Lions, Tigers, and Bears – Oh My!

  

Thematic Unit Title:

 

Lions, Tigers, and Bears, Oh My!

Subject:

Animals

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:

2.1 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.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students recognize the interdependence of the animals with the culture studied and in the world.

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.
2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
2.2D Identify objects, images and symbols of the target 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:

 

5.1B Locate 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.

Essential Skills\Knowledge:

 

Topic specific vocabulary
Verb tenses (level appropriate)
Question words
Needed Internet use skills
Historical background information 
Geographical background information
Research techniques
Comparison techniques

Assessments:

Oral Presentations:
Students create an animal mime for classmates to guess in the target language.
Students compose and perform a song about an animal.
Students plan a present a “Hunter In Pursuit” skit.
Written Project:
Students write a report in the target language about an animal.

Instructional Strategies:

 

Internet:
Students search the Internet to obtain information about an animal from the target culture including characteristics, food, habitats, endangerment, etc.
Individual:
Students create an animal mime.
Students compose an animal song.
Students write a report on an animal from the target culture.
Cooperative Learning:
Students work in groups to analyze a public service ad on saving an endangered animal from the target culture.
Student groups plan a “Hunter In Pursuit” skit.

Resources:

Textbook
Internet
Library resources
Realia

Other Resources:

Target Culture Government Publications
Field Trips to the Zoo and/or Wild Safari

Lions, Tigers, and Bears – Oh My! 2017-08-22T15:50:33+00:00

Let’s Go To… (Vamos a Ecuador)

  

Thematic Unit Title:

 

Let’s go to… (Vamos a Ecuador)

Subject:

Travel

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 demonstrate an understanding of the relationship among the perspectives, practices, and products of traveling in the target culture.

Progress Indicators Goal 1:

 

1.1A Express basic needs.
Elaborate on needs.
Interact in basic survival situations.
Incorporate appropriate gestures into conversations.
Converse using language and behaviors that are appropriate to the setting
1.1B Express basic courtesies.
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.
1.1H Make and respond to simple requests.
Give and follow directions in a familiar context.

Progress Indicators Goal 2:

 

2.1A Identify and react to cultural perspectives and practices in the culture studied.
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.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (relating to restaurant, hotel, greetings, directions)
Internet skills
Math skills for currency exchange
Time expressions
Knowledge of target culture

Assessments:

Vocabulary Quiz
Currency Exchange Quiz
Written Projects:
Students create travel brochures from the target country meeting checklist criteria.
Students keep a travel journal meeting specified criteria.
Students make maps showing the path of their trip through the target country meeting specified criteria.
Students create a display depicting souvenirs from their travels meeting specified criteria.
Students write postcards to family or friends describing travel adventures meeting specified criteria. 
Oral Presentations:
Student groups create and perform restaurant scenarios meeting rubric criteria.
Student groups create and perform hotel scenarios meeting rubric criteria.

Instructional Strategies:

 

Research:
Students use available resources, including the Internet, to research dance and music from the target culture.
Students use available resources, including the Internet, to research passport and customs regulations.
Students use available resources, including the Internet, to research currency exchange rates.
Pair Activities:
Students create travel brochures from the target country.
Students keep a travel journal.
Students make maps showing the path of their trip through the target country.
Students create a display depicting souvenirs from their travels.
Students write postcards to family or friends describing travel adventures. 
Cooperative Learning:
Student groups create and perform hotel scenarios.
Student groups create and perform restaurant scenarios.

Resources:

Textbook
Internet
Library resources
Videotapes
Cassette tapes

Other Resources:

 
Let’s Go To… (Vamos a Ecuador) 2017-08-22T15:49:07+00:00

Just DON’T Do It!

  

Thematic Unit Title:

 

Just DON’T Do It!

Subject:

Teen Alcoholism

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 to demonstrate an understanding of the relationship between the perspectives and practices of teen alcoholism of the cultures studied.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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.
Use a variety of language strategies to convey meaning (short, responsive comments; pause fillers; circumlocution).
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.
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.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (drinking, alcoholism)
Topic specific verbs
Question words
Cultural background information
Background information regarding laws related to teen drinking
Internet and multimedia technology background

Assessments:

Written Project:
Peer evaluation of anti-drinking ads meeting rubric criteria
Debate:
Class debate on “Which country’s drinking laws and anti-drinking campaigns are more effective?” meeting specified criteria.
Multimedia Presentation:
Student groups prepare multimedia presentations meeting rubric criteria including cultural practices, laws, anti-drinking campaigns, drunk driving, and statistics relative to teen alcoholism in the target culture and comparison and analysis of this information.

Instructional Strategies:

 

Internet Research:
Students use the Internet to gather information and statistics relative to teen alcoholism in the target country and in the U.S.
Students use the Internet to research teen treatment facilities in the target country and the U.S.
Cooperative Learning:
Student groups research information on teen alcoholism by viewing and discussing magazine ads, TV commercials, anti-drinking campaigns, laws related to teen drinking, community interviews with relevant authorities, and statistics from the target culture and the U.S.
Class debate on “Which country’s drinking laws and anti-drinking campaigns are more effective?”
Student groups prepare multimedia presentations including cultural practices, laws, anti-drinking campaigns, drunk driving, and statistics relative to teen alcoholism.
Graphic Organizer:
Students use a graphic organizer (such as a comparison chart) to compare, contrast, and analyze the information and statistics gathered from research.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Guest Speakers
Community resources

Other Resources:

Interviews
Foreign and American Ads and Commercials

Just DON’T Do It! 2017-08-22T15:47:49+00:00

I’ve Got a Life Too!

  

Thematic Unit Title:

 

I’ve Got A Life Too!

Subject:

Leisure Activities

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.
3.2 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, exchange opinions and acquire information and perspectives about typical leisure activities through authentic materials in the target language and within the target culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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.
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).
2.1A 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.

Progress Indicators Goal 3:

 

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

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (movies, music, other leisure activities)
Verbs of preference (past, present, future tenses)
Use of adjectives (comparative in order to critique and express opinions)
Cultural knowledge about leisure time in the target culture 

Assessments:

Quizzes:
Vocabulary
Grammar
Written Project:
Students keep a journal of leisure activities.
Students graph information gathered through a survey.
Students write letters to a prospective exchange student including pertinent information about family, school, activities, etc.
Oral Presentation:
Student groups create a skit “What To Do In Your Free Time” meeting rubric criteria.

Instructional Strategies:

 

Individual:
Each student writes a haiku or concrete poem about leisure activities. 
Pair Activities:
Students work in pairs to conduct Internet research to obtain cultural background information and authentic materials about leisure activities in the target culture. 
Students work in pairs to create a hieroglyphic calendar. 
Cooperative Learning:
Students work in groups to compare and contrast Internet information from the target culture, debate, discuss, and reach a consensus about leisure activities in the target culture.
Students work in groups to compile and chart the results of the survey.

Resources:

Textbook
Internet
Library resources
Realia

Other Resources:

Music

I’ve Got a Life Too! 2017-08-22T15:47:05+00:00

If I Were You…

  

Thematic Unit Title:

 

If I Were You…

Subject:

School Cultures

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.
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.
4.2 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 make comparisons about school cultures in the target language.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
1.1B Express basic courtesies.
1.1C Express state of being.
1.1D Express likes and dislikes.
1.1E Express agreement and disagreement.
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.
1.2B Make an identification based on simple oral and/or written descriptors.
1.2C Read and respond to developmentally appropriate material.
1.2D Respond to speech of peers and familiar adults on a given topic.
1.2E Identify aural, visual, and context clues.
1.2F Comprehend and respond to simple personal written communications; such as, notes, invitations, and letters.
1.2G Identify main ideas and key words in oral and written material.
1.3A Give directions, commands, and instructions.
1.3B Give a description orally and in writing using simple phrases.
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.
1.3E Present prepared material to an audience.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
2.1C Identify some commonly-held generalizations about the culture studied.
2.1D Identify social and geographic factors that affect cultural practices.
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.
2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
2.2C Identify the expressive forms of the target culture.
2.2D Identify objects, images and symbols of the target culture.

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.
4.2B Identify 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.
4.2D Identify expressive and utilitarian forms of the target culture(s).

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (school subjects, calendar, time, numbers, food, sports, transportation)
Cultural school background knowledge
Making grammatical connections with relevant topics such as schedules, likes/dislikes, school transportation, etc.

Assessments:

Traditional Quizzes
Written Projects:
Students keep a school journal.
Students write school schedule in target language.
Oral Presentation:
Student groups plan and perform a skit representing school experiences from the target culture meeting rubric criteria.

Instructional Strategies:

 

Text reviews of essential skills
Internet:
Students search the Internet to obtain information about the target school cultures.
Students exchange e-mail with students from the target culture comparing school experiences.
Individual:
Each student keeps a journal of school experiences.
Cooperative Learning:
Class discussion comparing, contrasting, and analyzing school experiences of target culture with their own.
Student groups write and perform a skit portraying school experiences from the target culture.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Community resources

Other Resources:

Available ESL Students
Authentic Bus Schedules
International School Catalogues

If I Were You… 2017-08-22T15:48:24+00:00

If It’s Tuesday This Must Be Belgium

  

Thematic Unit Title:

 

If It’s Tuesday, This must Be Belgium

Subject:

Travel

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.
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 engage in conversations, provide and obtain information, and recognize similarities and differences of the target culture.

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.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
1.2A Respond appropriately to directions, instructions, and commands.
Respond appropriately to a series of directions, instructions, and commands.
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.
1.3E 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.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.
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.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.1C Identify the idiomatic expressions of the target language.
Compare and contrast idiomatic expressions of the target language and the student’s own language.
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.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (to survive travel in the target culture)
Verbs
Question words
Cultural background information (including currency, products, economy)

Assessments:

Written Projects:
Students write essays on the target culture meeting specified rubric criteria.
Students create travel brochures illustrating travel in the target country meeting specified rubric criteria.
Students make a map to be used while traveling in the target country meeting specified criteria. 
Students write a critique of a musical selection from the target culture meeting relevant criteria.
Students create a drawing or cartoon depicting a travel experience in the target country meeting relevant criteria.
Final Project:
Student groups plan and perform an experiential skit depicting travel in the target country meeting rubric criteria.

Instructional Strategies:

 

Cooperative Learning:
Student groups write essays that include daily life, currency, products, economy, tourist information, etc. of the target culture.
Student groups create travel brochures illustrating travel in the target country.
Student groups make maps to be used while traveling in the target country. 
Student groups write critiques of a musical selection from the target culture to encourage music appreciation.
Student groups create drawings or cartoons depicting travel experiences in the target country.
Individual Activity:
Students keep daily travel journals.
Class Activity:
Students participate in a “Sorting Game” to compare, contrast, and analyze information gathered from all groups. (Can use a graphic organizer if desired)
Culminating Activity:
Student groups plan and perform an experiential skit depicting travel in the target country that includes props and scenery, creativity, participation and citizenship, cooperation, etc.

Resources:

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

Other Resources:

Maps
Music

If It’s Tuesday This Must Be Belgium 2017-08-22T15:47:19+00:00

How Do I Look?

  

Thematic Unit Title:

 

How Do I Look?

Subject:

Shopping, Clothing, Friends/Teenagers

Goals:

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

Standards:

2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information, express feelings and emotions, exchange opinions, and convey information about shopping for clothing. Students also demonstrate an understanding of the relationship of products, labels, and prices.

Progress Indicators Goal 1:

 

1.1A Express basic needs.
Elaborate on needs.
Interact in basic survival situations.
Manage unforeseen circumstances and complicated situations.

Progress Indicators Goal 2:

 

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
Key phrases
Needed grammar/verbs
Currency exchange rates
Knowledge of culture

Assessments:

Vocabulary Quizzes (structures, key phrases)
Oral Presentations:
Students make a video commercial meeting specified criteria.
Student groups plan and perform a skit meeting rubric criteria.

Instructional Strategies:

 

Pair Activity:
Students locate, identify and label in the target language to reinforce vocabulary development.
Group Activity:
Students play Bingo using clothing vocabulary and/or key phrases.
Individual Activity:
Students create a crossword puzzle from unit vocabulary.
Graphic Organizer:
Students use a graphic organizer to create an ad depicting clothing, prices, labels, and target culture.
Cooperative Learning:
Students evaluate commercials from the target culture.
Students evaluate commercials from the U.S.
Students compare, contrast, and analyze commercials from the U.S. and the target culture.

Resources:

Internet
Videotapes
Library resources
Textbook

Other Resources:

 
How Do I Look? 2017-08-22T15:46:04+00:00

I Do Do You?

  

Thematic Unit Title:

 

I Do, Do You?

Subject:

Wedding

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 engage in conversation, provide, obtain, and record information, and demonstrate an understanding of this event in the target culture.

Progress Indicators Goal 1:

 

1.1B Converse using language and behaviors that are appropriate to the setting
1.1C Create simple descriptions within a context.
Create detailed oral descriptions within a context.
1.1F Exchange information with peers and others.
1.1G Give and follow directions in a familiar context.
1.2B Make an identification based on simple oral and/or written descriptors.
Analyze information based on complex oral and/or written descriptors.
Derive meaning from selected authentic materials.
1.2F Comprehend and respond to simple personal written communications; such as, notes, invitations, and letters.
1.2G Identify main ideas and key words in oral and written material.
1.3A Give directions, commands, and instructions.
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.

Progress Indicators Goal 2:

 

2.1A Identify and react to cultural perspectives and practices in the culture studied.
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.
2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
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.
2.2C Identify the expressive forms of the target culture.
2.2D Identify objects, images and symbols of the target culture.

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:

 

Wedding vocabulary
Budget basics
Grammar appropriate to level of class

Assessments:

Portfolio Project:
Students plan and perform the following projects meeting specified criteria:
Students research and present four wedding customs to the class.
Students make and address an invitation.
Students write a wedding announcement for the newspaper.
Students make paper flowers.
Students create a wedding budget.
Students translate a recipe for cake or punch.
Students role play setting up the wedding services.
Students plan, implement, and videotape a wedding reception for their parents.

Instructional Strategies:

 

Research/Oral Presentation:
Students research wedding customs from the target culture and present them to the class.
Individual Projects:
Students make and address an invitation.
Students write a wedding announcement for the newspaper.
Students make paper flowers.
Pair Activities:
Students create a wedding budget.
Students translate a recipe for cake or punch.
Cooperative Learning:
Students role play setting up the wedding services.
Students plan and implement a wedding reception for their parents.

Resources:

Textbook
Internet
Library resources
Library research

Other Resources:

 
I Do Do You? 2017-08-22T15:46:29+00:00

I’m Lost & I Can’t Get Out

  

Thematic Unit Title:

 

I’m Lost & I Can’t Get Out

Subject:

Maps

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.
1.2 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.

Contexts\Outcomes:

Students provide and obtain information, interpret written and spoken language, and convey information to listeners and readers to solve map problems in the target 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.
1.1E Express agreement and disagreement.
Support opinions.
Describe a problem.
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.
1.1H Make and respond to simple requests.
Give and follow directions in a familiar context.
Give and follow directions in an unfamiliar situation. 
1.2C Read and respond to developmentally appropriate material.
Derive meaning from selected authentic materials.
1.3A Give directions, commands, and instructions.
1.3B Give a description orally and in writing using simple phrases.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (related to map skills)
Command forms of relevant verbs
Geographical background information
Map skills

Assessments:

Written Projects:
Students write directions from a map meeting specific criteria.
Students listen to directions and mark the map meeting specific criteria.
Oral Presentations:
Students give directions to a partner meeting specific map rubric criteria.
Student partners plan and perform a skit meeting specific rubric criteria.

Instructional Strategies:

 

Individual Activities:
Students write directions from a map.
Students listen to directions and mark the map.
Pair Activities:
Student pairs search the Internet for maps from the target culture.
Student pairs take turns giving and following directions.
Student partners plan and perform a skit including using proper greetings, asking and giving directions, proper vocabulary, etc.

Resources:

Textbook
Internet
Library resources
Realia

Other Resources:

 
I’m Lost & I Can’t Get Out 2017-08-22T15:47:07+00:00

Health -It Does a Body Good

  

Thematic Unit Title:

 

Health -It Does A Body Good

Subject:

Health

Goals:

1. Communicate in Languages Other than English
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.
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 acquire and convey information and perspectives through authentic materials about health, and reinforce and further knowledge of health through foreign languages.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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.
1.3C Write a personal communication; such as, a note, letter, or invitation.
Produce formal and informal written communication.
1.3D Summarize main idea of selected authentic and/or contextualized material.

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.
3.2B 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 (health terms, body parts, adjectives, daily needs related to health)
Future and Imperative forms of relevant verbs (including reflexive)
Asking and responding to questions
Health background information

Assessments:

Participation:
Students participate in activities to reinforce vocabulary development meeting checklist criteria.
Written Project:
Students write “Dear Abby” columns concerning health meeting specified criteria.
Students write a research paper on a chosen health topic meeting rubric criteria.
Students keep a food journal for a week and compare healthy vs. bad menus meeting checklist criteria.
Oral Presentations:
Students act out a health problem and how to solve the problem meeting specified criteria.
Students create a public service announcement for health meeting specified criteria.
Students prepare for and perform a health call-in show meeting rubric criteria.

Instructional Strategies:

 

Class Activities:
Students participate in activities such as Simon Says, Charades, draw/label body parts, etc. to reinforce vocabulary development. 
Students keep a food journal for a week and compare healthy vs. bad menus.
Students research health in the target culture.
Students write a research paper on a chosen health topic and compare similarities and differences of this topic and how it is dealt with in the U.S. and the target culture.
Students compare and contrast health in the U.S. with health in the target culture.
Students debate different ways of solving health problems and analyze effects of different cultures, geographical areas, etc.
Pair Activities:
Student pairs practice giving commands in the target language.
Student pairs practice telling health problems and giving solutions.
Cooperative Learning:
Students write “Dear Abby” columns concerning health.
Students create a public service announcement (poster, radio, or TV) for health.
Students prepare for and perform a health call-in show to address health problems

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes
Guest Speakers
Community resources

Other Resources:

 
Health -It Does a Body Good 2017-08-22T15:45:13+00:00
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