School:
 

LESSON TITLE ____________________________________

LESSON SKILL TARGETED __________________________ (model)

CLASS LEVEL _____________________________________
 
 

TARGETED STANDARDS

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).
 

Stages

A. Presentation B. Attention C. Co-Construct Explanation D. Extension Activity

LISTENING & READING COMPREHENSION GUIDELINES

Design lessons that include all stages from one of the following models (Shrum & Glisan, 2000; pp. 135-137):
 

Model I	Model II
A.  Pre-listening/Pre-reading B.  Identify main elements C.  Identify details D.  Organize/revise main ideas/details E.  Recreate text F.  React to text/explore intertextuality	A.  Preparation phase B.  Comprehension phase C.  Interpretation phase D.  Application phase E.  Extension phase

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.
 

CULTURAL LESSON GUIDELINES

While the parameters for this lesson are fairly free, participants must incorporate the ideas of cultural perspectives, products, and practices in the lesson.  The culture of choice is, por supuesto, Venezuelan.