Spanish 1 friends unidad 1 etapa 2
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This curriculum unit focuses on the theme of friends and peers. Students will work on identifying people from physical descriptions, completing a survey about their best friend, and presenting descriptions of two of their friends. The performance assessments target beginning, developing, and transitioning proficiency levels in interpersonal, interpretive, and presentational communication. Students will learn vocabulary for physical and personality attributes and structures like the present tense of ser and tener to be successful. The unit connects to standards about beliefs and attitudes towards friendships, popular media, and comparing language structures and cultural characteristics.
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Source: Communication Highwire: Leveraging the Power of Diverse Communication Styles (Intercultural Press).
© 2005 Dianne Hofner Saphiere, Barbara Kappler Mikk, and Basma Ibrahim DeVries. All rights reserved.
Source: Communication Highwire: Leveraging the Power of Diverse Communication Styles
© 2005 Dianne Hofner Saphiere, Barbara Kappler Mikk, and Basma Ibrahim DeVries.
Intercultural Press. All Rights Reserved.
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Understanding the impact of communication style differences and effects…
Think about specific situations in which a miscommunication occurred that you believe was based
on a communication style disconnect of some kind.
Defining Communication Style
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behaviors that comprises our preferred ways of giving and receiving information in a specific
situation. If the message content is the what and the communicators the who, then communication
style is the how. Communication style includes, for example, how we accomplish the following
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2. Encourage and like to be encouraged
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5. Communicate politeness and perceive politeness to be communicated
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2
Based on our definition and the preceding list, you can see that communication style is broad in
scope, and as such it encompasses many specific patterns we engage in every day. Our belief is that
these patterns are not universally accepted rules of human interaction; instead, communication style
preferences reflect our personal and cultural upbringings. Even simple nonverbal behaviors that we
may consider “natural” are typically learned. People all over the world smile and use eye contact,
but they do so in different ways and for different purposes. Answers to the following questions, all
about communication style, vary by culture as well as by individual and specific context:
How do you show respect to those with whom you are communicating? One person
might look someone directly in the eye to show respect, while another averts eye
contact. One person might speak loudly and clearly as a sign of respect, another
softly.
How do you attempt to establish credibility? One per.
ELLs’ Writing Development
This document discusses strategies to promote writing development for English language learners (ELLs) in 4th grade. It recommends using graphic organizers, modeling exemplary writing, using rubrics, and portfolio assessment. Graphic organizers can help ELLs brainstorm ideas and understand vocabulary. Modeling involves demonstrating the writing process. Rubrics clarify expectations. Portfolios allow students and teachers to track progress over time. Essential questions encourage higher-order thinking. The strategies connect to state, national, and technology standards.
World languages standards overview
The document outlines a workshop on implementing the new Florida World Languages Standards, which focus on developing students' ability to communicate through five modes: interpretive listening, interpretive reading, interpersonal communication, presentational speaking, and presentational writing. The workshop teaches teachers how to design standards-based instruction through backward design, starting with defining learning goals and assessments before planning activities to help students achieve communication skills.
Rich Arts Experiences for EL's and All.pptx
Here are some key points that could be discussed:
- How the arts can be integrated across subject areas to support reading, writing, speaking, listening and language skills. For example, reading a play and analyzing characters, analyzing artwork and forming evidence-based interpretations, creating multimedia presentations.
- How arts integration supports the development of 21st century skills like collaboration, communication, creativity and critical thinking.
- Specific ideas for integrating different art forms like visual art, dance, drama, music into daily lessons and routines to enrich the curriculum and make learning more engaging.
- How arts integration can benefit all students, including English Learners, by lowering affective filters and supporting different learning styles and multiple intelligences.
RtI for students with significant disabilities
Presentationf for the Illinois Alliance for Administrators in Special Education January 20th, Springfield IL
Kssr English Year 2 overview
The document outlines the curriculum development cycle and curriculum organization for English language teaching in Malaysia. It discusses the progression of English language curricula from 1983 to the present Kurikulum Standard Sekolah Rendah in 2011. The curriculum aims to equip students with basic language skills and is organized into modules focusing on listening, speaking, reading, writing, and language arts. Sample content and learning standards are provided for Year 2 covering these areas.
Visual Literacy
This document discusses the importance of visual literacy and visual thinking in learning. It makes the following key points:
1) Visual images are becoming the predominant form of communication and interpreting visual language plays an important role in learning. Some people are visual thinkers.
2) Early childhood development involves drawing on visual language before words. Visual thinking is a fundamental part of the learning process but approaches need to support both visual and verbal thinking.
3) Teachers need to recognize the role of visual thinking in a multimodal world and consider strategies to create a learning environment that supports visual thinking. Being visually literate allows people to interpret and evaluate visual texts.
The World Beyond Words6 Emotions that we communica.docx
The World Beyond Words
6 Emotions that we communicate facially
Anger
Happiness
Fear
Surprise
Disgust
Sadness
What is being communicated?
Slide*
What is being communicated?
Slide*
What is being communicated?
What is being communicated?
Slide*
What is being communicated?
Slide*
What is being communicated?
What is being communicated?
Slide*
Nonverbal Communication
Nonverbal Communication: all aspects of communication other than words
Includes features of the environment and objects that affect personal images and interaction
Includes sounds and how words are uttered: inflection, accent, tone, sighs
Accounts for approximately 65% to 93% of the total meaning of communication
Similarities Between Verbal & Nonverbal
Nonverbal Communication:is rule-guidedmay be intentional or unintentionalreflects culture
Differences Between Verbal & Nonverbal
Nonverbal Communication:tends to be perceived as more believableis multichanneled
5 senses are receive informationis continuous
Ongoing, nonstop
Principles of Nonverbal Communication
Nonverbal Communication:may supplement or replace verbal communicationmay regulate interactionreflects and expresses cultural values
Slide*
Principles of Nonverbal Communication
Nonverbal communication establishes relationship-level meanings.
defines individual’s identity and relationships with others
can express Responsiveness: posture, eye contact, facial expressions show interest
can express Liking: smiles, friendly touching, close proximity shows fondness/enjoyment
can express Power: use of space, silence, time, and grand gestures.
*
Slide*Kinesics refers to body positions and body motions, including the faceBody posture and motion can communicate moods and can reveal how open we are to interactionHow we position ourselves relative to others may express our feelings toward them or the situationIncludes eye contact and facial expressions.
Types of Nonverbal Communication
© Jason Harris. Wadsworth-Thomson Learning. All Rights Reserved.
*
Slide*
© Microsoft Gallery. All Rights Reserved.
Types of Nonverbal CommunicationHaptics: physical touch, which may be essential to a healthy life communicates power, liking, and statusmasculine communicators touch to assert power and control; feminine communicators touch to show liking and intimacy.
*
Slide*
Types of Nonverbal CommunicationPhysical Appearance is how people look (sex, skin color, size) which leads to inferences about personalities Affects personal, social, professional relationships with othersCultures prescribe ideals for physical formsIncludes both physiological characteristics (eye color) and the ways that we manage/alter our physical appearance (color contacts, diets, working out, surgery, baggy clothing).
*
Slide*
Types of Nonverbal CommunicationArtifacts: personal objects (clothes, jewelry, briefcases).Artifacts announce our identity and personalize our environmentexpress our cultural and ethn.
Common Core MSSAA 2013
This document provides an overview of the Common Core State Standards for English Language Arts and how administrators can lead their schools through the transition. It discusses the key shifts in ELA, such as an increased focus on informational texts and academic vocabulary. It also outlines the PARCC assessments and their components. The document then gives recommendations for steps administrators should take, such as assessing alignment, implementing instructional strategies like close reading, and observing classrooms to ensure standards are being met. The goal is to prepare students to be college and career ready through this transition to more rigorous standards.
Common Core State Standards - Presented by Tim Doak
This is the CCSS presented that Mr. Doak presented on the September 21, 2012 and the January 2, 2013 workshop day.
Com 263 full course
This document provides an overview of the assignments and discussions for the COM263 Full Course. The course covers topics related to intercultural communication over 7 weeks. Students research a selected cultural group throughout the course. Assignments include discussing topics like intercultural literacy, identity, and conflict; analyzing media representations of the selected culture; attending an event of the culture and analyzing communication; comparing a film's nonverbal cues to the culture; and creating a final presentation summarizing research on the culture. Discussions center on applying course concepts to experiences communicating with other cultures.
3 Factors Affecting L2 Learning
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
Poland 1 hour
The document summarizes research on the impact of nature workshops on child development. [1] It finds that the workshops improved children's self-esteem, confidence, and emotional literacy according to evaluations from parents, teachers, and the children. [2] Using evaluation tools like the Emotional Literacy Checklist showed gains in resilience. [3] The workshops were well-attended and participants enjoyed them and wanted more, indicating nature-based learning supports well-being.
Unpacking Standards
The document provides information about unpacking and communicating standards to students. It discusses the key elements of standards, including verbs that describe skills and nouns that indicate required knowledge. Graphic organizers and word walls are presented as tools to help students understand and organize the concepts outlined in standards. Communicating clear learning objectives to students through standards has been shown to increase achievement and motivation. The document advocates unpacking standards with students and creating concept maps or other visual representations to help students grasp the main ideas and relationships within the standards.
Common core librarians web ex
This webinar provided an overview of the Common Core State Standards for librarians. It discussed how the standards are vertically aligned across grades and focus on higher-level thinking skills like analysis and evaluation. It explained how the standards emphasize research skills, informational texts, and interdisciplinary literacy. The webinar also showed how librarians can collaborate with teachers to develop lessons that meet standards and provided resources for librarians to learn more about aligning instruction with Common Core.
Building Units of Effective Writing (in English)
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and the like. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
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The World Beyond Words6 Emotions that we communica.docx
Common Core State Standards - Presented by Tim Doak
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Foreign language week 2011 revised
Foreign Language Week will celebrate Spanish-speaking countries through foods, dances, music and other activities. Students will research and prepare items from countries like Spain, Mexico, Puerto Rico and Cuba to share during the event. They will sign up to lead activities on specific days, such as preparing authentic foods from a country for Food Day, teaching classmates a traditional dance from their assigned country on Dance Day, or presenting a children's song in Spanish on Song Day. All work must be approved by the teacher ahead of time.
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The document lists various Web 2.0 tools categorized into groups such as course management systems, wikis, free websites, social networking sites, videoconferencing, messaging, blogging, media creation tools, surveys, and more. Each tool is listed along with its website URL and potential uses for education. The tools could help teachers explore options for incorporating technology into their classrooms.
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Acción social unos enlaces
List of resources that students found for the social action project. The resources have not been checked for validitly.
Proyecto de acción social md gs_foundations_research
The document discusses a social action project and campaign focused on raising awareness of the United Nations Millennium Development Goals. It provides background information on the eight MDGs, including links to learn more about each goal and existing campaigns. It also lists several foundations working on issues related to the MDGs and asks students to research one of the foundations to understand their issue, promotion strategies, and funding sources. Finally, it outlines the requirements for students to develop their own social action campaign focused on a problem they want to address and promote through a digital poster.
Wordle
Wordle is an online word cloud generator that allows users to create and share visual representations of words without any registration. While good for visual learners, Wordles cannot be searched once published so users should take screenshots or copy embedding codes. Wordles are also public so care should be taken to avoid displaying private or inappropriate information. Suggested educational uses include teacher instruction, introducing new vocabulary, opening units, or displaying vocabulary from texts or songs to pre-teach vocabulary.
Prezifinal
Prezi is a free online presentation tool that offers both free and paid subscription plans for educators. It allows users to create dynamic, nonlinear presentations by zooming and panning across a digital canvas. Prezi presentations can include media and have various customization options, though font styling is limited. While easy to use and collaborative, overuse of zooming may cause dizziness in viewers. It works best on newer browsers and may have issues with Google Chrome.
Moodle
Moodle is a course management system that requires either a dedicated server or web host. An administrator of Moodle should be knowledgeable in databases and web applications. There are both free and paid hosting options available with varying levels of support. Moodle allows for increased student access to lesson materials, paperless homework submission, centralized housing of course materials, and online forums to facilitate collaboration and communication, but requires a significant time investment to host and students need internet access and email addresses.
Google maps
Google Maps allows users to virtually navigate streets and view locations around the world without any required registration. It provides street-level views of cities but not all areas have been mapped and navigation can be slow depending on internet connection. Teachers can use Google Maps for instruction on locations, guided tours, accompanying lectures, opening lessons on street signs or navigation vocabulary, scavenger hunts, and having students describe how to arrive at or give tours of predetermined places.
Glogster
Glogster is a free online interactive multimedia platform that allows users to create "glogs", which are virtual poster boards containing text, images, video and audio. Users can register for a free account with limited features. Educator accounts are available and provide teacher control over student accounts as well as the ability to edit glogs. Glogs can be used for teacher instruction, student practice, and student projects. They are well-suited for interpretive, interpersonal and presentational language activities.
Edu20
Edu2.0 is a web-hosted education platform that offers free basic accounts for schools with up to 2,000 students and premium paid memberships ranging from $4.95 to $399.95 per month. It allows teachers to create online lessons incorporating multimedia, set and grade assignments, and facilitate communication through blogs, wikis, forums and chats. While the platform provides online content and collaboration tools, student access to the internet and email is required. Teachers can use it for instruction and practice as well as a content management system to store lessons for student access at home or school.
360cities
360cities.net is a website featuring panoramic photography from locations around the world. There is no registration required to view the photos. The site provides beautiful virtual access to geography and culture through panoramic images that can be embedded in other platforms. However, the site's search function is not precise and images are indexed by location name rather than coordinates. Teachers could use the site for virtual field trips, cultural presentations, and interpretive activities where students analyze embedded photos and answer questions.
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Spanish 1 friends unidad 1 etapa 2
- 1. TABLE IV.1 Curriculum Planning Template Thematic Curriculum Unit—Performance Assessment and Planning Guide Key Question: Who am I? Who are you? Theme: Friends/Peers Topic: What are my friends like? Targeted Proficiency Level: Beginning Developing Transitioning Refining Communication Mode: Interpersonal Interpersonal Interpersonal Interpretive Interpretive Interpretive Presentational Presentational Presentational Ask questions concerning physical Listen to descriptions of a variety of Present and describe physical and characteristics to identify a person from people; on a paper with images of the personality attributes of two of your Performance Assessment a group. people indicate which picture matches friends (one male, one female) and each description yourself. Tell what you like to do. State how you are similar and different. *Complete a survey about your best friend (Use an online Survey tool) Wisconsin Standards: A2: Questions B1:Listening C2:Speeches Communication A5: Comprehension B5:Strategies Target Performance (Key Content: Content: Content: elements from the Performance Complexity and Sophistication Vocabulary Complexity and Sophistication Guidelines to consider in rubric Vocabulary Vocabulary development) Spontaneity Accuracy: Accuracy: Accuracy: Time/Tense Time/Tense Ease Pronunciation Pronunciation Ease Lucinda Broder WAFLT Summer Institute, August 2011 Page 1
- 2. Communication Strategies: Communication Strategies: Communication Strategies: Comprehension Comprehension Comprehensibility Comprehensibility Monitoring Monitoring Impact Impact Cross-Cultural Applications: Cross-Cultural Applications: Cross-Cultural Applications: Verbal Verbal Links to Culture and the other Practices: D3: Beliefs and Attitudes- Students will identify attitudes and beliefs concerning friendships Wisconsin Standards: through video clips. ✓ Connections Connections: G1: Popular Media-students will read descriptions of contemporary famous Hispanics ✓ Comparisons ✓ Communities Comparisons: Language:H1-Structures, H4-Cultural Characteristics Evidence (How these standards are incorporated in the instruction) Structures and Vocabulary: Present tense of SER and TENER Physical and personality attribute vocabulary(tall, short, funny, serious, hair and eye color) What needs to be taught for students to be successful in the Colors for hair and eyes performance assessment Number and gender of adjectives Le gusta- he/she likes to Lucinda Broder WAFLT Summer Institute, August 2011 Page 2
- 3. Lucinda Broder WAFLT Summer Institute, August 2011 Page 3