In this lesson, students will learn what the word “Hispanic” means and what some elements of culture are.  Pairs/groups of students will read about a Hispanic country and create a one-pager showing cultural elements of that country.

This OER lesson was created by Stephanie Miller and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for Novice Learners of French. Students will analyze potential host family profiles and answer questions about what they have read. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL Standard 1.2.c, 2.1.c., 2.2.c, 3.1.c.It is expected that this Lesson Plan will take students 30 minutes to complete.

This Integrated Performance Assessment (IPA) is designed to assess students at an intermediate proficiency level. It includes tasks to assess students in the three modes of communication: interpretive, interpersonal, and presentational. The authentic resources included in this IPA address the themes of travel and geography.Suggested rubrics can be found in ACTFL Implementing Integrated Performance Assessment (2013) by Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan.  Adapted from Howard County Public SchoolsImage source: "Luggage" by stux on Pixabay.com

This is an activity for students to speak about the topic of travelling. It has been created for the level C1 and it is divided into different steps.1. WARM UPThe students answer some general questions about travelling.2. READING AND SPEAKING TASKSThe students read a text about "What kind of traveller are you?. There are some expresiions in bold that they need to match to their definitions, so a QR code is provided for them to acces an online activity to do so. After that, the students will describe themselves when it come to travelling.3. TOURIST DESTINATIONS.The students will be provided with some expressions to express opinion about whether or not they would like to visit a place. Then they will be shown different tourist destinations so that they can give their opinion about them.4. TRAVEL MISHAPSThe students will complete a questionnaire about travel mishaps and then, they will share the information in groups.

This OER Lesson was created by Chloē Reinwald, Liz Martínez, Kelleen Rosebaugh and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Level 2 Unit 2: Sports & Physical Activity Curriculum Map is designed for 9 - 12 World Language Arts teachers to adapt into their target language for Novice Learners of Spanish. The purpose of this unit is to learn about sports and physical activities; how they impact physical, social, mental health; value they hold across different cultures; and how they connect people within the community. The following NDE World Language Standard(s): It is expected that this Unit will take students 14-16 days to complete.

The most important festival in the Chinese calendar is the New Year or Spring Festival. One of the annual events used to commemorate the festival is a colorful parade complete with animated dragon and lion figures.

In the first activity the student will learn the major differences between Eastern and Western dragons and discover why Eastern dragons are associated with Chinese New Year. They will hear a story about how the dragons came to rule major rivers of China. In the second activity, they will also learn about the Chinese New Year Dragon Parade and discover why firecrackers are used to drive off evil spirits, especially one called the Nian. In the third activity the students will see images of parading dragons, including sound-enhanced video and read poems about the New Year. In the fourth lesson the students will discover that the Chinese lion has imaginary characteristics similar to the dragon. They will view images of the lion and hear about how this highly stylized beast once fought the ferocious Nian. They will learn about the lion dancers in the New Year parade and compare them to the dragon dancers. Finally they will make their own lion masks.

In this activity, students will plan a menu for a Chinese New Year’s Eve dinner using clues about individual dishes cultural significance. Students will read aloud the descriptions of the dishes, and then choose which ones they would want to include in their banquet to best align with traditional Chinese New Years Eve conventions.

In this activity students will view a few music videos from various Chinese artists in different musical genres. After each video, students will engage in a short discussion about similarities and differences in the genres between American and Chinese music.

The NDE World Language Advisory Board developed this HQIM in May 2023. It is based on the 2019 Nebraska World Language Standards to support curriculum development or improvement to ensure instructional material quality. It is a rubric for curriculum developers and teachers to evaluate the quality of materials for instructional purposes. 

The NDE World Language Advisory Board developed this HQIM in May 2023. It is based on the 2019 Nebraska World Language Standards to support curriculum development or improvement to ensure instructional material quality. It is a rubric for curriculum developers and teachers to evaluate the quality of materials for instructional purposes. 

This OER Podcast of Sports was created by Liz Martinez and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Podcast of Sports is designed for 9 - 12 World Language Arts teachers for Novice Learners of Spanish. Students will analyze and evaluate the elements of text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in reflection of the text. This Lesson Plan addresses the following NDE World Language Standard(s): NE.WL.1.2.C  NE.WL.1.2.D NE.WL.2.2.C NE.WL.2.2.D NE.WL.2.1.C NE.WL.2.1.D It is expected that this Lesson Plan will take students 48 minutes to complete.

From the course website:

This course contains 5 modules, each of which has:
~a textbook chapter with grammar explanations and vocabulary lists
~50 rote exercises for grammar and vocabulary
~20 communicative lesson activities for in-class use
~80-slide PowerPoint
~a final chapter quiz
~a modified multi-step Integrated Performance Assessment (IPA)

In this activity, students will discuss Spain's New Year's 12 grape tradition, going on dates in their own city, and their own holiday traditions. This activity could be modified from focusing primarily on the L1 culture to the L2 culture in order to integrate more culture into the activity. This activity is more conversation-based and less culture-based, though it does discuss some Spanish traditions.

An online pedagogical reference grammar of the French language that combines authoritative grammar explanations, self-correcting exercises and online audio with surreal dialogues and cartoon images.

Think about all the fun things you can do, see, and learn about when traveling.  Many Spanish-speaking countries are enriched with culture and history. In this seminar you will be introduced to new verbs that you can do while traveling to a city and discovering new places.ACTFL StandardsCommunication: Interpretive Communication and Presentational CommunicationCultures: Relating Cultural Practices to Perspectives:Communities: Lifelong Learning:Learning TargetI can write simple statements about where I live.Habits of MindApplying past knowledge to new situations.Critical Thinking SkillConstructing Support

Vamos por un viaje en el metro de Barcelona para visitar el catedral de Sagrada Familia.  Vas a ver videos, responder a preguntas y entregar una grabación de tus respuestas.  Videos credit: Sydnie Thomson

This OER, Vorstellungsgespräch / Interview, was created by Ashton Krueger and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9–12 World Language Arts teachers for Novice Learners of German. Students will analyze and evaluate the elements of an interview and use background knowledge to clarify text and deepen understanding, as well as exchange information in a partner dialogue. This Lesson Plan addresses the following NDE World Language Standard(s): 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, and 4.1.It is expected that this Lesson Plan will take students 50 minutes to complete.

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.   This document is a student-friendly self-assessment activity for Novice Mid world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2.   It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns. 

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.  This document is a student-friendly self-assessment activity for novice high world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2.  It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.