Case Study C

Foreign language acquisition

Spanish Content Area
Foreign language acquisition is a continually studied
topic.
Krashen formed Monitor Hypothesis or Input Theory
Created a theoretical framework for L2 acquisition
Vygotski continued with the Zone of Proximal
Development
This better explains different learning styles, development
patterns and allows for better student-teacher interactions.
Both of these are necessary to understand the
current theoretical framework of L2
acquisition. Many theories exist.
Spanish Content Area cont. . .
Gonzalez-Bueno explains well in her Powerpoint
Design a Test the neccessity of designing
instruction around a preplanned assessment.
This increases validity of both the assessment and the
instruction.
An Integrated Performance Assessment will be
the assessment in this unit.
This includes reading, writing, speaking and listening.
It also closely resembles activities done in unit.
Discrete point testing or rubric based assessment can
be implemented in writing, speaking, reading and
listening.
Spanish Content Area cont.
Interestingly, Spanish differs from many other
content classes as the language is the
instruction rather the the conveyer of
information.
This is reflected in the lack of inclusion in Lee and
Spradlings article, Reading in the Disciplines, as
foreign language is not an included discipline.
Objectives and outcomes are both langauge and
content related.

Learner Variability
Preemptive strike for variability = UDL.
Multiple means of expression/representation in
the unit.
Unit organizers and graphic organizers are
implemented heavily in the unit.
Lens et al, The Unit Organizer, Burlgren et al.
Expanded graphic organizers are provided for
students with LDs. (Bulgren, pg. 122-131)
Engaging students
For students with behavioral, social and learning
development issues the suggestions from Solar
will be implemented
Active versus passive listening table (Solar, p. 43)
For absent students most of the instruction and
most of the assessment can be implemented
outside of class.
Students are provided options to reduce
boringness and improve engagement of both
students who are gifted and struggling.
Unit Plan
Theme: The environment. Spanish 3, 4
th

hour, 11
th
grade.
3 days instruction, 2 day IPA assessment.
Learning objectives
TSWBAT analyze authentic text for meaning.
TSWBAT report main points of reading in
presentation.
TSWBAT compose a well written persuasive essay.
TSWBAT interpret spoken word in reference to the
topic.
Unit Continued
Learning variability will be great as second
language acquisition rates differ greatly.
Accommodations allow for different roles in groups.
Multiple representations through presentations, debate,
formal writing, listening, speaking, etc.
Day 1 Interpretive Activity
Read Univisin Article on Green Implementations in Mexico City
Groups read one of the 4 sections, read it again. Their task is to report
back to the class the main points of their section. They also take into
account an additional problem or situation that relates to their
section. Each group has a note taker, organizer, technology specialist
and problem solver. This accommodates for multiple learning styles
within the groups.


Unit Continued
Day 2 Interactive activity.
2 iBooks have been created for an information gap
activity. Students get into partners and take role
of a travel agent or volunteer. They go through
iBook discussing pros and cons of each volunteer
opportunity.
Each student is provided with a information sheet
that they cannot show their partner and they
must exchange the information throughout the
iBook reading together.
Unit Continued
Day 3 Presentational Activity
Pre-writing activity is a video that relates to green
technology in Spanish speaking countries.
A scaffolding writing activity where collaboration and
constructive criticism are keys to success. First
students brainstorm on green initiatives, then form
outlines, then critique outlines in groups and for
homework they work on persuasive essay.
Persuasive essay is to congressman suggesting green
technologies for the state.
Unit Continued
Day 4 & 5 IPA Assessment
Students first do interpretive reading of a Wiki
article on energy sources. There are both discrete
point items and bigger picture open ended
questions.
Students will do a one on one debate that uses
the context of their home town making a new
power plant. The renewable plant is more
expensive than the coal fired power plant. 10
minutes to prepare and 5 to debate. A rubric
grades this section.
Unit Continued
Day 5 Group presentation
Students will make PowerPoint presentation in groups
to various members of the school staff.
They must participate, write a page essay saying
what they did (in English if desired), provide at least 3
sources and implement concrete suggestions. A
rubric grades this section.
Accommodations for learners include extra time
to prepare on the debate, receiving reading
ahead of time and scaffolding and planning for
persuasive essay ahead of time.
Learning Environment
The environment is the topic of this unit and
the learning environment is important to
convey all the necessary information.
Technology is used in all three activities.
A loud classroom is a successful classroom in this
unit.
Respect and focus are key in this unit because the
students are provided options to investigate for
their assessment.
Self Rated Rubric
4.5
3.5
4
4.5
These scores are not reflective of how I thought it went. A more rigorous critique is
needed as the lesson plans and activities are . . . meh.
Works Cited In order of appearance
Your content area.

Krashen, Stephen. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987.

McLeod, S. A. (2010). Zone of Proximal Development. Retrieved fromhttp://www.simplypsychology.org/Zone-of-Proximal-Development.html

Gonzalez-Bueno, Manuela, dir. Design of a test.ppt. Slide Program. 8 Dec 2013. <Retrived from Blackboard.>.

Lee, C.D., Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.

Learner Variability

Rose, D. H. & Gravel, J.W. (2012). Getting from Here to There: UDL, Global Positioning Systems, and Lessons for Improving Education.

Unknown. The Unit Organizer. Retrieved from Blackboard 12-7-13.

Lenz et al. Teaching Content to All: Evidence-based inclusive practices in middle and high school. . Pearson Education, Inc. , 2004. Web.

Bulgren, J. Scanlon, D. Instructional routines and learning strategies that promote understanding of content area concepts. Journal of Adolescent &
Adult Literacy;
Dec 1997/Jan 1998; 41, 4; Research Library pg. 292-302

3) Engaging students

Solar, E. Prove Them Wrong; Be There for Secondary Students with an Emotional or Behavioral Disability. Council for Exceptional Children. Sep/Oct.
2011. Retrieved from Blackboard 12-8-13

Bulgren et al. Engaging Adolescents With LD in Higher Order Thinking About History Concepts Using Integrated Content Enhancement Routines.
Journal of Learning Disabilities; March/April 2007; 40, 2. Pg. 121-133.