EDU-534 final benchmark
Your goal with this assignment is to complete a syllabus for the course you have been working on that incorporates the lesson you developed in the last topic. Each institution will have their own syllabus template for you to work on with the curricular design team. For the purposes of this assignment, you will use the GCU syllabus template for a course that has eight topics. It is up to you whether you want this course to be delivered in a traditional, online, or hybrid setting.
Your completed syllabus should include:
1. Course title, description, and textbook
2. Two or three competencies from the program design this course will meet
3. Eight topics, with each topic having
One or two measurable objectives aligned to academic standards.
Suggested readings from textbook and other sources (include links to articles or websites you would like them to review)
Description of the assignment, activity, or assessment (you will make use of the two formative and one summative assessment you created)
One or two discussion questions for the students to answer either face to face or online
4. Grading Scale and point allocation for assignments.
5. Two Formative Assessments, aligned to the topic level objectives (these should be described in the topics and attached to the end of the syllabus).
6. One Summative Assessment, aligned to the program level competencies (this should be described in the topic and attached to the end of the syllabus).
Write a 200-300-word analysis on the collaborative process of developing curriculum.
Submit your analysis and completed syllabus with all attachments as one deliverable to your instructor.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Mrs. Green
Grade Level:
9th Grade ESL Traditional Class Setting
Date:
08/26/20
Unit/Subject:
English/ Language Arts / American Council on the Teaching of Foreign Languages
Standard 1: Language Proficiency, Interpersonal, Interpretive and Presentational
Instructional Plan Title:
Topic 5: Speak the real: News articles as major source for oral competence
Lesson Summary and Focus:
The primary goal of this lesson is to refine the oral competency of English student learners. It is undeniable that speaking is one of the hardest skills for humans to conquer as far as learning a new language is concerned. The English language learners can do better in reading, writing and listening to the English Language but be far behind in terms of speaking the language very well. Therefore, for the English learners to be competent in speaking the language in real, news articles present an avenue for improvement.
Classroom and Student Factors/Grouping:
Important classroom factors that will influence this lesson include structuring the tasks so that they can be manageable and completed by the students, grouping the students so that they can help each other out before the presentation, building strong and effective teacher-student relationships and having motivational strategies to keep the students inspired to keep improving.
National/State Learning Standards:
To be competent in communicating effectively in the English language. This entails understanding and speaking orally.
Specific Learning Target(s)/Objectives:
Given a variety of news articles that are moderate in length, students will be required to read them orally in front of the class. Fluency and competence will be observed in each student.
Academic Language
Immigration
Leveling
Compulsory
Vaccine
These terms are the general academic vocabulary that the students will be introduced at the onset of the lesson. I will define the terms in simple English and use them in simple sentences for the understanding of the students.
Resources, Materials, Equipment, and Technology:
The New York Times
The Wall Street Journal
The Washington Post
Los Angeles Times
Section 2: Instructional Planning
Anticipatory Set
I will ask the students to recap the vocabularies learned from the newspapers during the previous lesson
I will write their responses on the whiteboard and clarify and correct where need be.
Time Needed
15 minutes
Multiple Means of Representation
I will demonstrate to the students how they are supposed to do their presentation.
This will be through me pioneering in the reading out aloud exercise.
Time Needed
10 minutes
Multiple Means of Engagement
I will pick out students to give a summary of what another student has read orally to keep them engaged throughout the lesson.
Time Needed
30 minutes
Multiple Means of Expression
I will have my students write down what they have learned from the lesson activity at the end of the lesson to see how they express themselves.
Time Needed
10 minutes
Extension Activity and/or Homework
Extension activities will include handing out news articles to the student that they will read out to their paired partner for assessment, and later they will hand in the assessments before the next lesson.
Time Needed
30 minutes
Formative Assignment
Competencies covered in the following assessments:
Students will be able to demonstrate their effective written communication of the English language.
1- Journal Entry 30 points
Students will be required to submit a journal entry in which they express their personal challenges with learning English as a second language as well as what they believe will help them tackle these challenges. This journal entry must be a minimum of 300 words in MLA format. Grading will be based on proper use of grammar, clear and concise thoughts and quality of their writing.
2- Contractions Pronunciation Quiz- 100 points
1. If a contraction rhymes with another word, it means they
a) end with the same sounds b) sound exactly the same
2. If a contraction is a homophone of another word, it means they
a) have similar vowel sounds b) sound exactly the same
3. Which word rhymes with we’d?
a) fed b) feed
4. Which is a homophone of he’ll?
a) heal b) she’ll
5. Which word rhymes with she’s?
a) seas b) says
6. Which is a homophone of I’d?
a) id b) eyed
7. Which word rhymes with you’ve?
a) groove b) grove
8. Which two contractions form a rhyming pair?
a) you’re, you’ve b) don’t, won’t
9. Which is a homophone of I’ll?
a) ill b) isle
10. Which word more closely rhymes with it’d?
a) knitted b) knighted
Grading Rubric
Summative Assignment
Competencies:
Students will demonstrate complete knowledge and comprehension of the English Language
Assignment:
End of year oral ESL assessment: 100 pts
Students will be asked to repeat a set of 9 questions starting from Beginners, Intermediate and Advanced level of English language and will be graded on pronunciation and annunciation.
Beginner Level; here the teacher will read the sentence once and the students will repeat twice.
1- The girls hair is curly.
2- Hes eating a banana.
3- The teacher laughed.
Intermediate Level; here the student will read the sentence first with little to no assistance from the instructor.
1- On the weekend Alex brought us some cookies.
2- That purple ball is from the toy store.
3- The giraffe at the Zoo is eating his lettuce.
Advanced Level; here students will be expected to read the following sentences on their own.
1- My teacher likes to drink orange juice early in the morning.
2- There goes the lady whose job is to deliver bread to the classroom.
3- At the end of the day, the man got in his small car and began to drive home.
2019. Grand Canyon University. All Rights Reserved. RUNNING HEAD: Formative and Summative Assessments
RUNNING HEAD: Formative and Summative Assessments
Formative and Summative Assessments
Arisleidy Green
Professor Faulk
EDU-548- GCU
Formative Assignment
Competencies covered in the following assessments:
Students will be able to demonstrate their effective written communication of the English language.
1- Journal Entry
Students will be required to submit a journal entry in which they express their personal challenges with learning English as a second language as well as what they believe will help them tackle these challenges. This journal entry must be a minimum of 300 words in MLA format. Grading will be based on proper use of grammar, clear and concise thoughts and quality of their writing.
2- Contractions Pronunciation Quiz
1. If a contraction rhymes with another word, it means they
a) end with the same sounds b) sound exactly the same
2. If a contraction is a homophone of another word, it means they
a) have similar vowel sounds b) sound exactly the same
3. Which word rhymes with we’d?
a) fed b) feed
4. Which is a homophone of he’ll?
a) heal b) she’ll
5. Which word rhymes with she’s?
a) seas b) says
6. Which is a homophone of I’d?
a) id b) eyed
7. Which word rhymes with you’ve?
a) groove b) grove
8. Which two contractions form a rhyming pair?
a) you’re, you’ve b) don’t, won’t
9. Which is a homophone of I’ll?
a) ill b) isle
10. Which word more closely rhymes with it’d?
a) knitted b) knighted
Summative Assignment
Competencies:
Students will demonstrate complete knowledge and comprehension of the English Language
Assignment:
End of year oral ESL assessment:
Students will be asked to repeat a set of 9 questions starting from Beginners, Intermediate and Advanced level of English language and will be graded on pronunciation and annunciation.
Beginner Level; here the teacher will read the sentence once and the students will repeat twice.
1- The girls hair is curly.
2- Hes eating a banana.
3- The teacher laughed.
Intermediate Level; here the student will read the sentence first with little to no assistance from the instructor.
1- On the weekend Alex brought us some cookies.
2- That purple ball is from the toy store.
3- The giraffe at the Zoo is eating his lettuce.
Advanced Level; here students will be expected to read the following sentences on their own.
1- My teacher likes to drink orange juice early in the morning.
2- There goes the lady whose job is to deliver bread to the classroom.
3- At the end of the day, the man got in his small car and began to drive home. GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Mrs. Green
Grade Level:
9th Grade ESL
Date:
08/19/20
Unit/Subject:
English/ Language Arts
Instructional Plan Title:
Topic 5: Speak the real: News articles as major source for oral competence
Lesson Summary and Focus:
The primary goal of this lesson is to refine the oral competency of English student learners. It is undeniable that speaking is one of the hardest skills for humans to conquer as far as learning a new language is concerned. The English language learners can do better in reading, writing and listening to the English Language but be far behind in terms of speaking the language very well. Therefore, for the English learners to be competent in speaking the language in real, news articles present an avenue for improvement.
Classroom and Student Factors/Grouping:
Important classroom factors that will influence this lesson include structuring the tasks so that they can be manageable and completed by the students, grouping the students so that they can help each other out before the presentation, building strong and effective teacher-student relationships and having motivational strategies to keep the students inspired to keep improving.
National/State Learning Standards:
To be competent in communicating effectively in the English language. This entails understanding and speaking orally.
Specific Learning Target(s)/Objectives:
Given a variety of news articles that are moderate in length, students will be required to read them orally in front of the class. Fluency and competence will be observed in each student.
Academic Language
Immigration
Leveling
Compulsory
Vaccine
These terms are the general academic vocabulary that the students will be introduced at the onset of the lesson. I will define the terms in simple English and use them in simple sentences for the understanding of the students.
Resources, Materials, Equipment, and Technology:
The New York Times
The Wall Street Journal
The Washington Post
Los Angeles Times
Section 2: Instructional Planning
Anticipatory Set
I will ask the students to recap the vocabularies learned from the newspapers during the previous lesson
I will write their responses on the whiteboard and clarify and correct where need be.
Time Needed
15 minutes
Multiple Means of Representation
I will demonstrate to the students how they are supposed to do their presentation.
This will be through me pioneering in the reading out aloud exercise.
Time Needed
10 minutes
Multiple Means of Engagement
I will pick out students to give a summary of what another student has read orally to keep them engaged throughout the lesson.
Time Needed
30 minutes
Multiple Means of Expression
I will have my students write down what they have learned from the lesson activity at the end of the lesson to see how they express themselves.
Time Needed
10 minutes
Extension Activity and/or Homework
Extension activities will include handing out news articles to the student that they will read out to their paired partner for assessment, and later they will hand in the assessments before the next lesson.
Time Needed
30 minutes
2019. Grand Canyon University. All Rights Reserved. Arisleidy Green
Professor Faulk
English Language
Syllabus
COURSE DESCRIPTION
Thisis foreign languageclass, wherewe will be focused on learning a new foreignlanguage (English). Thecoursewill mainly focus on learning interpersonalcues, interpretive and presentational contexts.
Programmatic Competencies
1.students will learn to speak English without struggling.
2.students will use English and present fluently.
REQUIRED COURSE MATERIALS
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Topic 1:Brain PlasticityTraining for English as a Second Language Learners
Objectives:
HelpEnglish as a second language learners to reduce foreign accent.
1.1:Neuralcommitment: Theprofound effects oflanguageexperience.
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Explain the brain plasticity training steps.
Topic 2:Exploring The effects of similartask repetition on learnerssecond language proficiency
Objectives:
To improvereembraceof tasks.
2.1:Task demand
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuestEbookCentralhttps://ebookcentral.proquest.com
Chapter 2
Topic 3:improving Asians students text comprehension
Objectives:
To enhancethe comprehensionof grammar
3.1:culturallycongruent literature
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central
https://ebookcentral.proquest.com
Assignments:
Read an English novel and write a reflection of the same.
Topic 4:Using newspaperstexts in teaching vocabulary
Objectives:
Examineeffectivenessof using newspaper cuttings to learn vocabulary.
4.1:Authentic material in ELT
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Pick any newspaper of your preference and read an article and analyze it in your free time.
Topic 5:Speak thereal: Newsarticles as major source for oralcompetence
Objectives:
To improve oral competency
5.1: Speakin real
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:Read 5 news articles to your friend to see your progress.
Topic 6:ESLlearningin china
Objectives:To identify the learning capability of learners in china
6.1: Chinalearning English
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Topic 7:Improving learners spelling using soundspel
Objectives:
Improvinglearnersability to spell English words correctly
7.1:Spellingusing soundspel
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Topic 8:Testing outcome of the class
Objectives:
Studentsdoing an exam to gauge their understanding
8.1: Cat
Topic Materials
Alonso, D. J. (Ed.). (2011). English as a second language. ProQuest Ebook Central https://ebookcentral.proquest.com
Assignments:
Final exam
Reflection
Curriculum alignment is where education providers across different levels evaluate a course or an educational program to incorporate the changing needs of the workforce and students. The curriculum alignment process was tedious and lengthy, but I managed to complete creating it. I had many challenges during the process of creating an assignment.. I had to include a lot of details for the curriculum to make it comprehensive and understandable by the users.
I engaged in extensive research to come up with this curriculum alignment. The research entailed looking for course material to be used to facilitate the learning of the students. The study entailed looking for books used in other countries that addressed the issue of English learning as a second language. Finding the resources to facilitate the curriculum was tedious as the resources are not just available on the internet but in the eBook central, which I had to log in and search for the materials.
The curriculum outline was successful as I was able to gather all the required information to complete the alignment. The resources were available in the eBook central, which made it easier for me to choose the best book to be used to help the students develop their skills in English. The thing I would do the next time differently, I will not include assignments every week. Instead, I will give the facilitator the chance to give weekly continuous assessment tests to test the students’ knowledgeability. The alignment I created gave me more knowledge on curriculum alignments creation this will undoubtedly be helpful in my professional practice as I know how to go about it.
