All resources in Oregon World Languages

¿Qué Valores Necesitamos Para Vivir Bien?

(View Complete Item Description)

In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet. Step 1 - Inquire: Students brainstorm what it means to “live well” from different perspectives. Step 2 - Investigate: Students watch a video, participate in a collaborative activity to explore the causes and consequences of climate change, and reflect on how climate change interferes with living well. Step 3 - Inspire: Students learn about the Indigenous cosmovision of El Buen Vivir and identify values in their own culture that can help address climate change.

Material Type: Lesson, Lesson Plan

Author: Liz Ransom

El Juego de Peces (Cambio Climático y la Pesca #1)

(View Complete Item Description)

In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations. Step 1 - Inquire: Students describe photos depicting different ways of fishing and discuss their knowledge and experience of fishing. Step 2 - Investigate: Students play the fish game, a role-play about a fishing community. Step 3 - Inspire: Students make connections between a news report about climate change and the results of the fish game and create a comic strip to tell the story.

Material Type: Lesson, Lesson Plan

Author: Liz Ransom

El Pescado Sostenible (Cambio Climático y la Pesca #3)

(View Complete Item Description)

In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans. Step 1 - Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood. Step 2 - Investigate: Students play an interactive board game to explore the challenges of buying and selling sustainable, climate-resilient fish. Step 3 - Inspire: Students research and present recipes for a class competition, “La Gran Receta de los Océanos.”

Material Type: Activity/Lab

Author: Liz Ransom

El Colibrí y El Cambio Climático

(View Complete Item Description)

In this lesson, students learn the importance of migratory hummingbirds and how to help them face the impacts of climate change. Step 1 - Inquire: Students listen to a legend about a hummingbird from the Nasca culture in Peru and wonder about the events in the story. Step 2 - Investigate: Students explore the diversity of hummingbirds in North America and imagine the life of the ruby-throated hummingbird as it faces the impacts of climate change. Step 3 - Inspire: Students reflect on efforts to support hummingbirds in Mexico and create an imaginative response of their own.

Material Type: Lesson, Lesson Plan

Author: Liz Ransom

Cambio Climático y el Hogar

(View Complete Item Description)

SYNOPSIS: In this lesson, students learn about the impact of household energy use on climate change and compare and contrast strategies to reduce emissions in Chile and the United States. SCIENTIST NOTES: Energy-efficient homes are an important part of solving the climate crisis, as this lesson explains. This lesson shows how Chile is planning to make homes more energy efficient. This lesson passed the scientific review process. Los hogares energéticamente eficientes son una parte importante de la solución de la crisis climática, como se explica en esta lección. Esta lección muestra cómo Chile está planeando hacer que los hogares más eficientes energéticamente. Esta lección pasó el proceso de revisión científica. POSITIVES: -Students immerse in authentic Spanish language audiovisual resources and explore cultural perspectives in addition to learning about climate change. -The lesson includes many hands-on and communicative activities. -Teachers can customize the lesson by selecting activities from each section that best fit their class. ADDITIONAL PREREQUISITES: -Students should be familiar with numbers, weather, some geographical features, parts of a house, and household activities prior to this lesson. -Students should have basic skills in the present tense to describe a place in a house and be able to ask and answer questions about daily activities. -The card game in the Investigate section requires a set of cards for every 4-5 students to be printed, cut, and pasted onto a sturdy backing. -The communicative game in the Inspire section requires a die or set of dice for each pair of students. DIFFERENTIATION: -Students can watch the videos as a class, in pairs, or individually. -Novice students can focus on describing what they see in the videos using familiar vocabulary and can use the English language version of the EPA website. -Novice-high and Intermediate-low students can engage with the spoken and written messages in the videos and use the Spanish language version of the EPA website.

Material Type: Lesson Plan

Author: Liz Ransom

La rutina diaria y el planeta: los plásticos

(View Complete Item Description)

This lesson explores ways to reduce carbon emissions through the reduction of disposable plastics in daily routines. Step 1 - Inquire: Students watch a music video and identify actions and objects in the daily routine associated with disposable plastics. Step 2 - Investigate: Students learn about the connection between plastics and climate change. Step 3 - Inspire: Students explore efforts in Spanish-speaking countries to reduce plastic consumption, and then complete an individual or group project.

Material Type: Lesson, Lesson Plan

Author: Liz Ransom

¿Qué Valores Necesitamos Para Vivir Bien?

(View Complete Item Description)

In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet. Step 1 - Inquire: Students brainstorm what it means to “live well” from different perspectives. Step 2 - Investigate: Students watch a video, participate in a collaborative activity to explore the causes and consequences of climate change, and reflect on how climate change interferes with living well. Step 3 - Inspire: Students learn about the Indigenous cosmovision of El Buen Vivir and identify values in their own culture that can help address climate change.

Material Type: Lesson, Lesson Plan

Author: Liz Ransom

El Juego de Peces (Cambio Climático y la Pesca #1)

(View Complete Item Description)

In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations. Step 1 - Inquire: Students describe photos depicting different ways of fishing and discuss their knowledge and experience of fishing. Step 2 - Investigate: Students play the fish game, a role-play about a fishing community. Step 3 - Inspire: Students make connections between a news report about climate change and the results of the fish game and create a comic strip to tell the story.

Material Type: Lesson, Lesson Plan

Authors: Liz Ransom, Subject to Climate

La Pesca y la Comunidad (Cambio Climático y la Pesca #2)

(View Complete Item Description)

In this lesson, students explore the impact of climate change on small-scale fishing communities and best practices for building resilience. Step 1 - Inquire: Students interpret infographics, play a game, and share what they know about the impact of climate change on fishing. Step 2 - Investigate: Students deepen their understanding of sustainable small-scale fishing through a matching exercise and a tic-tac-toe research activity. Step 3 - Inspire: Students create a mural to educate others about the importance of supporting sustainable, small-scale fishing.

Material Type: Lesson, Lesson Plan

Author: Liz Ransom

El Pescado Sostenible (Cambio Climático y la Pesca #3)

(View Complete Item Description)

In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans. Step 1 - Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood. Step 2 - Investigate: Students play an interactive board game to explore the challenges of buying and selling sustainable, climate-resilient fish. Step 3 - Inspire: Students research and present recipes for a class competition, “La Gran Receta de los Océanos.”

Material Type: Lesson, Lesson Plan

Author: Liz Ransom

Abanicos: lengua y cultura - Elementary Spanish I

(View Complete Item Description)

Abanicos: lengua y cultura is designed for a first semester of elementary Spanish but it can be used to review vocabulary and grammar at any level. It offers textbook pages in color and printable worbook pages that align with the textbook. The vocabulary and grammar derive from the topics in the textbook. These topics cover physical and political geography of the Spanish-speaking world, traditions, and popular culture. Reading, listening, speaking, and writing are goals in each section. The book is complemented by videos, games and grammar practice, quizlet sets, and other resources found on internet. This project will continue with the second semester book in the near future. I welcome ideas and collaboration as well as suggestions for improving. I hope this book will be useful to many Spanish language instructors and learners.  

Material Type: Homework/Assignment, Textbook

Author: Ana Barrios

Destrucción de Hábitats

(View Complete Item Description)

Spanish translation of CK-12 Conceptos de Ciencias de la Vida - Grados 6-8 - en Español. This segment describes the destruction of habits. The following concepts are evident: participles used as adjectives, present perfect, impersonal se, use of mente to create adverbs. Vocabulary used includes scientific cognates and ecology.

Material Type: Reading

Author: CK-12 Foundation

IPA Spanish Travel (intermediate proficiency)

(View Complete Item Description)

This Integrated Performance Assessment (IPA) is designed to assess students at an intermediate proficiency level. It includes tasks to assess students in the three modes of communication: interpretive, interpersonal, and presentational. The authentic resources included in this IPA address the themes of travel and geography.Suggested rubrics can be found in ACTFL Implementing Integrated Performance Assessment (2013) by Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan.  Adapted from Howard County Public SchoolsImage source: "Luggage" by stux on Pixabay.com

Material Type: Lesson Plan

Authors: Heather Sherrow, MSDE Admin, Bonnie Pechulis, Brandon Morfoot, Rebecca Ahearn

La narración

(View Complete Item Description)

This is a unit to teach about narration in Spanish. OBJETIVOS DE APRENDIZAJE:  1. Puedo explicar lo que es una narración. 2. Puedo reconocer las partes principales de una narración y sus componentes básicos. 3. Puedo imaginar usos de una narración más allá del salón de clase. 4l Puedo escribir una narración efectiva con expresiones útiles.

Material Type: Unit of Study

Author: Alegría Ribadeneira

¡Listos!

(View Complete Item Description)

¡Listos! is a series of units for Heritage Spanish learners in grades 6-12. Three lessons aligned to the K12 Texas Essential Knowledge and Skills (TEKS) form four thematic clusters. Relevant scenarios related to personal life, college tasks, career readiness and civic participation frame each lesson and increase student engagement by making learning authentic and relevant to real issues that students face. Each lesson identifies an intermediate or advanced proficiency target that supports language acquisition in the interpersonal, interpretive and presentational modes. The project also provides teachers with a replicable approach to lesson design for adapting or creating their own materials.

Material Type: Lesson, Unit of Study

Authors: José Sologuren, Meredith Clark

Remix

Problem-Based Units for Advanced Students of Spanish

(View Complete Item Description)

The purpose of these PBL units is to provide advanced students of Spanish (generally 3rd and 4th year college students) a series of compelling problems from Spanish culture and society. Each unit introduces a problem that students must solve collaboratively in small teams (4-6) over the course of approximately four weeks, assuming 2-3 class meetings per week. The instructor coaches the teams as they seek to fill gaps in understanding, revise hypotheses to incorporate new knowledge, and craft solutions that recognize various perspectives on the problem. Each unit is based on particular objectives, but the skills and processes students will exercise are the same across all units: collaborative problem solving, self-directed research and synthesis of information, argumentation based on sound evidence, and communication in Spanish. 

Material Type: Lesson, Unit of Study

Author: Janet Eckerson

REMOTE LEARNING PLAN: "FOOD" SPANISH 2 10TH GRADE

(View Complete Item Description)

This Remote Learning Plan was created by Maria Nieves Ruiz Garcia in collaboration with Nicholas Ziegler as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Spanish 2  students. Students will learn about food ( vocabulary, expressions, how to create their own recipe, order food and cultural aspects). This Remote Learning Plan addresses the following NDE Standard: Word Languages (communication, culture, connections,communities, cognition), level intermediate. It is expected that this Remote Learning Plan will take students 15 periods to complete.    

Material Type: Lesson Plan, Teaching/Learning Strategy

Author: MARIA NIEVES RUIZ GARCIA

Remote Learning Plan: Daily Routine Activities (Spanish) 9-12

(View Complete Item Description)

This Remote Learning Plan was created by Danielle Fulcher in collaboration with Dr. Nick Ziegler as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for grades 9-12 Spanish Students. Students will describe their daily routines and chores in SpanishThe remote learning plan addresses the following NDE standards:Communication:1.1 Students exchange information through interaction and negotiation of meaning.1.2 Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.1.3 Students present ideas and information according to a variety of purposes and audiences.It is expected that this Remote Learning Plan will take students 5 hours (300 minutes) to complete.

Material Type: Lesson Plan, Teaching/Learning Strategy

Author: Danielle Fulcher