In writing a rationale for the unit of study that I will be teaching during the two weeks at my practicum site, I feel it necessary to briefly mention why students should be learning a foreign language at all.  Perhaps the most important reason for students to study foreign language is to get exposure to foreign culture.  This exposure goes to improving their overall knowledge of the world, but also allows them a new lens through which to view the world.  This lens will aid them greatly in becoming “out-of-the-box”, critical thinkers.  Additionally, the ability to speak a foreign language allows students to practice intercultural communication, which will put them in a position of advantage in the highly globalized world of the future.

During my practicum teaching period, I will be introducing the ‚Ä(Te) form of Japanese language grammar.  This form of grammar involves a specialized conjugation of verbs and has several uses.  This is hardly a comprehensive list, but some examples of its application involve making commands (polite and impolite), present progressive, past progressive, asking permission, and sequencing events. 

I will have students practice using polite commands by having them practice conversations they might use while shopping in Japan.  In such conversations, students will use phrases like, “Please show me that one.” or “May I try this on?” both of which use the te-form of the verbs involved. This grammar and activity set fit within state benchmarks for foreign language learning SL.PS2.IL.01, which states that students must “demonstrate understanding of main ideas from short, simple conversations, narratives and presentations on a limited range of familiar topics in everyday situations” and SL.PS2.IS.01, which states that students must be able to “use memorized phrases, sentences and questions to express ideas or obtain information on a limited range of topics in everyday situations.”  In the case of this unit of study the “everyday situation” that students will be operating within is shopping and the te-form will be their key to successfully navigating that setting and in understanding many larger concepts in Japanese.

In order to address the varied learning styles of students, I will attempt to use assessments that assess across as many of the intelligences proposed by Gardner in his Theory of Multiple Intelligences as possible.  I will describe 2 examples of how I will use this theory in my teaching.  First, I intend to have students make flashcards of some commonly used verbs during the course of this unit.  The creation of these cards will accommodate a level of creativity that will hopefully engage and enable students with artistic skills to do well.  Second, I will have a formative speaking assessment that will run throughout the entire 2 weeks I will be teaching at my practicum site.  The nature of this assignment being an evaluation of speaking ability, it should help students with good interpersonal skills to succeed. 

Beyond multiple intelligences, there are other accommodations I’ll have to make.  Specifically, there is one student in class on an IEP.  The IEP calls for the student to be given extra time to complete assignments when necessary and the teacher has made it clear to the student that she is happy to comply.  However, of late, the student has not requested additional time on any assignment and their grades are more than acceptable.  Bearing that in mind, should the student request extra time on any assignment that I give to the class, I must be prepared to make it available.  Additionally, for that student I will be sure to remember that during paired activities they will need a partner who can be patient and that the student may not succeed when partners are changed after only a short period of time.