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Discover What Works in the Classroom of the National Language Teacher of the Year

Ray Clifford, ACTFL President Marty Abbott, Director of Education, ACTFL

Mara Sukholutskaya, SWCOLT Representative to ACTFLJanet Glass, ACTFL National Language Teacher of the Year

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THE GOAL:Sustaining conversation

THE THEME: A visit from Don Quixote

THE MEANS: …

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scaffolding

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and motivation

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. . . acquisition can only occur in the presence of certain affective conditions: i.e., the learner is

motivated, self-confident, and has a low level of anxiety.

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Don Quixote walks off the page and into our lives.

After reading about this world-renown Knight, we have some questions.

Ask him about his triumphs among the kings and queens and castles of La Mancha. Find out why he launched the attacks.

Always curious about people, he wants to hear about our lives. We’ll be ready!

Of course, he only speaks Spanish.

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How the world has changed since the 1600’s!The Great Knight will be amazed by what we tell him about ourselves and our classmates.

Wait, how well do we really know our classmates? Let’s get to know thembetter.

•You’re going to talk with three different classmates and try to get to know a lot about what they like to do. •Find out where they like to do it and when. •Alone or with someone else? With whom?•Is there a special reason they enjoy it? What else do they like?

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Each person will pick a name out of the basket. Announce the name to the class. ( No reactions, please!) Now that person is “taken.”

When everyone has a partner and you hear the signal,

walk over and start a conversation about what each other likes to do.

You will get another signal in 3 minutes. Stop. Sit down.

Share with the class something new you just learned about your conversation partner.

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We’ll see a few clips of last year’s conversations.

We’ll also look at the rubric so you’ll know how to do your best.

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Think about:Can you say everything you need to say? If not, what can help you get prepared? What will you say if you don’t understand your partner? What will you do if your partner misunderstands you? How can you fill a gap in the conversation?Is there something we could go over in class, in groups, for homework that might help you?

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Exceeds expectations Meets Expectations Does Not Meet Expectations

Does your partner understand you? COMPREHENSIBILITY

My partner can understand me without any difficulty.

My partner understands most of what I say.

My partner has difficulty understanding me.

Do you understand your partner? COMPREHENSION

I answer his/her questions with no problem.

I answer most questions appropriately

I answer a few questions appropriately. Often, I cannot respond at all.

How well do I use the Spanish language? VOCABULARY USE AND LANGUAGE CONTROL

I am correct when I use simple sentences and questions. I make mistakes when I try to be more creative, but the errors don’t interfere with what I’m saying. I can speak on a variety of topics.

I complete the tasks with mostly memorized chunks of language and some sentences. I start making more mistakes when I try to be more creative, but they don’t interfere with what I’m saying.

I speak using single words and lists. I make mistakes that interfere with my messages.

How well do I keep the conversation going? COMMUNICATION STRATEGIES

I can ask and answer basic questions and follow up on statements. I can ask for clarification by asking for repetition and for additional information. There are few pauses in the conversation.

I am able to answer most questions appropriately and ask a few memorized questions. When my partner doesn’t understand, I can sometimes substitute other words. There are some pauses in the conversation

I am able to answer or ask few questions or to follow up on statements. I resort to English to clarify meaning. There are many long pauses in the conversation.

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• For more examples of rubrics based on performance, please go to:

http://flenj.org/CAPS/?page=149

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Isabel David

Videoclip.WMV

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Which of these language functions did you see in the video?

Ask about preferences Express likes and dislikes Express interest in the speaker’s statement Comment on statements Express surprise or approval Follow-up questioning Ask for repetition or clarification Express lack of understanding

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Pregúntales a tus amigos si juegan a las siguientes cosas y con quien.

Al tenis

Estudiante 1: ¿Juegas al tenis?

Estudiante 2: Sí, juego al tenis. (No, no juego al tenis.)

Estudiante 1: ¿Con quién juegas?

Estudiante 2: Juego con mi hermana (Manuel, Bárbara…)

1. Al vólibol 2. Al básquetbol 3. Al fútbol 4. Al póker 5. Al ajedrez 6. Al béisbol

Para comunicarse

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In which activity do students see the long term goal?

Are learners invested in the results?

Do students have a say in planning the scaffolding they need?

While in pairs, do learners have opportunities to take on a variety of roles such as teacher or resource ?

Which activity has more of a social component?

Is the exercise mechanical or meaningful?

Does the exchange build towards proficiency?

Which could accommodate a native speaker? A student with learning disabilities?

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Let’s look at some other motivating tasks

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You and your family are traveling in France. One day while walking through a park, you see a piece of paper on the ground. You pick it up and read it. It is a carte d’identité. You see a policeman, greet him, and give it to him. During the conversation, he asks you some questions about yourself. Then back at home, you return to your French immersion school. Your principal has decided that each student will need an identity card. You are so happy because you know exactly what they look like and you want to make one.

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CARTE D’IDENTITE

Nom: Prénom: Votre photo Lieu et date de naissance: Nationalité: Signature:

NOM________________________________________ Votre photo Prénom______________________________________ Né le _________________________________________ À____________________________________________ Signature Nationalité________________________ ______________________ Domicile______________________________________

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              Webquest: El Dia de los muertosRead an introduction to the celebration. Underline in red all the words that relate to

negative feeling. In blue, underline the positive feelings.

http://www.acabtu.com.mx/diademuertos/panteon.htmlhttp://www.acabtu.com.mx/diademuertos/altar.htmlhttp://www.quia.com/jg/536069.html

Choose a page that describes a holiday in the U.S. and another in Mexico. Use a “T” chart to compare the two holidays.

www.azcentral.com/ent/dead/videohttp://www.mexicanmuseum.org/membership/article_news.asp? articlekey

=205&language=spanishhttp://www.plaoar.edu/library/displays/Octpber2001/default.htmhttp://travellady.com/articles/articles-diamuertos.html

For more resources by the author of this webquest, Lori Langer de Ramírez, go to:www.miscositas.com

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Look at some prints of the artist Jose Guadalupe Posada. Choose your favorite and describe it using five adjectives

www.hawaii.edu/artgallery/posada/Calaveras/Index.html

www.mexconnect.com/mex_/feature/muertos/ph146posada.html

http://ashleysherry.tripod.com/halloween/posada.html

Choose a site for e-cards about Dia de los Muertos. Send your teacher a greeting.

www.azcentral.com/postcards/ViewPostcards.php?categorylD=9

www.deepestfeelings.com/holidays/day_ofthe_dead/index.shtml

http://browse.postcards.org/postcards/cards/1136

http://acapulco2000.com/cgi-bin/pc.cgi?halloween

Follow a recipe and bring in the results to share or make a craft project and bring it to class

http://pbskids.org/mayaandmiguel/espanol/parentsteachers/lessonplans/celeb.html

www.univision.com/content/content.jhtml?cid=4437

www.geocities.com/Athens/Acropolis/1506/sugar.html

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¿Estás en buena forma? How do you stay fit?

People en español has announced that they will be publishing a special edition of the magazine which will include articles on lifestyles. You will read some articles from People en español about keeping fit. You will have a few days to talk with each other about what you do to stay in shape. You will get an organizer and writer’s checklist. You will write an article to submit for the special edition on the topic.

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Nombre ________________________ Interpretive Task: Intermediate-Low Comprehension Phase activities Fecha _____________________________ People EN ESPAÑOL – La vida sana I. Main Idea. Using the information from the reading, provide the main purpose of the

articles in English. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

II. Supporting details. After reading the articles, indicate which artist(s) the statement

applies to. Include all possible artist(s).

__________ She drinks a lot of water. __________ She eats fruit at least twice a day. __________ She never orders dessert.

__________ She loves to cook at home using Cuban recipes from her family. __________ She suffered from several ailments, including hypoglycemia and

migraines. __________ She has worked with a trainer. __________ She still smokes, but not as much. __________ She uses strength-training exercises because she doesn’t like to sweat. __________ She continues to run routinely

A. Daisy Fuentes B. Cristina Saralegui

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•Lee el artículo “La migración de la mariposa monarca” •Consulta: http://www.learner.org/jnorth/monarch/index.html.•Dibuja el camino de la migración de la monarca en el mapa.•¿Cuáles son los estados de los Estados Unidos donde vuelan las mariposas?

Research the Monarch butterfly’s migrations from Canada to Mexico.How is this migration threatened? Create a public service video to inform people.Send it to a Spanish language TV station or post it on Youtube.

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• For units based on integrated performance assessments on the Monarch butterfly and urban parks, please go to:

http://www.nj.gov/education/aps/cccs/wl/

frameoworks/wlo/