Powerspeak Spanish High School Year 2 ACTFL Alignment

Powerspeak Spanish High School Year 2 ACTFL Alignment Strand: Communication Communicate in languages other than English through listening, speaking, reading and writing in various cultural contexts. Related Lessons Title Description Standard 1.1: Students listen and respond, engage in conversations, provide and obtain information, express preferences, emotions and feelings, and exchange opinions and beliefs. 2.5, 2.155 2.18, 2.48, 2.98 2.63 2.73 Simulated Conversation Practice Chatter at a Royal Ball Questions From a Child Openers and Rejoinders In these activities, students participate in a simulated conversation. Students listen to a series of everyday conversational prompts and are guided to respond to each prompt and/or to ask further questions to continue the conversation In Chatters at a Royal Ball, students learn and perform a conversation between two onlookers commenting on the happenings at a Royal Ball. The onlookers share opinions about who is performing, how well they are performing, etc. In Questions From a Child, students learn and perform a conversation between a child and parent. The conversation focuses on a simple question, but asks about various people to cover different conjugations--but always in the context of a simple conversation. In Openers and Rejoinders, students learn many conversational openers and appropriate rejoinders, and practice responding to linguistic cues, as well as performing short conversations. Spanish High School Year 2 ACTFL Alignment Page 1 Copyright 2011 by Middlebury Interactive Languages. All rights reserved. This document may not be reproduced, in whole or in part, in any form without written permission from Middlebury Interactive Languages.

2.100, 2.165 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Online Synchronous Sessions Written or Oral Assessments In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. In Written or Oral Assessments, students draw from, and incorporate material they have learned that week to speak or write in complete sentences. Standard 1.2: Students comprehend and interpret written and oral language on a variety of topics. 2.3 In the Aquarium lessons. 2.5, 2.155 Simulated Conversation Practice In these activities, students participate in a simulated conversation. Students listen to a series of everyday conversational prompts and are guided to respond to each prompt and/or to ask further questions to continue the conversation 2.8 A Small Child Answers the Phone In this activity, students listen to, and read a humorous telephone conversation between a child and an adult. Spanish High School Year 2 ACTFL Alignment Page 2

2.18, 2.48, 2.98 2.15, 2.20, 2.25, 2.40, 2.50, 2.65, 2.70, 2.85, 2.95, 2.115, 2.120, 2.130, 2.145, 2.150, 2.160, 2.170 2.13, 2.103, 2.123 2.23 Chatter at a Royal Ball Realias Focus on the Language The Farmer and the Turnip In Chatters at a Royal Ball, students learn and perform a conversation between two onlookers commenting on the happenings at a Royal Ball. The onlookers share opinions about who is performing, how well they are performing, etc. In Realias, students confront authentic texts in authentic environments. These encounters are neither trivial, nor far beyond a student's comprehension level, but are texts to which students can respond and that move them to a deeper understanding of the target language at the same time. Sample texts include menus, cinema marquees, student class schedule, etc. In Focus on the Language activities, students explore some grammar principles in depth. The grammar is often drawn from the Chatters at a Royal Ball or similar activities where characters describe different events and activities. 2.28, 2.138, 2.173 A Spanish Lesson 2.33, 2.68 Focus on Scene 2.38 The Three Bears lessons. In Focus on Scene, students listen and read a narration as they refer to an image depicting the spoken and written text. In this way, language input is facilitated with audio, written text, and image. Spanish High School Year 2 ACTFL Alignment Page 3

2.53, 2.78 Geography Lesson lessons. 2.58 Geometry Lesson lessons. 2.63 Questions From a Child In Questions From a Child, students learn and perform a conversation between a child and parent. The conversation focuses on a simple question, but asks about various people to cover different conjugations--but always in the context of a simple conversation. 2.143 Focus on Action In Focus on Action, students learn to respond appropriately to numerous commands for physical action (e.g. stand, sit, lie down, etc.) and to string together commands that they perform. 2.73 2.83 Openers and Rejoinders Little Red Riding Hood In Openers and Rejoinders, students learn many conversational openers and appropriate rejoinders, and practice responding to linguistic cues, as well as performing short conversations. Spanish High School Year 2 ACTFL Alignment Page 4

2.148 The Arab and His Camel s 2.153 The Critical Mother 2.158 Chicken Little language for They also have a parallel compare the languages and aid 2.168 A Little Boy and a Flower Immersive Diglot Weave Story language for They also have a parallel compare the languages and aid In the weekly immersive Diglot Weave story, students follow a story that is told four times (across several days), each time with more of the target language weaved in (Diglot comes from the roots "di" meaning two, and "glot" meaning language--these stories weave together the students' native language, and the target language.) The story follows two silly, endearing characters and their adventurous exploits. By the third and fourth iterations, the story is largely in the target language, but because of the previous iterations and episodes, students can readily follow what is happening. Vocabulary Modules In Vocabulary Modules, students learn to recognize a set of vocabulary by sight and sound, and also to produce that vocabulary both in writing and in speech. The sequence of interactive activities carefully increases the burden on students so that they can master the vocabulary without feeling over or under-burdened or underprepared, Spanish High School Year 2 ACTFL Alignment Page 6

Grammar Modules Reading or Listening Comprehension Practice In Grammar Modules, students compare grammatically correct sentences with incorrect sentences and formulate their own hunches about the grammar principle. Students strengthen their grasp on the pattern by exploring--through interactive games--a variety of sentences incorporating the pattern. In Reading and Listening Comprehension Practice activities, students read or listen to simple passages contextualizing vocabulary and grammar they have learned. They answer questions about the main ideas and significant details about the passages. Standard 1.3: Students present information, concepts, and ideas in oral and written form on a variety of topics. 2.18, 2.48, 2.98 2.13, 2.103, 2.123 2.63 Chatter at a Royal Ball Focus on the Language Questions From a Child In Chatters at a Royal Ball, students learn and perform a conversation between two onlookers commenting on the happenings at a Royal Ball. The onlookers share opinions about who is performing, how well they are performing, etc. In Focus on the Language activities, students explore some grammar principles in depth. The grammar is often drawn from the Chatters at a Royal Ball or similar activities where characters describe different events and activities. In Questions From a Child, students learn and perform a conversation between a child and parent. The conversation focuses on a simple question, but asks about various people to cover different conjugations--but always in the context of a simple conversation. 2.143 Focus on Action In Focus on Action, students learn to respond appropriately to numerous commands for physical action (e.g. stand, sit, lie down, etc.) and to string together commands that they perform. 2.73 Openers and Rejoinders In Openers and Rejoinders, students learn many conversational openers and appropriate rejoinders, and practice responding to linguistic cues, as well as performing short conversations. Spanish High School Year 2 ACTFL Alignment Page 7

Written or Oral Assessments Online Synchronous Sessions In Written or Oral Assessments, students draw from, and incorporate material they have learned that week to speak or write in complete sentences. In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. Strand: Cultures Gain knowledge of other cultures through the study of language Standard 2.1: Students demonstrate knowledge of social patterns and conventions and interact appropriately in cultural settings. 2.19, 2.109 Culture report In Culture Reports, students compare and contrast practices and products between the target culture and their own culture. 2.5, 2.15, 2.70, 2.105, 2.120, 2.130, 2.140, 2.160 Out of seat activities In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. 2.100, 2.165 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Spanish High School Year 2 ACTFL Alignment Page 8

Culturegrams or culture videos and quizzes The CultureGrams module presents a wide range of cultural information, such as behaviors, customs, geography, climate, etc. from target-language-speaking nations. Students draw from this material to construct their own portrait of the culture, including comparisons to their own. In Culture Videos, students watch a video of a representative of a target-language speaking culture talking about significant practices or products of that culture. By presenting students with such models, we hope to cultivate a respect not based on some abstract ideas, but in response to actual people whom they have encountered. The sense students should have after watching these videos is the passion, interest and excitement that people have for aspects of their native culture. Online Synchronous Sessions In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. Standard 2.2: Students demonstrate knowledge and understanding of significant components of the cultures being studied, such as traditions, institutions, art, history, music, and literary and artistic expressions, among others. 2.5, 2.15, 2.70, 2.105, 2.120, 2.130, 2.140, 2.160 Out of seat activity In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. 2.100, 2.165 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Spanish High School Year 2 ACTFL Alignment Page 9

The CultureGrams module presents a wide range of cultural information, such as behaviors, customs, geography, climate, etc. from target-language-speaking nations. Students draw from this material to construct their own portrait of the culture, including comparisons to their own. Culturegrams or culture videos and quizzes Online Synchronous Sessions In Culture Videos, students watch a video of a representative of a target-language speaking culture talking about significant practices or products of that culture. By presenting students with such models, we hope to cultivate a respect not based on some abstract ideas, but in response to actual people whom they have encountered. The sense students should have after watching these videos is the passion, interest and excitement that people have for aspects of their native culture. In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. Strand: Connections Connect with other disciplines and gain access to information Standard 3.1: Students reinforce and broaden their knowledge of other disciplines through the target language. 2.3 In the Aquarium lessons. 2.53, 2.78 Geography Lesson lessons. Spanish High School Year 2 ACTFL Alignment Page 10

2.58 Geometry Lesson lessons. 2.70 2.161-2.170 Out of Seat Activity: Famous People Societal Issues Modules In this activity, students are encouraged to use Spanish resources to research a famous historical figure from a Spanish-speaking country. Provided examples include: Miguel Hidalgo, Simón Bolívar, José de San Martín, Benito Juarez or Ferdinand and Isabel. In this activity, students express in Spanish their opinions on the most serious issues facing their society (that they learned about in the vocabulary module that week) Standard 3.2: Students access information and cultural perspectives that are available through the target language via electronic or traditional means. 2.5, 2.15, 2.70, 2.105, 2.120, 2.130, 2.140, 2.160 Out of seat activities In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. 2.19, 2.109 Culture report In Culture Reports, students compare and contrast practices and products between the target culture and their own culture. 2.100, 2.165 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Spanish High School Year 2 ACTFL Alignment Page 11

The CultureGrams module presents a wide range of cultural information, such as behaviors, customs, geography, climate, etc. from target-language-speaking nations. Students draw from this material to construct their own portrait of the culture, including comparisons to their own. Culturegrams or culture videos and quizzes In Culture Videos, students watch a video of a representative of a target-language speaking culture talking about significant practices or products of that culture. By presenting students with such models, we hope to cultivate a respect not based on some abstract ideas, but in response to actual people whom they have encountered. The sense students should have after watching these videos is the passion, interest and excitement that people have for aspects of their native culture. Strand: Comparisons Develop insight into the nature of language and culture Standard 4.1: Students learn that different languages use different ways to communicate and can apply this knowledge to their own language. 2.3 In the Aquarium lessons. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. 2.8 2.18, 2.48, 2.98 A Small Child Answers the Phone Chatter at a Royal Ball In this activity, students listen to, and read a humorous telephone conversation between a child and an adult. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. In Chatters at a Royal Ball, students learn and perform a conversation between two onlookers commenting on the happenings at a Royal Ball. The onlookers share opinions about who is performing, how well they are performing, etc. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. Spanish High School Year 2 ACTFL Alignment Page 12

2.15, 2.20, 2.25, 2.40, 2.50, 2.65, 2.70, 2.85, 2.95, 2.115, 2.120, 2.130, 2.145, 2.150, 2.160, 2.170 2.13, 2.103, 2.123 Realias Focus on the Language In Realias, students confront authentic texts in authentic environments. These encounters are neither trivial, nor far beyond a student's comprehension level, but are texts to which students can respond and that move them to a deeper understanding of the target language at the same time. Sample texts include menus, cinema marquees, student class schedule, etc. In Focus on the Language activities, students explore some grammar principles in depth. The grammar is often drawn from the Chatters at a Royal Ball or similar activities where characters describe different events and activities. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. 2.23 The Farmer and the Turnip 2.28, 2.138, 2.173 A Spanish Lesson 2.38 The Three Bears 2.53, 2.78 Geography Lesson lessons. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. lessons. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. Spanish High School Year 2 ACTFL Alignment Page 13

2.58 Geometry Lesson lessons. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. 2.63 Questions From a Child In Questions From a Child, students learn and perform a conversation between a child and parent. The conversation focuses on a simple question, but asks about various people to cover different conjugations--but always in the context of a simple conversation. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. 2.73 Openers and Rejoinders In Openers and Rejoinders, students learn many conversational openers and appropriate rejoinders, and practice responding to linguistic cues, as well as performing short conversations. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. 2.83 Little Red Riding Hood 2.108 A Hungry Giant language for They also have a parallel compare the languages and aid 2.113 Observing Closely How Spanish Works In Observing Closely How Spanish Works, students explore some grammar principles in depth. The grammar is often drawn from the Chatters at a Royal Ball or similar activities where characters describe different events and activities. Students follow a target language text, and a parallel English text to facilitate linguistic comparisons. Spanish High School Year 2 ACTFL Alignment Page 14

2.118 2.128 2.138 The Skillful Calculator Dream of a Little Girl The Three Billy goats language for They also have a parallel compare the languages and aid language for They also have a parallel compare the languages and aid 2.148 The Arab and His Camel 2.153 The Critical Mother 2.158 Chicken Little language for They also have a parallel compare the languages and aid 2.168 A Little Boy and a Flower language for They also have a parallel compare the languages and aid Spanish High School Year 2 ACTFL Alignment Page 15

Grammar Modules Reading or Listening Comprehension Activities Immersive Diglot Weave Story In Grammar Modules, students compare grammatically correct sentences with incorrect sentences and formulate their own hunches about the grammar principle. Students strengthen their grasp on the pattern by exploring--through interactive games--a variety of sentences incorporating the pattern. In Reading and Listening Comprehension activities, students read or listen to simple passages contextualizing vocabulary and grammar they have learned. They answer questions about the main ideas and significant details about the passages. In the weekly immersive Diglot Weave story, students follow a story that is told four times (across several days), each time with more of the target language weaved in (Diglot comes from the roots "di" meaning two, and "glot" meaning language--these stories weave together the students' native language, and the target language.) The story follows two silly, endearing characters and their adventurous exploits. By the third and fourth iterations, the story is largely in the target language, but because of the previous iterations and episodes, students can readily follow what is happening. Standard 4.2: Students learn that people of different cultures may think and act differently, and students can apply this knowledge to their own culture. 2.19, 2.109 Culture report In Culture Reports, students compare and contrast practices and products between the target culture and their own culture. 2.5, 2.15, 2.70, 2.105, 2.120, 2.130, 2.140, 2.160 Out of seat activity In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. Spanish High School Year 2 ACTFL Alignment Page 16

2.100, 2.165 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Online Synchronous Sessions In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. Strand: Communities Participate in multilingual communities, the global society, and world market place Related Lessons Title Description Standard 5.1: Students use the language both within and beyond the school setting. 2.5, 2.15, 2.70, 2.105, 2.120, 2.130, 2.140, 2.160 Out of seat activities In Out of Seat activities, students are asked to participate in events of the target culture located near their local communities, or to research particular cultural products. In both of these types of assignments, students are challenged to compare what they learn with aspects from their own culture. 2.100, 2.165 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Spanish High School Year 2 ACTFL Alignment Page 17

Standard 5.2: Students use language for leisure and personal enrichment. 2.100, 2.165 Becoming a Lifelong Learner In "Becoming a Lifelong Learner", students (with guidance from a parent) are challenged to make a regular schedule according to which they: 1. make contact with a native speaker of the target language, (it can be a friend, a neighbor, a blog, etc.) 2. locate an information resource in and for speakers of the target language (it can be a target-language newspaper, blog, community board, etc.), and 3. participate in cultural activities of the target culture. Students make a specific schedule for when they will do these, and they report at the end of the year. Online Synchronous Sessions In these sessions, students participate in a synchronous meeting with the teacher and other classmates and practice material from the week's contents, including conversational exchanges, listening and reading comprehension, oral or written production, or compare cultural practices and products. Spanish High School Year 2 ACTFL Alignment Page 18