Powerspeak Spanish High School Year 2 ACTFL Alignment
Strand: Communication
Communicate in languages other than English through listening, speaking, reading and
writing in various cultural contexts.
Related Lessons
Title
Description
Standard 1.1: Students listen and respond, engage in conversations, provide and obtain information,
express preferences, emotions and feelings, and exchange opinions and beliefs.
2.5, 2.155
Simulated
Conversation
Practice
2.18, 2.48, 2.98
Chatter at a Royal
Ball
2.63
Questions From a
Child
2.73
Openers and
Rejoinders
Spanish High School Year 2 ACTFL Alignment
In these activities, students participate in a simulated
conversation. Students listen to a series of everyday
conversational prompts and are guided to respond to
each prompt and/or to ask further questions to continue
the conversation
In Chatters at a Royal Ball, students learn and perform a
conversation between two onlookers commenting on the
happenings at a Royal Ball. The onlookers share
opinions about who is performing, how well they are
performing, etc.
In Questions From a Child, students learn and perform a
conversation between a child and parent. The
conversation focuses on a simple question, but asks
about various people to cover different conjugations--but
always in the context of a simple conversation.
In Openers and Rejoinders, students learn many
conversational openers and appropriate rejoinders, and
practice responding to linguistic cues, as well as
performing short conversations.
Page 1
Copyright © 2011 by Middlebury Interactive Languages. All rights reserved. This document may not be reproduced, in whole or in part, in any form without
written permission from Middlebury Interactive Languages.
Related Lessons
2.100, 2.165
Title
Becoming a Lifelong Learner
Weekly
Online Synchronous
Sessions
Weekly
Written or Oral
Assessments
Description
In "Becoming a Lifelong Learner", students (with
guidance from a parent) are challenged to make a
regular schedule according to which they: 1. make
contact with a native speaker of the target language, (it
can be a friend, a neighbor, a blog, etc.) 2. locate an
information resource in and for speakers of the target
language (it can be a target-language newspaper, blog,
community board, etc.), and 3. participate in cultural
activities of the target culture. Students make a specific
schedule for when they will do these, and they report at
the end of the year.
In these sessions, students participate in a synchronous
meeting with the teacher and other classmates and
practice material from the week's contents, including
conversational exchanges, listening and reading
comprehension, oral or written production, or compare
cultural practices and products.
In Written or Oral Assessments, students draw from,
and incorporate material they have learned that week to
speak or write in complete sentences.
Standard 1.2: Students comprehend and interpret written and oral language on a variety of topics.
2.3
In the Aquarium
2.5, 2.155
Simulated
Conversation
Practice
2.8
A Small Child
Answers the Phone
Spanish High School Year 2 ACTFL Alignment
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons.
In these activities, students participate in a simulated
conversation. Students listen to a series of everyday
conversational prompts and are guided to respond to
each prompt and/or to ask further questions to continue
the conversation
In this activity, students listen to, and read a humorous
telephone conversation between a child and an adult.
Page 2
Related Lessons
2.18, 2.48, 2.98
Title
Chatter at a Royal
Ball
2.15, 2.20, 2.25, 2.40, 2.50,
2.65, 2.70, 2.85, 2.95, 2.115,
2.120, 2.130, 2.145, 2.150,
2.160, 2.170
2.13, 2.103, 2.123
2.23
2.28, 2.138, 2.173
2.33, 2.68
2.38
Realias
Focus on the
Language
The Farmer and the
Turnip
A Spanish Lesson
Focus on Scene
The Three Bears
Spanish High School Year 2 ACTFL Alignment
Description
In Chatters at a Royal Ball, students learn and perform a
conversation between two onlookers commenting on the
happenings at a Royal Ball. The onlookers share
opinions about who is performing, how well they are
performing, etc.
In Realias, students confront authentic texts in authentic
environments. These encounters are neither trivial, nor
far beyond a student's comprehension level, but are
texts to which students can respond and that move them
to a deeper understanding of the target language at the
same time. Sample texts include menus, cinema
marquees, student class schedule, etc.
In Focus on the Language activities, students explore
some grammar principles in depth. The grammar is
often drawn from the Chatters at a Royal Ball or similar
activities where characters describe different events and
activities.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons.
In Focus on Scene, students listen and read a narration
as they refer to an image depicting the spoken and
written text. In this way, language input is facilitated with
audio, written text, and image.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
Page 3
Related Lessons
2.53, 2.78
Title
Geography Lesson
2.58
Geometry Lesson
2.63
Questions From a
Child
2.143
Focus on Action
2.73
Openers and
Rejoinders
2.83
Little Red Riding
Hood
Spanish High School Year 2 ACTFL Alignment
Description
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons.
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons.
In Questions From a Child, students learn and perform a
conversation between a child and parent. The
conversation focuses on a simple question, but asks
about various people to cover different conjugations--but
always in the context of a simple conversation.
In Focus on Action, students learn to respond
appropriately to numerous commands for physical
action (e.g. stand, sit, lie down, etc.) and to string
together commands that they perform.
In Openers and Rejoinders, students learn many
conversational openers and appropriate rejoinders, and
practice responding to linguistic cues, as well as
performing short conversations.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
Page 4
Related Lessons
2.100, 2.165
2.108
Title
Becoming a Lifelong Learner
A Hungry Giant
2.113
Observing Closely
How Spanish Works
2.118
The Skillful
Calculator
2.128
2.93
Dream of a Little
Girl
The Three Billy
goats
Spanish High School Year 2 ACTFL Alignment
Description
In "Becoming a Lifelong Learner", students (with
guidance from a parent) are challenged to make a
regular schedule according to which they: 1. make
contact with a native speaker of the target language, (it
can be a friend, a neighbor, a blog, etc.) 2. locate an
information resource in and for speakers of the target
language (it can be a target-language newspaper, blog,
community board, etc.), and 3. participate in cultural
activities of the target culture. Students make a specific
schedule for when they will do these, and they report at
the end of the year.
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
In Observing Closely How Spanish Works, students
explore some grammar principles in depth. The
grammar is often drawn from the Chatters at a Royal
Ball or similar activities where characters describe
different events and activities.
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
Page 5
Related Lessons
2.148
2.153
Title
The Arab and His
Camel
The Critical Mother
2.158
Chicken Little
2.168
A Little Boy and a
Flower
Weekly
Weekly
Immersive Diglot
Weave™ Story
Vocabulary Modules
Spanish High School Year 2 ACTFL Alignment
Description
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text helps
students compare the languages and aid
comprehension.
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
In the weekly immersive Diglot Weave™ story, students
follow a story that is told four times (across several
days), each time with more of the target language
weaved in (Diglot comes from the roots "di" meaning
two, and "glot" meaning language--these stories weave
together the students' native language, and the target
language.) The story follows two silly, endearing
characters and their adventurous exploits. By the third
and fourth iterations, the story is largely in the target
language, but because of the previous iterations and
episodes, students can readily follow what is happening.
In Vocabulary Modules, students learn to recognize a
set of vocabulary by sight and sound, and also to
produce that vocabulary both in writing and in speech.
The sequence of interactive activities carefully increases
the burden on students so that they can master the
vocabulary without feeling over or under-burdened or
underprepared,
Page 6
Related Lessons
Title
Weekly
Grammar Modules
Weekly
Reading or
Listening
Comprehension
Practice
Description
In Grammar Modules, students compare grammatically
correct sentences with incorrect sentences and
formulate their own hunches about the grammar
principle. Students strengthen their grasp on the pattern
by exploring--through interactive games--a variety of
sentences incorporating the pattern.
In Reading and Listening Comprehension Practice
activities, students read or listen to simple passages
contextualizing vocabulary and grammar they have
learned. They answer questions about the main ideas
and significant details about the passages.
Standard 1.3: Students present information, concepts, and ideas in oral and written form on a variety of
topics.
2.18, 2.48, 2.98
Chatter at a Royal
Ball
2.13, 2.103, 2.123
Focus on the
Language
2.63
Questions From a
Child
2.143
Focus on Action
2.73
Openers and
Rejoinders
Spanish High School Year 2 ACTFL Alignment
In Chatters at a Royal Ball, students learn and perform a
conversation between two onlookers commenting on the
happenings at a Royal Ball. The onlookers share
opinions about who is performing, how well they are
performing, etc.
In Focus on the Language activities, students explore
some grammar principles in depth. The grammar is
often drawn from the Chatters at a Royal Ball or similar
activities where characters describe different events and
activities.
In Questions From a Child, students learn and perform a
conversation between a child and parent. The
conversation focuses on a simple question, but asks
about various people to cover different conjugations--but
always in the context of a simple conversation.
In Focus on Action, students learn to respond
appropriately to numerous commands for physical
action (e.g. stand, sit, lie down, etc.) and to string
together commands that they perform.
In Openers and Rejoinders, students learn many
conversational openers and appropriate rejoinders, and
practice responding to linguistic cues, as well as
performing short conversations.
Page 7
Related Lessons
Title
Description
Weekly
Written or Oral
Assessments
In Written or Oral Assessments, students draw from,
and incorporate material they have learned that week to
speak or write in complete sentences.
Weekly
Online Synchronous
Sessions
In these sessions, students participate in a synchronous
meeting with the teacher and other classmates and
practice material from the week's contents, including
conversational exchanges, listening and reading
comprehension, oral or written production, or compare
cultural practices and products.
Strand: Cultures
Gain knowledge of other cultures through the study of language
Standard 2.1: Students demonstrate knowledge of social patterns and conventions and interact
appropriately in cultural settings.
2.19, 2.109
2.5, 2.15, 2.70, 2.105, 2.120,
2.130, 2.140, 2.160
2.100, 2.165
Culture report
Out of seat activities
Becoming a Lifelong Learner
Spanish High School Year 2 ACTFL Alignment
In Culture Reports, students compare and contrast
practices and products between the target culture and
their own culture.
In Out of Seat activities, students are asked to
participate in events of the target culture located near
their local communities, or to research particular cultural
products. In both of these types of assignments,
students are challenged to compare what they learn with
aspects from their own culture.
In "Becoming a Lifelong Learner", students (with
guidance from a parent) are challenged to make a
regular schedule according to which they: 1. make
contact with a native speaker of the target language, (it
can be a friend, a neighbor, a blog, etc.) 2. locate an
information resource in and for speakers of the target
language (it can be a target-language newspaper, blog,
community board, etc.), and 3. participate in cultural
activities of the target culture. Students make a specific
schedule for when they will do these, and they report at
the end of the year.
Page 8
Related Lessons
Weekly
Weekly
Title
Culturegrams™ or
culture videos and
quizzes
Online Synchronous
Sessions
Description
The CultureGrams™ module presents a wide range of
cultural information, such as behaviors, customs,
geography, climate, etc. from target-language-speaking
nations. Students draw from this material to construct
their own portrait of the culture, including comparisons
to their own.
In Culture Videos, students watch a video of a
representative of a target-language speaking culture
talking about significant practices or products of that
culture. By presenting students with such models, we
hope to cultivate a respect not based on some abstract
ideas, but in response to actual people whom they have
encountered. The sense students should have after
watching these videos is the passion, interest and
excitement that people have for aspects of their native
culture.
In these sessions, students participate in a synchronous
meeting with the teacher and other classmates and
practice material from the week's contents, including
conversational exchanges, listening and reading
comprehension, oral or written production, or compare
cultural practices and products.
Standard 2.2: Students demonstrate knowledge and understanding of significant components of the
cultures being studied, such as traditions, institutions, art, history, music, and literary and artistic
expressions, among others.
2.5, 2.15, 2.70, 2.105, 2.120,
2.130, 2.140, 2.160
2.100, 2.165
Out of seat activity
Becoming a Lifelong Learner
Spanish High School Year 2 ACTFL Alignment
In Out of Seat activities, students are asked to
participate in events of the target culture located near
their local communities, or to research particular cultural
products. In both of these types of assignments,
students are challenged to compare what they learn with
aspects from their own culture.
In "Becoming a Lifelong Learner", students (with
guidance from a parent) are challenged to make a
regular schedule according to which they: 1. make
contact with a native speaker of the target language, (it
can be a friend, a neighbor, a blog, etc.) 2. locate an
information resource in and for speakers of the target
language (it can be a target-language newspaper, blog,
community board, etc.), and 3. participate in cultural
activities of the target culture. Students make a specific
schedule for when they will do these, and they report at
the end of the year.
Page 9
Related Lessons
Title
Description
The CultureGrams™ module presents a wide range of
cultural information, such as behaviors, customs,
geography, climate, etc. from target-language-speaking
nations. Students draw from this material to construct
their own portrait of the culture, including comparisons
to their own.
Weekly
Weekly
Culturegrams™ or
culture videos and
quizzes
Online Synchronous
Sessions
In Culture Videos, students watch a video of a
representative of a target-language speaking culture
talking about significant practices or products of that
culture. By presenting students with such models, we
hope to cultivate a respect not based on some abstract
ideas, but in response to actual people whom they have
encountered. The sense students should have after
watching these videos is the passion, interest and
excitement that people have for aspects of their native
culture.
In these sessions, students participate in a synchronous
meeting with the teacher and other classmates and
practice material from the week's contents, including
conversational exchanges, listening and reading
comprehension, oral or written production, or compare
cultural practices and products.
Strand: Connections
Connect with other disciplines and gain access to information
Standard 3.1: Students reinforce and broaden their knowledge of other disciplines through the target
language.
2.3
2.53, 2.78
In the Aquarium
Geography Lesson
Spanish High School Year 2 ACTFL Alignment
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons.
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons.
Page 10
Related Lessons
Title
2.58
Geometry Lesson
2.70
Out of Seat Activity:
Famous People
2.161-2.170
Societal Issues
Modules
Description
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons.
In this activity, students are encouraged to use Spanish
resources to research a famous historical figure from a
Spanish-speaking country. Provided examples include:
Miguel Hidalgo, Simón Bolívar, José de San Martín,
Benito Juarez or Ferdinand and Isabel.
In this activity, students express in Spanish their
opinions on the most serious issues facing their society
(that they learned about in the vocabulary module that
week)
Standard 3.2: Students access information and cultural perspectives that are available through the
target language via electronic or traditional means.
2.5, 2.15, 2.70, 2.105, 2.120,
2.130, 2.140, 2.160
Out of seat activities
2.19, 2.109
Culture report
2.100, 2.165
Becoming a Lifelong Learner
Spanish High School Year 2 ACTFL Alignment
In Out of Seat activities, students are asked to
participate in events of the target culture located near
their local communities, or to research particular cultural
products. In both of these types of assignments,
students are challenged to compare what they learn with
aspects from their own culture.
In Culture Reports, students compare and contrast
practices and products between the target culture and
their own culture.
In "Becoming a Lifelong Learner", students (with
guidance from a parent) are challenged to make a
regular schedule according to which they: 1. make
contact with a native speaker of the target language, (it
can be a friend, a neighbor, a blog, etc.) 2. locate an
information resource in and for speakers of the target
language (it can be a target-language newspaper, blog,
community board, etc.), and 3. participate in cultural
activities of the target culture. Students make a specific
schedule for when they will do these, and they report at
the end of the year.
Page 11
Related Lessons
Title
Description
The CultureGrams™ module presents a wide range of
cultural information, such as behaviors, customs,
geography, climate, etc. from target-language-speaking
nations. Students draw from this material to construct
their own portrait of the culture, including comparisons
to their own.
Culturegrams™ or
culture videos and
quizzes
Weekly
In Culture Videos, students watch a video of a
representative of a target-language speaking culture
talking about significant practices or products of that
culture. By presenting students with such models, we
hope to cultivate a respect not based on some abstract
ideas, but in response to actual people whom they have
encountered. The sense students should have after
watching these videos is the passion, interest and
excitement that people have for aspects of their native
culture.
Strand: Comparisons
Develop insight into the nature of language and culture
Standard 4.1: Students learn that different languages use different ways to communicate and can apply
this knowledge to their own language.
2.3
In the Aquarium
2.8
A Small Child
Answers the Phone
2.18, 2.48, 2.98
Chatter at a Royal
Ball
Spanish High School Year 2 ACTFL Alignment
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons. Students follow a target language text, and a
parallel English text to facilitate linguistic comparisons.
In this activity, students listen to, and read a humorous
telephone conversation between a child and an adult.
Students follow a target language text, and a parallel
English text to facilitate linguistic comparisons.
In Chatters at a Royal Ball, students learn and perform a
conversation between two onlookers commenting on the
happenings at a Royal Ball. The onlookers share
opinions about who is performing, how well they are
performing, etc. Students follow a target language text,
and a parallel English text to facilitate linguistic
comparisons.
Page 12
Related Lessons
Title
2.15, 2.20, 2.25, 2.40, 2.50,
2.65, 2.70, 2.85, 2.95, 2.115,
2.120, 2.130, 2.145, 2.150,
2.160, 2.170
2.13, 2.103, 2.123
2.23
2.28, 2.138, 2.173
2.38
2.53, 2.78
Realias
Focus on the
Language
The Farmer and the
Turnip
A Spanish Lesson
The Three Bears
Geography Lesson
Spanish High School Year 2 ACTFL Alignment
Description
In Realias, students confront authentic texts in authentic
environments. These encounters are neither trivial, nor
far beyond a student's comprehension level, but are
texts to which students can respond and that move them
to a deeper understanding of the target language at the
same time. Sample texts include menus, cinema
marquees, student class schedule, etc.
In Focus on the Language activities, students explore
some grammar principles in depth. The grammar is
often drawn from the Chatters at a Royal Ball or similar
activities where characters describe different events and
activities. Students follow a target language text, and a
parallel English text to facilitate linguistic comparisons.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons. Students follow a target language text, and a
parallel English text to facilitate linguistic comparisons.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons. Students follow a target language text, and a
parallel English text to facilitate linguistic comparisons.
Page 13
Related Lessons
2.58
2.63
2.73
2.83
2.108
2.113
Title
Geometry Lesson
Questions From a
Child
Openers and
Rejoinders
Little Red Riding
Hood
A Hungry Giant
Observing Closely
How Spanish Works
Spanish High School Year 2 ACTFL Alignment
Description
In these lessons, students learn about core content
material in the target language. Because these lessons
incorporate numerous cognates, borrowed words, and
familiar concepts, students can follow relatively involved
lessons. Students follow a target language text, and a
parallel English text to facilitate linguistic comparisons.
In Questions From a Child, students learn and perform a
conversation between a child and parent. The
conversation focuses on a simple question, but asks
about various people to cover different conjugations--but
always in the context of a simple conversation. Students
follow a target language text, and a parallel English text
to facilitate linguistic comparisons.
In Openers and Rejoinders, students learn many
conversational openers and appropriate rejoinders, and
practice responding to linguistic cues, as well as
performing short conversations. Students follow a target
language text, and a parallel English text to facilitate
linguistic comparisons.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
In Observing Closely How Spanish Works, students
explore some grammar principles in depth. The
grammar is often drawn from the Chatters at a Royal
Ball or similar activities where characters describe
different events and activities. Students follow a target
language text, and a parallel English text to facilitate
linguistic comparisons.
Page 14
Related Lessons
Title
2.118
The Skillful
Calculator
2.128
Dream of a Little
Girl
2.138
2.148
2.153
The Three Billy
goats
The Arab and His
Camel
The Critical Mother
2.158
Chicken Little
2.168
A Little Boy and a
Flower
Spanish High School Year 2 ACTFL Alignment
Description
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
Students listen to and read this familiar story in the
target language for comprehension. They also have a
parallel text in English to refer to in reading. The
familiarity of the story and the parallel English text help
students compare the languages and aid
comprehension.
Students listen to and read this story in the target
language for comprehension. They also have a parallel
text in English to refer to in reading. The simple plot of
the story and the parallel English text help students
compare the languages and aid comprehension.
Page 15
Related Lessons
Title
Weekly
Grammar Modules
Weekly
Reading or
Listening
Comprehension
Activities
Weekly
Immersive Diglot
Weave™ Story
Description
In Grammar Modules, students compare grammatically
correct sentences with incorrect sentences and
formulate their own hunches about the grammar
principle. Students strengthen their grasp on the pattern
by exploring--through interactive games--a variety of
sentences incorporating the pattern.
In Reading and Listening Comprehension activities,
students read or listen to simple passages
contextualizing vocabulary and grammar they have
learned. They answer questions about the main ideas
and significant details about the passages.
In the weekly immersive Diglot Weave™ story, students
follow a story that is told four times (across several
days), each time with more of the target language
weaved in (Diglot comes from the roots "di" meaning
two, and "glot" meaning language--these stories weave
together the students' native language, and the target
language.) The story follows two silly, endearing
characters and their adventurous exploits. By the third
and fourth iterations, the story is largely in the target
language, but because of the previous iterations and
episodes, students can readily follow what is happening.
Standard 4.2: Students learn that people of different cultures may think and act differently, and students
can apply this knowledge to their own culture.
2.19, 2.109
2.5, 2.15, 2.70, 2.105, 2.120,
2.130, 2.140, 2.160
Culture report
Out of seat activity
Spanish High School Year 2 ACTFL Alignment
In Culture Reports, students compare and contrast
practices and products between the target culture and
their own culture.
In Out of Seat activities, students are asked to
participate in events of the target culture located near
their local communities, or to research particular cultural
products. In both of these types of assignments,
students are challenged to compare what they learn with
aspects from their own culture.
Page 16
Related Lessons
2.100, 2.165
Weekly
Title
Becoming a Lifelong Learner
Online Synchronous
Sessions
Description
In "Becoming a Lifelong Learner", students (with
guidance from a parent) are challenged to make a
regular schedule according to which they: 1. make
contact with a native speaker of the target language, (it
can be a friend, a neighbor, a blog, etc.) 2. locate an
information resource in and for speakers of the target
language (it can be a target-language newspaper, blog,
community board, etc.), and 3. participate in cultural
activities of the target culture. Students make a specific
schedule for when they will do these, and they report at
the end of the year.
In these sessions, students participate in a synchronous
meeting with the teacher and other classmates and
practice material from the week's contents, including
conversational exchanges, listening and reading
comprehension, oral or written production, or compare
cultural practices and products.
Strand: Communities
Participate in multilingual communities, the global society, and world market place
Related Lessons
Title
Description
Standard 5.1: Students use the language both within and beyond the school setting.
2.5, 2.15, 2.70, 2.105, 2.120,
2.130, 2.140, 2.160
2.100, 2.165
Out of seat activities
Becoming a Lifelong Learner
Spanish High School Year 2 ACTFL Alignment
In Out of Seat activities, students are asked to
participate in events of the target culture located near
their local communities, or to research particular cultural
products. In both of these types of assignments,
students are challenged to compare what they learn with
aspects from their own culture.
In "Becoming a Lifelong Learner", students (with
guidance from a parent) are challenged to make a
regular schedule according to which they: 1. make
contact with a native speaker of the target language, (it
can be a friend, a neighbor, a blog, etc.) 2. locate an
information resource in and for speakers of the target
language (it can be a target-language newspaper, blog,
community board, etc.), and 3. participate in cultural
activities of the target culture. Students make a specific
schedule for when they will do these, and they report at
the end of the year.
Page 17
Related Lessons
Title
Description
Standard 5.2: Students use language for leisure and personal enrichment.
2.100, 2.165
Weekly
Becoming a Lifelong Learner
Online Synchronous
Sessions
Spanish High School Year 2 ACTFL Alignment
In "Becoming a Lifelong Learner", students (with
guidance from a parent) are challenged to make a
regular schedule according to which they: 1. make
contact with a native speaker of the target language, (it
can be a friend, a neighbor, a blog, etc.) 2. locate an
information resource in and for speakers of the target
language (it can be a target-language newspaper, blog,
community board, etc.), and 3. participate in cultural
activities of the target culture. Students make a specific
schedule for when they will do these, and they report at
the end of the year.
In these sessions, students participate in a synchronous
meeting with the teacher and other classmates and
practice material from the week's contents, including
conversational exchanges, listening and reading
comprehension, oral or written production, or compare
cultural practices and products.
Page 18