The World Languages Model Curriculum Committee is in the midst of a seven-week process of gathering free, Web-based, authentic instructional materials (e.g., URL addresses of authentic videos, podcasts, web pages, etc.) for inclusion in the model curriculum tool being developed to support teachers as they implement and use Ohio’s New Learning Standards for K-12 World Languages. Please note that the term “authentic” refers to resources that were created by native speakers of a language for use by other speakers of that language. We are hopeful that you will participate by sharing some of your favorite authentic resources.
The Committee is collecting resources thematically by week. Here is the collection schedule:
May 11-17: Families and Communities; Social Relationships
Possible Subtopics: family members, family structure, education, school, holidays and celebrations, places in the community, social relationships, social activities, citizenship and community service.
May 18-24: Personal and Public Identities
Possible Subtopics: nationalities, cultural practices, demographics, ethnic groups, characters in literature, character analysis, gender issues, stereotypes, alienation and assimilation, professions, world religions
May 25-31: Beauty and Aesthetics
Possible Subtopics: physical characteristics, personality traits, colors, art, architecture, monuments, artistic heritage (e.g., folk art, crafts), dance, fashion and design, film, photography, literature, music, sculpture, artistic performance, gastronomy and cooking.
June 1-7: Global Issues and Challenges
Possible Subtopics: environment, conservation, animals, economics and trade, diplomacy, imports and exports, education, water, food and hunger, governments, leadership, collaboration, conflict resolution, habitats, human rights, immigration and migration, poverty, pollution, resources, health, epidemics, social issues, and transportation.
June 8-14: Contemporary Life
Possible Subtopics: clothing, current events, education and career, career connections, housing, shopping and consumerism, life decisions and goals, popular culture, sports and recreation, gaming, travel and tourism, and world religions.
June 15-21: Communications and Media
Possible Subtopics: advertising, bias in media, censorship, sensationalism in media, global perspectives, communication, information sharing, Internet, messages, texting, social media, mail, radio, TV, movies, theater, translation and interpretation.
June 22-27: Interdisciplinary Topics
Possible Subtopics: mathematics, number, time-telling, calendars, geometry, shapes, statistics, science, environment, weather, chemistry, physics, biology, health, healthcare, medicine, fitness, physical education, ethics, social studies, history, historical figures, historical events, historical sites, timelines, geography, maps, family and consumer science, nutrition, food, technology, language, literature, poetry, literary genres, literacy, critical thinking
Below are the e-mail addresses of the committee members to whom the information should be sent. This is a very busy at this time of year, but your timely contributions will help to provide some great resources which will benefit Ohio’s K-12 world language teachers.
Please use this format for submitting authentic materials and any instructional strategies that you recommend:
FORMAT FOR SHARING:
*Communicative instructional strategies are those which incorporate meaningful and purposeful activities that provide students with opportunities to use the target language in active communication using one or more of the three modes of communication: interpretive, interpersonal and presentational.
TARGET LANGUAGE: Spanish
THEME: Families and Communities
SUBTOPIC: Education / School
DESCRIPTION: This is a webpage for a high school in Mexico. It provides information about the school and the classes that students take. It also features articles on different school activities.
RECOMMENDED INSTRUCTIONAL STRATEGY (Optional): Paired Work. Ask pairs of students to work cooperatively using available comprehension aid tools (e.g., dictionaries, vocabulary lists) to read and understand the information contained on the Web site (interpretive task). Next, ask each group of students to complete an information-gap activity (interpersonal task) that you have created to demonstrate their comprehension of the authentic material they have read by asking and answering your prepared questions. If desired, you could ask each group to report out something that they learned that is different from what the other groups have reported (presentational task).
Please send the information you would like to share to the appropriate language representative on the Model Curriculum Development Committee, who will be vetting and collating the info for sharing out:
The Model Curriculum Development Committee thanks you for considering this request. The successful creation of Model Curriculum tool is dependent on stakeholder participation. Please take a little time to share your high-quality resources and strategies with us!