Rachel Neff Curriculum Development Project Part III

Rachel Neff: Curriculum Development Project 1
Curriculum Development Project Part III
Rachel Neff
Pennsylvania State University

CURRICULUM DEVELOPMENT PROJECT 2
Table of Contents
Instructional Context.......................................................... Error! Bookmark not defined.
Rationale ............................................................................................................................. 3
Course Description............................................................. Error! Bookmark not defined.
Goals and Objectives .......................................................................................................... 5
Resources and Constraints .................................................................................................. 6
Materials and Activities ...................................................................................................... 7
Needs Assessment ............................................................................................................... 8
Evaluation ........................................................................................................................... 9
Syllabus ............................................................................................................................. 14
Lesson Plans...................................................................................................................... 18
References ......................................................................................................................... 28
Instructional Context
Piedmont Virginia Community College, known commonly as PVCC, is a relatively small
community college located in Albemarle county. It provides educational opportunities to
students in Albemarle and other surrounding counties, and hosts upwards of 5,550 students per
semester. The school also acts as an easy stepping stone for many students interested in entering
a four-year university, and has many Guaranteed Admissions Agreements with four-year colleges
across Virginia. Students ages range from teenagers in high school, to senior citizens looking to
advance their education, with over half the colleges student body being under twenty years old.
Student class sizes are usually smaller, ranging from about fifteen to thirty students per class, and
classes are offered at night to accommodate work schedules, in addition to the regular daytime
classes.
Rationale
Although a number of community colleges throughout Virginia do provide oral communication
ESL classes, PVCC is not one of them. The only courses specifically tailored to non-native
speakers are composition courses, ranging from 1-3 in level. In college level courses the
receptive skills of listening and reading are key to understanding the material, and the productive
skill of speaking is necessary in order to participate in many classes, as well as key in order to
ask the instructor clarifying questions. The understanding of English and ability to accurately
use it in a spoken context is vital to a students success in an American higher education setting.
In academia the written word is often inaccurately characterized as being more important than
the spoken word, and many language classes in the United States tackle second language
learning by focusing primarily on grammatical structures and written language, robbing students
of the opportunity to learn to communicate fluently in the language they are learning. The same
is true of many countries across the world, and while international students may come in to
PVCC with advanced skills in written English communication, to automatically assume that their
oral language skills are on par is a mistake. Students that attend community colleges often come
from a wide variety of backgrounds, with an equally wide variety of gaps in the knowledge, and
a varied number of learning needs, so to not provide oral communication classes to non-native
speakers seems like an oversight in an otherwise well respected community college.
My background and the bulk of my experience is in oral language teaching, and I have worked
with students who range from very beginning language learners, to advanced students who have
tested out of PVCCs ESL Composition courses. Having worked with PVCC students before,
and reviewing their course material during tutoring sessions affords me a better understanding of
the kind of information and teaching style offered in the composition courses. Understanding
how the written aspect of language is taught at PVCC will allow me to better design and alter a
class based on oral language that can work congruently with courses already offered by the
community college.
Course Description
The class will a semester long ESL Academic Oral Language course. The class size will be
limited to no more than thirty students at a time in order to allow all students a fair chance at
active classroom participation, and take place twice a week every Monday and Wednesday
evening from 6:30pm to 8:10pm (an hour and forty-minute class sessions). The class structure
will be modeled loosely off of English literature classes offered for native speakers, where
readings are expected to be done prior to that days class session, and much of class time will be
dedicated to class wide or small group discussions about the literature.
Goals and Objectives
Goals: Students will develop a better understanding of academic oral language, and will be able
to demonstrate a deeper comprehension of the spoken word used inside the classroom, and a
firmer grasp on productive language used in class discussions and presentations. By the end of
the semester students should be better equipped to use academic language, and be ready to
participate in a variety of PVCC classes.
Objectives: a. Students will increase their own personal lexicons.
b. Students will develop learning strategies to help them obtain and retain new information as
effectively as possible.
c. Students will be able to participate in classroom discussions, and share their own thoughts and
ideas on the topics being discussed.
d. Students will practice listening skills, and increase their comprehension of classroom lectures.
e. Students will create and give presentations to an audience of their peers.
f. Students will participate in workshops, give and receive constructive criticism, and use this
criticism to improve on their own ideas.

Resources and Constraints
Money will be the biggest issue for many students. There are a number of reasons that students
choose to attend community colleges instead of a four-year institution, and the cost effective
nature of two-year colleges can be a big draw for a lot of students. Loading students down with
expensive textbooks they have to pay for themselves may scare some students away from taking
the class. Funding in any education program is often tight as well, so resources for the class may
be quite limited. The students will only be required to buy two relatively inexpensive books, and
most handouts will be provided by the instructor, or made available for viewing/printing on the
class webpage.
Time constraints will also be a problem for student language development. The class is
infrequent, and the period of time for meeting up will only allow for limited language usage
throughout the week. Students will be encouraged to form study groups with classmates in order
to practice their language more, but due to the possible conflicts in students schedules, they will
not be a required part of the class. Students will also be encouraged to seek out help from both
the Student Writing Center and the tutors that PVCC offers in order to improve their language
use outside of class.
In smaller sized classes, more whole class discussions can occur, but if a course has a large
number of students then small group discussions will need to become more frequent in order to
ensure students have enough time to use productive oral language skills in every class session.
Materials and Activities
Only two texts will be required for the class: One Flew Over the Cuckoos Nest by Ken Kesey,
and The Great Gatsby by F. Scott Fitzgerald. The books should be significantly cheaper than
textbooks, and all other materials will be provided for students. Essays such as Jonathan Swifts
A Modest Proposal, Bharati Mukherjees Two Ways to Belong in America, James Baldwins
Notes of a Native Son, and even short humorous Washington Post articles written by Gene
Weingartner will be used as well as various current newspaper and magazine articles that may be
assigned in the class session prior. All essays listed on the syllabus are subject to change, and
students will be notified at least one week prior to any large changes made. Two class periods
will also be dedicated to watching the movie adaptation of One Flew Over the Cuckoos Nest.
As these readings will be the backbone of class activities, students are required to do these
readings prior to the class session. The majority of class time will be spent in either whole class
or small group discussions. These discussions will be student driven, with the instructor acting
as a facilitator by presenting facts, prompting with questions, highlighting well thought out
student insights, and encouraging quieter students to join into the conversation(s) taking place.
Pieces of recorded lectures from other PVCC faculty will be utilized in order to provide students
a chance to hear examples of lectures that take place in other courses. Students will be expected
to take apart the language used in the lecture, so that they can develop strategies to better
understand professor lectures.

Finally, texts from other classes will be used as part of the course as well. At the beginning of
most class sessions students will be allowed to ask questions about sections of their other class
texts that they are struggling with, and as a class we will analyze and work towards a mutual
understanding of the meaning of the language.
Needs Assessment
PVCC uses the Virginia Placement Test (VPT) to determine student placement in classes, which
have limited use for spoken English assessment. The VPT uses multiple choice questions to test
reading comprehension, and an essay to determine writing abilities. Students who perform poorly
on the VPT are recommended to take the ESL oral academic language classes, though students
who excel at written language may need professors to make personal recommendations to take
the course. While it will not be a required course for them, it will come highly recommended, as
oral language is just as vital to understanding in most classrooms as written language is.
In the class there will be informal teacher assessments where the instructor will listen in on class
and group discussion to determine student ability in class, as well as one-on-one conferences in
the first half of the semester where the instructor will be able to get a better sense of the students
abilities and knowledge through a series of questions and student responses. There will be a
second set of conferences towards the end of the semester, where the instructor will be able to
assess student progression and learning.

Evaluation
The English as a Second Language Oral Communication class will have a number of different
assessment methods for testing student knowledge gains, as well as helping students to achieve a
greater understanding of their own learning processes, and narrow in on strengthening their areas
of weakness.
Class participation (constructed/personal-response assessment): 20 pts.
A definition of active engagement including listening, contributing ideas, and asking questions,
will be given for this courses standard for class participation. Students will be expected to
actively engage in discussion with both the teacher and each other, and will be graded with
quality of engagement and quantity of engagement kept in mind. As a class with a strong stress
on oral communication, this will provide students an opportunity to practice their oral
communication skills.
(6) Biweekly vocabulary quizzes (select-response assessment): 15 pts.
A large portion of the class is dedicated to learning new terminology, and understanding the
meaning so it can be properly applied to class discussions in other academic courses. Roughly
every four class periods (marked on the calendar), a vocabulary quiz with ten to fifteen items on
the quiz will be given. The quizzes will rotate between matching, true false, multiple choice and
fill-in-the-blank style questions to allow students a chance to attempt a number of different quiz
types. The quizzes will only take up roughly ten minutes or less of class time, and will provide
incentive for students to keep up with the vocabulary lists created in class.
(2) Conferences with the professor (personal-response assessment): 10 pts.
Students will be required to schedule two conferences with the professor over the course of the
semester, one during the first half of the semester, and one during the second half. Conferences
will work on a pass/fail grading situation, where students will pass if they attend their
conferences, and fail if they do not. If there are extenuating circumstances original conference
times can be rescheduled. During these conferences, students are encouraged to express any
concerns about their course work, discuss upcoming assignments, seek clarification, and ask for
help on anything they are struggling with. Conference topics are not pre-set, and conferences
will be used to touch base with students, make sure they are able to keep up with the coursework,
and evaluate their needs and progression during the course.
(2) Oral presentations (constructed-response assessment): 55 pts. (25 and 30 pts)
Towards the middle of the semester all students will be expected to give an oral presentation
where they develop a thesis about one of the readings done during the course. Students will be
allowed to pick from any of the assigned readings, and are not limited to what topic their thesis is
on. Presentations are expected to fall between five to eight minutes, and presentations that are
too short or too long will have points deducted. Students are allowed to bring as many or as few
visuals (slideshows, images, props, etc..) as they would like to assist in giving the presentation.
(25 pts.)
At the end of the semester a second presentation will take place. Students are once more allowed
to pick which reading (or movie) they wish to form a thesis about, however students are not
permitted to use the same work they used for their first presentation. This presentation will be
ten to fifteen minutes in length, and will include a short question and answer section at the end,
where classmates will be expected to ask questions about the presentation they just heard as part
of their own grade. (30 pts.)
These presentations are a culmination of what students are expected to learn in the class. It
requires students to understand the topic they are discussing, use academic language to present
their understanding, and for the second presentation to additionally field on the spot questions
that will require students to process language quickly and respond accordingly.
Final Presentation Rubric

Excellent Strong Satisfactory Developing Weak
Speech, Clear, and Speech Comprehen Speech Speech

Language easy to is dible often largely
use comprehe mostly enough to unclear and incompreh
nd. clear get main often ensible.
Language and ideas across. incomprehe Language
use is compreh Language nsible. use mostly
varied, endible. use is Language inaccurate.
creative, Languag accurate, but use Student
and e use is simplistic. simplistic, cannot be
accurate, varied, Students and often heard/does
using both and uses volume is at inaccurate. not speak
vocabular a range least loud Student with
y and of enough to speaks too confidence
phrases vocabula hear most of softly to . Faltering
learned in ry and the easily be frequent,

class, and phrases presentation heard, self
outside of learned . Self and/or corrections
class. in class, correction without inaccurate
Student and is and faltering much or non-
speaks accurate. frequent, but confident. existent.
with Student recoveries Faltering
confidenc speaks are accurate. semi-
e, and loud frequent,
with little enough self
self for corrections
correction classmat occasionall
and es to y
faltering. hear, and inaccurate.
only self
corrects
or falters
in
speech
on
occasion
.
Topic, Topic Topic Topic Topic Topic

Thesis/Ar consistent, consiste mostly inconsistent largely
gument, and well nt. consistent. . Ideas inconsisten
Ideas, presented Ideas Ideas underdevel t. Ideas
Informati Ideas are develope somewhat oped. weak.
on well d. undeveloped Information Informatio
developed, Informat . occasionall n
and ion Information y inaccurate.
inspire/pro accurate accurate, but inaccurate, Thesis/Arg
voke and does not and does ument
critical supports help support not support non-
thinking. ideas. ideas. ideas. existent.
Informatio Thesis/A Thesis/Argu Thesis/Arg
n accurate rgument ment ument often
and useful consiste occasionally ignored.
for nt and lost during
supporting maintain presentation
ideas. ed .
Thesis/Ar througho
gument ut
strong, presentat
and ion.
maintaine
d
throughou
t entire
presentati
on.
Organizat Ideas and Ideas Ideas and Ideas and Ideas and
ion thoughts and thoughts thoughts thoughts
well thoughts mostly disorganize disorganiz
organized, organize organized. d. ed.
and easy d. Presentation Presentatio Presentatio
to follow. Presenta easy to n difficult n
Presentati tion follow, few to follow, impossible
on progress strange very little to follow.
presented ion easy leaps in logical Constant
with a to progression progression leaps in
very follow, made. . progressio
logical and has n, no
flow/progr a logical logical
ession. progress flow to
ion. presentatio
n.
Question Questions Answers Answers Answers Answers

and answered show sometimes often consistentl
Answer with clear understa inaccurate, inaccurate, y
Section understan nding of or show or show inaccurate.
ding, and the misundersta misundersta Student
helpful question nding of the nding of the shows very
expansive s. questions questions little
answers. Students asked. asked. understand
Student answer Students Students ing of the
answers accuratel seem show little questions
with clear y, with uncertain of knowledge being
knowledg clear the answers of the topic. asked.
e of the knowled they Lack of
topic. ge of the provide, or Student did knowledge
topic. lacking in not ask any of the
Student knowledge questions topic.
participate Student of the topic. during
d in participa classmate Student
classmate ted in Student presentation did not ask
presentati classmat participated s. any
ons by e in classmate questions
asking presentat presentation during
pertinent ions by classmate
and asking s by asking presentatio

insightful pertinent questions. ns.
questions. question
s.
Syllabus
Course: ESL Academic Oral Language

Semester: Fall 2017
Meeting Time: Mondays and Wednesday 6:30 pm to 8:10 pm
Location: Room XX
Required Text: One Flew Over a Cuckoos Nest by Ken Kesey
The Great Gatsby F. Scott Fitzgerald
Credit Hours: 3
Instructor: Rachel Neff
Email Address: XXX@XXX.EDU
Office Hours: Tuesdays from 10:00 am to 12:00 pm, Wednesdays from 4:00 pm to 6:15 pm
Course Description: This English language course is designed for speakers of other languages,
and will focus on oral language used in academic settings. Students will read a number of essays
and novels throughout the semester, and be expected to participate in class and group discussions
on the materials read. Students must complete all readings prior to the class session the readings
are assigned. Two graded presentations will be given during the course of the semester, as well
as several quizzes throughout the course. In addition, students will be expected to hold two
conference meetings with the instructor outside of scheduled class time.
Course Goals: Students will develop a better understanding of academic oral language, and will
be able to demonstrate a deeper comprehension of the spoken word used inside the classroom,
and a firmer grasp on productive language used in class discussions and presentations. By the
end of the semester students should be better equipped to use academic language, and participate
in a variety of PVCC classes.
Course Objectives: a. Students will increase their own personal lexicons.

b. Students will develop learning strategies to help them obtain and retain new information as
effectively as possible.
c. Students will be able to participate in classroom discussions, and share their own thoughts and
ideas on the topics being discussed.
d. Students will practice listening skills, and increase their comprehension of classroom lectures.
e. Students will create and give presentations to an audience of their peers.
f. Students will participate in workshops, give and receive constructive criticism, and make
improvements on their own ideas.
Attendance: Daily attendance will be taken at the beginning of each class session. Any absence
of over 20% of the course (7 classes or more) will result in an automatic failure, unless the
student in question is able to provide adequate reasons for the frequent absences. Tardiness is
excused within the first 15 minutes of class, and after will be counted as an absence.
Late Work Policy: Late work will be accepted, however every class period that an assignment is
late a full letter grade will be docked from the students final grade on the assignment.
Disability Policy: In accordance to the Americans with Disabilities Act of 1990 and Section 504
of the Rehabilitation Act of 1973, PVCC must provide reasonable accommodations to students
with disabilities. Any student needing accommodations may identify themselves to the instructor
and provide an accommodation letter early into the semester.
Student Expectations and Etiquette: English is expected to be spoken at all times when class is
in session, unless the instructor indicates otherwise. Students are expected to have completed all
reading and assignments prior to class. Light snacks and drinks are allowed in the classroom.
Mobile devices such as laptops and tablets used to take notes are allowed in the classroom,
however cellphones must be turned on silent and stowed away for the duration of the class. Web
browsing and other computer activity not related to the class is not permitted, and students will
receive a warning the first time they are caught, and asked to leave the classroom the second
time. Disruptive behaviors including talking during lectures, harassing fellow students,
unpermitted use for cellphone or mobile device, etc will receive one warning. If the warning is
ignored the student will be asked to leave the classroom.
Grading:
Percentage of Grade
Class Participation 20%
Vocabulary Quizzes (6) 15%
Teacher Conferences 10%
First Presentation 25%
Second Presentation 30%
Note: The instructor will define clear expectations for all graded aspects of the course in class.
Detailed written expectations are available on the class website.
Course Calendar:
Monday Wednesday
Week 1 8/21/17 8/23/17
Class Orientation Bharati Mukherjees Two Ways to Belong

Syllabus Review in America
Week 2 8/28/17 8/30/17
James Baldwins Notes of a Native Recorded Lectures

Son
Week 3 9/04/17 9/06/17
NO CLASS Vocabulary Quiz

F. Scott Fitzgeralds The Great Gatsby
Chapters 1&2
Week 4 9/11/17 9/13/17
The Great Gatsby The Great Gatsby

Chapter 3 Chapters 4&5
Week 5 9/18/17 9/20/17
The Great Gatsby Vocabulary Quiz

Chapter 6 The Great Gatsby
Chapter 7
Week 6 9/25/17 9/27/17
The Great Gatsby Jonathan Swifts A Modest Proposal

Chapters 8&9
Week 7 10/02/17 10/04/17
Vocabulary Quiz Presentation Workshopping

Selections from Gene Weingartner
(TBD)
Week 8 10/09/17 10/11/17
NO CLASS Recorded Lectures
Week 9 10/16/17 10/18/17
FIRST PRESENTATION DUE Second Round of Presentations

(Written work must be submitted to
instructor)
First Round of Presentations
Week 10 10/23/17 10/25/17
Ken Keseys One Flew Over the Vocabulary Quiz

Cuckoos Nest One Flew Over the Cuckoos Nest
First 67 pgs (adjusted for different To the end of Part One
book editions)
Week 11 10/30/17 11/01/17
One Flew Over the Cuckoos Nest One Flew Over the Cuckoos Nest
Part Two Part Three
Week 12 11/06/17 11/08/17
One Flew Over the Cuckoos Nest Vocabulary Quiz

Part Four First Part of One Flew Over the Cuckoos
Nest Movie
Week 13 11/13/17 11/15/17
Second Part of One Flew Over the Discussion of the Movie

Cuckoos Nest Movie
Week 14 11/20/17 11/22/17
Vocabulary Quiz NO CLASS

Presentation Workshop
Week 15 11/27/17 11/29/17
Presentation Workshop SECOND PRESENTATION DUE

(Written work must be submitted to
instructor)
First Round of Presentations
Week 16 12/04/17 12/06/17
Second Round of Presentations Third Round of Presentations
Week 17 12/11/17
LAST CLASS
Final Class Wrap Up
Three Lesson Plans:
LESSON PLAN 1:
1) Class: Wednesday, 8/23/17. Week one.
2) Instructional Goal: To introduce students to literary classroom discussion.
3) Learning Objectives: Have each student participate at least once in class discussion.
Voluntary participation is preferred, but students will be called on as necessary. Allow
students to open up about themselves, and share their personal stories with their
classmates.
4) Materials: Vocabulary List. Vocabulary Quiz.
THE PLAN REASONING/THOUGHTS
Start ( 10 min.)
I want students to use this as a self
This lesson starts with a fill-in-the-blank vocabulary quiz, assessment tool. This should help them
made from sentences that appeared in the homework locate gaps in their own vocabulary
reading assignment. The quiz is not graded, and this will be knowledge. By using the words from the
made clear to the students from the very beginning. The actual text I also quiz them on their
students will only be given five minutes to complete the knowledge of other words inside the
quiz, which gives them half a minute per sentence, but as a sentence as well, even if those words are
class we will be going over the correct answers afterwards. not highlighted by the quiz. It also prepares
them for some of what we will be
discussing in class that day.
Activity One ( 25 min.)

I want students to be the ones to generate
At this point I will ask students to tell me what words or most of the answers for these definitions.
phrases they struggled with during the reading. Were any While this is an early class, and a lot of
of the concepts hard? What were things they struggled to teacher prompting will be done, the
understand? Any questions asked I will first prompt important part of this class is that students
students to answer for their classmates, before I decide to produce much of the language that they are
answer them myself. If students are hesitant to speak up I learning. I will reword and repeat student
will call on a few specific students in the class and ask statements as much as necessary to make
them to produce one word or phrase they were unfamiliar sure the entire class can hear, but I hope to
with before. If this does not prompt more open ended have a maximum number of student
discussions I will hand out my list and ask students about answers for student questions. All the
randomly selected words on the list, their meaning in words on the vocabulary sheet will not be
general, and their meaning in context with the essay. covered in class, because there is not
enough time for it, but I want to make sure
All definitions, both student generated and ones I create, students also leave with notes in hand, so
will be written on the board so that students may copy as they can look up the definitions on their
they choose. If students are proactive and ask many own time, and perhaps ask me about words
questions, then by the end of this section I will still hand they were confused by in the next class.
out the vocabulary list, to ensure they leave class with a list
of words they may not be familiar with that they can look
into.
Activity Two ( 50 min.)

I want this to be a dialogue between
The questions shift from vocabulary to meaning. Now that students more than a dialogue between me
students should have a better understanding of the words and the students. I will be there as a
used in Mukherjees essay, its time for them to use them facilitator to create conversation, but I still
themselves. The discussion will be a whole class want the majority of the created language
discussion, with students taking turns to respond, and to come from the students, and for students
questions being asked to build off of student responses. to be listening to each other and the
While some will be open ended Do you relate more to responses they give. This section will be a
Mira or Bharatis experiences? Do you feel a very strong lot more personal than the last, and I may
connection to your native country? Do you feel have to monitor the situation to make sure
frustrated by how America treats non-Americans? Some no arguments break out, or cut
will also be expansions off of student responses, asking conversations short if there appear to be
students to respond to something one of their classmates any disagreements. I will also try to ask
has said. less personal questions on occasion to
students who seem uncomfortable with the
idea of giving their personal views on this
matter, or allow them instead to respond in
a way that acknowledges both sides of the
debate.
Assessment/Evaluation
As an early class I do not want students to
Assessments will be ongoing as I listen to students respond feel too much pressure to perform. I want
to me and each other throughout the class. There will be the classroom environment to be relaxed
no formal evaluation or produced paperwork to grade in and comfortable, and for students to use as
this class period. The quiz at the beginning was for their much exploratory language as possible
own sake, but does prepare them for future quizzes they while in front of a large group. While I
will be taking in this class. will be paying attention to where students
seem to be, as far as understanding
vocabulary, and communicating complex
ideas is concerned, I will not be assigning
any grades this class period.
Expansion/Homework ( 15 min.)
Early in the semester I want to ease
I will allow students to ask any final questions about the students into the class style I will be using
class or course as a whole. This is a good chance for for the course, and not overload them with
students to ask something they may not have thought of on work.
the first day when we were going over the syllabus and
orientation. Students will be reminded about the reading
for next class, and if they wrap up in under 15 minutes,
will be allowed to leave early.
Special notes: Vocabulary List
Debate Quota
Status Fluidity
Oath Renouncing
Identical Looming
Expressed Permanent
Endure Pitied
Secure Structure
Acquired Erasure
Certifications Absence
Hassle-free Involvement
Recognized Scapegoat
Contributions Unacknowledged
Fields Adversaries
Bypassed Manipulated
Requirements Discarded
Invested Creativity
Improvement Curtailing
Benefits Description
Transform Example
Irrational Embraced
Surrendering Retained
Productive Differentiate
Officially Interact
Vocabulary Quiz
Word Bank:
example, acquired, transform, fluidity, adversaries, structure, improvement, looming, discarded,

interact, requirements
1. We were always unacknowledged ADVERSARIES, and we are now, more than ever, sisters.
2. Because of the accident of his North Dakota birth, I bypassed labor-certification

REQUIREMENTS and the race-related "quota" system that favored the applicant's country of
origin over his or her merit.
3. For over 30 years, I've invested my creativity and professional skills into the
IMPROVEMENT of this country's preschool system.
4. I asked her if she would follow the EXAMPLE of others who have 10 decided to become
citizens because of the anti-immigration bills in Congress.
5. We expect to see each other through the LOOMING crises of aging and ill health without
being asked.
6. She is here to maintain an identity, not to TRANSFORM it.
7. Mira and I differ, however, in the ways in which we hope to INTERACT with the country that
we have chosen to live in.
8. They soon ACQUIRED the labor certifications necessary for the green card of hassle-free
residence and employment.
9. I feel manipulated and DISCARDED.
10. She, for the lack of STRUCTURE in my life, the erasure of Indianness, the absence of an
unvarying daily core.
LESSON PLAN 2:
1) Class: Wednesday, 10/04/17. Week seven.
2) Instructional Goal: For students to begin work on their presentations.
3) Learning Objectives: Have students participate in both giving and receiving criticism on
their work, and using the criticism to strengthen their ideas. To give students and
opportunity in class to reflect on the presentation they want to create while peer feedback
is accessible.
4) Materials: None
Start ( 20 min.)
In an established class past student
Ask students if they have ever given presentations before presentations can be used. If teachers from
for other classes, work, etc With a chattier class I can other classes are willing to share similar
start by asking that students who have to share their presentations, then I may show students an
experiences, with a quieter class I will have students tell example video or two. Until that is a
me if they have or not with a show of hands, and then call reality, however, students can assist each
on individual students to explain their experiences. I want other with their own wealth of experiences
to know what they did and how they did it. There will on what they have done in the past.
probably be a variety of experiences and presentation
styles that will come up in this.

It is important for students to know what
Explain the expectations of this particular assignment. It they need to do for this assignment. It is
needs to be 5 to 8 minutes in length, so it must be concise, the first big project for the class, and I want
but students may still struggle with finding enough to talk to make sure they are prepared for it by
about for that length of time. Even a short number of laying everything out in explicit detail.
minutes can feel like a long time during a presentation.
They must stick to the main topic they are focusing on, and
they can use visuals (slideshow, pictures, props), but it is
not required.
There will be no questions and answers section for this

presentation.
I will go over the rubric with the students, so they

understand what they are being graded on. I will also go
over my expectations for workshopping presentation ideas.
At the end I will field student questions about the

assignment.

Students helping each other is the main
Students will have told me what piece they are interested in goal here. They will have the basics of
working on at the end of the last class. Using their what I want for them to do outlined in the
interests, I will have already created a list of assigned presentation section, and will be ready to
workshop groups, so that students are grouped with people engage each other and help each other with
that are exploring the same text. Students will then their ideas. I will also be available to
workshop with each other, and discuss 2 or 3 ideas they answer questions, and also to ask questions
have for their presentations, and share their thoughts on that help students consider their ideas in
their classmates ideas. greater detail.
During this time, I will be floating around the classroom,

listening to students conversing, and asking probing
questions when I feel it is necessary to prompt students
along, or I want them to examine an idea in more detail.
Presentations will be graded at another
I will be floating around the classroom, and informally later class date.
assessing language use.
I will request students continue to work on their Students should be focusing primarily on
presentation, and come to me with any personal questions their presentation projects at this time.
they may have on it. I will remind students of my office
hours, and also make sure they remember my email in case
they need to email me questions outside of office hours.
Special notes: A list of presentation workshop groups will be created prior to this class.
First Presentation Rubric

Excellent Strong Satisfactory Developing Weak
Speech, Clear, and Speech Comprehen Speech Speech

Language easy to is dible often largely
use comprehe mostly enough to unclear and incompreh
nd. clear get main often ensible.
Language and ideas across. incomprehe Language
use is compreh Language nsible. use mostly
varied, endible. use is Language inaccurate.
creative, Languag accurate, but use Student
and e use is simplistic. simplistic, cannot be
accurate, varied, Students and often heard/does
using both and uses volume is at inaccurate. not speak
vocabular a range least loud Student with
y and of enough to speaks too confidence
phrases vocabula hear most of softly to . Faltering
learned in ry and the easily be frequent,
class, and phrases presentation heard, self
outside of learned . Self and/or corrections
class. in class, correction without inaccurate
Student and is and faltering much or non-
speaks accurate. frequent, but confident. existent.
with Student recoveries Faltering
confidenc speaks are accurate. semi-
e, and loud frequent,
with little enough self
self for corrections
correction classmat occasionall
and es to y
faltering. hear, and inaccurate.
only self
corrects
or falters
in
speech
on
occasion
.
Topic, Topic Topic Topic Topic Topic

Thesis/Ar consistent, consiste mostly inconsistent largely
gument, and well nt. consistent. . Ideas inconsisten
Ideas, presented Ideas Ideas underdevel t. Ideas
Informati Ideas are develope somewhat oped. weak.
on well d. undeveloped Information Informatio
developed, Informat . occasionall n

and ion Information y inaccurate.
inspire/pro accurate accurate, but inaccurate, Thesis/Arg
voke and does not and does ument
critical supports help support not support non-
thinking. ideas. ideas. ideas. existent.
Informatio Thesis/A Thesis/Argu Thesis/Arg
n accurate rgument ment ument often
and useful consiste occasionally ignored.
for nt and lost during
supporting maintain presentation
ideas. ed .
Thesis/Ar througho
gument ut
strong, presentat
and ion.
maintaine
d
throughou
t entire
presentati
on.
Organizat Ideas and Ideas Ideas and Ideas and Ideas and
ion thoughts and thoughts thoughts thoughts
well thoughts mostly disorganize disorganiz
organized, organize organized. d. ed.
and easy d. Presentation Presentatio Presentatio
to follow. Presenta easy to n difficult n
Presentati tion follow, few to follow, impossible
on progress strange very little to follow.
presented ion easy leaps in logical Constant
with a to progression progression leaps in
very follow, made. . progressio
logical and has n, no
flow/progr a logical logical
ession. progress flow to
ion. presentatio
n.
LESSON PLAN 3:
1) Class: Monday, 11/06/17. Week twelve.
2) Instructional Goal: Students should show the skills they have learned throughout the
semester, by actively engaging in class discussion with their peers.
3) Learning Objectives: Students will have to explore the text in depth, and understand the
main themes of the story, as well as be able to discuss these themes with their classmates.
4) Materials: None
Start ( 20 min.)
This is an established part of the course
Class starts unrelated to the final readings, by asking that will help students in their other
students if they have any questions about terms and words classes. It gives some time for students to
used in their other classes. This is something that students to ask any questions they may have about
will have been instructed to do throughout the year, and my class as well.
should be old hat to them by now. Preferably any terms or
vocabulary is given with context, and everything is written
on the board so students can write down these terms and
words for themselves.

A general class discuss to ease students
A whole class discussion of the final chapters of One Flew into small group discussion. Both are
Over a Cuckoos Nest. Initially this is mostly a surface things students should be used to doing at
level discussion about what has happened in the book. this point in the semester. This is a good
Anything that happened before is also fair game to bring chance for students to show their
up again, but the main focus is how the story ended. We understanding of the work.
will then get into some of what it might mean. I want to
know how students felt about the ending, criticism or
praise they had for the book as a whole, any discomfort
they felt with the story at large, etc
I will then brainstorm with the class different main themes

that appeared in the story (mental health, masculinity,
institutionalism, etc)

This is another thing students should be

Students will then break into small groups that they pick used to at this point. This is a final
for themselves. They will then pick some aspect of the discussion about the work as a whole, and
story that was written on the board to discuss, or come up a good chance for students to explore the
with their own theme that was not listed. If students cannot book at a greater depth, and hear different
agree on a theme I will assign one for them. Students are interpretations from classmates.
then expected to explore this theme in depth with one
another. Veering off topic is acceptable as long as the
discussion stays tied to either the book or the theme in
some way.
During this time, I will be floating around the classroom,

listening to student discussion and prompting deeper
reflection with pointed questions.
I will be floating around the classroom, and informally

assessing language use.
No formal homework for today. Students will be watching Getting a break from homework is nice
the movie version next class period, and will have a chance every once and awhile.
to enjoy the break from work. Hopefully they keep
practicing their English outside of the classroom, and
continue to gather up lists of terms and words that they do
not understand/wish to discuss in class.
Special notes: N/A

References
Baldwin, J. (2000). Notes of a Native Son. Retrieved from
http://www.csudh.edu/ccauthen/570f15/baldwin.pdf
Mukherjee, B. (1996). Two Ways to Belong in America. Retrieved from
http://www.anderson.k12.ky.us/Downloads/Mukherjee%20-%20Two%20Ways%20to%2
0Belong.pdf
Piedmont Virginia Community College. (n.d.) College Catalog Archive. Retrieved from
http://www.pvcc.edu/academics/catalogs-publications/college-catalog-archive
Piedmont Virginia Community College. (n.d.) Guaranteed Admissions & Transfer Information.
Retrieved from http://www.pvcc.edu/transfer/GAA
Piedmont Virginia Community College. (n.d.) Placement Tests. Retrieved from
http://www.pvcc.edu/admission/placement-tests
Piedmont Virginia Community College. (n.d.) Research & Statistic. Retrieved from
http://www.pvcc.edu/about-us/research-planning/research-and-statistics
Swift, J. (1729). A Modest Proposal. Retrieved from http://art-bin.com/art/omodest.html


Rachel Neff Curriculum Development Project Part III

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Rachel Neff: Curriculum Development Project 1

Curriculum Development Project Part III

Pennsylvania State University

Instructional Context.......................................................... Error! Bookmark not defined.

Course Description............................................................. Error! Bookmark not defined.

Goals and Objectives .......................................................................................................... 5

Resources and Constraints .................................................................................................. 6

Materials and Activities ...................................................................................................... 7

Needs Assessment ............................................................................................................... 8

Piedmont Virginia Community College, known commonly as PVCC, is a relatively small

community college located in Albemarle county. It provides educational opportunities to

Although a number of community colleges throughout Virginia do provide oral communication

speakers seems like an oversight in an otherwise well respected community college.

dedicated to class wide or small group discussions about the literature.

Goals and Objectives

participate in a variety of PVCC classes.

Objectives: a. Students will increase their own personal lexicons.

ideas on the topics being discussed.

e. Students will create and give presentations to an audience of their peers.

criticism to improve on their own ideas.

Resources and Constraints

use outside of class.

Materials and Activities

understand professor lectures.

understanding of the meaning of the language.

assess student progression and learning.

Class participation (constructed/personal-response assessment): 20 pts.

(6) Biweekly vocabulary quizzes (select-response assessment): 15 pts.

(2) Conferences with the professor (personal-response assessment): 10 pts.

and evaluate their needs and progression during the course.

(2) Oral presentations (constructed-response assessment): 55 pts. (25 and 30 pts)

of their own grade. (30 pts.)

Final Presentation Rubric

Speech, Clear, and Speech Comprehen Speech Speech

learned in ry and the easily be frequent,

Topic, Topic Topic Topic Topic Topic

Question Questions Answers Answers Answers Answers

and asking s by asking presentatio

Course: ESL Academic Oral Language

Course Objectives: a. Students will increase their own personal lexicons.

Class Orientation Bharati Mukherjees Two Ways to Belong

Week 2 8/28/17 8/30/17

James Baldwins Notes of a Native Recorded Lectures

Week 3 9/04/17 9/06/17

NO CLASS Vocabulary Quiz

Week 4 9/11/17 9/13/17

The Great Gatsby The Great Gatsby

Week 5 9/18/17 9/20/17

The Great Gatsby Vocabulary Quiz

Week 6 9/25/17 9/27/17

The Great Gatsby Jonathan Swifts A Modest Proposal

Week 7 10/02/17 10/04/17

Vocabulary Quiz Presentation Workshopping

Week 8 10/09/17 10/11/17

NO CLASS Recorded Lectures

Week 9 10/16/17 10/18/17

FIRST PRESENTATION DUE Second Round of Presentations

Week 10 10/23/17 10/25/17

Ken Keseys One Flew Over the Vocabulary Quiz

Week 11 10/30/17 11/01/17

Week 12 11/06/17 11/08/17

One Flew Over the Cuckoos Nest Vocabulary Quiz

Week 13 11/13/17 11/15/17