2. Webinar 8 Let's Plan! Webinar 8 Let's Plan! Moderators: Silvina Orsatti – Project Leader Dr. Frank Brooks – Topic Expert

3. Session Raffle Bb Collaborate/Skype PSMLA 2011 backchannel

4. Welcome back, Becky!

5. Session 1 ~ We reviewed some concepts and practiced with web 2.0 tools!

6. ACTFL Standards for Foreign Language Learning = The Five Cs

7. Partnership for 21 st Century Skills

8. ACTFL 21 st Century P-21 skills map

9. Web 2.0

10. Web 2.0 tools promote communication and sharing; two essential aspects in teaching foreign languages in class

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

15. Session 2 ~ What have we done so far? Where are we now?

16. Session 2 During 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 21 st 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.

17. - 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 21 st century skills map (and other resources) as a guide when planning the activities - Produce a simple lesson plan, following a “Backward Design” template

18. Resources

19. ACTFL 21 st Century skills map

26. 21 st century standards demand higher-level use of content

28. 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.

29. More Resources: Project Wiki @ http://psmlaonlinepd.wikispaces.com http://psmlaonlinepd.wikispaces.com Webinar 8 – Let's Plan

30. Backwards Design and “Essential Questions” Funny Video from YouTube

31. Topic Expert Dr. Frank Brooks

32. Unit Plan Template Stage 1: Desired Results Enduring Understandings Essential Questions

33. 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

34. 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

35. Unit Plan Template Stage 2: Assessment Evidence Summative IPA Context or Scenario Communicative Tasks

36. Sample Interpretive Tasks listen with visualslisten with visuals fill in graphs, charts, forms, graphic organizers, venn diagramsfill in graphs, charts, forms, graphic organizers, venn diagrams follow a route on a mapfollow a route on a map check-off items in a listcheck-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

37. 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, and whereNegotiating who does what, gets what, with who, how, and where

38. 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 DemonstrationDemonstration 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, PlaysEssays, Plays Poem, Song, RapPoem, Song, Rap Photostory, VoicethreadPhotostory, Voicethread

39. Unit Plan Template Stage 3: Learning Activities Formative IPA Knowledge (Students will need to know...) → Lexical Content → Support Structures Can Do Statements (I can...) Skills (Students will be able to...)

40. Can-Do Statements 1.I can identify Chinese food vocabulary. _____I can explain this to someone else _____I can do this easily and well _____I can do this with help _____This is a goal 2.I can list types of specialty stores. 3.I can read a recipe in Chinese. 4.I can write a recipe in Chinese. 5.I can compare Chinese meal styles to American meal styles. 6.I can make a shopping list in Chinese. 7.I can order at a restaurant in Chinese. 8.I can create a menu in Chinese. 9.I can identity foods from different regions in China. 10.I can discuss what I like and do not like to eat.

41. Connections, Comparisons and Communities Students will be able to: - understand spoken and written materials related to healthy foods, nutrition and healthy activities. - plan a schedule of healthy activities. - create a list of healthy foods and dishes typical in the USA and in _____. - label the food groups in a food pyramid. - list unhealthy activities and foods. - compare and contrast healthy habits in the USA and the

42. Remember… Culture and Content drive the curriculum Integrate language, culture, and content The Communication Standard is our assessment system. Interpretive mode requires culturally authentic material. Interpersonal tasks are non-scripted and flow from Interpretive mode information. Presentational tasks need transfer

43. Group Meetings

44. Q&A