ALEX Learning Activity Resources

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

“Las Charlas”, or Chit-Chats, allow the student to take ownership of vocabulary, content, and grammar at the end of a unit. Las Charlas helps to build student confidence in the target language while speaking about a semi-familiar topic. This Charla includes the topic of Hemingway in Cuba. Students are given two resources to explore and learn about Hemingway’s time in Cuba. Students will present a two-minute interpersonal chat with the teacher on the information they have learned.

This activity is a result of the ALEX Resource Development Summit.

   View Standards     Standard(s): [WLAN] WL4 (7-12) 2 :

2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 4 :

4) Investigate perspectives through practices of the target cultures.

a. Explain how behaviors in the target culture relate to and reflect different types of relationships.

b. Interact through role-play in a variety of familiar and unfamiliar environments.

c. Plan hands-on activities related to cultural practices.

[WLAN] WL4 (7-12) 8 :

8) Compare characteristics of the target language and the native language in a variety of time frames and moods.

a. Explain idiomatic expressions appropriately.

b. Compare and contrast formal and informal registers of language.

In this lesson, students will read an authentic literary text, “Las medias de los flamencos,” by Horacio Quiroga.  Students will identify key vocabulary, plot events, setting, and themes of the story. In order to show comprehension of the story, students will create either a storyboard or children’s book version of the story.  Any literary text or story from any language could easily be used in conjunction with this lesson.

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

   View Standards     Standard(s): [WLAN] WL4 (7-12) 1 :

1) Communicate and share on familiar and new topics in various time frames and moods.

a. Initiate, maintain, and conclude a conversation on various topics.

b. Use the target language to communicate about subjects of particular interest to students.

c. Use the target language to handle tasks that may contain a complication.

[WLAN] WL4 (7-12) 3 :

3) Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

a. Express needs, wants and preferences with supporting reasons.

b. Present information on academic and work-related topics.

c. Present information about common age-appropriate issues.

[WLAN] WL4 (7-12) 5 :

5) Investigate perspectives through products of the target cultures.

a. Analyze the importance of products of the target culture, related to arts, crafts, and graphic representations.

b. Analyze the cultural elements of music and short video clips.

[WLAN] WL4 (7-12) 9 :

9) Compare products, practices, and perspectives of the target culture and the native culture in a variety of time frames and moods.

a. Compare and contrast personal experiences of the target culture to the native culture.

b. Explain cultural practices in the target culture.

c. Compare products in the target culture to the native culture.

The purpose of this activity is to have students expand upon their own personal definitions of beauty and aesthetics that they formulated the previous class period. Students will examine beauty through the lens of nature, fashion, poetry, people, and art, using authentic resources and cultural elements from the Spanish-speaking world. Students will also reflect upon their own views of the products and perspectives of beauty and aesthetics while reflecting upon those from people in the Spanish-speaking world.

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