JANUARY 4, 2012 MODERN AND CLASSICAL LANGUAGEWelcome and Introductions 8:00-8:15

Please sit at the table with your school name.

“The Moral Imperative”• In your Articulation Groups, find a partner.

• Professional  Sharing: “The Moral Imperative”   Dean Shareski.  

• With your partner, discuss reflection questions.

      

Our Audience@sylviaduckworth @HJGiffin

@tmsaue1

@matthewmangino

@Lauren_Scheller@JoeDale

Laura Gibbs

Vertical Articulation Time

• 9:00-9:20  MS/HS Articulation Time

• Spanish and French according to attendance area: North/South/Central/West

• Latin and German language group articulation

• Discuss: pacing, knowledge, skills, “current reality”

• 9:20-9:30 Break

Poll EveryWhere

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Poll: What is the definition fof UbD?

Poll: Stage 1 is_______________________.

Poll: What is an “Essential Question”?

Poll: What is an “Enduring Understanding”?

Poll: According to UbD, everything is essentia...

Poll: How might I show that my lessons/units t...

UBD REVIEWWhat does addressing Essential Questions and Enduring Understandings “look like” in the MCL classroom?

Enduring Understandings

• EUs focus on what we want students to “understand and be able to use several years from now, after they have forgotten the details” (Wiggins & McTighe p. 342)

• NOTE!!! A unit can have overarching and topical EUs and EQs

Enduring Understanding, Yes or No?• “The ability to express one’s feelings increases one’s

feeling of self worth and the value of his/her opinion.”“Strong and positive relationships and friendships require work.”

•   An important part of communication is to connect on a personal level through describing one's family and how one lives.

Enduring Understanding-Yes or No?• Shopping is a cultural experience. For example-- waiting

in line, entering a shop, where an individual shops—all reflect culture.

• Negotiating is an important part of shopping in many parts of the world.

Essential Questions• Promotes inquiry and uncoverage. There is not one

correct answer to an EQ.

• Naturally arises in everyday life, and/or “doing” the subject

• Can be re-asked over time, and as a result of further learning

Essential Questions—Yes or No?• What do I need to know in order to describe what

happened?• How do I describe what things were like? How do I talk

about what I used to do?• How do I explain why I could not do something?• How do I report what someone said?• Why is it important to talk about the past?

Essential Question --Yes or No?• Why does a person feel it necessary to express his/her

opinions, disagreement and complaints?• Why do people seek out suggestions from others and why

do people want to share their suggestions?

Essential Question—Yes or No?• How are legends in the target culture different than those

of the United States? • What are the main themes and morals of the readings? • What do the readings explain about the target culture? • What skill do I need to know in order to read in another

language?

Essential Questions-Yes or No?• Where do the people who speak this language live?• Why do we think they settled there?• What are the main geographic features of the country?• What historical and economic consequences are due to

the geography of this country?• Why do the people live where they do? What can we learn

about the target culture from its geography?• Has the geography influenced the language?

Today’s Goal:• In response to the new teacher evaluation model, how do

I connect what is happening in the classroom with Essential Questions and Enduring Understandings on the OCG?

Key Vocabulary• Vocabulary for each unit only includes the key vocabulary

that students will acquire as a result of the unit and not an exhaustive list of every word they will learn.

Knowledge and Skills• Knowledge and Skills of each only includes the key

knowledge and skills that students will acquire as a result of the unit and not an exhaustive list of everything that they will learn or do.

ACTFL Performance Standards

• Time permitting…..• 10:00-11:30• You will be working with a group on Stage 1 of an

upcoming unit/units. Go to the OCG. One teacher in your group will have an OCG log-in. As a group, add or edit EUs and EQs for that unit. If time permits, add knowledge, skills and key vocabulary.

Today’s Work• Today, we will group by “practice” PLCs.• Middle School Teachers: Spanish A, Spanish B,

French/German• High School Latin Teachers• High School German Teachers• Spanish 1• Spanish 2 • Spanish 3

Agenda (continued)

• 11:30-12:00 Lunch

• 12:00-1:00 Professional sharing. “What motivates students?”

• 1:00-2:00  Back in PLC groups:  Now, taking what we know about student engagement, brainstorm  learning activities/strategies that you use or have used in this unit to address the EQ/EU.  Time permitting, create some learning activities to add to the list.Add strategies to Stage 3 of the unit on the OCG.

2:00-2:30• Post-test: Poll everywhere

• Think about the responses this morning - what are our responses now?

• Sit with your colleagues from your building: Share edits on OCG

• Exit slips about today’s development:• One nagging question• One new learning

Today’s Goal:• In response to the new teacher evaluation model, how do

I connect what is happening in the classroom with Essential Questions and Enduring Understandings on the OCG?