ClassifierAmount

ClassifierUsage
Attire/
Presentation

Delivery

4
Excellent
Demonstrates the use
of 3 classifiers in
video
All classifiers were
used correctly

3
Good
Demonstrates the
use of 2 classifiers in
video
Most classifiers
were used correctly

2
Satisfactory
Demonstrates the use
of 1 classifier in video

1
In Progress
Does not demonstrate
classifiers in video

Few classifiers were

used correctly

No classifiers were
used correctly

Student has
demonstrated all of the
following:
Neutral background
Gum chewing
Solid color shirt in
contrast to skin color
-Communicates with
fluidity and confidence
-Demonstrates accurate
idea/clear message

Student has
two/three of the
following:
Neutral background
Gum chewing
Solid color shirt in
contrast to skin color
-Communicates with
fluidity and
confidence most of
the time
-Accurate ideas/clear
message most of the
time

Student has one/three

of the following:
Neutral background
Gum chewing
Solid color shirt in
contrast to skin color

Student has None of

the following:
Neutral background
Gum chewing
Solid color shirt in
contrast to skin color

-Communicates with
fluidity and confidence
for part of the time
-Accurate ideas/clear
message a limited
amount of time

-Does not communicate

with fluidity or
confidence
-Unable to sign
accurate ideas or a
clear message
Total:

Pts.

Reflection
Part one: Lesson Adaption
Adapting this lesson to fit the needs of a post-secondary classroom or elementary age level classroom would be easy to do. Examples of how this
lesson would be adapted are as follows:
Post-Secondary: By lengthening the homework assignment to include more classifiers and a greater length of video, this assignment will be more
challenging for the post-secondary thinker. As far as my teaching lesson during class time, this particular assignment is interchangeable for a
secondary/post-secondary classroom.
Elementary: Usually an elementary age level does not take home assignments everyday. Because of this, I would not assignment them a homework
assignment but I would create a separate activity in class the next day to assess the knowledge they took away from the class period before. For
elementary students, I would not overwhelm them with too many classifiers. I would teach them how to use 3 different classifiers (for example, only
showing them examples of CL:1, CL:2, CL:3 for the day). I would also switch out the pictures to use for the activity to use simple shapes and
concepts instead of the more dynamic and intricate pictures I have for the secondary and post-secondary students. Before leaving the classroom I
would have the students give me an exit-ticket tell me one example of any classifier they learned that day, and leave that as the assessment for the
day.
Part two: Analyze and Support
Breaking this lesson plan down into three sections that make up my overall structure include lecture, activity, and homework (or assessment). The
reason being that secondary education has students who are capable of completing homework assignments, are cognitively able to sit through a
partial class lecture, yet are needing to be engaged to utilize a more total physical method in class. In creating the activity for the second half of class
this not only supports the lecture and gives the students a more hands-on way of retaining the information, but it also is a way to apply the
knowledge they just received. A SLA theory that supports this lesson is the information-processing model. This model focuses on the gaining of
knowledge within a language. As it says on page 108 in How Languages are Learned, we see second language acquisition as the building up of
knowledge that can eventually be called on automatically for speaking and understanding. To me, we cannot expect students to try and practice the
language with others without for giving them foundational vocabulary in the language. Cognitive-Interactionist perspective also plays a role in the
lessons activity by supporting the idea of practice being interactive. By having the students pair up it not only allows them to practice the receptive
skills of seeing classifiers but it also supports an expressive skills of apply classifiers.
Part three: L2 Acquisition
The rationale behind the development for this lesson stems from the SLA theories most compatible with my overall belief of L2
acquisition. I believe that the most important thing for students to have while learning a language is an immersion experience. To
have them constantly using the language and given the opportunity to self-correct, I believe the level of fluency a student is able to
achieve will be greater than if dialogue and conversation are never used during class. The Interaction Hypothesis is the theory that

supports this theory. As stated above, I am a firm believer that in order to get our students to the point of conversation they must
first learn vocabulary. By first lecturing and giving them new vocabulary and structure techniques, they are then able to put it into
practice which I feel will be the biggest aide to their success in the language. My rationale behind this lesson is to first teach the
foundation, second to apply in conversation, and third to practice through homework or assessment.