Tommy or Not Tommy?

  

Thematic Unit Title:

 

Tommy or Not Tommy?

Subject:

Clothing

Goals:

1. Communicate in Languages Other than English
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.
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.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
4.1 Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.

Contexts\Outcomes:

Students provide and obtain information, interpret written and spoken language, convey information about clothing, demonstrate an understanding of the practices of clothing studied in the target culture, and apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1C Express state of being.
Create simple descriptions within a context.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
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.
1.3A Give directions, commands, and instructions.
Explain a process based on prior knowledge and/or experience.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3E Present prepared material to an audience.
Speak or write spontaneously.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
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:

 

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.
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.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (related to clothing/fashion, numbers, adjectives)
Relevant verbs
Cultural background information
Technology Internet and videotaping skills

Assessments:

Vocabulary Quiz
Written Projects:
Students keep a journal of clothing worn during a one-week period meeting specific criteria.
Students write fashion descriptions meeting specific criteria.
Students create fashion ads meeting specific criteria.
Students interview individuals on the Internet about fashion in the target culture.
Oral Presentations:
Students plan and present a skit on modeling and fashion commentary meeting specific rubric criteria.
Final Project:
Students combine skits to create a fashion show meeting specific rubric criteria. 

Instructional Strategies:

 

Individual Activities:
Students keep a journal of clothing worn during a one-week period.
Students write fashion descriptions.
Pair Activities:
Student pairs create fashion ads from the target culture.
Student pairs interview individuals on the Internet about fashion in the target culture.
Graphic Organizer:
Students use a graphic organizer to compare, contrast, and analyze the cost of designer clothes vs. discount clothes in the U.S. using the target language including converting currency.
Cooperative Learning:
Student groups practice describing each other’s clothes for vocabulary development.
Students compare and contrast clothing from the U.S. and clothing from the target culture including discussion of social standards exhibited in both cultures.
Students compile a catalog of fashions from the target culture.
Student groups plan and present a skit on modeling and fashion commentary.
Students combine skits to create and videotape a fashion show including props, modeling, oral commentary, creativity, participation, etc. 

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

Magazines from the target culture

Tommy or Not Tommy? 2017-08-22T15:56:31+00:00

Tune In…

  

Thematic Unit Title:

 

Tune In…

Subject:

Culture

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.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Contexts\Outcomes:

Students acquire information and perspectives through holidays, artists, and musicians through authentic materials in the foreign languages and within the cultures.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1C Express state of being.
Create simple descriptions within a context.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
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.
2.2A 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.
2.2B 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.
2.2C Identify the expressive forms of the target culture.
Analyze the expressive forms of the target culture; such as, art, literature, music, dance, etc.
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.
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:

 

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
Verbs- present and past tense
Question words
Styles of art and music
Background information on target cultures, art and music

Assessments:

Vocabulary Quiz
Participation Projects (must meet specified criteria):
A student dictates a description of an art print or artist to another student draws a duplicate without looking.
A student creates a work find or crossword puzzle and exchanges with a partner.
Student pairs make a collage of art from the target culture. (Peer Evaluation)
Student pairs create a costume from the target country for an 18-inch oak tag doll. (Self Evaluation)
Oral Presentation:
Students research a specific game from the target country and teach it to the class in the target language meeting rubric criteria.

Instructional Strategies:

 

Solo Activities (Extra/done outside of class):
Reports
Portfolio
Research and impersonate an artist
Pair Activities:
A student dictates a description of an art print or artist to another student draws a duplicate without looking.
A student creates a work find or crossword puzzle and exchanges with a partner.
Student pairs make a collage of art from the target culture.
Student pairs create a costume from the target country for an 18-inch oak tag doll.
Group Activities:
Scavenger Hunt
Extend A Story
Trivia Game
Field Trip
Students research a specific game from the target country and teach it to the class in the target language.
Students listen to music from target cultures.
Students prepare food from the target culture and create a recipe book.
Students create an instrument.
Students take a nature hike, collect items found on the hike, make a collage, and label the items in the target language.

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes
Posters
Community resources
Teachers from other disciplines

Other Resources:

Art, History, and Music Departments
Art Prints

Tune In… 2017-08-22T15:56:37+00:00

Show Me the Money Too!

  

Thematic Unit Title:

 

Show Me The Money, Too!

Subject:

Careers

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.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.

Contexts\Outcomes:

Students engage in conversations, demonstrate an understanding of the relationship between the perspectives and practices of careers in the target culture, and use this knowledge to interact effectively in cultural contexts.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
1.1C Express state of being.
Create simple descriptions within a context.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
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).
1.1H Make and respond to simple requests.
Give and follow directions in a familiar context.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
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.
2.2C Identify the expressive forms of the target culture.
Analyze the expressive forms of the target culture; such as, art, literature, music, dance, etc.
2.2D Identify objects, images and symbols of the target culture.
Explain objects, images, and symbols of the target culture.
2.2F Identify the products of the target country/countries.
Identify the economic/social impact of products on the world market.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary 
Conditional and past tenses of relevant verbs
Question Words
Cultural knowledge

Assessments:

Written Projects:
Students create and conduct a survey about careers from the target culture meeting specified rubric criteria.
Students create a career advertisement meeting specified criteria.
Oral Presentation:
Student pairs plan and present a job interview for a career from the target culture meeting rubric criteria.
Final Project:
Student groups create a students-centered video meeting rubric criteria including peer assessment.

Instructional Strategies:

 

Class Activities:
Students participate in games (i.e. Chain Game, Fly Swatter), chanting, etc. to develop relevant vocabulary.
Flyswatter Game: Teacher creates an overhead with 6 or so words and puts overhead on wall or board. Two students with flyswatters swat the appropriate term as the teacher gives clues.
Chain Game: Students form a chain using phrases. For example, “When I go to the store, I buy apples.” The next person says exactly the same thing and then adds, “and oranges>” And so on…
Desk Tag: 
Research:
Student groups search the Internet or other available resources for career information from the target culture. 
Pair Activities:
Student pairs create and conduct a survey about careers from the target culture. 
Student pairs create a career advertisement from the target culture. 
Student pairs plan and present a job interview for a career from the target culture.
Graphic Organizer:
Students us a graphic organizer to compare, contrast, and analyze career survey information.
Cooperating Learning:
Student groups create a students-centered video depicting a career from the target culture.

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes
Community resources

Other Resources:

 
Show Me the Money Too! 2017-08-22T15:55:25+00:00

Third Rock From the Sun

  

Thematic Unit Title:

 

Third Rock From The Sun

Subject:

Nature/Outdoor Activities

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.
3.1 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 conversations, convey information, acquire information and perspectives through authentic materials, and apply language skills and cultural knowledge experiencing nature and outdoor activities in the target language and culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.2B Make an identification based on simple oral and/or written descriptors.
Respond appropriately to complex oral and/or written descriptors.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.

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:

 

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
Verbs needed to express likes/dislikes and outdoor activities
Cultural background information
Geographical background information
Knowledge of Internet research techniques

Assessments:

Vocabulary Quiz
Individual Projects:
Students keep an outdoor activity journal.
Students create an Interest Inventory Graph.
Students make a personal Nature/Outdoor Activities Likes/Dislikes Collage meeting specified rubric criteria. 
Oral Presentation:
Each student orally presents their Likes/Dislikes Collage to the class (using their collage as a visual) meeting specified rubric criteria.

Instructional Strategies:

 

Graphic Organizer:
Student groups use a webbing or mapping graphic organizer (example: NE Frameworks p. 290) to identify nature/outdoor activities vocabulary needed to complete the unit. 
Internet Research/Pair Activities:
Students work in pairs to use the Internet to research nature and outdoor activities from the target culture.
Students work in pairs to use the Internet to interview people from the target culture about nature/outdoor activities.
Individual Activities:
Students keep an outdoor activity journal.
Students create an Interest Inventory Graph.
Students make a personal Nature/Outdoor Activities Likes/Dislikes Collage.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

Materials needed to create collage.

Third Rock From the Sun 2017-08-22T15:55:28+00:00

To Skip or Not to Skip

  

Thematic Unit Title:

 

To Skip or Not To Skip

Subject:

Daily Routines

Goals:

1. Communicate in Languages Other than English

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.

Contexts\Outcomes:

Students engage in conversations, express feelings, and convey information concepts and ideas about daily routines to listeners for a variety of purposes.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3E Present prepared material to an audience.
Speak or write spontaneously.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (school, leisure activities, adjectives)
Topic specific verbs (like/dislike, I and You forms)
Question words
Cultural background information on schools
Videotaping basics

Assessments:

Vocabulary Quizzes (to check for comprehension)
Written Project:
Each student keeps a journal of school and leisure activities meeting specified criteria.
Oral Presentation:
Student groups prepare and videotape a skit about “To Skip or Not To Skip” including deciding if it takes place in the U.S. or the target culture, interaction between student and friends, pros and cons of attending class or skipping out, ramifications of their decision and meeting rubric criteria. 

Instructional Strategies:

 

Research:
Students use available resources to gather information about schools and leisure activities in the target culture.
Graphic Organizer:
Students use a graphic organizer to organize, compare, and analyze research information about schools and leisure activities in the target culture and in the U.S.
Individual:
Each student keeps a journal of school and leisure activities meeting specified criteria.
Each student makes a collage of their school and leisure activities meeting specified criteria.
Pair Activities:
Students work in pairs to interview each other about school and leisure activities.
Students work in pairs to compare and contrast their school and leisure activities using a Venn Diagram.
Students work in pairs to make a mobile using the information from the Venn Diagram.
Cooperative Learning:
Student groups prepare and perform pantomimes portraying a school or leisure activity.
Student groups prepare and videotape a skit about “To Skip or Not To Skip” including interaction between student and friends, pros and cons of attending class or skipping out, ramifications of their decision. Class members view the videotape and must decide whether the skit takes place in the U.S. or in the target culture.

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes

Other Resources:

Magazines
Photographs

To Skip or Not to Skip 2017-08-22T15:56:05+00:00

Show Me the Money

  

Thematic Unit Title:

 

Show Me the Money

Subject:

Careers/Professions

Goals:

1. Communicate in Languages Other than English
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.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions about careers and professions.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
Converse using language and behaviors that are appropriate to the setting
1.1C Express state of being.
Create simple descriptions within a context.
Create detailed oral descriptions within a context.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
Support opinions.
Make suggestions and recommendations.
Express individual perspectives and defend 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).
Ask and respond to open-ended questions.
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.
1.2D Respond to speech of peers and familiar adults on a given topic.
Respond to speech of persons sympathetic to second-language learners.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
Apply diverse strategies to derive meaning and detail from unfamiliar material.
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.
1.3D Summarize main idea of selected authentic and/or contextualized material.
Interpret information from authentic material to an audience.
1.3E Present prepared material to an audience.
Speak or write spontaneously.

Progress Indicators Goal 3:

 

3.1A Identify and apply, within a familiar context, information and skills common to the foreign language classroom and other disciplines.
Transfer and apply, within a limited context, information and skills common to the language classroom and other disciplines.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Career specific vocabulary
Research techniques
Verbs of preference – future tense
Question words
Formal use

Assessments:

Vocabulary Quizzes
Written Projects:
Students research a career and use the Concept Ladder to organize information about a career meeting specified criteria.
Job Applications Peer Evaluation:
Students evaluate a partner’s job application.
Portfolio Project:
Students design a career brochure meeting checklist criteria.
Students interview a professional from the career of his/her choice meeting specified criteria.
Students give an oral presentation to the class in the target language on chosen career.
Final Class Project:
Students plan and do a Career Fair in the target culture meeting rubric criteria.

Instructional Strategies:

 

Individual Projects:
Students research a career.
Graphic Organizers-Students use the Concept Ladder to organize information about a career.
Interview-Students interview a professional from the career of their choice.
Oral Career Presentation
Students design a career brochure.
Pair Activities:
Each student fills out a job application, exchange with a partner, and do a peer evaluation.
Cooperative Learning:
The class plans and implements a Career Fair.

Resources:

Textbook
Internet
Library resources
Library research
Guest Speakers
Community resources
Teachers from other disciplines

Other Resources:

 
Show Me the Money 2017-08-22T15:54:23+00:00

Shop ‘Til You Drop

  

Thematic Unit Title:

 

Shop ‘Til You Drop

Subject:

Shopping

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.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Contexts\Outcomes:

Students engage in conversations and obtain information about merchandise in target culture, demonstrate an understanding of shopping for products of the target culture, and acquire information and perspectives through authentic materials in the target culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
Interact in basic survival situations.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
2.2D Identify objects, images and symbols of the target culture.
Explain objects, images, and symbols of the target culture.
2.2F Identify the products of the target country/countries.

Progress Indicators Goal 3:

 

3.2A Extract 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 (courtesies, likes/dislikes, basic needs)
Cultural knowledge of products and shop symbols in the target culture
Read and interpret authentic advertising from the target culture 

Assessments:

Quizzes:
Mathematical conversions
Weights
Prices
Sizes
Written Project:
Student pairs create an ad for a product in the target culture.
Oral Presentation:
Student groups plan and perform a skit representing vendor/client roles meeting rubric criteria.

Instructional Strategies:

 

Internet Search:
Students search the Internet for target culture shop examples and the relevant information needed for shopping and participating in target culture shopping experiences.
Pair Activities:
Students work in pairs to create a TV ad by watching authentic TV commercials. 
Graphic Organizer:
Students chart prices from the U.S. and the target country to compare, contrast, and analyze in a class discussion.
Cooperative Learning:
Student groups develop poster ads for a product from the target country.
Student groups plan and perform a vendor/client skit portraying shopping experiences characteristic of the target culture.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

Camera
Art Supplies

Shop ‘Til You Drop 2017-08-22T15:54:39+00:00

Shopping – A Necessity or Luxury?

  

Thematic Unit Title:

 

Shopping-A Necessity or Luxury?

Subject:

Shopping

Goals:

1. Communicate in Languages Other than English
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, exchange opinions, and recognize that cultures use different patterns of shopping and can apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
Support opinions.
Describe a problem.
Make suggestions and recommendations.
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.

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.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (food, clothing, personal items, currency)
Present and future forms of relevant verbs
Asking and responding to questions
Cultural background information
Economic background information 

Assessments:

Written Projects:
Students research how people in other cultures spend their money and how much money they earn meeting specified criteria.
Students compare, contrast and analyze research information meeting specified criteria.
Oral Presentations:
Students conduct interviews to find out what is a necessity and what is a luxury meeting checklist criteria.
Students plan and perform a dialogue on shopping between an American and a person from the target culture meeting rubric criteria.
Students create parallel budgets between an American student and a target culture student and make a presentation of the budget to the class meeting rubric criteria.

Instructional Strategies:

 

Pair Activities:
Student pairs research how people in other cultures spend their money and how much money they earn.
Student pairs compare, contrast and analyze research information.
Graphic Organizer:
Students use a graphic organizer to chart analyzed information to be posted in the class.
Students use a graphic organizer to compare interview results.
Cooperative Learning:
Students conduct interviews to find out what is a necessity and what is a luxury.
Students debate shopping issues of necessary vs. luxury items.
Students plan and perform a dialogue on shopping between an American and a person from the target culture comparing needs and luxury items from each culture.
Students create parallel budgets between an American student and a target culture student and make a presentation of the budget to the class using visual cues.

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes

Other Resources:

Interview Techniques

Shopping – A Necessity or Luxury? 2017-08-22T15:54:08+00:00

Playtime

  

Thematic Unit Title:

 

Playtime

Subject:

Leisure Activities

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.
1.2 Students understand and interpret written and spoken language on a variety of topics.
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.
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 on leisure activities, demonstrate an understanding of leisure activities from target cultures, and apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1D Express likes and dislikes.
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.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
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.
2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.

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.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (related to narratives and fairy tales)
Present tense action verbs
Cultural background information 

Assessments:

Projects:
Students write a paragraph identifying leisure activities from the target culture meeting specified criteria.
Students survey leisure activities meeting checklist criteria.
Students make a collage of leisure activities from the target culture meeting specified criteria.
Oral Presentation:
Students present a pantomime of their favorite leisure activities meeting specified criteria.
Final Project:
Students plan, perform and videotape a skit depicting target culture leisure activities meeting specific rubric criteria. 

Instructional Strategies:

 

Research:
Students use the Internet and library resources to research leisure activities from the target culture.
Individual Activities:
Students write a paragraph identifying leisure activities from the target culture.
Students make a collage of leisure activities from the target culture.
Students present a pantomime of their favorite leisure activities.
Pair Activities:
Students survey leisure activities.
Graphic Organizer:
Students use a graphic organizer to compare, contrast, and analyze leisure activities.
Students use a graphic organizer to compare, contrast, and analyze leisure activities from the U.S. and the target culture.
Cooperative Learning:
Student groups plan, perform and videotape a skit depicting target culture leisure activities.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

 
Playtime 2017-08-22T15:53:08+00:00

Put It On the Schedule

  

Thematic Unit Title:

 

Put It On The Schedule

Subject:

School

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
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.
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.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students provide and obtain information about school, demonstrate an understanding of the relationship between the perspectives and practices of education in the target culture, and apply language skills within and beyond the school setting.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.

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 school, calendar, numbers, time)
Relevant verbs
Knowledge of cultural practices

Assessments:

Vocabulary Test
Written Project:
Students develop a class schedule using the practices of the target culture.
Oral Presentation:
Students groups plan and perform a skit depicting school experiences from the target culture meeting rubric criteria.

Instructional Strategies:

 

Internet Research:
Students search the Internet to discover school customs from the target culture.
Cooperative Learning:
Student groups use games to strengthen vocabulary development.
Student groups develop activities to practice telling time.
Student groups develop a class schedule using the practices of the target culture. 
Student groups develop school-year calendars from the target culture.
Students groups label classrooms on a school map.
Student groups design a dream school.
Student groups plan and perform a skit depicting school experiences from the target culture including typical student conversations such as: What’s your next class? What time do you have math? What’s your favorite class? Etc.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Community resources

Other Resources:

Exchange Students

Put It On the Schedule 2017-08-22T15:53:34+00:00
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