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- 1. UPPER MERION WORLD LANGUAGE DEPARTMENT CURRICULUM STUDY MONDAY AUGUST 10, 2015 Presented by Ed Weiss
- 2. Today’s Agenda • The language of WL curriculum • Trends in WL teaching • Overview of a WL program • Integrating authentic materials • Connecting with students • Hands on time • Your vision of your curriculum
- 3. A new vocabulary – by the #! • Five Cs • Six themes – Essential questions • Three Modes of Communication – Four skills? • Six primary learning objectives • Three aspects of culture
- 4. 4 The course is designed around an overarching premise: When communicating, AP® world language students demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities). The 5 Cs
- 5. 5 The Six Course Themes Global Challenges Science and Technology Contemporary Life Personal and Public Identities Families and Communities Beauty and Aesthetics
- 6. 6 ► Each theme includes a number of recommended contexts to serve as ways to explore the themes ► Teachers are encouraged to engage students in the various themes by considering historical, contemporary, and future perspectives as appropriate. ► Teachers should assume complete flexibility in resource selection and instructional exploration of the six themes. ► The recommended contexts are not intended as prescriptive or required, but rather they serve as suggestions for addressing the themes. Recommended Contexts (sub-themes)
- 7. 7 ► Recommended Contexts: ► Diversity Issues / La tolérance ► Economic Issues / L’économie ► Environmental Issues / L’environnement ► Health Issues / La santé ► Human Rights / Les droits de l’être humain ► Nutrition and Food Safety / L’alimentation ► Peace and War / La paix et la guerre ► What are possible solutions to those challenges? Themes, Recommended Contexts, and Overarching Essential Questions Theme: Global Challenges / Les défis mondiaux ► Overarching Essential Questions: ► What environmental, political, and social issues pose challenges to societies . throughout the world? ► What are the origins of those issues? ► What are possible solutions to those challenges?
- 8. 8 One way to design instruction with the themes is to identify overarching essential questions Essential Questions… ►can guide investigations, learning activities, and performance assessments ►are designed to spark curiosity and engage students in real-life, problem-solving tasks; they are open-ended questions that do not have one correct answer ►allow students to investigate and express different views on real world issues, make connections to other disciplines, and compare aspects of the target culture(s) to their own ►lend themselves well to interdisciplinary inquiry, asking students to apply skills and perspectives across content areas Essential Questions 6
- 9. 9 ► Interpersonal Communication ► Active negotiation of meaning among individuals through conversation (face-to-face or telephonic), or through reading and writing (e.g., exchange of personal letters, notes, or emails or participation in written online discussions) ► Interpretive Communication ► No active negotiation of meaning with another individual, although there is an active negotiation of meaning construction; includes the cultural interpretation of text, movies, radio, television, and speeches ► Presentational Communication ► Creation of spoken or written communication prepared for an audience and rehearsed, revised, or edited before presentation; one- way communication that requires interpretation by others without negotiation of meaning The Three Modes of Communication
- 10. 10 ► Spoken Interpersonal Communication ► Written Interpersonal Communication ► Audio, Visual, and Audiovisual Interpretive Communication ► Written and Print Interpretive Communication ► Spoken Presentational Communication ► Written Presentational Communication The Six Learning Objectives (JOBS)
- 11. 11 Culture: The Three Aspects Products, Practices & Perspectives Cultural Products Products that are tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions) Practices Patterns of social interactions Perspectives Values, attitudes, and assumptions that underlie both practices and products
- 13. 13 Trends in WL instruction and curriculum design ► Themed units across the curriculum ► Articulated curriculum ► Instruction based on authentic resources ► Extending the WL experience beyond the classroom ► Variety of assessment ► Balance of modes of communication
- 14. 14 ►Handout on Vertical design-down model Overview of a WL program
- 15. 15 ► Can do statements ► Go to Ed’s site to the curriculum page for this document ACTFL “CAN DO” STATEMENTS
- 16. Una carta a Dios Gregorio López y Fuentes 1940
- 17. Summary of the story
- 19. Setting the Stage Essential Questions
- 20. Possible Questions What images come to mind when I say Mexico? What do you think life is like in a farming village of Mexico? Do you think your life is different for your great grandparents’ life? Explain the differences? What was the last letter … not e-mail… you wrote? To whom did you write? Why did you write?
- 21. Pre-Reading Activities Write a letter to Santa Claus Write a letter to Los Reyes Magos Share with class Laugh and enjoy! Collect and put aside
- 22. Vocabulary…Empty List Write the story… based on the words of the list
- 23. Read and Discuss Create questions for comprehension (Formative assessment) Create questions for discussion (Summative assessment) Connect to Essential questions (Interpretive mode)
- 24. Stop! Lencho’s second letter…. You write it!
- 25. Comparison Students’ letters to Lencho’s letter
- 26. Writing Assignment Interpretive Mode Is Lencho a good man or a bad man… or i s he like most of us… a combination of goo d and bad qualities?
- 27. The writing Assignment Una Carta A Dios Muchas veces cuando leemos una novela o un cuento, el personaje principal tiene características buenas o malas... o este personaje es una combinación de lo bueno y lo malo. En el cuento <<Una Carta a Dios>>¿es Lencho, en su opinión, una buena o una mala persona o es él una combinación de lo bueno y lo malo. En una composición bien desarrollada y con prueba del texto del cuento, expliquen Uds. por qué es bueno o malo Lencho. ¡OJO! Una composición bien desarrollada es una que tiene una introducción, tres argumentos (por mínimo) y una conclusión. Una composición bien desarrollada también tiene una extensión mínima de unas doscientas palabras.
- 28. Graphic Organizer Missing : The organizer
Notes de l'éditeur
- The “overarching premise” of the curriculum framework is based on the five Cs, defined by the Standards for Foreign Language Learning in the 21st Century.
- Course content is structured around specific themes to promote exploration of the language in context and develop students’ understanding of the target culture. AP requires that students demonstrate knowledge of the target culture and be able to use the target language in real-life settings. Themes help integrate language and content while developing students’ understanding of culture. They cover very broad categories. Ask the question: What does the graphic imply? (Implies that themes overlap). AP teachers must touch on each of these themes, but have broad flexibility in how they do so and how much time they spend on each.
- Each of the six themes includes six to seven recommended contexts that are meant provide possible ways to explore the themes. These contexts are not meant to be prescriptive and are not required, but can provide a point of departure for exploring a theme. All recommended contexts are provided in the Course and Exam Description, but teachers are free to devise their own contexts or sub-themes that will help their students investigate some aspect of each of the themes.
- Here is an example of one of the six required course themes, Global Challenges, with its recommended contexts and some possible essential questions to motivate students and stimulate their curiosity about exploring this theme.
- Essential Questions are meant to serve as the drivers of inquiry during the study of a thematic unit. Several are offered in the Course and Exam Description for each theme, but they are not prescriptive. Teachers are free to formulate their own original essential questions to serve as the basis for their thematic units of study. Essential questions drive inquiry and exploration, and may also serve as questions that guide the summative assessment of a unit.
- The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® French Language and Culture course. Ask: How do you approach the three modes of communication in your current instruction? You may also want to ask participants: How would you define “negotiation of meaning”? The AP curriculum framework describes six primary learning objectives within the three modes. They identify what students should know and be able to do across the three modes of communication.
- At the core of the AP® French Language and Culture course are six primary learning objective areas that identify what students should know and be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational).
- Students must be familiar with cultural “products, practices, and perspectives.” Let’s look at what we mean by “products, practices, and perspectives.” Cultural products refer to both those products that are tangible (e.g., tools, books, music) and that are intangible (e.g., laws, conventions, institutions); Practices refer to patterns of social interactions within a culture; and Perspectives refer to the values, attitudes, and assumptions that underlie both practices and products. The exam does not have a separate culture section. There are no cultural trivia questions. Themes give students an opportunity to achieve the goals defined by the overarching premise by integrating language in a variety of contexts.