Comprehend high-frequency Why was it important to use contributions and everyone’s words and patterns in slow, clear to make it work? Once the group has speech and other simple texts completed their story have Could you have thought of this story on your own? Identify key information and them take turns reading (or In a future job, when may you find that you are expected some details in slow, clear speech performing) it to the class. to use pre-determined materials that may not be your first and other simple texts choice? What will you do? Exchange ideas and information using complete sentences, orally and in writing Use visuals or technology to assist in communicating Interpret non-verbal cues to increase understanding Use strategies to increase understanding Understand simple stories Core Communication Creative Thinking Social Responsibility CAREER EDUCATION BIG IDEA 4: Leadership represents good planning, goal-setting, and collaboration. Competencies Learning Opportunities AAM Portfolio Activity Curricular In small groups, assign Add Box > Add Media > Add Video > On the new artifact, students a series of words click the Speech Bubble and add a reflection + Tag “French” Recognize the relationship which they will have to create + Tag “Vocabulary” between pronunciation, including actions for. They must work Upload a video of you presenting your word with the role of intonation and tone of together to agree on an your groups action to the class voice, and meaning action for each word. Each What word did you present? Begin to recognize the student will have a chance to What does it mean in English? relationship between French letter share one of the words and What was the action your group made for it? patterns and pronunciation actions that the group
Comprehend high-frequency words and patterns in slow, clear speech and other simple texts Identify key information and some details in slow, clear speech and other simple texts Exchange ideas and information using complete sentences, orally and in writing Use visuals or technology to assist in communicating Interpret non-verbal cues to increase understanding Use strategies to increase understanding Understand simple stories Core Communication Creative Thinking Social Responsibility Once the group has completed their story have them take turns reading (or performing) it to the class. Why was it important to use everyone’s contributions and to make it work? Could you have thought of this story on your own? In a future job, when may you find that you are expected to use pre-determined materials that may not be your first choice? What will you do? CAREER EDUCATION BIG IDEA 4: Leadership represents good planning, goal-setting, and collaboration. Competencies Learning Opportunities AAM Portfolio Activity Curricular Recognize the relationship between pronunciation, including the role of intonation and tone of voice, and meaning Begin to recognize the relationship between French letter patterns and pronunciation In small groups, assign students a series of words which they will have to create actions for. They must work together to agree on an action for each word. Each student will have a chance to share one of the words and actions that the group Add Box > Add Media > Add Video > On the new artifact, click the Speech Bubble and add a reflection + Tag “French” + Tag “Vocabulary” Upload a video of you presenting your word with your groups action to the class What word did you present? What does it mean in English? What was the action your group made for it?
grade-6-curriculum-resource-aam.docx