makes sense and it is retained better (C+D p.151).


THEMATIC UNIT TEMPLATE
(Instead of THEMATIC UNIT TEMPLATE, please include your TU OVERALL THEME/TITLE here)

CO-TEACHERS NAMES & PHONE NUMBERS:
NUMBER OF SS IN THE CLASSROOM:

HOMEROOM TEACHERS (HT) NAME & EMAIL
LANGUAGE LEVEL(S):
ADDRESS:
SCHOOL (name, address, phone number):
SS AGE GROUP:

DAYS & TIMES IN WHICH THE CLASSES ARE HELD:
SS GRADE LEVEL:

GENERAL DESCRIPTION OF STUDENTS: IN YOUR OWN WORDS, please write a clear yet succinct description
of age groups cognitive and developmental levels as well as other characteristics of the age group for which
the TU is designed (such as but not limited to: students interests based on age-group; a consideration of
energy-levels for this age-group and time of day in which the class will be taught, student cognitive needs
such as: attention span, possible multiple intelligences, learning styles, and experiential backgrounds such as:
rural, urban, to name a few). This information is useful, because as we have discussed in class, observing
students needs aids with classroom management, motivation, and overall interest in your class. Additionally,
knowing who your students are helps with planning (what and how to teach it).
GENERAL DESCRIPTION OF UNIT: In this section you will include an overview of the unit. You will re-state the
units name and relate its main outcomes (assessment).

UNIT NAME:
DESCRIPTION (please include):
Overall Standards for the UNIT: a list of the main GA and NATIONAL standards that will be addressed
in it (please name them clearly)
Overall Language Performance Objectives for the UNIT: the overall language performance objectives
stating them as indicated for LPs (i.e., By the end of this unit, Ss will be able to - please remember
to make these objectives OBSERVABLE)
Overall Culture/Content Objectives for the UNIT: the overall content and culture objectives stating
them as indicated for LPs (i.e., By the end of the unit, Ss will be able to - please remember to make
these objectives OBSERVABLE)
General Related Areas of Study for the UNIT: connections to other subject matters appropriate for
the grade level you will be teaching (for example: Math Ss will use EUROS for purchases. Ss will add
up the prices of certain school materials and count their money to find out if they have enough to
purchase all of them, if they dont, Ss will have to take out/subtract objects from their final purchase
until they have sufficient EUROS to pay for the transaction)
Final Culminating Assessment for the UNIT: a description of the proposed (doesnt have to remain
the same once you begin teaching; i.e., things might make you change your final assessment but
having one in mind at the beginning will simplify planning for you) culminating activity (final
assessment that will bring the unit to closure i.e., what do you expect the children to be able to do
after 7 lessons in the TL? How are they going to demonstrate this knowledge?). Examples of this are:
songs, mini-skits, art display, written document, poster (show & tell), murals, among many other
ideas. Teaching groups may earn a maximum of 10 extra points when creating and including a rubric
for the final assessment.
MORE DETAIL (zooming into the unit) In this section, please include the following information:
1. List of topics & Essential Questions per lesson. For example:
o Lesson#1A
TOPIC: Greetings and Introductions
Rationale: G2 Ss are entering Piagets concrete operational stage at this age. Thus, they
appreciate hands-on, applicable activities, and interactions. By introducing themselves and
asking each others names using the TL, the Ss will apply what they learned through their
interactions with classmates

ESSENTIAL QUESTION(S) or EQ(s): How do we say hello, my name is, and goodbye or bye
in [the TL]?
Lesson#1B
TOPIC: Greetings and Introductions (review)
Rationale:
EQ:
Continue adding topics, rationales, and essential questions until you reach Lesson#4B

o

Please understand that you ONLY need to include TOPIC names not a list of the activities you plan to do each
day you meet with your students at the ES.

RATIONALE explanation: Based on the readings for the class, the GA and ACTFL standards, and conversations
with your ES Homeroom Teacher (HT), please include a brief rationale explaining why you chose each topic.
You may base this rationale on cognitive development, characteristic of the age group with which youll be
working, motor-skills, language ability, time of day, etc.


ELEMENTARY SCHOOL PRACTICUM FORMAL REFLECTIONS
Every week you teach at the elementary school (ES fall practicum), you will be asked to turn in a one page formal
reflection. All formal reflections will be turned in on Sundays via eLCNew email (topic details below). When
writing your formal reflections please connect your ES experiences to readings from our course (dont force
connections if you do not see any).

WK #1 Reflect on your experiences with classroom management at the ES
WK #2 Reflect on how your relationship with your Ss impacts your classroom (does it aid with classroom
management, and student behavior? Does it encourage students to learn from you? Does it motivate students to
achieve and succeed in your class?)
WK #3 - Create a picture of yourself by answering the following questions:
a. Who am I as a teacher?
b. Who do I want to be as a teacher? Am I happy with the teacher I am right now? What would I like to
change (if anything)?
c. When I am teaching at my best I am like
d. What and Why do I teach? (i.e., what are my reasons for being a teacher?)
e. How do I teach?
f. What are my strengths?
g. What are my weaknesses?
h. Am I aware of my weaknesses in order to build on my strengths to compensate for my weaknesses?
WK #4 Evaluate your overall ES experience. What have you gained from your teaching experiences thus far? (If
desired, you may compare your ES experience to your MS/HS experience so far)


APPENDIX A

MICRO-LESSON

Micro-lesson rubric




Name: ______________________________
LLED 4530/6530




Instructor: L. Tolosa-Casadont

PRESENTATION










Total points per section
1. Organization and overall presentation

a. Well organized (all materials ready to go)



(5 pts)



b. Unorganized






(0 pts)
/5 pts

2. Presentation mechanics
a. Arrived early to set up





(5 pts)
b. Presented within the 15 minutes allotted



(5 pts)
c. Used the target language





(5 pts)
d. Brought materials for all students




(5 pts)
e. Shared the age group/language level with the class (in English)
(5 pts)

f. The presentation progressed fluidly




(5 pts)
/30 pts

3. Presentation -- development









a. Appropriate use of the methodology/technique


(10 pts)
b. Activities appropriately developed for targeted age group

(10 pts)
c. Activities appropriately developed for targeted language level
(10 pts)
/30 pts

FEEDBACK

4. Feedback compilation and personal reflection





/35 pts
___________________________________________________________________________________________

Total










/100 pts

Additional comments:


APPENDIX B

LESSON PLAN

Lesson Plan rubric




Name: ______________________________
LLED 4530/6530




Instructor: L. Tolosa-Casadont

Mechanics ( pt each)









1. Unit Title
2. Lesson Title/Topic
3. LP number (A or B?)
4. Your name, phone number, and your co-teachers name)
5. Homeroom Teachers Name and email address
6. Course Language
7. Language Level


8. Grade Level
9. Classs Date
10. Classs Time












______/5 pts

Standards
11. Standards Addressed (national, GA, and other standards as needed i.e., health) ______/3 pts








Lesson Outcomes or Performance Objectives (15 pts each)
12. Language Objectives



13. Culture/Content Objectives






______/30 pts

List of Materials








______/1 pt

Attached Materials (all electronic materials included? All www included?)

______/5 pts

Lesson Outline








14. Warm-up



(7 pts)
15. Introduction


(4 pts)
16. Activities/Procedures

(20 pts)
17. Closing Activity


(5 pts)
18. Assessment/Evidence of Learning
(10 pts)
19. Differentiation


(10 pts)



______/56pts
___________________________________________________________________________________________

TOTAL








______/100 pts

Additional Comments:

10

11

APPENDIX C

THEMATIC UNIT

Thematic Unit rubric



LLED 4530/6530





The TU contains the following:

Mechanics ( pt each)



1. Co-teachers names & phone number
2. School (name, address, & phone number)
3. HTs name & email address
4. No. of Ss in the classroom
5. Language Levels
6. Ss age group
7. Ss grade level
8. Days and times in which class is held

Name: ______________________________
Instructor: L. Tolosa-Casadont

_________/4 pts

General Description of Students
The description includes the following elements:
a. A clear yet succinct depiction of age-groups cognitive and developmental levels (15 pts)
b. At least one additional characteristic of the specific group with which youre working (5 pts)
_________/20 pts
General Description of Unit
This description includes the following:
a. A list of the MAIN (GA and ACTFL) standards




(5 pts)
b. TUs overall language performance objectives (clearly stated and observable) (10 pts)
c. TUs overall content/culture objectives (clearly stated and observable)
(10 pts)
d. A list of related areas of study with a clear rationale behind each one

(10 pts)
e. A description of the (proposed subject to change) TUs final assessment (culminating activity) (5 pts)

_________/40 pts

More Detail (zooming into the unit)
This section will include:
a. A list of the FOUR topics included in the TU (x2 pts. each)


(8 pts)
b. Clearly stated rationales per topic (4 topics MAX. x5 pts. each)

(20 pts)
c. List of essential question(s) per lesson




(8 pts)

_________/36 pts

An attempted rubric will provide the group with a maximum of 10 extra points.
EXTRA POINTS?

+ _________
_______________________________________________________________________________________

TOTAL:








_________/100 pts

Comments: