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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: "anita_kipps-canady@ccpsnet.net"

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

inhissteps4ever@yahoo.com

https://mail.ccpsnet.net/owa/redir.aspx?C=dc1b31972c15439484f98fb6111be5e0&URL=mailto:inhissteps4ever@yahoo.comhttps://mail.ccpsnet.net/owa/redir.aspx?C=dc1b31972c15439484f98fb6111be5e0&URL=mailto:inhissteps4ever@yahoo.com

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Needs & Ideas

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