Article Reviews Unit Plan
Research Project Sample Lesson Plans
Bibliography Styles Portfolio
FLAVA assignment  

Methods Course Page

Article Reviews

You will write reviews of five journal articles, and you will place these in your portfolio.  Your review should contain:

Please choose articles that are longer than 3 pages, and that are not "teacher-tips" articles, but rather more substantial studies. Please choose articles that are recent (within the past year).  The articles may be ones you use for your research paper.  The articles should not repeat ideas that we have already discussed in class, but may concern other aspects of what we have discussed in class.  Choose articles that others have not already reviewed and presented in class.  This wepage from the Longwood University Library has very useful links and information for accessing journal artcles.

Please use double-spacing throughout your review (not cuadruple spacing between paragraphs).  Give the bibliographical information at the beginning of your review.  Example:

Lily Anne Goetz
12 de septiembre del 2003 

Adair-Hauck, Bonnie.  "Practical Whole Language Strategies for Secondary and University-level Foreign 
              Language Students."  Foreign Language Annals 29.2 (1996):  253-70.






Research Project


Research Project The research project and its presentation comprise 10% of your final course grade. A good project will have the following characteristics.

____ from 10 to 12 pages
____ a clear thesis
____ convincing support for the thesis
____ a full discussion of the issue(s) involved
____ treatment of various aspects of the issues, including positions contrary to your thesis, and your answer to them
____ information from a variety of sources (not just internet sources—MOSTLY other sources)
____ a conclusion
____ a works cited page, following MLA or APA format 

Sources you should use:
You should use at least six sources, preferably more. Most of your sources need to be very recent, or your research will not have much point.  The following are to be your major sources:

-books (see course bibliography but do not limit yourself to these; there are more recent books that have been acquired by the Longwood Library)
-recent professional journals (see course bibliography)
-ERIC database if you like

Suggested Topics
You will discuss an issue, take a stand on it and support your position. This should not be merely a "report" about a topic, or a review of a topic. The following are suggestions for ranges of topics or issues. They are not considered titles for your project, because you would choose one or two "issues" or other aspects of your topic on which to concentrate.

Issues in the teaching of listening skills
Issues in the teaching of speaking skills
Issues in the teaching of writing
Issues in the teaching of reading
Issues in the teaching of literature
Issues in the teaching of culture
Issues in the teaching of grammar
Issues regarding the role of technology in language learning
Issues regarding National/State standards
Issues relating to FLES programs
Issues relating to immersion programs
Learning styles and foreign language learning
Issues in second language acquisition research
Issues regarding curriculum design
Issues regarding assessment
Issues regarding professional development
¿Other issues?

Important Dates:

____ November 11, before 5 pm: you will send by e-mail a one-page proposal, stating your thesis and what you plan to demonstrate in your study. You will include a bibliography, MLA or APA style, of works you have consulted which you will use in your study.  

____ November 18: You will turn in an outline of the topics and discussion planned for your study. In order to prepare this, you should already have taken notes from your sources and organized your notes according to your plan for composing your paper. You will also include an updated bibliography, MLA or APA style.  Typed. 

_____November 18 in class: you will discuss your research project and explain your findings. You should not read to us, because we will be bored; you may use notes however, and you should use visual aids if possible.

____ December 9, before 5:00 pm: you will send by email attachment your completed research project. It must be spell-checked, proof-read for inconsistencies, and polished. It must be double-spaced, with 1-inch margins, 12-point font, no cover sheet, and follow all MLA or APA guidelines.

____ December  9: you must add your research project to your on-line portfolio. Your portfolio should be complete.

If you have any questions or difficulties, please let me know.


Methods Course

Styles for Bibliographies:

For Span/Fren/Germ/TESL 400/500, you may use any of the styles below, but you must be consistent.

All styles use “hanging indent” paragraph form—in Word, open the “Format” menu at the top menu bar, click paragraph, and choose “special” and click on “hanging”.  Use the “enter” key only at the end of each entry, not at the end of each line.   "Hanging Indent" means the first line of each entry is at the left margin, and the other lines are indented 5 spaces.

Notice differences in capitalization in titles, the order of authors’ names, placement of dates, punctuation.  Normally, titles of books in Spanish are not capitalized except for the first word.
    The 7th edition of the MLA Style Manual has a few slight changes in style from the previous format.  Here is a website with all of the information concerning citation styles:

MLA Style:

Works Cited

Díaz Plaja, Fernando, y William W. Cressey.  La España que sobrevive.  Washington, DC:  Georgetown

          University Press, 2000.

Woolard, Kathryn.  Double Talk:  Bilingualism and the Politics of Ethnicity in Catalonia.  Stanford, CA:

Stanford University Press, 1989.

Yano, Y., M.H. Long, and S. Ross.  “The Effects of Simplified and Elaborated Texts on Foreign Language

Reading Comprehension.”  Language Learning 44 (1994):  189-219.  Print.

  • Chicago Style:


    Díaz Plaja, Fernando and William W. Cressey.  2000. La España que sobrevive.  Washington, DC:

    Georgetown University Press.
    Woolard, Kathryn.  1989.  Double Talk:  Bilingualism and the Politics of Ethnicity in Catalonia.  Stanford, CA:
    Stanford University Press.
    Yano, Y., M.H. Long, and S. Ross.  1994.  “The Effects of Simplified and Elaborated Texts on Foreign Language
    Reading Comprehension.”  Language Learning 44: 189-219.


    APA Style:


    Díaz Plaja, Fernando, & Cressey, William W.  (2000). La España que sobrevive.  Washington, DC:

    Georgetown University Press.
    Woolard, Kathryn.  (1989).  Double talk:  Bilingualism and the politics of ethnicity in Catalonia.  Stanford, CA:
    Stanford University Press.
    Yano, Y.,  Long, M. H., & Ross, S. (1994).  The effects of simplified and elaborated texts on foreign language
    reading comprehension.  Language Learning, 44, 189-219.


    October 9-10, 2009

    Richmond, Virginia

    Instructions for the assignment to attend the FLAVA conference

    ·        Your grade will be determined based upon attending at least 4 sessions and your critical review of the sessions.  (The keynote address and workshops count too, but not meals or visits to the Exhibits, although those ARE also great opportunities.)

    ·        This assignment counts as a quiz grade.

    ·        Please attach a copy of your registration receipt.

    ·        Please type and submit the following information for each session you attended.

    o   Title of session

    o   Presenter(s) and their institution(s)

    o   Date and Time

    o   A summary of what you learned and how you might use the information in your teaching (approximately ¾ to 1 page for each session, double-spaced).

    ·        Please type an overall evaluation of the conference and include any other activities in which you participated that you consider beneficial (visits to the Exhibits, meals, etc.)




    22 points


    Summary/ how you might use:  first session you attended


    22 points


    Summary/ how you might use:  second session you attended


    22 points


    Summary/ how you might use:  third session you attended


    22 points


    Summary/ how you might use:  fourth session you attended


    12 points

    Your overall evaluation of the conference, including other activities in which you participated






    SPAN/FREN/GERM 400/500

    Unit Plan

    The Unit Plan and the presentation of part of one of its lesson plans comprise 20% / 15% of your final course grade. Refer to page 81 "Thematic Unit Planning" of your textbook for an orientation, as well as Appendix 3.3 "Sample Unit Plan ("Shopping at the Market") from Nebraska’s Foreign Language Frameworks Unit Planner." See the syllabus for important due dates. A Unit Plan will contain the following:

    1. Introduction
    2. Description of course
    3. Bibliographic information for textbook
    4. Purposes and goals to be addressed
    5. Standards (National or State) to be addressed
    6. Context of the unit
    7. Objectives ("Progress Indicators") stated in terms of observable behaviour
    8. Content, skills and knowledge needed (vocabulary, grammar, culture…)
    9. Instructional strategies, activities, procedures
    10. Resources and materials such as transparencies, items for games and activities, handouts
    11. Assessment instruments and materials
    12. Bibliography of sources used, if other than textbook listed above; MLA style
    *13. Individual lesson plans and materials

    *Individual lesson plans:

    Important resources:  You may refer to pages 86-87 of your textbook for guidelines on the format of your lesson plans, and on pages 84-85, and in Appendices 3.4 and 3.5, you will find guidelines on writing objectives.  

    Other models are the lesson plan sample below (SPAN 202) and the following web-sites, although please note that not all of the plans in the following websites conform to expected guidelines.  You can find many more examples on the internet, many of which do not contain the necessary components, but can give you a starting point for ideas.

    Here's a practice exercise:  Visit the Samples of Lesson Plans page and tell how each plan DOES or DOES NOT display the characteristics of appropriate plans, according to what we have learned in our textbook.

    Spanish:   "Materiales" lesson plans;     

    German: Basic German Lesson Plan:
    German-American Day
    December Celebrations (German)
    Food (German):

    Guns or no guns: 

    Each of YOUR lesson plans will contain*:

    A. Planning Phase:

    I. Content:

    a. Context/Theme: b. Objectives:  (Upon completion of this lesson, learners will be able to…) c. (National or State) Standards  addressed:

    II. Learners: what background knowledge do they need, what experience do they have with this content or topic,...

    B. Teaching Phase:

    III. Activities (including materials to be used, as well as descriptions of what the TEACHER will do and what the STUDENTS will do):

    a. Setting the Stage—Warm-up
    b. Providing Input/Engaging Learners
    c. Guided Participation
    d. Extension
    e. Closure—Warm-down
    f.  Assignments, if any
    g.  Evaluation:  How will you determine if the students have met the objectives?  This can be formal or informal.

    C. Reflection Phase:

    IV. Adaptations to Lesson: what changes you make as you teach the lesson, and why.

    V. Self-reflection on lesson effectiveness: Did the students achieve the lesson objectives?  How do I know?  If not, what adjustments to the plan might be called for?  What worked especially well and why?  What would I change if I were to teach this lesson again?   

    (Note that the "Reflection Phase" will not need to be present in your plans this semester, unless you have had a chance to teach these plans. But you will include this stage in your lesson plans during your student teaching experience.)

    *Lesson Plan format, with adaptations,  from Shrum, Judith L. and Eileen W. Glisan. Teacher's Handbook:  Contextualized Language Instruction.  2nd ed.  Boston:  Heinle and Heinle, 2000.


    Evaluation Checklist
    Unit Plan


    Point Points
    value earned Criteria

    5 ____ Contents complete (intro., course descr., bibliogr. info., goals, etc.).
    5 ____ Use of National or State Standards.
    15 ____ Objectives stated clearly in terms of student outcomes.
    10 ____ Attention to the three Communication strands and Culture.
    10 ____ Use of appropriate format for individual lesson plans.
    10 ____ Use of warm-up activities.
    10 ____ Meaningful communicative activities, pair activities.
    5 ____ Variety and length of activities;
    "Spiraling" of content is evident in activities planned
    5 ____  Homework activities for reinforcement of content
    10 ____  Use of technology:
    ____video ____pre-listening activities
    ____audiotape ____follow-up activities
    ____transparencies, other visuals
    ____computer: ________________________________
    5 ____ Creativity and variety in use of materials.
    5 ____ Evidence of student-centered approach
    5 ____ Assessment instruments and materials.
    ____ Total


    Sample Daily Lesson Plan

    Spanish 202--Intermediate Spanish

    (50 minutos)

    Date: lunes, 7 de sept., 2009
    Teacher: Lily Anne Goetz
    Level: 202 (intermedio); capítulo 1
    National/Virginia Standards:__(National: 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2)_________
    ____________________(Virginia strands 1, 2, 3, 4, 5, 6)__________________
    Materials: TV-VCR; video «Pasajes»

    Objectives: Los alumnos podrán:

    (Strand 1, Interpersonal):

    1. discutir con un compañero lo que hacen sus amigos en un sábado típico (gramática a usar: los verbos en el presente del indicativo).

    2. Hablar de las cosas/personas que tienen/ven/quieren, evitando la repetición innecesaria de los sustantivos (gramática a usar: los pronombres de complemento directo.)

    (Strands 2, 3, 4, Interpretive/Presentational/Cultural):

    3. Identificar las ideas generales de un documental y anuncio publicitario (video) sobre Medellín, Colombia.

    4. Identificar los adjetivos que el alcalde de Medellín usa para describir Medellín en el documental.

    (Strands 2, 3, 4, 5, 6, Interpretational/Presentational/Cultural/Connections/Comparisons):

    5. Describir los aspectos presentados en el video que contradicen los estereotipos negativos que muchos tienen de Medellín (tráfico de drogas, violencia, pobreza...)

    (Strands 2, 3, 4, Interpretational/Presentational/Cultural):

    6. Demostrar comprensión del cuento de Cervantes, «El loco de Sevilla», explicando el desenlace del cuento.

    (Strands 2, 3, 4, 6, Interpretive/Presentational/Cultural/Comparisons):

    7. Redactar un párrafo descriptivo, sobre el tipo de persona que utilizaría los abrebotellas del anuncio que se encuentra en el Cuaderno pág. 20. (Gramática a usar: ser y estar).

    8. Distinguir entre los usos de las palabras siguientes:





    1. Warm-up/repaso de verbos. en coro. conjugación de verbos en el presente de indicativo, regular, irreg., st.changing. (1 minuto)

    2. Warm-up/repaso de verbos. transparencia (de los dibujos de la pág 32, 33): ¿Qué hacen? en coro. (1-2 mins.)

    3. Warm-up/repaso de verbos. conversación en parejas: ¿Qué hacen tus amigos los sábados? (Yo lo haré primero, con un alumno, como modelo—el alumno me preguntará: "¿Qué hacen tus amigos los sábados?" Yo le diré: "Mis amigos duermen tarde, luego desayunan y miran los dibujos animados,...etc."). (2 mins.) (Después: Juan, ¿qué hacen los amigos de María?--nos cuentan lo que les dijo su compañero.)

    4. Intro. de vocab. nuevo en contexto: ("Ojo" pág. 39-40): (8 mins)

    a. repetir las palabras--transparencia.

    b. repasar los significados y ejemplos, p. 39-40.

    c. ejercicio oral en contexto (transparencia): ¿Cómo es el pelo de ...?

    ¿Qué hace el televisor--funciona o trabaja? ¿Qué hace la Señora Martín? (trabaja). Si no es alta, es..(baja)? ¿Dónde está su lápiz? Lo ----(busca). La hora de almorzar no es una hora entera; dura sólo 15 minutos; es muy ---- (breve). La carta que escribe la Sra. Martín no es larga, es...(breve). La sra. Martín quiere ver su programa favorito, pero no tiene tiempo para -----(mirar). La señora Martín es muy joven, pero tiene el pelo blanco, y aunque no es vieja, lo ----(parece).

    d. Assign HW: 40 A

    5. pasar lista; sí o no: los deberes--(video, cuad. 26 y texto 34; 34 de entrada; 35-36 leer; 36 Práctica) (1 min.)

    6. Poner el vídeo una vez para refrescar la memoria (esto ya lo han visto el viernes, y en el lab. de lenguas). Repasar los ejerc. del cuaderno pág. 26 (en coro), y las preguntas del texto, pág. 34, 2ª cajita anaranjada (parejas e individuos). (5-7 mins.)

    7. Comprensión de lectura: (repaso de los deberes para hoy: «El loco de Sevilla», reading worksheet). ¿Qué pasó al final del cuento? ¿Por qué no salió el licenciado del manicomio? (2 mins.)

    8. Gramática en contexto: Pág. 34 "De entrada": repaso breve--deberes para hoy. (2 mins)

    9. Ejercicio oral (contexto: lo que tienen, lo que ven, lo que quieren); para repasar los complementos directos (en coro): (2-3 mins.)

    ¿Tienes tu lápiz?--Sí, lo tengo.  (papel, libros, dinero, gafas, tortuga, pasteles, bici, moto, computadora, cuaderno)

    ¿Ves estos libros?--Sí, los veo.  (gafas, a tus amigos, a la profesora, a tu compañero de cuarto, a tu novio/a, la ventana)

    ¿Quieres mucho dinero?--Sí, lo quiero.  (mucha tarea, un novio, más tiempo libre, amigos buenos)

    10. Explicación de gramática, complementos directos, págs. 35-36, incl. cajas anaranjadas. parte en inglés. (5 mins.)

    11. Ejercicio comunicativo: Grupos de 3: (hw) pág. 36 Práctica, set up situation first. (5-10 mins)

    12. Gramática en contexto: pág. 36, 37, A y B: explicar el ejemplo (A), explicar el ejerc. (B), y asignar para el miércoles. (5 mins) Si hay tiempo, contestarlos en parejas.

    13. Assign HW (3 mins): (36-37 A, B; 40 A), Cuad. 15-16 A, 17, 18, 19, 20, 21.

    Prueba el viernes: complementos directos, verbos en el presente.

    14. Recoger paquetes de «Actividades».

    15. Warm-down:

    ¿Queréis tener una prueba el viernes? (No, lo la queremos.)

    ¿Vais a estudiar los complementos directos? (Sí, las vamos a estudiar.)

    ¿Vais a practicar los verbos? (Sí, vamos a practicarlos.)

    ¿Queréis ver a tu novio (novia) esta tarde? …etc.


    Critique: (The teacher always self-critiques each lesson after it is taught. This may be done by making notes on the lesson plan itself, indicating which activities worked or did not, which activities need to be eliminated or changed before using this plan again, other changes or comments.)

    (Teacher's critique of this lesson plan):
    (51 minutos?) Esto es demasiado. Cortar algo. No hay que hacer las cosas con tanta prisa.




    If you haven't looked at others' portfolios as examples, please do so.  Be creative, and remember that this can be a very useful tool in your job search effort and in your continuing professional development.  

    Specifications:  Your Portfolio should be in electronic format, to be distributed on a CD or online.  Documents on the CD must use Microsoft Office applications or webpages so that the Portfolio is accessible to those with whom you share it.  The Portfolio needs to be of a size and format that will allow it to be sent by e-mail attachment, or to be accessed online.  You may also like to produce a paper version for distribution.  If you will be student teaching, you will use this Portfolio and will add to it and modify it during your student teaching semester.

    Here's a list of what employers think of as useful portfolio items:

    Methods Course Research Project Unit Plan