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Dear LOR user,

Thank you for being a big part of this community. To better support the initiatives around open educational resources in the state of Michigan, all resources on the Michigan Virtual Learning Object Repository (LOR) are being moved to #GoOpen Michigan (link is external) on September 30th, 2018. During the transition, our LOR will be moved to an archived state, not allowing new user registration or new content to be added. An email with more details was sent to registered users of the LOR in September. To make use of the great resources on the platform, we encourage you to create an account and add your own new resources to the #GoOpen Michigan platform (link is external).

World Languages

Students in French 3/4 had a difficult test coming up. In an effort to review the grammar in a new and different way, I applied for an educational license with the scavenger hunt app, Goose Chase. Students downloaded the app, got into teams electronically and I started the game at my computer. Students were led by clues to locations around the school where I had placed signs.

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In this unit, students will explore health and well-being. Students will discuss healthy eating and how to prepare simple meals. They will begin by planning and 'shopping' and conclude with meal preparation. Students will explore food, utensils, practices and perspectives relating to food, specific to the target culture.

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Students will spend time using a teacher-created Microsoft Sway to learn new vocabulary. The Sway will give them English and French translations of the vocabulary, as well as an audio clip of the French pronunciation. Students will also be introduced to French dating culture via short readings and YouTube clips.

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In this unit, students will learn to give and follow directions in the context of different important cities in the Spanish-speaking world. There will be a focus on different modes of transportation and navigation. Students will explore what makes specific cities unique, how their history has affected their development and how lives there might differ from their rural counterparts.

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This is a unit plan for a Japanese language classes on greetings for grades 7-12. The online tools and resources listed in this unit plan is to supplement an online learning class. Because the online learning units and assessments are fixed, these supplemental tools are incorporated as optional resources for students. The purpose is twofold:

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This theme is part of Spanish 2, Unit 2: Home Life. This theme is 8 days teaching food words and negative informal commands in Spanish.

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This theme is part of Spanish 2, Unit 2: Home Life. This theme is 8 days teaching house vocabuary, chores, direct object pronouns (DOPs) and informal commands in Spanish.

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Materials, items and hyperlinks are provided in the attached document to utilize after a story* has been established in class using the following structures**: Hay, [email protected], se llama, es de. This unit includes embedded readings, ideas for personalization and reinforcement of key structures.

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Soy el mundo will allow students to use prior knowledge of names, places, and ages from unit #1 through reading biographical excerpts of culturally relevant Spanish speaking figures. These excerpts, describing people’s (dis)likes and physical characteristics, are authentic readings to enhance literature and grammatical concepts in 20 minute periods. 

 

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This is a 3-4 day lesson on home/room vocabulary, and using the verb 'estar' with location.  Students will be in the classroom to learn the vocabulary and grammar and complete some practice activities.  They will be in the computer lab to complete a project using the website Gliffy.  They will create their own floor plan with labels and sentences in Spanish.

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