Today’s Goals Revisit major topics from initial meeting

1. “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

2. Today’s Goals • Revisit major topics from initial meeting • Advance work on unit topics by level and language • Agree on at least 2 units that will be taught at each level • (avoid conflicts in terms of vertical articulation) • Select a unit for development (each teacher) • Begin to complete template outline • Determine next steps

3. Key questions for today How often will student performance be assessed annually in each mode (IPA)? What major topics are covered at each level? What about grammar? What unit are you planning to develop?

4. lterrilllakezurich.wikispaces.com

5. Targeted Language Goals - Parkway School District Level 2 (Nov. High – Int. Low) Level 1 (Novice) use simple sentences / questions on very familiar topics create with language at the sentence level; ask questions

6. Level 3 (Int. Low – Mid) Level 4 (Int. Low – Mid) develop ideas with supporting details in three time frames narrate and describe in three time frames Level 5 (Int. Mid – Pre Advanced) state an opinion and defend/support that opinion

9. ACTFL Integrated Performance Assessment Interpretive Communication Students listen to, view and / or read an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance. Presentational Communication Students engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, videos, radio broadcasts, posters, brochures, essays, websites, etc. Interpersonal Communication After receiving feedback students engage in communication about a particular topic which relates to the interpretive text.

12. Level 1 French – Sample List • form simple sentences by conjugating verbs, heavy emphasis on first and second person of high frequency verbs, paradigms taught, not assessed • Negatives • Definite and indefinite articles • sing/plura • simple future • adverbs of time • past tense – emphasis on first & second person, frequent irregulars • specific être verbs in past tense – arriver, aller, sortir • possessive adjectives • je veux, je voudrais, je peux, je dois +infinitive • question words • irregular verbs - être, faire, avoir, aller • adjective agreement - regular • stress pronouns in common expressions only – chez moi, toi, avec moi, avec toi • partitive – perhaps 10 lexical phrases to convey concept • prepositions - name and connect to unit • going to, coming from • commands (respond appropriately)

20. Interpersonal

21. 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 Summative Interpersonal Assessment images: Healthy Planet

22. Design a summative interpersonal task that captures all of the communicative goals for the unit. You may want to create the illusion of different tasks, but the goals of each task should be nearly identical. Create performance-based assessments Role-play B: You are speaking with someone who is an expert on the area of (France) that you will be visiting for a day. Have a conversation where you: • share what you think you want to see and do giving reasons for your choices and listen to the suggestions that are given • accept and reject the suggestions made by the expert • decide what to do first, second, last and consider how you will move from one activity to another • ask for information on good options for lunch or dinner Role-play A: You are traveling with your friend. Come to agreement over the schedule for the day balancing the things that you both really want to see and do. Have a conversation where you: • make suggestions on what to see and do giving reasons for your choices • accept and reject the suggestions made by your friend • organize the agenda for the day deciding what to do first, second, last commenting on how you will move from one activity to another • debate and compromise over the perfect place for lunch or dinner • Role-play C: You are spending a day with your cousin in (France). Come to agreement over the schedule for the day balancing the things that you both really want to see and do. • Have a conversation where you: • make suggestions on what to see and do giving reasons for your choices • accept and reject the suggestions made by your cousin • organize the agenda for the day deciding what to do first, second, last commenting on how you will move from one activity to another • debate and compromise over the perfect place for lunch or dinner

23. Testing Day On-deck Area • Students: • Select task • Practice both roles 1. • Use the technology that is available to you, low-tech options will work • Select random partners on the day of the test, determine and post the order • Assign work to students, often a presentational assessment will work well • Create an ondeck area where each pair draws a situation at random, practices for 2 minutes and prepares to take either part • Move the ondeck students to a station in front of you. Set a timer for a set amount of time and indicate which partner should start the conversation. • Call time if necessary. Mark the rubric before asking the next pair to move to the station in front of you. Performance Area • Teacher: • Indicates who starts • Sets timer • Assesses performance 2. Students in class work quietly on assigned task. 3.

26. Interpretive

27. Common Core State Standards for English Language Arts and Literacy

28. Interpretive with strong visual support …. Données insufisantes Préoccupation mineure Quasi menacée Vulnérable En danger En danger critique d’extinction Eteinte ou éteinte à l’état sauvage Pair students - give them a time limit and tell them to make statements or ask each other questions about the document. http://www.actu-environnement.com/ae/dossiers/biodiversite-convention-conference-nagoya/biodiversite-graphique.php4

29. radio-canada.ca

32. Source - UNICEF

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

34. Savez-vous vraiment comment sont faits vos souliers de marque Nike? Des milliers d’enfants travaillent en moyenne 12 heures par jour, jusqu’à sept heures par semaine pour fabriquer les souliers que vous portez. L’entreprise Nike promet que ses produits ne sont plus fabriqués par des enfants. Toutefois, le géant a déjà dû payer 1.5 million $ pour régler des poursuites pour des publicités mensongères... L’entreprise est critiquée pour les conditions de travail de ses ouvriers dans des usines sous-traitantes d’un peu partout dans le monde, entre autres le Vietnam…….. Mettez-vous à la place de ces enfants : comment vous sentiriez-vous de savoir que tous les efforts que vous faites ne sont pas récompensés? Travailler en moyenne 12 heures par jour, tous les jours de la semaine... Ne pas pouvoir aller à l’école, jouer avec ses amis, se reposer, etc. Mettez-vous à la place de ces enfants qui travaillent sans cesse pour faire ce que vous désirez. http://www.info07.com/Opinion-14601 image: cgslb.be

35. Interpretive Mode

36. Laura Terrill World Language / ELL Consultant 8529 Stark Drive Indianapolis, IN 46216 Cell: 314-369-9678 Home: 317-546-2626 Email: lterrill@gmail.com lauraterrill.wikispaces.com