In this activity students will practice giving descriptions and answering guiding questions in order to lead their partner to a specific response. They will also learn about different francophone countries around the world.
In this activity students will practice their listening comprehension skills by listening to popular French music. They will also practice sharing their opinions regarding music and describing the general message of a song.
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
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.
The purpose of these PBL units is to provide advanced students of Spanish (generally 3rd and 4th year college students) a series of compelling problems from Spanish culture and society. Each unit introduces a problem that students must solve collaboratively in small teams (4-6) over the course of approximately four weeks, assuming 2-3 class meetings per week. The instructor coaches the teams as they seek to fill gaps in understanding, revise hypotheses to incorporate new knowledge, and craft solutions that recognize various perspectives on the problem. Each unit is based on particular objectives, but the skills and processes students will exercise are the same across all units: collaborative problem solving, self-directed research and synthesis of information, argumentation based on sound evidence, and communication in Spanish.
Rationale: This activity will provide an alternative to traditional activities on French families offered in a lot of textbooks, and will get students engage with an authentic material: an excerpt from a contemporary Francophone “bande dessinée”. While some students may already know traditional Francophone comics such as Tintin or Astérix, this activity is here to provide them with a more recent and more diverse example. Aya de Yopougon is centered on a young female character growing up in Yop City, a fictional city very similar to writer Marguerite Abouet’s own native city (Abidjan, Ivory Coast). The “reading” phase of this activity is designed to encourage collaborative reading.
In this activity, students will be exposed to a variety of music genres and artists from the Spanish-speaking world. Students will work on becoming more informed about different types of music and backgrounds of various artists. Through listening to snippets of songs and a JIGSAW activity, students will collect information about a singer and share it with each other.
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.
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 Intermediate 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.
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 _____ 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.