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World Languages

World Languages

Lesson Planning Guidance

Lesson Plan Templates

To assist educators in developing lesson plans aligned to the NYS Learning Standards for World Languages, the Office of Bilingual Education and World Languages has developed Lesson Plan Templates.  These templates provide teachers with a step-by-step approach to develop the lesson plan context, the standards addressed in the lesson, the lesson can-do statements and acceptable evidence, the lesson resources, differentiation to address diver learner needs, and the instructional sequence.

Lesson plan templates are available for category 1-2 languages, category 3-4 languages, and classical languages in each of two formats:  Word document and Google doc format.

 

These lesson plan templates are also available in "annotated" form with key information provided in each section to guide educators in this process.

  • Annotated lesson plan template - Category 1-2 languages (Word, Google doc)
  • Annotated lesson plan template - Category 3-4 languages (Word, Google doc)
  • Annotated lesson plan template - Classical languages (Word, Google doc)

 

 

 

 

Pre-, During, and Post- Strategies for Interpreting Authentic Resources 

This document presents strategies that world language teachers can use to plan for learners’ interpretation of an authentic resource (#authres) before, during, and after reading, viewing, listening, or receiving. Within each of the Pre-, During-, and Post-Interpretation Strategies sections are several subsections that identify interpretive purposes and suggest one or more strategies that address each purpose. Strategies that are defined in the glossary at the end of this document are identified with an asterisk (*). The left-hand column of each subsection describes teacher actions, and the right-hand column suggests tasks for learners. The pre-, during, post-paradigm used with an #authres scaffolds learners’ use of the three Interpretive language functions (understand, interpret, analyze), enhances meaning making, and promotes integrated communication in a cultural context. Teachers are encouraged to consider both the genre of the #authres and the proficiency target when selecting or adapting strategies. They may find the NYS World Language Proficiency Ranges and Performance Indicators useful in planning for a specific proficiency target.  Click here to access this document.