French Connection

— Bringing the World to Your Classroom —

How can you empower your students to interact in the global community?  The Nebraska Department of Education works with the Académie de Besançon in the Franche-Comté region of France to develop partnerships between teachers and students in Nebraska and France. 

The French Connection Program integrates international education into your classroom.  The program helps students develop knowledge and understanding of the French culture, learn communication skills, and participate in a global community.

The following steps provide guidance to start “bringing the world to your classroom.”

1) Complete the online application at www.nde.state.ne.us/forlg

      • Email to vickie.scow@nebraska.gov
      • Nebraska Department of Education and the Académie de Besançon search for a partner school
      • Nebraska Department of Education contacts applicant with partner information
      • The exchange begins

2) Informal contacts between teachers and students take place

      • Teachers decide on the platform to use to communicate (e.g., email, blog, wiki, podcasting, Skype)

        *Test platform for success.  Sometimes all international emails are blocked by the school. Talk to tech specialist if needed and ask for emails to be put on a safe list.

      • Teachers and students use technology to learn about each other (lives, school, surroundings, etc.)

3) The French Connection common project aims to support student learning by giving students meaningful, motivating reasons to communicate

        • Develop a theme that corresponds to the level and interests of the students
        • Ensure student engagement with projects that give students opportunities to interact with each other
        • Use technology to communicate, create, find solutions, etc.
        • Set a timeline of activities and deadlines for the mutual final production or result achieved together
        • Give recognition to students for successful participation
        • Share your experience on the Nebraska French Connection Program website

 

French Connection 2017-08-23T19:31:23+00:00

Would You Like to Dance?

  

Thematic Unit Title:

 

Would You Like to Dance?

Subject:

Social Customs

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
4. Develop Insight into the Nature of Language and Culture

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information, express feelings and emotions, exchange opinions, and recognize that cultures use different patterns of social interaction.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
Converse using language and behaviors that are appropriate to the setting
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
Initiate, sustain, and conclude conversations on a wide variety of topics.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.2A Identify the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Analyze the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
4.2B Identify similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Compare and contrast similar and different behavioral patterns between the target culture(s) and the student’s own culture.
4.2C Identify the contributions of the target culture(s) to the student’s own culture.
Identify the impact of the contributions of the target culture(s) on the student’s own culture.
Analyze the impact of the contributions of the target culture(s) on the student’s own culture.
4.2D Identify expressive and utilitarian forms of the target culture(s).
Compare and contrast expressive and utilitarian forms between the target culture(s) and the student’s own culture.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (dating, celebrations, weddings)
Knowledge of cultural practices (dating, celebrations, gestures)
Present and future tense of verbs
Voice inflection

Assessments:

Quiz:
Social Customs
Written Project:
Students keep a journal about dating experiences and cultural comparisons.
Oral Presentation:
Students work in pairs to create a skit portraying customs of dating in the target country.

Instructional Strategies:

 

Individual:
Students keep a journal about dating experiences and cultural comparisons meeting specified criteria.
Internet Research:
Student groups gather information about dating customs in the target culture.
Graphic Organizer:
Students use a graphic organizer to arrange and analyze information from the Internet and personal journals.
Cooperative Learning:
As a class students compare and contrast cultural customs, dating customs, personal space, and contemporary vs. old-fashioned customs.

Resources:

Textbook
Internet
Library resources
Videotapes

Other Resources:

Etiquette Books

Would You Like to Dance? 2017-08-22T15:57:50+00:00

You’re Not in Kansas Anymore

  

Thematic Unit Title:

 

You’re Not In Kansas Anymore

Subject:

Immigration

Goals:

2. Gain knowledge and Understanding of Other Cultures
5. Participate in Multilingual Communities at Home and Around the World

Standards:

2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students demonstrate an understanding of the relationship between the perspectives and history of immigration and use this knowledge to interact appropriately with the global community.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.
Evaluate some commonly held generalizations about the culture studied.
2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
Discuss and analyze external factors which affect products and contributions.
2.2E Recognize the contributions of the target culture.
Analyze the contributions of the target culture.
Evaluate the effects of the target culture’s contributions on other societies.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.
Establish connections with the target culture through the use of technology, media, and authentic sources.
5.1C Locate resources in the community to research the target culture.
Use resources in the community to research the target culture.
Collaborate with resources in the community.

Essential Skills\Knowledge:

 

Target language vocabulary
Interview skills
Background information on immigration including history
Use of technology

Assessments:

Projects:
Students make a timeline of the history of immigration meeting checklist criteria.
Students keep an immigration reflection journal meeting specified criteria.
Students compile a book of “family stories” meeting criteria decided by the class.
Oral Presentation:
Students present the interview they did with an immigrant, including audio tape, videotape, and/or photographs, and sharing personal insights of what they learned from this project.

Instructional Strategies:

 

Individual Projects:
Students make a timeline of the history of immigration.
Students keep an immigration reflection journal.
Pair Activities:
Students use the Internet to research immigration.
Students use the Internet and other available resources to collect “family stories.”
Students compile a book of “family stories.”
Cooperative Learning:
Students interview an immigrant-include audiotaping, videotaping, and/or photographs.

Resources:

Internet
Library resources
Library research
Community resources

Other Resources:

Immigration Services

You’re Not in Kansas Anymore 2017-08-22T15:58:11+00:00

Who Slept Here?

  

Thematic Unit Title:

 

Who Slept Here?

Subject:

Historical Sites

Goals:

2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information
5. Participate in Multilingual Communities at Home and Around the World

Standards:

2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students will acquire information through connections with the target culture, represent their understanding of the target culture, and use this representation to reinforce and further knowledge in other disciplines.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

2.2A Identify the relationship between cultural perspectives and products/contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.
Analyze the relationship between cultural perspectives and products/contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.
2.2E Recognize the contributions of the target culture.
Analyze the contributions of the target culture.
Evaluate the effects of the target culture’s contributions on other societies.
2.2D Identify objects, images and symbols of the target culture.
Explain objects, images, and symbols of the target culture.
Analyze the cultural significance of objects, images, and symbols of the target culture.

Progress Indicators Goal 3:

 

3.1B Identify, through foreign language resources, information for use in other disciplines.
Analyze the information gathered through foreign language resources for use in other disciplines.
Locate foreign language resources and synthesize information for use in other disciplines.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.

Essential Skills\Knowledge:

 

Topic specific vocabulary (including directions, passport, etc.)
Verbs – present, past, imperfect, imperative
Historical background information
Geographical background information
Cultural background information

Assessments:

Quizzes:
Vocabulary
Verbs
Historical information
Written Projects:
Students will keep a journal of historical sites they have visited meeting checklist criteria.
Students create an illustrated brochure of an historical site in the target culture meeting rubric criteria.
Class Presentation:
Students role play an interview of a historically significant figure meeting rubric criteria.

Instructional Strategies:

 

Individual Activities:
Students use the Internet to research historical sites and historical figures.
Students make a comparison chart of sites or persons from the target culture and sites or persons from the United Stated.
Students will keep a journal of historical sites they have visited
Pair Activities:
Students make an illustrated brochure.
Students make a menu of the region.
Group Activities:
Students role play an interview of a historically significant figure.
Students make a 3-D model of a historical site.
Students study the music of the region or time period.
Guest Speakers

Resources:

Textbook
Internet
Library resources
Library research
Videotapes
Guest Speakers
Posters
Chamber of Commerce/Travel Bureau of the target country

Other Resources:

 
Who Slept Here? 2017-08-22T15:57:29+00:00

Who’s on 1st? Who’s on 2nd?

  

Thematic Unit Title:

 

Who’s on 1st? Who’s on 2nd?

Subject:

Sports

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.

Contexts\Outcomes:

Students demonstrate an understanding of the relationship between the perspectives and practices of sports and use this knowledge to interact effectively in cultural contexts.

Progress Indicators Goal 1:

 

1.2A Respond appropriately to directions, instructions, and commands.
Respond appropriately to a series of directions, instructions, and commands.
1.2B Make an identification based on simple oral and/or written descriptors.
1.2C Read and respond to developmentally appropriate material.
Derive meaning from selected authentic materials.
Interpret and analyze cause and effect, relationships, and sequences in authentic materials.

Progress Indicators Goal 2:

 

2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.
Evaluate some commonly held generalizations about the culture studied.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Sports vocabulary (including basketball, soccer, baseball)
General knowledge of cultural diversity in sports
Participate in a game using the target language
Knowledge of sports figures from target culture

Assessments:

Vocabulary Quiz
Verbal Quiz-During the sports games referees will issue yellow and red penalty cards to players for talking outside of the target language.
Written/Oral Project:
Students write a report and present it to the class of sports figures from the target culture meeting rubric criteria.
Students play a game of Team Jeopardy meeting specified criteria.

Instructional Strategies:

 

Pair Activities:
Students play Concentration Game using pictures/words.
WWW Searches:
Students research, write and present a report on sports figures from the target culture.
Cooperative Learning:
Students play a game of Jeopardy using vocabulary and grammar pertaining to unit.
Peer Analysis:
Students play soccer, baseball, and/or basketball. Students will rotate referee positions. Referee will present yellow and red penalty cards to students talking outside of target language.

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes
Teachers from other disciplines (P.E.)

Other Resources:

 
Who’s on 1st? Who’s on 2nd? 2017-08-22T15:57:40+00:00

Where in the World?

  

Thematic Unit Title:

 

Where in the World?

Subject:

Travel

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Contexts\Outcomes:

Students acquire information through authentic materials and engage in conversations while traveling to the target city.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
1.2A Respond appropriately to directions, instructions, and commands.
Respond appropriately to a series of directions, instructions, and commands.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
1.3C Write a personal communication; such as, a note, letter, or invitation.
Produce formal and informal written communication.
2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.

Progress Indicators Goal 3:

 

3.2A Extract information from sources intended for native speakers of the language.
Analyze and apply information from sources intended for native speakers of the language.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Vocabulary relevant to traveling
Question words
Relevant verbs
Internet research
Map Instruction
Knowledge of transportation modes

Assessments:

Written Projects:
Students write postcards using relevant vocabulary and proper form.
Students create and illustrate a travel brochure.
Oral Presentation:
Students write and perform a skit depicting a travel experience encountered in the target city. (Rubric used to measure criteria.)
Final Project:
Each student group chooses a target city and uses the information they have researched to orally present clues about the city including facts about the city and its inhabitants, map coordinates, and other relevant travel information so the rest of the class can guess the target city they are depicting.

Instructional Strategies:

 

Students view and discuss videos of the target city.
Internet research of the target city.
Pair or Cooperative Activities:
Students work in pairs or groups to create travel posters.
Students work in pairs or groups to create conversations using vocabulary necessary for planning/packing for a trip and greeting people in the target language using proper cultural behavior.
Students work in pairs or groups using authentic maps to learn how to navigate around the target city using available transportation and be able to communicate in possible situations one might encounter in the target city.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Posters

Other Resources:

 
Where in the World? 2017-08-22T15:57:18+00:00

Where’s Walled?

  

Thematic Unit Title:

 

Where’s Walled?

Subject:

Transportation

Goals:

1. Communicate in Languages Other than English
5. Participate in Multilingual Communities at Home and Around the World

Standards:

1.2 Students understand and interpret written and spoken language on a variety of topics.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students understand and interpret written and spoken language on transportation in the target culture, and apply language skills and cultural knowledge within and beyond the school setting.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.2C Read and respond to developmentally appropriate material.
Derive meaning from selected authentic materials.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.
Establish connections with the target culture through the use of technology, media, and authentic sources.

Essential Skills\Knowledge:

 

Topic specific vocabulary (relating to transportation, signs, directions )
Relevant future tense verbs
Asking questions
Formal and informal conversation
Knowledge of foreign currency

Assessments:

Projects:
Students apply various map skills using maps from the target country meeting specified criteria.
Students recognize and use various transportation signs meeting specified criteria.
Oral Presentation:
Student groups plan and perform sample airport conversations from the target country meeting checklist criteria.
Student groups plan, perform, and videotape clips depicting authentic life on the road experiences meeting rubric criteria.

Instructional Strategies:

 

Pair Activities:
Students search the Internet for authentic maps and transportation signs from the target country.
Students use the Internet to interview target country people about transportation practices.
Students make audiocassettes of sample airport conversations in the target country.
Cooperative Learning:
Student groups plan, perform, and videotape clips depicting authentic life on the road experiences.

Resources:

Textbook
Internet
Library resources
Videotapes

Other Resources:

Travel Books
Authentic Maps
Audiocassettes

Where’s Walled? 2017-08-22T15:59:11+00:00

What Should We Do This Weekend?

  

Thematic Unit Title:

 

What Should We Do This Weekend?

Subject:

Leisure Time

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information, express feelings and emotions, and acquire information and perspectives of leisure activities in the target culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1D Express likes and dislikes.
Qualify likes and dislikes.
Exchange personal feelings and ideas for the purpose of persuading others.
1.1E Express agreement and disagreement.
Support opinions.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.

Progress Indicators Goal 3:

 

3.1B Identify, through foreign language resources, information for use in other disciplines.
Analyze the information gathered through foreign language resources for use in other disciplines.
3.2A Extract information from sources intended for native speakers of the language.
Analyze and apply information from sources intended for native speakers of the language.
3.2B Use authentic sources to identify the perspectives of the target cultures.
Use authentic sources to analyze the perspectives of the target cultures.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary 
Present and future tenses of relevant verbs
Cultural knowledge
Advertising strategies

Assessments:

Vocabulary Quiz 
Participation Grade:
Games and Songs
Written Projects:
Students prepare dialogues depicting various leisure activities from the target culture meeting specified rubric criteria.
Students keep a leisure activity journal meeting specified criteria.
Students create jingles, rap songs, mobiles, or drawings of leisure activities meeting specified criteria.
Final Project:
Student groups develop a final project plan for teacher approval. After approval, students prepare and present the final project meeting rubric criteria.

Instructional Strategies:

 

Class Activities:
Students participate in flashcard activities, board races, games, charades, songs, etc. to develop relevant vocabulary.
Students view and discuss videos of sporting activities.
Pair Activities:
Student pairs prepare dialogues depicting various leisure activities from the target culture. 
Student pairs create jingles, rap songs, mobiles, or drawings of leisure activities from the target culture. 
Internet Research:
Student groups search the Internet for authentic materials for final project. 
Cooperating Learning:
Student groups develop a final project plan for teacher approval. After approval, students prepare and present the final project.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Community resources

Other Resources:

Art Supplies
Authentic Newspapers and Magazines

What Should We Do This Weekend? 2017-08-22T15:56:52+00:00

What’s Up Doc?

  

Thematic Unit Title:

 

What’s Up, Doc?

Subject:

Health/Health Careers

Goals:

1. Communicate in Languages Other than English
3. Connect with Other Disciplines and Acquire Information
5. Participate in Multilingual Communities at Home and Around the World

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students engage in telephone and personal conversations, provide and obtain personal health information, express feelings on health, exchange opinions on health careers.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
1.1C Express state of being.
1.1G Ask and answer simple questions.
1.2B Make an identification based on simple oral and/or written descriptors.
1.2G Identify main ideas and key words in oral and written material.

Progress Indicators Goal 3:

 

3.1B Identify, through foreign language resources, information for use in other disciplines.
3.2A Extract information from sources intended for native speakers of the language.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.

Essential Skills\Knowledge:

 

Topic specific vocabulary (body parts, health symptoms, health careers)
Present and future tense of verbs
Question words
Cultural information 

Assessments:

Vocabulary Quiz
Written homework assignments
Oral Presentation:
Individual students present interview results to the class.
Students work in pairs to write and perform a rap about health meeting rubric criteria. 
Students work in pairs to create and present a dialog on health meeting rubric criteria.

Instructional Strategies:

 

Individual:
Students keep a journal about health and reactions to health career information meeting specified criteria.
Interview:
Students prepare, ask, and record questions to health professionals presenting the findings to the class.
Internet Research:
Students gather information about health and health careers in the target culture.
Pair Activities:
Students work in pairs to create and present a rap.
Students work in pairs to create and present a dialog on health.
Cooperative Learning:
As a class, students compare and contrast interview data.
As a class, students compare and contrast health information and analyze personal health.

Resources:

Textbook
Internet
Library resources
Guest Speakers
Community resources

Other Resources:

Health Professionals

What’s Up Doc? 2017-08-22T15:57:09+00:00

Where Do I Fit In?

  

Thematic Unit Title:

 

Where Do I Fit In?

Subject:

Clothing

Goals:

1. Communicate in Languages Other than English
3. Connect with Other Disciplines and Acquire Information
5. Participate in Multilingual Communities at Home and Around the World

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students acquire information and perspectives through authentic materials, apply language skills and cultural knowledge within and beyond the school setting, and exchange opinions on clothing and its relationship to personality in the target language and culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1C Express state of being.
Create simple descriptions within a context.
1.1E Express agreement and disagreement.
Support opinions.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
1.2B Make an identification based on simple oral and/or written descriptors.
Respond appropriately to complex oral and/or written descriptors.
1.2C Read and respond to developmentally appropriate material.
Derive meaning from selected authentic materials.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
1.2F Comprehend and respond to simple personal written communications; such as, notes, invitations, and letters.
Comprehend and respond to formal written communications; such as, business or official documents.
1.2G Identify main ideas and key words in oral and written material.
Comprehend speech on familiar topics with some repetition.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3C Write a personal communication; such as, a note, letter, or invitation.
Produce formal and informal written communication.
1.3E Present prepared material to an audience.
Speak or write spontaneously.

Progress Indicators Goal 3:

 

3.2A Extract information from sources intended for native speakers of the language.
Analyze and apply information from sources intended for native speakers of the language.
3.2B Use authentic sources to identify the perspectives of the target cultures.
Use authentic sources to analyze the perspectives of the target cultures.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

5.1A Identify the target language in the student’s daily life.
Share knowledge of target language with others.
5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.
Establish connections with the target culture through the use of technology, media, and authentic sources.

Essential Skills\Knowledge:

 

Topic specific vocabulary (clothing, accessories, sizes, descriptive adjectives)
Verbs needed to describe
Cultural background information (teen mores)
Knowledge of oral presentation formats
Knowledge of advertising strategies

Assessments:

Vocabulary Test (clothing, accessories, sizes, fabric, styles)
Written Projects:
Students work in pairs to create a style poster meeting specified criteria.
Students work in pairs to develop a commercial jingle meeting specified rubric criteria.
Students develop a chart of American and target culture sizes meeting specified criteria. 
Oral Presentation:
Student work in groups to plan and present a style show meeting specified rubric criteria.

Instructional Strategies:

 

Graphic Organizer:
Student groups use a webbing or mapping graphic organizer (example: NE Frameworks p. 290) to identify needed clothing vocabulary. 
Research:
Students use the Internet to research fashion from the target culture.
Students view and discuss videos of fashion collections from the target culture.
Students research and develop a chart comparing American and target culture sizes.
Pair Activities:
Students create posters representing a specific style and relating it to personal characteristics.
Students develop a commercial jingle advertising fashion.
Cooperative Learning:
Student groups plan and present a style show including selection of music, written descriptions and oral commentary of model’s attire, modeling, use of available authentic materials, and videotaping of the performance to view for self-assessment. Attempt should be made to include various fashion modes from the target culture such as hippie, grunge, preppie, nerd, punk, socialite, etc.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Community resources

Other Resources:

Satellite Programming
Student Dress

Where Do I Fit In? 2017-08-22T15:58:56+00:00
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