Students will participate in a guided drama experience both alone and with peers when they step into the painting displayed. Students will select a character from the painting and become a frozen tableau until asked to tell the story of their character.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will listen to music of various tempos including andante, allegro, and largo. They will aurally identify the three different tempos using body movement.
This activity was created as a result of the Arts COS Resource Development Summit.
In this learning activity, students will gather evidence that spiderwebs transmit vibrations. Students will investigate how a spider reacts to vibrations in its web using a tuning fork. Finally, students will construct their own spider web out of yarn to show the relationship between the vibrations on the web and the spider's reaction to its prey.
This activity results from the ALEX Resource Gap Project.
Students will look at a number and determine how many rows and columns it creates in a Lego brick to create equal shares.
This activity results from the ALEX Resource Gap Project.
Students will explore the products and practices of the Hispanic Culture as it relates to the celebration of Quinceañeras. Students will participate in a digital escape game and will have to use critical thinking to solve puzzles that require the application of cultural knowledge and interpretation of basic target language usage.
This activity was created as a result of the World Languages Course of Study Resource Development Summit.
Students will choose a real estate property for rent or sale in a target language city to research and then present to the class as a group. The students will prepare a group presentation about their property, in which they will speak freely to the class in the target language giving the basic information about the overall property and descriptions of each furnished room. Students will be using the interpretive and presentational modes of communication, as well as, strengthening their understanding of products and practices of the culture.
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will discuss real estate properties for rent or sale in a target language city with a partner. Students will carry on a conversation in the target language, asking and answering questions with a partner about which property is their favorite and why, agreeing or disagreeing with their partner, and providing a reason for their opinion. Students will be using the interpersonal mode of communication, as well as strengthening their understanding of products and practices of the culture.
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will research sights to see in a German-speaking city on an official tourism website in the target language. Students will then create and present a suggested travel itinerary for a weekend visit to the city to their classmates. (This lesson includes 2 phases, uploaded as separate learning activities.)
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will choose a restaurant in a target language city to research and visit virtually. Students will then write a review of the restaurant and finally complete an unrehearsed conversation with a classmate about their experiences during their virtual visit. (This lesson includes 3 phases, uploaded as separate learning activities.)
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will choose a restaurant in a target language city to research and visit virtually. Students will then write a review of the restaurant and finally complete an unrehearsed conversation with a classmate about their experiences during their virtual visit. (This lesson includes 3 phases, uploaded as separate learning activities.)
This activity was created as a result of the World Languages COS Resource Development Summit.
This interpersonal activity is geared toward level one World Language classes. Students will use the target language to interview and gather basic information about others at the novice-mid to novice-high level.
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will research a holiday in the target language to identify key information and compare and contrast traditions of the target culture(s) to those here in the United States.
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will write a narrative essay about a holiday that they celebrated. Students will then research that holiday in the target language and give a presentation to the class, comparing and contrasting traditions of the target culture(s) to those here. (This lesson includes 3 phases, uploaded as separate learning activities.)
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will view target language movie trailers, select a movie that interests them, talk about them with a peer, then complete a graphic organizer. (This lesson includes three phases, uploaded as separate learning activities.)
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will view target language movie trailers, select a movie that interests them, and research where and when they could see the movie and what the cost would be. Finally, students create a movie poster for the film providing basic information about the film. (This lesson includes 3 phases, uploaded as separate learning activities.)
This activity was created as a result of the World Languages COS Resource Development Summit.
This lesson challenges students studying Spanish to examine their own culture and demonstrates the need to step outside of personal views and examine things from another perspective. Through the use of an authentic resource, Level 1 Spanish students will examine the word Americano. This word evokes passion and pride for those in the U.S., but it also evokes the same emotions for all people located on the American continent. For this reason, the term estadounidense is much more culturally appropriate when referring to someone from the United States.
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will use ReadWorks to read two articles and discuss that there are many different kinds of living things and that they exist in different places on land and in water. The students will create a Venn diagram to compare and contrast water and land animals.
This activity results from the ALEX Resource Gap Project.
Students will create a classroom terrarium. Everything the plant needs (food, soil, and water) will be placed inside a plastic bottle and the bottle will be sealed. The students will place the bottle in the sunlight and watch the plants grow.
This activity results from the ALEX Resource Gap Project.
This learning activity is an engage activity that should be used at the beginning of a lesson or unit on heredity. The class will look at a picture of a family (preferably the teacher's family) and compare how some physical characteristics are the same and some are different.
This activity results from the ALEX Resource Gap Project.
In this activity, students will use the preterit tense to tell others about things that have happened in their past. Using the free online tool provided by Read Write Think, students can easily create a graphically appealing timeline that features photos and vocabulary relevant to their individual lives.
This activity was created as a result of the World Languages COS Resource Development Summit.
This activity offers an opportunity for students to immerse themselves in Mexico´s Day of the Dead celebrations. Through the use of 360-degree videos, students are able to explore on their own as they watch the culture come to life in front of their eyes. Technological requirements are minimal but the awareness gained of Mexico´s products and practices are exponential.
This activity was created as a result of the World Languages COS Resource Development Summit.
This lesson is intended to provide students with an authentic way to use noun-adjective agreement while allowing them to investigate the target language culture. Students will begin by working with a partner or small group to identify the qualities that make a person a leader. Students will then learn how to use a dictionary to look up new words (adjectives/characteristics) of leaders. Ultimately, the students/groups will research leaders from a specified country and identify each leader’s top qualities/characteristics making sure their target language adjectives agree with the person they are describing.
This activity was created as a result of the World Languages Course of Study Resource Development Summit.
This lesson is intended to be the first introduction to verb conjugations in level one. This introduction to conjugation relies on students discovering verb conjugations and testing a hypothesis by using the interpretive mode of communication. Students will initially watch a short clip in the target language, create a hypothesis on how verbs are conjugated, and finally will put their hypothesis into action in a simple interpretive mode activity.
This activity was created as a result of the World Languages Course of Study Resource Development Summit.
This learning activity should be used after a lesson or unit on animals native to Alabama and their habitats. The teacher will read the book If I Ran the Zoo by Dr. Seuss or use the digital resource as a read-aloud of the book. The students will then work with a partner to pretend like they are in charge of the zoo and need to build a new animal habitat for an animal native to Alabama. The students will create a drawing of a habitat for an animal native to Alabama.
This activity was created as a result of the Arts COS Resource Development Summit.
The students will use a story they have previously studied and identify the beginning, middle, and end of the story. Then the students will be put into 3 groups. Each group will use elements of dance to create an improvisational dance to retell their part of the story.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will research and analyze a variety of sources related to the internment of Japanese-Americans during WWII. Students will then write dramatic monologues that testify to some of the injustices of this period. Students will use the digital resource provided as part of their research.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will analyze visual art from Aaron Douglas's Aspects of Negro Life using the digital resource and make connections to the Harlem Renaissance of the 1920s. Students will compare and contrast the works of Aaron Douglas and Jacob Lawrence.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will investigate how structures can reduce the effects of sunlight on the Earth’s surface. Students will use recycled materials to design a structure to reduce the effects of sunlight. Students will work in small groups to design and construct their structure. Finally, students will test their structures outside in the sun and record their findings.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will use their body and voice to show a musical contrast between high/low, loud/soft, and same/different.
This activity was created as a result of the Arts COS Resource Development Summit.
This learning activity should be used as an engage activity to introduce a lesson or unit on how animals use their senses to process information and respond to it. The students will watch a humorous, wordless media arts clip of how a cat solves a problem. The students will discuss the meaning of the clip and how the cat used its senses to solve his problem.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will read an article on Edvard Munch’s painting The Scream.The class will discuss the message Edvard Munch was trying to convey. The students will then be given an emotion to portray in a painting or sketch. The class will discuss which emotion each work of art conveys.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will explore and compose various rhythm patterns using playdough. They will shape the playdough into music notes and arrange them into four-beat patterns. Students will read their favorite pattern to the class.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will watch a short clip about Rondo Form. Working in groups of three, students will compose rhythm patterns and arrange them in Rondo Form. Each group will perform their piece for the class.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will use Google Chrome Music Lab - Song Maker to create a Rondo Form piece. The students may explore different sounds and patterns to create their favorite Rondo Form. When they are satisfied with their piece, they will email the link to the teacher or post in Google Classroom.
This activity was created as a result of the Arts COS Resource Development Summit.
This is a STEAM activity that allows students to reinforce their knowledge of materials that allow and do not allow light to pass through an object. The students will build an opaque Lego tower and use its shadow to create a piece of artwork.
This activity results from the ALEX Resource Gap Project.
