Find Someone Who…Signature

1. Can name the 5 C’s of the National Standards

2. Can explain the ACTFL Proficiency Guidelines

3. Can give an example of an interpretive task

4. Can identify the characteristics of a Novice speaker

6. Can list the criteria that distinguish an Intermediate from a Novice speaker

7. Can describe a “big idea” in world languages

8. Knows who Wiggins and McTighe are

Grant Wiggins

ICE SCRAPING

Know where you are going before you begin!

To begin with the end in mind means to start with a clear

understanding of your destination. It means to know

where you’re going so that you better understand where you are now so that the steps you take

are always in the right direction.-Stephen R. Covey, The 7 Habits of Highly Effective People, 1989, p.

98

Plan lessons that will enable

students to show you the results

you want

Decide what you want students to know and be able to do at the end of the unit

Determinehow students will show you what they can

do

Step 3 (Middle)

Step 1 (Start) Step 2 (End)

Greg Duncan, http://www.interprepinc.com

Why “backward”?The stages are logical but they go against

habitsWe’re used to jumping to lesson and activity ideas - before clarifying our

performance goals for studentsBy thinking through the assessments

upfront, we ensure greater alignment of our goals and means, and that teaching

is focused on desired results

STEP ONE: Decide what you want students to know and be able to do at the end

of the unit

1.Program Theme

2.Sub-Themes

3.Goals – Outcomes

4.Knowledge and Skills

STEP ONE: Key: Focus on Big Ideas

Identify the Goal(s) for the unit:

What content standards are addressed explicitly by the unit?

Enduring Understandings: What specific insights about big ideas do we want students to leave with?

What essential questions will frame the teaching and learning, pointing toward key issues and ideas,

and suggest meaningful and provocative inquiry into content?

What should students know and be able to do?

Choose a Program ThemeLook to the Standards

Create interest-based learning experiences that maintain the integrity of the standards

Teaching to the Standards

• “The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life.”

National Standards for Foreign Language Learning

“Knowing how. When, and why to say what to whom.”

• ACTFL stresses that the organizing principle needs to be communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate that is the ultimate goal of today’s world languages classroom.

The ability to use the target language appropriately in real-life situations

NOVICEMinimal

communicative ability

15 to 20 Words

Memorized phrases

Lists

Create with languageAsk & answer questions

Handle a simple situation or transaction

Sentence-level speechControl of present tense

INTERMEDIATE

Major Levels of the ACTFL

Proficiency Scale

ADVANCED

Narrate and describe in all major time frames

Discuss topics concretely and abstractlyHandle a linguistically unfamiliar situation

Choose a Program Theme Themes begin from an overarching idea that can branch

out in many different directions permitting learners to pursue personal interests through the world

languages unit/curriculum

From TOPIC To THEME

Animals On the Farm

Geography Desert Life

Travel An Exchange Student in China

Extra-curricular Activities Living a Healthy Life

Choose a Program ThemeThemes Based on Concepts That Pique

Student Interest And Raise Questions That Make Learners Want To Investigate The Ideas Embodied In The Curriculum

Unit• Getting to Know One Another

• How Animals Live• Global Citizenship

• Healthy Living• Immigration: Clashing Cultures

• Identify and Belonging• Similarities and Differences

HEALTHY LIVING

Interpretive CommunicationUnderstand written and oral texts about ways to

stay healthyInterpersonal

CommunicationExchange information

with peers about ways to stay healthy and give

advicePresentational Communication

Create a Public Service Announcement about healthy

living

Cultural ProductsRead food labels; study the

food pyramid; listen to advertisements to

understand the idea of healthy living in the target

cultureCultural PracticesCompare and contrast their

practices with those of teens in the target culture

Cultural PerspectivesRead about ways people in

the target culture stay healthy

ComparisonsDiscover perspectives on

healthy living that are similar and/or different

from their ownCommunities

Use the target language to inform members of the

target culture living in the United States about healthy

living habits

ConnectionsUse measuring systems;

use technology to research target language websites

on healthy living

TEENAGERS AROUND THE WORLD

How can I get to know you better?

Interpretive Communication

Interpersonal Communication

Presentational Communication

Cultural Product

Cultural Practices

Cultural Perspectives

Comparisons

Connections Communities

TEENAGERS AROUND THE WORLD

SUB THEMES

(Develop the theme in greater detail)

1.

2.

3.

4.

GOALS AND OUTCOMES

(Aligned with the National Standards and Describe What Students “Can Do” with the Language

1.

2.

3.

4.

5.

TEENAGERS AROUND THE WORLD

KNOWLEDGE AND SKILLS

(The Linguistic and Cultural Knowledge That Students Will Learn as They Investigate the Theme)

1.

2.

3.

4.

5.

TEENAGERS AROUND THE WORLD

Standards as a Mindset

Theme/Key Questions/Big Ideas

Performance Assessment

Learning Activities

Brainstorming: What will students be

able to do?

Curriculum Planning

Paul Sandrock

Plan lessons that will enable

students to show you the results

you want

Decide what you want students to know and be able to do at the end of the unit

Determinehow students will show you what they can

do

Step 3 (Middle)

Step 1 (Start) Step 2 (End)

STEP TWO:

Decide what you want students to know and be able to do at the end of the unit

Determinehow students will show you

what they can do

Assess what we value, and value what we assess

Move beyond "Teach, test, and hope for

the best"

NOVICEMinimal

communicative ability

15 to 20 Words

Memorized phrases

Lists

Create with languageAsk & answer questions

Handle a simple situation or transaction

Sentence-level speechControl of present tense

INTERMEDIATE

Major Levels of the ACTFL

Proficiency Scale

ADVANCED

Narrate and describe in all major time frames

Discuss topics concretely and abstractlyHandle a linguistically unfamiliar situation

• Read an authentic recipe in the target language and answer a series of questions about the ingredients, the preparation, and cooking of the item.

• Before traveling to the target culture, you want to make sure you are up to date with hip European fashion. Read an article on fashion trends for teenagers. Then summarize in English what your read in as much detail as possible.

• ?

INTERPRETIVE COMMUNICATION TASKS

INTERPERSONAL COMMUNICATION TASKS

• Imagine that you are traveling by train in Spain. You need to get from Madrid to Sevilla by early evening. You have lots of luggage with you and would like to avoid transferring trains as much as possible. Ask the person at the counter (played by another student) for the information that will help you decide which train to take.

• Research unemployment issues in a target language country at the library or on the Internet. Working in groups of four, exchange ideas and information about the topic and generate your own solutions to the unemployment issue.

• ?

PRESENTATIONAL COMMUNICATION TASKS

• A new student from France just enrolled in your school. The guidance counselor asks you to give the girl/boy a tour of the school. You have to speak in French because she/he does not understand much English.

• During a trip to Latin America, you write a post card to your Spanish teacher describing your experiences.

• ?

Interpretive• Understanding spoken or written language

Interpersonal• Two-way, meaningful, spontaneous

communication

Presentational• Edited and rehearsed written or spoken

communication

INTEGRATED PERFORMANCE ASSESSMENT (IPA)

Plan lessons that will enable

students to show you the results

you want

Decide what you want students to know and be able to do at the end of the unit

Determinehow students will show you what they can

do

Step 3 (Middle)

Step 1 (Start) Step 2 (End)

Consider the following questions:• Are the goals clear?

• Do the goals require students to “uncover” big ideas or merely remember

discrete information?• How will you determine if students have

achieved the goals?• What is your teaching plan?

• Are all parts of the curriculum/unit coherent?

• Has the unit veered from the end goals?