the startalk principles and your arabic classroom: zooming ...€¦ · must-haves in three modes...

The STARTALK principles and your Arabic classroom:

Zooming in on the lesson plan

Mouna Mana

STARTALK 2015 Spring Conference

Denver, Colorado

May 2015

Purpose of this session

• To provide:

o Arabic-specific guidance for designing an effective lesson plan

o To demonstrate how to connect the curriculum and the lesson plan

Today…

• Looking more closely at the lesson plan

• Sample Arabic curriculum and lesson plan

• Examples

From Curriculum to Lesson Planمن المنهج إلى خطة الدرس

Proposal

Curriculum

Lesson

ASK yourself, your fellow staff members…

• What are the goals indicated in my program proposal?

• What are the goals and objectives spelled out in my program curriculum?

• How do I make sure the STARTALK Principles are in place when planning my lessons?

• Implementing a Standards-Based and Thematically Organized Curriculum

• Facilitating a Learner-Centered Classroom

• Using the Target Language and Providing Comprehensible Input for Instruction

• Integrating Culture, Content, and Language in a World Language Classroom

• Adapting and Using Age-Appropriate Authentic Materials

• Conducting Performance-Based Assessment

STARTALK-Endorsed Principles

Ineffective Planning

• Identify all the content

• Create a lot of activities

• Consider assessment last

*******************************

Courtesy of Jennifer Eddy, 2009.

Effective Planning Paradigm:Backward Design!

www.startalk.umd.edu

1. Identify desired results

2. Determine acceptable evidenceof learning

3. Plan learning experiences & instruction

Can-Dos

Language-Culture-Content

Learning Experiences

Performance

Assessment

Theme

And

Learning Targets

Three stages of Backward Design are not linear. They work in concert in a dynamic dance.

Jennifer Eddy (2012)

STARTALK 2014

Planning the Program

Plan lessons that will enable students to

show you the results you want and what

they Can Do

Stage 3

Decide what you want students to be able to do at the end of the

program

Stage 1

Determinehow students will

show you what they can do

with tasks in the three modes

Stage 2

Jennifer Eddy, 2012

Considerations

• Work with proposal and curriculum goals and objectives in mind

على ما ذكر في المقترح من أهداف و غاياتبنائا اعمل

• Alignment

توازي األهداف في كل ما يخطط له

• Scaling down

التدرج من غايات البرنامج إلى أهداف الدرس

Things to Keep in Mind from the Curriculum:... تذكر ما في المنهج من

– Thematic orientation (overview)

توجه لمحور معين

– Performance and Proficiency levels (Learning Targets)

(أهداف التعلم)واألداء اللغوي الكفائةمستويات

– NCSSFL/ACTFL Can-Do statements

– Grade level of learners & heritage status

الطالب المدرسية/مستويات التالميذ

الطالب وحالة المنتسب للغة والثقافة العربية/خلفية التالميذ

Sample Curriculum

Curriculum Checklist

• https://startalk.umd.edu/lesson-planning/

Lesson Planning Checklist

Planning the lesson:STAGE 1


lesson

Stage 1

What will learners KNOW and BE ABLE TO DO with

what they know by the end of the lesson?

How will learners demonstrate what they can do with what they know by

the end of the lesson?

What activities/tasks help learners to demonstrate

what they can do with what they know in the lesson?

To Know & Be Able to Do

• KNOW

التلميذ يعرف /الطالب

– Vocabulary

مفردات

– Phrase chunks

عبارات قصيرة

– Concepts/Ideas

مفاهيم / أفكار

– Procedure (as in recipes) إجراء

• DO

ل التلميذ يستطيع أن يستعم/الطالب...ما يعرف في القيام ب

– State يذكر

– Describe يصف

– List يعدد

– Ask يسأل

– Explain يشرح

NCSSFL/ACTFL Can-DoCustomized

Can-Dos

I can express my likes and dislikes using words, phrases and memorized expressions.

Presentational Speaking

Like and dislike basic ingredients in meals

I can present simple information about things using phrases and simple

sentences.Presentational Speaking

State if the dish is healthy

I can interact with others using simple language in

everyday situations.Interpersonal

Accept/Refuse suggestions

appropriately

Learning Targets

NCSSFL/ACTFLCan-Do

1. Identify desired resultsCourtesy of Jennifer Eddy.

Planning the Lesson: STAGE 2




Stage 2

What will learners be able to do with what they know by the end of the lesson?



What will prepare learners to demonstrate what they

can do with what they know?

Decide what you want students to know and be able to do at the end of

the lesson

Stage 1

Determine Acceptable EvidenceThink Assessment

for Performance First

Eddy, J., & Terrill, L. (2009). STARTALK Online Curriculum Guide (1st ed., Vol. 1). . (Original work published 2009) Retrieved from

http://www.startalk.umb.edu/curriculum-guide. June 1, 2009.


TASKS!!مهام لغوية

Tasks in the three modes

Interpretive Mode TasksAcquire new info, infer, using culturally authentic material

Interpersonal Mode TasksAcquire more info, negotiate,Interact with others

Presentational Mode TasksCreate a product, recreate text,Incorporate info acquiredfrom two other modes

Jennifer Eddy (2007) From:

Glisan, E. W., Adair-Hauck, B., Koda, K., Sandrock, S. P., & Swender, E. (2003). ACTFL integrated performance assessment. Yonkers, NY: ACTFL.

Must-Haves in Three ModesInterpretive Interpersonal Presentational

Authentic material used outside the classroom

Spontaneous Negotiation of meaningTwo-way communication

Must assess for transferNon-negotiated one-way

communicationRehearsed, practicedEdited, polished

A task using that material that is listening, viewing, or reading

Staying on topicFollow-through on ideas Attentive to partnerMessage is most important

Delivery of message most important

Awareness of audienceMaintain audience’s

attention

Begin with the gistMatch photos to

descriptionMove to detailsIdentify from a listComplete fact sheetUse context clues

Identify items in commonTalk to a friend about a

drawing, photo, info from interpretive task

Come to agreementDecide on choices

Role play Write a letter Retell a story Present a PSACreate a commercial


Culturally authentic materials are

made by and for the peopleof that culture

• Announcements• Music• Film and theatre• Signs• Schedules• Maps• Cartoons• Podcasts• Game shows• Youth-oriented TV shows

Consider using the following materials:

• Newspapers• Catalogs• Internet sites• Blogs• Recipes• Magazines• Poetry• Conversations• TV public service

announcements• Radio commercials,

announcements Jennifer Eddy (2014)

المواد الثقافية األصلية

صنعها ذوو الثقافة ألشخاص

من نفس الثقافة

Ask yourself, your team…

• Have you incorporated authentic texts and materials?

• Are the materials and resources appropriate to:

– The age and grade level of the learners?

– The performance goals of the curriculum and lesson?

Planning the Lesson:STAGE 3

What will learners be able to do with what they know by the end of the lesson?



What will prepare learners to demonstrate what they

can do with what they know?

Plan content, learning episodes/activities and tasks that will enable students to show you the results you want

and what they Can Do

Stage 3

Stage 2




Stage 1


lesson

Identify Activities in the 3 Modes in the sample lesson plan

حددوا أنشطة من المخطط النموذجي التي

تحتوي على أحد الصيغ التواصلية الثالثة

Examples courtesy of Jennifer Eddy (2012)

Learning Episodes & Evidence Examples

• Conduct a survey about food allergies.

• Sort ingredients into likes and dislikes.

• Show survey results to the class.

Interpersonalتحاوري

Interpretiveتفسيري

Presentationalتقديمي

3. Plan learning experiences & instruction

Jennifer Eddy (2009) www.startalk.umd.edu

Interpretive Tasksالتفسيريةأنشطة /مهام

• Comprehension of words, concepts, ideas, meaning of the entire piece

• One way between the person and the piece

• Learners are exposed to a wide variety of culturally authentic materials such as texts, films, works of art, songs, poems, advertisements, music videos…etc.

TRANSLATION IS NOT AN

INTERPRETIVE MODE TASK

Eddy & Terrill (2009) www.startalk.umd.edu

• Listen with visuals • Fill in graphs, charts, forms, graphic organizers, venn diagrams• Follow a route on a map • Check-off items in a list • Draw what is described• Put sentences in correct order

• Listen for the gist—identify main idea• Guess meaning from context• Identify/categorize/classify thematic vocabulary• Identify/categorize/classify authentic material• Create questions from info in the piece

• Identify specific information found in the piece• Compose a title or headline• Paraphrase in native language/target language• Brainstorm and categorize synonyms

Sample Interpretive Tasks


Interpersonal Tasksتحاوريةأنشطة /مهام

• Interpersonal mode tasks are two-way, spontaneous exchanges that involve negotiation of meaning between people.

• These tasks are unrehearsed, unrefined, and non-scripted.

• May be based on information acquired in the interpretive mode.

MEMORIZED MATERIAL SUCH AS A SKIT IS NOT AN

INTERPERSONAL MODE TASK.


• Making a purchase

• Meeting and greeting

• Ordering in a restaurant

• Asking directions

• Face-to-face or telephone conversations

Sample Interpersonal Tasks

The following situations require students to actively negotiate meaning while initiating, maintaining and sustaining a conversation.

• Talking about friends and family

• Discussing events of the day

• Making plans

• Negotiating who does what, gets what, with who, how, and where


Presentational mode tasks allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.

These tasks require learners to use the language for a real world purpose other than display for the teacher or classroom.

Presentational mode tasks allow learners to use language in new and different contexts.

Presentational Tasksأنشطة تقديمية/مهام


Sample Presentational Tasks• Brochure or Itinerary• Letter• Web pages/social networking sites• Video or Podcasts• Advertisement• Agenda, Schedule or Plan of the day, week• New beginning or ending of story, song• Demonstration • TV or Radio spot• Design a survey and present findings• Public Service Announcement or Infomercial• Essays, Plays • Poem, Song, Rap• Photostory, Voicethread

Questions

A thousand thanks…

References

• Eddy, J. (2007). Children and Art: Uncovering Cultural Practices and Perspectives through

works of art in world language performance assessment. Learning Languages, 12(2).

• Eddy, J. (2009) Unpacking the standards with Backward Design. Workshop at ACTFL

conference San Diego.

• Eddy, J., & Terrill, L. (2011). STARTALK Online Curriculum Guide (1st ed., Vol. 1). (Original work

published 2009) Retrieved from http://www.startalk.umb.edu/curriculum-guide. June 1,

2009.

• Eddy, J. (2012) Performance Based Assessment. STARTALK Spring Conference.

• Eddy, J. (2013) Planning for Performance with Backward Design: Template and Beyond.

STARTALK Spring Conference.

• Eddy, J., & Mana, M. (2014). Student Curriculum Templates: Top Ten Must Have’s. STARTALK

Spring Conference.

• Glisan, E. W., Adair-Hauck, B., Koda, K., Sandrock, S. P., & Swender, E. (2003). ACTFL

integrated performance assessment. Yonkers, NY: ACTFL.

• Wiggins, G., & Mc Tighe, J. (2005). Understanding by Design (3rd ed.). Alexandria, VA:

Association for Supervision and Curriculum Development. (Original work published 1998)

Eddy (2013) Eddy & Mana (2014)

the startalk principles and your arabic classroom: zooming ...€¦ · must-haves in three modes...

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