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LESSON TITLE ____________________________________
LESSON SKILL TARGETED __________________________ (model)
CLASS LEVEL _____________________________________
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I. OBJECTIVES
II. MATERIALS
III. PROCEDURES (see specific instructions for each lesson)*
IV. CULTURAL INFORMATION
V. TECHNOLOGY USED
*III. PROCEDURES
GRAMMAR INSTRUCTION GUIDELINES
Design a lesson that integrates formal instruction in the context of
a whole-language approach, using the
PACE
model (Adair-Hauck & Donato, cited in Shrum & Glisan (2000), p.
154-157).
| PACE Model Stages | Purpose and Activities |
| Presentation | Teacher foreshadows grammar explanation through use of integrated discourse (stories, poems, listening texts); emphasis on comprehension and meaning. |
| Attention | Teacher uses multiple passes and recycles story line through pictures, TPR activities, and role playing, increasing comprehension and learner participation. Emphasis is on meaning. |
| Co-Construct Explanation | Once comprehension is achieved and meaning understood, the teacher turns the learner’s attention to focus on form. Both the teacher and the learner co-construct the grammar. |
| Extension Activity | Through extension activities, learners need to use grammatical structures to carry out particular functions and tasks. |
LISTENING & READING COMPREHENSION - INTERACTIVE MODEL GUIDELINES
Design lessons that include all stages from the following model (Shrum
& Glisan, 2000; pp. 135-137):
| Model II: Phases | Sample Class Activities |
| Preparation | Preview the text
Establish a purpose Predict meaning Activate background knowledge Preview unfamiliar content Anticipate new vocabulary and text language |
| Comprehension | Skim for gist
Scan for specific information |
| Interpretation | Create a list of main ideas
Match main ideas to key details …. |
| Application | Create a written summary and/or design presentation
Create follow-up product |
| Extension | Analyze features of two texts and compare content and organization |
INTERACTIVE SPEAKING ACTIVITY GUIDELINES
Create an activity to provide speaking interaction among your students
(information-gap, paired interview, role-play, imaginative, culture-based,
etc.). Decide what the purpose of the activity is and how it relates
to your chapter/unit/course objectives. Identify functions/contexts,
grammar, and/or vocabulary that are integrated. Include specific
instructions and your procedure for grouping students.
IV. CULTURAL INFORMATION
All lessons must be based on a product and/or practice of Costa
Rican culture. The perspective(s) underlying this product and/or
practice must be examined in the lesson as well.
V. TECHNOLOGY USED
Indicate what technology will be needed throughout the lesson for successful completion.