7.4 – How should the lesson be structured?-ST Summer 20201

Your lesson will demonstrate application of  TELL domains and criteria–PL7b and PL7c, PL8c, LT2b and LT3a. Remember that the TELL domains and criteria are available on the Course Resources page. You and your group are encouraged to revisit the activities, documents, lessons and experiences of modules 1-6 to assist you in

  • developing a lesson that exemplifies the principles of backwards design,
  •  ensuring all teaching and learning activities are purposefully selected to develop the skills called for in the learning target(s) your group will have selected
  • communicating your learning target(s) to your learners
  • providing your learners with  opportunities to acquire language in meaningful contexts in the target language
  • engaging learners in a variety of carefully designed and sequenced checks for understanding in order gauge their success with the learning target(s) and to allow learners to monitor their own achievement
  • use a variety of authentic prints and mediate as stimuli that support the development of intercultural communicative competence

By reviewing teaching strategies for intercultural communicative competence and differentiation, you will incorporate the materials in the following subtopics into your learning episodes.

  1. Rationale: Teaching Strategies for Intercultural communicative competence 

Guided by TELL subdomain, LT3a, the focus of our final teaching episode is to design a lesson to support the development of intercultural communicative competence. Reviewing the following materials helps you choose authentic content to engage your students in meaningful learning activities while understanding the perspective behind the products of the target culture.

Intercultural communicative competence is a holistic approach to make language learning meaningful. Language skills should not be the focus of language instruction, but an integral part of linguistic and cultural awareness. 

One of the STARTALK Principles for Effective Teaching and Learning stresses the importance of meaningful communication only concur while Culture, Content and Language are integrated. Please read this document at a Glance, which articulates the correlation of these three in world language curriculum. You can watch a 7-minute think-aloud video showing a sample lesson plan, Water, Water, Everywhere and a 4-minutes video of a Russian lesson which connect culture, content, and language.

  1. Application 1 – Use authentic prints or media

Let’s continue using a second half of Laura’s presentation on power of image to explore suggestions and strategies for locating, choosing, and using images to provide comprehensible input and support intercultural communicative competence for synchronous, online instruction.

  1. Application 2 – Use differentiated strategies:

Differentiation is a critical element for communicative competence. This short article provides tips & strategies for Effective Differentiation & Instruction in world language classrooms.

Activity Details

You will start to collaborate with your group members. Pooling ideas here will allow you to consider a wealth of shared ideas as you prepare for your microteaching activities. Please also review the next part of the module, 7.5, for more details on co-teaching. The Synchronous Lesson Checklist helps you prepare for a successful synchronous lesson. 

To facilitate the first step of collaboration, your group will use a Co-teaching Collaboration form in Google Docs:

o   one member of your peer group should add this document to his or her Google Drive (you will be prompted to “make a copy”)

o   share that copy with the rest of the peer group, being sure to give everyone in the group “editing” privileges. Your team MUST use this to document to plan your lesson and one member of the group must turn it in. If you need help sharing Google Docs, please click here.

Submit your Co-teaching Collaboration form here as a shared link with “commenting” permissions. 

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