Note: To complete this task, present possible topics and a preliminary literature search for a research problem by addressing each of the following task parts.For parts A??"D, possible presentation formats include text, wikis, graphic organizers, and spreadsheets. For part E you will develop an annotated bibliography.

Task: Describe a problem within your professional setting in ESOL. e.g. " Lack of motivation amongst ESOL students to learn the English langauge." ( I really like this topic , do u think u can write on this for me, or something revolving around this topic of lack of motivation.) A huge problem in ESOl settings these days.

1. Discuss the cause of the problem.

B. Describe the instructional context in which your research would take place.

C. Develop three questions related to the problem that you would like to answer or explore through your research.

(For E. G. how i could sccumb this problem? Ways i could increase motivatipon levels of ESOL. staregies/tips)


D. Select one of the questions identified in part C and complete a literature search by doing the following: E.G
( how could i scumb or control, prevent this problem, is a question which could be selected. )

1. List seven key words that are representative of the problem to guide your information search.

2. List two resources that you will use to find your information.

3. List two additional key words or source searches you added to retrieve more results after your initial search.

4. Identify which key words yielded the most useful searches.


E. Develop an annotated bibliography for five sources identified in your search. Do the following for each source:

Describe the content (focus) of the source.

Describe the usefulness of the source.

Discuss any limitations that the source may have (e.g., grade level, timeliness).

Describe the audience that the source is intended for.

Discuss the authors conclusions.

Describe your reaction to the source.



F. Include all in-text citations and references in APA format.

This essay will focus on the Asian ESL students(college and high school), and their struggle to adapt to the American way of learning. The paper will discuss the issues Asian students face:
- difference in culture/family value;
- difference in teacher-student roles;
- difference of respect for instructor/tutor authority;
- difference in language/grammer;
- difference in pop culutre;
- how do these factors affect Asian ESL students?
- what are some of the ways American schools/instructors to lessen the burden of the transition?

The format of the paper should be informative, but not a typical "research paper".

What are the positive and negative aspects of using a Whole Language or phonics based curriculum in an ESL classroom? What special problems does this approach pose for ESL students?

minimum number of citations 4

I need to get a detailed lesson plan for a listening and speaking course for an intermediate level of ESL students.

Here is the instructions:

The plans should be typed, detailed, and realistic. When I use the word, detailed, I mean that you need to include both classroom procedural notes (explanations about when you would pass out certain handouts, how you would form groups, etc.) and the classroom script (language that you would use to introduce the course material to your students) in your plan. (You are talking to ESL students so you have to be very careful what vocabulary you use, the manner in which you explain concepts, etc.). Plus, you need to include all worksheets/handouts and any other visuals that you will include in the lesson plans. Those materials are considered part of the lesson plan.

The English language is perhaps one of the few languages that has endless of idiomatical expressions that often lead second language learners to confusion once they embark on learning such language. I am interested to know the benefits of teaching idiomatic expressions using intensive reading skill to the young adult pre-intermediate ESL students and how much they could gain to enrich their level of proficiency by learning idiomatic expressions.

This research paper MUST follow the latest MLA style, 7th edition. All the sources must be quoted in the research and properly listed in the works cited area.
Customer is requesting that (leannot) completes this order.

Article critique
Select a research article from a scholarly journal relating to language assessment or method of language instruction and having to do with ESL students. (english as a second language, those learning english)(article has tp be from a scholarly jouernal and peer reviewed and from within the last 5-9 years). Summarize findings and react positively or negatively providing supportive documentation. (would appreciate if you can find an article saying how teaching using ryhmes helps english language learners learn english. if you can do this topic would be great!)
Need a copy of the article used!!!!!!!
This critique should be approximately 3 pages long.

Analysis of Student Language Production:

Describe the major differences or problems between English and a home language of your ESL students in phonology and grammar with some examples. What strategies or approaches will you use to overcome some major difficulties?

minimum number of citation 3

This is a literature review for an action research project. I need 4 different journal articles to be reviewed,2 of which must be first hand research results, if possible. For each article, it needs to be cited above the review, in APA format. My focus for the journals is how to get students(pre-k,elementary age)to participate or be more engaged in school. It can be about ESL students or any students. The journal articles need to be summarized but while summarizing them, these questions need to be answered:
-What research is reported in the article(what did they do and find?)
-What are the strengths and weaknesses of the study?(e.g., sample,research design methods of analysis, validity of interpretations and conclusions)
-To what extent can the findings be generalized to the student population?

Develop a presentation
P.S . You could write it in a normal essay style of 6 pages and i will reduce it to a powerpoint later,, either way is fine.Cause I aint sure how many slides would 1800 words cover.

A. Describe a problem within your professional setting or in your field of interest that has a scope that can be studied within a typical masters program. ( please go for something revolving reading problem in ESOL, wihc can be measured in a quantataive, Qualatative and Action reasearch scanerios, u'll have to do all three) E.G. comprehension problems due to lack of intensive vocabulary instruction is one reason ESOL students dont like to read. something along that line, please.


B. Create a research scenario appropriate for a quantitative research paradigm related to the problem identified in part A. Your scenario should include the following:

An appropriate research question and hypothesis

The goals and importance of the study

The roles of the researcher and the participants

1. Discuss the types of data to be collected.

a. Explain the methods and corresponding instruments for data collection.


C. Create a research scenario appropriate for a qualitative research paradigm related to the problem identified in part A. Your scenario should include the following:

An appropriate research question and problem statement.

The goals and importance of the study

The roles of the researcher and the participants

1. Discuss the types of data to be collected.

a. Explain the methods and corresponding instruments for data collection.


D. Create a research scenario appropriate for an action research paradigm related to the problem identified in part A. Your scenario should include the following:

An appropriate research question and hypothesis if quantitative or problem statement if qualitative.


Note: Though action research paradigms are most often qualitative, they may be quantitative.



The goals and importance of the study

The roles of the researcher and the participants

1. Discuss the types of data to be collected.

a. Explain the methods and corresponding instruments for data collection.


E. Recommend which research scenario would be most beneficial to your instructional setting or field.

1. Justify your recommendation.


F. Develop a literature review of five sources that support the need for the study you recommended in part E.


G. Include all in-text citations and references in APA format.
( Remeber just make it consice and specific, it doesnt have to be long as long as you are answering all the questions

Reference
Brown, H. Douglas (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy ( 3rd ed.) Pearson Longman Publications: New York City

Please answer using summarizing from these chapters in two pages using linguistic terminology.

1. What are some potential advantages of group work, especially for the ESL student? Are there any drawbacks? If so, how might one minimize them? (Chap 14. Sustaining Interactive with Group Work)

2. What is the potential importance of self-awareness of style, and how can ESL teachers foster such self-awareness? (Chap 16. Strategies Based Instruction, pp 261- 268)

3. What makes listening so difficult for ESL students? (Chap 18. Teaching Listening)

4. When and how should teachers correct ESL speech errors in class? Explain. (Chap 19. Teaching Speaking)

5. What are effective reading strategies that intermediate and advanced ESL students use,

and how can teachers encourage them? (Chap 20. Teaching Reading)

6. What challenges does writing pose to ESL students? Why do almost all second-language scholars recommend that teachers teach writing as a process? (A good answer here will define the writing process briefly). (Chap 21. Teaching Writing)

7. To what extent should language teachers use form-focused instructional activities, and should that instruction be explicit or implicit? (Chap 22. form-focused instructional activities )

How would you apply the areas of language universals, language typology, pragmatics, speech acts, registers, dialects and corpus linguistics to your teaching of ESL students?

Note to writer: All areas must be touched on. The application of these areas may be illustrated through tasks or activities.

SEVEN PAGES IN TOTAL

Part 1 ??"Lesson Plan- One and a Half Pages
Develop a language and content appropriate lesson, for an ESL student, that is both engaging and developmentally. The lesson plan can be geared towards any age group from K-5 Grade. Make sure the lesson identifies language, social, and content objects; identifies the learning standards addressed; describes the elements of the lesson; and identifies the sheltering strategies, scaffolding techniques used to support the development of reading, writing, speaking, and listening in English. Students will also indicate how their students will be assessed. The plan may correspond to the theme of the PPT LE. Plan how you would engage the child in these tasks. (Outline, for your own use, some key questions that would elicit more than monosyllabic responses, share a prepared reading, or photographs.) Ensure that some questions, or activities, involve the use of higher levels of Blooms higher order thinking skills.

Part II ??" Child Sample Collection- Half a Page

1. Collect and record a conversation with an ESL child. (a few sentences only)

3. Transcribe what the child says.


Part III ??" Written Report ??" 5 double spaced, 12 pt. font, Pages


1.Choose a school and describe the school environment, Mission Statement, goals and community demographics

2.Describe the School Administrative and Teaching Staff

3. Describe the ESL/ESOL program and student characteristics, statistics, goals, classroom and instructional program description, time devoted to instruction, curriculum funding, Teacher profile and approaches, class map, materials & technology. Describe 2nd setting for students with dis. Is it a bilingual, monolingual, push-in, pull out type program?

4. Introduce the student youve worked with - where from, Native Language, cognitive development

5. Follow the pre developed lesson plan to collect a language sample.

6. Describe your linguistic sample data collection procedures in a logical and sequential manner - List methods of observing and recording student activity, identifying the childs behaviors while engaged in this activity.

Examine and analyze the sample for English miscues. Note them & make recommendations for instruction. (Take into consideration the pronunciation, accent, syntax, Communication Competencies, Inter-language, Miscues, Oral Proficiency, Literacy, Motivation, Placement, etc.
7. Provide a copy of the lesson plan and any hand-outs shared.
8. Discuss thoughts positive/ negative of the program

The directions are below. I need you to do option #1. Of course, you don't actually have to tutor someone, you can make up the scenario.

Grammar for TESOL Winter 2012
ERROR RESPONSE / TUTORING ASSIGNMENT
Pick one of the two options. I consider Option 1 ??" the Tutoring Option ??" to be the default choice. It will give you experience with a real learner and could be used for tutoring hours if you need them for your portfolio. You can work with writing or speech for the Tutoring Option. If you dont already have a learner in mind, going to the IELP Coffee Hour is a good way to find a tutee. E-mail Kristi Kang ([email protected]) for details, explaining that you would like to find a partner for some grammar teaching practice. You should also offer to work with the partner for an equal amount of time on anything that person wants to do.
Option 2 ??" the Written Error Response Option ??" is useful if you already have lots of teaching and tutoring experience and you want to work with written errors. If you think you want to do Option 2, send me an e-mail describing your teaching and tutoring experience, making clear why you dont need more grammar-teaching practice right now. Tell me when and where you taught, what grammar you covered, and who the students were.
OPTION 1 ??" TUTORING OPTION
Purpose of this option
To give you practice with
? noticing a real learners grammatical errors and choosing an appropriate one for instruction
? using class materials and other reference materials to analyze learner errors
? giving clear explanations of errors, both for teachers and learners
? helping a learner understand or use a specific grammar point more accurately and appropriately
? experimenting with your own grammar teaching and critiquing it. Notice that your grade for this assignment does not depend on your doing an excellent teaching job; its more important that you describe what you did and why, and then critique it insightfully.
The Tutoring
? Spend at least an hour with a learner. Tape record the hour, even though you will use only a few minutes. (You do not need human subjects review committee approval for this data gathering because you are not presenting your results publicly.)
? For the first half hour or more, you can do any activity (including working on a writing assignment) but do not work on a specific grammar activity at first. (Do not, for example, work through a unit in a grammar textbook.) Having a casual conversation is fine. During this time, notice errors that the learner makes.
? In the second half hour (or less, especially if you have a low-level learner) work specifically on one or two grammar points that you have noticed the learner making errors with. Decide how you want to give instruction to the learner. For example, you can choose to start with a consciousness-raising activity, or you could use a deductive approach if you think that will be most effective. You can work on declarative knowledge or procedural knowledge or both. The choice is yours ??" but you do need to have reasons for your choices.
? If you want to, you can have two separate meetings with the learner ??" one with the initial conversation or other activity, and then another that is focused on grammar. This set-up will allow you time to decide how to address the grammar point you want to address.
After the Tutoring
Listen carefully to the part of the tape where you are helping the learner with the grammar point. Transcribe a few lines that include explanations that you gave and interactions between you and the learner. Consider how effective you think your tutoring is. What evidence do you have that
2
the learner understands your explanations? What evidence do you have that the learner learns anything new? Does it appear that the learner already had explicit knowledge of this grammar point ??" and if so, did your tutoring help the learner in any way besides reminding him/her of that explicit knowledge? What would you do differently next time?
What to hand in
Write a paper that covers the following. Use headings in your paper to show the content you are covering. In the past, effective papers have been around 5 pages, but there is no page limit.
? The context of your tutoring (tell me the characteristics of the learner including proficiency level, your relationship, the length of your meeting, the activity you began with, any other useful details)
? What grammar point did you choose to work on? Why? (Even if you worked on several grammar points with the learner, write about just one.)
? Give 2-3 examples of errors that the learner made with this grammar point. Tell the corrections. Explain what the error is in terms that you would use with a fellow teacher who is well trained in grammar. (This should be a more sophisticated explanation than you gave to the learner.)
? Explain how you tried to help the learner. What kind of instruction did you give? Why? Include one or more transcribed examples of your explanations or exchanges with the student so I can see the actual words that you used.
? Evaluate the effectiveness of your instruction. Consider questions such as the following: What evidence do you have that the learner understood and that the instruction helped? Do you think you were just reminding the learner of previously learned explicit knowledge? What would you do differently if you were doing this again? You can refer to parts of your transcription for evidence, or quote other parts of the tape that you have not transcribed.
? Finally, choose two more errors that the learner made. (Write down the learners exact utterances or writing.) Briefly explain them and their corrections (as you would explain them to a teacher well trained in grammar). At most, only one of the errors that you deal with in your entire paper can concern tense/aspect.
OPTION 2 ??" ERROR RESPONSE: WORKING WITH WRITTEN ERRORS
Purpose of this option
To give you practice with
? analyzing learner errors that you should recognize from content covered in class
? using reference materials to analyze learner errors with grammar features we have not covered in class
? giving clear explanations of errors, for both other teachers and students
? matching a grammar teaching activity to the needs of students
Instructions
1. Choose one of the short paragraphs in Section A of the Texts for Error Response page. [This page will be given out in a few weeks. It contains ESL and EFL student writing.] For the paragraph you have chosen, do the following:
? Identify the learners errors with tense and/or aspect. Tell which verbs are wrong and what the correct forms would be.
? Analyze the errors, using terminology and explanation that is appropriate for a teacher who is well trained in grammar (i.e., this should be more sophisticated than the explanation you would give to most ESL students). Explain what the error is and why it is an error. Explain your correction and why it is accurate.
3
? If you want to, you can include reasonable explanations for why the learner seems to be making each error ??" for example, other features that the learner seems to confuse it with or rules the learner might be transferring from the first language. However, do not spend a lot of time on this and hedge appropriately for anything you cant know for sure.
? Remember that tense/aspect is accurate only when the meaning is what the writer intended (not just if the grammatical form is correct).
? Briefly summarize evidence you have about the learners proficiency with tense/aspect. Which forms seem acquired and which not (given the sample you have)? How serious are the tense/aspect errors?
2. Choose 2 errors in Section B of the Texts for Error Response page. (Note: 2 errors, not 2 full texts.) Do the following for each error:
? Identify the error and write out its correction
? Analyze the errors, using terminology and explanation that is appropriate for a teacher who is well trained in grammar (i.e., this should be more sophisticated than the explanation you would give to most ESL students). Explain what the error is nd why it is an error. Explain your correction and why it is accurate.
? If you want to, you can include reasonable explanations for why the learner seems to be making each error ??" for example, other features that the learner seems to confuse it with or rules the learner might be transferring from the first language. However, do not spend a lot of time on this and hedge appropriately for anything you cant know for sure.
? Remember that the errors can be related to structure, or to meaning/use. If the status of the error varies with the context of use, make clear what aspects of the context are important.
? If the error you are addressing is associated with another error, explain that association in your analysis. However, do not discuss other errors that are not related.
For both Section A and Section B:
? do not include extraneous information. If you include extraneous information when you are working with a student, it will probably confuse the student. In this paper, it will lower your grade.
3. Choose 1 of the errors you have already worked with (or one type of error if there is more than one occurrence) and write out what you would write or say to an ESL student to address this error. Specify whether you are writing comments or talking to the student during a conference. Write down the exact words that you would use. (You can invent the students words, too, if you want to write out a dialog.)
4. Continuing with the error you used in #3, imagine that you are teaching a class in which many students are making this type of error. Briefly describe an activity that you would use to address this feature in class. Any kind of activity is fine, except you cannot use an error correction activity by itself. Briefly specify the context of your class (e.g., location, type of program). You do not need to write out all the materials for the entire activity if it is complicated (e.g., all the parts of an intricate jigsaw activity), but describe it thoroughly and give enough concrete examples so that it is very clear how the language feature is being addressed and what operations students are required to do.
What to Hand In
Give me concise, clear answers for each part of the assignment. Do not write one long essay. I expect your paper to be organized so that the sections are clearly identified. Around 4 pages is probably enough, but there is no page limit.

I need a detailed lesson plan for the Reading//Writing skills to intermediate ESL students. It must follow the below steps. Any reading/writing materials mentioned in the lesson plan MUST be included fully at the end of the lesson plan. I've written below the necessary steps to follow.

Lesson Plan

1. Unit Title: type the title of your unit here

2. Lesson Title: type the title of your lesson here

3. Grade Level: type the appropriate grade level here; it may be a range of grades

4. Estimated time: type the estimated length of the lesson here; use minutes or class periods. Be as specific as possible; it the lesson requires 15 minutes a day for 5 consecutive days, say so.

5. Lesson Description: This section provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers. It also provides a general overview of the lesson in terms of topic focus, activities, and purpose.

What is unique about this lesson?
What level of learning is covered by this lesson plan? (Think of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, or evaluation.)

6. Standards Met: copy and paste all appropriate standards from either a state-approved list of standards (i.e., Oklahoma P.A.S.S., Texas T.E.K.S. or other state standards). Be sure to copy the entire standard, not just the number system.

7. Lesson Objectives: This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period. Be sure each objective contains all 4 parts: Audience, Behavior, Condition, and Degree.
Audience: The learners
Identify who it is that will be doing the performance (not the instructor)
Behavior (Performance)
What the learner will be able to do
Make sure it is something that can be seen or heard; it must be measurable
Condition
State the conditions you will impose when learners are demonstrating their mastery of the objective.
What will the learners be allowed to use?
What won't the learners be allowed to use?
Under what conditions must the mastery of skill occur?
Degree (or criterion)
A degree/criterion is the standard by which performance is evaluated. The communication power of an objective increases when you tell the learners HOW WELL the behavior must be done. Focus on answering the question, "What's good enough?"
Common degrees include:
Speed
Accuracy
Quality

8. Technology Integration: Describe how this lesson integrates technology. Specifically, state the following:

A. Student Use of Technology: How will your students use technology: what hardware, software, or other technology will they use and what A"product will be the result of its use?

B. Teacher Use of Technology: How will you use technology: what hardware,
software, or other technology will you use in the teaching of this lesson?

9. Materials: This section has two functions: it helps you quickly determine a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources you will need to have ready. A complete list of materials, including bibliographic citations of textbooks or story books used, worksheets, and any other special considerations is expected. Put the list in numbered or bullet list form.

10. Lesson Procedure: This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives. This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. It also focuses on what the teacher should have students do during the lesson. This section is basically divided into three components: the introduction, the main activity, and the closure.

Write each section in the form of a numbered list.

A. Introduction

1.

2.


How will you introduce the ideas and objectives of this lesson?
How will you get students' attention and motivate them in order to hold their attention?
How can you tie lesson objectives with student interests and past classroom activities?
What will be expected of students?

B. Main Activity

1.

2.

What is the focus of the lesson?
How would you describe the flow of the lesson to another teacher who will replicate it?
What does the teacher do to facilitate learning and manage the various activities?
What are some good and bad examples to illustrate what you are presenting to students?
How can this material be presented to ensure each student will benefit from the learning experience?

C. Closure

1.

2.

What will you use to draw the ideas together for students at the end?
How will you provide feedback to students to correct their misunderstandings and reinforce their learning?


11. Assessment/Evaluation
This section focuses on ensuring that your students have arrived at their intended destination. You will need to gather some evidence that they did. This usually is done by gathering students' work and assessing this work using some kind of grading rubric or procedure that is based on lesson objectives. You could also replicate some of the activities practiced as part of the lesson, without providing the same level of guidance as during the lesson. You could always quiz students on various concepts and problems as well.
How will you evaluate the objectives that were identified?
Have students practiced what you are asking them to do for evaluation?

**Masters Level**

Write a 2 page, single spaced paper of critique. Include: -overview
of article, -critique of study, -discuss how info presented in article
could impact your teaching. A.P.A. 5th Ed.

Here is the article:

Title: TECHNOLOGY FOR TEACHING FOREIGN LANGUAGES AMONG COMMUNITY
COLLEGE STUDENTS.
Author(s): Calderon-Young, Estelita
Source: Community College Journal of Research & Practice; Mar99,
Vol. 23 Issue 2, p161, 9p
Document Type: Article
Subject(s): INTERNET in education

EDUCATIONAL technology

LANGUAGE & languages -- Study & teaching

COMMUNITY college students

COMMUNITY college teachers
Abstract: The dream of community college instructors of using
technology to enhance the acquisition of foreign languages among
students is now a reality. Language labs equipped with interactive
computers are taking the place of their listening station predecessors.
Within these updated language labs , students are using the target
language via interactive software packages, CD - ROMS, E - mail, and the
Internet. Faculty members are creating their own multimedia packages
that include listening, speaking, reading, and writing. The World Wide
Web is creating opportunities to instantly acquire and use cultural
information about foreign countries that would previously take hours of
research . The new technology is fostering interest among foreign
language faculty members. With their enthusiasm and proper training,
instructors are actively engaging community college students in the
process of acquiring second languages. [ABSTRACT FROM AUTHOR]
Full Text Word Count: 3320
ISSN: 1066-8926
DOI: 10.1080/106689299264981
Accession Number: 1605574

Persistent link to this record:
http://search.epnet.com/direct.asp?an=1605574&db=tfh&site=ehost

Cut and Paste: href="http://search.epnet.com/direct.asp?an=1605574&db=tfh&site=ehost">T
ECHNOLOGY FOR TEACHING FOREIGN LANGUAGES AMONG COMMUNITY COLLEGE
STUDENTS.

Database: Professional Development Collection
TECHNOLOGY FOR TEACHING FOREIGN LANGUAGES AMONG COMMUNITY COLLEGE
STUDENTS



The dream of community college instructors of using technology to
enhance the acquisition of foreign languages among students is now a
reality. Language labs equipped with interactive computers are taking
the place of their listening station predecessors. Within these updated
language labs, students are using the target language via interactive
software packages, CD-ROMS, E-mail, and the Internet. Faculty members
are creating their own multimedia packages that include listening,
speaking, reading, and writing. The World Wide Web is creating
opportunities to instantly acquire and use cultural information about
foreign countries that would previously take hours of research. The new
technology is fostering interest among foreign language faculty members.
With their enthusiasm and proper training, instructors are actively
engaging community college students in the process of acquiring second
languages.

Over the last few years, colleges and universities have become
interested in what technology has to offer their faculty, staff, and
students. Some departments are even spending a lot of money integrating
the latest technological advancements into their subject areas.
Computers, LANs, CD-ROMs, scanners, file servers, and laserdiscs are
fairly standard equipment in most colleges and universities today. Some
colleges and universities have more computer peripherals and software
programs than others, but the presence of these technological advances
indicates that educators are interested in the benefit gained from the
technology at their disposal.

Generally speaking, computers can increase productivity. Software
packages today calculate student progress, schedule classes, create
tests/worksheets, generate curriculum templates, generate official
reports, track students' progress after they leave college, figure
payroll, and so on. Through E-mail, messages and documents are sent at
one's convenience and read at the same time or when time permits. The
World Wide Web (WWW) is allowing students to access information within a
matter of seconds and connect with people all over the world in many
languages.

Computer-assisted language instruction advocates recommend that language
professionals use one or more of the advances in the technology cited
above. The proponents of computer-assisted language learning (CALL)
claim that all of the technology we have at our disposal has the
potential to empower students when it is used appropriately. Technology
is changing much quicker than our educational institutions. The critical
issue to address is how to incorporate concern for learning into the
functional specifications of the new devices (Norman, 1993). As Lanham
puts it, "Electronic technology is full of promising avenues for
language instruction; it will be lunacy if we do not construct a
sophisticated comparative-literature pedagogy upon it" (Lanham, 1993,
p.23). It will be more important to train a smaller group of experts to
facilitate language learning through new digital technologies than to
train and employ enough language experts who are proficient in the labor
intensive methods that characterize the analog method. Students will
have access to a broad range of authentic language materials and
instructors will use these to enhance learning.

This article examines some applications of computer use in the foreign
language classroom and suggests some uses of computer networking.


E-MAIL, CHAT ROOMS, ELECTRONIC FORUMS


By using E-mail instead of using the telephone to make long-distance
calls, institutions can save thousands of dollars. Students can initiate
discussions with their teachers or with other students any time of day,
and from a number of places, rather than only during class or office
hours, resulting in greatly increased student-teacher and
student-student interaction (Harasim, 1986; Hartman et al., 1991;
Phillips, Santoro, & Kuehn, 1988). A student does not need to wait for
an instructor's permission to talk, giving students even more control
over what topics to raise and when (Garrison & Baynton, 1987). They can
also communicate their thoughts at their own pace, leading to further
opportunities for self-expression (Kinkead, 1987). Professional
productivity increases when educators use technology efficiently and
effectively, and using E-mail is one way to do this.

E-mail is an asynchronous form of telecommunication because the
recipient does not have to be on-line at the time the message is sent.
The messages can be composed on-line or in a word-processor and then
uploaded. Messages can be sent from one person to many people via
bulletin boards and discussion lists. With asynchronous conferencing,
messages can be read at a later time.

Synchronous conferencing, on the other hand, allows people to send
messages instantly between people who are on-line together. This can
take place on a university network or in a language laboratory. It can
also occur at a distance using the Internet resources available such as
Multiple User Domain, Object-Oriented (MOOs) and Internet Relay Chat
areas (IRC), both of which are used as discussion and simulation areas.
Electronic mail office hours encourage collaboration with students and
colleagues in other places.

With the addition of CuSeeMe cameras and QuickCam software, individuals
can also be seen as they communicate via E-mail. A golf-ball size camera
is mounted on the computer and the software installed. The location is
put onto the screen and within seconds the image of a person or a class
is on the screen. Imagine the excitement of a classroom of 20 students
each seeing the person on their computer while engaging in real time
conversation in a foreign language. CuSeeMe users are listed on the Web,
making it easy for any teacher to initiate and continue live dialogue
with someone in France, Mexico, Germany, and so on. The communication
occurs in the native language of that country while the communicators
are face-to-face via computer. International borders are fading quickly
with the use of such technology.


COMPUTER PACKAGES


More popular perhaps for language educators has been the use of
computers for practice. Software packages today include problem-solving
and simulation, drill and practice, videotape lessons, trivia games, and
computer-animated books. The latest programs contain digitized images of
foreign cities and countries accompanied by text in the target language.
Many are equipped with Voice Recognition capability, which records the
student's voice, corrects the pronunciation and allows for several
attempts at perfecting the pronunciation of the word or phrase.

Integrating new technologies into foreign language classes has presented
many instructors and software companies with challenges. Foreign
language software developers face the enormous task of designing
computer programs suited to the learning styles of many students. A look
at cognitive styles of learning shows that students' performance will be
greater when they are taught with methods that reflect their learning
style (Reid, 1987; Richardson, 1977). How can one produce a computer
program to successfully fit the needs of a language lab filled with 20
students ?

There is where much work has been done to assess the effectiveness of
using technology in language instruction. The results are mixed. The
assessment of total student gain rather than low-level thinking skills
is difficult to do because of lack of resources for controlled groups,
the Hawthorne effect, bias of the software manufacturer who conducts the
study, and so on. What has been found is that these types of programs
exist and have a place in some learning situations but are no longer the
ultimate use of computers in technology.


Instructor-Designed Multimedia Programs


With the abundance of authoring systems available today, instructors are
developing programs that correspond to their particular language
curricula. These systems are fairly easy to use and allow the instructor
to enhance the instruction by integrating teaching materials at their
disposal such as laserdisc, video, graphics, CD audio, digitized audio,
text, and so on. Many of the authoring programs allow the instructor to
toggle back and forth between the template and the actual text to assure
that the finished multimedia program includes listening, speaking,
writing, and reading. The cultural part is embedded in each of the
content areas and can be added at the instructor's discretion.

Some of the multimedia/hypermedia authoring systems currently in use in
the foreign language profession include Dasher, Calm, Wincalis,
Supermaclang, Calet, Lecture, Galt, Libra, Hyperstudio, Oracle Media
Objects, Authorware, Iconauthor, Language Tool, Multimedia Toolbook, and
Hypercard. The components and costs vary for each of these programs, but
most of them have been designed to allow the instructors to design a
custom-made multimedia program within several hours using information
they have or can access easily.


THE WORLD WIDE WEB


The WWW is experiencing exponential growth as a means to acquire
information. Currently doubling in size roughly every 50 days, the Web
provides possibilities that are extraordinary. The question facing many
of us is "Are we ready to begin the transition from our present form of
delivering our instruction to the Net ?" Whereas some educators have
never ventured into that arena, some instructors, such as those included
in materials produced at the University of Hawaii's Second Language
Teaching and Curriculum Center, are intensively exploring the Web's
potential in designing and delivering learning materials.


METHODS OF INTERACTION


What follows is a list of ways to use the Web or Internet to enhance
and/or deliver instruction.


Browsing


Probably the most well-known method is "Web browsing." Sites are being
added at unbelievable rates on a daily basis. You simply type in a
subject of interest in one of the search engines such as Netscape
Browser, Yahoo, Alta Vista, Infoseek, Webcrawler, Microsoft's Internet
Assistant, and so on, and before long you have entered sites with
bountiful information and links to other related sites.

Guided browsing is a direct way to increase interaction between students
and information on the Web. Rather than allowing the students to
randomly surf the Net, instructors find particular sites, use the
information to enhance the lesson plan for the day and direct the
students to that particular site. After finding the information,
students can then complete the lesson using the material on that site
and by using the links provided, print the answer sheet, and deliver it
to the instructor in person or via electronic mail.

An example of a lesson using the Web would be as follows: Students are
asked to plan a prospective business visit by a group of businessmen and
women to Monterrey, Mexico. Students are directed to CITYNET on the Web
where information is found on the weather for the day of their visit,
means and costs of transportation to and from the airport and within the
city, special places to visit in the city and surrounding areas, and
major hotels and travelling documents required. All this is provided by
giving the student one universal resource locator (URL). From there
links are found to the addresses where the information will be found. On
these links, students are given the opportunity to read the information
in Spanish or English. A beginning language student on a fact-finding
mission for a cultural or historical assignment might want to read about
it in English, whereas a more advanced language student would do the
same in the target language. The total time needed to complete such an
investigation would be 30 minutes, during which the student is learning
about the language and cultural differences in telling time, forms of
money and exchange rates, forms of reporting temperatures and distances,
and so on. The list could go on to indicate the benefit gained.

The implications for an intermediate or advanced class are unbelievable.
A report by the student on an author, for example, may include sound
files of the author's voice (when available), photographs, or original
text. These objects are found on the Web and are added to the file
created by a word processor. All that is required is easy access to a
computer equipped with a word processor and attached to the Web.

Web sites are appearing so rapidly that they are almost impossible to
track. Pages devoted to languages and language learning are springing up
so quickly that they are almost impossible to explore on a daily basis.
Southern Methodist University's Foreign Language Learning Center at
http://fllc.smu.edu/is a good example of the types of materials that can
be brought together for access from one site. The National Foreign
Language Resource Center at http://www.lll.hawaii.edu/nflrc/is an
invaluable resource for trends and research in the area of technology
and foreign languages. The Agora Language Marketplace at
http://agoralang.com/ has assembled an enormous collection of references
and links to other sites and references.


REAL-TIME COMMUNICATION


Unlike E-mail, Web-based communication systems allow multimedia,
synchronous communication in real time. Primarily used for social role
playing, this class of interaction is supplemented by Multiple User
Domain (MUD), Multi-User Shared Hallucination (MUSH), and object
oriented MOOs. Certain software programs such as ROUNDTABLE at
http://www.ffg.com/rt.html allow users to exchange documents of all
kinds as they participate in the live conferencing. This particular
company has chat sessions such as French People Talking, Israel,
Italian, Japan, German Chat, La Escuela, Deutsch am runden Tisch, and
more. MUNDO HISPANO at http://web.syr.edu/ ~ Imturbee/mundo.html is an
interesting site that offers information on Web-based software that
makes the connection to the live chat on the Web a little simpler.


PROFESSIONAL DEVELOPMENT AND TRAINING


When technology is used as an information processing tool, it requires
more time on the part of the instructor in learning how to use it
effectively. To facilitate student involvement in the computer culture,
teachers must be actively present in the project, for their involvement
"likely plays a direct role in how actively students participate"
(Eastmond, 1993, p. 136). One looks at the database, sorts information,
and places it in categories to present it to the students. Asking the
students to click on the icon that says WWW must be followed with
precise directions on where to go to begin the search for the desired
information. Unless this direction takes place, students become
entangled in locations that do not impact the concentration area.

Opportunities for professional development in technology are crucially
needed to prepare teachers to effectively use the Internet. The focus
should be on skill development with the cognitive tools that mitigate
the Internet's complexity (Ryder & Wilson, 1995). However, skill
development with the Internet's tools is a function of extensive
practice (Mayes, 1994).

Traditional approaches to integrating new curricula in the classroom
will not be successful when applied to technology. As Grandgenett and
Mortenson (1993) observed, merely supplying teachers with technology
often does little good unless the teachers are also carefully trained to
use the technology through an appropriate inservice program. A few
workshops here and there are not enough to successfully integrate
technology into instruction (p. 56).

Research proves that providing training to professionals has an impact
on the way they perceive the usefulness of the resource. Honey and
McMillan (1993) investigated the impact of factors such as prior
experience with technology, availability of training, administration
commitment, and the type of Internet connection on educators' attitudes
toward and use of the Internet. These researchers found that those
teachers who were the most positive about the usefulness of the Internet
in their teaching were those engaged in an ongoing process that required
extensive training from experts.

In addition, the measurement of the impact of using technology as an
information processing tool requires developing and applying standards
and the ability to wait at times for long periods to complete the
project or task. It also means that students need at least 1 hour per
week in the lab to effectively learn and use the technology available.
With the proper training, instructors will be able to implement new
programs to enhance the learning process in acquiring a foreign language
and will be able to develop tools to effectively measure this
improvement.

Beyond training the students in computer use, the teacher is also
responsible for handling the new teacher--student and student--student
relations in the computer classroom. Fox noted that "for a classroom to
really be interactive, the teacher has to contribute actively, too"
(Fox, 1990, p. 46). Teachers need to be clear on what is expected of
students, be aware of uneasy feelings initially and encourage progress
toward involvement until the student feels comfortable.

A central goal of modern approaches to language teaching, including
communicative language teaching, task-based learning, process approaches
to writing, and training in language learning strategies, is to enhance
student autonomy and control over the language learning process.
(Warshauer, Turbee, & Roberts, 1994). Rather than concentrating on the
drill and practice programs available to students on the computer, a
more global view is needed to look at the possibilities available
through the "information explosion." Cummins and Sayers pointed out that
more than 6,000 scientific articles are written each day (Cummins &
Sayers, 1990), and with information doubling every few years (Cross,
1984) new technologies will bring us in step with the cultural,
scientific, and economic realities of the 21st century.

Through technology, students can gather information to produce creative
work that they can share with their classmates, teachers, and others
outside the classroom; they can also make meaningful reports to their
classmates and contribute to efforts to improve the life within the
college and in the community.

The use of computer technology, like other forms of technology, is not a
"magic wand" that can solve all problems just by being waved (Hiltz,
1990). The appropriate and effective use of computers for student
empowerment is more a pedagogical issue than a technical one. Successful
results require careful planning (Eldred, 1991), a balanced and critical
perspective (Hawisher & Selfe, 1991), and "an interactive and
experiential approach to pedagogy" (Cummins & Sayers, 1990, p. 22); in
short, a pedagogy of empowerment.


REFERENCES


Cross, K. P. (1984). The rising tide of school reform reports. Phi Delta
Kappan, 66, 167-172.

Cummins, S., & Sayers, D. (1990). Education 2001: Learning networks and
educational reform. Computers in the Schools, 7 1/2, 1-29.

Eastmond, D. (1993). Alone but together, adult distance study by
computer conferencing. Unpublished dissertation, Syracuse University,
Syracuse, NY.

Eldred, J. (1991). Pedagogy in the computer-networked classroom.
Computers and Composition, 8.

Fox, T. (1990). The social uses of writing: Politics and pedagogy.
Norwood, NJ: Ablex.

Garrison, D. R., & Baynton, M. (1987). Beyond independence in distance
education: The concept of control. The American Journal of Distance
Education, 1, 3-15.

Grandgenett, N., & Mortensen. (1993). A collaborative inservice model
for training teachers in advanced technologies. In D. Carey, R. Carey,
A. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual,
Charlottesville, VA: Association for Advancement of Computing in
Education.

Harasim, L. (1986). Computer learning networks: Educational applications
of computer conferencing. Journal of Distance Education, 1, 59-70.

Hartman, K., Neuwirth, C., Kiesler, S., Sproull, L., Cochran, C.,
Palmquist, M., & Zubrow, D. (1991). Patterns of social interaction and
learning to write: Some effects of network technologies. Written
Communication, 8, 79-113.

Hawisher, G., & Selfe, C. (1991) The rhetoric of technology and the
electronic writing class. College Composition and Communication, 42,
55-65.

Hiltz, S. R. (1990). Collaborative learning: The virtual classroom
approach. T.H.E. Journal, June 59-65.

Kinkead, J. (1987). Computer conversations: E-mail and writing
instruction. College Composition and Communication, 38, 337-341.

Lanham, R. A. (1993). The electronic word: Democracy, technology, and
the arts. Chicago: The University of Chicago Press.

Mayes, T. (1994). Mindtools: A suitable case for learning. NATO Advanced
Studies Institute. [On-line] Available at
http://ithaca.icbl.hw.uk/pub/nato%5fasi/mayes1.txt

Norman, D. A. (1993). Things that make us smart: Defending human
attributes in the age of the machine. Reading, MA: Addison Wesley
Publishing Company.

Phillips, G., Santoro, G., & Kuehn, S. (1988). The use of
computer-mediated communication in training students in group problem
solving and decision-making techniques. The American Journal of Distance
Education, 2, 38-51.

Reid, J. M. (1987). The learning preferences of ESL Students. TESOL
Quarterly, 21, 87-111.

Richardson, A. (1977). Verbalizer-visualizer: A cognitive style of
dimension. Journal of Mental Imagery, I, 109-126.

Ryder, M., & Wilson, B. (1995). From local to virtual environments:
Making the connection. [Online] Available at
http://ouray.cudenver.edu/~slsanfor/virtle.txt.

Warschauer, M., Turbee, L., & Roberts, B. (1994). Computer learning
networks and student empowerment (Research Note #10). Honolulu, HI:
University of Hawaii, Second Language Teaching & Curriculum Center.

~~~~~~~~

By Estelita Calderon-Young

Humanities and International Studies, Collin County Community College,
Plano, Texas, US

Address correspondence to Estelita Calderon-Young, 2530 Pecan Meadow,
Garland, Texas 75040, USA.

_____

Copyright of Community College Journal of Research & Practice is the
property of Taylor & Francis Ltd and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright
holder's express written permission. However, users may print, download,
or email articles for individual use.
Source: Community College Journal of Research & Practice, Mar99, Vol. 23
Issue 2, p161, 9p
Item: 1605574

Please read this article!

http://findarticles.com/p/articles/mi_qa3673/is_3_129/ai_n31481907/?tag=mantle_skin;content

Then review the Meet Jamie subsection of the article and draft a 2-page profile of a learner (fictional) from an educational sector that requires AT and I plan to work in : Early childhood, K12, postsecondary. (Preferably ESL student)

The 2 pages profile is to be in proper essay format and APA style (clear introduction, body, conclusion) . A title and reference page should be included.

Please consider that I am going to have this fictional learner as the basis for my future studies and work on this paper later again!

Please carefully review the Grading Rubric for the criteria that will be used to evaluate the paper!

Grading Criteria Learner Profile: AT Intervention 5 percent

Content Criteria :
Content is coherent (intro, body, conclusion) and presents a specific, appropriate learner in need of AT from a defined educational sector. Weight :2

Writing Skills :
Fewer than 3 errors in spelling, grammar, and mechanics. Weight :1

Research Criteria :
All references are cited in correct APA format, including all in-text citations. Weight :1

Style Criteria :
Incorporates appropriate academic voice, point of view, unity, coherence, and organization. Weight :0.5
The learner profile is 1-2 pages in length in addition to the title and reference page. Wight: 0.5


Customer is requesting that (deniseday) completes this order.

In the literature review
describe what a case study is and its purpose
Describe the issues and servies provided to hispanic studenets in elementary school in the United States as a whole
Describe the Issues/services provided to hispanic studenets in elementary school in Alabama as a whole
Describe the issues and services provided to hispanic studenets in elementary school in the Hoover Alabama systems
Describe what teachers need to make sure these hispanic students in the elemntary classrooms are having a positive experience in the United States
Teacher student relationships?
Teaching strategies?
Most ESL students struggle with reading and literacy.. Why? what can be done to improve this? Straategies teachers can use?

USE ONLY PRIMARY SOURCES
MLA FORMAT
Some material will be faxed
There are faxes for this order.

You will be writing 1 rationale for the artifact I email to you. The rationale should be no more than one page and introduce the reader to a specific portfolio artifact.

The rationale should contain the following elements:

1. A description of the artifact (What is the title?)

2. A mention of the specific INTASC Standard it fulfills (What Standard does it meet?) This is the standard I want you to use - COMMUNICATION SKILLS: The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

3. A discussion of how the artifact demonstrates competence in the standard (what feature of the artifact makes it meet the standard? Highlight the quality of the artifact).

Contact me via email with any questions.

Here is the source:

Stephen Fiorelli
Observation Report
EDU 710
Dr. Monaco
December, 15 2004



FIELDWORK OBSERVATION REPORT

I completed 20 hours of classroom observation at Central Islip High School. For the purposes of this paper I will discuss my experience with Mr. Gonzalez?s ninth grade class, where I spent most of my time.
When I began my classroom observation the students were on the tail end of reading the novel ?20,000 Leagues Under the Sea? by Jules Vern. I never read ?20,000 Leagues Under the Sea? but I was interested in seeing how Mr. Gonzalez was going to teach it.
As I sat in the classroom and watched the students file in like a heard of elephants, I noticed the first thing they looked for was the ?do now? on the blackboard. They immediately went to their seats and began writing feverishly in their notebooks and asking what seemed to me to be very relevant questions about the previous nights reading. After addressing most of the questions, Mr. Gonzalez gave me a copy of ?20,000 Leagues Under the Sea? and introduced me to the class. Initially, the students seemed intimidated by my presence but quickly forgot I was in the room when Mr. Gonzalez began asking them questions in relation to the previous nights reading.
The lesson began with a question about technology. Mr. Gonzalez explained to the students that a recurring theme in Jules Verne?s books is the use of technology to end war. He then asked the students to discuss how Nemo uses his own developed technology in the book. Is he harmful or peaceful with it? Today how is technology used harmfully? How can it be used peacefully? The students at this point were engaged in the lesson and seemed very excited to answer questions. One by one the hands went up. Some of the responses were interesting. One student said that technology is being used harmfully when ?old men go into teenage chat rooms on the internet and lie about their age so they can get with young girls.? Another student had a different idea of harmful technology. ?The technologies that scientists use to build bombs that kill thousands of innocent people are harmful.? What I liked about this part of the lesson was that it was relevant to the students? life outside the classroom. As one can see the students were fully engaged in the lesson plan.
When the question and answer session ended, Mr. Gonzalez, asked for volunteers to read aloud. Out of about 25 students in the class at least 15-20 raised their hand to read. Based on my past experience as both a student and observer, typically a small group of students volunteer to read, answer questions, participate in classroom discussions, etc. The majority of Mr. Gonzalez?s students were willing to answer questions and take part in class discussions. This is in part due to the fact that he had most of these students in his 8th grade class the previous year so they were comfortable with him.
What I found most interesting about this lesson was how Mr. Gonzalez ended it. He explained to the class that Jules Verne was credited with predicting that nuclear submarines would come into use someday. He then asked his students to come up with an invention they think would be of service in the future. He asked them to describe its uses and how it can change the world. To conclude the lesson, Mr. Gonzalez asked for a volunteer to summarize what they just learned. The response was relevant and detailed which made me believe that the goal of the lesson was achieved.
Mr. Gonzalez definitely had control of his classroom and was able to transition between the motivation and the topic of the lesson. The goal of the lesson was to encourage discussion of the novel, provide more in-depth understanding of the story, as well as its applications outside the classroom. I believed he achieved his goal based on a summary of the lesson by some students toward the end of class. Mr. Gonzalez asked clear unambiguous questions that challenged the students. Surprisingly, Mr. Gonzalez didn?t have any disciplinary problems in his classroom. I think a major part of that had to do with his engaging lesson plan. He is really great with his students. They seem to view him as their favorite older brother but show him the respect they would show their father. This seems to be a winning combination for the students and the teacher.
I did notice that Mr. Gonzalez has some ESL students in his classroom that weren?t really engaged in the lesson. He didn?t seem to make an effort to engage them either. I would suggest a more sheltered form of instruction for ESL students. It would be helpful to the ESL student if the teacher could do a 5 minute Q & A review of the previous days reading one on one. It would also be helpful to supply the ESL student with models of past work done in class. I also noticed the ESL students sat in the back of the room and Mr.Gonzalez does speak a little fast. What I would suggest is that the ESL students move to the front of the classroom so that they can hear and see well and that Mr. Gonzalez uses moderate speed when talking.
Another observation I made about Mr. Gonzalez was that he seemed to dominate most of the class discussions. His lessons were more teacher-centered than student- centered. I believe that students who are given the freedom to explore and learn by a supportive teacher not only achieve superior academic results but also develop socially and grow personally. However, many teachers feel more comfortable with the traditional "chalk and talk" techniques that deliver information in a pre-digestible format. But teachers that use one teaching style day after day limit students who may learn more effectively with a variety of teaching approaches. I do realize however, that there is a lot of information to cover in 42 minutes and teachers feel pressured to complete all of it.
Overall, my observation experience at Central Islip High School was informative, helpful, educational, and enlightening. Mr. Gonzalez is an excellent teacher and I plan to emulate many of his teaching strategies and techniques in the future. I also plan to learn form his mistakes.
I learned many things about the art of teaching while completing my observation. I learned that students have to know with certainty what a teacher expects and in most cases what you expect is what you get. Teachers can raise or lower student?s performance by expecting more or less of them - quite a responsibility. I learned that students get powerful messages from observing how faithfully teachers follow their own rules. I learned that the stronger a teacher can relate to individual students the more productive those students will be. I learned that with an effective lesson plan students will be less likely to buck the system, be discipline problems, and resist instruction. Finally, and I think most importantly, I learned that whenever student feels empowerment, acceptance, a safety to take risks, and try things that are hard for them, they like school better and learn more.

You are to write a 2-page paper. Do Not Use Outside Sources! Each question is to be answered separately. State the question first and then continue to answer.

a.The presentation of related theoretical literature is quite lengthy. What could be rewritten to be more succinct?

b.What kinds of information about the studies on the effect of concept mapping on ESL students would be helpful to include in the review of literature? How can these studies be related to the present study?

c.What would be an appropriate research hypothesis for this study?

d.What additional information could be provided to show that the random assignment procedure resulted in groups that were essentially the same on characteristics that would influence the results?

e.Was the manipulated variable applied to students individually or in groups?

f.What additional detail could be provided about how the pre and posttest were administered?

g.What information could be provided to address the possible and plausible threats to internal validity?

h.What limitations to this study could be emphasized?

i.What steps could be taken for the researchers to increase generalizability?

There are faxes for this order.

Field Experience
You are to visit a nearby school, observe the teaching style of the teacher, and the behavior of the students while learning. Keep a personal notebook of your observation for each day or hour that you observe. Using the information gathered from your observation, you will create two (2) social studies lessons which should be interdisciplinary by incorporating another discipline. For example, your lesson could be on the geography of the United States while tying it together with science vocabulary. You will submit both lesson plans to me for grading and feedback. Here is the format for the criteria that you will need to meet for the lesson plans: 5 Pages Per Lesson

Title of Lesson
Standard : Include both number and a brief explanation.
Objectives: What should the students gain from this lesson?
Rationale: Why would this particular lesson be beneficial if taught to elementary aged students?
Content Summary: Provide a description of the content that will be covered.
Materials : List all the items needed to complete the lesson. (ex. handouts, books, artifacts, technological devices, software, etc.)
Procedures: List in chronological order the steps needed throughout the lesson including all activities and materials.
Evaluation and Assessment: Explain how you plan on assessing the effectiveness of the lesson and your teaching and the knowledge gained by the students.
Student Accommodations: List how your lesson would be adapted or modified for low-level learners, special education students, ESL or ESOL students, etc.

can you please write like an international esl student? or I can upload my previous work to you, and you write alike what i wrote. I need one intro, three body paragraph and one conclusion paragraph. Every body paragraph needs one quotation from the text I provide, and every body paragraph need one personal example too. On the intro paragraph you should write about the author of the text and information about the text too. Please write as an International student, do not use very hard words. Thank you.
There are faxes for this order.
There are faxes for this order.

Dear there, PLEASE READ IT CAREFULLY BEFORE YOU DO THIS PAPER.
I really need your help on my essay paper, becuase i dont
have time to do it, this paper will be due shortly! I will paste the
assignment to you! after you read it, please tell me if you could do
it or not? if yes, please email me right away, so i can start to make
a order now! Remember I AM AN ESL STUDENT so please using the ESL language
on my paper, NOT A PROFFESINIONAL PAPER, THIS IS JUST A STUDENT ESSAY! i just want my paper done soon!
and please also tell me how much i how to pay if i order a essay paper
like this! and how soon i can get my paper!
HERE IS THE ASSIGNMENT:

Your purpose is to answer the question, "What do I find special or peculiar
or what do I like/hate about my birthdate (the day, not the year)or what
lesson can I learn from my birthdate?" I''ll give you a range of three
days -- so you may look at things that occurred 3 days before and 3 days
after you were born also.
Look up what happened on your birthdate (or three days before and three
after) via the Web. I''ve given a list of sites you can use -- just click
on the "Birthdate Sites" in the lectures section.
Pick out 3 things or people to research in more detail. To find out whether
or not you might be interested in doing more detailed research, check
an encyclopedia type source -- something that will give you general information.
You can use the subject classification resources like Yahoo or Excite.


Only one person per subject. Make sure to report your subjects to me.
First come, first served.
For detailed research on the 3 subjects, you can then use Web search
engines, plus use the magazine and newspaper database our college has
on line. Check the resources list in the lectures section. You must come
up with a total of 15 quotes for this paper and 15 different sources.
Only 3 can be books (like encyclopedia entries). At least 9 sources must
be from the web (and all can be from the web). Save the information you
want on disk or print it or photocopy it. Always make sure you write
down the necessary works cited information down for each source.
Pictures can take the place of up to 3 quotes (these also should have
parenthetical citation).
Write your paper.
This time you only need three paragraphs (one per subject -- although
you can have more paragraphs). Remember the topic statement should be
some comment about the subject that will support your thesis. This is
not a report, but an argument (proving your birthdate, for instance,
was a day for genuises and analyzing what makes a genius or what genius
does that''s genius).
Use parenthetical citation for each quote (or information) or picture
used -- that means at least 15.
Have a works cited list of at least 15 sources.
Remember at least 9 of the sources should be from the Web -- and all
can be from the Web. The birthdate sites in themselves do not count as
sources. (But you can follow links and use those for sources.)
Length should be at least 750-1000 words.
(MY BIRTHDAY IS ON APRIL 25, SO YOU CAN CHOOSE ANYONE FAMOST BORN FROM 21-22-23-24 OR 26-27-28 APRIL)



Birthdate Sites
B-day Index
Very plain graphics, but comprehensive. Will see index of months. Click
on the month and will see list of birthdays, but only the name and date
-- then click on that to connect to Yahoo web guide.
Literary Hyper-Calendar
Gives the birthdates of authors and literary events and provides links
to a lot of them.
Today in History
Sponsored by the History Channel. Can search by date and will get a list
of birthdays and events. Goes into pop cultural events. Not much description
and no links.
Movie History
Sponsored by Internet Movie Database. Has list of not only birthdays
of movie stars, but deaths and movies that opened on that day. All items
are links to the database.
Historic Events and Birthdays
Sponsored by Scope Systems. Gives a list of birthdays, deaths, and long
list of events. Has short descriptions of subjects. No links.
J-World
Gives 3 columns of information: birthdays, holidays, and events for each
day of the month -- but don''t print out the whole calendar! Use cut and
paste technqiues or save files.
Celebhoo
Has celebrity birthdays
Black Facts Online.
Provides events in African American history by date. Gives short descriptions.

D.T.''s All Kinds of History Birthdays
Exhaustive list of birthdays, deaths, sports events, music events, political
events, etc. Very short descriptions. No links.
Today in Radical History
Shows what happened that was politically radical. Gives events, no links.

Those Were the Days
List of birthdays and pop culture events. No links.
This Day in Rock ''n Roll History.
List events and birthdays associated with rock music. No links.
David Hartnell''s Celebrity Birthday List
Another website of celebrity birthdays.
Leanne''s Celebrity Birthday Database
Gives birthdays of famous people.

HERE IS AN EXAMPLE FOR THIS ESSAY:
I''m 32 and in my first year of college. It took me a long time to get
here because I thought I was just an average person and had no aspirations
except to survive. But through the continual encouragement of my husband
and friends, I finally overcame my insecurities and registered at South.
It encouraged me to see that three people born around my birthdate --
Pat Riley (March 20, 1945), Joan Crawford (March 23, 1904), and William
Shatner (March 23, 1931 -- succeeded even though they were not that talented.
What methods helped these people overcome being average?
One method is to overact -- to do everything in a large, exaggerated
manner. This is what William Shatner has done. He became popular as Captain
James T. Kirk of the Starship Enterprise from 1966- 1969. As a guy named
the Prophet says, "Yea, yea, yea...I''ve heard the horror stories. Shatner''s
arrogant, he''s irritating, he''s self serving, he''s self aggrandizing,
etc. etc. So what''s your point? He''s Shatner, for God''s Sake! He is the
man who brought to life one of the single greatest heroic characters
in modern fiction, be it science or other!" I watched many a re-run of
Star Trek, and I agree that it was Shatner who gave the show its energy.
For example, look at the following scenes from an episode of Star Trek:



(Hazelwood)

Notice how overblown Shatner''s body language is. In the first and third
pictures, he can''t just bend over in pain. Instead his arms are raised,
hands are clenched around his temples, legs are almost pressed together
like he has to go to the bathroom. Then in the middle picture his eyes
are tortured, his mouth is wide open, and you can almost hear him screaming.
I found one quote that called him "''the male Fay Wray'' because of his
talent for screaming on camera" (Conaty). In 1982, Shatner reappeared
in a completely different role -- as a police sergeant in T.J. Hooker
-- but with the same overpowering force: "Only William Shatner . . .
would be able to turn such a heavy-handed, morally bankrupt and repetitive
show as Hooker into a paradigm of television entertainment. His affectation
and bullying, his preening, and his frequent fits of self-righteous rage
are central to the show''s success " (Maxwell). Shatner played Hooker
from 1982 to 1987 -- longer than he played Kirk! Usually we don''t like
personalities that demand this much attention to themselves. George Takei
said about him, " "Like any large family, you have that Uncle Bill that
you just can''t stand. . . Bill certainly is a talented actor. But he''s
got his flaws, as we all do. Unfortunately, he inflicts his flaws on
the rest of us" (Chidley). But the thing is -- they do get our attention.
Maybe it''s because we tend to want to fit in with the crowd or because
we''re afraid to make fools of ourselves -- or we worry too much about
what people will think -- but when someone comes along who is so completely
egotistical that he can rant and rave and chew up the scenery, we are
attracted to that person like the "poor in spirit" are to a charismatic
tele-evangelist. We suck energy from them.

Another method to overcome lack of talent is to fight as hard as you
can. This is the method employed by Pat Riley, former coach of the Los
Angeles Lakers and New York Knicks, current coach of the Miami Heat.
Originally when he coached the Lakers, their nickname was "Showtime."
They were considered a finesse team, depending on the passing skills
of Magic Johnson and the speed of James Worthy and Michael Cooper --
the graceful hookshot of Kareem Abdul Jabbar. Then he became coach of
a Knick team without much talent. One author called the Knicks team that
Riley inherited, "a tired joke."

After Riley took over, "what they lacked in talent, they made up in heart,
hustle, and hard work " (Kriegel), and in the 1993-94 season they were
beaten by seven points by Houston for the NBA championship. I found the
man to be an out and out warrior just from reading his interview. Here
are a few selections: "I don''t think of myself as old, but here I am,
fifty, and I gotta deal with that. . . . It''s like you wake up and say,
What the hell happened? . . . I do think I missed a lot, living in this
game. But I''ll tell you what, I''ve never been around anything that made
me feel so f ------g alive." His father died in 1970 and Riley says the
last thing his father told him was, "Plant your feet and kick some ass."
Here''s his description of himself :

Look, I drive players. Just like I drive myself. But if I''m a prick,
I''m more of a prick to myself. As far as the control thing, people just
embellish that. I want to treat my players to the best. If I''m having
a team party, I want white tablecloths, I want china, and I want silverware.
I don''t want f-----g plastic plates. And I want a flower arrangement
in the middle. And if the towels are hotel white, hey, put some color
in there, I don''t give a shit. I want my team to fly first-class, to
stay in first-class hotels. I''m gonna ask them to do a lot. So tell me,
is that wrong, wanting them to have the best (Kriegel)?
Why is it that this obsessive, fanatical fighting attitude often allows
one to win despite average talent? Again, it''s probably because most
of us think it''s just not worth it. We''d rather not go to the trouble
to argue with someone about issues we don''t consider life and death.
It''s like how gangs can collect protection money from you, because it''s
easier to pay than get beat up or have your store burned to the ground
or have to go through the tedious bureaucracy of law enforcement.
Whatever the reason, fighting works. Riley became coach of the Miami
Heat and in its first exhibition season, "Miami led the league in fouls,
with an appalling 280 in eight games. If the Heat can keep that up, they
will be the bloodiest team in NBA history. . . . Riley appears to be
teaching his Miami Beat to do whatever it takes . . . to keep a player
from putting the ball in the basket. Apparently, Riley''s thinking . .
. is: ''If my guys can''t play this game, then nobody else''s should be
able to, either''"(Reilly). Of course, we know the result: Miami won a
franchise record 61 games and played the Chicago Bulls for the Eastern
championship. They had to fight since the Bulls are considered the greatest
team to every play in the NBA: " ''Faith is in the heart and hope is in
the mind. We have to play with a lot of faith against that team,'' Riley
said. ''Chicago is the greatest team probably in the history of the game.
We have to go in humble but go in strong. We can''t show any fear against
them ''" (The Sporting News). I love this picture of the guy:




(The Sports Network)

He looks like Gordon Gecko (played by Michael Douglas) in the movie Wallstreet
who explained that "greed is good." He''s got the chiseled, muscular jaw,
the slicked back hair, and the impeccable attire that is his battle armor.


The final method of overcoming lack of talent is to not let pride get
in your way of jobs. Do anything, no matter how humiliating. This is
how Joan Crawford lasted in the movies from 1925 to 1970. She started
out working in a laundry to pay for her school tuition when she was 11
years old (Stephan). In the 1920''s America was prosperous - people could
become millionaires by investing in the stock market and there was a
party atmosphere. So Crawford entered Hollywood as "the quintessential
flapper girl" - a dancer who was carefree and bubbly. She made over 20
silent pictures between 1925 and 1929 (O''Keefe). I''ve seen one of the
movies where she was dancing, and she wasn''t very good. Her back was
hunched over and her arms were stiff; she just didn''t have the fluidity
of great dancers like Ginger Rogers. When the stock market crashed and
America entered the Depression, Crawford switched roles (she also had
to learn to act aloud because sound was adopted) to rags to riches stories.
She became more serious: "Her vaguely pretty and plump early looks were
. . . replaced by the svelte, hard-boiled beauty of hollow cheeks, thick
brows, and overpainted mouth" ("Joan Crawford: a Portrait"). In other
words, she looked like someone who had seen hard times, but triumphed
(which, in fact, she really had). Obviously poor Americans could identify
with her and fantasize about their climb up the social ladder. By 1939,
Crawford was getting too old to get roles of a rag to riches ingenue,
so she switched to mature roles where she became "a major league bitch"
(O''Keefe). Below is a picture from Mildred Pierce where she will do anything
to help her daughter get ahead:



(Trachtenberg)

You can see that Crawford was not so proud that she couldn''t switch from
sweet heroine that everyone loved to the evil villainess that everyone
loved to hate. I looked at synopses of her films in the 1940''s and 50''s
and they are all about losers - like a carnival dancer trying to be respectable
in a small town (Flamingo Road) or an older woman who falls in love with
a mentally disturbed younger man (Autumn Leaves). When this type or role
began to run dry, she switched to horror movies. One example is the movie
Straitjacket where she played an ex-murderer (O''Keefe). I''ve tried to
analyze why this willingness to forego dignity in order to keep working
can bring success, and I think it''s because it allows you to work at
jobs that no one else wants - but that they need. Thus we have immigrants
operating 7-11 stores or driving cabs or operating dry-cleaning stories.
The jobs seem lower class, but nevertheless, they are profitable because
people need their services. Thus I know a couple from Africa that bought
a 7-11 store five years ago and now are trying to move up to a McDonald''s
franchise. When Joan Crawford died, her estate was worth two million
dollars (Stephan)! Need I say any more?

In conclusion, what I''ve learned from Shatner, Riley, and Crawford, is
that if you''re not a genius and don''t have supertalent (which is 99%
of us), you have to compensate in some other way if you want to get ahead.
Basically, you have to edge out others either through calling attention
to yourself, intimidating others, or suffering indignity no matter how
great.


Works Cited


Chidley, Joe. "Captain of the Enterprise." Maclean''s 28 Nov. 1994: 84-85.


Conaty, Matt. T.J. Hooker, the World Wide Web Experience. 21 May 1997


.


Hazelwood, Carey. Shatner''s Shrine. 22 May 1997

~triskm01/hazel/shatner/shatner.htm>.

"Joan Crawford: A Portrait." Janson Television and Video. 21 May 1997


.
Kriegel, Mark. "Escape from New York." Esquire Dec. 1995: 126-134.

Maxwell, Tom. "Officer Down: a Perspective on T.J. Hooker."
Detective Sergeant Paully Home page. Sergeant Paully. 20 May 1997

.

O''Keefe. The Temple of Joan Crawford. 20 May 1997

.
"Pat Riley." NBA.Com. 21 May 1997 < http://www.nba.com/heat/bios/coach.html>


The Prophet. James William Tiberius Shatner Kirk - God or Merely GodLike???.


20 May 1997 .

Reilly, Rick. "Order on the Court." Sports Network . 20 May 1997
.

Rospach, Chuq Von. "Life is a Fantasy Novel Played for Keeps." The Link?ping

Science Fiction & Fantasy Archive. 20 May 1997
.

Sports Network. 21 May 1997 .
The Sporting News. 21 May 1997 .

Stephan, Ed. "Joan Crawford." The Internet Movie Database. 22 May 1997

.

Trachtenberg, William. Great Hollywood Moments on the Cutting Floor.
21 May 1997
.

ONE MORE THING, THAT MY TEACHER ASK ME TO MAKE A SUMMARY INFORMATION
OF EACH PERSON I HAVE CHOOSE TO RESEARCH! THE SUMMARY WOULD BE ABOUT
1 OR 2 PAPERS (TOTAL IS 3 PEOPLE, RIGHT) BEFORE WRITING THIS ESSAY!
I LIKE YOU TO DO IT FOR ME TOO,
I LOOK FORWARD TO HEARING FOR YOU!

SAT is an entrance requirement for many selective colleges in the U.S. Accordingly, many American high school students invest considerable amount of time and energy and even money to prepare for the test. But the question is, how effective or accurate is the SAT as a predictor of a student's success in college? Moreover, what kind of intelligence or skill does it measure? Is the SAT biased against certain groups? such as blacks? ESL students? Latinos? Asians? females? poor students?

Please organize the paper in the following manner:

I. Problem
II. Background (how the SAT originated and evolved to the present)
III. state research questions
IV. method of research
V. Anticipated Findings
VI. Bibliography
VII. Argument matrix (most important!)

For the Argument matrix, please alternate between "pro" and "con" for the SAT. Add quotation from a reliable source for each "pro" or "con" argument. List at least 3 pros and 3 cons: 3 arguments for keeping the SAT because of its importance/value as a measure of a student's ability/intelligence, etc. + 3 arguments against using the SAT as a college entrance requirement, stating specifice reasons.

Also, please use authentic, reliable references that I will be able to look up myself: for example, books, electronic journals, magazine articles, websites that a 3rd person can research and verify of its authenticity. Especially when quoting, please include page number and cited source, so that I or anyone else can do background check. Furthermore, for each paragraph throughout the paper, use at least one quotation.

Finally, use sources that are relatively new: 1980s to the present.

Thank you.

Most selective U.S. colleges require the SAT as part of their admissions criteria. However, the question is, how accurate is the SAT for predicting a student's success in college? What type of skills or intelligence does the SAT measure? Is the SAT biased against non-whites? against ESL students? females? the poor? Please write a research paper addressing these issues. The ultimate question is, should the SAT be used at all for admissions? If not, then what's the alternative? In the body of the paper, alternate the pros and cons of the SAT.

Please follow this format:

1. Problem statement: be neutral in tone without judgment.

2. Background: this section should reflect your knowledge based upon this issue, such as its history, salience in the general reform climate, etc. Be neutral in tone without judgment.

3. Argument array: full report of expressions of views (quotations or accurate paraphrases with citations) on both sides of the issue. Again, no bias or judgment.

4. Analysis: figure out who the actual stakeholders are, and who might be hidden; what their agendas might be, whether their arguments are reasoned or polemical.

5. Conclusion: based on knowledge acquired and analysis, elaborate it with specific, clear reasons.

6. References: please follow APA style and use reliable sources (books, journal aricles, electronic resources, etc.)

Thank you.

Discuss the advantages and disadvantages of using alternative types of assessment to ESL students. Make sure to follow the latest MLA style, 7th edition.