lead with language: connecting world language and common...
TRANSCRIPT
Lead with Language: Connecting World
Language and Common Core State
Standards
Laura Terrill Independent Consultant
lterrillnyclote.wikispaces.com
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“Learning to speak another's language means
taking one's place in the human community. It
means reaching out to others across cultural
and linguistic boundaries. Language is far more
than a system to be explained. It is our most
important link to the world around
us. Language is culture in motion. It is people
interacting with people."
Sandra Savignon
Communicative Competence: Theory and Classroom Practice
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Individual Accountability
1. 10 9 8 7 6 0
2. 10 9 8 7 6 0
3. 10 9 8 7 6 0
4. 10 9 8 7 6 0
5. 10 9 8 7 6 0
Allow students to practice an answer using a strategy such as think-pair-share.
Then, call on 3-4 students at random to give the answer. Students who have practiced
With their partner or group should be able to give a solid answer. A good answer
scores a 10. A zero is given only when students do not know what is expected.
Use the index cards over the course of a marking period. Total the points. If some
students have 4 answers and others have 2, use 3 as the average or 30 points.
Drop the lowest score for those who have 4 answers, use the average of the 2 to
determine a third score for those who have 2. Put the score into your gradebook
in an appropriate category.
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what occurs
outside the
head.
Teaching is ……
Ruby Payne
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what occurs
inside the
head.
Learning is ……
Ruby Payne
image: artsjournal.com
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Standards-based Curriculum
• Is designed with an overall end in mind; the focus is on what learners should be able to do
• Focuses on transfer; independent performance allowing learner to handle new situations on their own
• Allows for the integration of essential skills
• Does not tell teachers what to teach; does not offer a list of topics or skills
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Adapted From Common Core Standards to Curriculum – Five Big Ideas
McTighe and Wiggins
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ACTFL Proficiency Guidelines 2012 - Speaking
Novice
• communicate short messages on highly predictable, everyday topics that affect them directly.
• use isolated words and phrases that have been encountered, memorized, and recalled.
• may be difficult to understand even by the most sympathetic interlocutors accustomed to non-native speech.
Intermediate
• create with the language when talking about familiar topics related to their daily life.
• recombine learned material in order to express personal meaning. • ask simple questions. • can handle a straightforward survival situation. • produce sentence-level language, ranging from discrete sentences to strings of
sentences, typically in present time. • understood by interlocutors who are accustomed to dealing with non-native
learners of the language.
Advanced
• engage in conversation in a clearly participatory manner in order to communicate information on autobiographical topics, as well as topics of community, national, or international interest.
• narrate and describe in the major times frames of past, present, and future. • can deal with a social situation with an unexpected complication. • speak in paragraphs; the language is abundant. • sufficient control of basic structures and generic vocabulary to be understood by
native speakers of the language, including those unaccustomed to non-native speech.
Novice
Who are the people in this picture? Describe them.
What do they like to do? What don’t they like to do?
Intermediate-Low
What did members of this family do yesterday? What questions would you like
to ask about this family?
Intermediate
This family spends time together each week. What traditions exist in your
family? Explain one tradition in detail. What are you currently doing to create or
continue family traditions? What traditions will you establish when you have a
family of your own? Describe a tradition that you hope will exist in your future.
Intermediate High/Advanced Low
Many believe that families who have strong traditions have a better quality of
life. Do you agree or disagree with this belief? What impact would stronger
families have on our society? Support your opinions with specific examples.
use simple (memorized) sentences /
questions on very familiar
topics
create with language at the sentence level; ask questions
develop ideas with some supporting
details
initiate and maintain an
extended conversation; develop ideas
with supporting details in 3 time frames
sustain narration and description at parargraph level in 3 time frames;
appropriately handle and unexpected
situation with a complication
state an opinion and
defend/support that opinion
Common Core
• Balance of Informational and Literary Texts
• Close Reading of Increasingly Complex Texts
• Use of Evidence-Based Arguments
• Interaction with Multiple Print, Auditory, and Visual Sources
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Alignment of National Standards with
Common Core State Standards
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• Writing
• Speaking
• Language
• Reading
• Listening • Speaking
• Listening
Interpersonal Interpretive
Presentational Proficiency
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21st Century Skills
• Communication
• Collaboration
• Critical Thinking and Problem Solving
• Creativity and Innovation
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They come to understand other
perspectives and cultures.
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Communication: knowing how, when
and why to say what to whom
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Performance TOWARD Proficiency
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NCSSFL-ACTFL Global Can-Do
Benchmarks
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Continuous growth toward proficiency
Novice
Intermediate
Advanced
Superior
Distinguished
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Continuous growth toward proficiency
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• Consistent patterns of all the
criteria for a given level, all of
the time.
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•Sustained performance across
all the tasks and contexts for the
level
• Non-rehearsed situations
NCSSFL-ACTFL Global Can-Do Benchmarks
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Novice Low
Novice Mid
Novice High
Intermediate Low
Intermediate Mid
Interpersonal
Communication
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.
Assessing Proficiency
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Roots: Content & Contexts • Topics • Social Situations
Trunk: Functions • Ask & answer questions • Describe • Compare & contrast • Narrate & describe • Support an opinion
Leaves: Accuracy • Pronunciation • Grammar • Vocabulary • Socio-linguistic
appropriateness • Fluency
Branches: Text Type • words • sentences • paragraphs
Chantal Thompson Laura Terrill
Sample Functions
Describe people, places, things
Express feelings and emotions
Tell or retell stories
Ask and respond to questions
Express preference and
opinions
Express hopes, dreams and future plans
Present, explain, discuss
information
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Increasing levels of proficiency
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Novice 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
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Focus on Curriculum, Instruction and
Assessment
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© Clementi & Terrill Laura Terrill
Mindset for Curriculum Design
Communicatively 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
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How do people here and in the French-
speaking world describe a balanced lifestyle?
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Language and Level / Grade
French – Novice Mid Novice High
Theme/Topic Well-being: A Balanced Lifestyle
Essential Question
How do people here and in (the French-speaking world) describe a balanced lifestyle?
Goals What should learners know and be able to do by the end of the unit?
Learners will be able to:
Explore health and wellness websites to identify elements of a balanced lifestyle here and in (country).
Compare lifestyles of teenagers to teenagers in (country) in terms of balance.
Make recommendations for ways to create or maintain a balanced lifestyle.
Create a presentation for (the community) highlighting ways to encourage a balanced lifestyle.
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“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
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ACTFL Integrated Performance Assessment
Interpretive
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.
Interpersonal
After receiving feedback
students engage in
communication about a
particular topic which relates
to the interpretive text.
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.
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Standards-based Performance Assessment –
A Balanced Lifestyle
Interpretive Mode Learners will read a blog
written by a teenager where he discusses his activities.
They will demonstrate comprehension by answering
questions about main ideas and will complete a graphic
organizer based on information found in the
text.
Interpretive Mode Learners will watch a
commercial for a product that promises to make life easier or less stressful and
will demonstrate comprehension by analyzing
the effectiveness of the message and product.
Interpretive Mode Learners will read a schedule of a top athlete to determine how he spends the hours in
his day deciding what elements are part of a
balanced lifestyle and what is missing.
Presentational Mode Learners will create a
presentation based on multiple sources of information
highlighting ways to promote a balanced lifestyle for teenagers. The presentation will be shared
with another French class.
Interpersonal Mode In pairs or small groups, learners share what they have learned about their lifestyle and the lifestyle of teenagers in (France) in terms of a balanced lifestyle. They compare their daily routines and schedules and make and respond to suggestions to adjust their lifestyle.
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21st Century Skills —
A Balanced Lifestyle
Interpretive Mode Learners will read a blog
written by a teenager where he discusses his activities.
They will demonstrate comprehension by answering questions about main ideas and will complete a graphic
organizer based on information found in the text.
Interpretive Mode Learners will watch a
commercial for a product that promises to make life easier or
less stressful and will demonstrate comprehension by
analyzing the effectiveness of the message and product.
Interpretive Mode Learners will read a schedule of a top athlete to determine how he spends the hours in his day
deciding what elements are part of a balanced
lifestyle and what is missing.
Presentational Mode
Learners will create a presentation based on multiple sources of information
highlighting ways to promote a balanced lifestyle for teenagers. The
presentation will be shared with another French class.
Interpersonal Mode
In pairs or small groups, learners share what they have learned about their
lifestyle and the lifestyle of teenagers in (France) in terms of a balanced lifestyle. They compare their daily routines and
schedules and make and respond to suggestions to adjust their lifestyle.
Communication – Collaboration – Creativity – Critical Thinking
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Interpretive Mode Task(s)
A Balanced Lifestyle
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Learners will read a blog written by a teenager where he discusses his activities.
They will demonstrate comprehension by answering
questions about main ideas and will complete a graphic
organizer based on information found in the text.
Learners will watch a commercial for a
product that promises to make life easier or less stressful and will
demonstrate comprehension by
analyzing the effectiveness of the
message and product.
Learners will read a schedule of a top athlete to determine how he spends
the hours in his day deciding what elements are
part of a balanced lifestyle and what is
missing.
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Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Language: 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Interpretive Domains and Common Core
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Domains from IPA Interpretive
Task Comprehension Guide
English Language Arts Common Core Anchor Standards
Key word recognition R4 – Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Main idea(s)
R2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. SL2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Supporting details
SL3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. R2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R3 - Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Organizational features R5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
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Interpersonal Mode Task
A Balanced Lifestyle
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In pairs or small groups, learners share what they have learned about their lifestyle and the lifestyle of teenagers in (France) in terms of a balanced lifestyle. They compare
their daily routines and schedules and make and respond to suggestions to adjust
their lifestyle.
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Speaking and Listening: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Sample Interpersonal Domains and Common Core -
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Guiding Question
Common Domain Names
Common Core English Language Arts
Interpersonal Speaking and Writing
How well am I understood?
Language Control/
Comprehen-sibility
L.1 - Demonstrate command of the conventions of (the target language) grammar and usage when writing or speaking.
How involved am I in the conversation?
Functions, Text type
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentational Mode Task(s)
A Balance Lifestyle
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“For Publication” Learners will create a
presentation based on multiple sources of information
highlighting ways to promote a balanced lifestyle for teenagers. The presentation will be shared
with another French class.
“On-Demand” Consider your lifestyle in terms of balance.
Explain what you do and don’t do. Compare your actions to French teenagers drawing on information from the texts we have used in
class. End by setting a personal goal explaining why this goal is appropriate for
you.
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Writing: 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Speaking and Listening: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Sample Presentational Domains and Common Core -
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Guiding Question
Common Domain Names
Common Core English Language Arts
Presentational Speaking and Writing
How well do I complete the task?
Task Completion
Context / Content
Text Type
W.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Also W.8, W.9 and SL4
Your “apple save” moment….
Interpretive
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Common Core State Standards
for English Language Arts and Literacy
Distribution of Literary and Informational Passages
by Grade in the 2009 Reading Framework
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
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Importance of Authentic Texts
Authentic Text – text written by speakers of the target language for
speakers of the language
Laura Terrill http://www.humanoides.fr/2012/12/06/la-nouvelle-robot-party-du-futuroscope/
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Le blobfish, que l’on pourrait traduire par «poisson-tache» ,
existe vraiment dans les eaux du Pacifique. Malgré son
physique peu ragoûtant, il est en train de concurrencer
sérieusement les images de chatons mignons sur internet!
Et il gagne même des prix. 1jour1actu te raconte son
histoire.
Beurk! Quelle drôle de tête! Pas de doute, c’est bien le
blobfish qui a gagné l’élection de l’animal le plus laid!
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Complex Thinking — Simple Language
No soy un abrigo. Helena Curtain
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Jean and Andre
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Jean and Andre are brothers. Jean is older.
The two go to a school which is found less
than five kilometers from their home in Paris.
Although there is a difference in age of three
years between the two brothers, their grade
levels are only two years apart. Andre is in
sixth grade.
What grade is Jean in?
Enriching Content Classes for Secondary Students (National Level)
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Education Systems: U.S. and France
U.S. Grade Level
France Grade Level
6 6
7 5
8 4
9 3
10 2
11 1
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In Search of the Coquí
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In Search of the Coquí
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.
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Language and Level / Grade
Spanish Novice Mid- High
Theme/Topic Contemporary Life – In Search of the Coquí
Essential Question(s)
•How do we begin to understand another place? •Why is the rainforest so important?
Goals
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
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Before Reading
• Discussion
• Prediction
• Questioning
• Brainstorming
• Setting purpose
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During Reading
• Guided
• Active
• Silent
• Individual
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After Reading
• clarify
• reinforce
• extend knowledge
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Everywhere Coquis! / ¡En dondequiera coquíes!
Nancy Hooper
ISBN 0942929144
A
C
T
I
V
E
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A.C.T.I.V.E.
Ask Questions
Who? What? When?
Where? Why? Which would?
If….then? Who can? How did?
Moving from text explicit to
text implicit
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A.C.T.I.V.E. Ask Questions
All the coquis lived quite happily in the rain forest. They slept
all day and sang all night, and their numbers grew and grew.
Even little coquí babies learned to sing their name “co-quí, co-
quí, co-quí,” soon after they were born.
All the musical coquí voices were loud and clear during the
dark, tropical nights. But there was one problem.
Hundreds of green parrots lived in the same rain forest. And
unlike the coquís, the parrots chattered all day….but slept all
night. Or tried to.
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A.C.T.I.V.E.
Connect:
•Text-to-self
•Text-to-text
•Text-to-world
Interesting idea I’m confused
I disagree Important idea
I remember I’m surprised
I wonder
Read aloud a short text and think aloud your comments.
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A.C.T.I.V.E Connect:
•Text-to-self •Text-to-text •Text-to-world
At first, the parrots were mystified by the sounds they heard at night. Soon they became quite irritated by all the noise. “What kind of bird is it,” they wondered, “that sings all night and sleeps all day? That is so rude!” One night, the grumpy parrots shouted, “Be quiet, birds! Go to sleep so we can sleep too!” But the coquís were coquís and not birds, and they did not understand that the parrots were shouting at them. They kept singing, “Co-quí, co-quí, co-quí.”
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A.C.T.I.V.E
Track Down
Word level - pick out the words that carry the meaning
of the sentence
Sentence level - pick out key sentences
Text level - pick out key ideas, concepts and themes
Determine the most important
ideas and themes.
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A.C.T.I.V.E Track Down
Now the parrots really got angry. They swooped down,
looking everywhere for a noisy flock of birds. They searched
high and low but no matter where they looked, they never
found a single singing bird.
But they really frightened the little coquís! Hiding under the
branches and leaves, they could see the parrots swooping
and squawking.
So in the middle of the night, the terrified coquís silently
hopped as fast as they could, out of the rain forest…. and
away from the parrots.
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A.C.T.I.V.E.
Making Inferences
Make inferences by creating personal
meaning or by creating a meaning
that is not stated explicitly.
Good readers use their prior knowledge and information from
the text to draw conclusions, make judgments and
predictions, and form interpretations about what they are
reading. Allow great latitude for inferences provided that the
reader can defend his or her inferences with a description of
relevant, prior knowledge and specific text.
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A.C.T.I.V.E Making Inferences
The next morning, they came to the countryside. They were
tired so they stopped to rest in the garden of a pretty pink
house. As they rested, the coquís watched the man and
woman who lived in the house. They were both artists, and they
made typical Puerto Rican crafts. Today they were making
vejigante masks of papier-mâché to sell at festivals around the
island; sometimes they carved miniature figures of the saints,
called santos. The coquís enjoyed living in the countryside, and
their songs each night were joyful and loud. Again, the parrots
became irritated and searched for the birds….Again, the tiny
frightened coquís had to hop through the night…..
.
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A.C.T.I.V.E
Visualizing
Ask students to read, discuss and then draw what they
see happening in the text. Drawings should be done so
that they can be shared with others. Students might also
be asked to select a song that relates to the text.
Create visual and other sensory
images during and after reading.
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A.C.T.I.V.E Visualizing
claves
güiros
maracas
cuatros
vejigante masks
santos
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Ich habe zwei Heimatlaender
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A.C.T.I.V.E
Eureka!
Good readers attend more directly to character, setting,
conflict, sequence of events, resolution, and theme in
fiction and to text patterns such as description,
chronology, cause and effect, comparison/contrast, and
problem/solution in nonfiction. They use their
awareness of these elements to make decisions about
overall meaning.
Retell or synthesize what has
been read.
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Role Audience Format Topic
parrot coquís letter Complaining about the
noise
parrot coquís song Begging them to return
coquís parrots note Apologizing for keeping
them awake
people of Puerto
Rico coquís poem
Expressing how much
you love their sounds
and what they mean to
you
? ? ? ?
R.A.F.T.
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Meaning does not arrive because we
have highlighted text or used sticky
notes or answered the comprehension
worksheet.
Meaning arrives because we are
purposefully engaged in thinking while
we read.
- Tovani
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Interpersonal
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Communication
What does it mean to be proficient in
a language?
How will my students use what I
am teaching in a real-life context?
or
Will they really say it on the streets
of (Paris)?
or
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Proficiency?
List 10 parts of the body.
What’s wrong? Do you have a headache?
Conjugate the verb “to be”.
You have a new dog! What’s he like?
Use the future tense to say what you are going to do.
What will you do next weekend?
Replace the object with a direct object pronoun.
When did you have time to read that book?
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http://www.flickr.com/photos/dilaudid/4954719152/sizes/m/ Markus Koljonen – website: http://blackswan.carbonmade.com
What percentage of your grade is
allocated to interpersonal (unrehearsed)
communication?
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Strategies for Cooperative Work
Think – Write - Pair - Share
The teacher poses a problem
or presents a topic. Students
are given time to think and may be
asked to jot down their thoughts or asked to
respond individually using tools such as
polleverywhere. They then pair with another student
to discuss the topic or compare responses. Finally,
they share their thoughts with the whole class.
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Food and Hunger
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Food and Hunger
Students will consider personal connections with food. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, describing their tastes and commenting on how healthy or unhealthy certain foods are. They will be able to explain the number of calories needed to sustain life and will analyze the number of calories they consume with regard to the US and other food pyramids. Finally, they will consider why hunger exists, where it is prevalent and how various organizations are helping. As a class students will work individually and in groups to draw attention to hunger issues.
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Interpretive Mode
Students will read authentic text indicating basic concepts for a healthy diet. They will look at authentic recipes and indicate if the foods are healthy or not and will
check reasons why or why not. They also listen to descriptions of images from Hungry Planet and select the image that is being described.
Presentational Mode Interpersonal Mode
Students will create a public service announcement to address
nutritional and / or hunger issues in their community.
Students will have completed various activities based on visuals
throughout the unit. For the interpersonal assessment, students will be given random images and
will be expected to ask and answer questions about food choice, likes
and dislikes and diet. They will discuss hunger based on the setting
of the images.
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Interpersonal Task/Common Core – Novice High
Students will have completed various activities based on
visuals throughout the unit. For the interpersonal
assessment, students will be given random images and will be expected to ask and answer questions about food choice, likes and dislikes and diet. They will discuss hunger based on the setting of the
images.
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Student Can-do’s
I can Yes With some help
Not yet
ask and answer questions about food and hunger talk about likes and dislikes concerning common and international foods identify where certain foods are from and identify key ingredient(s) ask and answer if they would like certain dishes and give reasons explain where and why hunger exists in the world explain how they make good / poor food choices
explain how they make good / poor food choices
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Teacher Observation Check List
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Student 1
Student 2
Student 3
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Laura Terrill
Have a conversation about these meals.
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Laura Terrill
Tu aimes la ratatouille?
• l’aubergine
• la courgette
• le poivron rouge, vert, jaune
• la tomate
• l’oignon
• l’ail
un repas français
Oui, j’aime la ratatouille parce que j’aime beaucoup les tomates. Non, je n’aime pas la ratatouille parce que je déteste les aubergines.
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Laura Terrill
?????? le gumbo?
• le céleri
• le poivron vert
• l’oignon
• le poulet
• la saucisse
• les crevettes
un repas cajun
Oui, j’aime le gumbo parce que …. Non, je n’aime pas le gumbo parce que …...
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• les frites
• la sauce
• le fromage
???? la poutine?
un repas canadien
Oui, ……. Non, …...
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Laura Terrill
????? le plumpynut?
• L’avoine
• Les graines de tournesol
• Les amandes
• Le germe de blé
• Le miel
• Les fruits secs un repas multi-micronutrient
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Where do they eat….?
Is (tagine) French or Marocain?
Which meal is healthy? Unhealthy? Why?
Are you allergic to…?
Have you tried….? Why or why not? Laura Terrill
Have a conversation about these meals.
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http://www.lexpress.fr/actualite/societe/les-chiffres-de-la-faim-dans-le-monde_1040867.html
• Where do you live? • What do you eat? like to
eat? • Is hunger a problem? Why
or why not? • How many people are
severely hungry? • What is the solution?
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Laura Terrill
Summative Interpersonal Assessment You are attending a student United Nations event. The topic is food and hunger. You will represent one country and interact with others from other countries. Have a conversation where you ask and answer questions to discuss:
• Where you live • Food likes and dislikes • Foods that you eat in your country • Healthy and unhealthy behaviors • Hunger issues where you live
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Laura Terrill
Interpretive Mode
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.
Presentational Mode Interpersonal Mode
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.
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.
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Laura Terrill
Interpersonal Task/Common Core – Novice High
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.
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Make plans for your time in Puerto
Rico.
• Discuss what you would do
each day; consider the
weather.
• Comment on what teenagers
in Puerto Rico like to do.
• Discuss something you really
want to do and something
that isn’t of great interest.
• Justify why you don’t want to
do something.
Develop the Role Play
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Presentational
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Writing 2011
Target Percentage Distribution of NAEP writing tasks
Communicative Purpose Grade 8 Grade 12
To persuade 35 40
To explain 35 40
To convey experience 30 20
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Common Core Writing
Standards
• Three types of writing
• The writing process
• The quality of student writing
• Writing as integral even for very young students
• Writing across all disciplines and for real purposes
Pathways to the Common Core
Accelerating Achievement
Calkins, Ehrenworth, Lehman
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Writing is Thinking
Writing Makes Thinking Concrete
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Writers consume more than they produce.
• Read like a writer.
• “Steal” characteristics of good text.
• Imitate familiar genres.
Keep a writing log. Write about the writing itself. Copy interesting sentences and comment on what makes them effective. Consider how the author gets the reader’s attention. Think about how you might use a certain technique.
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http://olc.spsd.sk.ca/de/pd/instr/strats/storymapping/index.html
http://www.101words.org/
http://flashfictiononline.com/main/
Less is more?
Laura Terrill
http://www.sixwordmemoirs.com
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Une carte postale arrive 72 ans plus
tard
Mardi 1 septembre, 06h16
Cette carte postale est arrivée à la poste de
Monaco la semaine dernière, en provenance
du centre de tri de Nice.
Arrivée le 25 août 2009, la carte avait été
postée le… 11 août 1937!
Postée à Saint-Etienne-de-Tinée, dans les
Alpes-Maritimes, par M. Achierdi, cette carte
postale était destinée à Fernande, sa fiancée.
Une fiancée décédé en 1969…………
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Teammates Consult
Discuss with your group. Then, pick up a pen and write an answer in your own words.
What are the implications of reaching 7 billion for the Earth’s population?
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Teammates Consult
Discuss with your group. Then, pick up a pen and write an answer in your own words.
How would I feel? How can I help?
Laura Terrill
100
It’s summer. It’s hot. I love to swim. I like the beach. I like to play volleyball.
Write 5 sentences about summer…..
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Laura Terrill
Teach transitions
but
and then
at first
however
often
later
perhaps
by the way
on the contrary
and
briefly
also
still, always
as, like
for example
in this way
suddenly
because
especially
in any case
finally
now
Laura Terrill
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Building Blocks
The parrots attacked the frogs _______ _________ where ? with whom?
__________ __________ _________. when ? at what time? why?
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An unusual event…..
1. Write an interesting topic sentence.
2. Write a solid closing sentence.
Sentence 2
Sentence 3
Sentence 4
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It was a dark and stormy night when Zapata met El Chupacabra.
—
—
—
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Sadly, Zapata learned too late that nightmares do come true.
Expand a Headline
Ce couple de retraités achète une maison et tombe sur un
vrai trésor enfui dans sa grange
Laura Terrill
http://www.actupus.com/ce-couple-de-retraites-achetent-une-maison-
et-tombent-sur-un-vrai-tresor-enfui-dans-leur-grange/
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Two Voice Poems
http://www.writingfix.com/PDFs/Comparison_Contrast/Po
em_Two_Voices.pdf
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Conventions
Laura Terrill
“It has now become conventional
wisdom…… that the best way to
teach conventions is by example,
using texts students create.”
--Culham
Correct use of all conventions
Risk-taking
Writing errors are bad, they are indicators of failure
Writing errors are good, they are opportunities for instruction
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Great Art of France: Virtual
Visits
Elle s’appelle Mona Lisa. Elle a
32 ans. Elle n’est pas jolie,
mais elle n’est pas laide, non
plus. Elle a les cheveux longs,
pas noirs, pas blonds......
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What did you do?
Yesterday – Today - Tomorrow
What are you doing?
What are you going to do?
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Your “apple save” moment….
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“If you want to feel secure,
Do what you already know how to do.
If you want to be a true professional and continue
to grow…
Go to the cutting edge of your competence,
Which means a temporary loss of security.
So whenever you don’t quite
know what you’re doing,
know you’re growing!”
Madeline Hunter 1987
Laura Terrill
World Language / ELL Consultant
Email: [email protected]
Wiki: lauraterrill.wikispaces.com
Laura Terrill
NYC LOTE Wiki: lterrillnyclote.wikispaces.com Keys to Planning for Learning Website:
http://www.actfl.org/publications/books-and-brochures/the-keys-planning-learning