Running head: CURRICULUM PROJECT

Curriculum Project
Elisabeth Clapp
Post University
EDU 655
Dr. Mary Mills

CURRICULUM PROJECT

2
Table of Contents

Section 1: The Needs Analysis ..5

Overview.5
Introduction..5
Needs Analysis.5
Purpose.6
Target Audience...6
Tools.7
Analysis8
Conclusion..9
Section 2: The Situational Analysis..10
Overview10
Introduction10
Situational Analysis11
Societal Factors..11
US Citizenship and Immigration Services....11
Employers12
Institutional Factors..12
Teachers12
Staff..12
Teacher Factors13
Director of Adult Education13

CURRICULUM PROJECT

Learner Factors..13
Motivation..14
Past Language Experience.14
Conclusion.14
Section 3: Goals and Outcomes15
Overview15
Introduction15
Goals..16
Outcomes......16
Program Outcomes....16
Student Learning Outcomes..17
Conclusion.18
Section 4: Lesson Plans....19
Overview19
Introduction19
Lesson Plans...20
Curriculum Evaluation Process..21
References..22
Appendix A: English as a Second Language Needs Analysis..26
Appendix B: Previous Needs Analysis.31
Appendix C: Statistical Analysis...32
Appendix D: "Citizenship - A Dream Come True..33

CURRICULUM PROJECT

Appendix E: Classroom Lesson Computers..35

Appendix F: Classroom Lesson Life Events.36
Appendix G: SWOT Matrix..37
Appendix H: Flipped Lesson Plan 1.38
Appendix I: Flipped Lesson Plan 2...41
Appendix J: Flipped Lesson Plan 3..44

CURRICULUM PROJECT

5
Section 1: The Needs Analysis
Overview

The following section focuses on determining the learning needs of students in an adult
ESL (English as a Second Language) level I classroom and developing a curriculum that
addresses those needs. A needs analysis was used to collect information from the language
learners. The results of the survey will assist in forming the basis for course outcomes,
assessments, tasks, methods, and materials. Included in this paper is a discussion defining what a
needs analysis is, the process of conducting an analysis, and the results of one concluding if the
current curriculum is meeting the learners needs.
Introduction
A needs analysis is vital to the process of developing and implementing a language
course (Fatihi, 2003). According to Weddel and Van Duzer (1997) a needs analysis is a tool that
examines skills the learner believes he or she has and those the learner expects to gain from the
program. The needs analysis conducted focuses specifically on the needs according to the learner
and the analysis determines if the curriculum requires revisions. It is important to recognize that
the curriculum must also reflect the point of view of the teacher. The teacher has an
understanding of the expectations and challenges learners will face and can identify deficiencies
in learner skills, abilities, attitudes and priorities (Bow Valley College, 2011).
Needs Analysis
According to Marshall (2002), Adult ESL learners know why they are studying English.
However, not all learners can get beyond, I want to learn English. When learners lack the skills
or knowledge necessary to articulate their goals, a needs analysis can help the learner recognize

CURRICULUM PROJECT

and describe their needs. A needs analysis can help determine what direction and support will
benefit the learners most. Weddel and Van Duzer (1997) describe a needs analysis for adult ESL
learners as,
a tool that examines, from the perspective of the learner, what kinds of English,
native language, and literacy skills the learner already believes he or she has; the
literacy contexts in which the learner lives and works; what the learner wants and
needs to know to function in those contexts; what the learner expects to gain from
the instructional program; and what might need to be done in the native language
or with the aid of an interpreter (p. 1).
Purpose
For the purpose of this paper, the needs analysis is conducted to determine the learning
needs of the target learners and if the curriculum is addressing those needs. Findings obtained
from the needs analysis will assist in determining outcomes for the course, materials for the
program, and learning tasks and activities for the learners. The needs analysis will also be used to
reevaluate the existing curriculum to determine if the lesson plans are meeting the students
needs.
Target Audience
According to McCawley (2009), the term target audience refers to the learners whose
needs are being measured (p. 5). For the purpose of the analysis, the target audience is an adult
ESL classroom containing sixteen students between the ages of twenty and forty-three
representing Mexico, Ecuador, Haiti, Ivory Coast, Congo and Somalia. The four men and twelve

CURRICULUM PROJECT

women have varying proficiency levels in their native languages of Spanish, French and Arabic.
One man from Congo is illiterate. Approximately half of the class is employed in either the
construction or hospitality industries while the remaining learners are unemployed. Two women
arrived in the United States with their husbands, and the remaining are either single or divorced.
All four men are single. Six of the women have children of varying ages from seven to twentythree. All of the learners indicate they have been in the United States between two months and
one year. Several have lived in other states before residing in Michigan.
Tools
A needs analysis can have a variety of formats. For the purpose of this assessment, the
method selected is a survey using a limited dichotomous response format where the target
audience checks a box if they find the question applicable to themselves (Appendix A). The
method selected is in response to the proficiency levels of the students and the time constraints of
the classroom. According to McCawley (2009), questions included in the survey should have
similar sentence structure and be grouped according to similar topics. For the assessment to be
effective, the questions must be appropriate for the target group of learners. According to
McCawley (2009), survey questions should be clear and without error and keywords should be
boldface type or underlined (p. 11).
The survey was created based on the results from a previous needs assessment completed
the first day of class and simplified to align with McCawleys recommendations (Appendix B).
According to McCawley (2009), this will greatly enhance the quality of subsequent needs
assessments (p. 5). The information obtained during enrollment indicated that only one student
demonstrated interest in pursuing a General Equivalency Diploma (GED) and higher education.

CURRICULUM PROJECT

!8

With consideration to the previous findings, questions included in the survey pertain to interest in
the United States and naturalization. Two questions are employment related followed by
in numerous addressing reading, writing, speaking, listening and life skills. A final question is to
determine the learners desire to attend class on a regular basis.
Analysis
The more thorough the data collected is analyzed, the better the learning needs of the
target audience can be addressed (McCawley, 2009). The entire classroom of sixteen students
completed the survey, resulting in the data collected being actual results, rather than an estimate.
A statistical analysis ranking the frequency of responses for each of the twenty-six questions is
used (Appendix C). The data indicates that all sixteen students in the class are interested in the
United States and becoming a citizen. Only approximately one-fifth of the class showed interest
in obtaining a job or an interest in improving their English language skills for a job. Fifteen of
the students can read in their first language (L1) and all of the students prefer to read as a group
rather than alone. As previously indicated on an assessment, only one student showed interest in
higher education. Basic Interpersonal Communication Skills (BICS) appears to be more
important to the students than Cognitive Academic Language Proficiency (CALPS). Majority of
the students desire the ability to use English in their everyday lives at the bank, doctors office,
speaking on the telephone and understanding written correspondence and signs in the
community. Half of the class indicated they would like to obtain a drivers license. As the
previous assessment specified, the students that did not check the box wanting to obtain a
drivers license, already have one. All of the students in the class indicated a desire to learn how

CURRICULUM PROJECT

!9

to use a computer. The results of the survey provide a clear and concise direction for the
curriculum to follow.
Conclusion
After careful consideration of the data collected it appears the curriculum is meeting the
needs of the students. Lesson plans have provided information about the United States and
naturalization. A speaker from the U.S. Citizenship and Immigration Offices addressed the class
and provided materials as well as a handout covered "Citizenship - A Dream Come
True" (Appendix D). Class readings are completed alone, in pairs and as a group. Grammar,
vocabulary, and pronunciation are emphasized in every lesson as well as speaking opportunities
with native English speakers. The subject matter of the lessons are relevant to the learners needs
addressing, jobs, signs, banking and the use of zip codes. However, the materials used in the
class are out of date. One lesson regarding computer usage listed a disk as a term related to
computers (Appendix E). A lesson titled "Life Events" using a timeline referenced the life of
Princess Diana (Appendix F). Fatihi (2003) defines needs as a discrepancy between the level the
learner is at currently and the desired level in the future (p. 49). It is recommended that the
materials used in the classroom be updated as a preventative measure to ensure the discrepancy
described by Fatihi grows smaller rather than increases in size. The more outdated the materials
become, the less relevant to the learners needs they will be.

CURRICULUM PROJECT

!10
Section 2: The Situational Analysis
Overview

A needs analysis is a process of identifying and defining the curriculum and instructional
objectives according to the needs of the learner. According to Kayi, (2008) there are other
factors relevant to the design and implementation of a language program curriculum (p. 29). For
instance, the role of the teacher is challenging. A teacher not only transfers knowledge to their
students, but also examines key factors associated with teaching and learning.
Designing a curriculum begins with a needs analysis and a situational analysis. A
situation analysis complements the information gathered during the needs analysis (Richards,
2001). According to Graves, (2009) "Designing a language course is a work in progress in its
whole, in its parts, and in its implementation (p. 9). According to Richards, (2001) an analysis
and appraisal of the potential impact of these factors at the initial stages of a curriculum project
can help determine the kinds of difficulties that might be encountered in implementing a
curriculum change (p. 92). The results of the situational analysis will assist in forming the basis
for course outcomes, assessments, tasks, methods, and materials. Included in this paper is a
discussion defining what a situational analysis is and the process of conducting an analysis.
Recommendations conclude the analysis, based on the impact key factors may have on the
implementation of a curriculum.
Introduction
According to Richards (2001) the goal of a situational analysis is to identify key factors
that might positively or negatively affect the implementation of a curriculum (p. 105). The
situational analysis conducted focuses on key factors to consider when developing a curriculum

CURRICULUM PROJECT

!11

for the adult ESL classroom where there currently is not one. The procedures used in the analysis
are similar to those used when conducting the needs analysis. Information was collected by
consulting with students, teachers and administrators. An analysis of teaching materials and
multiple classroom observations occurred in addition to a review of available literature related to
the issue was also examined (Richards, 2001, p. 93).
Situational Analysis
A situational analysis can be referred to as a SWOT (see Appendix) analysis because it
examines internal Strengths and Weaknesses, and external Opportunities and Threats to a
language program (Richards, 2001, p. 105). According to Helms, (2010) strengths that are not
maintained may become weaknesses (p. 235). In the preceding research, societal, institutional,
teacher and learner factors are identified and discussed in relation to the development of a
language course curriculum and the strengths and weakness foreseen in each.
Societal Factors
Based on the results of the needs assessment, two groups are the main focus of societal
factors; government officials and employers. All sixteen students in the class indicated that they
wished to become citizens of the United States. Eleven of the students indicated a desire to find
employment or to improve their language skills to maintain their employment.
US Citizenship and Immigration Services. According to the representative from the US
Citizenship and Immigration Services, the Naturalization Test is very difficult for adult ESL
students and requires a great deal of studying to pass. The interview process is much easier since
the interviewer only needs to determine if the interviewee is comprehending and can reasonably
respond to the questions

CURRICULUM PROJECT

!12

being asked. The interview concluded with the representative stating that it is important for
prospective citizens to begin preparations early in their language courses to be successful.
Employers. An employer of one of the students is interviewed to discuss English in the
work environment. The restaurant owner stated improvement in language skills for his immigrant
workers was desirable, and it often determines who he hires and who he turns away. Not as a
means of discrimination, but if the worker cannot understand and follow directions, the
employee is not able to contribute to the organization. The employer also noted that he cannot
easily accommodate the class schedule when creating a work schedule, but does make every
attempt.
Institutional Factors
The adult ESL course is available through the public school adult education program in
what was previously an elementary school building. There are four levels of ESL taught by three
different teachers, in the morning, afternoon and evenings Monday through Thursday. All three
teachers and two support staff are very professional and eager to meet the needs of the students.
Teachers. The three teachers interviewed indicated the program provides an adequate
amount of resources including computers, textbooks, and audio-visual resources. However, it
was mentioned that some of the materials were outdated, and their schedules do not permit them
to modify the materials during class.
Staff. The two staff members believe the building and its contents are suitable for the six
classes occurring each day. The building provides ample space to hold an International Potluck

CURRICULUM PROJECT

!13

the various cultures and countries of the students line the hallways of the school. The teachers
and staff appear very proud of their program.
Teacher Factors
Various factors exist and create difficulties in a teaching-learning situation. According to
Richards, (2001) exceptional teachers can often compensate for the poor-quality resources and
materials they have to work from". Rajkhowa and Das, (2015) state that a successful teacher
should not be biased in favor of one method or another (The need for an eclectic approach).
The Director of Adult Education was interviewed regarding the teaching staff.
Director of Adult Education. The director finds the limited experience of the teaching
staff to not have affected their ability to teach their students. The three teachers have a range of
educational backgrounds from TESOL to Special Education. No method can be intrinsically
good or bad; it is either effectively used or not effectively used (Rajkhowa & Das, 2015,
Conclusion). Teaching styles are adjusted according to the level of the classroom and beliefs
and principles seem to derive from a variation of Krashens Monitor Model. One of the teachers
is fluent in Spanish, which creates an inviting environment for native Spanish speakers in the
class.
Learner Factors
According to Richards, (2001) learners may affect the curriculum in ways a teacher may
not anticipate. A lesson using shopping as the example might be engaging to the student, but if
his main objective for attending the class is to complete and pass the Naturalization Test, it is not
very useful to him. Information collected during the needs analysis and classroom observations
are used to determine the learner factors.

CURRICULUM PROJECT

!14

Motivation. Several students indicated, during classroom conversations, their

commitment and desire to attend class. They are especially pleased with the level I teacher and
the learning outcomes in the class. It is exactly what I need, one student said.
Past Language Experience. For some of the students in the level I class this is their first
and only experience in an English language classroom, and one student is illiterate in his native
language. Several students have limited experience learning English while in their native
country. Pronunciation appears to be one area of difficulty for all of the students. English is
pronounced differently depending on what country the English speaker originates. A British
professor living in Ecuador pronounces words very different from an American ESL teacher. All
of the students in the class desired more opportunities to learn and practice pronunciation
conversational speaking.
Conclusion
A situational analysis identifies potential obstacles that can occur when implementing a
curriculum. The next step in curriculum planning involves using the information collected during
needs analysis and situation analysis as the basis for developing program goals and objectives.
The situational analysis confirmed that employment and naturalization are the areas in which the
students need English the most. These two areas are crucial to their survival in the United States.
A recommendation is to design the curriculum to address these needs specifically and to enhance
the lesson plans with updated teaching materials.

CURRICULUM PROJECT

!15
Section 3: Goals and Outcomes
Overview

The question should not be Why dont learners learn what teachers teach? instead it
should be Why dont teachers teach what learners learn? (Nunan, 1995, p. 155). Adult ESL
programs must respond to the needs of adult students and the goals that motivate them to learn.
Adult immigrants often express interest in American culture, government, and history. Common
goals expressed by adult ESL students are to increase income, obtain employment and to become
a citizen of the United States (Mansoor, 1992). According to Chenoweth and Burdick (2007) it
can take many years to prepare them for the citizenship test (p.7). The English requirement of the
test is challenging for immigrants, especially those who are illiterate in their native language.
The goals and learning outcomes described in this section take into consideration the skill level
of the students and blend the outcomes of the ESL program with those of the students.
Introduction
An ESL curriculum requires well-defined goals and learning outcomes. The process of
setting goals and planning steps to achieve them is ongoing throughout the duration of the class.
It is important for instructors to distinguish between students personal goals and the goals of the
program. Richards (2001) finds that effective programs are clear about the goals they set and
assist learners in determining if the curriculum meets their goals. Motivation occurs when
students have the opportunity to experience progress toward their goals resulting in regular
attendance. Mathews-Aydinli (2008) state despite the efforts of the teachers, dropout rates among
adult ESL students remain a problem, and achievement is inconsistent (p. 1). According to

CURRICULUM PROJECT

!16

Richards and Bholke (2011) the class needs to develop a sense of community, of people
working together cooperatively to achieve shared goals (p. 21).
As indicated by the data collected from the needs analysis, successful completion of the
naturalization test is the goal of the students attending the level I ESL class. The situational
analysis concluded that classroom activities and materials are not addressing this goal and
accommodations to incorporate a series of lessons related to the naturalization process are
necessary for the curriculum.
Goals
Adult learners are motivated to pursue specific goals. The use of goals in the curriculum
improves the effectiveness of teaching and learning. A program will be effective to the extent
that its goals are sound and clearly described (Richards, 2001, p. 112). Upon successful
completion of the level I class, the student will be able to demonstrate an understanding of:
1.

Vocabulary pronunciation of civics terminology based on the citizenship

application and examination.

2.

Vocabulary meaning of civics terminology based on the citizenship application

and examination.

3.

Basic English syntax.

4.

Basic survival literacy in English (Terrill, 2000).

Outcomes

Program Outcomes
Effective learning outcomes are specific, measurable, observable and achievable within a

CURRICULUM PROJECT

!17

realistic time frame (Bow Valley College, 2011, p. 4). Program outcomes include improving the
students reading, writing, speaking, and listening skills.
1. Learners will be able to interpret (reading) program materials.
2. Learners will be able to complete (writing) forms.
3. Learners will be able to participate (speaking) in mock interviews.
4. Learners will be able to critique audio (listening) recordings of interviews.
According to Chenoweth and Burdick (2007) learning outcomes pertaining to citizenship
include:
1. Educate immigrants on the rights and responsibilities of citizenship
2. Improve the quality of applications submitted.
3. Improve the preparedness of applicants for the citizenship interview.
4. Streamline the process by assisting INS with pilot processing procedures.
Student Learning Outcomes
Mathews-Aydinli (2008) conclude that student's life situations determine outcomes. As
indicated in the needs analysis, the students in the class unanimously desire to become U.S.
citizens. With consideration to the program and the students it serves, upon successful
completion of this course, the student will be able to:
1. Pronounce consonant sounds, blends, and recognize the corresponding letter.
2. Pronounce the vowel sounds and recognize the corresponding letters.
3. Pronunciation of civics based vocabulary.
4. Comprehend the meaning of civics based vocabulary.

CURRICULUM PROJECT

!18

5. Identify verbs and nouns of the civics based vocabulary.

6. Identify simple verb tense forms of the civics based vocabulary.
7. Write simple sentences in English containing at least one subject and one verb.
8. Pronounce and spell the days of the week.
9. Pronounce and spell the months of the year.
10. Pronounce and write numbers 1 - 100.
Outcomes ensure that programs are accountable to learners (Bow Valley College,
2011, p. 4). In a program with clear goals, and supporting outcomes, learners have clear
expectations of what they can accomplish in the class. According to Bow Valley College (2011)
learning outcomes help instructors focus on the goals and purpose of the learning, which ensures
learners that their time is being spent effectively.
Conclusion
According to Richards and Bholke (2011), when defining goals and outcomes based on
needs and situational analyses, the students, their lives, concerns, personal goals and interests
should be the focus of teaching whenever possible. The goals and learning outcomes defined in
this paper are for a series of lessons targeting language acquisition for adult ESL level I students
attempting to complete the naturalization test successfully, in the context of an ESL curriculum.
There are no simple formulas for lesson plans, because what constitutes an effective lesson will
depend on many factors, including the content of the lesson, the teachers teaching style, the
students learning preferences, the class size, and the learners proficiency level (Richards &
Bholke, 2011, p. 38).

CURRICULUM PROJECT

!19
Section 4: Lesson Plans
Overview

Effective lesson planning is at the center of effective teaching. Madelaine Hunters

research found that effective teachers have a methodology when planning and presenting a
lesson. Wolf (1987) referring to Madelaine Hunter states those seven instructional elements are
not a recipe to be followed step by step in every lesson, they are elements to be considered when
planning instruction, regardless of what form that instruction takes (p. 70). Richards (2001) in
agreement states, there are no simple formulas for lesson plans, because what constitutes an
effective lesson will depend on many factors (p. 38). Factors apparent in the needs analysis and
situational analysis such as; the teachers teaching style, student learning preferences, class size
and proficiency levels. Richards (2001) concluded that a teacher may still have to play it by ear
and teach according to the changing circumstances of the actual situation (p. 40).
Introduction
Students in the adult level I ESL classroom indicated during the needs analysis, a desire
to become a United States citizen. Passing the Citizenship test can be an important milestone, but
for level I students, this is an ambitious endeavor. Using the example provided by Han (2015) a
course structure was designed by combining the four assessments: Reading, writing, speaking
and listening to the theoretical framework of flipped learning. To meet the students needs and
wants within the time constraints the flipped classroom is being utilized.
According to Bloom (1984) mastery learning is to master each level before proceeding to
the next, which has shown to increase student performance more than other forms of instruction

CURRICULUM PROJECT

!20

(Bloom, 1984). Gaer (2013) defines flipped learning as turning Blooms taxonomy upside down.
Wright (2012) believes the taxonomy creates the illusion that creativity is only attainable after
mastering the lower levels. In a Google world, its just not true. (Wright, 2012, para. 6). Gaer
(2013) describes learners as having to go through each tier before advancing and states it was
almost impossible to get through all six levels in one lesson (para. 2). Lage, Platt and Treglia
(2000) state that there is more time for learning when lectures are on the Internet.
The flipped model is particularly useful for ESL students. Gaer (2013) states that the
flipped learning allows class time to be used to practice speaking and apply ideas, rather than
receive instruction. Fill in the blank activities, videos, grammar points, and writing revisions
can be done at home (Gaer, 2013, para. 4). Wright (2012) states she struggled to teach her
students concepts such as grammar rules and pronunciation. Flipping Blooms makes this much
easier (Wright, 2012, para 16).
Lesson Plans
The three lessons (Appendices A-C) address the learning needs of the students. The
lessons provide instruction to preparation adult ESL students for the Naturalization test,
appropriate for the combined proficiency level of the classroom (CASAS, 2008; MI, n.d.). Time
indicated is both in and out of class with additional time allotted for a field trip in lesson 3.
Materials are minimal and easily accessible for the teacher. The needs assessment indicated the
students desire additional opportunities to implement technology into the classroom lessons. A
grant was provided to purchase additional classroom computers and iPads for the students, even
though the students all have access to the Internet outside of class. According to Han (2015) the
flipped classroom provides the maximum amount of differentiated instruction because the model

CURRICULUM PROJECT

!21

allows and encourages students to progress at their pace. Each lesson provides additional writing
opportunities for low proficiency students.
The course content meets and exceeds the programs and students goals and learning
outcomes. According to Lage et al. (2000) learners preferred the inverted classroom. If you start
with the creating, the remembering will naturally follow (Gaer, 2012, para. 4). Native English
language speakers will volunteer in the classroom with presentations and to assist students in
speaking exercises and interview preparation. Lesson evaluation and assessment is formative for
the purpose of providing the student with feedback and correction to gain proficiency. The
CASAS and Naturalization test are the only summative assessments administered to the class.
Curriculum Evaluation Process
According to Han (2015) there are still several drawbacks to be resolved, but the flipped
classroom model demonstrates significant potential for use in language classes (p. 106). The
demands on the teacher are greater and additional time is required to develop online materials
and determine which sequencing of materials and activities is best. Lage et al. (2000) states that
it is difficult to appeal to the learning needs of every student. The flipped classroom implements
a strategy of teaching that engages a wide spectrum of learners (p. 41). The flipped classroom
allows the teacher options to meet the needs of the students and the goals of the program while
exercising control over course content. It is the hope that this change in the classroom will
increase student attendance as well as proficiency levels and success completion of the
Naturalization process.

CURRICULUM PROJECT

!22
References

Bloom, B. (1984). The 2 stigma problem: The search for methods of group instruction as
effective as one-to-one tutoring. Educational Researcher, 13(6), p. 4-16. Retrieved from
http://web.mit.edu/5.95/readings/bloom-two-sigma.pdf
Bow Valley College. (2011). Learning for LIFE: An ESL literacy curriculum framework stage 3:
Set learning outcomes. Calgary: Author. Retrieved from https://esl-literacy.com/sites/
default/files/ESL%20Literacy%20Curriculum%20Framework_References_0.pdf
CASAS. (2008). CASAS competencies. [Website]. Retrieved from http://www.casas.org/docs/
pagecontents/competencies.pdf?Status=Master
Chenoweth, J. & Burdick, L. (2007). A more perfect union: A national citizenship plan.
Washington D.C.: Catholic Legal Immigration Network, Inc. Retrieved from https://
cliniclegal.org/sites/default/files/a_more_perfect_union.pdf
Fatihi, A. (2003). The role of needs analysis in ESL program design. South Asian Language
Review, 13(1), 39-59. Retrieved from http://journalsalr.com/data/documents/fatihi.pdf
Gaer, S. (2013, Oct 14). The flipped classroom. Turning the traditional classroom on its head.
KQED Education. [Blog post]. Retrieved from http://blogs.kqed.org/education/
2013/10/14/flipping-bloom-what-flipped-learning-can-mean-for-esl-students/
Graves, K. (2000). Designing language courses A guide for teachers. Boston: Heinle &
Heinle Publishers.
Han, Y. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS Tesol
Journal, 2(1), p. 98-109. Retrieved from http://journal.nystesol.org/jan2015/
Han_98-109_NYSTJ_Vol2Iss1_Jan2015.pdf

CURRICULUM PROJECT

!23

Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis - where are we now? Journal of
Strategy and Management, 3(3), 215-251. http://dx.doi.org/10.1108/17554251011064837
Kayi, H. (2008). Developing an ESL curriculum based on needs and situation analyses: A
case study. Journal of Language and Linguistic Studies, 4(1), p. 29-49. http://
www.jlls.org/index.php/jlls/article/view/55/55
Lage, M., Platt, G. & Treglia, M. (2000). Inverting the classroom: A gateway to creating an
inclusive learning environment. Journal of Economic Education, 30-43. Retrieved from
https://docs.google.com/file/d/0B7z-knMxWRWqZjRHVEtNRnJMMWc/edit
Mansoor, I. (1992). Indicators of program quality: An ESL programming perspective.
Washington, D.C.: Pelavin Associates, Inc. Retrieved from http://files.eric.ed.gov/
fulltext/ED374684.pdf
Marshall, B. (2002). Preparing for Success: A guide for teaching adult English language
learners. Center for Applied Linguists. Retrieved from http///files.eric.ed.gov/fulltext/
ED469798.pdf
Mathews-Aydinli, J. (2008). Overlooked and understudied? A survey of current trends in
research on adult English language learners. Adult Education Quarterly, 58(3), 198-213.
http://dx.doi.org/10.1177/0741713608314089
McCawley, P. (2009). Methods for conducting an educational needs assessment
guidelines for cooperative extension system professionals. Moscow, Idaho: University of
Idaho Extension. Retrieved from http://www.cals.uidaho.edu/edcomm/pdf/BUL/
BUL0870.pdf

CURRICULUM PROJECT

!24

MI Department of Labor and Economic Growth Office of Adult Education. (n.d.). Adult basic
education curriculum framework for adults. Retrieved from https:// www.michigan.gov/
documents/mdcd/Section_6_-_ABE_Benchmarks_List_organzied_by_Strand_
233167_7.doc.
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1),
133-158. Retrieved from http://www.hpu.edu/Libraries_HPU/Files/TESOL/TQD/
VOL_29_1.pdf#page=127
Rajkhowa, B., & Das, S. (2015). Competency of teaching English in Indian context:
A situational analysis. Journal Of Language Teaching & Research, 6(1), 71-77. http://
dx.doi.org/10.17507/jltr.0601.08
Richards, J. (2001). Curriculum development in language teaching. New York, NY: Cambridge
University Press. Retrieved from https://www.scribd.com/doc/36896325/CurriculumDevelopment-in-Language-Teaching
Richards, J. & Bholke, D. (2011). Creating effective language lessons. New York, NY:
Cambridge University Press. Retrieved from http://www.cambridge.org/other_files/
downloads/esl/fourcorners/Pedagogical_Books/Creating-Effective-Language-LessonsCombined.pdf
Terrill, L. (2000). Civics education for adult English language learners. CAELA. [Website].
Retrieved from http://www.cal.org/caela/esl_resources/digests/civics.html
U.S. Citizenship and Immigration Services. (n.d.). Lesson plans and activities. [Website].
Retrieved from http://www.uscis.gov/citizenship/teachers/lesson-plans-and-

CURRICULUM PROJECT

!25

activities
U.S. Citizenship and Immigration Services. (n.d.). Understanding key concepts found in
form N-400, application for naturalization. Retrieved from http://www.uscis.gov/sites/
default/files/USCIS/Office%20of%20Citizenship/Citizenship%20Resource%20Center
%20Site/Publications/M-1118.pdf
Weddel, K & Van Duzer, C. (1997). Needs assessment for adult ESL learners. CAELA.
[Website]. Retrieved from http://www.cal.org/caela/esl_resources/digests/Needas.html
Wolf, P. (1987). What the seven step lesson plan isnt. Educational Leadership, 70-71. Retrieved
from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198702_wolfe.pdf
Wright, S. (2012). Flip this: Blooms taxonomy should start with creating. Powerful Learning
Practice. [Website]. Retrieved from http://plpnetwork.com/2012/05/15/flipping-bloomstaxonomy/

CURRICULUM PROJECT

!26
Appendix A: ESL Needs Analysis

Name _________________________________ Date _______________

Native Language ________________________________
Please

check all situations you need to use English.

I want to learn about the United States.

I want to become a U.S. citizen.

I want to get a job.

I want to learn English for my job.

I want more education.

CURRICULUM PROJECT

I want to read English

I can read and write in my first language.

I can read the alphabet.

I like to read alone.

I like to read with a partner.

I like to read in groups.

!27

CURRICULUM PROJECT

I want to read and understand signs.

I want to read and understand bills

and mail.

I can write the alphabet.

I want to write letters.

I can count from 1 (one) to 10 (ten).

!28

CURRICULUM PROJECT

I want to learn English grammar

and vocabulary.

I want to learn pronunciation.

I want to speak to a doctor or a

nurse and understand them.

I want to speak English at the bank

and understand the teller.

I want to speak on the telephone and understand

!29

CURRICULUM PROJECT

what is being said to me.

I want to speak with my childrens
teachers and understand what they are
telling me.

I want to learn to use computers.

I want to understand television

programs and movies.

I want to get a drivers license.

I want to come to school every day.

!30

CURRICULUM PROJECT

!31
Appendix B: Previous Needs Analysis

CURRICULUM PROJECT

!32
Appendix C: Statistical Analysis

CURRICULUM PROJECT

Appendix D: "Citizenship - A Dream Come True"

!33

CURRICULUM PROJECT
Appendix D: "Citizenship - A Dream Come True"

!34

CURRICULUM PROJECT
Appendix E: Classroom Lesson Computers

!35

CURRICULUM PROJECT
Appendix F: Classroom Lesson Life Events

!36

CURRICULUM PROJECT

!37



Appendix G: SWOT Matrix

CURRICULUM PROJECT

!38
Appendix H: Flipped Lesson Plan 1

Lesson Title: George Washington

Subject: Adult English as a Second Language (ESL)
Level: Beginning - High Beginning ESL Literacy NRS levels 1-3 CASAS: 180 and below 181-200
Strands: (A) Listening, (B) Speaking, (C) Reading and (D) Writing
Prerequisite Skills or knowledge: none
Time Requirements for First Exposure & Incentive: 75 minutes Time Requirement for InClass Activity: 120 minutes
Time Requirement for Post-Class Activity: 75 minutes
Materials: Electronic device with internet capabilities to access course materials online and
applications for translation purposes. Wall maps: one world map and one U.S. map, calendar, one
dollar bill, U.S. coins.
Differentiated Instruction: Students needing additional practice writing can use the handouts
George Washington, President and Father of Our Country to practice copy work.
Step 1: Content, Goals & Learning Outcomes
Essential Question: Who is George Washington and what impact did he make on the United
States? (Civics test items 28, 69, 70, 93, 94, 100.)
Key Words:
Reading Test Vocabulary
George Washington, Abraham Lincoln
capital, state, Father of Our Country, President
United States
Presidents Day
What, Where, Who
can, come, do, is/was, lived, name in, of, on, the, to, we independence first, second, people,
dollar bill, one
Writing Test Vocabulary
Lincoln, Washington
capital, Father of Our Country, President
United States, Washington, Washington, DC
February
Presidents Day
can, come, is/was, lived in, of, on, the, to, we first, second, people, dollar bill, one

CURRICULUM PROJECT

!39

Goals:
1. Pronunciation of civics terminology based on the citizenship application and exam
2. Vocabulary meaning of terminology based on the citizenship application and exam
3. Basic English syntax.
4. Basic survival literacy in English
Outcomes:
1. Learn about George Washingtons life and the importance of his role in U.S. history
2. Locate and label Washington State, Washington, DC, East Coast and West Coast on map
3. Explore ways that Washington is honored using money, paintings, and famous landmarks
4. Identify names of other important presidents in U.S. history
5. Identify the current U.S. president
6. Identify the date and presidents honored on Presidents Day
Step 2: Students gain familiarity with new material before class
Independent practice. Students are provided George Washington handouts and listen to audio
recordings of the handouts available on the class website. Fill in the blank activities, videos,
grammar points, vocabulary and background information are completed before class.
Students are encouraged to translate the readings (text or audio) to gain their own understanding
of the material.
Step 3: Activities that motivate students to prepare before class
Becoming a U.S. Citizen: An Overview of the Naturalization Process - Video
http://www.uscis.gov/citizenship/teachers/educational-products/uscis-naturalization-interviewand-test-video
Step 4: In-class activities that provide students opportunities to deepen understanding
Guided Practice
Class time is used to explore and apply ideas and practice language.
Guided Instruction
Concept 1: Naming Conventions N-400 questions 2, 4-5, 7, 9-17.
As a class Famous American Name Game and Family Tree Activity. Students will create
portions of the naturalization application.
Scaffolding
Mock interviews are created by the students with volunteers and higher level students.
Pronunciation and grammar are emphasized to improve speaking skills.
Step 5: Post-class activities that extend student learning

CURRICULUM PROJECT

!40

Follow-Up Extension: Students can bring in paper money and coins from their native country,
and discuss who is on each and why. Students can practice the 6 test items in pairs, role-playing
as teacher/student or immigration officer/applicant.
Step 6: Ongoing Evaluation and Assessment
Evaluation: The handout George WashingtonYes or No? is a true-false exercise which
reviews the information that students have learned. Items 1-6 are all related to the test itself. The
rest (items 7-12) review other interesting facts about Washingtons life.
The focus of the class is to recreate the naturalization process in the classroom. Students
continually evaluate themselves and analyze their performance and the performance of their
peers. Their findings are continually applied to the creation of the classroom naturalization
process with understand of concepts and terms and knowledge of the process, test and interview
being the result. The teacher provides daily formative assessments using checklists indicated
completion or mastery. The final summative assessment is a sample form of the naturalization
test, application and interview as well as a post CASAS test.

CURRICULUM PROJECT

!41
Appendix I: Flipped Lesson Plan 2

Lesson Title: Thomas Jefferson and the Declaration of Independence

Subject: Adult English as a Second Language (ESL)
Level: Beginning - High Beginning ESL Literacy NRS levels 1-3 CASAS: 180 and below 181-200
Strands: (A) Listening, (B) Speaking, (C) Reading and (D) Writing
Prerequisite Skills or knowledge: none
Time Requirements for First Exposure & Incentive: 75 minutes Time Requirement for InClass Activity: 120 minutes
Time Requirement for Post-Class Activity: 75 minutes
Materials: Electronic device with internet capabilities to access course materials online and
applications for translation purposes. U.S. nickels, world and U.S. maps, U.S. flag. Crayons,
colored pencils or markers.
Differentiated Instruction: Students needing additional practice writing can use the handout
Independence Day to practice copy work.
Step 1: Content, Goals & Learning Outcomes
Essential Question: What is the meaning of the Pledge of Allegiance and its purpose? (Civics
test items 8, 9, 61, 62, 69, 64, 71, 96, 97, 99, 100.)
Key Words:
Reading Test Vocabulary
George Washington
American flag, government, right, states United States, U.S.
Independence Day
What, When, Where, Who, Why
do/does, has, is/are/was/be, lived, name
a, for, in, of, on, the, to, we colors, many, one
Writing Test Vocabulary
Washington
flag, free, President, states Delaware, United States
July
Independence Day
lived, want, was
and, during, for, in, of, on, the, to blue, fifty/50, one, red, taxes, white

CURRICULUM PROJECT

!42

Goals:
1. Pronunciation of civics terminology based on the citizenship application and exam
2. Vocabulary meaning of terminology based on the citizenship application and exam
3. BasicEnglishsyntax.
4. BasicsurvivalliteracyinEnglish
Outcomes:
1. Learn about Thomas Jefferson and his role in U.S. history.
2. Identify problems leading to the War of Independence
3. Identify the purpose, rights, author, and date of the Declaration of Independence. 4. Identify
Independence Day as a national U.S. holiday and the date of the holiday. 5. Identify that the
Louisiana Territory was purchased from France in 1803.
6. Explain the symbols on the American flag and identify the colors of the flag
Step 2: Students gain familiarity with new material before class
Independent practice. Students are provided Thomas Jefferson and the Declaration of
Independence handouts and listen to audio recordings of the handouts available on the class
website. Fill in the blank activities, videos, grammar points, vocabulary and background
information are completed before class.
Students are encouraged to translate the readings (text or audio) to gain their own understanding
of the material.
Step 3: Activities that motivate students to prepare before class
Declaration of Independence and Constitution of the United States - audio on class website
http://www.uscis.gov/sites/default/files/USCIS/Office%20of%20Citizenship/Citizenship%20Res
ource%20Center%20Site/Publications/PDFs/M-654.pdf
Step 4: In-class activities that provide students opportunities to deepen understanding
Guided Practice
Class time is used to explore and apply ideas and practice language.
Guided Instruction:
Concept 2: Addresses (N-400 questions 3-5, 7, 9-10, 13).
1. Create Addresses. In small groups, using flashcards create complete addresses. 2. Meaning
Matching. As a class, match concepts to meanings using flashcards. 3. Practice completing
sample applications corresponding with questions covered.
Scaffolding:

CURRICULUM PROJECT

!43

Mock interviews are created by the students with volunteer Boy Scouts and higher level students.
Pronunciation and grammar are emphasized to improve speaking skills.

Step 5: Follow-Up Extensions

Distribute crayons and colored pencils and have the students draw the flag from their native
country. Point out that on a U.S. flag, the symbols
are stars and stripes. As the students draw their flag, circulate and help the students identify the
symbols on their flags.
The Boy Scout troop will demonstrate the proper etiquette for reciting the pledge to a flag in the
classroom as well as how to fold a flag.
Step 6: Evaluation and Assessment
Distribute the handouts Listen, Repeat, Circle and Dictation for assessment.
The focus of the class is to recreate the naturalization process in the classroom. Students
continually evaluate themselves and analyze their performance and the performance of their
peers. Their findings are continually applied to the creation of the classroom naturalization
process with understand of concepts and terms and knowledge of the process, test and interview
being the result. The teacher provides daily formative assessments using checklists indicated
completion or mastery. The final summative assessment is a sample form of the naturalization
test, application and interview as well as a post CASAS test.

CURRICULUM PROJECT

!44
Appendix J: Flipped Lesson Plan 3

Lesson Title: Benjamin Franklin and the U.s. Constitution

Subject: Adult English as a Second Language (ESL)
Level: Beginning - High Beginning ESL Literacy NRS levels 1-3 CASAS: 180 and below 181-200

Strands: (A) Listening, (B) Speaking, (C) Reading and (D) Writing
Prerequisite Skills or knowledge: none
Time Requirements for First Exposure & Incentive: 75 minutes Time Requirement for InClass Activity: 120 minutes
Time Requirement for Post-Class Activity: 5 hours
Materials: Electronic device with internet capabilities to access course materials online and
applications for translation purposes. Maps and various images of the United States displayed in
the classroom and copies of the Constitution.
Differentiated Instruction: Students needing additional practice writing can use the handout
Constitution to practice copy work.
Step 1: Content, Goals & Learning Outcomes
Essential Question: Who is Benjamin Franklin and what was his contribution to the
Constitution? (Civics test items 1, 2, 3, 12, 13, 14, 65, 66, 67, and 68.)
Key Words:
Reading Test Vocabulary
American, Congress, President, country, government, right, states America, United States, U.S.
What, When
is/are/was, has/have, name a, for, in, of, on, the, to, we many
Writing Test Vocabulary
citizens, freedom of speech, rights, states
United States
has/have, is/was
and, for, in, of, on, the, to, we

CURRICULUM PROJECT

!45

Goal:
1. Pronunciation of civics terminology based on the citizenship application and exam
2. Vocabulary meaning of terminology based on the citizenship application and exam
3. Basic English syntax.
4. Basic survival literacy in English
Outcome:
1. Learn about Benjamin Franklins role in U.S. history
2. Identify the purpose of the Constitution, the first three words, and the date it was written
3. Identify the writers of the Federalist Papers
4. Identify the three branches of government and explain separation of powers
5. Explain the purpose of the Constitutional Convention
6. Understand the concept of rule of law
Step 2: Students gain familiarity with new material before class
Independent practice. Students are provided Benjamin Franklin handouts and listen to audio
recordings of the handouts available on the class website. Fill in the blank activities, videos,
grammar points, vocabulary and background information are completed before class.
Students are encouraged to translate the readings (text or audio) to gain their own understanding
of the material.
Step 3: Activities that motivate students to prepare before class
The USCIS Naturalization Interview and Test Video
http://www.uscis.gov/citizenship/teachers/educational-products/uscis-naturalization-interviewand-test-video
Step 4: In-class activities that provide students opportunities to deepen understanding
Guided Practice
Class time is used to explore and apply ideas and practice language.
Guided Instruction:
Concept 3: Family Relationships Form N-400 questions 5, 9-10.
1. In pairs, complete the Family Interview Questionnaire
2. As a class complete the Clue activity
Students will create portions of the naturalization application.

CURRICULUM PROJECT

!46

Scaffolding
Mock interviews are conducted by volunteers and higher level students. Pronunciation and
grammar are emphasized to improve speaking skills.
Step 5: Follow-Up Extensions
Follow-Up Extension: Field Trip to the Michigan Historical Center and Capital Building in
Lansing
Step 6: Evaluation and Assessment
Evaluation: Distribute the handout CategoriesBenjamin Franklin and the U.S. Constitution.
Have the students write the words in the correct category.
The focus of the class is to recreate the naturalization process in the classroom. Students
continually evaluate themselves and analyze their performance and the performance of their
peers. Their findings are continually applied to the creation of the classroom naturalization
process with understand of concepts and terms and knowledge of the process, test and interview
being the result. The teacher provides daily formative assessments using checklists indicated
completion or mastery. The final summative assessment is a sample form of the naturalization
test, application and interview as well as a post CASAS test.