Using Authentic Resources

Transcripción

1 World Languages in Maine Schools: A Standards- Based Instruc0on & Assessment Ini0a0ve. A collaboration between the Maine Department of Education, Flame, and ACTFL Presented by Tatiana Lera Brunswick Junior High School tlera@brunswick.k12.me.us

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3 Authentic Resources

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11 How do I find them? Where do I start?

12 General resources

13 Examples in Spanish

14 Examples in French

15 How do I use them?

16 Voy a reír, voy a bailar Vivir mi vida lalalalá Voy a reír, voy a gozar Vivir mi vida lalalalá Voy a reír (eeso!), voy a bailar Vivir mi vida lalalalá Voy a reír, voy a gozar Vivir mi vida lalalalá A veces llega la lluvia Para limpiar las heridas A veces solo una gota Puede vencer la sequía Y para qué llorar, pa' qué Si duele una pena, se olvida Y para qué sufrir, pa' qué Si así es la vida, hay que vivirla Lalalé Voy a reír, voy a bailar Vivir mi vida lalalalá Voy a reír, voy a gozar Vivir mi vida lalalalá Eeeso! Voy a vivir el momento Para entender el destino Voy a escuchar en silencio Para encontrar el camino Y para qué llorar, pa' qué Si duele una pena, se olvida Y para qué sufrír, pa' qué Si duele una pena, se olvida Lalalé Voy a reír, voy a bailar Vivir mi vida lalalalá Voy a reír, voy a gozar Vivir mi vida lalalalá Mi gente! Toooma! Voy a reír, voy a bailar Pa' qué llorar, pa' que sufrir Empieza a soñar, a reír Voy a reír (ohoo!), voy a bailar Siente y baila y goza Que la vida es una sola Voy a reír, voy a bailar Vive, sigue Siempre pa'lante No mires pa'trás Eeeso! Mi gente La vida es una haha Voy a reír, voy a bailar Vivir mi vida lalalalá Voy a reír, voy a gozar Vivir mi vida lalalalá

17 How do I use them?

18 How do I use them?

19 Department:% Course:% AP%Theme:% Topic:% Learning% Scenario% Standard(s):% Understandings% Essential% Questions% World%Languages% Level%1%9%Novice% Contemporary%Life% In%Search%of%the%Coqui% % Students(will(travel(to(various(sites(in(Puerto(Rico(in(search(of( the(elusive(coqui.(they(will(begin(their(search(in(el(yunque(and( will(learn(a(bit(about(rainforests(in(general(before(exploring(el( Yunque(in(detail.((They(will(then(travel(to(other(parts(of(the( island(in(search(of(the(coqui.(as(they(travel(the(island(they(will( visit(various(sites(and(encounter(island(specialties.(they(will( work(with(a(classmate(to(design(their(ideal(short(term(vacation( in(puerto(rico(and(will(create(a(campaign(that(will(draw( attention(to(the(endangered(coqui.(( State(and(national(standards(are(given(in(the(course(outline.( Course(level(enduring(understandings(and(essential(questions( are(also(in(the(course(outline.(( %Desired%Results% Culture(and(environment(shape(our(communities.(( What(is(important(in(a(culture(is(often(invisible.( The(rainforest(ecosystem(is(critical(for(our(wellDbeing.(( How(do(we(begin(to(understand(another(culture?( Why(is(the(rainforest(ecosystem(so(important?( Skills%/%Functions% what(students(will(know(and(be(able(to(do( ( discuss(where(rainforest(are(found(in(the( world( identify(common(features(found(in( rainforests( Knowledge%% what(students(will(need(in(terms(of( vocabulary(and(structures(to( demonstrate(their(knowledge( Where(are(rainforests?( Is(there(a(rainforest(in.?( there(are(rainforests(in((names(of( countries)( there(is,(there(are( waterfalls,(insects,(plants,(animals,( birds( Using Authentic walk,(hike,(swim,(zipline,(camp,( Resources say(what(you(do(in(the(rainforest( horseback(ride(

20 Language'and'Level' Theme'and'Topic' Important'Question' Goals' What%should%students% know%and%be%able%to%do%by% the%end%of%the%unit?% Performance' Assessment' # Do%these%tasks%allow% students%to%demonstrate% how%well%they%have%met% the%goals%of%the%unit?%%the% performance%assessment% tasks%are%designed%to%be% integrated%throughout%the% instructional%unit.%%the% interpretive%tasks%are% designed%to%inform%the% content%of%the% presentational%and% interpersonal%tasks.% # Spanish#Novice#Mid3#High# In#Search#of#the#Coquí# Standards3Based#Thematic#Unit# # Contemporary#Life# #In#Search#of#the#Coquí# How#do#we#begin#to#understand#another#place?## Why#is#the#rainforest#so#important?# Students#will#travel#to#various#sites#in#Puerto#Rico#in#search#of#the#elusive#coqui.#They#will#begin#their#search#in#El#Yunque# and#will#learn#a#bit#about#rainforests#in#general#before#exploring#el#yunque#in#detail.##they#will#then#travel#to#other#parts#of# the#island#in#search#of#the#coqui.#as#they#travel#the#island#they#will#visit#various#sites#and#encounter#island#specialties.#they# will#work#with#a#classmate#to#design#their#ideal#short#term#vacation#in#puerto#rico#and#will#create#a#campaign#that#will# draw#attention#to#the#endangered#coqui.## Students#will#be#able#to:#! locate and name traits common to rainforests; compare local natural areas to rainforests! discuss activities common to Puerto Rico identifying those things that they want to do! explore websites for information on Puerto Rico and the El Yunque rainforest! create an informational story that makes others aware of Puerto Rico and the beloved coquí # # # Interpretive'Tasks' (This#template#encourages#multiple#interpretive#tasks.)# Students#will#read#and#view#short#texts# ' on#different#aspects#of#puerto#rican# ' ' culture.#they#will#use#the#information# ' from#the#texts#to#create#a#schedule#for# ' their#time#in#puerto#rico.#they#will# ' consider#the#environmental#impact#of# ' different#tourist#activities#and#evaluate# their#schedule#in#terms#of#eco3tourism.## Presentational'Task' Students#will#create#an#additional#event#for#the# story#everywhere%coquís.#they#will#identify# another#location#on#the#island#of#puerto#rico#for# the#coquís##as#they#attempt#to#escape#from#the# parrots#in#the#rainforest.#they#will#select#a# location,#say#what#the#coquís#see#and#do#while# there#and#then#indicate#that#they#are#moving#on.## Interpersonal''Task' Students#will#select#at#random#various#images#of# Puerto#Rico#and#will#role#play#a#conversation#to# decide#what#they#will#do#while#on#vacation#in# Puerto#Rico.#They#will#discuss#the#environmental# impact#of#their#tourism#on#the#island.## the#island.## Clementi/Terrill#Template#Design# #April#2013#

21 Questions? Comments?

22 Let s get to work!