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This class observation assignment contains two parts:

• During observation: Fill out the TELL class observation form (you received one print-out copy in class. If you misplaced it, the PDF version can be found under “Resources”).
• After observation: Write a reflection as a Google Doc in “Journal.” Please use your name as the file name.

In the journal, please include:

1. The observed class (ex: LC112) and date/time observed
2. Learning objectives (based on your observation. Do NOT ask the teacher.)
3. Evidence of learning (or lack of it, if the class you observed did not do a good job)
4. The effectiveness of the activities for building towards the learning objectives
5. Methods/techniques you learned that you would like to use in your own teaching
6. What you would do differently if you were teaching the class, if any
7. Other thoughts about this observation

Please complete your Thematic Unit Plan.
Please see examples in “Resources” to see the level of details you need to include in your unit plan.

Assignment 2: Complete the “Assessment” section of your Thematic Unit Plan.

Assignment 1: Reading Journal

Please read Chapter 3 of Everson & Xiao (2011): Focusing on the Learner in the Chinese Language Classroom, and upload to “Journal” on Blog.

Your reading journal entry should follow this format:
1. Upload in Google Doc format (if you upload Word or PDF files, please remember to convert them).
2. The document should be titled with your last name (ex: Navarre_Reading1)
3. The content should include a 150+ word summary of the reading and a 300+ word reaction.

Please read Chapter 1 of Wiggins & McTighe (2005): Backward Design (Available via “Materials”) and upload your reading journal entry in “Reading Journal.”

Your reading journal entry should follow this format:
1. Upload in Google Doc format (if you upload Word or PDF files, please remember to convert them).
2. The document should be titled with your last name (ex: Navarre_Reading1)
3. The content should include:
1) a 150+ word summary of the reading
(Guiding Questions: What makes Backward Design “backward”? Why should we use Backward Design? What are the stages of Backward Design? What are the things to avoid when designing a lesson?)
2) a lesson plan following the stages of Backward Design. You may use this template to help you keep track of the stages (Do not mind the “reflection” section. It is for after the lesson is executed.):

1. Watch this video (~35 mins) about Integrated Performance Assessment (IPA): https://www.youtube.com/watch?v=Tp_ZD5L33Ss
2. In your reading journal, answer the following questions :
   1) What does IPA assess?
   2) What is the relationship between IPA and Standards (5-Cs)?
   3) What are some advantages of using IPA?
   4) Imagine you are teaching a Chinese class, make an IPA lesson plan that includes tasks for all three modes.
   (Please list your target proficiency level and age level. If there are certain materials you use in the task– e.g. articles, images, videos, handouts– please also attach them.)