5318 - 3 Column Table BHAG

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3 Column Table BHAG (Big Hairy Audacious Goal) – Overarching Course Goal

Learners will  understand that good speakers of another language are aware of culture and cultural differences when they communicate. They will become proficient in effectively talking about themselves, asking and responding to basic questions, initiating and concluding conversations, making cultural comparisons, describing key factors for academic success, expressing needs and wants to the right person, and articulating likes and dislikes while inviting others to do the same.

Learning Goals	Learning Activities	Assessment Activities
Foundational Students will develop the ability to communicate effectively in real-life situations, initiate and conclude conversations, describe school schedules, compare cultural practices, identify essential actions for success, seek assistance at school, make activity recommendations, and express opinions and preferences.	Vocabulary presentation with vocabulary organizer Reading task with comprehension questions Writing task Interpersonal speaking practice Role-Play Conversations Cultural comparisons  Mock scenarios  Opinion and preference discussions	Role play scenario assessment Cultural Presentation evaluation Writing task Interpersonal speaking task Peer Feedback sessions  Reading comprehension assessment
Applications Learners will become aware of multiple perspectives and means of expression, develop an understanding of cultural context, utilize creativity to enhance language skills, engage in conversations, present information effectively, interpret culturally authentic materials in the target language, and utilize technology resources for language learning.	Group discussions on cultural perspectives Projects that use the learners creativity to develop language skills. Role-play scenarios Present culturally authentic materials Group Projects	Project evaluation Authentic material writing task Interpersonal speaking task Reading comprehension assessment
Integration Students will relate course content to their experiences, apply language skills in real-life situations, analyze authentic materials reflecting societal norms, values, and perspectives, and explore social implications of language and culture.	Incorporate online learning activities and technology applications, where students can actively engage with course content, apply language skills in authentic contexts, analyze authentic materials, and explore the social implications of language and culture in a dynamic and interactive online environment.	Online Quizzes and Tests Digital presentations Virtual role play assessments Online discussions and reflections Online projects Technology based speaking and writing performance tasks
Human Dimension/ Caring Goals Learners will develop self-awareness, language learning, communication, cultural sensitivity, and personal growth. They explore their backgrounds, values, and language skills, understand their influence, gain confidence in expression, cultivate empathy and respect, communicate across cultures, and engage in collaborative learning for diverse perspectives and connections. They also learn to communicate with speakers of languages other than English.	Communication Skills Practice Personal Growth Projects where students set language learning goals Collaborative Learning Projects where students work in teams. Empathy-Building Activities where students participate in storytelling sessions that encourage them to consider different viewpoints, experiences, and challenges faced by individuals from diverse backgrounds.	Evaluate participation and contributions to the classroom Peer feedback Personal Growth assessment Project assessment
Learning how to learn Learners will become self-directed learners as they begin to use the newly acquired language skills to communicate with speakers of the target language within their community.	Students will continue their  learning by using online programs like DuoLingo or Babbel to further  enhance their language learning outside of the classroom.	Students will record extemporaneous conversations with a partner

References:

​Fink, L. D. (2003). A self-directed guide to designing courses for significant learning.

 Jossey-Bass.

World-readiness standards for learning languages. ACTFL. (n.d.).

https://www.actfl.org/educator-resources/world-readiness-standards-for-learning-languages