Dept Meet 022012
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Transcript of Dept Meet 022012
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WL Department Meeting
February 27th , 2012Room 206
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A mouse saved her young from a ferocious cat by barking 'bowwow'. 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, thatgoes to his head. If you talk to him in his own language,
that goes to his heart.Nelson Mandela
Language is a city to the building of which every human beingbrought a stone.
Ralph Waldo Emerson
To a teacher of languages there comes a time when the worldis but a place of many words and man appears a mere talking
animal not much more wonderful than a parrot.Joseph Conrad
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World Language WeekQuad D Lessons
FinalBanquet
Big RocksEdmodo Questions
Upcoming DatesNeeds & Ideas
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http://chesterfield.edmodo.com/link?url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Du6XAPnuFjJc
http://chesterfield.edmodo.com/link?url=http://www.youtube.com/watch?v=u6XAPnuFjJc -
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World Language Week
Fourth Grade Interpretation
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Quad D LessonsMoving From Acquisition to AdaptationIn the elementary world languages classroom
A DIdentify currency from the target culture. Given a budget, plan a trip to a market to buy food authentic to
the culture.Identify currency from the target culture. Design a new currency for the target culture, integrating
something historical or cultural you have learned.
Read target language ads for common vocabulary items. Given a budget, plan an online trip to a department store in thetarget culture. (Carrefours, Printemps, El Corte Ingls). Justifyyour purchases in a presentation, using simple target language.
Use the common target language in class. Teach it to someone at home during the week.List the colors in a piece of
art from the target culture.
Explain in simple target language how the colors and images
make you feel.
Examine a piece of art from the target language, and describe itusing simple target language.
Interpret an important piece of art in the style of another artistfrom the target culture.
Learn a song in the target language. Perform the song with instruments authentic to the culture.See a picture of, then talk about, a monument important to the
target culture ( i.e. Great Wall in China, Timbuktu in Malis ancientkingdom, Mayan observatory in Xochicalco).
Create a scale model of an important historical site.
Understand the thematic units essential question. Working with another student, come up with a new solution tothe thematic units essential question.
Play a game from the target culture ( i.e. dominos, uno, fangbao). Adapt the game to create something new (i.e. dominos withMayan math symbols, etc.)
Learn about the products, perspectives and practices of anotherculture.
Create a graphic organizer to explain differences between thetarget culture and your own.
Read a folk story from another culture. Use TPRS, partner work and props to retell the story in simplelanguage.
Read in English about a challenge facing the target culture. Strategize solutions in the target language for the challenge.Work with a partner to determine the feasibility of the
solutions.
Learn about another culture. Reflect on how your life would be different if you lived in thatculture.
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Rigor, Relevance, Relationships
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Rigor, Relevance, Relationships
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 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 createsolutions and take action that further develops
their skills and knowledge.
Quadrant A - Acquisition
Students gather and store bits of knowledge
and information. Students are primarily
expected to remember or understand this
knowledge.
Quadrant B - Application
Students use acquired knowledge to solve
problems, design solutions, and completework. The highest level of application is to
apply knowledge to new and unpredictable
situations.
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Final
Final Exams:
June 5th 8th
Make-ups:
June 11th & 12th
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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.
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MenuSpanish TapasCuban Salad with Black Beans,
Jicama and Avocado Crema
Butternut Squash Lasagna andRosemary Focaccia with Herb Oils
Crepes with Fresh Local Berries,
Assorted Cremes, Custards and
Chocolate Ganache
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Big Rocks
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Edmodo Discussions &
Questions
Teacher
Performance
The Commonwealth of Virginia proposes that 40% of a teacher'sperformance include student achievement. The 40% will include multiple
measures of assessment. Apart from a growth measure that demonstratesgrowth over the course of the year, what other measures might be used?
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Categories
Data Driven Planning
Instructional Delivery
Assessment
Learning Environment
Communication
Professionalism
Student Achievement and Academic Progress
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Content of
Draft
Document
Background , Rationale,Research
Comparison of studentachievement impact indifferent parts of U.S.
Connection to State andNational Standards &
Performance Guidelines
Suggested proficiency levelsat exit measure
Framework of tasks anddomains by levels
Sample rubrics
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Why do we have common
assessments? Why are the Benchmarks relatively
easy when compared to the semesterexam?
How often do we need to be using the
assessment materials provided by thepublishers?
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March Events
Congrs, JRHS March 3 March 5-11 NFL Week
PD: ActivInspire Series, March 7,14,21Winterpock 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
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From: Rachel Wood To: "[email protected]"
Sent: Thursday, February 2, 2012 8:03 PMSubject: 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 thissummer.
The students are between the ages of 14-18 years old and speak English. It's a really cool cultural opportunity andyour students could brush up on their Spanish while learning about the Spanish students who come. They will becoming 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 experienceAmerican 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 WoodCompass USA
Youth Program Coordinator804-691-7439
https://mail.ccpsnet.net/owa/redir.aspx?C=dc1b31972c15439484f98fb6111be5e0&URL=mailto:[email protected]://mail.ccpsnet.net/owa/redir.aspx?C=dc1b31972c15439484f98fb6111be5e0&URL=mailto:[email protected] -
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Needs & Ideas
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