information to the appropriate imagined lives as exchange will talk with a partner and/or visuals. They will listen to students. They will include maps of native speakers. They will descriptions of people and places their exchange cities/towns and exchange personal and identify the people and images of important features. They information to get to know places that are being described. will create pages that introduce each other while discussing their families as well as pages that images shown in the share information about their scrapbooks. favorite activities and foods. These scrapbooks will be shared with others during the interpersonal task. Targeting Novice High Intermediate Low – Interpretive Interpersonal Presentational You have the opportunity to You want your best friend to go Design the ideal camp for participate in a summer camp with you to the camp that you speakers of the target language abroad. Read descriptions of have chosen. He/she prefers a who might want to study abroad and/or watch videos about the different camp. Have a in your community. Determine camps and complete a graphic conversation where you talk the location, daily schedule, and organizer comparing the camps. about the advantages and the types of activities. Create a Answer a few questions about disadvantages of each. marketing campaign for your your interests, select a camp, and Compromise. camp. give simple reasons about why it is the best camp for you. Targeting Intermediate Mid Intermediate High – Interpretive Interpersonal Presentational Students explore identity issues As students consider the Using images and pictures that through text, film, and music. different issues involved with relate to culture, gender, and They listen for main ideas and personal identity, they consider ethnicity, students create visual some details as they expand and the role of culture in their lives. representations of their personal refine personal definitions of They discuss a definition of identities. They create a identity, ethnicity, and culture. American culture that they could Voicethread that includes their share with speakers of the visual inviting comments and target language. They discuss questions from others. They then the terms melting pot and salad share the visual representation bowl as they apply to culture of their personal identities with and discuss which term might others at the final program event. be a more appropriate term for American culture and why. RESOURCES World-Readiness Standards for Learning Languages (2015)
information to the appropriate visuals. They will listen to descriptions of people and places and identify the people and places that are being described. imagined lives as exchange students. They will include maps of their exchange cities/towns and images of important features. They will create pages that introduce their families as well as pages that share information about their favorite activities and foods. These scrapbooks will be shared with others during the interpersonal task. will talk with a partner and/or native speakers. They will exchange personal information to get to know each other while discussing images shown in the scrapbooks. Targeting Novice High – Intermediate Low Interpretive Interpersonal Presentational You have the opportunity to participate in a summer camp abroad. Read descriptions of and/or watch videos about the camps and complete a graphic organizer comparing the camps. Answer a few questions about your interests, select a camp, and give simple reasons about why it is the best camp for you. You want your best friend to go with you to the camp that you have chosen. He/she prefers a different camp. Have a conversation where you talk about the advantages and disadvantages of each. Compromise. Design the ideal camp for speakers of the target language who might want to study abroad in your community. Determine the location, daily schedule, and the types of activities. Create a marketing campaign for your camp. Targeting Intermediate Mid – Intermediate High Interpretive Interpersonal Presentational Students explore identity issues through text, film, and music. They listen for main ideas and some details as they expand and refine personal definitions of identity, ethnicity, and culture. As students consider the different issues involved with personal identity, they consider the role of culture in their lives. They discuss a definition of American culture that they could share with speakers of the target language. They discuss the terms melting pot and salad bowl as they apply to culture and discuss which term might be a more appropriate term for American culture and why. Using images and pictures that relate to culture, gender, and ethnicity, students create visual representations of their personal identities. They create a Voicethread that includes their visual inviting comments and questions from others. They then share the visual representation of their personal identities with others at the final program event. RESOURCES World-Readiness Standards for Learning Languages (2015)
sandrock_handout2017.docx