Webinar 8Webinar 8

Let's Plan!Let's Plan!

Moderators:Moderators:

Silvina Orsatti – Project LeaderSilvina Orsatti – Project Leader

Dr. Frank Brooks – Topic Expert Dr. Frank Brooks – Topic Expert

Session Raffle

Bb Collaborate/SkypePSMLA 2011 backchannel

Welcome back, Becky!

Session 1~

We reviewed some concepts and

practiced with web 2.0 tools!

ACTFL Standards for Foreign Language Learning

= The Five Cs

Partnership for 21st Century Skills

ACTFL 21st Century P-21 skills map

Web 2.0

Web 2.0 tools promote communication and sharing;

two essential aspects in teaching foreign languages in class

“Digital literacy is less about the tools and more about the thinking”

Session 2~

What have we done so far?Where are we now?

Session 2During this session you will:

1) Collaborate with your peers in brainstorming and producing a simple lesson plan for a communicative

activity aligned with the ACTFL 21st century skills map, using one or more web 2.0 tools.

Lesson Plan + Rubric (individual) - Due mid-January

2) Post your lesson plan on a wiki specifically created for the online PD project, provide constructive feedback to others on their lesson plans, and

(optionally) share student projects with the whole group.

- Communicate and Collaborate with your peers (BbC, Skype, Edmodo Groups, Wikispaces groups, Email, Bubble Us, Google Docs, Face to Face, etc.)

- Brainstorm ideas for communicative activities that integrate one or more web 2.0 tools

- Use the ACTFL 21st century skills map (and other resources) as a guide when planning the activities

- Produce a simple lesson plan, following a “Backward Design” template

Resources

ACTFL 21st Century skills map

21st century standards demand higher-level use of content

The Curriculum Framework specifies what is to be taught for each subject in the curriculum.

In Pennsylvania, Curriculum Frameworks include Big Ideas, Concepts, Competencies, and Essential Questions aligned to Standards and Assessment Anchors and, where appropriate, Eligible Content.

More Resources:

Project Wiki @ http://psmlaonlinepd.wikispaces.com

Webinar 8 – Let's Plan

Backwards Designand

“Essential Questions”

Funny Video from YouTube

Topic ExpertDr. Frank Brooks

Unit Plan Template

Stage 1: Desired Results

Enduring Understandings

Essential Questions

Enduring Understandings and Essential Questions are part of a curriculum process that helps teachers to plan courses or units or lessons they plan to teach. What is an enduring understanding?

They are big ideas that give importance and meaning to a set of curriculum expectations

· They can transfer to other topics, disciplines and adult life · They reside in the heart of the curriculum · The drive the planning and assessment process for teachers · They are described in a personal and relevant context from the point of view of the student

What are essential questions?

They are written to foster understandings and allow student to apply their learning

· They have not simple “right” answer · They are meant to be argued · They are designed to provoke and sustain student inquiry, while focusing learning and final performances · They often address the conceptual or philosophical foundations of a discipline · They raise other important questions · They naturally and appropriately recur · They stimulate vital, ongoing rethinking of big ideas, assumptions and prior lessons

Unit Plan Template

Stage 2: Assessment Evidence

Summative IPA

Context or Scenario

Communicative Tasks

Sample Interpretive Tasks• listen with visuals listen with visuals • fill in graphs, charts, forms, graphic organizers, venn diagramsfill in graphs, charts, forms, graphic organizers, venn diagrams• follow a route on a map follow a route on a map • check-off items in a list check-off items in a list • draw what is describeddraw what is described• put sentences in correct orderput sentences in correct order

• listen for the gist—identify main idealisten for the gist—identify main idea• guess meaning from contextguess meaning from context• identify/categorize/classify thematic vocabularyidentify/categorize/classify thematic vocabulary• identify/categorize/classify authentic materialidentify/categorize/classify authentic material• create questions from info in the piececreate questions from info in the piece

• identify specific information found in the pieceidentify specific information found in the piece• compose a title or headlinecompose a title or headline• paraphrase in native language/target languageparaphrase in native language/target language• brainstorm and categorize synonymsbrainstorm and categorize synonyms

Sample Interpersonal Tasks

• Making a purchaseMaking a purchase• Meeting and GreetingMeeting and Greeting• Ordering in a restaurantOrdering in a restaurant• Asking directionsAsking directions• Face to face or telephone conversationsFace to face or telephone conversations• Talking about friends and familyTalking about friends and family• Discussing events of the dayDiscussing events of the day• Making plansMaking plans• Negotiating who does what, gets what, with who, how, Negotiating who does what, gets what, with who, how,

and whereand where

Sample Presentational Tasks• Brochure or ItineraryBrochure or Itinerary• LetterLetter• Web pages (Facebook/myspace page)Web pages (Facebook/myspace page)• Video or PodcastsVideo or Podcasts• AdvertisementAdvertisement• Agenda, Schedule or Plan of the day, weekAgenda, Schedule or Plan of the day, week• New beginning or ending of story, songNew beginning or ending of story, song• Demonstration Demonstration • TV or Radio spotTV or Radio spot• Design a survey and present findingsDesign a survey and present findings• Public Service Announcement or InfomercialPublic Service Announcement or Infomercial• Essays, Plays Essays, Plays • Poem, Song, RapPoem, Song, Rap• Photostory, VoicethreadPhotostory, Voicethread

Unit Plan Template

Stage 3: Learning ActivitiesFormative IPA

Knowledge (Students will need to know...)→ Lexical Content

→ Support Structures

Can Do Statements (I can...)

Skills (Students will be able to...)

Can-Do Statements1.1. I can identify Chinese food vocabulary.I can identify Chinese food vocabulary.

__________ I can explain this to someone elseI can explain this to someone else__________ I can do this easily and wellI can do this easily and well__________ I can do this with helpI can do this with help__________ This is a goalThis is a goal

2.2. I can list types of specialty stores.I can list types of specialty stores.

3.3. I can read a recipe in Chinese.I can read a recipe in Chinese.

4.4. I can write a recipe in Chinese.I can write a recipe in Chinese.

5.5. I can compare Chinese meal styles to American meal styles.I can compare Chinese meal styles to American meal styles.

6.6. I can make a shopping list in Chinese.I can make a shopping list in Chinese.

7.7. I can order at a restaurant in Chinese.I can order at a restaurant in Chinese.

8.8. I can create a menu in Chinese.I can create a menu in Chinese.

9.9. I can identity foods from different regions in China.I can identity foods from different regions in China.

10.10. I can discuss what I like and do not like to eat.I can discuss what I like and do not like to eat.

Connections, Comparisons and Communities

Students will be able to:Students will be able to:

- understand spoken and written materials related to - understand spoken and written materials related to healthy foods, nutrition and healthy activities.healthy foods, nutrition and healthy activities.- plan a schedule of healthy activities.- plan a schedule of healthy activities.- create a list of healthy foods and dishes typical in the - create a list of healthy foods and dishes typical in the USA and in _____. USA and in _____. - label the food groups in a food pyramid.- label the food groups in a food pyramid.- list unhealthy activities and foods.- list unhealthy activities and foods.- compare and contrast healthy habits in the USA and - compare and contrast healthy habits in the USA and thethe

Remember…Remember…

Culture and Content drive the curriculumCulture and Content drive the curriculumIntegrate language, culture, and contentIntegrate language, culture, and content

The Communication Standard is our The Communication Standard is our assessmentassessment system. system.

Interpretive mode requires culturally Interpretive mode requires culturally authenticauthentic material. material.

Interpersonal tasks are Interpersonal tasks are non-scriptednon-scripted and flow from Interpretive mode information.and flow from Interpretive mode information.

Presentational tasks need Presentational tasks need transfertransfer

Group Meetings

Q&A