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7thGrade Project Curricular or Creative Thinking

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7thGrade Project Curricular or Creative Thinking

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Update to Make this Assignment AI-Resistant (Idea 1):

Assignment Description: Create a cross-curricular project by integrating science and art. Students will explore a scientific concept, such as the water cycle, and express their understanding through a creative art piece, like a painting or a sculpture. They must then present their artwork and explain how it represents the scientific concept. Include a written reflection on what they learned about the process of translating scientific ideas into artistic expressions.

Explanation: This approach requires students to synthesize information from two different disciplines and apply creative thinking skills to express a scientific concept artistically. The personal nature of the art piece and the reflection on their learning process make it challenging for AI to replicate.

Update to Make this Assignment AI-Resistant (Idea 2):

Assignment Description: Conduct an interview with a family member or community member about a historical event they experienced or know well. Students must summarize their findings in a report, connecting the personal narrative to broader historical contexts. They should also include a reflection on how the interview changed or enhanced their understanding of the event.

Explanation: This assignment emphasizes personal engagement and firsthand experiences, which AI cannot replicate. The task of connecting personal stories to historical contexts requires critical thinking and personal insight, putting the cognitive load on the student.

Update to Make this Assignment AI-Resistant (Idea 3):

Assignment Description: Develop a project that addresses a real-world problem within the local community. Students should research the issue, propose a solution, and outline a plan for implementation. They must then present their findings and solution to the class, including feedback from community stakeholders they consulted during their research.

Explanation: The requirement to engage with the local community and to develop a realistic, actionable plan necessitates personal involvement and practical application of knowledge. AI systems cannot interact with communities or provide personalized solutions, making this task heavily reliant on the student's initiative and critical thinking skills.

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Spanish Articles Assessment - Definite and Indefinite Articles

1. Which article would you use to say "the book" in Spanish?
a. una
b. el
c. las
d. unos

2. In Spanish, when referring to "some apples," which indefinite article would you use?
a. los
b. unas
c. unos
d. la

3. What is the correct definite article for "the women"?
a. las
b. los
c. el
d. un

4. Which article would you use for "a table" (feminine)?
a. el
b. los
c. la
d. una

5. Select the correct article for "the cars" (masculine plural):
a. unas
b. las
c. los
d. un

6. Which article would you use for "a boy"?
a. las
b. un
c. el
d. los

7. What's the correct article for "the water" (feminine singular)?
a. un
b. los
c. las
d. la

8. Choose the correct indefinite article for "some books" (masculine plural):
a. unos
b. las
c. el
d. una

9. Which article would you use for "the day" (masculine singular)?
a. una
b. las
c. el
d. unos

10. Select the correct article for "a woman":
a. el
b. una
c. los
d. las

11. What article would you use for "the teachers" (feminine plural)?
a. los
b. el
c. las
d. una

12. Choose the correct indefinite article for "a house" (feminine):
a. los
b. el
c. un
d. una

13. Which article would you use for "the pencil" (masculine singular)?
a. una
b. el
c. las
d. unos

14. What's the correct article for "some girls" (feminine plural)?
a. los
b. unas
c. el
d. un

15. Select the correct definite article for "the computers" (feminine plural):
a. el
b. unos
c. una
d. las

Answer Key

1. b

2. c

3. a

4. d

5. c

6. b

7. d

8. a

9. c

10. b

11. c

12. d

13. b

14. b

15. d

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Mujica-9th Grade Spanish Level 1 - Daily Classroom Routine

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Mujica-9th Grade Spanish Level 1 - Daily Classroom Routine

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9th Grade Spanish Level 1 - Daily Classroom Routine Guide

Beginning of Class Routine

Enter classroom quietly and orderly
Place homework in designated tray
Pick up any handouts from the front table
Check "Agenda del Día" (Day's Agenda) on board
Begin "Entrada" (Bell Ringer) activity within 2 minutes
Have materials ready:
Spanish notebook
Spanish folder/binder
Writing utensils
Assigned textbook/workbook
Implementation Strategy 1: "Spanish Zone" Environment

Post common Spanish phrases for classroom communication
Label classroom items in Spanish
Create a visual daily schedule in Spanish
Designate areas for different activities:
Conversation corner
Reading nook
Grammar station
Cultural display area
How to Implement:

Create bilingual signs for basic requests:
"¿Puedo ir al baño?" (May I go to the bathroom?)
"¿Puede repetir?" (Can you repeat?)
"No entiendo" (I don't understand)
Establish signal systems for transitions
Set clear expectations for Spanish-only times
Use color-coding system for different activities
Create routine cards in Spanish for group activities
Implementation Strategy 2: Structured Participation System

Implement "Participación Points" system
Use random name selector for fair participation
Incorporate peer conversation protocols
Include daily speaking objectives
How to Implement:

Create participation tracking sheet
Establish clear criteria for earning points
Set up conversation partners/groups
Rotate speaking roles weekly
Include reflection time at end of activities
Daily Class Structure:

Entrada (5-7 minutes)
Homework review (5 minutes)
Lesson objective introduction (3 minutes)
Main activity (20-25 minutes)
Guided practice (10-15 minutes)
Exit activity (5 minutes)
Additional Advice:

Create a visual behavior chart using Spanish terminology
Establish clear consequences and rewards in Spanish
Maintain consistent parent communication about class expectations and student progress
Consider implementing a "Spanish Name" system for immersion
Keep a running word wall of new vocabulary
End of Class Routine:

Complete "Boleto de Salida" (Exit Ticket)
Record homework in planners
Clean personal area
Return materials to proper locations
Wait for teacher dismissal
Note:

Review and practice these procedures during the first week of school
Reinforce routines consistently
Post procedures visually in both Spanish and English
Consider creating procedure videos for substitute teachers
Share routine guide with parents for support at home

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SEL Journal Prompts (French): Managing Emotions and Time during Final Exams (Tina)

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SEL Journal Prompts (French): Managing Emotions and Time during Final Exams (Tina)

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Journal Prompt: Managing Emotions and time during Final Exams

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Here are some fun sentence starters to help you create a list of classroom rules and expectations:

1. "In our classroom, we believe that every voice matters, so let's make sure to always listen when someone is speaking!"

2. "To keep our learning environment positive, we should all remember to use kind words and support one another."

3. "Being on time is key to a great day, so let's all aim to arrive and be ready to learn when the bell rings!"

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Exit ticket prompts tailored for a Spanish Level 2 high school class for non-native speakers:

1. Vocabulary - Daily Routines
Prompt: "Escribe una breve descripción de tu rutina diaria utilizando al menos cinco verbos en español. ¿Qué haces por la mañana? ¿Y por la tarde?"

2. Grammar - Preterite vs. Imperfect
Prompt: "Reflexiona sobre la lección de hoy sobre el pretérito y el imperfecto. Escribe dos oraciones: una en pretérito y otra en imperfecto, sobre un recuerdo de tu infancia. Asegúrate de señalar qué verbo es cuál."

3. Culture - Spanish-Speaking Countries
Prompt: "Elige un país hispanohablante que te gustaría visitar y escribe un párrafo explicando por qué lo elegiste. Menciona algo sobre su cultura, comida o tradiciones que te interese."

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Veronica Garcia Arias: Text Dependent Questions 

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Veronica Garcia Arias: Text Dependent Questions 

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Preguntas Dependientes del Texto para Clase de Español 1:

1. ¿ Por qué está emocionada Stephanie?

2. ¿Por qué está nerviosa la mamá de Stephanie?

3. ¿Cómo se siente Ana ?

4. ¿Qué quiere llevar Ana a la quinceañera?

5. ¿Cómo se saludan Stephanie y Ana?

Clave de Respuestas:

1. Stephanie está emocionada por su quinceañera.

2. La mamá de Stephanie está nerviosa porque no tiene un vestido.

3. Ana se siente triste por su abuelo porque su gato murió.

4. Ana quiere llevar su iguana a la quinceañera.

5. Stephanie y Ana se saludan con "Hola" y preguntan cómo están.

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Spanish Review for Sustainable Gastronomy Jeopardy

100 200 300 400 500 Sustainable Practices What is one method to reduce food waste? What is organic farming? Define permaculture. Name three benefits of local sourcing. How does sustainable gastronomy contribute to biodiversity? Culinary Terms What is "gastronomía sostenible" in English? What does "cosecha" mean? Define "sostenibilidad". What is "alimentos de temporada"? Explain "huertos urbanos". Cultural Impact Name one traditional dish that promotes sustainability. What role do indigenous practices play in sustainable gastronomy? How can food contribute to cultural identity? Describe the impact of globalization on local cuisines. Discuss the importance of food sovereignty. Environmental Issues What is the carbon footprint of food? How does overfishing affect sustainability? What are the effects of monoculture? Explain the concept of food deserts. Discuss the relationship between agriculture and climate change. Healthy Eating What is a balanced diet? How does sustainable gastronomy promote health? Define "dieta mediterránea". What is the importance of plant-based diets? How can local foods improve nutrition?

Questions:

Sustainable Practices

100: What is one method to reduce food waste?

200: What is organic farming?

300: Define permaculture.

400: Name three benefits of local sourcing.

500: How does sustainable gastronomy contribute to biodiversity?

Culinary Terms

100: What is "gastronomía sostenible" in English?

200: What does "cosecha" mean?

300: Define "sostenibilidad".

400: What is "alimentos de temporada"?

500: Explain "huertos urbanos".

Cultural Impact

100: Name one traditional dish that promotes sustainability.

200: What role do indigenous practices play in sustainable gastronomy?

300: How can food contribute to cultural identity?

400: Describe the impact of globalization on local cuisines.

500: Discuss the importance of food sovereignty.

Environmental Issues

100: What is the carbon footprint of food?

200: How does overfishing affect sustainability?

300: What are the effects of monoculture?

400: Explain the concept of food deserts.

500: Discuss the relationship between agriculture and climate change.

Healthy Eating

100: What is a balanced diet?

200: How does sustainable gastronomy promote health?

300: Define "dieta mediterránea".

400: What is the importance of plant-based diets?

500: How can local foods improve nutrition?

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For today's lesson plan, we are going to do a role-play in which each of you will have an opportunity to participate. The topic is about a new student feeling lonely at lunch and act and share how this student might feel. (putting into practice our vocabulary word "empathy")

Objective: To develop student's ability to understand and share the feelings of others by stepping into different perspectives through role-paying.

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Ciudadanos en la Comunidad: Conociendo a Nuestros Vecinos

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Ciudadanos en la Comunidad: Conociendo a Nuestros Vecinos

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Mindfulness and emotional regulation: Nature walk reflection - Jenifer Sanchez

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Mindfulness and emotional regulation: Nature walk reflection - Jenifer Sanchez

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Objective:
To promote mindfulness and emotional regulation through observation and reflection during a nature walk.

Grade Level:
Adaptable for all grades

Materials Needed:

• Journals or paper

• Writing utensils

• Optional: Art supplies (colored pencils, markers)

• A quiet area for the walk (school yard, local park, etc.)

Activity Steps:

1 Introduction (10 minutes):

• Gather students and explain the importance of mindfulness and emotional regulation. Discuss how being aware of our surroundings and our feelings can help us manage stress and emotions.

2 Nature Walk (20-30 minutes):

• Take students on a guided nature walk. Encourage them to use all their senses to observe their environment.

• Ask them to notice:

• The different colors of plants and flowers

• The sounds they hear (birds, rustling leaves)

• The scents in the air

• The sensation of the ground under their feet

• Remind students to walk quietly and focus on being present in the moment.

3 Reflection (15-20 minutes):

• After the walk, have students sit in a quiet area. Provide them with journals or paper to reflect on their experience.

• Prompt questions:

• What did you notice during the walk?

• How did being in nature make you feel?

• Did you experience any emotions? How did you respond to them?

• Students can write or draw about their observations and feelings.

4 Group Sharing (15 minutes):

• Invite students to share their reflections with the group if they feel comfortable. Discuss the variety of emotions and observations they experienced.

5 Closing (10 minutes):

• Conclude the activity by highlighting the importance of taking time to be mindful and how it can help with emotional regulation.

• Encourage students to practice mindfulness in their daily lives by taking a few moments each day to observe their surroundings or check in with their emotions.

Adaptations:

• For younger students, consider using guided prompts or visual aids.

• For students with different needs, ensure the walk is accessible and adjust the reflection methods as needed (e.g., verbal sharing instead of writing).

This activity not only fosters mindfulness but also encourages emotional awareness and regulation through nature and reflection.

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Project - Based Learning (PBL) Magic School tool

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Project - Based Learning (PBL) Magic School tool

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Project-Based Learning (PBL) is an instructional approach that enables students to learn by engaging in real-world projects. Here are some key elements and benefits of PBL:

Key Elements of PBL:

1. Real-World Connection: Projects are based on real-life problems or questions that are relevant to students’ lives and interests.

2. Student-Centered: Students have a voice and choice in their learning, which fosters engagement and motivation.

3. Collaboration: PBL often involves teamwork, allowing students to work together, share ideas, and learn from one another.

4. Critical Thinking: Students are encouraged to think critically and creatively as they navigate challenges and develop solutions.

5. Reflection: Throughout the project, students reflect on their learning and the processes they used, enhancing their understanding.

6. Assessment: PBL includes formative and summative assessments that focus on both the process and the final product.

Benefits of PBL:

Enhanced Engagement: Students are more motivated to learn when they are involved in meaningful projects.

Development of Skills: PBL helps students develop essential skills such as communication, collaboration, problem-solving, and time management.

Deeper Understanding: By working on projects, students gain a deeper understanding of the subject matter as they apply their knowledge to real-world situations.

Preparation for the Future: PBL prepares students for the challenges of the workforce by simulating real-life scenarios that require critical thinking and collaboration.

Example of a PBL Topic:

Sustainability Project: Students could investigate local environmental issues, such as pollution or waste management, and develop a plan to address these issues in their community. They could present their findings and solutions in a public forum or community event.

If you would like more specific resources or lesson ideas related to PBL, feel free to ask!

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Lower level spanish class.

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Los Adjetivos: Interactive Spanish Adjectives Adventure

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Prompt: Write a story in Spanish about Picasso, for L2, using the following vocabulary. The story should include the preterit and imperfect. Then, generate 10 true or false questions.

la pintura

el mural

el retrato

la paleta

el artista

abstracto

expresar

famoso

la figura

la fuente de inspiracion

la imagen

influir

inspirar

la obra de arte

representar

el sentimiento

el siglo

el tema

Response:

Historia sobre Picasso

Pablo Picasso fue un artista muy famoso que vivió en el siglo XX. Desde que era muy joven, él expresó su increíble talento en la pintura y en crear retratos de personas. Sus obras de arte representaban una variedad de temas y figuras que capturaban la atención de todos. Picasso influyó a muchas personas con su estilo único y abstracto, que era diferente a lo que otros artistas hacían en su tiempo.

En un momento clave de su carrera, él decidió crear un mural que se convirtió en una gran fuente de inspiración para muchos otros artistas. La paleta de colores que utilizó en este mural fue realmente impresionante y llena de vida. Cada imagen que pintó en el mural tenía un sentimiento profundo, logrando tocar los corazones de quienes lo veían. La fuente de inspiración de Picasso era su propia vida, así como las experiencias y emociones que vivió a lo largo de los años.

A lo largo de su larga y exitosa vida, Picasso creó muchas obras de arte que siguen siendo muy importantes y admiradas hoy en día. Su trabajo cambió el mundo del arte y sigue inspirando a nuevas generaciones de artistas que quieren seguir sus pasos. La forma en que Picasso abordó la pintura y el arte en general dejó una huella que nunca se olvidará.

Preguntas Verdadero o Falso

1. Picasso fue un artista que vivió en el siglo XXI. (Falso)

2. Picasso utilizó una paleta de colores vibrantes en su mural. (Verdadero)

3. Las obras de Picasso eran conocidas por ser realistas y tradicionales. (Falso)

4. La fuente de inspiración de Picasso era su vida y las experiencias que tuvo. (Verdadero)

5. Picasso nunca pintó retratos de personas. (Falso)

6. El mural que Picasso pintó tuvo un gran impacto en otros artistas. (Verdadero)

7. El sentimiento que se expresa en las obras de Picasso no es importante. (Falso)

8. Picasso a menudo representaba temas abstractos y únicos en su arte. (Verdadero)

9. La imagen en el mural de Picasso era simple y común. (Falso)

10. Gracias a su talento y dedicación, Picasso se convirtió en un artista famoso por su trabajo. (Verdadero)

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Here are some examples of engaging classroom rules that can foster a positive and interactive learning environment:

1. Show Kindness and Respect 🤝

Example: "Use kind words and actions. Treat others the way you want to be treated!"

2. Be a Team Player 🏅

Example: "Collaborate and support your classmates. We rise by lifting others!"

3. Keep Your Hands to Yourself 🙌

Example: "Respect personal space. A high-five is great, but let’s keep our space safe!"

4. Participate Actively 🎤

Example: "Share your ideas and listen to others. Every voice matters in our classroom!"

5. Own Your Learning 📚

Example: "Take charge of your education. Ask questions and seek help when needed!"

6. Use Technology Responsibly 💻

Example: "Use devices for learning only. Let’s keep distractions at bay to help everyone focus!"

7. Embrace Mistakes as Learning Opportunities 🌱

Example: "Mistakes help us grow! Let’s celebrate our learning journey together!"

8. Create a Positive Classroom Vibe 🌈

Example: "Bring your positive energy! A smile can brighten someone’s day!"

9. Keep Our Classroom Clean 🧹

Example: "A tidy space helps us think clearly. Let’s all pitch in to keep our classroom welcoming!"

10. Be Punctual and Prepared ⏰

Example: "Arrive on time and ready to learn. Let’s make the most of our time together!"

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Jeopardy Review Game: Functions and Growth.docx

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Global Immigration Challenges: A Comparative Study

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Understanding "Ser" Through Comic Strips

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Understanding "Ser" Through Comic Strips

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Understanding "Ser" Through Comic Strips

Driving Question or Challenge:

How can we creatively express our identities and relationships using the Spanish verb "ser"?

Real-world Context:

The project connects to real-world experiences by allowing students to explore their own identities and relationships in a meaningful way. Understanding the verb "ser" helps students articulate who they are and how they relate to others. This project also opens discussions about cultural identity and representation in storytelling, making it relevant for students in a diverse classroom.

In-depth Inquiry:

Students will investigate the different uses of the verb "ser" through the "Doctor" acronym. They will ask questions such as: What does each letter represent? How can we illustrate these concepts in a comic strip? Researching examples from real-life scenarios where "ser" is used will encourage students to explore various perspectives on identity, occupation, and relationships.

Student Voice and Choice:

Students will have the freedom to decide the characters, scenarios, and artistic style of their comic strips. They can choose whether to focus on their own identities or create fictional characters. This autonomy will foster creativity and personal investment in their work.

Reflection:

Throughout the project, students will maintain a learning journal where they reflect on their understanding of the verb "ser," the creative process, and their artistic choices. Regular check-ins will prompt them to consider what they have learned and how they can apply that knowledge to their comic strip.

Critique and Revision:

Students will participate in peer-review sessions, where they provide constructive feedback on each other's work. This iterative process will encourage them to revise their comic strips based on the feedback received, fostering a culture of continuous improvement.

Public Product:

The final product will be a comic strip that effectively uses the verb "ser" in various contexts (date, occupation, characteristics, time, origin, relationships). Students will display their comic strips in a classroom exhibition, allowing them to share their work with peers and teachers.

Collaboration:

Students will work in small groups to brainstorm ideas, share resources, and provide feedback on each other's comic strips. This collaboration will enhance their communication skills and enable them to learn from one another’s perspectives.

Teacher Facilitation:

The teacher will act as a facilitator by guiding students through the exploration of the verb "ser" and the comic strip creation process. They will provide resources, examples, and support while allowing students to take ownership of their learning.

Interdisciplinary Connection:

This project bridges Spanish language arts with visual arts, enhancing students' linguistic skills while engaging their creativity. It also connects to social studies by exploring cultural identities and relationships.

Assessment:

Formative assessments will include participation in discussions, reflections in journals, and peer feedback sessions. The summative assessment will be based on the final comic strip, evaluated using a rubric that focuses on the correct use of "ser," creativity, and overall clarity of the comic's message.

Aligned Standards:

1. World Language Standard 1.1: Students engage in conversations in Spanish to provide and obtain information, express feelings and emotions, and exchange opinions.

2. Visual Arts Standard 2.1: Students create artworks that effectively communicate ideas, emotions, and experiences through various artistic mediums.

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Unit Plan: Martin Luther King Jr. (MLK) in French

Grade Level: 9th Grade
Subject: French 1
Duration: 5 School Days

Day 1: Introduction to Martin Luther King Jr.

Objective:
Students will learn basic vocabulary related to Martin Luther King Jr. and his significance in history. They will be able to introduce him in simple French sentences.

Suggested Assessment:
Students will write a short paragraph introducing MLK in French using at least five new vocabulary words.

Key Points:

Introduction to MLK’s life and contributions.

Vocabulary: liberté (freedom), égalité (equality), rêve (dream), justice (justice), paix (peace).

Practice pronunciation and sentence structures.

Standard Addressed:
CA World Language Standard 1.1: Students engage in conversations in French to provide and obtain information.

Day 2: The Civil Rights Movement

Objective:
Students will understand the context of the Civil Rights Movement and MLK’s role within it, using simple French phrases.

Suggested Assessment:
Students will create a timeline of significant events in the Civil Rights Movement in French.

Key Points:

Overview of the Civil Rights Movement.

Vocabulary: mouvement (movement), droits civiques (civil rights), protester (to protest), discours (speech), loi (law).

Discussion in pairs about what civil rights mean to them.

Standard Addressed:
CA World Language Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Day 3: “I Have a Dream” Speech

Objective:
Students will analyze key excerpts from MLK’s “I Have a Dream” speech and express their understanding in French.

Suggested Assessment:
Students will summarize a section of the speech in their own words in French.

Key Points:

Significance of the “I Have a Dream” speech.

Vocabulary: rêve (dream), jugement (judgment), fraternité (brotherhood), espoir (hope).

Group activity: students will perform a short section of the speech.

Standard Addressed:
CA World Language Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Day 4: The Legacy of Martin Luther King Jr.

Objective:
Students will explore the impact of MLK's work on modern society and express their thoughts in French.

Suggested Assessment:
Students will write a reflective piece on how MLK’s legacy affects their lives today in French.

Key Points:

Discuss how MLK’s principles are applied today.

Vocabulary: héritage (legacy), changement (change), société (society), inspiration (inspiration).

Class discussion: How can we continue MLK’s work?

Standard Addressed:
CA World Language Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Day 5: Presentation Day

Objective:
Students will present their projects on Martin Luther King Jr. entirely in French to the class.

Suggested Assessment:
Students will present their projects, focusing on clarity and use of vocabulary.

Key Points:

Review of vocabulary and concepts learned throughout the week.

Students present their timelines, reflective pieces, or any other project they've created.

Class feedback and peer assessment.

Standard Addressed:
CA World Language Standard 2.2: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Culminating Activities Suggestions

1. Creative Poster Project: Students create a poster illustrating MLK’s life and achievements with text in French.

2. Role-Play: Students reenact a significant event from MLK’s life, incorporating learned vocabulary and phrases in French.

3. Class Discussion: Facilitate a debate on the relevance of MLK’s message today, encouraging students to express their thoughts in French.

Standards Addressed:

CA World Language Standard 1.1

CA World Language Standard 1.2

CA World Language Standard 2.1

CA World Language Standard 2.2

CA World Language Standard 3.1

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Grammar included is present of verb -ir, irregular yo verbs, stem changing verbs. Topics are pastimes and for culture they have to research the way pastimes are done in Spanish Speaking countries.

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Developing differentiated tasks for 3 student levels on a single topic. - Lisset M.

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Developing differentiated tasks for 3 student levels on a single topic. - Lisset M.

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Beginner Level

Verb Flashcards: Provide students with flashcards that have AR verbs (e.g., hablar, bailar, estudiar) along with images that represent the action.

Intermediate Level

Worksheet with a list of AR verbs. Students will conjugate them in the present tense for all subject pronouns (yo, tú, él/ella, nosotros, ellos).

Advanced Level

Write a dialogue that incorporates at least ten AR verbs. Students should focus on using different subjects and tenses.