School of My Dreams

  

Thematic Unit Title:

 

School Of My Dreams

Subject:

School

Goals:

2. Gain knowledge and Understanding of Other Cultures
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 demonstrate an understanding of the relationship between the perspectives and contributions of education in the target culture, and apply cultural knowledge within and beyond the school setting.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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.

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 items, expressing feelings)
Relevant verbs
Sentence patterns for asking questions
Knowledge of cultural practices

Assessments:

Vocabulary Quizzes
Projects:
Students make a drawing of the ideal school building of the target culture meeting specified criteria.
Students write a school song meeting specified criteria.
Oral Presentation:
Student groups debate pros and cons of U.S. schools vs. schools from the target culture meeting checklist criteria.
Student groups plan and perform a skit depicting life in the school of their dreams meeting rubric criteria.

Instructional Strategies:

 

Internet Research:
Students search the Internet to investigate school systems from the target culture.
Graphic Organizer:
Students use a graphic organizer to compare, contrast, and analyze school systems in the target culture.
Cooperative Learning:
Student groups develop games to strengthen vocabulary development.
Students make a drawing of the ideal school building of the target culture.
Students write a school song.
Student groups debate pros and cons of U.S. schools vs. schools from the target culture.
Student groups plan and perform a skit depicting life in the school of their dreams.

Resources:

Textbook
Internet
Library resources
Videotapes

Other Resources:

 
School of My Dreams 2017-08-22T15:53:50+00:00

Party On!

  

Thematic Unit Title:

 

Party On!

Subject:

Holiday Celebrations

Goals:

2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information
4. Develop Insight into the Nature of Language and Culture

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.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

2.1A Identify and react to cultural perspectives and practices in the culture studied.
Analyze the development of different cultural practices.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.
Analyze social and geographic factors that affect cultural practices.

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.

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.
Explain the significance of 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.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Specific vocabulary for each topic
Knowledge of cultural traditions
Knowledge of holidays celebrated
Historical background of own culture and target culture

Assessments:

Vocabulary Quiz
Written Project:
Students create a story about a holiday celebration from target culture and share it during “Storytelling Time” meeting specified criteria.
Oral Presentation:
Student groups prepare an oral presentation using the graphic organizer as a visual to explain the analysis and comparison in the target language meeting specified Peer Evaluation criteria.
Culminating Project:
Student groups reenact a holiday celebration from the target culture including food, traditional costumes, music, dance, games, history, etc.

Instructional Strategies:

 

Research:
Students research holiday celebrations from the target culture.
Written Project:
Students create a story about a holiday celebration from target culture and share it during “Storytelling Time.”
Cooperative Learning:
Student groups use graphic organizers (such as a Venn Diagram or Comparison Chart) to analyze and compare holiday celebrations from the target culture with those from the U.S.
Student groups prepare an oral presentation using the graphic organizer as a visual to explain the analysis and comparison in the target language.
Student groups reenact a holiday celebration from the target culture.

Resources:

Internet
Library resources
Library research
Videotapes

Other Resources:

Native Speakers
Travel Agencies

Party On! 2017-08-22T15:52:23+00:00

Planes, Trains, Automobiles

  

Thematic Unit Title:

 

Planes, Trains, Automobiles

Subject:

Transportation

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:

1.3 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.
3.1 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, convey/acquire information, form opinions, and make comparisons about transportation.

Progress Indicators Goal 1:

 

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.
Describe a problem.
Make suggestions and recommendations.
Express individual perspectives and defend opinions.

Progress Indicators Goal 2:

 

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.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.
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:

 

3.1A 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.
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:

 

Essential Skills\Knowledge:

 

Transportation vocabulary
Knowledge of cultural practices
Verbs – present, future and imperative tenses
Internet skills
Read/interpret authentic materials (bus schedules, metro maps, etc.)
Metric system (kilometers, liters, etc.)
Currency conversion

Assessments:

Traditional Tests:
Vocabulary
Currency conversion
Metric system
Projects:
Students surf the Internet to find authentic materials about transportation and interpret it for the class meeting participation and rubric criteria.
Students create an original futuristic mode of transportation (name, draw, build, explain) meeting rubric criteria.
Final Presentation:
Students write and perform a skit role-playing transportation situations meeting criteria stated in the rubric such as transportation vocabulary, comprehensibility, audibility, pronunciation, shared involvement, punctuality, and creativity.

Instructional Strategies:

 

Pair/Individual Activities:
Students give directions to a given location in the target language.
Students create a jingle promoting a given mode of transportation.
Students do conversion worksheets (miles-kilometers, gallons-liters, U.S. currency-target culture).
Students keep a journal of an imaginary trip.
Students write editorial pros/cons of different means of transportation.
Students listen to announcements in the target language.
Students create an original futuristic mode of transportation (name, draw, build, explain).
Students participate in the Cue Card Activity (i.e. finish the sentence “I’m going to ____ by ____.”)
Students surf the Internet to find authentic materials about transportation and interpret it for the class.
Cooperative Learning:
Students play the Mille-Bornes Card Game.
Oral Presentation:
Students write and perform a skit role-playing transportation situations.

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes
CD-ROM’s
Card Game

Other Resources:

 
Planes, Trains, Automobiles 2017-08-22T15:53:20+00:00

Luxury vs. Necessity

  

Thematic Unit Title:

 

Luxury vs. Necessity

Subject:

Possessions

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.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
3.1 Students reinforce and further knowledge of the 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, convey/acquire information, exchange opinions, and make comparisons about possessions.

Progress Indicators Goal 1:

 

1.1D Exchange personal feelings and ideas for the purpose of persuading others.
1.1E Support opinions.
1.1F Exchange information with peers and others.
1.3E Narrate present, past, and future events.

Progress Indicators Goal 2:

 

Progress Indicators Goal 3:

 

3.1A Transfer and apply, within a limited context, information and skills common to the language classroom and other disciplines.
3.1B Analyze the information gathered through foreign language resources for use in other disciplines.
3.2B Use authentic sources to analyze the perspectives of the target cultures.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Vocabulary for expressing feelings/opinions, activities, daily needs/desires, possessions, making comparisons
Verbs of preference, past, future, subjunctive tenses of needed verbs
Adjectives
Question words
Cultural information about other countries
Economic information about other countries

Assessments:

Presentations:
Students write and perform a “rap” about possessions.
Students demonstrate leisure activities and equipment.
Students design a luxury invention for the future and explain it to the class.
Students complete a research project and prepare a culminating oral presentation. 
(Create a rubric for project – students use combination written/multimedia – include
other cultures, poverty levels, economics, lifestyles, comparisons with U.S., etc.)
Class Debate – Students engage in a class debate “Luxury vs. Necessity.”

Instructional Strategies:

 

Pair Activities:
Students plan survival kits.
Students make posters of “Work Hours Required to Purchase Luxury vs. Necessity
Items.”
Cooperative Learning:
In groups, students plan a luxury vacation or a low cost, necessary vacation.
Inventory:
Students do a self-inventory of their possessions.
Students make a T-Chart of self-inventory categorizing luxuries and necessities.
Students do a cost analysis – price check of luxury vs. necessity items.
Graphing
Students make a comparison chart showing results or survey.
Students test physical education equipment and apparel and chart results based on price
of items.
Interview:
Each student interviews parents about the family budget.
Each student plans a monthly budget.
Internet Surveys/Interviews Around the World 
(i.e. How many people in Germany have 5 TV’s?)
Students do a survey of possessions and attitudes. (U.S./Other Countries)
Talking Carousel:
What effects have inventions had on luxury or necessity items?
Timeline:
Students create a timeline depicting the economic and social impact of the Industrial
Revolution.
Vocabulary development and changes related to luxury items.
Research:
Research inventions and examine their effects on the concept of luxury vs. necessity.

Resources:

Internet
Textbook
Library resources
Interviews
Surveys
Language ladders – verbs, adjectives, question words
Venn Diagrams
Talking Carousels
Embassies/Travel Agencies
Debate

Other Resources:

 
Luxury vs. Necessity 2017-08-22T15:51:39+00:00

Mall Madness

  

Thematic Unit Title:

 

Mall Madness

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.
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, convey/acquire information in a wide range of possible social interactions in a mall.

Progress Indicators Goal 1:

 

1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
Converse using language and behaviors that are appropriate to the setting
1.3A Give directions, commands, and instructions.

Progress Indicators Goal 2:

 

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.
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.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Vocabulary (needed for courtesies, introductions, directions, stores, and food court)
Relevant verbs
Knowledge of cultural practices
Design strategies

Assessments:

Exchange Rate Quiz
Written Project:
Students keep a “trip to the mall” journal meeting specified criteria including self-evaluation.
Students perform an evaluation of mall designs created by classmates meeting rubric criteria.
Oral Presentations:
Students role play giving and following directions at the mall meeting checklist criteria.
Students work in groups to create a radio jingle for mall advertisement meeting specified criteria.
Students plan and role play “At the Mall” meeting rubric criteria. 
Students role play impromptu situations “At the Mall” meeting rubric criteria.

Instructional Strategies:

 

Cooperative Learning:
Students work in groups to design a mall.
Students work in groups to create a radio jingle for mall advertisement.
Pair Activities:
Students role play giving and following directions at the mall.
Small Group Activities:
Students write and role play introductions and small talk used at the mall.
Students research currency exchange rates on the Internet and price items.
Talking Carousel:
Students practice introductions and small talk.
Oral Presentations:
Students plan and role play “At the Mall.”
Students role play impromptu situations “At the Mall.” 

Resources:

Textbook
Internet
Library resources
Examples/Samples/Models
Teachers from other disciplines (art-design elements and ideas)

Other Resources:

 
Mall Madness 2017-08-22T15:51:56+00:00

Nice Pants!

  

Thematic Unit Title:

 

Nice Pants!

Subject:

Clothing and Shopping

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.
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.

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1B Express basic courtesies.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
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.
2.1B 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:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Vocabulary for clothing and shopping expressions.
Noun/adjective agreement
Present tense of the verbs: to want, to need, to have, to like
Cultural information about shopping
Understanding of currency from the target culture
Understanding of clothing sizes
Knowledge of multiple intelligences

Assessments:

Vocabulary Quiz
Project:
Students create a clothing store meeting criteria in the rubric.
Oral Presentations:
Students create and perform a skit that depicts shopping in the store meeting required criteria from the rubric.

Instructional Strategies:

 

Students view and discuss video of shopping scenes in the target country or countries.
Textbook Activities:
Students do practice exercises to reinforce knowledge of key verbs and adjectives.
Pair Activities:
Students work in pairs to create games using clothing vocabulary.
Comparison Chart:
Student groups chart currency rates and clothing sizes.
Cooperative Learning:
Student groups create a clothing store designed to meet requirements of multiple intelligences (i.e. must provide experiences in the store for the musically inclined, bodily-kinesthetic, etc.)
Students groups role-play possible situations encountered in the multiple intelligences clothing store.

Resources:

Textbook
Internet
Realia
Videotapes

Other Resources:

Flashcards
Catalog

Nice Pants! 2017-08-22T15:52:18+00:00

Live Long and Prosper

Thematic Unit Title:

 

Live Long and Prosper

Subject:

Health

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.
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.

Contexts\Outcomes:

Students convey information, concepts, and ideas to listeners and readers about health practices for a variety of purposes and demonstrate an understanding of the relationship between the perspectives and practices of traditional folkways and contemporary sciences and use this knowledge to interact effectively in cultural contexts.

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.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
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.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
Identify differences in cultural practices among same-language cultures.
Analyze the development of different cultural practices.
Compare and contrast cultural practices among same-language cultures.
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.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.
Analyze social and geographic factors that affect cultural practices.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.
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.
2.2F Identify the products of the target country/countries.
Identify the economic/social impact of products on the world market.
Assess 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 (body parts, foods, numbers)
Expanded vocabulary (illnesses, treatments, diet, exercise)
Reflexive verbs – past tense
Question words
Cultural information on other countries (cultural practices)
Historical background information

Assessments:

Written responses to cultural information.
Oral responses to cultural information.
Written Project:
Students graph information gathered through a survey.
Students graph information from personal logs.
Final Project:
Student groups create a poster promoting health in the target language meeting rubric criteria and give an oral presentation explaining the poster and implications of the effects cultural aspects have on health in the target culture.
Student groups create a brochure promoting health in the target language meeting rubric criteria and incorporating relevant cultural aspects. Student groups use the brochure as a visual cue for an oral presentation to the class.

Instructional Strategies:

 

Individual:
Students keep a log of daily health habits meeting specified checklist criteria.
Internet Research:
Student groups visit the country of the target culture to gather information about health and aspects of the culture that effect health.
Graphic Organizer:
Students use a graphic organizer to arrange and analyze information from personal health logs.
Students use a graphic organizer to arrange and analyze information gathered from a survey about health.
Students use a graphic organizer to arrange and analyze information gathered from the Internet.
Cooperative Learning:
Students work in groups to compare and contrast personal health habits graph information.
Students work in groups to create a poster promoting health in the target language.
Students work in groups to create a brochure promoting health in the target language and incorporating relevant cultural aspects.

Resources:

Textbook
Internet
Library resources
Realia
Community resources

Other Resources:

Department of Health Brochures
Health Magazines

Live Long and Prosper 2017-08-22T15:51:17+00:00

Love Boat

  

Thematic Unit Title:

 

Love Boat

Subject:

Vacations

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.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.

Contexts\Outcomes:

Students demonstrate an understanding of the relationships between the perspectives and practices of cultures studied and use this knowledge to interact effectively when visiting target city locations.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
1.1B Express basic courtesies.
1.1F Respond to one-on-one interactions.
1.1G Ask and answer simple questions.
1.1H Make and respond to simple requests.
1.2A Respond appropriately to directions, instructions, and commands.
1.2D Respond to speech of peers and familiar adults on a given topic.
1.3C Write a personal communication; such as, a note, letter, or invitation.
1.3E Present prepared material to an audience.
2.1C Identify some commonly-held generalizations about the culture studied.
2.1D Identify social and geographic factors that affect cultural practices.
2.1E Identify common words, phrases, and idioms that reflect the culture.
2.2E Recognize the contributions of the target culture.
2.2F Identify the products of the target country/countries.

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.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary
Present tense verbs
Knowledge of cultural practices
Geographic locations
Currency exchange
Safety factors
Product of target country
Climate and clothing

Assessments:

Quizzes:
Vocabulary
Verbs
Geographic locations of cities
Written Project:
Students keep a journal meeting rubric criteria.
Oral Presentation:
Student groups create a flea market in the target culture meeting rubric criteria, which should include products available, food, and music.
Final Project:
Students experience a day at the flea market in other target cities. Following the flea market experience, students describe a purchase they made a culinary delight they encountered, and share a song they learned in the target culture.

Instructional Strategies:

 

Internet Research:
Students visit prospective cities of the target culture to discover climate, currency rates, products available, current events, lodging, restaurants, festivals, etc.
Graphic Organizer:
Students use a graphic organizer to arrange and analyze information gathered about the chosen target city.
Cooperative Learning:
Students work in groups to create a flea market in the target city and provide other students with a flea market “experience.” 

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

Music
Actual currency

Love Boat 2017-08-22T15:51:22+00:00

Let’s Have Our Cake and Eat It Too!

  

Thematic Unit Title:

 

Let’s Have Our Cake and Eat It , Too!

Subject:

Food/Nutrition

Goals:

2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information
4. Develop Insight into the Nature of Language and Culture

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.
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.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.

Contexts\Outcomes:

Students convey information in a restaurant setting and recognize the differences in cultural patterns of eating.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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.
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.
2.2F Identify the products of the target country/countries.
Identify the economic/social impact of products on the world market.

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.
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:

 

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.
4.2C 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 (food, restaurants)
Phrases needed for eating in a restaurant setting
Needed verbs
Metric conversion
Cultural background information

Assessments:

Vocabulary and Culture Quizzes (multiple choice or T/F on foods and cultural differences)
Written Projects:
Students construct dialogues depicting restaurant settings meeting specified rubric criteria.
Clozure Test (following a recipe)
Final Project:
Student pairs plan and present a skit portraying a restaurant scene meeting rubric criteria.

Instructional Strategies:

 

Individual Activities:
Students prepare an activity to practice relevant vocabulary.
Students make a collage of authentic food from the target culture.
Students write a pen pal letter asking about restaurants and eating practices from the target culture. (Can be done on the Internet.)
Pair Activities:
Student pairs construct dialogues depicting various circumstances in restaurant settings from the target culture.
Student pairs find authentic recipes to translate or prepare for the clozure test.
Internet Research:
Student pairs search the Internet for authentic menus from various restaurants in the target country and create a menu, including prices, for their own fictional restaurant. 
Class Activity:
Students take a field trip to an authentic restaurant.
Culminating Activity:
Students plan, present, and videotape a skit portraying a restaurant scene.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Examples/Samples/Models
Community resources

Other Resources:

Flashcards

Let’s Have Our Cake and Eat It Too! 2017-08-22T15:49:24+00:00

Lights! Action! Camera!

  

Thematic Unit Title:

 

Lights! Action! Camera!

Subject:

TV Entertainment

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.
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.

Contexts\Outcomes:

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

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.
Make suggestions and recommendations.
Express individual perspectives and defend opinions.
1.3C Write a personal communication; such as, a note, letter, or invitation.
Produce formal and informal written communication.
Produce a written sample to convey a mood, implied meaning, or abstract idea.
1.3D Summarize main idea of selected authentic and/or contextualized material.
Interpret information from authentic material to an audience.
Create an analysis of authentic media or literary samples and present it to an audience.
Formulate and defend a position on a researched issue.
1.3E Present prepared material to an audience.
Speak or write spontaneously.
Elaborate on present, past, and future events.
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.
Apply language and behaviors that are appropriate to the target culture in an authentic situation.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.
Analyze social and geographic factors that affect cultural practices.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Integrate culturally embedded words, phrases, and idioms into everyday communication.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary
Question words
Verbs – present and past tense
Knowledge of cultural differences

Assessments:

Vocabulary Quiz
Written and Oral Presentations:
Student groups write and perform a commercial meeting checklist criteria.
Student groups write a script or do a story board for a TV program meeting specified criteria.
Student groups find or write and perform a theme song meeting rubric criteria.
Student groups design, perform, and tape a video program showing examples of TV programs from different cultures. (Video – 3-5 minutes per team member . Create a rubric for pronunciation, grammar, fluency, creatively, originality.)

Instructional Strategies:

 

Class Activity:
Students watch and discuss TV examples from the target culture. Use a graphic organizer to compare programs from the target culture with American TV programs.
Pair Activity:
Students use a graphic organizer to classify programs from TV listings into categories.
Cooperative Learning:
Student groups write and perform a commercial.
Student groups write a script or do a story board for a TV program.
Student groups find or write and perform a theme song.
Final Project:
Student groups design, perform, and tape a video program showing examples of TV programs from different cultures.

Resources:

Internet
Library resources
Realia
Videotapes

Other Resources:

 
Lights! Action! Camera! 2017-08-22T15:49:47+00:00
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