WL Department Meeting February 27th , 2012 Room 206

A mouse saved her young from a ferocious cat by barking 'bow wow'. After the cat ran away, the mouse said to her offspring 'See, children, it pays to know a second language - Efstathiadis If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart. Nelson Mandela To a teacher of languages there comes a time when the world is but a place of many words and man appears a mere talking animal not much more wonderful than a parrot. Joseph Conrad

Language is a city to the building of which every human being brought a stone. Ralph Waldo Emerson

World Language Week Quad D Lessons Final Banquet

Big Rocks Edmodo Questions Upcoming Dates Needs & Ideas

http://chesterfield.edmodo.com/link?url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Du6XAPnuFjJc

World Language Week

Fourth Grade Interpretation

Quad D Lessons
Moving From Acquisition to Adaptation In the elementary world languages classroom A Identify currency from the target culture. Identify currency from the target culture. Read target language ads for common vocabulary items. D Given a budget, plan a trip to a market to buy food authentic to the culture. Design a new currency for the target culture, integrating something historical or cultural you have learned. Given a budget, plan an online trip to a department store in the target culture. (Carrefours, Printemps, El Corte Ingls). Justify your purchases in a presentation, using simple target language. Teach it to someone at home during the week. Explain in simple target language how the colors and images make you feel. Interpret an important piece of art in the style of another artist from the target culture. Perform the song with instruments authentic to the culture. Create a scale model of an important historical site.

Use the common target language in class. List the colors in a piece of art from the target culture. Examine a piece of art from the target language, and describe it using simple target language. Learn a song in the target language. See a picture of, then talk about, a monument important to the target culture ( i.e. Great Wall in China, Timbuktu in Malis ancient kingdom, Mayan observatory in Xochicalco). Understand the thematic units essential question. Play a game from the target culture ( i.e. dominos, uno, fangbao). Learn about the products, perspectives and practices of another culture. Read a folk story from another culture. Read in English about a challenge facing the target culture.

Learn about another culture.

Working with another student, come up with a new solution to the thematic units essential question. Adapt the game to create something new (i.e. dominos with Mayan math symbols, etc.) Create a graphic organizer to explain differences between the target culture and your own. Use TPRS, partner work and props to retell the story in simple language. Strategize solutions in the target language for the challenge. Work with a partner to determine the feasibility of the solutions. Reflect on how your life would be different if you lived in that culture.

Rigor, Relevance, Relationships

Rigor, Relevance, Relationships

Quadrant D - Adaptation Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. Quadrant B - Application Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.

Quadrant C - Assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.

Quadrant A - Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.

Final

Final Exams: June 5th 8th

Make-ups: th & 12th June 11

World Language Banquet

Pocahontas State Park, Swift Creek Dining Hall

Thursday, May 17, 2012 4:30-6:30 $20 to Deborah Houghton/ Carver Middle by April 20th.

Spanish Tapas Cuban Salad with Black Beans, Jicama and Avocado Crema Butternut Squash Lasagna and Rosemary Focaccia with Herb Oils Crepes with Fresh Local Berries, Assorted Cremes, Custards and Chocolate Ganache

Menu

Big Rocks

Edmodo Discussions & Questions

The Commonwealth of Virginia proposes that 40% of a teacher's performance include student achievement. The 40% will include multiple measures of assessment. Apart from a growth measure that demonstrates growth over the course of the year, what other measures might be used?

Teacher Performance

Categories
Data Driven Planning

Instructional Delivery
Assessment Learning Environment Communication Professionalism

Student Achievement and Academic Progress

Content of Draft Document

Background , Rationale,

Research Comparison of student achievement impact in different parts of U.S. Connection to State and National Standards & Performance Guidelines Suggested proficiency levels at exit measure Framework of tasks and domains by levels Sample rubrics

 Why do we have common assessments? Why are the Benchmarks relatively easy when compared to the semester exam? How often do we need to be using the assessment materials provided by the publishers?

March Events
Congrs, JRHS March 3 March 5-11 NFL Week PD: ActivInspire Series, March 7,14,21 Winterpock ES 4:30-6:30 PD: BER Strategies, Swift Creek, March 20 Second Semester Exam Review, Swift Creek, March 20 PD: WL Dept. Chairs, Midlothian HS 131 and

205 March 22 PD: WL Supervision March 22

From: Rachel Wood <inhissteps4ever@yahoo.com> To: "anita_kipps-canady@ccpsnet.net" <anita_kipps-canady@ccpsnet.net> Sent: Thursday, February 2, 2012 8:03 PM Subject: spanish students

Hi Ms. Kipps-Canady,

I'm working with a company called Compass USA. I'm trying to find host families for Spanish students this summer. The students are between the ages of 14-18 years old and speak English. It's a really cool cultural opportunity and your students could brush up on their Spanish while learning about the Spanish students who come. They will be coming from July 5th to July 26th for three weeks. Two days a week they will be with me on excursions like going to DC and Bush Gardens and the rest of the time they get to hang with their host families and experience American culture. The host families will also receive $50 a week to help with expenses. So I was wondering a few things. 1. Would your family be interested in hosting a student? 2. Could you pass this information on to your Spanish students? 3. Do you know of anyone (friends, family, neighbors, coworkers, acquaintances) that might be a good fit and welcome an opportunity such as this? 4. Do you belong to any organizations or groups that you would be willing to share this information? I appreciate your help and consideration. I'm going to send along a flyer you can use. I look forward to hearing your response. Take Care, Rachel Wood Compass USA Youth Program Coordinator 804-691-7439 inhissteps4ever@yahoo.com

Needs & Ideas