ALEX Learning Activity Resources

   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 5 :

5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

[WLAN] WL1 (7-12) 6 :

6) Connect with other disciplines while using the target language.

a. Use math skills to convert English measurements to metric system and to convert currencies.

b. Locate cities, states, and countries where the target language is spoken.

c. Describe weather in different locations around the world.

Students will choose a real estate property for rent or sale in a target language-speaking city to research. After choosing a property, students will record information that they can understand from the website, such as price, size, number of rooms, year of construction, date of availability, location, and special features. Students will be using the interpretive mode of communication, as well as strengthening their understanding of products and practices of the culture.

This activity was created as a result of the World Languages COS Resource Development Summit.

   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 5 :

5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

[WLAN] WL1 (7-12) 11 :

11) Identify opportunities to use the target language beyond the classroom environment.

a. Plan real or imaginary travel.

b. Attend or view cultural events in person or virtually.

Students will research sights to see in a German-speaking city on an official tourism website in the target language. Students will create a suggested travel itinerary for a weekend visit to the city. (This lesson includes 2 phases, uploaded as separate learning activities.)

This activity was created as a result of the World Languages COS Resource Development Summit.

   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 5 :

5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

[WLAN] WL1 (7-12) 11 :

11) Identify opportunities to use the target language beyond the classroom environment.

a. Plan real or imaginary travel.

b. Attend or view cultural events in person or virtually.

Students will choose a restaurant in a target language city to research and visit virtually. Students will then write a review of the restaurant and finally complete an unrehearsed conversation with a classmate about their experiences during their virtual visit. (This lesson includes 3 phases, uploaded as separate learning activities.)

This activity was created as a result of the World Languages COS Resource Development Summit.

   View Standards     Standard(s): [WLAN] WL1 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

[WLAN] WL1 (7-12) 4 :

4) Identify practices of the target cultures.

a. Use basic appropriate gestures in common interactions.

b. Identify behaviors in a variety of environments.

c. Identify typical activities, events, and celebrations of the target cultures.

[WLAN] WL1 (7-12) 5 :

5) Identify products of the target cultures.

a. Recognize arts, crafts or graphic representations of the target culture.

b. Identify the cultural elements found in music and short video clips.

c. Listen to, read, and identify the products from the target culture.

[WLAN] WL1 (7-12) 7 :

7) Interpret information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Explore authentic websites and materials to interpret topics.

[WLAN] WL1 (7-12) 9 :

9) Identify products, practices, and perspectives of the target culture and the native culture.

a. Identify daily routines in the target culture and the native culture.

b. Identify celebrations in the target culture and the native culture.

c. Identify games, stories, songs, and rhymes from the native culture and those from the target culture.

Students will explore the products and practices of the Hispanic Culture as it relates to the celebration of Quinceañeras.  Students will participate in a digital escape game and will have to use critical thinking to solve puzzles that require the application of cultural knowledge and interpretation of basic target language usage.

This activity was created as a result of the World Languages Course of Study Resource Development Summit.

   View Standards     Standard(s): [WLAN] WL1 (7-12) 7 :

7) Interpret information related to diverse perspectives in the target culture.

a. Exchange ideas on various audio and visual documents to interpret content.

b. Explore authentic websites and materials to interpret topics.

[WLAN] WL1 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

This lesson challenges students studying Spanish to examine their own culture and demonstrates the need to step outside of personal views and examine things from another perspective. Through the use of an authentic resource, Level 1 Spanish students will examine the word Americano. This word evokes passion and pride for those in the U.S., but it also evokes the same emotions for all people located on the American continent.  For this reason, the term estadounidense is much more culturally appropriate when referring to someone from the United States.

This activity was created as a result of the World Languages COS Resource Development Summit.

   View Standards     Standard(s): [WLAN] WL1 (7-12) 8 :

8) Identify characteristics of the target language and the native language.

a. Observe formal and informal forms of language.

b. Identify word order for dates and placement of descriptors.

c. Identify high-frequency idiomatic expressions.

d. Identify cognates.

[WLAN] WL1 (7-12) 2 :

2) Interpret what is heard, read, or viewed on familiar topics using the present tense.

a. Identify main characters, themes, and ideas from narrative text.

b. Recognize words, phrases and simple sentences in an informational text.

c. Interpret visual and auditory cues.

This lesson is intended to be the first introduction to verb conjugations in level one. This introduction to conjugation relies on students discovering verb conjugations and testing a hypothesis by using the interpretive mode of communication. Students will initially watch a short clip in the target language, create a hypothesis on how verbs are conjugated, and finally will put their hypothesis into action in a simple interpretive mode activity.

This activity was created as a result of the World Languages Course of Study Resource Development Summit.