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Abanicos: lengua y cultura - Elementary Spanish I
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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.  

Subject:
Languages
World Cultures
Higher Education
Material Type:
Homework/Assignment
Textbook
Author:
Ana Barrios
Date Added:
03/21/2022
Animals of the Chinese Zodiac
Unrestricted Use
CC BY
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In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory first lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen. They will then focus upon a few of the animals in the story and see how they can be used as symbols of certain human characteristics. In the third lesson, they will be introduced to the other animals of the zodiac, and they will be given a chart on which they will assign traits to each animal. Then they will consult a number of websites to find the traits traditionally associated with the animals, which they will add to their list. Then, they will come up with a number of ways to compare and contrast the animals in the list. In the third lesson, they will focus upon the animal associated with the year of their birth, learning about its traits and discussing whether or not these apply to themselves and their peers. Finally, each student will make an acrostic, combining the letters of his or her first name with adjectives that relate to his or her zodiac sign.

Subject:
World Cultures
Material Type:
Activity/Lab
Homework/Assignment
Lesson Plan
Provider:
National Endowment for the Humanities
Provider Set:
EDSITEment!
Date Added:
12/06/2011
Appointments by Phone, Mandarin Chinese, Novice Low-mid
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In this activity, students will practice answer the phone and having a conversation in Chinese, using mannerisms common in Chinese. They will practice trying to make plans with someone over the phone, explaining their schedule, and politely accepting or declining an invitation.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Derek Cross
Hannah Steiner
Camille Daw
Mimi Fahnstrom
Date Added:
02/05/2020
Asking About Nationality, Mandarin Chinese, Novice Low
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CC BY-NC-SA
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In this activity, students will practice asking someone they meet where they are from and their nationality. Students will start by asking each other what country they are from, and then each student will be given a country card at random. Students will then practice asking and answering questions about various nationalities.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Derek Cross
Hannah Steiner
Camille Daw
Mimi Fahnstrom
Date Added:
12/12/2019
Audio-Lingua
Read the Fine Print
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Audio-Lingua is a website from the GEP (a Group of Pedagogical Experiments) in the Académie of Versailles. It offers more than 5600 mp3 resources in 13 languages to listen online or download in order to practice the oral comprehension skill.

Subject:
Languages
Material Type:
Activity/Lab
Provider:
Audio Lingua
Date Added:
07/18/2018
Circumlocution Practice
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Circumlocution is a necessary skill for negotiating meaning in the target language.  This activity could be used at any level as partner practice, as a written assessment, or as a game like "Taboo".  Phrases should be taught in advance or students may have them available.  Vocabulary could be varied according to the unit and level of instruction.  This activity could be a filler for a few minutes at the end of class or as a longer activity.  

Subject:
Arts and Humanities
Languages
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Author:
Pat Branson
Date Added:
07/25/2022
Destrucción de Hábitats
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CC BY-SA
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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.

Subject:
Languages
Biology
Material Type:
Reading
Provider:
CK-12 Foundation
Author:
CK-12 Foundation
Date Added:
07/18/2022
Elementary Spanish - Level 1 - Lesson 1 - 18 Hola
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Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Unit of Study
Author:
ESU Coordinating Council
NDE Digital Learning
Date Added:
09/26/2019
Elementary Spanish - Level 6 - Lesson 59 - Sharkie está de vacaciones
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Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Student Guide
Syllabus
Unit of Study
Author:
NDE Digital Learning
Date Added:
07/15/2019
Family Infographics Reading (Spanish)
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CC BY-NC-SA
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This activity aligns to a unit about families. Students read several infographics about Mexican families and record information on a handout. This activity is designed to be open-ended in order to accommodate students of various proficiency levels.

Subject:
Arts and Humanities
Languages
Material Type:
Activity/Lab
Author:
MSDE Admin
Bonnie Pechulis
Heather Sherrow
Date Added:
10/04/2018
Family and Age Listening (Spanish)
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CC BY-NC-SA
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4.0 stars

This activity aligns to a novice-level unit about families. It focuses on numbers and basic family relationships. Two versions are included: One with instructions in English, and one with instructions in Spanish.

Subject:
Arts and Humanities
Languages
Material Type:
Activity/Lab
Author:
MSDE Admin
Bonnie Pechulis
Heather Sherrow
Date Added:
10/04/2018
Francais interactif (Open Source French Program)
Unrestricted Use
CC BY
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Welcome to Tex's French Grammar (la grammaire de l'absurde), a pedagogical reference grammar that combines explanations with surreal dialogues and cartoon images. Originally built for students at the University of Texas at Austin as a user-friendly guide to French grammar, this web site may be profitably used by any learner of French, provided he or she possess a sense of humor. Tex's French Grammar is arranged like many other traditional reference grammars with the parts of speech (nouns, verbs, etc.) used to categorize specific grammar items (gender of nouns, irregular verbs). Individual grammar items are carefully explained in English, then exemplified in a dialogue, and finally tested in self-correcting, fill-in-the-blank exercises.

Subject:
Languages
Material Type:
Full Course
Provider:
University of Texas at Austin
Provider Set:
COERLL
Author:
COERLL
Date Added:
07/21/2022
French Level 2, Activity 02: Le temps libre / Free Time (Face-to-Face)
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In this activity, students will work together to discuss their travel preferences. This includes a Heads-Up game with travel-related vocabulary, a quiz to take together, and discussion questions. Students will learn how to discuss travel and explain their preferences. Students will also be able to discuss what type of traveler they are and why they are that type of traveler.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Justin Snyder
Emily Blackburn
Camille Daw
Mimi Fahnstrom
Date Added:
05/23/2022
French Level 2, Activity 04: La météo et le temps libre / Weather and free time (Face-to-Face)
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In this activity, students watch a French weather report to warm up. They then speak about appropriate activities for different types of weather. To finish, they answer a few questions about their favorite weather and seasons.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Justin Snyder
Emily Blackburn
Camille Daw
Mimi Fahnstrom
Date Added:
05/23/2022
French Level 2, Activity 07: Décrivez ma tenue / Describe My Outfit (Face-to-Face)
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In this activity, students will be describing their partners imaginary outfit with "French slang" and also shopping online for clothes. Students will learn more about slang and online shopping in French culture. Students will also learn about clothing choices.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Justin Snyder
Emily Blackburn
Camille Daw
Mimi Fahnstrom
Date Added:
05/23/2022
German Info Gap AB Stadtplan
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Student activity in pairs.They will work on turns, going straight and counting streets as well as specific street names. 

Subject:
Languages
Material Type:
Activity/Lab
Author:
Kelleen Browning
Date Added:
07/21/2022
German Interpretive Die Unwürdige Greisin- Brecht
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This is a set of three tasks for students to do to elaborate on understanding of Bertolt Brecht's Die Unwürdige GreisinThis would be over a few days- working on the interpersonal questions and intial reading in the first two days to activiate their prior knowledge about common family dynamics, and how they could be different now as opposed to 100+ years ago, then give students time to work on reading the entire text, finally having students create a conversation between the two brothers. This does not have comprehension questions for the entire text. 

Subject:
Languages
Material Type:
Homework/Assignment
Author:
Kelleen Browning
Date Added:
07/21/2022
German Krankheit/Rat Geben
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This is a short writing and grading rubric, taking 20-30 minutes for students to work on giving appropriate advice for a person they know who is sick using simple and complex sentences. 

Subject:
Languages
Material Type:
Homework/Assignment
Author:
Kelleen Browning
Date Added:
07/21/2022
German Level 1, Activity 05: Hunting For Art / Jagd nach Kunst (Online)
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In the Warm-Up students will view a slide with works from German artists.  They are going to describe the art with old and new adjectives.  There is a clue about art in the warm-up word slide, Deutsche Adjektive. (it is written in the colors of the rainbow and then the three primary colors)   They students then put these new and old adjectives to use as they digitally search museums in Berlin, hunting for art that depicts certain adjectives.  Finally, in the end have students share about other German art types they enjoy – music, architecture, design…

Subject:
Languages
Material Type:
Activity/Lab
Author:
Shawn Moak
Shelby Cole
Reagan Solomon
Emma Eason
Brenna McNeil
Mimi Fahnstrom
Amber Hoye
Date Added:
04/21/2022
Going out to eat, German, Novice Mid
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In this lab, students will practice ordering from a menu. Students will also practice posing and answering questions to waiters. Finally, students will engage with the cultural aspects of eating out in a German-speaking country.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Naia Robinson
Date Added:
05/10/2019
Grimm Grammar
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CC BY-NC-ND
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Grimm Grammar is an online German grammar reference from the University of Texas at Austin. It is an irreverent revival and shameless exploitation of 19th-century Grimm Fairy Tales for honorable pedagogical purposes.

Subject:
Languages
Material Type:
Activity/Lab
Lecture
Reading
Provider:
University of Texas at Austin
Provider Set:
COERLL
Date Added:
10/03/2016
Hobbies, Mandarin Chinese, Novice Low
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CC BY-NC-SA
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In this activity students will practice discussing their likes, dislikes, and hobbies. Students will play charades to help reinforce vocabulary. Students will then use the charades cards to discuss their favorite hobbies and ask one another about which hobbies and activities they enjoy.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Hannah Steiner
Camille Daw
Mimi Fahnstrom
Date Added:
12/12/2019
IPA Spanish Travel (intermediate proficiency)
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CC BY-NC-SA
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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

Subject:
Arts and Humanities
Languages
Material Type:
Lesson Plan
Author:
Heather Sherrow
Rebecca Ahearn
Brandon Morfoot
Bonnie Pechulis
MSDE Admin
Date Added:
07/17/2018
La narración
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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.

Subject:
Languages
Communication
Composition and Rhetoric
Material Type:
Unit of Study
Author:
Alegría Ribadeneira
Date Added:
03/16/2022
Le métro parisien, Novice Low-Mid, French
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CC BY-NC-SA
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Comment naviguer le métro parisien? Have you ever been lost in another city, another country? How would you ask for directions? Would you know how to navigate the French Metro to get from point A to point B? This activity relates to the theme of directions, navigation. Students will use their prior knowledge of vocabulary related to this theme, as well as the imperative form of verbs. Also, most likely students have all experienced being lost in a new city - it is less likely now because of cell phones and satellite maps. However, taking the wrong subway train, going in the wrong direction in a street can still happen regardless of cell phone availability. This activity teaches students how to ask and give directions in the imperative form.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Emily Blackburn
Hortense Saget Everett
Camille Daw
Mimi Fahnstrom
Date Added:
04/09/2021
¡Listos!
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CC BY-SA
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¡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.

Subject:
Languages
Material Type:
Lesson
Unit of Study
Provider:
University of Texas at Austin
Provider Set:
COERLL
Author:
José Sologuren
Meredith Clark
Date Added:
11/08/2019
Lunar New Year, Mandarin Chinese, Intermediate-Low
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CC BY-NC-SA
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In this activity, students will plan a menu for a Chinese New Year’s Eve dinner using clues about individual dishes cultural significance. Students will read aloud the descriptions of the dishes, and then choose which ones they would want to include in their banquet to best align with traditional Chinese New Years Eve conventions.

Subject:
Language Education (ESL)
Material Type:
Activity/Lab
Author:
Amber Hoye
Hannah Steiner
Camille Daw
Mimi Fahnstrom
Date Added:
12/19/2019
Meeting with Friends, Mandarin Chinese, Novice Low/Novice Mid
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CC BY-NC-SA
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In this activity students will practice creating short narratives in Chinese by creating a mad-libs like story. Students will take turns picking cards from different categories to fit together in a short story. Students will then share their short story out loud. Students will also read invitations for different types of parties and answer comprehension questions.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Hannah Steiner
Camille Daw
Mimi Fahnstrom
Date Added:
12/12/2019
Music & Culture, Mandarin Chinese, Novice-High
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CC BY-NC-SA
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In this activity students will view a few music videos from various Chinese artists in different musical genres. After each video, students will engage in a short discussion about similarities and differences in the genres between American and Chinese music.

Subject:
Language Education (ESL)
Material Type:
Activity/Lab
Author:
Amber Hoye
Hannah Steiner
Camille Daw
Mimi Fahnstrom
Date Added:
11/20/2019
Music, Mandarin Chinese, Intermediate-Low
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CC BY-NC-SA
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In this activity students will view a few music videos from various Chinese artists in different musical genres. After each video, students will engage in a short discussion about similarities and differences in the genres between American and Chinese music.

Subject:
Language Education (ESL)
Material Type:
Activity/Lab
Author:
Amber Hoye
Hannah Steiner
Camille Daw
Mimi Fahnstrom
Date Added:
12/16/2019
Remix
Problem-Based Units for Advanced Students of Spanish
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CC BY-NC
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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. 

Subject:
Arts and Humanities
Languages
World Cultures
Higher Education
Material Type:
Lesson
Unit of Study
Author:
Janet Eckerson
Date Added:
07/21/2022
REMOTE LEARNING PLAN: "FOOD"  SPANISH 2   10TH GRADE
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CC BY-SA
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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.    

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
MARIA NIEVES RUIZ GARCIA
Date Added:
07/27/2020
Remote Learning Plan: Daily Routine Activities (Spanish) 9-12
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CC BY-NC-SA
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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.

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Danielle Fulcher
Date Added:
07/28/2020
Remote Learning Plan: Describe Yourself  9 - 12
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CC BY-NC-SA
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This Remote Learning Plan was created by Brittany Andrews 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 for high school Spanish one students. Students will be able to read and understand a description of someone in Spanish. This Remote Learning Plan addresses the following NDE Standard: 1.2 Students understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.5.1 Students self-assess growth in language learning, practice, and understanding.It is expected that this Remote Learning Plan will take students 60 minutes to complete.Here is the direct link to the Google Doc:https://docs.google.com/presentation/d/1W4bPcVjm5YN5bzCuF3k6aHfOnB1ZWlprMKJelfwrw0k/present#slide=id.p2 

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Brittany Andrews
Date Added:
07/16/2020
Remote Learning Plan: Describing own and others' feelings in the past tense, Grade level: 9-12.
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CC BY-NC-SA
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This Remote Learning Plan was created by Rosa Zimmerman 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 9-12 Spanish language learners. Students will describe their or other's feelings by using the "Feelings Choice Board," students have the choice to complete this task by summarizing a reading about a classmate's feelings, creating a slideshow as they describe others' feelings, write a paragraph about their family members' feelings or create a video describing their own feelings. This Remote Learning Plan addresses the following NDE Standard: Communication 1.3 Students present ideas and information according to a variety of purposes and audiences. Cognition 5.1 Students self-assess growth in language learning, practice, and understanding.It is expected that this Remote Learning Plan will take students 55 minutes to complete.

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Rosa Espinoza-Zimmerman
Date Added:
07/29/2020
Remote Learning Plan: Describing symptoms while going to the doctor's office, grade level 9-12.
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CC BY-NC-SA
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This Remote Learning Plan was created by Rosa Zimmerman 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 9-12 Spanish language learners. Students will describe their symptoms while going to a doctor’s office. Students will create a conversation through Zoom describing their symptoms and asking questions about the symptoms. This Remote Learning Plan addresses the following NDE Standard: Communication 1.1 Students exchange information through interaction and negotiation of meaning.  Cognition 5.1 Students self-assess growth in language learning, practice, and understanding.It is expected that this Remote Learning Plan will take students 55 minutes to complete.

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Rosa Espinoza-Zimmerman
Date Added:
07/29/2020
Remote Learning Plan: Descriptions Grade Level 9 - 12
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CC BY-NC-SA
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This Remote Learning Plan was created by Brittany Andrews 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 for high school Spanish one students. Students will be able to talk about themselves in Spanish.This Remote Learning Plan addresses the following NDE Standard: 1.3 Students present ideas and information according to a variety of purposes and audiences.5.1 Students self-assess growth in language learning, practice, and understanding.It is expected that this Remote Learning Plan will take students 60 minutes to complete.Here is the direct link to the Google Document: https://docs.google.com/presentation/d/1UgzBH4hCigjzOspJC3Tb0uejHUDi1N18SppTM2Ffp_E/present#slide=id.p2

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Brittany Andrews
Date Added:
07/16/2020
Remote Learning Plan: Descriptions Grade Levels 9-12
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CC BY-NC-SA
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This Remote Learning Plan was created by Brittany Andrews 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 for high school Spanish one students. Students will be able to discuss and talk about themselves in Spanish.This Remote Learning Plan addresses the following NDE Standard: 1.1 Students exchange information through interaction and negotiation of meaning.5.1 Students self-assess growth in language learning, practice, and understanding.It is expected that this Remote Learning Plan will take students 60 minutes to complete.Here is the direct link to the Google Document: https://docs.google.com/presentation/d/1J32iUt_1Ki7DmPeuNZGZ66aF4S3iWVbQGEskLwgkGOQ/present#slide=id.p2

Subject:
Languages
Material Type:
Lesson
Teaching/Learning Strategy
Author:
Brittany Andrews
Date Added:
07/16/2020
Remix
Remote Learning Plan: Exhibit an understanding of feelings and medical vocabulary, grade level 9-12.
Conditional Remix & Share Permitted
CC BY-NC-SA
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This Remote Learning Plan was created by Rosa Zimmerman 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 9-12 Spanish language learners. Students will comprehend feelings and medical symptoms vocabulary in the present, present progressive and past tense when reading, listening, viewing videos, or writing. Students will select an option from a choice board to display their understanding. It is expected that this Remote Learning Plan will take students 55 minutes to complete.Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/141YYvIKwN9cgQiOjSzwJVGddeHWgDmQ3DmOb_aZQWCc/edit?usp=sharing

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Rosa Espinoza-Zimmerman
Date Added:
07/29/2020
Remote Learning Plan: Family, Pastimes, Food in Spanish (Presentational)
Conditional Remix & Share Permitted
CC BY-NC-SA
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This Remote Learning Plan was created by Kelly Garcia in collaboration with 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 high school Spanish students. Students will create an Adobe Spark video sharing about their family, pastimes and favorite foods. This Remote Learning Plan addresses the following NDE Standards: 1.2, 5.1 It is expected that this Remote Learning Plan will take students approximately 60 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1ZK_n3WHbqOFuggK4gv66bb2Cc8VJO2rU5_0oLKRh9nw/edit#slide=id.p2

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Kelly Garcia
Date Added:
07/31/2020
Remote Learning Plan: House & Furniture Vocabulary (Spanish) 9-12
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CC BY-NC-SA
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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 design a floorpan of their dream house in Spanish -OR- introduce their own house in Spanish via slideshow. The 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.

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Danielle Fulcher
Date Added:
07/28/2020
Remote Learning Plan: Household Chores (Spanish) 9-12
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CC BY-NC-SA
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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 various chores they do at home and talk about how often they do them.The 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.

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Danielle Fulcher
Date Added:
07/28/2020
Remote Learning Plan: Spanish Age and Family Members in Level I
Conditional Remix & Share Permitted
CC BY-NC-SA
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This Remote Learning Plan was created by Amy Wiedel in collaboration with 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 High School Spanish students. Students will create a project where they share their age and their relationship to at least 4 family members in Spanish. This Remote Learning Plan addresses the following NDE Standard: World Language Standards 1.3 and 5.1.It is expected that this Remote Learning Plan will take students approximately 60 minutes to complete.Here is the direct link to the Google Doc: Click on the Link for the Remote Learning Plan: Spanish Age and Family Members in Level I

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Amy Wiedel
Date Added:
07/17/2020
Remote Learning Plan: Spanish Feelings and Location in Level I
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CC BY-NC-SA
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This Remote Learning Plan was created by Amy Wiedel in collaboration with 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 High School Level 1Spanish students. Students will Create a cartoon using estar to talk about the characters feelings and location. This Remote Learning Plan addresses the following NDE Standard: World Language Standard 1.3 and 5.1.It is expected that this Remote Learning Plan will take students approximately 60 minutes to complete. Here is the direct link to the Google Doc:Click here for the Remote Learning Plan: Spanish Feelings and Locations in Level I

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Amy Wiedel
Date Added:
07/17/2020
Remote Learning Plan: Spanish Plurals of Classroom Objects-Level I
Conditional Remix & Share Permitted
CC BY-NC-SA
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This Remote Learning Plan was created by Amy Wiedel in collaboration with 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 High School Spanish students. Students will create a project where they draw and describe their ideal classroom, in Spanish, using ThinkLink. This Remote Learning Plan addresses the following NDE Standard: World Language Standards 1.3 and 5.1.It is expected that this Remote Learning Plan will take students approximately 60 minutes to complete.Here is the direct link to the Google Doc: Click on the Link for the Remote Learning Plan: Spanish Plurals of Classroom Objects in Level I

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Amy Wiedel
Date Added:
07/17/2020
Remote Learning Plan: Topic Grade Level
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
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This Remote Learning Plan was created by (Teacher Name) in collaboration with (Coaches’ Names) 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 (Grade Level or Grade Band Range) (content area) students. Students will (Product description). This Remote Learning Plan addresses the following NDE Standard: (NDE Standard)  

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Nick Ziegler
Date Added:
07/15/2020
Remote Learning Plan: Using Subjunctive with impersonal expressions in Spanish High School Spanish 3
Conditional Remix & Share Permitted
CC BY-NC-SA
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This Remote Learning Plan was created by Christine Lewis 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 High School Spanish 3 students. Students will learn how to use the subjunctive form of a verb with impersonal phrases. This Remote Learning Plan addresses the following NDE Standard: Nebraksa WL Standards, 1.2, 1.3, 5.1 It is expected that this Remote Learning Plan will take students 1 week to complete. Here is the direct link to the Google Doc:https://docs.google.com/presentation/d/1S17LwNDN4PkXsXQHyr51cf7F80OMFE2zf7BT0bPXoTI/edit?usp=sharing

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Christine Lewis
Date Added:
07/28/2020
Remote Learning Plan: Weather in H.S. Spanish
Conditional Remix & Share Permitted
CC BY-NC-SA
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This Remote Learning Plan was created by Christina Schroeder in collaboration with 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 9th-12th grade Spanish students. Students will greet others and talk about the weather in Spanish. This Remote Learning Plan addresses the following NDE Standards: 1.2 and 5.1 It is expected that this Remote Learning Plan will take students approximately 60 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1pI2YluBnaTzeQzy3O6BgBJT91aqYsAgLzpHTImsP9lM/edit?slide=id.p2#slide=id.p2

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Christina Schroeder
Date Added:
07/31/2020
Remote Learning Plan: Weather in H.S. Spanish (Interpersonal)
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CC BY-NC-SA
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This Remote Learning Plan was created by Christina Schroeder in collaboration with 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 9th-12th grade Spanish students. Students will greet others and talk about the weather in Spanish. This Remote Learning Plan addresses the following NDE Standards: 1.1 and 5.1 It is expected that this Remote Learning Plan will take students approximately 60 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/16A6seSv9Di_l7ZiVdnKUPUgEjEtw5c6O_qrna3xrSOY/edit#slide=id.p2

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Christina Schroeder
Date Added:
07/31/2020
Remote Learning Plan: present / past progressive High School Spanish 2
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CC BY-NC-SA
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This Remote Learning Plan was created by Christine Lewis 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 High School Spanish 1 students. Students will learn to use the present and past progressive to express what activities are happening now and what activities were happening when something else occured. This Remote Learning Plan addresses the following NDE Standard: Nebraksa WL Standards, 1.1, 4.2, 5.1It is expected that this Remote Learning Plan will take students 2 to 3 days to complete.Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1t7SK5nB3_sjIebgY8N810Bay8HORcOYm6mUjunyrEGo/edit?usp=sharing

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Christine Lewis
Date Added:
07/27/2020
Remoter Learning Plan: Using SER High School Spanish 1
Conditional Remix & Share Permitted
CC BY-NC-SA
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This Remote Learning Plan was created by Christine Lewis 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 High School Spanish 1 students. Students will learn to use the verb SER to describe people they know in their community. This Remote Learning Plan addresses the following NDE Standard: Nebraksa WL Standards, 1.3, 4.1, 5.1 It is expected that this Remote Learning Plan will take students 3 to 4 days to complete. Here is the direct link to the Google Doc:https://docs.google.com/presentation/d/1ea1aA1WKTiET9EdoZ1V1hB22JkNK7r_7-A5IQXgR2U0/edit?usp=sharing 

Subject:
Languages
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Christine Lewis
Date Added:
07/27/2020
Schedules, Mandarin Chinese, Novice-Mid
Conditional Remix & Share Permitted
CC BY-NC-SA
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In this activity students will practice discussing and describing events in their daily lives. Students will build a daily schedule from an assortment of random events, and then describe their schedule to a group or partner. Students will practice using correct and accurate time phrases in Chinese.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Hannah Steiner
Camille Daw
Mimi Fahnstrom
Date Added:
12/12/2019
Shopping and Bartering, Mandarin Chinese, Novice-Mid/High
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
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In this activity, students will be given a bundle of Chinese money and will use common Chinese phrases to try to purchase items from the instructor, who will be acting as a shop owner. Students will attempt to convince the shop owner to give them the most items for the best price.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Hannah Steiner
Camille Daw
Mimi Fahnstrom
Date Added:
12/16/2019
Spanish Level 1, Activity 13: Los Agentes de Viajes y Los Viajeros / Travel Agents and Travelers (Face-to-Face)
Conditional Remix & Share Permitted
CC BY-NC-SA
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In this activity, students will talk about a vacation they would like to take and engage in conversation about traveling. Students will learn words relating to traveling and taking a vacation. They practice speaking to each other about planning a vacation. Students will also express personal opinions and thoughts about their vacation and hotel.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Madi Goertzen
Gabby Bates
Alexis Araiza
Abby Cain
Claire Werlin
Alejandra Garcia
Sue Juarez
Mardy Morales
Borja Aguilera
Camille Daw
Mimi Fahnstrom
Date Added:
07/21/2022
Spanish Level 2, Activity 09: ¿Qué comes? / What Do You Eat? (Online)
Conditional Remix & Share Permitted
CC BY-NC-SA
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In this activity, students will use vocabulary to describe what they eat for breakfast, lunch, and dinner. Students will also be able to identify whether or not the meal is nutritious and healthy. Students will learn more about how to describe food and health. Students will also learn more about reading and understanding nutrition facts. 

Subject:
Languages
Material Type:
Activity/Lab
Author:
Ashley Johnson
Amber Hoye
Date Added:
10/29/2020
Spanish Level 3, Activity 10: El Medio Ambiente / The Environment (Online)
Conditional Remix & Share Permitted
CC BY-NC-SA
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0.0 stars

Students will discuss the environment and their favorite ways to get around and things to do outside. Students will also be able to compare and contrast between transportation options in both their hometown and Spanish speaking countries.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Date Added:
04/11/2022
Spanish Level 4, Activity 11: El gobierno y la política / Government and Politics (Face-To-Face)
Conditional Remix & Share Permitted
CC BY-NC-SA
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In this activity, students will have the opportunity to create a campaign commercial to run as the new president of Boise State. They will practice using vocabulary related to governments and actions that political figures take. Students will be able to discuss preferences relating to politics and government.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Date Added:
04/11/2022
Spanish, Música en Español, Intermediate-Mid
Unrestricted Use
CC BY
Rating
0.0 stars

In this activity, students will be exposed to a variety of music genres and artists from the Spanish-speaking world. Students will work on becoming more informed about different types of music and backgrounds of various artists. Through listening to snippets of songs and a JIGSAW activity, students will collect information about a singer and share it with each other.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Mimi Fahnstrom
Camille Daw
Alejandra Garcia
Amber Hoye
Date Added:
12/11/2019
Spanish for the Professions
Unrestricted Use
CC BY
Rating
5.0 stars

This online resource which is designed as a highly interactive alternative to a textbook for a full-semester course to help beginning students gain or increase Spanish skills that are useful for their career, daily life, academics and travel. The emphasis will be in language output for daily life and professional purposes, and there is very little emphasis on grammar as this will be acquired naturally through exposure to the language.Students will find activities to build speaking, listening, writing and reading skills as well as explore Spanish, Hispanic and Latin American culture.All sources in this resource are Open Educational Resources which are free and available to all users.

Subject:
Languages
World Cultures
Material Type:
Full Course
Textbook
Author:
Vanessa Botts
Date Added:
02/27/2022
Sports Tiered Listening (Spanish)
Conditional Remix & Share Permitted
CC BY-NC-SA
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0.0 stars

This interpretive listening and presentational writing task aligns with a novice-level unit about sports. This task is tiered by complexity of product (how students show what they know).

Subject:
Arts and Humanities
Languages
Material Type:
Activity/Lab
Author:
MSDE Admin
Bonnie Pechulis
Heather Sherrow
Date Added:
10/04/2018
Remix
TEESP El
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Student Guide
Syllabus
Unit of Study
Author:
Dorann Avey
Date Added:
08/08/2019
Remix
TEESP Elementary Spanish Level 1 - Lessons 1 - 18
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Student Guide
Syllabus
Unit of Study
Author:
Dorann Avey
Date Added:
08/08/2019
TEESP - Elementary Spanish Level 2 Lessons 19 - 40
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Technology Enhanced Elementary Spanish Program -
TEESP World Language Program Introductory Course for Grades 1 – 6 2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009. All drawings are copyrighted 2008 with Creative Commons License. Drawings may be shared but not sold, as long as any derivative works are also shared under a similar license.

Project evaluation: Lisa Knoche, UNL Research Center Project funded by Foreign Language Assistance Grant, 2007 - 2010 Program Information The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a FLAP (Foreign Language Assistance Program) grant. Project Information The project design was developed by a team of high school Spanish teachers. Known as the WLLC team (World Language Learning Community) team these teachers have worked together for several years to improve the teaching strategies in language education for area schools. They have all participated in various professional development opportunities, including Teaching Proficiency through Reading and Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska Department of Education, World Languages Department.

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Unit of Study
Author:
NDE Digital Learning
Date Added:
07/15/2019
Remix
TEESP Elementary Spanish Level 6 - Lessons 59 - 65
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Student Guide
Syllabus
Unit of Study
Author:
Dorann Avey
Date Added:
08/08/2019
TEESP Level 3 - Lessons 41 - 46
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Student Guide
Syllabus
Unit of Study
Author:
NDE Digital Learning
Date Added:
09/26/2019
Remix
TEESP Level 3 - Lessons 41 - 46 - Rem
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Student Guide
Syllabus
Unit of Study
Author:
Dorann Avey
Date Added:
08/08/2019
TEESP Level 4 - Lessons 47 - 52
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Student Guide
Syllabus
Unit of Study
Author:
NDE Digital Learning
Date Added:
09/26/2019
TEESP Level 5 - Lessons 53 - 58
Conditional Remix & Share Permitted
CC BY-NC-SA
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0.0 stars

Technology Enhanced Elementary Spanish Program - TEESP
World Language Program
Introductory Course for Grades 1 – 6
2007 – 2010
Artwork for lessons created by Evelyn Schluckebier 2008, 2009.
All drawings are copyrighted 2008 with Creative Commons License. Drawings may be
shared but not sold, as long as any derivative works are also shared under a similar
license.
Project evaluation: Lisa Knoche, UNL Research Center

Project funded by Foreign Language Assistance Grant, 2007 - 2010
Program Information
The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year
collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a
FLAP (Foreign Language Assistance Program) grant.
Project Information

The project design was developed by a team of high school Spanish teachers. Known
as the WLLC team (World Language Learning Community) team these teachers have
worked together for several years to improve the teaching strategies in language
education for area schools. They have all participated in various professional
development opportunities, including Teaching Proficiency through Reading and
Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading
Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska
Department of Education, World Languages Department.

Subject:
Languages
Material Type:
Assessment
Homework/Assignment
Lesson
Lesson Plan
Student Guide
Syllabus
Unit of Study
Author:
NDE Digital Learning
Date Added:
07/15/2019
WL Self Assessment Checklist - Intermediate Low
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022. This document is a student-friendly self-assessment activity for Intermediate Low world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns. 

Subject:
Languages
Material Type:
Assessment
Author:
Janet Eckerson
Kelleen Browning
Chun-Yi Coral Su
Chrystal Liu
Date Added:
07/21/2022
WL Self Assessment Checklist - Intermediate Mid
Unrestricted Use
CC BY
Rating
0.0 stars

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022. This document is a student-friendly self-assessment activity for Intermediate Mid world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.  

Subject:
Languages
Material Type:
Assessment
Author:
Stephanie Call
Matthew Friedel
Danielle Fulcher
Micah Ringlein
Date Added:
07/21/2022
WL Self-Assessment Checklist Novice-High
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.   This document is a student-friendly self-assessment activity for Novice Mid world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2.   It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns. 

Subject:
Arts and Humanities
Languages
Material Type:
Assessment
Author:
Dorann Avey
Date Added:
08/11/2022
WL Self-Assessment Checklist--Novice High
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.  This document is a student-friendly self-assessment activity for novice high world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2.  It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns. 

Subject:
Arts and Humanities
Languages
Material Type:
Assessment
Author:
Pat Branson
Dequan Jiang
Kelly Garcia
Date Added:
07/21/2022
WL Self-Assessment Circles - Intermediate High
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.  This document is a student-friendly self-assessment activity for _____ world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2.  It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.  

Subject:
Arts and Humanities
Material Type:
Assessment
Author:
Deborah (Debbie) Buchholz
Shanna Held
Date Added:
07/21/2022
WL Self Assessment Circles Intermediate Low
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.  This document is a student-friendly self-assessment activity for Intermediate Low world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2.  It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.

Subject:
Languages
Material Type:
Assessment
Author:
Kelleen Browning
Nick Ziegler
Chrystal Liu
Chun-Yi Coral Su
Janet Eckerson
Date Added:
07/21/2022
WL Self-Assessment Circles - Intermediate Mid
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022. This document is a student-friendly self-assessment activity for intermediate-mid world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns. 

Subject:
Arts and Humanities
Languages
Material Type:
Assessment
Author:
Danielle Fulcher
Micah Ringlein
Matthew Friedel
Stephanie Call
Date Added:
07/21/2022