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Make a post on this Padlet about your topic and objectives / can-do statements - see instructions below.

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Make a post on this Padlet about your topic and objectives / can-do statements - see instructions below.

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Add a section with your name on it and then put your posting below.

1. Your project's course and/or topic. Let us know a little bit about the context for the course materials that you are going to develop. Is it for a certain course that you will teach in the near future? Will you create materials that are based around a common theme? Why have you chosen this course/topic to work on with these materials?

2. 3+ learning objectives or Can-Do statements. These Can-Do statements should reflect the measurable learning outcomes that your yet-to-be-created engaging activities plan to meet. (And It's OK if you are not 100% sure. You can modify them later if necessary.)

3. An explanation of prioritized principles: Take a look at the rubric that we created collectively and write about which several the principles of engaging materials you plan to prioritize in your materials.

4. List of Tools: If known, also mention which tools you plan or hope to use to create your materials.

When finished, respond to at least 2 of your colleagues, giving them feedback about their plans.

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Originally posted by Raquel Goebel (Portuguese instructor); reposted with permission.

Topic: Brazilian Food Unit
Like many of our students, I really enjoy cooking! Prior to the Pandemic, every other week I would meet the students enrolled in our Program at La Casa Cultural Latina to practice Portuguese and, often times, prepare some type of traditional food together.

I am working with MSU and The University of Chicago on developing a course that will, among other topics, explore the geographic diversity in Brazil. During this "exploration" students will learn more and experiment with a variety of foods that make Brazil so famous. With this in mind, I would like to start developing engaging materials that can introduce students to the variety of flavors present in the Brazilian cuisine. I want them to experience Brazilian culture through food and connect with the culture in a deeper way.

I believe that this course would be great as a pre-study abroad opportunity because I will expose students to a content that is not so well presented by our textbook.

I have never taught a college-level course on food, so this will be my first experience "outside the box".

OBJECTIVES:
I can...

1.  talk about the states that comprise the Southeast region of Brazil.

2. identify and describe traditional foods that characterize the Southeast region of Brazil.

3. make a presentation on traditional foods from the Southeast region of Brazil.

4. ask and answer questions about the influences of immigration in the eating habits of the people in the Southeast region of Brazil

5. organize the information I learnt to create a blog or vlog post.

PRIORITIZED PRINCIPLES:

1. Highly interactive; requires students to engage and re-engage with content and peers.

2. Materials are based on authentic materials & language

3. Materials provide targeted feedback

4. Address all the three modes of communication (interpretive, interpersonal, and presentational)

TOOLS:

1. Perusall (for interactive annotation; vocab development; collaboration)

2. Padlet (for presentational writing and speaking; showcasing work; interactive commenting; share menus; recording videos)

3. Padlet/YouTube (for sharing & showcasing student videos)

4. Maybe Flipgrid (for asynchronous but interactive speaking and listening)?

5. Maybe H5P or another interactive video tool (for making interpretive videos more engaging)?

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This topic is a common theme in a foreign language course. For lower levels, it is really relevant because it provides vocabulary about diet habits, parts of the body, physical activities, and illnesses. It raises good discussions and critical thinking as well.
I teach Portuguese for the Basic and Intermediate levels, therefore I will use this lesson plan for future groups of students.

Can-do Statements: The student can talk about health and lifestyle. He can describe his personal lifestyle and habits. He can advise people about healthy habits. He can ask questions about a person's healthy habits. He can write about this person. He can understand a person's testimony about her lifestyle change.

Principles :
1. engagement and working on the 4 skills( reading, writing, speaking, and listening) during the unit.
2. contact with authentic materials.
3. interaction with classmates.
4. opportunity to develop critical thinking .

Tools:
1. Perusall - Reading an authentic text for annotation and vocabulary acquisition.
2. Youtube channel - A pre-selected Video as asynchronous activity and later, a speaking discussion to answer questions about it as a whole group.
3.  Zoom Breakout room ( if online class) Interview classmates in pair work. If this class is in person, it will be done as regular pair work.
4. Padlet - Write pieces of advice for a classmate who can change habits to have a healthier life .

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I think this topic is relativey new to EFL students, or at least my students. Not many students or even language teachers have insights into this topic despite the refugee crisis happening in many parts of the world right now as well as the idea of DEI (Diversity, Equity and Inclusion) we are all talking about. Therefore, it would be necessary and interesting to equip students with the knowledge of current affairs in the world through language classes.
I think this topic will be suitable for EFL/ESL Intermediate High  or Advanced students at high schools or adult learners.

Can-do Statements:
- Students can present the reasons and effects of a refugee life/ displacement as well as suggesting some solutions to this problem.
- Students can tell stories about refugees and describe the life in refugee camps.
- Students can tell their own stories about one of their adversities in life and how they overcame it.

Principles:
1. Materials are based on authentic situations and language, use authentic materials and/or realia, are contextualized
2. Materials allow and encourage collaboration and interaction
3. Materials are aligned with assessments and feature multiple assessment tools
4. Materials feature multiple media types (images, text, video, audio) and are interactive
5. Feature instructions that are clear and specific

Tools:
1. YouTube - Videos giving students some background information and knowledge about the topic
2. Perusall - authentic reading articles featuring refugees' life (for vocabulary, ideas, collaboration)
3. Padlet: Brainstorm and discuss the reasons, effects and solutions
4. Flipgrid: for students to share their own stories
5. https://makebeliefscomix.com/: Alternative way for students to share their stories

Zoe

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Topic: Spanish pronunciation around the world

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Topic: Spanish pronunciation around the world

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I end my Spanish Phonetics course with a unit on phonological variation across major dialect regions.  Throughout the previous modules of the course students learn some basic phonological rules of Spanish and get intensive pronunciation practice. In this module, the goal is not to make students choose a particular dialect to imitate, but rather to make them aware of the features of several major dialect regions, and for them to be able to describe dialectal features in phonetic terms. The course is intended for students at the Intermediate-Mid level and above, so that's my target level for this activity as well.

Can-do statements: At the end of the unit the student will be able to identify certain dialects upon hearing recordings or seeing videos containing speech in that dialect.  The student will be able to identify a particular dialect from a transcription of a word or short phrase. The student will be able to write phonetic transcriptions of words and short phrases in a given dialect.

Principles:

Aligned to proficiency level of course

Build on previous modules' learning: syllabification, phonetic transcription, basic phonological rules

Free materials, including authentic ones: videos and voice recordings available online

Tools:
1. Perusall.  Our course text will be accessible through Perusall, so students can annotate parts of the relevant chapters as they see fit an respond to the comments and questions of others. Perusall might also come in handy for the videos I post with samples of different dialects.
2. Flipgrid?  I already use Flipgrid for asynchronous pronunciation practice, but since the objective of the module is not to get students to practice all of the dialects we see, there's no real corrective component to the module.  It could be fun to have them do Flipgrids anyway where they practice the dialects, just to see which ones are easier for them, and base grading on completed/not completed.
3. Videos I provide on the LMS.  Explanations of dialect features are contained in videos I have created, and I have examples of dialects in videos I have collected from the internet and in movies I post to Canvas via the campus library.

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Teaching elementary students daily routine and how people spend their day in the middle-east is important as students can relate to their life-style and how it could be different or similar to their life style. The lesson can be taught in any language, but my focus is to make students practice talking about their daily routine and then mix it with some culture background.

Can-do Statements:

students will practice talking about their daily routine as university students such as time of their classes, when do they sleep/wakeup, lunch/dinner time, etc.
Then, we can talk about other people( not necessary students) such as employees.
In addition to that, I will show them a video talks about students' life style and daily routine and in the middle-east then we can have discussion about how similar/different it is.

Principles
1- Engaging students in a relevant and authentic topic.
2-  Materials that help students to interact and share such as videos, photos.
3- introduce some culture aspects.
4- compare similarities and differences between cultures or people' lifestyle  within the same culture.

Tools
1- Youtube: using youtube video that show the students daily routine in America and employees including meal times, activities, wakeup/sleep time.
2- Google : using pictures from google to different people such as students and employees in Middle east culture and American culture.

3- Facebook : using couple of videos that show the life style or the daily routine of Arabs either young adults or old adults. The videos also show information about some culture background such as food.

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Matthew Griffin

Project’s topic: Since I will be teaching Elementary Spanish I this fall, I would like to focus on developing materials for the second unit on college life. At the end of the unit, my students will complete two task assignments; one will be a reading task in which they read a blog from a Spaniard who talks about their daily routine as a college student; and a writing task in which students respond to the blog entry discussing their own weekly college schedule.

Learning objectives: There are the following objectives that I have come up with so far.
- Students will learn how to talk about their classes (and about daily schedules in general)
- Students will be able to discuss what they do on the weekends
- Students will learn how to read authentic blogs and schedules

Prioritized Principles:
- Materials are based on authentic situations and language, use authentic materials and/or realia, are contextualized
- Feature instructions that are clear and specific
- Materials feature multiple media types (images, text, video, audio) and are interactive

Tools:
- Google: I will use a blog and online schedules to have students learn how to read schedules in Spanish-speaking countries
- Edpuzzle & YouTube: I will have students watch videos of people discussing their schedules and daily routines
- Canvas: I will assign the task-based assignments on here as “Quizzes”, which allows me to create assignments with multiple choice and open-ended questions
- Quizlet: I will have students review vocabulary and expressions from the unit to help them discuss daily routine

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Meraj Ahmed

prepositions and postpositions are very important topics for language learners as they are vital parts of a sentence structures in any language.  One such preposition in Hindi and Urdu language is 'ko'. As a language teacher it becomes a little challenging to talk about its use with subjects and objects without going deep in linguistics. I teach 'ko' in the beginning section of Hindi and Urdu classes. I introduce it's use first with the subjects and after we start tenses I conclude the topic with its use after objects. It would be helpful to create more engaging materials to teach this topic and bind the gap between the different uses.  I will develop materials that will be able to help the learners understand its use and rules in situations when 'ko' postposition comes after a subject or an object.

Learning goals:
1) The learner will be able to understand and articulate basic "have to/has to" structures in Hindi and Urdu.
2) The learner will be able correctly mark the object with "ko" when required.
3) The learner should have overall clarity of the different uses of the 'ko' postposition.

Principles:
1) Are functional — they do what they are intended to do
2) Build on previous knowledge and follow logical sequencing and scaffolding.
3) Have a clear purpose and 'real-life' applicability.
4) Are not time-consuming to grade.

Tools:
Canvas
Padlet
Flipgrid