Communication

**1. Communication** **Students as effective communicators use languages to engage in meaningful conversation, to understand and interpret spoken language and written text, and to present information, concepts, and ideas.**

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 * Add your own examples here. Please follow the format of the examples above. Place each example in the correct proficiency level and make sure to indicate which mode(s) the example is addressing.**

(Elementary, Middle, High, Post-Secondary) || **Language** || **Novice Proficiency** Voicethread Digital photos || 05452 || All levels || All languages ||  || Video conference call to students in other schools at same level of study or native speaker in target language. ||  || Internet access Video conferencing tools like Skype || 2.Students create and film a fashion show for dolls. (Presentational oral.) 3.They compare what they like to do, unscripted. (Interpersonal, oral.) 4.Students create a brochure about their school, (Presentational, written.) ||  ||   || 1.Voicethread and Photostory 2.Digital movie camera 3.Digital Voice Recorders 4.Microsoft Publisher || Storyjumper.com ||
 * **Name** || **E-mail** || **School** || **City, State,**
 * zip code** || **Level**
 * Range Example** || **Intermediate Proficiency**
 * Range Example** || **Advanced Proficiency**
 * Rang**e Example || **Recommended Tools and Resources** ||
 * Beth O'Connor || hoconnor@ccsuvt.org || Essex High School || Essex Jct, VT 05452 || All levels || All languages ||  || Students exchange Voicethread with students at the same level of study at another high school on topics of interest to teenagers in target language and then comment on back and forth in asynchronous interpersonal communication. ||   || Internet access
 * Beth O'Connor || hoconnor@ccsuvt.org || Essex High School || Essex Jct, VT
 * J Whitmer || jw04bps@birmingham.k12.mi.us || BCS || Birmingham, MI 48301 || All levels || All languages || Students write and record scripts for a particular scenario. Students post finished scenes to Moodle or a wiki for feedback (in Spanish) from their classmates. ||  ||   || iPods touches, Flip cameras, or Audacity & Moodle or wiki ||
 * Janet Glass || GlassJ@d-e.org || Dwight-Englewood Lower School || Englewood, NJ 07631 || Elementary || Spanish || 1.Students talk about themselves, family and friends. (Presentational, oral.)
 * Elizabeth Yu Ellsworth || eyu@herricks.org || Herricks Middle School || New Hyde Park, NY 11507 || Middle School || Chinese || Students will be introduced to Chinese vocabulary for common foods through images on Smartboard. They will do games matching words to pictures using the Lesson Activity Toolkit. (interpretive) || Students will read “The Hungry Caterpillar” in Chinese and do TPR activities related to the story. They will will write their own take off of this story on Storyjumper.com (interpretive, presentational) || Students will write a letter to a penpal in Chinese describing foods and drinks served at a) a family picnic b) a party at a friend’s house c) a Chinese New Year dinner d) a Chinese style birthday party. (presentational) || Smartboard
 * Elizabeth Yu Ellsworth || eyu@herricks.org || Herricks Middle School || New Hyde Park, NY 11507 || Middle School || Chinese || Students will make a collage of favorite foods and label them in Chinese. They will do information gap activities to find out favorite foods of class members. (presentational) || Students will create a menu of the foods their family members eat during a typical week. They will create an illustrated vocabulary list of these foods using Chinese word processing and clipart. List will include characters and pinyin (presentational) || Students will work in groups to research local restaurants and produce restaurant reviews in Chinese.They will map the restaurants on Googlemaps and give directions to the restaurants in Chinese.(presentational) || online Chinese dictionaries such as nciku.com.

Googlemaps || (interpersonal) || Students will interview family members to find out their favorite recipes. They will record the recipes in Chinese and compile them into a class recipe book. (interpersonal and presentational) || Students will discuss their favorite foods in Chinese on VoiceThread. They will invite Chinese language students from other schools to add their comments to the VoiceThread. (interpersonal, presentational) || VoiceThread.com || Spanish German || Students will read the story //Homme de Coleur (Hombre de Color, Einfach Farbig//) (interpretative) || In pairs of small groups they can discuss the color words from the story and arrange them using a chart || In pairs of small groups students can discuss issues of race and diversity that come up in the story || picturebook: Knobbe || mknobbe@gacatholicschool.org || Guardian Angels Elementary || West Point, Nebraska 68788 || Junior High || Spanish || Students create a fashion show based on the style of a current Spanish fashion designer. Students work with a partner to describe the outfit, select Spanish background music and art for the videotaping of the event. Students may save their presentations to Voice Thread. Students would then comment on the fashions created by classmates.(Presentational) ||  ||   || Video camera Internet Voice Thread || (Interpretive, Interpersonal) || Students write a short email describing their school's technology and how it is used in class, and what the rules are. They ask students of a teacher in a TL country to describe the same at their school. The teacher sends the emails to the TL country teacher and awaits responses. (Interpersonal) || The senior class has decided to take their senior trip to a country/countries that speak the TL. Students investigate 2 potential locations, one a very bad idea (because of violence or desert,e.g.) and the other a very good idea and give a speech presenting arguments why the class should go to one and not the other. (Interpretive, Presentational) || Internet and email; Authentic magazine websites; contact at school in TL country; travel section of news websites; international travel news; || -Photos of countries -Copies of each country's currency -Calculators ||
 * Elizabeth Yu Ellsworth || eyu@herricks.org || Herricks Middle School || New Hyde Park, NY 11507 || Middle School || Chinese || Students will dramatize simple skits in Chinese between customers and food servers at a restaurant. (interpersonal) || Students will write and dramatize skits between airline passengers and flight attendants on a flight to Shanghai. They must include scenarios for passengers who are a) on a diet b) have food allergies and c) are vegetarians. (interpersonal) || Students will go on a field trip to Chinatown and order lunch from a restaurant in Chinese. They will go to a Chinese bakery afterward and purchase pastries using only Chinese. (interpersonal) ||  ||
 * Elizabeth Yu Ellsworth || eyu@herricks.org || Herricks Middle School || New Hyde Park, NY 11507 || Middle School || Chinese || Students will interview their classmates in Chinese to find out about each others' food likes and dislikes.
 * Lori Langer de Ramirez || lramirez@herricks.org || Herricks Public Schools || New Hyde Park, NY || Middle/High School || French
 * //Homme de Coleur//
 * //Hombre de Color//
 * //Einfach Farbig// ||
 * Marlene
 * Omwomo Beatrice || Omwomo.Beatrice@stpeters.tld.pvt.k12.oh.us || St. Peters Schools || Mansfield Ohio 44902 || Junior High/High School || French || Students talk to an unexpected guest speaker on Skype. They spontaneously ask and answer questions in the target language. ||  ||   ||   ||
 * Nicci Saari || nsaari@msdwt.k12.in.us || Eastwood Middle School || Indianapolis, IN 46220 || Middle School || All languages || Students describe celebrities shown on the screen in pairs (interpersonal)and ask and answer simple questions about them(interpretive). ||  ||   || Internet access ||
 * Sara-Elizabeth Cottrell || cottrellse@whitefield.org || Whitefield Academy || Louisville, KY 40228 || Middle-High || Any || Students browse the website of a current popular magazine in a country that speaks the TL. Based on photos, they determine how the people photographed are (sad, sick, excited) and report their theories to classmates. They investigate text and captions to find clues to verify their theories.
 * Sara-Elizabeth Cottrell || cottrellse@whitefield.org || Whitefield Academy || Louisville, KY 40228 || Middle-High || Any || Students browse the website of a current popular magazine in a country that speaks the TL. Based on photos, they determine how the people photographed are (sad, sick, excited) and report their theories to classmates. They investigate text and captions to find clues to verify their theories.
 * Thomas A. Coleman || tcoleman@herricks.org || Herricks Middle School || Albertson, NY 11507 || Middle School || French - Beginning Level || After having reviewed numbers, greetings and the distinction between addressing people using //TU// or //VOUS//, the students went to "airports" in France, Switzerland and Gabon. At each "airport" the students had to go through customs and also exchange dollars for the currency of the destination country. Students played the role of tourists, customs agents and currency exchangers, the entire time speaking in French. (Interpersonal) ||  ||   || -Internet sites for monetary conversions.
 * Danielle Boston || dboston@clemson.edu || Easley High School || Easley, Sc 29640 || High School || French-all levels || To go along with the culture section of your textbook, create a blog each week with some questions for students to answer in 4 or 5 sentences. They can leave their response in the comment box. This is a great opportunity to bring in some appropriate authentic materials and ask the students to reflect upon them. ||  ||   ||   ||