Washoe County School District High School World Languages Distance Education Learning

PlanComplete these lessons if you are enrolled in a World Language course

If you are accessing this electronically and don’t have a printer, all work can be completed on any paper you have at home.

Pick a different assignment to complete each day during your World Language class. Not all assignments will be completed. Several of the options are project-based assignments and will count for multiple lessons

because they have been designed to be completed over several days.

If an asterisk (*) is next to the title of the activity, a device and/or internet is required to complete the task.

Pop CultureThis is a 2-3-day research project. This project can

be completed with or without internet access.

Standard: 1, 2, 3, 6, 10

What If...Create a social media post

for 3 historical figures.

Standard: 3, 6, 9

Their School vs My SchoolThis is a 2-day research project. This project can

be completed with or without internet access.

Standard: 1, 2, 3, 6, 7, 9, 10

The OlympicsThis is a 2-day research project. This project can

be completed with or without internet access.

Standard: 1, 2, 3, 4, 6, 10Dog Run

Study the picture. Then, according to your language level, follow the instructions.

Standard: 3

Boggle How many words can you make? Create a Boggle board and then, according to your language level, follow the instructions.

Standard: 3

Short StoryThis is a 3-day project with a 4th day option. Consider the illustrations provided write a chapter book to explain the story of the

illustrations.

Standard: 3, 10

*AudioLinguaThis option requires

internet access. You may choose to do this activity up to 3 times. Click on the

link and follow the directions.

Standards: 2, 3, 6, 7, 8, 9, 10

 Language Learning Reminders:  Do Not Use a translator. Your teacher knows when the work is not your own. There are no repercussions for mistakes right now. So, do your best work and challenge yourself. If you need a dictionary and don’t have one at home, I encourage you to use www.wordreference.com or www.linguee.com. The term “target language” refers to the language you are studying at school. Unless the directions say otherwise, all work needs to be turned in to your teacher in the target language.

Pop Culture: Research Project

Paper/Pencil Option: 3-Day Project

Connecting to Media Literacy, Information Literacy, and Global Awareness

Choose a global category that you have learned about this year or have previous knowledge of: Television...Films...Music...Videos...Celebrations...Politics...etc.

Day 1: From the chosen topic, create a list of at least ten items (facts, “top ten” list, etc.) for both the target culture/language and the United States. Save this information as a reference for the activity on Day 2. *Also, if you used sources outside of what was learned in class, be sure to record your source as this will be included in your final submission.

Day 2: Create a side-by-side display using the information gathered on Day 1. Using vocabulary and grammatical structures learned this year, present the information, pointing out similarities and differences between the two countries on your display. This display may be on paper, poster board, PowerPoint, SWAY, etc. If you used any outside sources, be sure to cite them. Upon completion, submit to your teacher through their preferred method.

You can use the diagram below to organize your thoughts:

Country of your choice United States

What If…

What if social media had existed years ago? Using professions and trades from the past, select three historical people, famous or not, for which you will create a mock social media page on paper. Consider what these people would have posted after a week of work or a weekend of fun.

(Insert picture here)

(Insert picture here)

(Insert picture here)

Their School vs. My School: Research Project

Paper/Pencil Option: 2-day project

Connecting to Information Technology, Social and Cross-Cultural Skills, Global Awareness- Interpretive Reading, Presentational Speaking and Writing

Day 1:Choose someone to interview who has already graduated high school. Remember, social distancing guidelines. If the person you are interviewing is not at home with you, you can use the telephone or computer to connect. Stay safe! Ask the person you are interviewing about the educational system and culture when he/she was in school. You may want to include what classes students typically took, how many classes they had in a day, what time classes ended, what their grading system was like, what they wore to school, and so on. Make a connection between your school and the school you have been researching. Make a list of interview questions. Your list must include 10 questions. You will need to turn this list in with your final project.

Day 2:Prepare a class presentation combining your knowledge from what you’ve discovered in your research. Try to present as much in the target language as possible. Compare your findings with your school life. Illustrate your presentation with a Venn diagram to list differences and similarities. This display may be on paper or poster board. Upon completion, submit to your teacher.

You can use the Venn Diagram below to help map your findings.

Their School My School

The Olympics: Research Project

Paper/Pencil Option: 2-day Project

Connecting to Creativity and Innovation, Critical Thinking, and Problem SolvingInterpretive Viewing, Interpersonal Speaking, Presentational Writing and Speaking

Choose a major city that you have visited or have extensive knowledge of and where you think the next summer or winter Olympic Games should be hosted.

You will need to demonstrate to the International Olympic Committee (IOC) why the location,climate, and tourist attractions of your chosen city make it the ideal host city.

Day 1Create a presentation to pitch your city to the IOC. Include the following information: • Where might certain events take place? (e.g., beach volleyball on which beach?) • What is the weather like at that time of year? (Does it snow enough for alpine skiing?) • What types of activities (hiking, shopping, etc.) can tourists do there? • What kind of attractions (monuments, activities, etc.) can athletes and tourists enjoy while there? • What basic information about the city can you include? (location, population, etc.)

Day 2Present your findings to the IOC. This presentation may be on a paper or poster board. Be sure to include your sources where appropriate. Upon completion, submit to your teacher. Presenters should use knowledge of unit vocabulary and grammar to present and ask questions. After hearing the pitches, IOC committee members (your teacher) can select a host city for the next Olympic Games.

Whe

re What cities are you considering? W

hat

What are the activities and attractions? W

hy Why should your city win the bid?

Dog Run:

Level 1-2: Make a list of the items you can name in the target langauge and then write 5 short senteces. Ideas for things to write about:

The weather Body parts Clothing Physical descriptions Emotions Introductions (name, age, likes and dislikes etc.)

Level 3-4: Write a seven sentence paragraph about what is happening in the picture.

Level 5-6+: Write a story (150 word min.) and explain what will happen after the dog catches the boy.

Spanish Literacy: Write a story (200 word min.) explaining what has led to this moment.

BOGGLEHow many words can you find?

Fill in the letter box with letters or characters from the language you are studying and see how many words you can create. If you completed this option during Phase 2, you MUST create a new Boggle sheet.

Level 1-2: At least 20 words then create an original sentence

Level 3-4: At least 35 words then create original sentences using 10 words

Level 5-6+: At least 50 words then create original sentences using 15 words

Spanish Literacy: At least 60 words then create original sentences using 20 words

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Chapter Book: This is a 3-day project

Use the pictures below to guide your story and the theme for each chapter.

Remember… using a translator when writing is considered plagiarism and your work will not be considered for a grade. It is okay to make mistakes, so please turn in your own work.

Level 1-2: You must write a minimum of 100 words for each chapter.

Level 3-4: You must write a minimum of 200 words, as well as, include at least 2 different tenses for each chapter.

Level 5-6+: You must write a minimum of 350 words, as well as, include at least 2 different tenses for each chapter, but include 4 tenses overall.

Spanish Literacy: You must write a minimum of 350 words for each chapter. Your story must include, at least, one of each of the following: metaphor, dialogue, comparison and recommendation.

Chapter 1: (Day 1)

Chapter 2: (Day 2)

Chapter 3: (Day 3)

Day 4 (Optional):

Find a story written in the language you are studying. Record yourself narrating that story and submit your narration to your teacher. Make sure to contact your teacher and ask how you should submit your recording (email, Teams, Flipgrid, etc.). Remember… your speaking practice is very important to your continued success when acquiring a new language.