Task Commentary

World Language for Washington
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 11 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in the learning
segment.
[This lesson focuses on understanding the differences between breakfast and lunch and
introducing the concepts of conjugating –er and –ir verbs in Spanish. Students will compare and
contrast the cultural aspects of meal times in Hispanic communities and their own. ]
b. Given the central focus, describe how the standards and learning targets within your
learning segment address students’ development of communicative proficiency in
the target language
 in meaningful cultural context(s)
 with a focus on all three modes of communication:
 Interpretive
 Interpersonal
 Presentational
[The central focus of these lessons it to develop the students’ understanding of meals eaten in
Spanish-speaking cultures, and correlate their own eating habits with those of other peoples in a
meaning cultural context. Students will communicate with each other in Spanish using food
related vocabulary to develop a proficiency in the language. Activities such as Actividad 2 in
lesson one, La Videohistoria in lesson two, and Actividad 4 in lesson three, enable students to
distinguish between the vocabulary of el almuerzo (lunch) and el desayuno (breakfast). As they
work with partners and in groups during activities such as Actividad 7 and 8 in lesson three,
students will reach a higher level of proficiency as they communicate with their peers and
deliberate the answers to the various questions listed in the activities. These group activities will
help them better their interpersonal communication skills as they will be talking to each other in
groups ranging from two students to four. Each student will also have to interpret what their
partner or partners is saying in Spanish and occasionally be assessed by the teacher as he/she
walks around the room, or asks students for their answers after the activity is completed. These
activities help students to practice communicating in Spanish with their peers and allow for
beneficial feedback and peer review. They are able to present themselves as Spanish-speakers
to their classmates in such as way that is beneficial to themselves and others: listening to
themselves and other speak Spanish.
c. Explain how your plans build on each other and make connections between
language forms and language functions to help students develop communicative
proficiency in the target language within meaningful cultural context(s).
Consider how you make connections between language forms (e.g., vocabulary and
grammar) and the accomplishment of language functions (e.g., expressing self, greeting
others, introducing family members and friends, ordering food, giving advice).
[The first lesson begins with a cultural stimulant in the form of Mexican horchata derived from a
local Mexican restaurant. This experience is meant to connect the students with their community
in a meaningful cultural context. Students will sample the drink and give their opinions while the
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teacher asks them questions such as if they have tried it before, is it similar to American drinks,
etc. These questions are meant to connect the students’ own cultures with that of Spanish-
speakers. The Spanish-speaking students in the class will also be asked if they drink horchata
at home, if they’re family makes horchata, or if there are any other foods they’d like to share
with the class. These questions are meant to empower these students and elevate their culture
within their self concept and the classroom environment.
The rest of the lesson will be geared toward learning the new food oriented vocabulary and
about the famous painter Bartolomé Murillo. The students much understand the language forms
via the new vocabulary, and apply it to the Fondo Cultural to practice language function.
Students will read about Murillo in the Fondo Cultural in class and evaluate his paintings and
how he has influenced the Spanish-speaking culture. The students will also be asked questions
that connect American painters and art to the works of Murilllo in order to relate their own
culture and art. The vocabulary will be introduced and students will listen to a few audio
activities. The audio activities will include vocabulary and phrases the students have learned in
prior lessons. They will build on their knowledge from before with the new vocabulary and
knowledge concerning meal times and food.
In lesson two, students will relate their own meals to those discussed in La Videohistoria.
They will be given questions in the form of a worksheet, Video Activity 1, which assesses their
comprehension of the dialogue in the video. The students will succeed in the completion of the
worksheet if they have a holistic understanding of the vocabulary from the day before. ]
d. How and when will you give students opportunities to express their understanding of the
learning targets and why they are important to learn?
[Students will be able to express their understanding of the learning targets and basic concepts
throughout each lesson orally. At the beginning, middle, and end of the lesson, the class will be
asked to observe the learning target. At the end of the lesson, students will also be asked if they
have any questions or concerns about what was just discussed and whether or not they feel the
class me the learning target for that day. The next lesson will be modified based on their
responses. Oral questioning will be administered to the students during every lesson to ensure
that the students are identifying the learning targets, making interpersonal and cultural
connections, and are able to pronounce and use vocabulary correctly. Students will also be
asked to evaluate the learning targets with their seat partner, discussing why they are important,
how they can be applied to their personal situations, and why they are necessary to move
forward in the learning segment.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support (e.g.,
students with IEPs or 504 plans, English language learners, readers who struggle in their first
language, students at varying levels of language proficiency, students who are underperforming
or those with gaps in academic knowledge, heritage-language speakers, and/or gifted students).
a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still learning
to do.
[By the beginning of this lesson, students will have learned –ar verbs and how they are
conjugated. In lesson 4, they will learn how to conjugate verbs that end in –ir and –er. By using
their prior knowledge of –ar verb conjugations will enable them to adapt and learn the various
methods of conjugating –ir and –er verbs. As the lesson progresses, similar conjugation charts
will be used as visual aids so students will be able to link the process of conjugation in their
minds. By the end of the lesson, students should be able to see an –ir or –er ending verb such
as comer (to eat) and compartir (to share) and be able to conjugate those verbs into the present
tense. As students memorize and are able to identify vocabulary words, they will see there are
many foods items in the Spanish language that are cognate words in English. Recognizing
these cognates will enable students to comprehend and more easily memorize these new
vocabulary words. For example, in lesson 1, there are several vocabulary words that are
phonetically and visually similar to English words such as sándwich (sandwich), jamón (ham),
cereal (cereal), soup (sopa), and té (tea). These words will help students revert to what they
already know, i.e. the words in English, and how they can recognize those words in the future.
In lesson 1, the a PowerPoint presentation will be given of the new vocabulary, as the students
say each word aloud in class and associates each with the word in English, the teacher will
point out what words can be classified as cognates so as to help students recognize them
immediately. This strategy will adhere to the needs of visual and auditory learners.]
b. Personal/cultural/community assets related to the central focus—What do you know
about your students’ everyday experiences, cultural backgrounds, practices, and
interests?
[There are no students in my class with IEPs or 504 plans, so the lesson plans are not designed
to facilitate students with individualized plans. However, there are students in the Advancement
Via Individual Determination (AVID), a program that provides social and academic support for
students who struggle. These students, while they do not have separate lesson plans, are
encouraged more to succeed in the class, turn in their work promptly, and arrive to class on
time. AVID students are provided with guidance counselors and resources such as tutors in the
Teaching and Learning Center on campus. The teacher also works more with AVID counselors
to help students when they struggle at home or socially. All students are aware that they can
ask for extra assistance after class if needed. In order to encourage AVID students to
understand concepts, these students will be called on in class more than most students to
answer oral questions just to ensure that they are able to fully comprehend the learning targets.
The students in this class also have a variety of ethnic and socioeconomic backgrounds. There
is a high Hispanic population in our area, which produces more locally owned, Hispanic
restaurants. In lesson 1, the teacher will ask the students what their favorite restaurant is, or
their favorite type of food. As there are a wide variety of students in my classroom, I am
sensitive to the fact that some are from a lower economic status and will only mention
restaurants that are widely available to the public such as fast food and locally owned
restaurants rather than expensive ones. I will then list some restaurants in town where students
can order various types of Hispanic foods. The students will respond with whether or not they
have been to that restaurant and relate their own experiences to trying new foods. Also in
lesson 1, students will be able to sample horchata, a widely used Mexican drink that has been
purchased from a local restaurant. Students will be asked what they thought of the horchata and
informed as to where it was purchased. This way, students can relate the lesson to a point of
reference in their community, and possibly others that they might visit.
Many students in my class are involved in extracurricular activities such as swimming, football,
choir, and equestrian teams. While talking various situations and conversations in Spanish, I will
try to adapt my language and hypothetical scenarios to their interests. For example, when
speaking about food that is eaten at sporting events in Spanish-speaking countries, I will
mention that futbol is very different than American football, and ask if any students are
interested in this sport.]
3. Supporting Students’ Communicative Proficiency in the Target Language

Respond to prompts below (3a–e). To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Task 1. In addition, use principles
from Second Language Acquisition/Teaching research and/or theory to support your
explanations.
a. Justify how your understanding of your students’ prior academic learning and
personal/cultural/community assets (from prompts 2a–b above) guided your choice or
adaptation of language tasks and materials. Be explicit about the connections between
the learning tasks and students’ prior academic learning, assets, and research/theory.
[The following lesson will include strong connections to much of the students’ prior academic
learning. As a language, Spanish continuously builds upon itself and the goal, ultimately fluency,
is not attained in a short period of time, or with complete ease. In any case, students will need to
follow the basic steps of conjugation, verb tenses, the gender of Spanish words, and other
concepts in order to improve their communicative proficiency. Each of these lessons builds
upon the previous and possesses the continuous theme of foods and beverages. For instance,
in lesson 3, students are taught the differences between the verbs comer (to eat) and beber (to
drink) and how they are used when referring to eating foods and drinking beverages. With this
prior knowledge and understanding of the function of the verb, the students will be able to better
comprehend the verb conjugations of these verbs as they learn how to conjugate in lesson 4 –er
–ir verbs. Instead of using foreign or new verbs as examples in teaching –er and –ir verb
conjugation I will employ comer (to eat) and beber (to drink) as examples in order for students to
identify the verb, associate it with the previous lesson, understand it’s meaning, and then
properly conjugate it and use it in a part of speech.
At the beginning of each class period, I will ask the class what the subject was for the previous
day after we have verbally recognized the learning target for that day so as to connect the
previous day with the tasks at hand. This way, as we progress into the day’s lesson, the
students will be able to connect the concepts from the day before with the new exercises and
concepts of that day. They can then build upon their previous knowledge in a constructive way.
Through oral questioning and conversation with their seat partner, they will also have the
chance to verbalize their concerns and questions in order to clarify and improve in the concept.
In lesson 2, students will also constructively build upon their knowledge as the whole class
watches the Video Historia in class multiple times. After each viewing, the class will be open to
questions from the teacher and students. I will also pose theories as to what is happening in the
video so students will think critically as they watch. At the final viewing, the students will have
had time to question, clarify, and then build upon that clarification to support the framework for
the entire story presented to them. This method enables the students to not only build upon their
prior knowledge, but also make connections, improve their communication proficiency, and think
critically as they listen and watch.
Students will also benefit from the mastery of prior lessons when doing group and seat partner
activities. Group learning has been proven to not only actively involve students in learning, but
also help them to excel and improve in the given subject (Jacques, 2004). The involvement and
social interaction creates positive community within the classroom, which can lead to an
environment where students feel safe to learn and ask questions. In lesson 3, students will be
asked to create a Venn diagram in groups of 3-4, assigned to them by the teacher, based on
ability. Each group will be a mixture of students who excel, and those who need more
assistance. Each student will be given a separate task to complete: one as a scribe to drawn the
diagram, one to determine and identify which foods are appropriate for almuerzo (lunch), and
the other will determine and identify which foods are eaten for desayuno (breakfast). All three
students will then determine which foods can be interchangeable within breakfast and lunch.
Upon completion, each group will quickly share their results with the class. Students will need to
revert to their prior knowledge of the new vocabulary learned in lesson 1, and work together to
create their diagram. This exercise encourages one of the learning target for the day, “Students
will identify the names of breakfast and lunch foods by writing and organizing them into a Venn
Diagram” and help them better associate which foods and beverages are eaten at each meal in
order to create a deeper understanding of the vocabulary.]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, readers who struggle in
their first language, students at varying levels of language proficiency, students who are
underperforming or those with gaps in academic knowledge, heritage-language speakers,
and/or gifted students).
[In the first lesson, I will focus primarily on developing an understanding of the presented
vocabulary. Students will participate in class-wide oral questioning rather than individual, and
students will be given the chance to speak or answer a question at their choice. The first lesson
will also employ a visual aid in the form of a PowerPoint presentation over the vocabulary,
verbal repetition of the vocabulary words, and listening to their correct pronunciations via an
audio activity. Beginning a lesson in such a way meets the cognitive needs of a diverse group of
learners (Putnam, 1993). Recognizing that there are multiple learning styles in the classroom
enables students to grow within the area that best suits their learning needs.
While none of my students have official learning needs, or individualized learning plans such as
IEPs or 504s, there are some that do struggle in their own way. Some students have trouble
reading aloud and pronouncing Spanish words in class, and some struggle with auditory
comprehension. To enable these students to progress and improve, all directions, activity
descriptions, and cultural notes are explained orally and with the utmost clarity. If some students
still do not understand the given tasks or are still struggling to complete the exercise, I will work
with them individually so as not to frustrate the rest of the class, or single out students who need
more attention. Major concepts are also written on the white board to ensure clarity and
comprehension for visual learners. Seat partners are also employed to help students who have
gaps within the lesson concepts in order to practice and ensure understanding with their peers.
If neither of the students within the pair understands the directions or concept, I will work with
both of them through reciprocal teaching in which I model the activity, collaborate with the
students, and then enable them to practice the exercise or concept with each other (Vygotsky,
1998). With these strategies of inclusive instruction, students will feel involved on an individual
level. As their learning needs are met, they will want to engage more.]
c. Explain how the language tasks promote comparisons and connections between the
experience and knowledge students bring (i.e., students’ prior academic learning and
personal/cultural/community assets) and the cultural practices, products, and
perspectives of the target language.
[In the first lesson, students will have the opportunity to sample horchata, a popular drink in the
Spanish-speaking culture. Horchata is also mentioned in the teacher’s note of the text book and
mentions the difference between Spanish and Mexican horchata. I will use this comparison to
enable students to understand the differences between the two cultures, as well as their own.
After the students try the drink, I will ask them a series of questions such as, “What did you think
of the horchata?” “What do you think it tastes like?” “Is there anything similar to this in American
culture?” “Have any of you drank this before?” As students comment on their either primary or
secondary experience with the drink, I will listen and encouraged more conversation when
necessary. I will also notify students of where the horchata was purchased so that they are able
to make cultural connection with the products and practices of Hispanic people within their own
community. The same day, I will present a slide presentation to the class about popular foods
and beverages within the Spanish-speaking cultures, distinguishing the differences between
Spanish and Mexican foods like la tortilla Espanola and la tortilla Mexicana. Students will then
be able to differentiate between cultural practices within the Spanish-speaking cultures.
d. How will students identify resources to support their progress toward the learning
targets?
[Students will be able to identify supportive resources on a daily basis in order for them to
progress in the learning targets. As students participate in seat partner and group activities
within each lesson, they will have the opportunity to evaluate the learning targets with each
other through peer review and practice their interpersonal communication skills. Seat partners
and group activities are strategies used daily in my classroom. Students will know and look
forward to conversing with their seat partner in order to reach a higher skill level and
understanding.
Since the beginning of the year, students have been well aware of the resources available to
them. Extra help from the teacher is provided, as well as assistance in the Teaching and
Learning Center on campus if they need tutoring. Students are also provided with the option of
using an online textbook through Pearson that includes extra interactive activities and
pronunciation exercises that students can access on their mobile or web device. The website
also features quizzes and games in which students receive immediate feedback that can more
quickly enhance their performance. The students are aware of these opportunities and
strategies and can utilize them if they feel they are struggling in a particular concept or
throughout the class.
e. Describe common errors and misconceptions about the target language and/or the
cultural practices of the target language within your content focus and how you will
address them.
[Many students struggle with pronunciation when they speak Spanish. I will try to speak with
clarity as we view the new vocabulary in lesson 1. Students appear to struggle particularly with
pronouncing words that include “h” and “j.” More often than not, students pronounce the “h” as
they would in English; however, in Spanish the “h” is always silent. Meanwhile, the “j” in Spanish
makes a guttural sound that is not used in English. Many mispronounce “j” and substitute their
previous knowledge in its pronunciation in English. As we view the vocabulary as a class via a
slide presentation, I will review words like jamon and jugo so that students ingrain in their minds
the correct pronunciation and avoid any possible mistakes in the future. Words like horchata will
also be emphasized and clarified. I will ask students questions such as, “Why is it not
pronounced differently?” To which they will respond with the correct answer, being that “h” in
Spanish is always silent.
Students also seem to struggle with conjugations. In lesson 4, as we learn about the proper
conjugation of –er and –ir ending verbs, I will begin with the infinitive of each verb we conjugate,
so that students have a reference point they can revert to if confusion arises. Then, I will draw
conjugation charts on the board that match the charts they have used in the past when
conjugating –ar ending verbs. These charts will provide students with a visual cue that enables
them to revert to their prior knowledge concerning conjugations. As we conjugate each verb
tense, I will ask the students if they can predict what the next tense will look like. We will go
through this process as a class so as to include everyone in the instruction. Students will have
the opportunity to ask questions and receive clarification on concepts they do not understand.
Processing each step as a class helps them to learn at a pace that works for them and does not
rush their learning of the target for that day.]
4. Monitoring Student Development of Communicative Proficiency in the Target
Language
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence for you and your students to monitor their development of communicative
proficiency in the target language in meaningful cultural context(s) throughout the
learning segment.
[Informal and formal assessments are included in every lesson in order to constantly
monitor and asses the students understanding and competency of the material provided.
These assessments monitor the students’ growth throughout the learning process and
also evaluate whether or not they have met the learning targets for each lesson. As
informal assessment, I will circulate around the classroom to ensure that each student is
on task as well as reaching their goal for the day. I will be walking around the classroom
especially when students are working with a seat partner or in their small groups. These
instances will be an excellent opportunity to monitor students’ pronunciation, overall
understanding of their conversation, and ability to work well with others. This way, I can
encourage students to stay on task and gage for my own knowledge where they are at in
terms of understanding the concepts. For example, in lesson 4, students will converse
with their seat partner about what they like to eat. As I walk around the classroom, I will
be able to evaluate students’ abilities to converse in Spanish and which students could
be confidently called upon to share their conversations with the class at the end of the
activity.
Each activity is catered to enabling students to reach a deeper level of understanding in
a cultural context. As they converse with each other or complete their worksheets in
class, students will gain a deeper knowledge and understanding of the Spanish-
speaking culture. At the beginning of lessons 1 and 2, students will immediately
begin their bell work, an activity provided by the Realidades textbook that includes
several cultural connections between American and Spanish speaking cultures. Their
homework, which is given out at the end of each class period, is also meant to
provoke a deeper understanding of the learning targets and the cultural context of
the Spanish language. Students will be graded based on their willingness and ability
to complete the assignment. If they hand in the homework or bell work incomplete,
they will be asked to redo the assignment to ensure mastery.
As students receive feedback from me, they will be able to reflect on their performance
and build upon that feedback in order to improve their communicative proficiency. If
students do not understand a concept or are unable to pronounce a word properly,
we will repeat that as a class to ensure their understanding. Repetition as well as a
think-aloud strategy, especially in language, enables students to recall that
knowledge faster and with more ease (Lawson & Hogben, 1996). As students
progress toward the learning target, students should be able to attain communicative
proficiency with more finesse using these strategies of instruction.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their development of communicative proficiency in the
target language in meaningful cultural context(s).
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, readers who struggle in
their first language, students at varying levels of language proficiency, students who are
underperforming or those with gaps in academic knowledge, heritage-language speakers,
and/or gifted students).
[While there are no students with diagnosed or official learning needs, there are students who
struggle in reading and overall communicative proficiency as they learn Spanish. In order to
help students improve their communicative proficiency, I have designed my assessments
around peer review and whole class involvement. The students in my class who are in the AVID
program are encouraged speak aloud in class and are called on to answer questions as much
as those who are not involved in the program. I hope to involve them in the learning process so
to further their progress in alignment with the rest of the class. The seat partner and group
activities are designed to include every student to communicate and interact with their peers.
AVID students are grouped based on ability, meaning they are usually paired with students who
normally excel in communicative proficiency. If they are afraid to ask questions in class or just
have a shy personality, they can communicate with their partner one on one, or come speak
with me if they have concerns. Students who excel, through none are officially considered
gifted, are encouraged to help others in the learning process and are given praise if they answer
oral questions correctly.
Assessments vary in presentation, but all evaluate the students’ communicate proficiency and
interpersonal and presentational communication skills. Each assessment elicits comprehension
and production of the language and includes individual and classroom feedback from the
teacher as well as the students. This way, students with different strengths and weaknesses can
thrive in a safe learning environment. Students are also given adequate time on their
assessments. For example, all homework is due the day after assigned. This gives students 24
hours to complete a 1-2 page worksheet, which is adequate for the assessment. Students are
also given as much time as they need to complete tests and quizzes in class. If they have to
complete their work outside of class hours, they can take their assignment to the Teaching and
Learning Center for completion. This way students have the opportunity to master their
communicative proficiency and interpersonal communication skills.
c. Describe when and where you will elicit student voice (oral or written) during instruction
to raise awareness in both you and the students of where students are relative to the
learning targets.
[Student voice will be elicited at the beginning, middle and end of each lesson orally. Before we
begin class, the students will be asked to look to an adjacent whiteboard and observe our
learning target for the day. Then, I will ask for a volunteer to read our learning target for the day
and then briefly discuss why it is important with the class through oral questioning. Students will
then voice to the teacher if they understand our goal for that day. If I feel that students are not
engaged or do not understand the target, I will vocalize it again to ensure understanding.
Throughout the lesson, I will refer back to the learning target as we discuss and evaluate the
vocabulary and concepts for that lesson. Students will be aware of the targets as they converse
in small groups with each other and thus work toward that goal as they communicate with one
another. At the end of class, as I wrap up the lesson, I will ask the students to again direct their
attention to the whiteboard so that the class can view the learning target. Another volunteer will
be called on to read it to the whole class, or the class will say it in unison. These last few
minutes of class will give students a chance to discuss what we have learned and evaluate
whether or not the class has met the learning target for that lesson. The teacher will orally ask
the class if they have any questions or concerns, and answer theme accordingly. The student
voice aspect enables me, as the teacher, to gage the levels at which the students feel they are
learning.
In lesson 3, there will be a quiz, conducted and constructed by me, that will be administered to
the students as an evaluation of the students’ overall comprehension of the vocabulary and
some of the cultural references made throughout the lesson. Students will be given 5 minutes to
review their vocabulary and notes before the quiz is administered. At the end of the quiz,
students will be asked to answer three questions on the back of their quiz paper that relate to
self-reflection and evaluation of the learning targets from the last 3 lessons. The quiz will be
administered at the end of the class period, so as to give students adequate time to mentally
prepare and also complete lesson 3. The students will be asked to answer three questions that
evaluate how well they think they performed on the quiz and if they feel comfortable using the
new vocabulary we have learned in class. If they do not feel comfortable or that they have
adequately reached the learning targets for these lessons, students will be asked what
strategies would be most appropriate in order to facilitate their learning needs and goals.
d. What tools and strategies will students use to monitor their own learning process during
the learning segment?
[Students will be able to monitor their own learning process through their level of communicative
proficiency. Almost all the students, except those who already speak Spanish, will begin at a
cognitive stage. Each student will take their own time and use their own methods to memorize
and process the new vocabulary and concepts. This time in the lesson can be slower than
others, because students have not developed a deeper understanding of the communicative
process. However, as they progress, students will see that their speech comes easier and with
less effort than before and they will be able to communicate more effectively and on a deeper
level than just superficial conversation. Students will be able to notice that their pronunciation
will become less “American” and more authentic. As students move on in the lesson, the will
reach a stage of competent communication, and realize that they not only understand what their
partner or teacher is saying, but also comprehend it. Especially in lesson 2, when the students
watch the VideoHistoria, with each replay of the film, students will be able to peel the superficial
layers and obtain the core of what the video is about.
Students will also be able to monitor their own learning process as they work with their partners
and in groups. Some of the students in this class are shy, and do not volunteer for many
activities that involve the whole class. However, when they are in a group or partner setting,
they talk with each other and engage in meaningful conversation in Spanish. Students will be
able to see their improvement from the first lesson to the last as they speak with their partner or
group. These exercises will also improve their interpersonal communication skills and overall
competency in Spanish speaking. ]

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World Language for Washington

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

3. Supporting Students’ Communicative Proficiency in the Target Language

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