Laura Terrill

What? How well? Identify desired results – What are the goals?

Laura Terrill

ThemeTopicEssential Question Food Family Travel Houses “A coherent curriculum spirals around a set of “big ideas” and recurring Essential Questions.” J. McTighe (2012) “A coherent curriculum spirals around a set of “big ideas” and recurring Essential Questions.” J. McTighe (2012) Global Themes Identity/Belonging Challenges Creativity Discovery Exploring Time and Place Well-being

Laura Terrill

Performance Range Novice Range Language and Level Level 1 ThemeIdentity/Belonging TopicSchool Days Essential Questions What role does school play in our lives? Number of weeks 6 weeks Instructional Minutes 250 weekly

Laura Terrill Unit Goals Learners will be able to: Discuss their likes and dislikes with regard to school Comment on what they need to learn and what they do to learn Make comparisons between their school life and school life in the target culture Comment on the importance of school and who goes to school Comment on how children go to school and make comparisons to their lives Share information about their school with others

Identity/Belonging: School Days What role does school play in our lives? Laura Terrill Interpretive Mode Read school schedules from other countries and draw conclusions about similarities and differences. Interpretive M ode Read ads or lists about school supplies and indicate what is needed. Interpretive Mode Listen as individuals give their opinions about information related to school and demonstrate comprehension. Presentational Mode Create a multi-media presentation that will introduce your school to other Spanish speakers. Interpersonal Mode Have a conversation where you discuss school and education. Comment on what you like and don’t like about your school and make comparisons to other schools in other countries. Give your opinion about why education is or is not important. Creativity – Collaboration – Critical Thinking - Communication

Laura Terrill Can Do Statements Interpretive  (L&R) I can understand details about school schedules.  (R) I can order schools supplies using an online site.  (R) I can understand statistics on who goes to school around the world. Presentational  (S & W) I can talk and write about schools around the world.  (S & W) I can give simple reasons why school is important in my life and for all children.  (S & W) I can narrate a prepared script introducing my school. Interpersonal  I can ask and answer simple questions about my school and schools from around the world.  I can exchange and give reasons for my opinions about school.  I can compare how I and others go to school.

Toolbox Supporting Language Functions (I can….) Supporting Structures/PatternsPriority Vocabulary Ask and give information on school subjects and schedules Explain what I can do to learn Express opinions about my classes Express what I need/don’t need Explain how many classes I and others have Compare schools in different communities and in different times Explain how they and others go to school Recognize the rights of the child Share information on who goes to school Explain why school is important Laura Terrill

Toolbox Supporting Language Functions (I can….) Supporting Structures/PatternsPriority Vocabulary Ask and give information on school subjects and schedules Do you like….I like, don’t like ordinal numbers at what time Explain what I can do to learnI can…read, study, etc. Express opinions about my classesadjective agreement Express what I need/don’t needI need… Explain how many classes I and others have how many Compare schools in different communities and in different times In (Argentina) …, but here…. Prepositions with countries Today’s schools have… Schools used to have…. Explain how they and others go to school To go Recognize the rights of the child All children need.. dignity, education, etc. Share information on who goes to school Who goes… __% of girls go… Explain why school is important Education is… Important, essential, a right the foundation for the future Laura Terrill

Toolbox Supporting Language Functions (I can….) Supporting Structures/PatternsPriority Vocabulary Ask and give information on school subjects and schedules Do you like….I like, don’t like ordinal numbers at what time school subjects school supplies places in school buildings days of the week months of the year time verbs associated with school *** A right, basic right Dignity, education Percent Recess Explain what I can do to learnI can…read, study, etc. Express opinions about my classesadjective agreement Express what I need/don’t needI need… Explain how many classes I and others have how many Compare schools in different communities and in different times In (Argentina) …, but here…. Prepositions with countries Today’s schools have… Schools used to have…. Explain how they and others go to school To go Recognize the rights of the child All children need.. dignity, education, etc. Share information on who goes to school Who goes… __% of girls go… Explain why school is important Education is… Important, essential, a right the foundation for the future Laura Terrill

What? How well? Identify desired results – What are the goals?

Laura Terrill

Communication Collaboration Creativity and Innovation Critical Thinking and Problem Solving

Laura Terrill Common Core “Three Shifts” Schmoker, Leading with Focus Work from a clearly articulated curriculum

Laura Terrill 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.

Getting the most out of a text Read, listen and/or view Talk about it Write about it Laura Terrill How can you best use this text in the interpretive mode? What interpersonal conversation would students be likely to have on this topic? What might students do in the presentational mode as a way of making learning more concrete?

Laura Terrill

Before Reading: Prediction Laura Terrill

ACTIVE Ask questions, make connections, track down most important words or ideas, make inferences, visualize, extend their learning

Extend to other skills Laura Terrill

image: mrshalaby-portfolio.com What did our students learn? What evidence do we have that they learned? Why do we spend time reviewing? or Laura Terrill

I canYes 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 Laura Terrill

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 Student 1 Student 2 Student 3 Laura Terrill

Individual Accountability 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. Laura Terrill

Designing Tasks for Performance Assessment Successful use of performance assessment depends on using designing tasks that let learners demonstrate what they can actually do with language. Authentic assessment activities: Adapted from: deal with topics or issues of interest to the students rely on real-world communication contexts and situations involve real problems that require creative use of language require a quality product or performance establish evaluation criteria and standards that are known to the student allow for interaction between teacher, student and peers allow for self-assessment Laura Terrill

Assess what students know… 1. Read the advertisement and place a check next to the statements that contain information from the ad. (Ad in target language, questions in English.) 2. Tell me what you, your friends and others are going to do over the weekend 3. Write 4 questions that you will ask about school when interviewing your epal. 4. List at least 4 foods and one beverage that you might have at each meal. Do not repeat choices. 5. Read the following . Write 2 questions you might ask based on what you read. 6. Read the paragraph. Tell me what you know about Mary and her mother. 7. Write a definition for 12 of the 15 words. Laura Terrill

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. Laura Terrill

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

CategoryPercentDescription Learning Checks10 Achievement - homework, participation, in-class work, vocab and grammar quizzes Interpretive30 Performance - reading/listening based on authentic text that they are seeing or hearing for the first time Interpersonal30 Performance - unrehearsed communication with a partner, teacher is not a partner Presentational30 Performance - rehearsed writing or speaking, ideally for an audience beyond the teacher Laura Terrill

Required for an “A” Laura Terrill