ALEX Resources

Narrow Results:
Learning Activities (4) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (40)


ALEX Learning Activities  
   View Standards     Standard(s): [WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL5 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

Subject: World Languages (7 - 12)
Title: Indigenous Voices: Cultural Identity and Challenges (Phase 2)
Description:

This activity expands students’ knowledge of the cultural identity and challenges facing indigenous groups in Latin America. Using the technology platform Padlet and the jigsaw classroom strategy, students will explore and take ownership of content. Interpersonal and presentational communication is used to engage in and share information between students.

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

Subject: World Languages (7 - 12)
Title: Indigenous Voices: Cultural Identity and Challenges (Phase 1)
Description:

This introductory activity presents the topic of indigenous groups in Latin America. Through the use of a controversial Coca-Cola television advertisement from 2015, students will begin to discover and discuss the unique qualities of indigenous groups as well as issues they face in society. This activity builds upon prior knowledge of content, vocabulary, and grammar in the target language.

This activity is a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 9 :
9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

Subject: World Languages (7 - 12)
Title: Directions
Description:

In this activity, students will investigate a number of places in Madrid (or any city) and use directional commands to get their partner from place to place. The students will take turns giving directions and tracing their route. The students must also make a comparison about the places they “visited” while in Madrid and a similar location in the U.S.

This activity was created as a result of the World Languages Course of Study Resource Development Summit.




   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 10 :
10) Interact using the target language within the classroom and globally in a variety of time frames.

a. Exchange information with speakers of the target language in person or virtually.

b. Identify skills necessary to enter different professional fields.

c. Simulate interactions that would occur in the target culture.

Subject: World Languages (7 - 12)
Title: Professions in a Global World
Description:

In this lesson, the students will use authentic websites and digital resources to find jobs which require knowledge of a World Language. The students will identify a job(s) of interest and then answer an e-mail regarding an interview time and ask additional questions of the company's manager.

This activity was created as a result of the World Languages Course of Study Resource Development Summit.




ALEX Learning Activities: 4

Go To Top of page
ALEX Classroom Resources  
   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 9 :
9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

Subject: World Languages (7 - 12)
Title: Le Bal Masqué - La Compagnie Créole
URL: https://coerll.utexas.edu/chansons/index.php?ch=7
Description:

This intermediate low to intermediate mid French musical activity uses the music of La Compagnie Créole to explore the celebration and costumes of Carnival through the song Le Bal Masqué. The included PDF starts with asking students to discuss background information on Mardi Gras and Carnival. After listening to the song students check for understanding by answering comprehension questions. They wrap up the activity by using the conditional tense to describe how they would dress if they were to attend a Carnival celebration. The French lyrics for this song are included in the provided pdf. 



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL3 (7-12) 10 :
10) Interact using the target language within the classroom and globally in a variety of time frames.

a. Exchange information with speakers of the target language in person or virtually.

b. Identify skills necessary to enter different professional fields.

c. Simulate interactions that would occur in the target culture.

Subject: World Languages (7 - 12)
Title: French Maps and Directions
URL: https://www.oercommons.org/courseware/lesson/78291/overview
Description:

In this novice-high to intermediate-low French activity, students will learn to give and follow commands as they use mass transit maps to get from one place to another. With a partner, they will choose from the provided city maps and figure out how to get from point A to point B using the best option for public transportation (bus, metro, train, ferry, walk). Students will then take turns presenting their routes and following the routes created by others showing that they can both give and follow directions/commands in the target language and simulate interactions that are likely to happen in the target language.



   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

Subject: World Languages (7 - 12)
Title: French Interviews: Future
URL: https://www.laits.utexas.edu/fi/sites/laits.utexas.edu.fi/files/vid_int_fr_13_0.pdf
Description:

This novice high to intermediate mid-French activity allows students to gather information from four different heritage French speakers: Franck, J-C, Stephanie, and Virginie. Students are asked to gather information as the speakers describe their future using the future and conditional tenses. This activity is split into two different audio sections that can be used as a group or separately. There are also French questions to aid in interpersonal conversations as students discuss their future plans. The links to the interviews used in this activity are posted in the comment section below. Each video provides optional French and English transcripts.

Key grammar points in these audio clips include: Future Tense, Conditional Tense



   View Standards     Standard(s): [WLAN] WL1 (7-12) 6 :
6) Connect with other disciplines while using the target language.

a. Use math skills to convert English measurements to metric system and to convert currencies.

b. Locate cities, states, and countries where the target language is spoken.

c. Describe weather in different locations around the world.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

Subject: World Languages (7 - 12)
Title: Weather Reports in Chinese
URL: https://www.oercommons.org/authoring/58581-planning-for-the-weather-mandarin-chinese-intermed/view
Description:

This intermediate low to intermediate mid-Chinese activity allows students to reinforce their weather vocabulary. Students start by reviewing weather terms through a game of charades. A set of full-colored labeled weather cards are included so that students can draw a card and then act out the card they selected. After reviewing vocabulary, students use a prepared weather report worksheet to look up the weather for a target language city of their choice. Students then take turns presenting their findings by simulating weather reporters. An included PowerPoint highlights the can-do statements for this activity.



   View Standards     Standard(s): [WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

[WLAN] WL3 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

Subject: World Languages (7 - 12)
Title: Fake News in French
URL: https://commons.wikimedia.org/w/index.php?curid=56973548
Description:

This intermediate low to intermediate mid-French resource is perfect for reinforcing commands while also teaching students critical thinking skills. This poster illustrates the steps required for identifying fake news, a skill that is important in today's online world. Teachers can print this individually for their students or download a larger file to print in poster format. Classroom activity suggestions include: 1) highlighting the commands used in the poster. 2) Teachers can delete the images and print the images separately. Then, students can work together to match the command/instruction with the image that illustrates it. 3) Teachers can send students to an online target language site and have them follow these steps and record their findings. Then, students write an analysis of the site explaining why or why not it is fake news.



   View Standards     Standard(s): [WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

[WLAN] WL3 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

Subject: World Languages (7 - 12)
Title: Fake News in Spanish
URL: https://commons.wikimedia.org/w/index.php?curid=56859922
Description:

This intermediate low to intermediate mid-Spanish resource is perfect for reinforcing commands while also teaching students critical thinking skills. This poster illustrates the steps required for identifying fake news, a skill that is important in today's online world. Teachers can print this individually for their students or download a larger file to print in poster format. Classroom activity suggestions include: 1) highlighting the commands used in the poster. 2) Teachers can delete the images and print the images separately. Then, students can work together to match the command/instruction with the image that illustrates it. 3) Teachers can send students to an online target language site and have them follow these steps and record their findings. Then, students write an analysis of the site explaining why or why not it is fake news.



   View Standards     Standard(s): [WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

[WLAN] WL3 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

Subject: World Languages (7 - 12)
Title: Fake News in German
URL: https://commons.wikimedia.org/wiki/File:Fake_News_Erkennen_(How_To_Spot_Fake_News).jpg
Description:

This intermediate low to intermediate mid-German resource is perfect for reinforcing commands while also teaching students critical thinking skills. This poster illustrates the steps required for identifying fake news, a skill that is important in today's online world. Teachers can print this individually for their students or download a larger file to print in poster format. Classroom activity suggestions include: 1) highlighting the commands used in the poster. 2) Teachers can delete the images and print the images separately. Then, students can work together to match the command/instruction with the image that illustrates it. 3) Teachers can send students to an online target language site and have them follow these steps and record their findings. Then, students write an analysis of the site explaining why or why not it is fake news.



   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

Subject: World Languages (7 - 12)
Title: “Translation for Mamá” by Richard Blanco
URL: https://edsitement.neh.gov/lesson-plans/translation-mama-richard-blanco
Description:

This activity is useful for intermediate Spanish learners but can be very beneficial to heritage language learners as well.  The poem presented in the lesson is a bridge between two languages. Students whose native language is Spanish and who are English language learners will be able to experience the languages together in one poem. Students whose native language is not Spanish but is other than English will experience a model for writing from their own complex identities in two languages. The activity includes a detailed explanation of the lesson preparation as well as step-by-step instructions for guiding students through the activities and optional extensions. Students begin by writing about someone or something they miss. Intermediate-level Spanish students should write in Spanish. Students will then read and listen to the poem before participating in a group discussion that ties the poem to their original work.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 7 :
7) Describe information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Identify the main idea of information from authentic websites and materials to interpret topics.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

Subject: World Languages (7 - 12)
Title: Las regiones autónomas de España
URL: https://acceso.ku.edu/unidad2/almanaque/regiones.shtml
Description:

This novice high to intermediate low Spanish activity introduces students to the various regions that make up the country of Spain. Students start by reading an article online and then answering a series of multiple-choice comprehension questions. Students are then directed to an interactive map where they are asked to locate specific information regarding key cities, foods, and weather information. Students can check their work as they complete the provided questions online.



   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 9 :
9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

[WLAN] WL4 (7-12) 1 :
1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

Subject: World Languages (7 - 12)
Title: El Grafiti en Colombia
URL: https://acceso.ku.edu/unidad6/almanaque/grafiti.shtml
Description:

This intermediate low to intermediate-high activity focuses on the controversy surrounding artistic expression and graffiti. Students start by reading an article about the controversy in Colombia and then check their comprehension with a series of multiple-choice questions. Within the article, difficult words are highlighted in blue. If a student places the cursor over these words they will see a definition to assist them.  Afterward, students watch a short video clip about Stinkfish, a known graffiti artist from Colombia, and respond to a series of reflection questions in writing or in a group discussion. Students then work individually or in groups to research other graffiti artists in Colombia before sharing their findings with the class. Finally, students make comparisons between the themes of their researched artist and the themes noted in graffiti throughout the United States.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 3 :
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :
3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

Subject: World Languages (7 - 12)
Title: El Corte Inglés
URL: https://acceso.ku.edu/unidad2/almanaque/corte_ingles.shtml
Description:

This intermediate low to intermediate-high Spanish language activity centers around El Corte Inglés, one of the most popular department stores in Spain. This activity includes a series of target language articles for students to read as well as comprehension questions to check their understanding of the articles. Students are then given links to several commercials produced by Cortes Inglés and they are asked to identify items in the videos and discuss how the commercials have changed over time. Several extension activities are also included: One asks students to examine a timeline and describe events using the preterit and imperfect. Another introduces students to Pipol in da house - a series of 2-3 minute episodes produced by Corte Inglés featuring a college-aged cast wearing outfits from the store.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 7 :
7) Describe information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Identify the main idea of information from authentic websites and materials to interpret topics.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

Subject: World Languages (7 - 12)
Title: La Gastronomía Española
URL: https://acceso.ku.edu/unidad2/almanaque/gastronomia.shtml
Description:

This novice high to intermediate low Spanish activity introduces students to foods from Spain. Students start by reading a target language article and answering a series of multiple-choice comprehension questions to check for comprehension. Afterward, students are asked to watch a series of target language videos, each introducing students to a dish that is unique to Spain. Students are asked to select one dish to focus on as they create a presentation for the class. During the presentation, they introduce the dish, where in Spain it is from, the ingredients, and how to prepare the dish. If students are familiar with commands then this activity would allow them to review this grammar topic while using commands in context to explain how to prepare the chosen dish.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

Subject: World Languages (7 - 12)
Title: Inca Kola
URL: https://acceso.ku.edu/unidad7/almanaque/kola.shtml
Description:

This is an intermediate low to intermediate mid reading and listening activity that introduces students to Inca Kola, a popular soda beverage in Peru. The linked article includes 5 multiple choice comprehension questions to check for understanding. Students are then asked to watch 4 different Inca Kola commercials and prepare answers to provided questions. This activity is set up to be completed for homework but can be completed within the classroom if desired.



   View Standards     Standard(s): [WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :
3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

Subject: World Languages (7 - 12)
Title: El Ecoturismo en Costa Rica
URL: https://acceso.ku.edu/unidad5/almanaque/ecoturismo.shtml
Description:

This intermediate mid to intermediate-high Spanish lesson introduces students to the idea of ecoturismo, specifically focusing on Costa Rica. Students start by watching two short videos that overview the topic (in the target language) and then students respond to a series of multiple-choice comprehension questions to see how well they understood the videos. Students are then asked to work in groups as they research various eco-tours offered throughout Costa Rica and report back to their classmates.



   View Standards     Standard(s): [WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 1 :
1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :
3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

Subject: World Languages (7 - 12)
Title: Consejos de los Abuelos
URL: https://docs.google.com/document/d/1qPeZ7Lm86q0_D5V8KECKYs5wn4umrpkcT8qQO48AcdU/edit#heading=h.gjdgxs
Description:

This intermediate mid to intermediate Spanish activity allows students to gather information from an authentic resource, specifically focusing on informal commands. Students start this activity by participating in an interpersonal conversation about their grandparents. Then they use interpretive skills to gather information as a native speaker describes their grandparents and the advice that their grandparents would give. Finally, students work in groups to present a list of affirmative and negative informal commands that grandparents would give to their grandchildren.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

Subject: World Languages (7 - 12)
Title: El Amor y la Vida
URL: https://docs.google.com/document/d/1IeL2L2-Zv9oeZdzWZHmBfXKrF8TLtPMdpY8a2miVdzc/edit
Description:

This intermediate low to intermediate mid Spanish activity focuses on identifying a person or object that most influenced them in their childhood. Students start by looking at a photo of a mural and participate in an interpersonal conversation about influences in their life. Second, students listen to the provided interview to gather information about what most influenced the speaker's life. Finally, students complete a quick presentational writing activity in which they share the most influential thing in their life. Optional extension activities are also provided.



   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 5 :
5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL5 (7-12) 2 :
2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 5 :
5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

Subject: World Languages (7 - 12)
Title: Las Obras Arquitectónicas de Gaudí, Símbolos de Barcelona
URL: https://www.youtube.com/watch?v=Lv0DTRrZFjc&t=62s
Description:

This three-minute Spanish language video, produced by a Mexican news network, is an authentic resource that takes students on a tour of Barcelona. Novice level students (level 1) can use this authentic resource to recognize arts and other graphic representations of the target culture as they identify the key cultural elements in the video such as the port, La Rambla, the 1992 Olympic Stadium, and Camp Nou Stadium. Intermediate and advanced level students can interpret what is heard to comprehend the target language while identifying (level 2), investigating (level 3) and analyzing (levels 4 & 5) the perspectives of the architectural artwork found throughout Barcelona.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 11 :
11) Describe opportunities to use the target language beyond the classroom environment.

a. Participate in student exchange opportunities locally, globally, or virtually.

b. Explore the internet to find sites of personal interest where they can use the target language.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames.

a. Investigate authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites on current events.

c. Plan a school event which promotes the target culture.

Subject: World Languages (7 - 12)
Title: The Doctors: A Tribute to Westerland
URL: https://coerll.utexas.edu/dib/pdfs/lied_06_01.pdf
Description:

This intermediate low to intermediate mid German activity introduces students to the punk rock band Die Ärzte. Students listen to their song "Westerland." Throughout the song, students are asked to used interpretive listening skills to gather information provided on the attached activity sheet.  Next, they are asked to read the provided German lyrics and use their comprehension skills to answer a set of questions. A list of useful vocabulary is provided to assist with more difficult phrases. Finally, students are asked to present information about their favorite location, following the model presented in the song. The entire student handout is prepared in the target language.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

Subject: World Languages (7 - 12)
Title: Discussion activities for Spanish classes
URL: https://docs.google.com/document/d/1sKAYXRujLKMHvJEsP50kLUMIJJlRTgfPt2WEkxj1oh4/edit
Description:

This Spanish resource is a collection of 19 audio activities on a variety of intermediate-low, intermediate-mid, and intermediate-high topics. Each audio clip provides an interview with a native or heritage speaker, a theme, objectives, before viewing question with keywords, during the video activity, after the video questions, and personal reflection questions. Vocabulary topics covered include family, food, celebrations, school, clothing, shopping, identity, language, hobbies, and weather. Grammar topics covered include ser and estar, present tense, present progressive, preterit, imperfect, and future tenses.



   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

Subject: World Languages (7 - 12)
Title: 5 minute listening comprehension quizzes for Spanish
URL: https://canvas.instructure.com/courses/861104/pages/listening-practice
Description:

This canvas-based site offers a series of short, interpretive listening assessments in Spanish. There are 3 novice level, 8 intermediate level, and 2 advanced level video clips. Each activity should last no longer than 5 minutes making it a perfect start of a class activity or end-of-class comprehension check. Students listen to heritage or native speakers and then answer 5 multiple choice questions to assess their comprehension. The activities can be integrated into an existing Canvas course or used as a stand-alone activity. 



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL4 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL5 (7-12) 2 :
2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 6 :
6) Connect with other disciplines in the target language using complex sentence structure in a variety of time frames and aspects.

a. Write a critical analysis of audio or visual media.

b. Report on contributions of the culture in science, government, or medicine.

c. Describe the importance of historical events from the target culture, past and present.

Subject: World Languages (7 - 12)
Title: Jose Martí: Un Apóstol de la Independencia Cubana
URL: https://www.youtube.com/watch?v=KQTfXe2pkd8
Description:

This two minute Spanish language video, produced by a Mexican news network, is an authentic resource that introduces students to José Martí, a politician, writer, and fighter for Cuban rights. It is a perfect complement for any lesson or activity focusing on José Martí or his famous literary works including "Cultivo una Rosa Blanca" and "Nuestra America." Students in the novice high to intermediate low range can use this resource to interpret basic information while students in the intermediate mid to intermediate high range should try to comprehend enough information to explain the cultural and historical significance of José Martí and his work.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 6 :
6) Connect with other disciplines while using the target language, utilizing the past time frame.

a. Exchange information on patterns of behavior typical of their peer group in the target culture.

b. Examine authentic materials containing current events, social announcements, and classified ads.

[WLAN] WL2 (7-12) 10 :
10) Interact using the target language within the classroom and globally.

a. Interact with speakers of the target language in person or virtually.

[WLAN] WL2 (7-12) 11 :
11) Describe opportunities to use the target language beyond the classroom environment.

a. Participate in student exchange opportunities locally, globally, or virtually.

b. Explore the internet to find sites of personal interest where they can use the target language.

[WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

[WLAN] WL3 (7-12) 10 :
10) Interact using the target language within the classroom and globally in a variety of time frames.

a. Exchange information with speakers of the target language in person or virtually.

b. Identify skills necessary to enter different professional fields.

c. Simulate interactions that would occur in the target culture.

[WLAN] WL3 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames.

a. Investigate authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites on current events.

c. Plan a school event which promotes the target culture.

[WLAN] WL4 (7-12) 1 :
1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames and moods.

a. Explain characteristics of countries where target language is spoken.

b. Present information on topics across disciplines in a variety of time frames and moods.

c. Explain the importance of influential figures from the target culture, past and present.

[WLAN] WL4 (7-12) 10 :
10) Interact using the target language within the classroom and globally in a variety of time frames and moods.

a. Exchange information with speakers of the target language in person or virtually in a variety of time frames and moods.

b. Simulate interactions and personal experiences that would occur in the target culture.

[WLAN] WL4 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames and moods.

a. Analyze authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites of current events and cultural interests.

c. Plan a community event which promotes the target culture.

Subject: World Languages (7 - 12)
Title: Listening for Family History - Spanish
URL: https://www.coerll.utexas.edu/spintx/sites/coerll.utexas.edu.spintx/files/listeningforfamilyhistory-lessonplan.docx
Description:

This intermediate-mid to advanced-low Spanish lesson offers an opportunity for students to listen to heritage speakers as they describe their families. Students are able to rely on family vocabulary and knowledge of a variety of tenses to gather information about each speaker. The activities in this lesson are specifically created for students who are considering a career in medicine. This allows students who may be participating in a high school health academy course to connect their language skills with their professional goals. By referring to the video speakers as 'patients' students practice asking questions about family history, listening for health-related facts, and gathering information on simulated patient history forms. While the content covered in this lesson (health vocabulary, family vocabulary, past tenses) is crucial to most Spanish programs, this unique twist allows students interested in the health field to see how these topics can impact their future profession and goals.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

Subject: World Languages (7 - 12)
Title: Les Conversations: Reacting and Recommending
URL: https://cmaj.coerll.utexas.edu/cmaj2/function/reacting-and-recommending/
Description:

This resource provides 6 separate video clips of French speakers, each of which illustrates the task of reacting, recommending, and making requests. Students use interpretive listening skills to identify main ideas and examine how imperative and subjunctive moods are formed and used through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include conjugations that take the subjunctive, imperative mood, irregular subjunctive, past subjunctive, regular subjunctive, and subjunctive usage.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

Subject: World Languages (7 - 12)
Title: Les Coversations: Talking about the Future
URL: https://cmaj.coerll.utexas.edu/cmaj2/function/talking-about-future/
Description:

This resource provides 3 separate video clips of French speakers, each of which illustrates the task of talking about future events. Students use interpretive listening skills to identify main ideas and examine how the future is formed and used through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include: regular simple future and irregular simple future



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

Subject: World Languages (7 - 12)
Title: Les Conversations: Narrating in the Past
URL: https://cmaj.coerll.utexas.edu/cmaj2/function/narrating-past/
Description:

This resource provides 14 separate video clips of French speakers, each of which illustrates the task of speaking about past actions. Students use interpretive listening skills to identify main ideas and examine how the imperfect, simple past, and compound past tenses are formed and used through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include: imparfait; passé composé, and passé composé vs imparfait.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

Subject: World Languages (7 - 12)
Title: Les Conversations: Making Hypotheses
URL: https://cmaj.coerll.utexas.edu/cmaj2/function/making-hypotheses/
Description:

This resource provides 6 separate video clips of French speakers, each of which illustrates the task of expressing hypotheses. Students use interpretive listening skills to identify main ideas and examine how the conditional and past conditional tenses are formed and used through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include the conditional, conditional past, and si clauses.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

Subject: World Languages (7 - 12)
Title: Les Conversations: Comparings
URL: https://cmaj.coerll.utexas.edu/cmaj2/function/comparing/
Description:

This resource provides 12 separate video clips of French speakers, each of which illustrates comparative phrases throughout the conversations. Students use interpretive listening skills to identify main ideas and examine how comparatives and superlatives are formed and used through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include: comparisons with adjectives, superlatives with adjectives, bon/meilleur vs. bien/mieux



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

Subject: World Languages (7 - 12)
Title: Les Conversations: Describing
URL: https://cmaj.coerll.utexas.edu/cmaj2/function/describing/
Description:

This resource provides 21 separate video clips of French speakers, each of which illustrates how to use descriptions in conversation. Students use interpretive listening skills to identify main ideas and examine how descriptions enhance conversation through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include an introduction to adjectives; introduction to negations, gender, introduction to nouns, irregular adjectives, number - singular and plural, participles as adjectives, present tense, and relative pronouns.



   View Standards     Standard(s): [WLAN] WNLP (0-8) 2 :
2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Recognize key words and phrases in the target language.

Examples: colors, numbers, animals, weather, days of the week

b. Identify people and objects in their environment.

Examples: clothing, classroom items, family members

c. Understand basic instructions.

Examples: turn on lights, look at board

d. Interpret the meaning of gestures, intonation, and other auditory cues.

[WLAN] WNLP (0-8) 6 :
6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Identify cognates.

b. Differentiate formal and informal forms of language.

c. Compare sound systems of the native and target languages.

[WLAN] WNMP (0-8) 2 :
2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Recognize everyday words and phrases on topics related to personal experiences.

Examples: Places to go, careers, leisure time activities

b. Identify cognates.

c. Categorize vocabulary in predictable topic areas.

d. Differentiate among statements, questions, and exclamations.

[WLAN] WNMP (0-8) 6 :
6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Identify cognates and hypothesize about why languages might need to borrow words.

b. Compare word order of native and target languages.

c. Compare patterns of spoken communication such as intonation and pronunciation.

[WLAN] WNHP (0-8) 2 :
2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Report on content of a brief written or spoken message on familiar topics.

Examples: Emails, personal notes, letters, text messages

b. Identify the main idea in various media such as texts, posters, videos, etc.

c. Identify the main characters of a story.

d. Recall details in simple texts that contain familiar vocabulary.

[WLAN] WNHP (0-8) 6 :
6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Compare similarities and differences in writing systems of native and target languages.

b. Recognize idiomatic expressions in the target and native languages.

c. Compare and contrast patterns of spoken communication such as intonation and register.

d.Compare and contrast patterns of written communication such as style, syntax, and audience.

[WLAN] WILP (0-8) 2 :
2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. React to news clips, articles, or reports on current issues.

b. Describe main themes with significant details on topics of current interest.

c. Find basic information in an announcement, article, or other text.

[WLAN] WILP (0-8) 6 :
6) Investigate and analyze similarities and differences between the target and native languages.

a. Identify words in the target language that have no translation in English.

b. Hypothesize about the similarities of language based on awareness of cognates and idioms.

c. Analyze idiomatic expressions in the target language.

[WLAN] WIMP (0-8) 2 :
2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Interpret/retell stories or events in one's own words.

b. Identify principal characters and explain main ideas and themes in selected texts.

c. Determine the main idea of a text with unfamiliar vocabulary.

[WLAN] WIMP (0-8) 6 :
6) Investigate, analyze, and reflect on similarities and differences between the target and native languages.

a. Compare how different time frames are expressed.

b. Describe shades of meaning expressed by different time frames.

c. Identify and compare language appropriate to specific social settings.

[WLAN] WIHP (0-8) 2 :
2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Restate information from short texts.

b. Relate main ideas and significant details on unfamiliar topics.

c. Use knowledge acquired in other settings to comprehend texts in the target language.

[WLAN] WIHP (0-8) 6 :
6) Investigate, analyze, and synthesize similarities and differences between the target and native language.

a. Compare syntax functions.

b. Explain discrepancies between sound and writing systems in the target and native languages.

c. Hypothesize about the origins of idioms.

[WLAN] WL1 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 8 :
8) Identify characteristics of the target language and the native language.

a. Observe formal and informal forms of language.

b. Identify word order for dates and placement of descriptors.

c. Identify high-frequency idiomatic expressions.

d. Identify cognates.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

[WLAN] WL5 (7-12) 2 :
2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 8 :
8) Compare characteristics of the target language and the native language using complex sentence structure in a variety of time frames and aspects.

a. Compare choice and use of prepositions.

b. Analyze elements of the target language related to time and tense.

c. Compare the writing system of the target language and the native language.

Subject: World Languages (K - 12)
Title: Spanish Proficiency Excercises
URL: https://laits.utexas.edu/spe/
Description:

This resource provides a large variety of authentic audio and video clips by native speakers from around the Spanish-speaking world. Clips are organized by proficiency level (beginner, novice, intermediate, advanced, and superior) and by topic. Each video clip provides resources to assist in interpretive listening activities including a Spanish language transcript, an optional English translation, a list of related vocabulary, and review of covered grammar points. These audio and video clips make it easy for students to analyze spoken language as they explore various dialects and compare language usage with their own.



   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 7 :
7) Interpret information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Explore authentic websites and materials to interpret topics.

[WLAN] WL1 (7-12) 9 :
9) Identify products, practices, and perspectives of the target culture and the native culture.

a. Identify daily routines in the target culture and the native culture.

b. Identify celebrations in the target culture and the native culture.

c. Identify games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 6 :
6) Connect with other disciplines while using the target language, utilizing the past time frame.

a. Exchange information on patterns of behavior typical of their peer group in the target culture.

b. Examine authentic materials containing current events, social announcements, and classified ads.

[WLAN] WL2 (7-12) 7 :
7) Describe information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Identify the main idea of information from authentic websites and materials to interpret topics.

[WLAN] WL2 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture.

a. Compare daily routines in the target culture and the native culture.

b. Compare celebrations in the target culture and the native culture.

c. Compare games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

[WLAN] WL3 (7-12) 9 :
9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

[WLAN] WL3 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames.

a. Investigate authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites on current events.

c. Plan a school event which promotes the target culture.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL4 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

[WLAN] WL4 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames and moods.

a. Analyze authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites of current events and cultural interests.

c. Plan a community event which promotes the target culture.

[WLAN] WL5 (7-12) 2 :
2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 5 :
5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

[WLAN] WL5 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

[WLAN] WL5 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture using varied vocabulary and more complex sentence structure.

a. Compare and contrast customs and traditions of the target culture to the native culture.

b. Compare and contrast behaviors related to health and wellness.

c. Compare and contrast the importance placed on individual needs versus community needs.

[WLAN] WL5 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of contexts.

a. Research target language resources for personal enrichment and entertainment.

b. Create or join school, community, or international groups that organize cultural events and/or social activities.

c. Explore the internet to find sites of personal interest where they can use the target language to maintain and increase communication skills.

Subject: World Languages (7 - 12)
Title: Foreign Language News and Newspapers: Chinese
URL: https://libguides.mit.edu/flnewspapers/chinese
Description:

This website offers direct links to 11 different Chinese language newspapers. These authentic materials in the target langauge were published for Chinese speakers and provide lots of interpretive reading practice for students as they explore current events from throughout China.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

Subject: World Languages (7 - 12)
Title: French Reflexive Verbs
URL: https://www.oercommons.org/authoring/59226-french-201-lab-5-reflexive-verbs-intermediate-low/view
Description:

This intermediate-low French activity encourages students to talk about daily routines using reflexive vocabulary. A Google slide presentation guides the teacher and students through a warm-up, main activity, and wrap-up. In the warm-up, students observe a series of photos and describe the actions that appear in one of the photos. Classmates then use interpretive listening skills to determine which photo is being described. The main activity is a game in which students roll dice to determine which questions they will need to answer. The question sheet is included but teachers will need to provide 2 dice - one with numbers and one with colors.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

Subject: World Languages (7 - 12)
Title: Oú se trouve - Where Is?
URL: https://www.oercommons.org/authoring/59842-french-201-lab-13-o%C3%BA-se-trouve-intermediate-mid/view
Description:

This intermediate-mid to intermediate-high French lesson focuses on describing plazas and giving directions.  A Google slide presentation guides the teacher and students through the lesson. First students are provided a map and asked to work in pairs to describe how to get from one place to another. (The map can easily be changed to reflect your own hometown.) Afterward, students are provided one of six plaza cards depicting photos of popular plazas in France, Belgium, Morocco, and Canada. Using guiding questions students, discuss various aspects of each plaza and compare them with locations found within their own culture.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 6 :
6) Connect with other disciplines while using the target language, utilizing the past time frame.

a. Exchange information on patterns of behavior typical of their peer group in the target culture.

b. Examine authentic materials containing current events, social announcements, and classified ads.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL2 (7-12) 11 :
11) Describe opportunities to use the target language beyond the classroom environment.

a. Participate in student exchange opportunities locally, globally, or virtually.

b. Explore the internet to find sites of personal interest where they can use the target language.

[WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL3 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames.

a. Investigate authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites on current events.

c. Plan a school event which promotes the target culture.

Subject: World Languages (7 - 12)
Title: Autobiografía
URL: https://www.oercommons.org/courseware/lesson/59137/overview
Description:

This intermediate-low to intermediate-high Spanish activity examines audio and written examples of autobiographies, a concept also covered in other disciplines. Students will interpret auditory and written resources as they listen to the song ¨Autobiografía¨ by Luis Enrique on YouTube and read a written autobiography about his life. This lesson relies heavily on past tenses as students examine Luis Enrique's life and compare the two resources before preparing their own autobiography. By introducing students to authentic musical resources, students are encouraged to continue exploring the artist outside the classroom. All printed resources required for this activity are included on the link.



   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 7 :
7) Interpret information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Explore authentic websites and materials to interpret topics.

[WLAN] WL1 (7-12) 9 :
9) Identify products, practices, and perspectives of the target culture and the native culture.

a. Identify daily routines in the target culture and the native culture.

b. Identify celebrations in the target culture and the native culture.

c. Identify games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 6 :
6) Connect with other disciplines while using the target language, utilizing the past time frame.

a. Exchange information on patterns of behavior typical of their peer group in the target culture.

b. Examine authentic materials containing current events, social announcements, and classified ads.

[WLAN] WL2 (7-12) 7 :
7) Describe information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Identify the main idea of information from authentic websites and materials to interpret topics.

[WLAN] WL2 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture.

a. Compare daily routines in the target culture and the native culture.

b. Compare celebrations in the target culture and the native culture.

c. Compare games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

[WLAN] WL3 (7-12) 9 :
9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

[WLAN] WL3 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames.

a. Investigate authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites on current events.

c. Plan a school event which promotes the target culture.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL4 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

[WLAN] WL4 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames and moods.

a. Analyze authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites of current events and cultural interests.

c. Plan a community event which promotes the target culture.

[WLAN] WL5 (7-12) 2 :
2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 5 :
5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

[WLAN] WL5 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

[WLAN] WL5 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture using varied vocabulary and more complex sentence structure.

a. Compare and contrast customs and traditions of the target culture to the native culture.

b. Compare and contrast behaviors related to health and wellness.

c. Compare and contrast the importance placed on individual needs versus community needs.

[WLAN] WL5 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of contexts.

a. Research target language resources for personal enrichment and entertainment.

b. Create or join school, community, or international groups that organize cultural events and/or social activities.

c. Explore the internet to find sites of personal interest where they can use the target language to maintain and increase communication skills.

Subject: World Languages (7 - 12)
Title: Foreign Language News and Newspapers: German
URL: https://libguides.mit.edu/flnewspapers/german
Description:

This website offers direct links to a variety of German-language newspapers from around Europe. These authentic materials in the target language were published for German speakers and provide lots of interpretative reading practice for students as they explore current events from the German-speaking world. Resources are well organized and provided from Austria, Belgium, France, Germany, Liechtenstein, Luxemburg, and Switzerland.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

Subject: World Languages (7 - 12)
Title: Les Conversations: Asking Questions
URL: https://cmaj.coerll.utexas.edu/cmaj2/function/asking-questions/
Description:

This resource provides 3 separate video clips of French speakers, each of which illustrates the task of asking and responding to questions. Students use interpretive listening skills to identify main ideas and examine how questions are formed and used through these authentic resources. The videos were prepared for intermediate and advanced level learners but could be used with novice learners as a way to introduce them to authentic language. Each video clip provides a French-language transcript and links to grammar reviews and activities for the concepts that are heard in the clip. The concepts covered include:  interrogative and exclamative quel; interrogative pronoun lequel; interrogative pronouns; interrogative words: où, quand, comment; introduction to interrogatives; questions with subject/verb inversion; yes/no questions: est-ce que, n’est-ce pas



   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 7 :
7) Interpret information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Explore authentic websites and materials to interpret topics.

[WLAN] WL1 (7-12) 9 :
9) Identify products, practices, and perspectives of the target culture and the native culture.

a. Identify daily routines in the target culture and the native culture.

b. Identify celebrations in the target culture and the native culture.

c. Identify games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 6 :
6) Connect with other disciplines while using the target language, utilizing the past time frame.

a. Exchange information on patterns of behavior typical of their peer group in the target culture.

b. Examine authentic materials containing current events, social announcements, and classified ads.

[WLAN] WL2 (7-12) 7 :
7) Describe information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Identify the main idea of information from authentic websites and materials to interpret topics.

[WLAN] WL2 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture.

a. Compare daily routines in the target culture and the native culture.

b. Compare celebrations in the target culture and the native culture.

c. Compare games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

[WLAN] WL3 (7-12) 9 :
9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

[WLAN] WL3 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames.

a. Investigate authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites on current events.

c. Plan a school event which promotes the target culture.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL4 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

[WLAN] WL4 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames and moods.

a. Analyze authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites of current events and cultural interests.

c. Plan a community event which promotes the target culture.

[WLAN] WL5 (7-12) 2 :
2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 5 :
5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

[WLAN] WL5 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

[WLAN] WL5 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture using varied vocabulary and more complex sentence structure.

a. Compare and contrast customs and traditions of the target culture to the native culture.

b. Compare and contrast behaviors related to health and wellness.

c. Compare and contrast the importance placed on individual needs versus community needs.

[WLAN] WL5 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of contexts.

a. Research target language resources for personal enrichment and entertainment.

b. Create or join school, community, or international groups that organize cultural events and/or social activities.

c. Explore the internet to find sites of personal interest where they can use the target language to maintain and increase communication skills.

Subject: World Languages (7 - 12)
Title: Foreign Language News and Newspapers: French
URL: https://libguides.mit.edu/flnewspapers/french
Description:

This website offers direct links to over 30 French-language newspapers from around the globe. These authentic materials in the target language were published for French speakers and provide lots of interpretative reading practice for students as they explore current events from the French-speaking world. Resources are well organized and provided from Canada, France, Tunisia, and Switzerland



   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 7 :
7) Interpret information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Explore authentic websites and materials to interpret topics.

[WLAN] WL1 (7-12) 9 :
9) Identify products, practices, and perspectives of the target culture and the native culture.

a. Identify daily routines in the target culture and the native culture.

b. Identify celebrations in the target culture and the native culture.

c. Identify games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL2 (7-12) 6 :
6) Connect with other disciplines while using the target language, utilizing the past time frame.

a. Exchange information on patterns of behavior typical of their peer group in the target culture.

b. Examine authentic materials containing current events, social announcements, and classified ads.

[WLAN] WL2 (7-12) 7 :
7) Describe information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Identify the main idea of information from authentic websites and materials to interpret topics.

[WLAN] WL2 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture.

a. Compare daily routines in the target culture and the native culture.

b. Compare celebrations in the target culture and the native culture.

c. Compare games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

[WLAN] WL3 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

[WLAN] WL3 (7-12) 9 :
9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

[WLAN] WL3 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames.

a. Investigate authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites on current events.

c. Plan a school event which promotes the target culture.

[WLAN] WL4 (7-12) 2 :
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture in a variety of time frames and moods.

a. Explain how current events are reported in target culture and at home.

b. Compare and contrast advertisements from target culture and local media.

c. Explain the importance of influential figures from the perspective of the target culture.

[WLAN] WL4 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

[WLAN] WL4 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of time frames and moods.

a. Analyze authentic materials to learn more about topics studied in class.

b. Explore the internet to find authentic websites of current events and cultural interests.

c. Plan a community event which promotes the target culture.

[WLAN] WL5 (7-12) 2 :
2) Understand the main idea and a few details in texts on a variety of topics related to everyday life and personal interests in various time frames and moods using varied vocabulary and more complex sentence structure.

a. Relate main themes and significant details in ads, reports, or announcements presented on TV, radio, video, or in live presentations.

b. Describe the main themes and significant details on topics found in print media.

c. Follow short instructions to complete a task.

[WLAN] WL5 (7-12) 5 :
5) Analyze perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to government, education, religion, and economics.

b. Interact with music and short video clips.

c. Listen to, read, and analyze the function of products used in selected texts.

[WLAN] WL5 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

[WLAN] WL5 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture using varied vocabulary and more complex sentence structure.

a. Compare and contrast customs and traditions of the target culture to the native culture.

b. Compare and contrast behaviors related to health and wellness.

c. Compare and contrast the importance placed on individual needs versus community needs.

[WLAN] WL5 (7-12) 11 :
11) Explore opportunities to use the target language beyond the classroom environment in a variety of contexts.

a. Research target language resources for personal enrichment and entertainment.

b. Create or join school, community, or international groups that organize cultural events and/or social activities.

c. Explore the internet to find sites of personal interest where they can use the target language to maintain and increase communication skills.

Subject: World Languages (7 - 12)
Title: Foreign Language News and Newspapers: Spanish
URL: https://libguides.mit.edu/c.php?g=176072&p=1158992
Description:

This website offers direct links to a variety of Spanish language newspapers from the United States and around the globe. These authentic materials in the target language were published for Spanish speakers and provide lots of interpretative reading practice for students as they explore current events from the Latino world. Resources are well organized and provided from Argentina, Canary Islands, Chile, Colombia, Guatemala, Mexico, Peru, Venezuela, Spain, the United States and more. 



   View Standards     Standard(s): [WLAN] WNHP (0-8) 1 :
1) Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

a. Communicate and exchange information on familiar topics using simple sentences.

b. Engage in short social interactions with peers.

c. Exchange some personal information with peers.

d. Write simple descriptions and short messages on familiar topics.

[WLAN] WNHP (0-8) 2 :
2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Report on content of a brief written or spoken message on familiar topics.

Examples: Emails, personal notes, letters, text messages

b. Identify the main idea in various media such as texts, posters, videos, etc.

c. Identify the main characters of a story.

d. Recall details in simple texts that contain familiar vocabulary.

[WLAN] WNHP (0-8) 4 :
4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the target cultures.

a. Use appropriate gestures and etiquette from the target culture.

b. Observe and analyze patterns of behavior typical of the target culture.

c. Draw conclusions about target culture values based on authentic materials.

[WLAN] WILP (0-8) 1 :
1) Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

a. Converse on familiar topics connecting basic sentences to provide information.

b. Ask and answer questions on factual information familiar to the student.

c. Retell information with details about what is read, heard, and seen.

d. Write a series of sentences on familiar topics.

[WLAN] WILP (0-8) 2 :
2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. React to news clips, articles, or reports on current issues.

b. Describe main themes with significant details on topics of current interest.

c. Find basic information in an announcement, article, or other text.

[WLAN] WILP (0-8) 4 :
4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the target cultures.

a. Engage in conversation demonstrating culturally respectful behavior.

b. Identify and research an area of interest in the target culture.

c. Participate in age-appropriate cultural practices such as games, sports, and entertainment.

[WLAN] WIMP (0-8) 1 :
1) Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.

a. Use language to handle tasks related to personal needs.

b. Exchange information about daily activities and personal preferences.

c. Support personal opinions with some details.

d. Exchange information about a topic of special interest to the student.

[WLAN] WIMP (0-8) 2 :
2) Demonstrate an understanding of simple spoken or written language presented through a variety of media resources on familiar topics.

a. Interpret/retell stories or events in one's own words.

b. Identify principal characters and explain main ideas and themes in selected texts.

c. Determine the main idea of a text with unfamiliar vocabulary.

[WLAN] WIMP (0-8) 4 :
4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the target cultures.

a. Role-play culturally appropriate interactions in a variety of daily activities.

b. Use culturally appropriate verbal and nonverbal behavior among peers or mixed groups.

c. Explore, analyze, and present the how and why of common cultural practices and perspectives.

[WLAN] WL1 (7-12) 1 :
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the present time frame.

a. Greet and leave people in a polite way.

b. Exchange basic information about self and others.

c. Exchange basic information about their everyday lives.

[WLAN] WL1 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 4 :
4) Identify practices of the target cultures.

a. Use basic appropriate gestures in common interactions.

b. Identify behaviors in a variety of environments.

c. Identify typical activities, events, and celebrations of the target cultures.

[WLAN] WL1 (7-12) 5 :
5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

[WLAN] WL2 (7-12) 1 :
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 5 :
5) Identify perspectives through products of the target cultures.

a. Describe products of the target culture.

b. Describe arts, crafts, or graphic representations of the target culture.

c. Describe the cultural elements found in music and short video clips.

d. Listen to, read, and describe the products in a variety of texts.

[WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 5 :
5) Investigate perspectives through products of the target cultures.

a. Explain the importance of products of the target culture.

b. Explain arts, crafts, or graphic representations of the target culture.

c. Explain the cultural elements of music and short video clips.

d. Listen to, read, and explain the purpose of products from a target culture.

Subject: World Languages (K - 12)
Title: Fast Food in German-Speaking Countries
URL: https://www.oercommons.org/authoring/53558-fast-food-in-german-speaking-countries/2/view
Description:

This novice-high to intermediate-high German activity provides resources necessary for completing a series of communicative and interpretive tasks as students explore the world of fast food using a variety of authentic resources. Interpretive reading skills are used as students explore a target language menu. Audio files and video files are included for interpretive listening tasks. Other printable resources (including a menu) are included to assist in interpersonal communicative tasks as students practice ordering food. The resources are carefully chosen to introduce students to a wide variety of authentic foods, introducing them to culturally appropriate products. The included activities can be adapted for a variety of levels in middle school and high school German classes.



   View Standards     Standard(s): [WLAN] WL2 (7-12) 1 :
1) Communicate and share on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Use the language to meet basic survival needs.

b. Participate in conversations on familiar topics using a variety of phrases and simple sentences.

c. Ask and answer questions on factual information.

d. Narrate incidents in the past time frame.

e. Describe activities and personal preferences in the past time frame.

[WLAN] WL2 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics using the past tense.

a. Restate information from audio and visual documents in the target language.

b. Locate key information from announcements and messages connected to daily activities in the target culture.

c. Relate the main themes and significant details on topics from other subjects and products of the cultures.

[WLAN] WL2 (7-12) 3 :
3) Present information on familiar topics with a variety of words, phrases, and simple sentences in the past time frame.

a. Present basic information about people and activities.

b. Recite songs, short skits, or dramatic readings.

[WLAN] WL2 (7-12) 4 :
4) Identify perspectives through practices of the target cultures.

a. Use appropriate gestures in common interactions.

b. Describe behaviors in a variety of environments.

c. Describe perspectives related to celebration of traditional religious and national holidays.

[WLAN] WL2 (7-12) 6 :
6) Connect with other disciplines while using the target language, utilizing the past time frame.

a. Exchange information on patterns of behavior typical of their peer group in the target culture.

b. Examine authentic materials containing current events, social announcements, and classified ads.

[WLAN] WL2 (7-12) 7 :
7) Describe information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Identify the main idea of information from authentic websites and materials to interpret topics.

[WLAN] WL2 (7-12) 8 :
8) Compare characteristics of the target language and the native language.

a. Use formal and informal forms of language.

b. Compare word order for dates and placement of descriptors.

c. Use high-frequency idiomatic expressions.

d. Use cognates.

[WLAN] WL2 (7-12) 9 :
9) Compare products, practices, and perspectives of the target culture and the native culture.

a. Compare daily routines in the target culture and the native culture.

b. Compare celebrations in the target culture and the native culture.

c. Compare games, stories, songs, and rhymes from the native culture and those from the target culture.

[WLAN] WL3 (7-12) 1 :
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

[WLAN] WL3 (7-12) 2 :
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

[WLAN] WL3 (7-12) 3 :
3) Present information on familiar topics in a variety of time frames using varied vocabulary and more complex sentence structure.

a. Express needs, wants, and preferences.

b. Present information based on topics of interest or personal experiences.

c. Give oral presentations using a variety of formats.

[WLAN] WL3 (7-12) 4 :
4) Investigate perspectives through practices of the target cultures.

a. Examine how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar environments.

c. Participate in hands-on activities related to cultural practices.

[WLAN] WL3 (7-12) 6 :
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

[WLAN] WL3 (7-12) 7 :
7) Acquire information related to diverse perspectives in the target culture.

a. Compare how current events are reported in target culture and locally.

b. Compare advertisements from target culture and local media.

[WLAN] WL3 (7-12) 8 :
8) Compare characteristics of the target language and the native language in a variety of time frames.

a. Compare idiomatic expressions of the target language and the native language.

b. Compare formal and informal registers of language.

c. Compare the use of different time frames in the target and native cultures.

d. Make connections between target language and native language based on knowledge of cognates.

[WLAN] WL3 (7-12) 9 :
9) Compare products, practices and perspectives of the target culture and the native culture in a variety of time frames.

a. Compare activities and events of the target culture to the native culture.

b. Compare cultural practices in the target culture to the native culture.

Subject: World Languages (7 - 12)
Title: Esperanza Novel Unit
URL: https://www.oercommons.org/courseware/lesson/67925/overview
Description:

This Spanish unit provides activities to go along with the TPRS book Esperanza by Carol Gaab. The unit resources are available free but the book must be purchased. This linked unit includes a pre- and post-assessment that measures how well students feel they can meet the Can Do Statements associated with the unit. Activities in this unit include KWL using Padlet, Smashboards (with rubrics) to illustrate each chapter and an interactive choice board that provides a variety of differentiated assessment options. The unit also includes a project using Thinglink in which students research places in Guatemala and present their findings in a formal presentation. Throughout the unit, students will participate in interpersonal conversations, presentational writing, presentational speaking, grammar explorations, cultural explorations of products, practices, and perspectives, and connect with other classes as they explore topics like the Civil War in Guatemala, immigration, amnesty, and civil rights.



ALEX Classroom Resources: 39

Go To Top of page