“to begin with the end in mind means to start with a clear understanding of your destination. it...

“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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What do you have to think about when you

begin to revise curriculum?

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Do the curriculum documents

serve to provide direction on what and how well in a format that can be easily

accessed and processed by teachers who always need more hours than they have in

any given day?

http://www.happyherald.com

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Mindset for World Language Curriculum Design

• Culturally Focused: Leading with Culture

• Communicatively Purposeful: Building Toward Proficiency

• Intrinsically Interesting: Relevant to Learners

• Cognitively Engaging: Thematically Focused

• Standards-Based: Reflecting Goals for Learning Languages

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http://search.barnesandnoble.com/booksearch/imageviewer.asp?ean=9780131950849&imId=147217080

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Common Core

• Balance of Informational and Literary Texts

• Interaction with Multiple Print, Auditory, and Visual Sources

• Close Reading of Increasingly Complex Texts

• Increasing Proficiency and Independence

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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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

Writing 2011Target 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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21st Century Skills

•Communication•Collaboration•Critical Thinking and Problem Solving•Creativity and Innovation

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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

Assessing Proficiency

Chantal Thompson

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• Video p. 112• Bell ringer• Act. 1 p. 14• Exprimons-nous p. 114• Act. 4 p. 115• Comparisons p. 123• Reading p. 136• Numbers to 60• Homework

Setting Goals

Bien Dit! Level 1 Chapter 4

• State what classes you like/don’t like and give a reason.

• Ask others for their opinions of classes.

• Say when you have a certain class.

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Level 1

express feelings and emotions

Function (s):

Structure:

Shrum & Glisan

state personal feelings

verb “to be”, adj. agreement

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D. Clementi

Describe people, places and things

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Three Modes of Communication

Interpersonal (Interaction)

Interpretive (Receptive)

Presentational (Productive)

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ACTFL Integrated Performance Assessment1. Interpretive Communication Phase

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.

2. Interpersonal Communication Phase

After receiving feedback students engage in communication about a particular topic which relates to

the interpretive text.

3. Presentational CommunicativePhase

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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Remember Marcel Proust…

“The real voyage of discovery is not in

seeking new landscapes but in

seeing with new eyes.”Microsoft Clipart

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AP Themes Guiding Unit DevelopmentGlobal

Challenges

Contemporary Life

Science and Technology

Personal and Public Identities

Families and Communities

Beauty and Aesthetics

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Global Challenges Contemporary Life Personal and PublicIdentities

• 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

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Connecting Themes to Important Questions

Transitioning from the TextbookTextbook

Theme/TopicRevised

Theme/TopicEssential Question

Food Food and Hunger Why does hunger exist?

Airplane / Hotel Travel Explorations Why does man explore?

Daily Routine/Health Pursuit of Health and Happiness

What impacts quality of life?

Celebrations Our Emotional Selves Why do we celebrate?

House/chores Rites of Passage What does it mean to be responsible?

Restaurant The Art of Food What role does food play in a culture?

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My WorldConsumerism/

StereotypesAll Work and No

Play

Basic greetings, names, age, etc. City, country, nationalityFriends, family, petsHeritage/family ancestryCommunity membersPopulation numbers“Alter Ego”

clothing – where madephysical identitywants/needs/shoppingmoney

activitiesmaking planscalendarentertainmentcelebrationstime

Leadership Managing Stress Travel

school, educationliteracyleadership traits,current/future leaderspersonalityclothing – dress the part

food/healthsupport – friends, familyCelebrationshome vs housework vs. vacationmulti-tasking

vacationseasons/monthsTransportationcarbon footprintfood/allergies

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Complex Thinking — Simple Language

Helena Curtain

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Complex Thinking — Simple Language

No soy un abrigo. Helena Curtain

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Interpretive with strong visual support ….

http://www.actu-environnement.com/ae/dossiers/biodiversite-convention-conference-nagoya/biodiversite-graphique.php4

Données insufisantes

Préoccupation mineure

Quasi menacée

Vulnérable

En danger

En danger critique d’extinction

Eteinte ou éteinte à l’état sauvage

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Source - UNICEF

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http://www.planet-wissen.de/alltag_gesundheit/gastarbeiter_und_migration/migrationsland_deutschland/index.jsp

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Chocolate

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Food and Hunger

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Global Challenges: Food and HungerHow do we eat well? What is hunger?

http://www.frenchified.com/2012/11/la-faim-dans-le-monde/

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Laura Terrill, 2013

Food and HungerStudents 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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Laura Terrill, 2013

Language and Level

French – Novice High Intermediate Low

Theme & Topic Global Challenges: Food and Hunger

ImportantQuestion(s)

How do we eat well? What is hunger?

Goals

What should students know and be able to do by the end of the unit?

Students will: compare hunger in their communities with hunger in other parts of

the world and will prepare a presentation calling attention to hunger issues.

identify cultural dishes and consider where they place on the food pyramid.

identify foods as healthy or unhealthy and will be able to comment on their diet.

state their likes and dislikes with regard to food. .

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InterpretiveStudents 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.

InterpersonalStudents 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.

Presentational Students will create a public service announcement to address nutritional and / or hunger issues in their community.

Performance Tasks

Communication35









Communication

•Communication•Collaboration

• Critical Thinking and Problem Solving• Creativity and Innovation

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CulturesExamples

ProductsPractices Perspectives

Food Pyramids from different countries Daily diet Eating habits vary from one culture to another

ProductsPractices Perspectives

Regional dishes like Ratatouille Eating locally Regional specialties

Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

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ConnectionsExamples

Other Disciplines / Distinctive Viewpoints

Technology Integration

Science: •Food and Calories

Global Studies:•Location of key countries

• internet sites to track diet choices• Wefeed site to determine cost of

feeding poor

Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their knowledge of other disciplines through the foreign language.Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

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Comparisons

Examples

Culture Language•food pyramids•staples of a diet•food quantity and quality

•Bon appétit•SOS Faim

Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2 – Concept of Culture: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

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Communities

Examples

Beyond the Classroom

Lifelong Learning

Inform other classes/schools/community about ways to solve hunger issues in community .

Encourage collaboration via technology as a way to connect with people around the world.

Standard 5.1 – Beyond the School Setting: Students use the language both within and beyond the school setting.

Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

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Performance Tasks

Communication41

Connections to Common CoreReading 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.

Writing 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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.

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.

Speaking and Listening 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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Toolbox

Language Functions Related

Structures/ Patterns

VocabularyExpansion

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Toolbox

Language Functions Related

Structures/ Patterns

VocabularyExpansion

ask and answer questions about food and hunger

to haveidioms (avoir faim)

hungry / thirstylike/dislike/preferfood dishes/categories of foodnumber/calories/ food elements – fat, protein, etcwould you like, I would like, please, thank you I eat well because/to avoiddiseasehunger - causes

…not merely thematic

vocabulary lists

talk about likes and dislikes concerning common and international foods

definite articlesnegation-er verbs

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

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What is your grading system?

Pretend that I am the parent of a student. I want to know how grades are determined so that I can better understand the grade my child has. Jot down how you determine the final quarter/semester grade. Be sure to include any elements that are required by your school or school district.

What is your grading system?

AssignmentPossible Points Points

Weighted Grades

Homework 100 8083Quizzes -

Formative 250 210

Participation/Formative Speaking

50 30 60

Interpersonal 100 70 70

Interpretive 100 60 60

Presentational 100 80 80

700 530 = 76% 71%

Sample Standards-Based Grading Scale

Category Percent

Summative/Major Interpersonal Assessments 25%

Summative/Major Interpretive Assessments 25%

Summative/Major Presentational Assessments 25%

Participation (documented) 10%

Skill Checks (Vocab and grammar) 10%

Classwork/Homework 5%

Laura TerrillWorld Language / ELL Consultant

8529 Stark DriveIndianapolis, IN 46216

Cell: 314-369-9678Home: 317-546-2626

Email: [email protected]

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mailto:[email protected]

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