Original Instruction Plan

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
COLLEGE OF EDUCATION – EESL 501

Original Instruction Plan

Duration: 180 minutes (60minutes X 3 periods)
Title: Gender Roles in the Media
Submitted by: Kim, Sun Mi
Grade Level: 9 - 12
ELL Level: Early Intermediate to Intermediate

Objectives:
Content Objective: To explore gender roles in today’s media
Learning objective: To organize information using graphic organizers
Language Objective: To write about the impact of gender stereotypes and the role of media

Standards:
California ELD Standard, Grade 9 – 12: Reading Fluency & Systematic Vocabulary Development. Use decoding skills and knowledge of both academic and social vocabulary to read independently.
ELD, Grades 9 – 12: Reading Comprehension. Read text and use detailed sentences to identify orally the main ideas and use them to make predictions about informational text, literary text, and text in content areas.
ELD, Grades 9 – 12: Listening & Speaking. Ask and answer questions by using phrases or simple sentences.
ELD, Grades 9 – 12: Writing Strategies & Applications. Write response to selected literature that exhibits understanding of the text, using detailed sentences and transitions.

Equipment Needed: paper pencil markers
Gender role cartoons
Academic Encounter: Life in Society excerpt

List of Materials:
A-1 Focus sheet: Academic Encounter: Life in Society excerpt
A-2 Worksheet: Vocabulary in Context
A-3 Worksheet: Reading for Main Idea
A-4 Formative Assessment: Comprehension Check
A-5 Worksheet: Comparing Information
A-6 Worksheet: Reading Critically
A-7 Formative Assessment: Holistic Thinking Scoring Rubric
A-8 Worksheet: Outlining an Essay
A-9 Worksheet: Writing a Persuasive Essay
A-10 Formative Assessment: Peer Response Guide
A-11 Summative Assessment: Rubric for Persuasive Writing

Warm-up: The teacher will show two cartoons depicting gender roles and then ask what students think the messages are. This will increase students’ interests into the impact of gender stereotypes and thus lead to a discussion of a role of media in shaping public perceptions and opinions.

Retrieved from http://www.cartoonstock.com/directory/g/gender_roles.asp

Task Chain 1: Exploring gender roles in today’s media
1. The teacher pairs the students.
2. The teacher distributes Focus sheet A-1: Academic Encounter: Life in Society excerpt
3. The teacher distributes Worksheet A-2: Vocabulary in Context. Students record unknown vocabulary words as they read the excerpt, and guess the new words from the context. Students compare their words and meanings with their partner’s.
4. The teacher distributes Worksheet A-3: Reading for Main Idea. Students fill in the graphic organizer investigating texts and finding a main idea and evidences that support the main idea.
5. Formative Assessment: Using A-4: Comprehension Check, the teacher gives students points according to the assigned point value.

Task Chain 2: Organizing information using graphic organizers
1. The teacher pairs students.
2. The teacher hands out Worksheet A-5: Comparing Information. Students fill in the graphic organizers, investigating the text to compare how women were portrayed in the media in the past, and how they are portrayed today.
3. The teacher distributes A-6: Reading Critically. Each pair fills in the graphic organizer analyzing the texts while making connections and personal observations about them.
4. The students discuss A-6 as a pair and reflect on the interrelatedness between the role of media and gender stereotypes.
5. Formative Assessment: Using A-7: Holistic Thinking Scoring Rubric, students evaluate their understanding, performance and critical thinking skills.

Task Chain 3: Writing about the impact of gender stereotypes and the role of media
1. The teacher pairs the students.
2. The teacher distributes A-8 Worksheet: Outlining an Essay. The students make an outline of an essay during 10 minutes.
3. The teacher distributes A-9 Worksheet: Writing a Persuasive Essay. The students write about their topic for 30 minutes.
4. The teacher distributes A-10 Formative Assessment: Peer Response Guide.
5. The students read partner’s essay and provide him/her with thoughtful suggestions for 20 minutes.

Summative Assessment: Rubric for Persuasive Writing (A-11)
1. Using, A-11: Rubric for Persuasive Writing, the teacher evaluates students’ persuasive essays.

Citation of Sources:
Brown, K. and Hood, S. (2006). Academic encounters: Life in society. New York, NY: Cambridge University Press.
Burke, J. (2000). Reading reminders: Tools, tips, and techniques. Portsmouth, NH: Boynton/Cook Publishers.
Ferris, D. L., & Hedgcock, I. (2005). Teaching ESL composition. Mahwah, NJ: Erbaum.

A-1 Focus sheet: Academic Encounter: Life in Society excerpt

Brown, K. and Hood, S. (2006). Academic encounters: Life in society. New York, NY: Cambridge University Press.

A-2 Worksheet: Vocabulary in Context

A-3 Worksheet: Reading for Main Idea

A-4 Formative Assessment: Comprehension Check

A-5 Worksheet: Comparing Information

A-6 Worksheet: Reading Critically

A-7 Formative Assessment: Holistic Thinking Scoring Rubric

A-8 Worksheet: Outlining an Essay

A-9 Worksheet: Writing a Persuasive Essay

A-10 Formative Assessment: Peer Response Guide

A-11 Summative Assessment: Rubric for Persuasive Writing

Chapter 7: Literacy Instruction for English-Language Development

Literacy skills are necessitated for reading and writing. Current approaches to reading vary in emphasis; however, it should be noted that learning to read requires not only systematic instruction in sound-symbol connections, but also acquisition of the love of reading. Thus, reading instructions must be geared toward developing and enhancing interest, information acquisition, and lifelong literacy (Díaz-Rico, 2008). Among a variety of instructional approaches, the strategy using “into, through, and beyond” to build cultural and content, text-processing, and linguistic and grammatical schemata looks very workable. “Into” activities activate or develop student’s prior knowledge using visual aids, graphic organizers, films, etc. Most of all, a teacher can utilize K-W-L to tap into what students already know and to draw from them what they would like to learn in their reading. As ‘through activities”, read-alouds benefit students as they are exposed to fluent language modles, and think-aloud provides a valuable opportunity with students to imagine, visualize a setting, or analyze character and motive, comprehend mood and theme, etc (Anstrom, 1998). With “beyond activities”, students can extend their appreciation of literature, usually in another medium.

Writing provides students an outlet for self-expression as well as serves as a key to academic success (Díaz-Rico, 2008). I agree that writing is no longer an activity that can be postponed until a student becomes either a fluent speaker or a fluent reader. “Writing is truly the most complex of the communicative arts, incorporating reading as well as oral language” (Headway, 2002, p. 137). Building the writing workshop environment will ensure that each student feel free to talk about their ideas as they write. As students provide mutual help from brainstorming to editing, with a teacher acting as a facilitator rather than an instructor, this writing process approach can develop a facilitative, motivating learning environment. In addition, the activity of holding the writing conferences in the feedback phase caught my interest as well. The writer presides at the conference, setting agenda and explaining the intended meaning of writing, and the teacher can offer suggestions as an alternative to direct feedback on the writing.

Response to Sohee Kim
In her response, Sohee highlighted the integrated, interactive function of literacy skills. “In this chapter, it describes that literacy instruction within a sociocultural framework feature a highly interactive classroom, in which students talk as they read, collaborate as they write, listen to one another’s ideas, and give presentations about projects. Language skills are integrated and the primary language is developed alongside English (Diaz-Rico, 2008)”. From this sociocultural perspective, literacy skills are not just about reading and writing; rather, these skills can enhance our understating and help communicate our ideas clearly. Knowledge from reading a range of genres generates more understanding and meanings, enriches our lives and thus facilitates our communication. We read and write to better communicate our ideas and feelings to the people and to the world we live in.

Response to Snowylily1124's Blog
I also like the idea of self-writing as one way to practice and improve writing skills of students. Sometimes it is the lack of ideas and thoughts that make difficult for students to engage in writing not the lack of formulae in writing. When students have knowledge or opinions about a given topic, they can make their writing more compelling. Journal writing is an effective way to provide students with opportunities to improve their writing skills and also serves a place they can safely argue, verify their own personal values. In addition, writing a reflective journal can help students be more analytical, responsible in their learning and life as well.

Chapter 6: Oracy Instruction That Builds on the First Language

“Students learn best when they already know something about the subject matter and can draw from this prior knowledge” (Díaz-Rico, 2008, p. 146). Thus, students’ knowledge of their first language and in their knowledge does carry great importance in their second language learning. According to Vygotsky, the natural sociability of children in their first language lays the foundation for their intellectual development (Díaz-Rico, 2008). Based on these assertions, we can assume that children can more successfully attain their academic goals in second language learning when they are based on well-established competence in the first language. This signifies that students benefit more when they maintain cultural and linguistic identities while learning another language in bilingual education. With equal emphasis on both in the mother tongue and the target language in lessons, I believe, teacher can help students have more balanced perspectives as to language and in turn successfully to cope with the threats to their identity while learning a new language.

Oracy skills include listening and speaking interaction; thus, are integral to communicative competence. Although listening is a receptive skill, it is by no means a passive act; rather, from the sociocognitive perspective, listening is an act of constructing meaning. “Teachers of English must become aware that oracy is inextricably joined with cultural identity and social differences, and that opportunities to listen and speak are differentiated according to the individual’s relationship to institutions and sociocultural contexts” (Díaz-Rico, 2008, p. 152).
Among a variety of useful activities for listening and speaking, the instructional conversation (IC) model caught my attention as a way to promote oral participation in the classroom. The instructional elements highlight the establishment of a thematic focus. By sharing ideas about reading the text before beginning the conversation, students have the opportunity to develop a more complex understanding on a topic, and each member will be flexibly engaged in discussion sharing the responsibility for the discussion. In addition, conversational elements also lower anxiety and promotes verbal interactions. Through these discussions, students can develop cross-cultural understanding as well as critical thinking abilities. Students will feel more prepared for real world interactions outside the classroom.

Response to Taehyun Kim
As Taehyun indicated, “Oracy skills are important to participate to society. Speaking involves in number of complex skills and strategies –not only the stringing together of words in proper grammatical sequence but also the organizing the words into coherent, powerful messages that help the speaker attain personal goals”. We need to well aware the importance of communicative competence to ensure the success in foreign language learning. Oracy skills are not only the most necessary life skills, but the most sophiscated skills for a non-native speaker to acquire in order to be integrated into the dominant language speaking communities.


Response to Sohee Kim
Sohee also emphasized the importance of oracy skills in second language learning. “According to Diaz-Rico, the goal is to balance fluency ad accuracy in English with respect for the communicative needs of the learners, so they can listen and speak with power, expressing their point of view and listening respectfully to others, contributing positively to their bilingual words”. Balancing fluency and accuracy is very important. I’ve many times seen students who are fluent in speaking, yet lacks accuracy while communicating. If students are at an intermediate level and above, students should be encouraged to focus on accuracy as well. Learning fluency without accuracy will be a great threat to the wellbeing of students in the long run.

Chapter 5: Learner Strategies and Learner-Focused Teaching

This chapter provides a comprehensive view on learner autonomy in second language learning and useful learning strategies that can foster the learner’s ability to be in charge of their own learning. Learner autonomy refers to “the learners’ feeling that studying is taking place due to their own volition” (Díaz-Rico, 2008, p. 104), and thus becomes the foundation for self-managed, self-motivated instruction. Self-motivation plays a crucial role in learning, as Díaz-Rico (2008) aptly notes, “one can teach the learner a second language, but only the learner can learn it” (p.104). Especially, in Korea where the overall education system is heavily geared toward preparation for exams, learners are often engaged in memorization of fragmentary information rather than in the activities that can promote critical, creative thinking skills. Students seem to be highly disciplined yet passive learners in reality; thus, they try to do everything to achieve high grades but have little desire to learn anything that is not required (Díaz-Rico, 2008).

As an EFL language educator, I feel the strong need for a systematic way to foster learner autonomy by teacher and curriculum for the learner to benefit. By exploring and trying strategies, learners will eventually actualize their learning with the most effective tools. Cognitive, metacognitive, and social-affective learning strategies go hand in hand with a learner-centered lesson. Metacognitive strategies involve the planning, monitoring, and assessment of learning. Such strategies are highly useful to increase students’ self-awareness of their learning by enabling them to set goals, to identify their shortcomings based on self-diagnosis, and to reflect on personal performances. In so doing, learners will be further motivated as they are allowed more control over the lesson. Coupled with activation of metacognitive domain, affective strategies will help lessen student anxiety and increase confidence and motivation.

Response to Snowylily1124's Blog
I agree that “One way that we as teachers can show that we value all learning styles is to make certain that you vary your lesson plans so that they include activities that address the different styles”. Every student has a mix of learning styles; thus, as language educators, we need to strive to meet those varying needs of each learner. One effective and critical way is providing learners with opportunities with learning strategies. When students also acknowledge how to improve their learning through learning strategies, i.e., employing metacognitive strategies, they can be further motivated for their own good.

Response to Julien Sanghyo Park
Julien noted, “CALL (Computer-Assisted Language learning) helps learners to build up their autonomy in learning by providing them with the means to control their own learning, to construct meaning, and to evaluate and monitor their own performance”. I also believe that CALL holds good promise for learner autonomy. Most of all, the empowerment of learning and technology learned from CALL will be the most powerful asset for learners in this digitalized information age.

Chapter 4: Performance-Based Learning

Performance-based learning occurs when students learn skills, learning strategies, and some content through a range of tasks that learners must be able to perform in the unit such as listening, reading, speaking, and writing (Díaz-Rico, 2008). As the current educational focus shifts from traditional, discrete learning toward thematic, integrative learning connecting skills and content areas (Short, 1991), teachers are expected to prepare lessons in a more understandable, students-focused way. Not only is learning through the performance of the tasks engaging and meaningful to students, but also students assume a more active role in their learning process. Moreover, by matching the lesson objective to a specific level of learner’s performance and outcome that reflects some standard for the performance, performance-based learning help establish accountability in instruction.

The chapter provided valuable insights into what constitutes a performance-based learning system based on standards-based lesson and how to implement methods of assessment to establish accountability in teaching. “Using the ELD and ELA standards, teachers can work with students through a developmental framework” (Díaz-Rico, 2008, p. 73), strive to give instruction to meet the requirements of each learning level, and employ various strategies and materials that can enable learners to reach desired proficient levels. Thus, using ELD standards in instructional plan has potential for improving the outcomes of English language learner. Moreover, when assessment properly implemented according to learners’ level and their development, students will be benefited from taking assessment to monitor own both strength and weakness, and further efforts to fulfill an academic goal and based on considerate feedback. Therefore, assessment can be a useful tool for enhancing learning. To that end, assessment should be used to design instruction in such a way that can advance learners’ understanding and capabilities (Díaz-Rico, 2008).

Response to Minjung Kim (http://ridingenglish.blogspot.com)
As Minjung noted, “In PBL (Performance-Based Learning) students take responsibility for their performance and organization of the (peer or group) work while a teacher can support its learning progress of the student performance”. One of the most salient features of PBL is that it can promote learner autonomy as well as a critical and creative thinking ability through a series of virtual tasks that students must perform. While promoting learner autonomy lends itself a great objective for educators to accomplish, the construct was somewhat vague. In that sense, PBL provides us form of teaching method that is readily applicable and valid.

Response to Taehyun Kim
I agree that “teaching is both a humanistic endeavor and a science.” And my utmost concern at the moment is how we as educators can apply this humanistic teaching in second language learning. Students should be encouraged to take risks and teachers should provide timely feedback depending on their developmental stages. While struggling to find the most appropriate solution to the problem or the task, students can construct their learning. As science, it also should be noted that “the current emphasis on outcome-based learning is based on careful research on teaching and learning over the past one hundred years”. So when teachers have a good grasp of students’ learning theories, teachers will be better at employing necessary teaching materials and strategies. Most importantly, when teachers are well aware the inter-relatedness between standards and assessments, they can constitute accountability in their instruction.

Chapter 3: Views of Teaching and Learning

From the perspective of Behaviorists, language learning is a process of habit formation through imitation and reinforcement. Students are expected to establish a set of acceptable habits in the target language through repetition, and rote memorization. The class is heavily teacher-centered. In contrast, cogntivists encompass more dynamic attributes of language. As a language instructor I highly value cognitive methods in teaching learners equipped with basic knowledge of vocabularies and grammar rules. Viewing language functioning as a higher-order mental process, a cognitivist view of learning focuses on teaching students how to learn” (Díaz-Rico, 2008). Teachers use thought-provoking questions and provide cognitive training that can help students develop their confidence in their ability to think and enhance critical thinking skills. The cognitive approach and its offshoots such as constructivism lend good support for brain-compatible learning.

Humanistic approach centers on building a learner’s self-esteem and learner autonomy. Thus, learning is learner-centered with a learner taking responsibility for one’s own learning. I like the way a teacher acts as a facilitator of learning, not limited to imparting knowledge in humanistic approach. Humanistic approach also values learners’ affective needs including increasing motivation, lowering anxiety, building supportive environments, etc. A humanist teacher does not depend on both praise and blame. Rather, a teacher might give encouraging, inspirational advice to students who are experiencing problems. In this way, a teacher helps students feel good about themselves; thus, have confidence in their ability.

Response to Meyoung Noh
I like the way Meyoung pointed out the breadth and depth of education in line with other disciplines. "Education is the key not only to survival but also to prosperity. Humans try to figure out how to teach is more effective and efficient (p. 34). The philosophical, psychological, anthropological, sociological, and postmodern instructions are reviewed. English instruction is aligned with those beliefs and norms.” It reminds us that we, as educators, are responsible for human development. We need to make an endeavor to motivate students in a supportive, non-threatening learning environment. Now is the time, we need to focus on facilitating students’ learning process, helping them to be more responsible and active based on consultation and communication with students.

Response to Julien Sanghyo Park
Julien highlighted the utility of Cognitive Methods in comparison with Behaviorist approach. “Students are not only taught “what” but also “how” and participate in planning and goal setting. Teachers motivate students by a variety of ways and stimulate students’ imaginations and critical thinking skills.” I agree with that Cognitive Methods enhance students’ critical and creative thinking abilities. She added that Cognitive methods can lead to learner-centeredness. Along with Cognitive methods, when an affective and a social domain are integrated into lesson, leaner autonomy and learner-centeredness can be enhanced, I believe.

Teacher Interview on Grading Practices

I had an interview with Ms. Kim, Hye Eun on grading practices of Jeong Sang Language School. The Academic intensive courses of the school, specially designed for proficient middle school 1st and 2nd graders, features a mixture of content-based learning (CBI) and a test preparation course. This academic intensive program comprises three levels, and each course consists of one subject class and one preparation class for the Test of English as a Foreign Language (TOEFL). Students learn various subjects such as the language of literature, world geography, science, and modern world history in English using American textbooks as they progress through their levels of proficiency. Ms. Kim has been teaching TOEFL to middle school 2nd graders with a focus on listening and reading over three years. She earned her Masters in Education from Seoul National University. In undertaking this project my upmost interest was to know what and how the school assesses student’s progress in content-based learning.


Policy for Grading English Learners
Each semester consists of six months and during the semester students take two types of tests reflecting the types of learning from each class. Students take two content knowledge tests on what they have learned in a subject class, one in the middle of semester and the other at the end. Each comprehension test consists of approximately 20 multiple choice questions. The main purpose of this test is to assess students’ comprehension of content knowledge rather than knowledge of language. Along with two comprehension tests, students also take one more final examination. The final test includes 20 TOEFL listening questions and 30 TOEFL reading questions. In the middle of a course, students are asked submit one essay writing about a given topic as well. Students can submit a revised version reflecting teachers’ feedback.

Final course grades are calculated according to the following weighting system.
Content Knowledge Test 1 : 25%
Content Knowledge Test 2 : 25%
Final Examination : 50%
Essay Writing : Pass or Fail

Students must earn an overall grade of at least 80% and pass the writing test to successfully complete a level and to proceed to the upper level.
The school basically follows the same grading system for different ELD levels from low to high proficiency level. However, the contents of each test are appropriated according to the students’ level. When students are aware their learning is related to the contents of easements, they are more likely to sustain their efforts and be further motivated.


From Assignments to Grades
In a subject class, students are given a host of assignment about presenting their thoughts, opinions related to new content concepts either in speaking or writing. In contrast, in a TOEFL class, students are to take a mini TOEFL test on a weekly basis. Teachers, including Ms. Kim are supposed to keep all test records and their evaluation on student’s work on a computer system using an intranet program. At the end of the semester, teachers evaluate students’ overall performances in light of homework, attitudes, and class participation into five categories. However, these evaluations are only used as reference indicators of students.


Focus Students
Ms. Kim tries to give students extra help after class when students look troubled in class, usually in the form of consultation. Rather than giving more extra work to do at home, she tried to listen to and talk with a student first, and help them find their own solutions to their problems


Achieving the Standards
The school has formative assessment along with summative assessment. Students can improve their writing work by having opportunities to revise their first draft until they finally submit for grading. In a subject class, a teacher is entitled to decide whether to repeat or skip a certain part of chapter based on students’ performances in a class. In a test preparation course, the test scores of weekly mini tests often serve as guides for students. These tests allow students to improve their score by focusing on the weakest area until the final examination.

Site Visit/ Program Description

For this project, I have visited “The Sejong institute of Foreign Language Institute” at Sejong Campus of Korea University and interviewed Professor Jeong, Sang Hwa who has been teaching university freshmen listening and reading in an integrated English education program over five years. He earned a Ph. D. in English literature from Korea University. Professor Jeong has taught both reading at Level 2 and listening at Level 1 during the spring semester, but this interview mostly covered the listening class. Since he and I were once colleagues in a YBM language institute as a TOEIC instructor and a TOEFL instructor respectively ten years ago, this interview provided such a valuable opportunity to meet my old coworker in a long time as well as to take a closer look at how the English education programs based on strategic, institutional efforts by university are operated.

Widely acknowledged as one of Korea’s largest and top-ranked universities, Korea University is currently committed to becoming a leading world-class university, promoting frontier spirit. As one endeavor, Korea University has created detailed development plans for each campus, reflecting their unique characteristics and providing a springboard for promising global leaders. As a specialized boarding campus, Sejong Campus offers a two-semester mandatory integrated English education program for both freshmen and sophomores. This program is an offshoot of University’s resolution to reduce the gap between the main campus and this regional campus in light of both the caliber of students and overall reputation. The Sejong institute of Foreign Language Institute has currently over 30 Korean professors teaching listening and reading and about 15 native English speaking professors teaching speaking and writing. Decisions on selecting the textbooks for each semester, developing midterm and final examinations, and grading policy are made collectively by teachers at each level. Students are required to pass every course in two years to graduate from university.


ELD Levels of Students and Placement Process

Students in each department are assigned into three different levels: A, B, and C according to the results of the National Aptitude Test students take when entering the university. Thus, each student’s exact English proficiency is not reflected in this grouping process. Rather overall students’ scholastic aptitude is valued as a yardstick for their current and potential ability for learning English. Each class consists of approximately 40 students.

Curriculum and Instruction

In teaching listening, the professor mainly uses direct teaching method. “In direct teaching, the instructor maximizes learning time by careful classroom management, makes clear and organized presentations, moves at a steady pace to cover key topics” (Diaz-Rico, 2008, p. 39). He, most of the times, delivers the content of a lesson in Korean with explicit explanations in sequenced steps.

A listening class meets at a language lab where students practice listening skills and watches relevant video clips. Before class, students are given pre-listening assignments about which they are to take as an in-class comprehension quiz. Students correct their answers through a peer review check-up first and then professor announces correct ones. Students also take a few partial-dictation tests listening to a range of listening genres from a casual conversation to TV interviews contained in the textbook audio. The class uses The Tune In series published by Oxford University Press, which introduces over 50 features of natural spoken English. Professor sometimes plays a music video for a recreational purpose.

However, students are rarely involved in speaking activities as an extended activity as the class runs on a tight schedule; thus it is challenging to integrate more communicative activities into this lesson, he added. Instead, the class uses a supplementary textbook, The Complete Guide to TOEIC, published by Thomson Learning throughout the course. Students are to take 20-30 short and long questions of TOEIC in one lesson. Professor usually invests a good deal of time in introducing effective test-taking strategies in that a majority of companies in Korea have used TOEIC, Test of English for International Communication, to hire, place, and promote employees. Helping students improve TOEIC scores is very important for a professor as students also acutely acknowledge a gateway function of TOEIC for their future career.

Besides, after each semester, students must participate in a course evaluation regarding the way the class was offered such as class size, replacement teaching exams, class-related materials, etc., and if they don’t, they are not entitled to get their full credit from a course. The comments from students and the average score on general performance are directly linked to teacher evaluation by an administration.


Program Critique

This program was designed to enhance university students’ academic literacy coupled with communicative competence. However, as professor admitted, most listening and reading classes are focused on test-preparation skills and strategies. Speaking and writing classes are also having difficulty due to the large class size and various proficiency levels among students; thus, the turnover rate among the native professors is quite high.

Behaviorist approach and the direct method can be effective and successful to a great extent for EFL beginners. Students can develop correct language habits from repetitious training and explicit explanations in sequenced steps. However, as Díaz-Rico (2008) notes, “these techniques have a distinct, yet limited, role in instruction” (p.40). Developing discrete skills respectively by no means facilitate students’ integrative knowledge. More important, under direct method students often lack in ownership of the goals of learning (Díaz-Rico, 2008).

Professor Jeong maintained that the classroom ambience is not very motivating, and students seem to consider the lesson as one mandatory course to ensure their graduation. Along with this overemphasis on institutional, utilitarian motivation in learning English, e.g. achieving a high score in a standardized test, overlooking ELD levels of students in a placement process by the department appears to contribute to creating demotivating learning environments. Given the ultimate goal of teaching English is to help our students be communicatively competent and take responsibility for their own learning, this program has room for development in terms of considering students’ ELD levels in the placement process, employing more authentic materials and making a class more facilitative, motivating to students.

Standards-Based Instructional Plans

Standards


English-Language Development Standards for California Public Schools K-12
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

English-Language Arts Contents Standards for California Public Schools K-12
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf


Lesson Plans

The Old Man and the Sea by Ernest Hemingway
http://www.sdcoe.k12.ca.us/score/oldman/oldmantg.html

Using Star Trek to Enhance Critical Thinking Skills http://www.eduref.org/Virtual/Lessons/Language_Arts/Writing/WCP0074.html

Intermediate Fiction and Non-Fiction
http://school.discoveryeducation.com/lessonplans/programs/DLA_intermediate_fiction_nonfiction/
(Printable Version in PDF format)
http://school.discoveryeducation.com/lessonplans/pdf/DLA_intermediate_fiction_nonfiction/DLA_intermediate_fiction_nonfiction.pdf

[Language Arts Lesson for Grade 8]

Copyright© 1997 -- San Diego County Office of Education

http://www.sdcoe.k12.ca.us/score/oldman/oldmantg.html

CyberGuide by Barbara Garrison

Introduction

This supplemental CyberGuide to The Old Man and The Sea was developed as part of the Schools of California Online Resources for Educators (SCORE) Project, funded by the California Technology Assistance Project (CTAP) and the California County Superintendents Educational Services Association (CCSESA).

The story takes place in the early 1950s before sea turtles were recognized as an endangered species. Santiago, the old fisherman in The Old Man and The Sea, loved the green sea turtles and the hawks bill turtles. He thought of them as friends on the ocean and felt a kinship with them.

When Santiago was young, he worked on the boats that caught and sold turtles for profit. He also ate turtle eggs for strength, as did many of the other fishermen. Today, destruction of nesting beaches and marine pollution are the primary reasons all eight species of sea turtles are threatened with extinction.

The first three activities relate to sea turtle conservation. Activities 4 and 5 are about Joe DiMaggio, Santiago's hero.

As the students do these activities, they focus on the following questions:

• Why is it a true statement that adult sea turtles face only two enemies, sharks and man?


• What is my personal stance on the issue of endangered animals?


• What can still be done to preserve endangered species?


• Why is it important to have heroes and role models in my life?


• Why did Santiago admire Joe DiMaggio?

Language Arts Content Standards

During this unit students will:

• Plan and conduct multiple-step information searches using computer networks and modem-delivered services [Writing Strategies Standard 1.4].


• Write research reports that organize information on charts, maps, and graphs [Writing Applications Standard 2.3.4].


• Write persuasive compositions that include a well-defined thesis that makes a clear and knowledgeable judgment and support arguments with detailed evidence, examples, and reasoning [Writing Applications Standard 2.4.2].


• Work cooperatively to create a poster visually communicating the need for turtle conservation. [Listening and Speaking Standard 2.3]

Implementation Overview

The following activities are extensions related to The Old Man and the Sea. Activities 1, 2 and 3 are based on Santiago's love of the giant sea turtles. Activities 4 and 5 are based on Joe DiMaggio, Santiago's hero.

Description of Materials, Activities and Web sites

• Class set of The Old Man and The Sea, by Ernest Hemingway


• At least one computer with Internet access and e-mail
  Note: The readability for all sites listed is suitable for average readers in grades 6-12.
  

Student Activity 1: Research Information and create a Sea Turtle Graphic Organizer

Students become aware of the problems facing sea turtles today and record information on a graphic organizer.

• General Information on Sea Turtles and Threats to Their Survival


• URL: http://www.cccturtle.org/contents.htm


• Comments: Focuses on the dangers that threaten sea turtles today.

Student Activity 2: Making a Persuasive Conservation Poster

Students use information from Activity 1 to create a conservation poster.

• General Information on Sea Turtles and Threats to Their Survival


• URL: http://www.cccturtle.org/contents.htm


• Comments: Focuses on the dangers that threaten sea turtles today.

Student Activity 3: Writing a Persuasive E-Mail Letter

Students write an e-mail letter expressing support for increased protection of sea turtles. Note: you may prefer students not send e-mail. In that case, students can write the letter and hand it in.

• Caribbean Conservation Corps


• URL: http://www.cccturtle.org


• Comments: This site provides general sea turtle conservation information and an e-mail address for comments.
  

Student Activity 4: Research a Famous Person and Create a Joe Dimaggio Graphic Organizer
Students create a cluster of facts about Joe DiMaggio's life and career that could be used to write a nominating speech for his induction in the Baseball Hall of Fame.

• Life Sketch


• URL: http://www.totalbaseball.com/player/lore/joedimaggio.html


• Comments: This site contains biographical information.

Student Activity 5: Writing a Persuasive Letter of Nomination

Students write a letter nominating Joe DiMaggio to the Baseball Hall of Fame.

• Total Baseball


• URL: http://www.totalbaseball.com/nav/player/ploreindx.html


• Comments: In the left margin, scroll down the alphabetical list and choose Joe DiMaggio. this site summarizes information about DiMaggio's life and career.

Performance Standards

If you use a number scale, divide the number of points earned by number of traits

0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery

Writing Standard 2.1
Fictional/Nonfictional Narrative

Write biographies, autobiographies, short stories, and/or narratives that(1) relate a clear, coherent incident, event, or situation by using well-chosen details(2) reveal the significance of, or the writer's attitude about, the subject(3) employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters)

Writing Standard 2.2
Response to Literature

Write responses to literature that(1) develop interpretations which exhibit careful reading and insight(2) connect the student's own responses to the writer's techniques and to specific textual references(3) draw supported inferences about the effects of a literary work on its audience(4) support judgments through references to the text, other works, other authors, or to personal knowledge

Writing Standard 2.3
Research Report

Write research reports that(1) define a thesis(2) record important ideas, concepts, and direct quotations from significant information sources, paraphrasing and summarizing all perspectives on the topic, as appropriate(3) use a variety of primary and secondary sources, distinguishing the nature and value of each(4) organize and record information on charts, maps, and graphs

Writing Standard 2.4
Persuasive

Write persuasive compositions that(1) include a well-defined thesis that makes a clear and knowledgeable judgment(2) support arguments with detailed evidence, examples, and reasoning, differentiating between evidence and opinion(3) arrange details, reasons, and examples, effectively anticipating and answering reader concerns and counter-arguments

Writing Standard 2.5
Career Development

Write documents related to career development, including simple business letters and job applications, that(1) are purposeful and reflect the intended audience(2) meet the needs of the audience efficiently(3) follow the conventional style for the type of document (e.g., letter of inquiry, memorandum)

Writing Standard 2.6
Technical Documents

Write technical documents that explain a complex operation or situation (e.g., design a system, operate a tool, or bylaws of an organization) that(1) identify the sequence of activities needed to create the product, service, or system(2) include all the factors and variables that need to be considered(3) use formatting techniques (e.g., headings, differing fonts) to aid comprehension

Notes From the Teacher/Writer of This CyberGuide:
This unit was field tested by members of my 8th grade class. My students found the activities easy to do and interesting.