Ask Why Before How?Asking why helps you to think about all

the reasons for decisions. It helps you to open your mind to

possibilities and opportunities.

Thinking for a ChangeJohn C. Maxwell

An essential ingredient of global competence is foreign language

proficiency and a deep understanding of other cultures.

Catching Up or Leading the WayYong Zhao

Big-Picture ThinkingYou’ve got to think about ‘big things’

while you’re doing small things, so that all the small things go in the right

direction.

— Alvin Toffler

“Small Things”• We need to agree on the common goals / language functions / vocabulary. Any individual is able to add to meet their goals/ the goals of their language.

• The sixth grade year is in flux. Everything does not have to change this year.

• We have agreed on the goals, but you do not need to be on the same page on any given day. How you get students to the goals is your choice – the art of teaching.

• There is enough time in a three-year sequence to keep your special projects where it makes most sense/ not just for fun, but to meet functional language goals.

• All forms of verbs are introduced and used in sixth grade, but assessment focuses on first and second person.

• Current events is a thread that runs through all three years.

• Parents need to understand why changes are being made to the curriculum.

http://tempsreel.nouvelobs.com/monde/20111006.OBS1822/la-mort-de-steve-jobs-provoque-une-avalanche-de-reactions-sur-facebook-et-twitter.html

http://p21.org/storage/documents/Skills%20Map/p21_worldlanguagesmap.pdf

Day in / Day Out — What matters?• The target language is used and is comprehensible.

• Lesson goals (language functions) are posted.

• Instructional minutes are used wisely.

• Students are called on randomly.

• There are frequent, systematic snapshots of learning progress.

•Formative and summative assessment reflects real-life.

A Cajun Folktale and Zydeco

http://www.learner.org/libraries/tfl/

Video SummaryIn this lesson, students learn about music and storytelling in the Cajun culture. They begin by comparing Louisiana and California life. Ms. Granville then introduces new vocabulary about agriculture while retelling a traditional Cajun folktale. Next, the students re-enact the story in groups, then use a story map to review elements of the folktale. Ms. Granville concludes the lesson with an introduction to zydeco music, including an opportunity for students to play authentic instruments.

Curriculum – Essential Questions

Is it real? Will it be useful on the streets of (Paris)?

Is it relevant?Does it prepare students for global citizenship?

Curriculum Units6 7 8

Global Citizenship Heroism Careers

Who am I? A Healthy LIfestyle Storytelling/Children’s Lit

My Family Responsibility Fine Arts/Cultural Topic(Field Trip)

A Week at Camp Life as an Exchange Student Let’s Travel

Curriculum Units - 7