# data[].attributes.body
From ACTFL’s World-Readiness Standards for Learning Languages

1. Interpretive Communication: Learners understand, interpret, and analyze what is heard, read or viewed on a variety of topics.

2. Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions.

3. Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

# data[].attributes.body
How do I communicate information about my schedule?

How do I communicate about my haves and needs?

# data[].attributes.body
Students will understand that:

School looks and functions differently across cultures.

Many school subjects require different materials.

# data[].attributes.body
Student will know:

How to express ordinal numbers

Vocabulary related to school supplies and school subjects (math class, English class, etc.)

Students will be able to:

Select the appropriate school supplies for a class.

Answer questions about their school schedule.

Synthesize information from a list to determine what they have and what they need.

# data[].attributes.body
Students will receive input in the TL and take guided notes. The instructor will pause for informal comprehension checks to gauge instruction.

Students will practice interpreting key details from school schedules from the target culture.

# data[].attributes.body
Students will receive written feedback from their performance on the interpretive mode which will allow them to make adjustments in preparation for the interpersonal mode.

Students will play a game of Go-Fish with school supplies cards in order to practice key structures used in the assessment in another interpersonal setting (ex: tengo = I have).

Students will model exemplar dialogues and receive live feedback from instructor.

# data[].attributes.body
Students will receive written feedback from their performance on the interpersonal mode which will allow them to make adjustments in preparation for the presentational mode.

After identifying key aspects of the genre, students will arrange cut-up-parts of a letter to a new student from Mexico in a logical organization.

# data[].attributes.headline
Summative Assessment / IPA Task: Interpretive Mode

# data[].attributes.subject
Summative Assessment / IPA Task: Interpretive Mode

# data[].attributes.body
Students will interpret a school schedule from Mexico.

They will answer comprehension questions about the text.

These questions will include practiced grammatical structures appropriate for Novice Low learners such as tener (to have) and necesitar (to need)

Ex: ¿Qué clase tiene primero?

What class do they have first?

# data[].attributes.headline
Summative Assessment / IPA Task: Interpersonal Mode

# data[].attributes.subject
Summative Assessment / IPA Task: Interpersonal Mode

# data[].attributes.body
Student will engage with the teacher in a roleplay scenario.

Purpose: To communicate part of a schedule to a peer.

Context: In a school hallway having a conversation to help a new student with their classes.

Interlocutor: Student and a new student.

In an interpersonal exchange, the teacher will roleplay as a new student and ask the student questions about their schedule and the supplies needed for the class asked about.

# data[].attributes.headline
Summative Assessment / IPA Task: Presentational Mode

# data[].attributes.subject
Summative Assessment / IPA Task: Presentational Mode

# data[].attributes.body
Students will write a letter to a new student from Mexico who is transferring to their school.

They will prepare the student by informing them about their schedule and asking questions about what supplies they have and what supplies they still need.

Student will include all parts of the genre of letter writing to a peer, such as an informal salutation and closing.