GPS Training Module II

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Georgia Performance Standards for Modern
Languages and Latin Training Module 2
2
Where we have been

• Students who learned a language in the past were
  more capable of talking about the language (its
  grammatical features) than using it
  communicatively.

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Where we are going!

• The GPS focuses on using language for real world
  purposes, resulting in students who can function
  in another language and another culture.

4
Is there a preferred methodology?

• A variety of methods is preferable. Remember,
  we are teaching various learners with different
  learning styles. If a student is an auditory
  learner, and he is taught with a visual approach
  everyday, all period long, he will not be very
  successful.

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What is the best approach to incorporating the
GPS?

• A communicative approach is the best, involving
  listening, reading, speaking and writing.
  Thematic Units developed by Georgia teachers can
  help.

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Thematic Units

• Thematic units are based on the essentials of
  Backward Design. Each unit includes
• an Essential Question to focus the lesson.
• targeted Elements of the GPS.
• summative performance-based assessments, which
  require students to demonstrate proficiency in
  using the language.
• suggested instructional activities that engage
  students.

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Essential question

• Each Unit starts with an essential question. For
  example, an essential question for a unit on
  Community is
• How do local surroundings affect how we live,
  work and play?

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Selected Elements

•  What students should be able to do
•  
• Elements
• MLII.IP1E Give and follow directions and
  instructions
• MLII.IP2A Initiate, participate in, and close an
  oral or written exchange
• MLII.INT1B Interpret culturally authentic
  materials and information
• MLII.INT1C Comprehend and follow oral and written
  instructions
• MLII.P1B Give brief, organized oral
  presentations, using visual and technological
  support as appropriate
• MLII.P1C Write short, organized compositions,
  using visual and technological support as
  appropriate

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Each unit indicates what students should know to
be successful

• For the Community Unit
• Vocabulary for common buildings
• Vocabulary for common professions
• Self-descriptive adjectives relating to
  professions
• Prepositional phrases of distance (next to, in
  front of, etc.)
• Verbs to be, to go, to turn, to come (from), to
  prefer, to buy, faire expressions
•  

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Summative Performance-Based Assessment Sample

• Elements MLII.IP2A, MLII.P1C
• City Planning
•  
• Student Task
• A committee of French urban planners is visiting
  your town. They are interested in knowing how you
  would rearrange your downtown area to better
  serve the community. Create a simple map which
  includes important community areas, such as
• the town hall the supermarket
• the pharmacy the hospital
• the library the bakery
• the movie theater the post office
• a park the high school
• Write a description of your map for the committee
  giving the location of each building. (Teachers
  may choose an oral description of the map
  instead.)
•  

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Rubrics

• See handout for a sample rubric for the
  preceding assessment.

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Summative Performance-Based Assessments

• Each Thematic Unit has at least 4 summative
  assessments
• Teachers may choose which ones to use- some may
  want to use all four
• Each unit includes at least one assessment in
  each of the modalities listening, reading,
  writing and speaking

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Interdisciplinary Instructional Tasks

• Instructional tasks (activities) provide practice
  that lead to success on the summative assessments
• Teachers may choose which instructional tasks or
  activities they want to use You dont need to
  use them all!
• Some teachers may want to create their own

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Sample of Interpersonal Communication Tasks

• Who am I? (Language Arts, Physical Education)
  Students will play charades with the professions.
  Students are grouped in pairs or small groups.
  Each group has a box or a bag with small slips of
  paper inside. Each slip of paper contains the
  name of a profession. The students will take
  turns drawing a slip of paper and acting out the
  profession. The student who guesses correctly
  will go next.
•  

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Sample of Interpretive Communication Tasks

• Getting around town (Geography, Language Arts)
  Your French Club is trying to help a group of new
  exchange students in your city. They want to be
  able to find a few places in town, such as the
  bank, movie theatre, post office, etc. Your
  teacher is giving them a tour around the city
  by giving them a city map that she has drawn.
  However, she/he has forgotten to label the places
  they will visit. As you listen to him/her
  describe their tour, label the places they will
  visit in the order she/he describes.
•  

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Sample of Presentational Communication Tasks

• Job Fair (Language Arts) You are spending a
  semester studying in Aix-en-Provence, and you
  have decided that it is such a fun and beautiful
  place that you would like to stay for the summer.
  In order to support yourself, you will need to
  find a job. The school where you are studying has
  a job placement program. For them to help you,
  you must present yourself to the placement
  committee and tell them why you would be a good
  employee and what kind of work you are looking
  for.

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CHECK IT OUT!

• Look at the unit you have and read the summative
  assessment choices
• Choose one assessment you think will be
  particularly effective in showing what students
  have learned
• Then look through the instructional tasks and put
  a check by the ones that support the summative
  assessment youve chosen

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Formative Assessments

• While students are working through tasks,
  teachers must use formative assessments along the
  way to determine that learning is occurring.
• Suggested formative assessments are included in
  the standards (handout).

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Using Thematic Units in the Classroom

• Some teachers use thematic lessons and have
  largely abandoned their textbooks. These teachers
  use a wide variety of sources to support
  instruction, including the Internet and authentic
  materials.
• Other teachers regularly integrate the textbook
  with the thematic unit, particularly to support
  reading, grammar practice, visuals, cultural
  information, etc.

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To use a Thematic Unit, follow these steps

• Read over the unit in its entirety.
• Decide which of the Summative Performance-based
  Assessment Tasks you will use to assess student
  performance at the end of the unit.
• Based on that choice, review the
  Interdisciplinary Instructional Tasks, decide
  which ones you will use, and in what order.
•  

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Steps continued

• Review your draft unit plan, the Standards and
  the Corresponding Essential Questions, and the
  Language Structures Needed for this Unit.
  Identify any standards that are not addressed or
  other gaps in instruction and design appropriate
  Interdisciplinary Instructional Tasks to address
  those standards and/or instructional gaps.

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Steps continued

• Review the list of Formative Assessment Tasks and
  decide which ones you will use to assess student
  progress during the unit. Be sure to choose
  tasks that will reinforce student performance on
  the Summative Assessment Tasks. Design your own
  tasks as well!
• Review your entire Unit and Identify the
  materials and resources you need to teach it.
• Have fun teaching a performance-based unit!

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Douglas County

• Volunteered to try the Thematic Units when they
  were being developed
• Has worked with Levels I and II for the past two
  years
• Created a planning guide to help teachers
  organize their thoughts and identify best
  resources to support the units
• Established an overall plan for instruction

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List of Thematic Units

• Level 1 Level 2
• Getting Started People and Places
•  Geography A Day in the Life of
•  Family and Friends Community
•  House and Home Shopping
•  School Geography and Travel
•  Sports and Leisure Healthy Living
•  Food Media and Technology
•  Shopping and Clothing
•  (People and Places)

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List of Thematic Units

• Level 3
• Community
• Culture-Art
•  Fashion
•  Future Plans
• Leisure- Camping
•  People
•  Survival
•  Travel
•  

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List of Thematic Units

• Levels 4 5
• Nature/Environment Careers
• Relationships Immigration
• Fables,Fairy Tales,Legends
• Planning a Trip Heroes Volunteers
• All About Me Sports Leisure
• Advertising,Media,Commercials
• Celebrations Holidays The Middle Ages

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• Thematic Units for Level I are being posted to
  the website at www.georgiastandards.org
• As soon as Level 2 and 3 have been proofed, they
  will be added as well.
• Rough drafts of Levels 4 and 5 have been written
• The Modern Languages and Latin GPS pages are
  under construction but they can be accessed on
  the Georgia Standards main page under the word
  M.A.G.I.C.