1 East Lyme Curriculum DesignLaura Terrill

2 Focus Questions: What is involved in creating a performance- and standards-based curriculum? Why create thematic units? What is the role of the textbook in a thematic unit? How do I know students are learning? Why should we use integrated performance assessments (IPAs)? How do I use authentic text to develop skills in all 3 modes of communication? Consider guiding principles for designing units and lessons that maximize student learning. Laura Terrill

3 lterrilleastlyme.wikispaces.com Laura Terrill

4 Will they say it on the streets of Paris?Laura Terrill

5 “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.” Stephen Covey Laura Terrill

6 Backward Design How well? What?Identify desired results – What are the goals? How well? What? Laura Terrill

7 Performance and ProficiencyLaura Terrill

8 Performance Performance Based on classroom instruction PracticedFamiliar content and context Learners practice the functions and related structures, vocabulary through a variety of tasks to get ready for the final performance assessment tasks Laura Terrill

9 NCSSFL-ACTFL Global Can-Do BenchmarksLaura Terrill

10 NCSSFL-ACTFL Global Can-Do Benchmarks InterpersonalNovice Low Mid High Intermediate I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized. I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized. I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short social interactions in everyday situations by asking and answering simple questions. I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering simple questions. I can participate in conversations on familiar topics using sentences and series of sentences. I can handle short social interactions in everyday situations by asking and answering a variety of questions. I can usually say what I want to say about myself and my everyday life. I can participate with ease and confidence in conversations on familiar topics. I can usually talk about events and experiences in various time frames. I can usually describe people, places, and things. I can handle social interactions in everyday situations, sometimes even when there is an unexpected complication. Laura Terrill

11 ACTFL Performance DomainsParameters of Performance Examples Functions What types of communication can the learner understand and use? Ask and answer questions Describe a person, place, thing Express likes, dislikes with reasons Tell a story with detailed descriptions Contexts and Content What are the contexts (situations) in which the learner can communicate? What are the topics that the learner can understand and discuss? Oneself Family Community Interests Professions- occupational needs Global issues Text Type What types of texts can the learner understand and produce in order to be a novice, intermediate, or advanced communicator? Words Phrases Sentences Questions Strings of sentences Paragraphs Laura Terrill

12 ACTFL Performance DomainsQualities of performance What it describes Language Control How accurate is the language? Learner’s level of control over the language they use Vocabulary How broad is the vocabulary? The number of topics and related specificity that a learner can address Communication Strategies How does the learner maintain communication? Strategies to negotiate meaning and express oneself Cultural Awareness How is cultural knowledge reflected in language use? Products, practices, and perspectives used to communicate successfully Laura Terrill

13 Performance Rubric – Interpersonal TaskStrong Performance Meets Expectations 8 Approaching Expectations 7 Strugging 6 How well am I understood? easily understood; errors in speaking are minor and do not interfere with communication. understood most of the time; may need to repeat or reword occasionally; errors in speaking do not interfere with communication. difficult to understand at times; may ask for help expressing ideas; some errors may interfere with communication. extremely difficult to understand; repeat frequently; errors interfere with communication. How involved am I in the conversation? ask a variety of relevant questions to keep the conversation going; respond to questions and/or add follow-up comments; encourage others to participate. ask relevant questions to keep the conversation going; respond to questions and/or make a follow-up comment; equal participant in conversation. ask a few relevant questions; give simple or minimal answers to questions. ask random questions that may or may not be on topic; minimal participation. How easily do I deliver my thoughts? conversation flows with few pauses hesitations occur but seem natural; complete thoughts. hesitations occur and are awkward; few or no incomplete thoughts. speech is slow and halting; long pauses may occur; struggle to complete or do not complete thoughts. How do I demonstrate that I can correctly use the new vocabulary from the unit? successfully use many new words and personal vocabulary related to the unit; elaborates to complete the task successfully use new words related to the unit to complete the task. successfully use a few of the new words related to the unit to partially complete the task. rely on simple and very familiar vocabulary to partially complete the task. What cultural knowledge and understandings do I share? add relevant information about the target culture; use cultural gestures and/or expressions appropriately. refer to relevant information about the target culture; may use cultural gestures and/or expressions appropriately. make limited or no references to the target culture; may use a cultural gesture or expression. respond only from personal point of view or perspective. Laura Terrill

14 Performance and ProficiencyLaura Terrill

15 Continuous growth toward proficiencyNovice Intermediate Advanced Superior Distinguished Laura Terrill

16 Proficiency Proficiency Independent of specific classroom instructionSpontaneous Broad content and context Sustained performance across all the tasks and contexts for the level Laura Terrill

17 Proficiency Chantal Thompson Leaves: Accuracy Pronunciation GrammarVocabulary Socio-linguistic appropriateness Fluency Branches: Text Type words sentences paragraphs Trunk: Functions Ask & answer questions Describe Compare & contrast Narrate & describe Support an opinion Roots: Content & Contexts Topics Social Situations Chantal Thompson Laura Terrill

18 Proficiency-based Rubric Interpersonal Mode – Novice LearnerCriteria Exceeds Expectations Meets Expectations Does Not Meet Expectations Strong Minimal Language Function Language tasks the speaker is able to handle in a consistent, comfortable, sustained, and spontaneous manner. Creates with language by combining and recombining known elements; is able to express personal meaning in a basic way. Handles successfully a number of uncomplicated communicative tasks in straightforward social situations, primarily in concrete exchanges and topics necessary for survival in target-language cultures. Uses mostly memorized language with some attempts to create. Handles a limited number of uncomplicated tasks involving topics related to basic personal information and some activities, preferences, and immediate needs. Uses memorized language only, familiar language. Has no real functional ability. Laura Terrill Taken from: 2013 Implementing Integrated Performance Assessment

19 Key Functions and Related TasksAsking and responding to questions Maintain a conversation in person & virtually Expressing hopes and dreams, future plans Describing people, places, things, how and how well Present information orally for an audience Expressing feelings and emotions Expressing preferences and opinions Interpret authentic oral, written, visual texts Telling and retelling stories Present information in writing for an audience Laura Terrill

20 Spiral of Key FunctionsNOVICE INTERMEDIATE ADVANCED Describing people, places, things, how and how well Give a description using one or two short adjectives or adverbs Give a basic description & make simple comparisons using frequently used adjectives and adverbs Give more detailed descriptions including comparatives, contrasts, and superlatives Give detailed descriptions using a variety of precise adjectives and adverbs Give detailed descriptions using a wide variety of precise adjectives and adverbs RELATED LANGUAGE FUNCTIONS Analyze Categorize Classify Clarify Compare Contrast Count Define Describe Describe physical characteristics Describe the weather Differentiate Edit Evaluate Explain Give biographical information Give examples Identify Illustrate Infer Interpret Label List Locate Name Paraphrase Present Rephrase Restate Rewrite Summarize Laura Terrill

21 Increasing levels of proficiencyNovice Intermediate Advanced Express feelings and emotions I can say that I am happy, sad I can express my emotions in simple sentences I can express emotions such as surprise, happiness, anger and sadness with some explanation I can express and react to a variety of emotions and feelings giving detailed explanations I can clearly clarify my emotions and feelings using precise vocabulary and detailed explanations Tell or retell stories I can say what I am doing in short memorized sentences I can tell someone about my day in short, simple sentences I can tell a story in a series of sentences I can tell about something that happened or will happen giving the sequence of events I can tell a detailed story using paragraph-length narration to describe the event Laura Terrill

22 Quantity and Organization of Language ExpandsText Type Isolated words Words and phrases Discrete sentences Strings of sentences Connected sentences Single paragraphs Multiple paragraphs Extended cogent discourse Laura Terrill

23 Learning a language is like learning…..Laura Terrill

24 Targeted Performance In 10 words or less, how wouldCurriculum Design Targeted Performance Or for level 5, any level where you are working Did you have grammar terms in your answers? Implications Salaries of successful people on streets of …… In 10 words or less, how would you define the performance goal for a level 2 class? Laura Terrill L. Terrill

25 Targeted Performance Level 1 — (Novice High)use simple sentences / questions on very familiar topics Level 2 — (Novice High – Intermediate Low) create with language at the sentence level ask questions Laura Terrill

26 Targeted Performance Level 3 — (Intermediate Low – Intermediate Mid)develop ideas with supporting details in three time frames Level 4 — (Intermediate Mid - High) sustain paragraph length in one time frame narrate and describe in three time frames Level 5 — (Intermediate High – Advanced Low) state an opinion and defend/support that opinion Laura Terrill

27 Using the Target Language and Providing Comprehensible Input for InstructionMay I speak English? Stress as a principle, but also stress that examples are going to be in English, important to remember that STARTALK adheres to the 90% +, importance of second aspect of comprehensible input In general audience with more using TPR or the the new TCI may get question about 100% comprehensible, it is a “trick” question in many cases. My answer is that 100% comprehsension is not necessary, nor normal even in first language, we want students who are comfortable with some ambiguity Laura Terrill

28 Laura Terrill

29 Creating Classroom ClimateRewarding risk taking – individual and class incentives Making use of target language a “game” – May I speak English? Language pledge – Concordia challenge Laura Terrill

30 When is it justifiable to use English?Some interpretive comprehension tasks to check for overall comprehension of text Complicated task instructions when modeling will not work Brief discussions of grammar, as in the “C” phase of PACE, particularly at lower levels Instructions on assessments Emergency situations Eileen Glisan, ACTFL 2016 Webinar Laura Terrill

31 Backward Design What? How well?Identify desired results – What are the goals? What? How well? Laura Terrill

32 Stage1: Curriculum in separate columns …Grammar ……… Vocab Culture Skills Laura Terrill

33 … or integrated? Grammar ……… Vocab Culture Skills Laura Terrill

34 Selecting content…. Interculturality“…helps learners to avoid stereotyping individuals, to develop curiosity and openness to others, and to discover other cultures….to see that interaction with individuals having different social identities and cultures is an enriching experience.” Interculturality © Clementi & Terrill Laura Terrill

35 Laura Terrill

36 Mindset for Curriculum DesignCommunicatively Purposeful: Building Toward Proficiency Culturally Focused: Developing Interculturality Intrinsically Interesting: Relevant to Learners Cognitively Engaging: Requiring Critical Thinking Skills Standards-Based: Reflecting Goals for Learning Languages --Adapted from Helena Curtain Laura Terrill

37 Advantages of Thematic UnitsMakes instruction more comprehensible because the theme creates a meaningful context Changes the instructional focus from the language itself to the use of language to achieve meaningful goals Provides a rich context for standards-based instruction Offers a natural setting for narrative structure and task-based organization of content Involves the students in real language use Engages the learner in complex thinking and more sophisticated use of language Avoids the use of isolated grammatical structures Connects content, language, and culture goals to a “big idea” --Curtain and Dahlberg (2010) pp 150 – 151

38 Backward Design – Units and LessonsIdentify desired results What are the goals? Determine acceptable evidence How will you and learners know they reached the goals? Plan learning experiences and instruction What does it take to get there? Do we want a slide like this so that we can say that although we are focusing primarily on Stage 3 for this workshop, we recognized that you have to plan with Stage 1 and 2 in min. Laura Terrill

39 Theme + Topic + Essential QuestionAP Themes Personal and Public Identities Contemporary Life Global Challenges Science and Technology Family and Communities Beauty and Aesthetics Theme Topic Essential Question Food Family Travel Houses “A coherent curriculum spirals around a set of “big ideas” and recurring Essential Questions.” J. McTighe (2012) Laura Terrill

40 AP Themes Guiding Unit DevelopmentGlobal Challenges Contemporary Life Science and Technology Personal and Public Identities Families and Communities Beauty and Aesthetics Laura Terrill

41 AP Themes Guiding Unit DevelopmentGlobal Challenges Contemporary Life Personal and Public Identities • Diversity Issues—tolerance • Economic Issues • Environmental Issues • Health Issues • Human Rights • Nutrition and Food Safety • Peace and War • Advertising and Marketing • Education • Holidays and Celebrations • Housing and Shelter • Leisure and Sports • Professions • Rites of Passage • Travel • Alienation and Assimilation • Beliefs and Values • Gender and Sexuality • Language and Identity • Multiculturalism • Nationalism and Patriotism Beauty and Aesthetics Families and Communities Science and Technology • Architecture • Contributions to World Artistic Heritage • Ideals of Beauty • Literature • Music • Performing Arts • Age and Class • Childhood and Adolescence • Citizenship • Customs and Ceremonies • Family Structures • Friendship and Love • Current Research Topics • Discoveries and Inventions • Ethical Questions • Future Technologies • Intellectual Property • The New Media • Social Impact of Technology Laura Terrill

42 International BaccalaureateThemes & Topics Advanced Placement International Baccalaureate Clementi/Terrill Personal and Public Identities Families and Communities Contemporary Life Beauty and Aesthetics Science and Technology Global Challenges Social Relationships Cultural Diversity Customs and Traditions Leisure Health Communication and Media Global Issues Identity/Belonging Well-being Creativity Exploring Time and Place Discovery Challenges Laura Terrill

43 Essential Questions They can be answered in the target language.They have no one right answer. All students can answer them. They enable all students to learn. They involve thinking, not just answering. They make students investigators. They are provocative—they hook students into wanting to learn. Laura Terrill

44 Moving from topic to thematic unit…Theme Essential Question Food Travel Daily Routines Family Houses Me and my friends City, Restaurant, Shops Laura Terrill

45 Moving from topic to thematic unit…Theme Essential Question Food Global Challenges Travel Science and Technology Daily Routines Contemporary Life Family Families and Communities Houses Beauty and Aesthetics Me and my friends Personal and Public Identities Laura Terrill

46 Moving from topic to thematic unit…Theme Essential Question Global Citizenship Personal and Public Identities Who am I? Family and Friendship Family and Communities How are we connected to others? A Day in the Life Contemporary LIfe How does where I live influence what I do? Healthy Lifestyle Global Challenges What is a healthy lifestyle? Schooling Around the World What role does school play in our lives? Vacation Time Contemporary Life Why travel? Laura Terrill

47 What makes a city special?Big Ideas = Theme/Topic + Essential Question Contemporary Life: Living in the City What makes a city special? Laura Terrill

48 World-Readiness Standards for Learning LanguagesIntepretive Presentational Interpersonal School & Global Communities Lifelong Learning Practices Products Perspectives Language Comparisons Culture Comparisons Making Connections Acquiring Information & Diverse Perspectives Laura Terrill

49 Laura Terrill

50 Laura Terrill

51 Contemporary Life: Living in the City What makes a city special?Learners will be able to: Identify businesses, services, schools, parks, etc within a city Describe the purpose(s) of various businesses, services, etc. in a city Locate businesses, services, schools, parks, etc on a city map Ask for and follow directions from one point to another within a city Describe what makes a city special Compare cities in the United States to cities in (France) Laura Terrill

52 Contemporary Life: Life in the City What makes an ideal city?Students will have the opportunity to explore the city of (Angers) from the point of view of someone who might select Angers as a tourist destination. They will work with various texts that share information on Angers as they learn more about the city and will take a virtual tour of the chateau comparing that site with others they may have visited. They will compare Angers to their city and to other cities that are of interest to them. They will be able to identify features common to most cities and places and things to do that make Angers unique. They will be able to get around the city asking for and explaining where they are going and why they are going there. Working in small groups they will research other cities making comparisons to their own city and Angers. They will consider designations that indicate that cities are unique in other countries. They will talk with others to create a vacation plan naming cities they plan to visit and saying why. Laura Terrill

53 Importance of Authentic TextsAuthentic Text – text written by speakers of the target language for speakers of the language Real-world Culture rich Models of correct language Image: Laura Terrill

54 Selecting Authentic TextNovice Range Interpretive Proficiency Understands words, phrases, and formulaic language that have been practiced and memorized to get meaning of the main idea from simple, highly-predictable oral or written texts, with strong visual support. Is the text: Intrinsically interesting, rich in ideas? Cognitively engaging, intellectually challenging? Communicatively purposeful, relevant to the learner? One that explores an aspect of the essential question? Laura Terrill

55 Tips for finding authentic textLook for texts that address the essential question of the unit and allow students to work on the language functions of the unit. Do not look for texts that have specific vocabulary or structures. Do a google search using possible words, phrases in the target language, click on images and videos first especially for novice learners. Adapt the task, not the text. Become a fan of Pinterest. Become a fan of Huffington Post — Arabic, French, German, Greek, Italian, Japanese, Korean, Portuguese, Spanish Laura Terrill

56 Living in the City EQ: What is the ideal city?Laura Terrill

57 Bienvenue à Angers Laura Terrill

58 Une journée à Angers https://www.youtube.com/watch?v=eP7A50HO914Laura Terrill

59 Cultures Cultures Products Practices PerspectivesOld buildings in cities Maintaining historic town centers Importance of preserving the past Specialty shops in the center of town Shopping at multiple shops in town Appreciation of quality of merchandise Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. Laura Terrill, CERCLL 2015

60 Connections What are students learning while using the target language? Are they using language to learn something? Or using language for the sake of learning the language? Laura Terrill

61 Connections Making ConnectionsLearners build, reinforce, and expand their knowledge of other disciplines while using the language to think critically and creatively to solve problems. Laura Terrill

62 Acquiring Information and Diverse PerspectivesConnections Acquiring Information and Diverse Perspectives Learners acquire information and access diverse perspectives that are available through the language and its culture. Laura Terrill

63 Acquiring Information and Diverse PerspectivesConnections Connections Making Connections Acquiring Information and Diverse Perspectives Geography – location of cities in France; map reading skills Math – metric system for distances Language Arts – interview strategies Websites for various cities in France. Video of Futuroscope. Video interviews with people about why they like their city. Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to think critically and creatively to solve problems. Acquiring Information and Diverse Perspectives: Learners acquire information and access diverse perspectives that are available through the language and its culture. Laura Terrill, CERCLL 2015

64 Comparisons Language ComparisonsLearners use the language of study to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. Ville fleurie Hôtel de ville Laura Terrill, CERCLL 2015

65 Comparisons Cultural ComparisonsLearners use the language of study to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. Laura Terrill, CERCLL 2015

66 Comparisons Comparisons Language Comparisons Cultural ComparisonsHotel de ville, ville fleurie, village Layout of cities in France Maintaining historic districts, buildings City statistics Language Comparisons: Learners use the language of study to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. Cultural Comparisons: Learners use the language of study to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. Laura Terrill, CERCLL 2015

67 Communities School and Global CommunitiesLearners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. Laura Terrill, CERCLL 2015

68 Communities Lifelong LearningLearners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement. Laura Terrill, CERCLL 2015

69 School and Global CommunitiesLifelong Learning Small group work to plan an itinerary for school trip to France Skyping with their sister school in France in preparation for their exchange Researching and planning a trip Self-assessment of progress towards unit goals School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement. Laura Terrill, CERCLL 2015

70 Laura Terrill

71 Backward Design – Units and LessonsIdentify desired results What are the goals? Determine acceptable evidence How will you and learners know they reached the goals? Plan learning experiences and instruction What does it take to get there? Do we want a slide like this so that we can say that although we are focusing primarily on Stage 3 for this workshop, we recognized that you have to plan with Stage 1 and 2 in min. Laura Terrill

72 Interpersonal Presentational Listening, reading, viewingInterpretive Listening, reading, viewing Speaking or writing for an audience Two-way spontaneous interaction Laura Terrill

73 NAEP Foreign Language Laura Terrill

74 ACTFL Integrated Performance AssessmentInterpretive Students listen to, read and / or view an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance. Presentational Students engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, essays, websites, etc. Interpersonal After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. Laura Terrill

75 Interpretive Mode Learners understand, interpret, and analyze what is heard, read or viewed on a variety of topics. Laura Terrill

76 Interpretive Communication….is not is translation. context-driven understanding (gist). a hunt for trivial details. whole picture; mediating meaning with the text; a focused task. glossed readings; teaching all new vocabulary first. familiar words in new context; and new words in a familiar context. reading, listening or viewing from the reader’s perspective only. using the author’s perspective and cultural perspective. reading word for word. re-phrasing chunks; retelling; predicting; and using structural clues. Laura Terrill

77 Laura Terrill

78 Presentational Mode Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adpating to various audiences of listeners, readers, or viewers. Laura Terrill

79 Presentational Communication….is not is negotiated communication. one-way communication. random. practiced, rehearsed, polished, edited. unplanned. organized. speaking or writing in a vacuum. an awareness of audience (formal/informal; cultural context). reliance on circumlocution improved by using appropropriate tools – dictionary, spell-check, etc. speaking or writing only for the teacher. produced for an intended audience and purpose. Laura Terrill

80 Presentational RubricStrong Performance 9 Meets Expectations 8 Approaches Expectations 7 Minimal Performance 6 Am I understood? My writing is clearly understood; the reader understands the writer’s intent without extra effort. Errors do not interfere with message. Good to consistent control of structure(s) studied in the unit. My writing is generally understood; but reader may have to occasionally reread a phrase or sentence to understand. Errors do not interfere with message. Partial control of structure(s) studied in the unit. My writing is generally understood, but the reader may have to be willing to make a guess or reread to understand. Errors occur and do cause some confusion for the reader. Inappropriate or inconsistent use of studied structure(s). My writing is extremely difficult to understand; Errors interfere with communication. Minimal or no use of studied structure(s). How rich is my vocabulary? I use a wide variety of familiar vocabulary, correctly and appropriately incorporate new expressions from the current unit of study. I include personal vocabulary. I use a variety of familiar vocabulary, correctly and appropriately incorporate a few new expressions from the current unit of study. I use simple, familiar vocabulary, correctly; and I may use a few new expressions from the current unit of study. I rely on simple and very familiar vocabulary. How well do I complete the task? I complete each part of the task adding some details beyond given expectations. I complete each part of the task. I complete most of the task. I complete some of the task, but key components are missing. Laura Terrill

81 Presentational Rubric, part 2Strong Performance 9 Meets Expectations 8 Approaches Expectations 7 Minimal Performance 6 How organized is my writing? My ideas are presented in an organized manner. My sentences are varied and interesting and I use transitions to connect my thoughts. My ideas are presented in a somewhat logical manner. I have some interesting sentences and use transitions to connect my thoughts. My ideas are shared in a random fashion. My sentences follow a predictable pattern. My ideas are not presented in a logical manner. I struggle to produce sentences and my thoughts may be incomplete. How are knowledge and understanding of the target culture represented? Comparisons between target language and American culture are accurately presented. Information about the target culture is accurately presented. Information about the target culture is presented, but may or may not be accurate. The information that is shared is primarily from personal point of view. There is little to no mention of the target culture. Laura Terrill

82 Interpersonal Mode Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Laura Terrill

83 Interpersonal Communication….is not is one-way communication two-way exchange. memorized (skits, dialogues). spontaneous and unpredictable. only asking all the questions. helping each other. strict turn taking. following up and reacting; maintaining the conversation ignoring your partner; waiting to say something. indicating interest; interactive body language; eye contact. overly concerned about accuracy. focused on the message. giving up when you don’t understand. Asking for clarification if communication fails/falters. Laura Terrill

84 Approaches ExpectationsInterpersonal Rubric Strong Performance 9 Meets Expectations 8 Approaches Expectations 7 Minimal Performance 6 How well am I understood? I am easily understood. My errors in speaking are minor and do not interfere with communication. I am understood most of the time. I may need to repeat or reword occasionally. My errors in speaking do not interfere with communication. I am difficult to understand at times. I may ask for help expressing ideas. Some errors may interfere with communication. I am extremely difficult to understand. I repeat frequently. My errors interfere with communication. How involved am I in the conversation? I ask a variety of relevant questions to keep the conversation going. I respond to questions and/or add follow-up comments. I encourage others to participate. I ask relevant questions to keep the conversation going. I respond to questions and/or make a follow-up comment. I am an equal participant in conversation. I ask a few relevant questions. I give simple or minimal answers to questions. I ask random questions that may or may not be on topic. My participation is minimal. How easily do I deliver my thoughts? My conversation flows with few pauses. I pause but my hesitations seem natural. I complete my thoughts. I hesitate often and pauses are awkward. I have few or no incomplete thoughts. My speech is slow and halting; long pauses may occur. I struggle to complete or do not complete thoughts. How do I demonstrate that I can correctly use the new vocabulary from the unit? I successfully use many new words and personal vocabulary related to the unit. I elaborate to complete the task. I successfully use new words related to the unit to complete the task. I successfully use a few of the new words related to the unit to partially complete the task. I rely on simple and very familiar vocabulary to partially complete the task. What cultural knowledge and understandings do I share? I add relevant information about the target culture. I use cultural gestures and/or expressions appropriately. I refer to relevant information about the target culture. I may use cultural gestures and/or expressions appropriately. I make limited or no references to the target culture. I may use a cultural gesture or expression. I respond only from the personal point of view or my own perspective. Laura Terrill

85 Communication – Collaboration – Creativity – Critical ThinkingSummative Performance Tasks Do the tasks match the targeted performance level? Do they allow students to address the essential question in some way? Interpretive Mode 21st Century Skills Communication – Collaboration – Creativity – Critical Thinking Presentational Mode Interpersonal Mode Laura Terrill

86 Communication – Collaboration – Creativity – Critical ThinkingCity Life Do the tasks match the targeted performance level? Do they allow students to address the essential question in some way? Interpretive Mode Students will identify places in a city based on written and/or oral directions. Students will read descriptions of various cities and will demonstrate comprehension of key elements indicating what they can see and do. Students will read tourist information written for people planning to visit the city and use that information to determine where to go. Communication – Collaboration – Creativity – Critical Thinking Presentational Mode Your class is planning a trip to (country). You need to suggest a city to visit and explain what there is to do there and why it is a good place to visit. Interpersonal Mode In small groups, review all the suggestions of cities to visit in (country). Select three cities that you want to visit, giving reasons for your choices. Laura Terrill

87 What percentage of your grade is allocatedto interpersonal (unrehearsed) communication? Markus Koljonen – website: Laura Terrill

88 Standards-based GradingCategory Percent Description Learning Checks 10 Achievement - homework, participation, in-class work, vocab and grammar quizzes Interpretive 30 Performance - reading/listening based on authentic text that they are seeing or hearing for the first time Interpersonal Performance - unrehearsed communication with a partner, teacher is not a partner Presentational Performance - rehearsed writing or speaking, ideally for an audience beyond the teacher Laura Terrill

89 Un enfant réalise son rêve grâce à une photo Laura Terrill

90 Inferencing What is going on in this pictureWhat do you see that makes you say that? What more can we find? visualthinkingstrategies.org Laura Terrill

91 Daniel fait ses devoirs dans la rue, à la lumière d'un magasin.Daniel Cabrera a 9 ans. Il vit aux Philippines, un pays d'Asie du Sud-Est, situé à plus de kilomètres de la France. Les Philippines sont constituées de plus de îles. Daniel vit à Cebu, une île située au centre de l'archipel philippin. Students write questions in target language that are answered in the text. Laura Terrill

92 Daniel fait ses devoirs dans la rue, à la lumière d'un magasin.Que nous montre cette photo? Daniel est assis dans la rue, la nuit est tombée ; il a posé son cahier sur un tabouret et il fait ses devoirs à la lumière d'un fast-food, près de chez lui. Le petit garçon est très déterminé, il veut devenir policier… et médecin. Il sait que pour réussir il lui faut aller à l'école. Daniel est d'autant plus motivé qu'il vit dans un pays très pauvre : 1 Philippin sur 4 vit dans un bidonville, et n'a pas toujours de quoi manger. Beaucoup de petits Philippins travaillent ou mendient au lieu d'aller à l'école. Students select or are given 3-4 important words and then explain why they are important. Laura Terrill

93 Imagine the conversation between the two children.Rewrite as one sentence When it’s sunny and hot in the summer I love to go to the beach so my friend and I can swim and play volleyball. Must have a minimum of 25 words. Laura Terrill

94 Personal and Public Identities: Do you see what I seePersonal and Public Identities: Do you see what I see? What determines a person’s identity? Who is the “real” me? Laura Terrill

95 Brainstorm vocabulary, create questionsBefore Reading: Prediction Brainstorm vocabulary, create questions Laura Terrill

96 Before Reading: PredictionStudents write: headline photo caption first paragraph or lines of article Students then share what they have written with other students/groups. Students predict which version is most likely. Laura Terrill

97 During reading Students read the actual article and compare to their versions. They work with ACTIVE strategies as they read. They add useful vocabulary to personal vocabulary. ACTIVE Ask questions, make connections, track down most important words or ideas, make inferences, visualize, extend their learning Laura Terrill

98 Extend to other modes Interpersonal PresentationalRole play an interview with this young man. Share your opinions about the actions of this person. Talk over the “dangerous” things you have done. Write the comments you would include on any social media site where you saw this picture. Tweet to call attention to this event. Laura Terrill

99 Global Benchmarks Global Can-Do BenchmarksGeneral description of the proficiency level for each of the modes Laura Terrill

100 Screen shot Bold Global Can-Do BenchmarksGeneral description of the proficiency level for each of the modes Laura Terrill

101 Screen shot Bold Bold statementsMain indicators for the level and the mode Laura Terrill

102 Screen shot Bold Target statements (Checklist)Provide instructional focus Create class evidence Should emphasize “re-spiraling” Laura Terrill

103 Specific Can Do StatementsInterpretive (L) I can understand and follow simple directions from one place to another in a city. (NH) (L & R) I can understand the basic purpose of simple business ads or tourist ads with the help of visuals. (NH) (R) I can understand with the help of visuals basic information when reading about a place or service in a city. (NH) (R) I can identify things to see and do in a city with the help of visuals. (NH) Presentational (S & W) I can talk and write about services and things to do in a city. (NH) (S & W) I can talk and write about why one city is unique, what there is do there and why it should be visited. (IL) (W) I can request complete a request for more information on a city. (NH) (S & W) I can make simple comparisons between a US city and cities in the target culture. (NH) Interpersonal I can ask and answer questions about the city I like and the cities others like. (NH) I can exchange information about why I like and don’t like certain cities. (NH) I can ask for directions and clarify if necessary. (NH) I can talk about how French-speaking cities compare to cities in the US. (NH) Laura Terrill

104 Key Functions and Related TasksAsking and responding to questions Maintain a conversation in person & virtually Expressing hopes and dreams, future plans Describing people, places, things, how and how well Present information orally for an audience Expressing feelings and emotions Expressing preferences and opinions Interpret authentic oral, written, visual texts Telling and retelling stories Present information in writing for an audience Laura Terrill

105 Spiral of Key FunctionsNOVICE INTERMEDIATE ADVANCED Describing people, places, things, how and how well Give a description using one or two short adjectives or adverbs Give a basic description & make simple comparisons using frequently used adjectives and adverbs Give more detailed descriptions including comparatives, contrasts, and superlatives Give detailed descriptions using a variety of precise adjectives and adverbs Give detailed descriptions using a wide variety of precise adjectives and adverbs RELATED LANGUAGE FUNCTIONS Analyze Categorize Classify Clarify Compare Contrast Count Define Describe Describe physical characteristics Describe the weather Differentiate Edit Evaluate Explain Give biographical information Give examples Identify Illustrate Infer Interpret Label List Locate Name Paraphrase Present Rephrase Restate Rewrite Summarize Laura Terrill

106 Related Structures/PatternsToolbox Language Functions I can…. Related Structures/Patterns Priority Vocabulary Identify places in a city Ask for and follow directions within a city Describe places in a city and what I do there Identify traits associated with cities in urban, suburban and rural settings Express preferences with reasons about what cities to visit, where to live . Make comparisons between cities in the US and cities in France Promote “my” city as the ideal place to live Laura Terrill

107 Language Functions / Can-do’sI can Yes With some help Not yet Identify places in a city Ask for and follow directions within a city Describe places in a city Express preferences with reasons about what cities to visit Make comparisons between cities in the US and cities in France Promote a city as an ideal place to live Laura Terrill

108 Related Structures/PatternsToolbox Language Functions I can…. Related Structures/Patterns Priority Vocabulary Identify places in a city There is, there are Definite articles Ask for and follow directions within a city Commands (interpretive) Concept of “to the” Describe places in a city and what I do there Adjective agreement and position, Present tense Identify traits associated with cities in urban, suburban and rural settings Express preferences with reasons about what cities to visit, where to live I prefer….because I think…. Make comparisons between cities in the US and cities in France Comparatives – less, more as Promote “my” city as the ideal place to live Commands, You can, you should, you have to Laura Terrill

109 Related Structures/PatternsToolbox Language Functions I can…. Related Structures/Patterns Priority Vocabulary Identify places in a city There is, there are Definite articles Names of typical buildings compass directions prepositions of location descriptive adjectives public transportation city related activities ****** Winding streets City walls City center/Old city Middle Ages “ville fleurie” Flowered city Ask for and follow directions within a city Commands (interpretive) Concept of “to the” Describe places in a city and what I do there Adjective agreement and position, Present tense Identify traits associated with cities in urban, suburban and rural settings Express preferences with reasons about what cities to visit, where to live I prefer….because I think…. Make comparisons between cities in the US and cities in France Comparatives – less, more as Promote “my” city as the ideal place to live Commands, You can, you should, you have to Laura Terrill

110 Learning Target – Name places that are found in and near citiesHear the conversation you want students to have. Do not teach the conversation. Do you want to go to Angers? Angers? I don’t know. I like to go to the beach. Is there a beach? No, but there is a great castle and the beach is close to Angers. I prefer a town close to the beach. What about La Baule? Maybe, are there museums and good restaurants? Of course. OK, what about 3 days in La Baule and 3 in Angers. Great idea. Let’s go. Laura Terrill

111 Vocabulary: Imagine the conversation……Describe a city Comment est la ville? What is the (city)like? Elle est/ La ville est… It is…. Grande, petite, moyenne Big, small, medium sized Y a-t-il…. Is there….? Are there….? Il y a…. Il n’y a pas de…. There is …./ There isn’t….. Il y a un fleuve. Il n’y a pas de fleuve. a river. un château, pas de château a chateau. une école, pas d’école school. un café, pas de café cafe. un restaurant, pas de restaurant restaurant. Laura Terrill

112 Laura Terrill

113 World-Readiness StandardsLaura Terrill

114 Common Core Laura Terrill

115 Backward Design – Units and LessonsIdentify desired results What are the goals? Determine acceptable evidence How will you and learners know they reached the goals? Plan learning experiences and instruction What does it take to get there? Do we want a slide like this so that we can say that although we are focusing primarily on Stage 3 for this workshop, we recognized that you have to plan with Stage 1 and 2 in min. Laura Terrill

116 Key Learning Activities/Formative AssessmentLaura Terrill

117 Resources / Technology IntegrationLaura Terrill

118 What are the next steps? Laura Terrill

119 Are thematic units more work?YES, initially. Consider the following: Pacing “time” issues are minimized, topics are developed more fully There is less need for review Grammar is truly recycled, no more 1 chapter treatment of a topic No need to redo curriculum every (7) years when new textbook is adopted, textbook is tool Focus truly shifts to what students can do with language Laura Terrill

120 How many units a year? Consider:the need for lots of comprehensible input from multiple authentic sources the need for time to internalize new vocabulary and structures the need to develop all 3 modes of communication the fact that each unit’s performance assessment includes all three modes of communication your school calendar Laura Terrill

121 Articulation ConsiderationsVertical & Horizontal Articulation - French, German and Spanish 4th and 5th grade articulation - Spanish 5th grade exploratory/introduction French and Spanish Laura Terrill

122 Are you suffering from Creative Tension ?

123 image: web.sd71.bc.ca/ gifted/?page_id=30