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Student Unit 2 Self-assessment_ Sports and Physical Activity:

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This OER Student self- assessment was created by Liz Martinez, Kelleen RoseBaugh, and Chloé Reinwald  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 self-assessment is designed for 9 - 12 World Language Arts teachers for Novice Learners of Spanish. Students will use the same self-assessment assignment at the beginning and end of the Unit This self-assessment addresses the following NDE World Language Standard(s): NE.WL.3.1.C NE.WL.3.1.D NE.WL.5.1.C NE.WL.5.1.D NE.WL.5.2.C NE.WL.5.2.D It is expected that this self-assessment will take students 10-20 minutes to complete.

Material Type: Teaching/Learning Strategy

Authors: Liz Martínez, Chrystal Liu, Kelleen Rosebaugh, Chloe Reinwald

La Pesca y la Comunidad (Cambio Climático y la Pesca #2)

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In this lesson, students explore the impact of climate change on small-scale fishing communities and best practices for building resilience. Step 1 - Inquire: Students interpret infographics, play a game, and share what they know about the impact of climate change on fishing. Step 2 - Investigate: Students deepen their understanding of sustainable small-scale fishing through a matching exercise and a tic-tac-toe research activity. Step 3 - Inspire: Students create a mural to educate others about the importance of supporting sustainable, small-scale fishing.

Material Type: Lesson, Lesson Plan

Author: Liz Ransom

Narrative Chat Mat

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This OER Narrative Chatmat was created by Marcy Fuentes 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 Chat Mat is designed for 6 - 12 World Language Arts teachers for Novice to intermediate Learners of Spanish. Students will use this resource for conversation and writing activities. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.1, 1.2, 1.3This resource is to be used as an activity/scaffold.  There is an English template and a Spanish chat mat.  **Other languages can edit for their needs using the link to Canva Narrative Chatmat.

Material Type: Teaching/Learning Strategy

Authors: Marcy Fuentes, Chrystal Liu

La Rutina Diaria y el Planeta: Los Plásticos

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SYNOPSIS: This lesson explores ways to reduce carbon emissions through the reduction of disposable plastics in daily routines. SCIENTIST NOTES: We have a problem with plastics; they are everywhere. And they are bad for the climate and our health. This lesson shows how some countries are trying to reduce the use of plastics. This lesson passed our scientific review process. Tenemos un problema con los plásticos; están por todas partes. Y son malos para el clima y nuestra salud. Esta lección muestra cómo algunos países están tratando de reducir el uso de plásticos. Esta lección pasó nuestro proceso de revisión científica. POSITIVES: -This lesson can easily be integrated into a unit on daily routines, the environment, or the present tense. -Students are exposed to ways that Latin American countries are leading the way in solving the plastics problem. -The lesson engages students with two games, Quizlet live and Kahoot. -The vocabulary related to plastic items is scaffolded so that students can independently navigate the Spanish-language websites and complete the final project with confidence. ADDITIONAL PREREQUISITES: -The activities presume novice-high Spanish-language proficiency. -Students should be familiar with reflexive verbs in the present tense, verbs like gustar to express opinions, and daily routine vocabulary. -To prepare to teach this lesson, teachers can learn about plastics and recycling. -This NPR/Frontline report from 2020 and this in-depth Greenpeace España report analyze the limits of recycling as a solution to the plastic problem. -Bioplastics are made from natural ingredients such as corn. This flier, produced by Break Free From Plastic, provides data about the drawbacks of this solution. DIFFERENTIATION: -The lesson can be shortened by eliminating the vocabulary activities in the Inquire section or eliminating either Parte 1 or Parte 2 in the Inspire section. -The lesson can be extended for advanced students by including supplemental reading and listening activities. -Students can explore the 2024 international treaty on plastics using this summary in Spanish of the 22 foundational points. -This RTVE report "La Unión Europea dice adiós al plástico de un solo uso" includes text and a short video. -Recicladores de base are an important part of the recycling process in many countries. Marce La Recicladora from Colombia has an informative YouTube channel.

Material Type: Lesson Plan

Author: Liz Ransom

TIC, TAC, TOE basic questions

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This OER clas activity was created by Joseba Moreno as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. The attached resource is designed for 9 - 12 World Language Arts teachers for student learning of basic Learners of Spanish. The attachment contains a document with a template to play a game of Tic, Tac, Toe, using personal questions. The game follows the traditional rules of tic, tac, toe, with the variation that in order to make a move, the student has to ask the question written in the spot they want to his classmate by using the Spanish learnt in the first unit of a novice World Language class. 

Material Type: Activity/Lab

Author: joseba moreno

Bomba: Género de música

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Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, as well as the cultural connections/impact of the music today. Begin studying Bomba as a class and work through the investigation process together; then students can select a different genre of music to research and explore before creating a visual essay about their topic.The complete lesson plan included is the 4th class period of a 8-10 period unit of study; the complete unit slides are included in the resource folder with all readings, videos, etc. Lessons are in Spanish, but could be adapted for an English class with Spanish translanguaging as many of the videos are included with closed captions. 

Material Type: Lesson, Lesson Plan, Unit of Study

Authors: Kellie Rosenberger, Oregon Open Learning

¡Listos!

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¡Listos! is a series of units for Heritage Spanish learners in grades 6-12. Three lessons aligned to the K12 Texas Essential Knowledge and Skills (TEKS) form four thematic clusters. Relevant scenarios related to personal life, college tasks, career readiness and civic participation frame each lesson and increase student engagement by making learning authentic and relevant to real issues that students face. Each lesson identifies an intermediate or advanced proficiency target that supports language acquisition in the interpersonal, interpretive and presentational modes. The project also provides teachers with a replicable approach to lesson design for adapting or creating their own materials.

Material Type: Lesson, Unit of Study

Authors: José Sologuren, Meredith Clark

Remix

Problem-Based Units for Advanced Students of Spanish

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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. 

Material Type: Lesson, Unit of Study

Author: Janet Eckerson

Destrucción de Hábitats

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Spanish translation of CK-12 Conceptos de Ciencias de la Vida - Grados 6-8 - en Español. This segment describes the destruction of habits. The following concepts are evident: participles used as adjectives, present perfect, impersonal se, use of mente to create adverbs. Vocabulary used includes scientific cognates and ecology.

Material Type: Reading

Author: CK-12 Foundation

IPA Spanish Travel (intermediate proficiency)

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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

Material Type: Lesson Plan

Authors: Heather Sherrow, MSDE Admin, Bonnie Pechulis, Brandon Morfoot, Rebecca Ahearn

Spanish, Música en Español, Intermediate-Mid

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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.

Material Type: Activity/Lab

Authors: Mimi Fahnstrom, Amber Hoye, Alejandra Garcia, Camille Daw

La narración

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This is a unit to teach about narration in Spanish. OBJETIVOS DE APRENDIZAJE:  1. Puedo explicar lo que es una narración. 2. Puedo reconocer las partes principales de una narración y sus componentes básicos. 3. Puedo imaginar usos de una narración más allá del salón de clase. 4l Puedo escribir una narración efectiva con expresiones útiles.

Material Type: Unit of Study

Author: Alegría Ribadeneira

Acceso

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Acceso is a complete, interactive curriculum for intermediate-level learners of Spanish. The materials on the site are provided freely to the public and are intended as a replacement for commercial textbooks, which are generally ill-suited to the learning outcomes now considered crucial to successful language study. These materials are supplemented by an online workbook built on the MySpanishLab platform of Pearson Education, Inc., as well as detailed lesson plans, rubrics for the evaluation of student work, and reliable instruments for measuring student progress and learning outcomes. Winner of 2012 Computer Assisted Language Consortium (CALICO) Focus Award Reviews CALICO Journal 29.2 (Jan 2012): 398-405. Hispania 95.2 (June 2012): 365-366

Material Type: Full Course, Textbook

Author: Amy Rossomondo et al.

Imperfect Tense

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A repeated action in the past, such as a repeated celebration or activity, uses the imperfect tense in Spanish.  This easy to learn tense has new endings and only three irregular verbs.  The imperfect tense differs from the preterite tense.  Although both indicate the past, the imperfect is for a repeated action in the past and the preterite is for a single event in the past.  Practice the new endings and usages in this seminar.ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationConnections: Making ConnectionsComparisons: Language ComparisonsLearning TargetI can give a clear and detailed childhood story and answer questions about the story.Habits of MindCreating, imagining, innovatingCritical Thinking SkillConstructing Support  

Material Type: Lesson Plan

Author: IU8 Author

Celebrations

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What types of things do you need at a party?  What are some decoration items?  What do people eat?  There is a lot that goes into planning an event and to be able to provide a clear description of your event in Spanish, you will learn these words!ACTFL StandardsCommunication: Interpretive Communication, Presentational CommunicationCultures: Relating Cultural Products to PerspectivesLearning TargetI can recognize information about when and where an event will take place.Habits of MindThinking and communicating with clarity and precisionCritical Thinking SkillClarity

Material Type: Lesson Plan

Author: IU8 Author

Gorditos Felices Que comer en Merida, Yucatan #315

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This OER Lesson plan was created by Kelly Garcia 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 teachers for Intermediate Learners of Spanish. Students will watch video with a transcript to support them and answer questions about the video. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.2d, 1.2eIt is expected that this Lesson Plan will take students 30-45 minutes to complete.

Material Type: Lesson Plan

Authors: Kelly Garcia, Chrystal Liu

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