Hop Skip & Jump!

  

Thematic Unit Title:

 

Hop, Skip & Jump!

Subject:

Sports

Goals:

1. Communicate in Languages Other than English
4. Develop Insight into the Nature of Language and Culture
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.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students convey and acquire information, exchange information and opinions, compare and contrast cultural similarities in sports using technology and other resources including real-life experiences.

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.
Support opinions.
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.
1.2A Respond appropriately to directions, instructions, and commands.
Respond appropriately to a series of directions, instructions, and commands.
1.2B Make an identification based on simple oral and/or written descriptors.
Respond appropriately to complex oral and/or written descriptors.
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.
1.3D 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:

 

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:

 

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

Essential Skills\Knowledge:

 

Topic specific vocabulary (related to sports and equipment)
Command forms of relevant verbs
Knowledge of cultural practices
Knowledge of presentation/multimedia technology such as PowerPoint or Hyperstudio

Assessments:

Tests
Written Projects:
Students keep daily logs of sports activities meeting specific criteria.
Students survey school student body about sports activities meeting specific criteria.
Students create a collage of sports activities meeting specific criteria.
Oral Presentations:
Student groups conduct an aerobic class in the target language meeting specific rubric criteria.
Students groups plan and perform a sports skit meeting specific rubric criteria.
Students in the class participate in a hike through the woods communicating only in the target language meeting specific checklist criteria.
Final Project:
Students groups plan and create a multimedia sports project meeting specific portfolio criteria.

Instructional Strategies:

 

Individual Activities:
Students complete crosswords and word searches to reinforce vocabulary development.
Students keep daily logs of sports activities.
Pair Activities:
Student pairs search the Internet for sports information from the target culture.
Student pairs survey school student body about sports activities.
Student pairs create a collage of sports activities.
Graphic Organizer:
Students use a graphic organizer to compare, contrast, and analyze student body survey information.
Cooperative Learning:
Student groups apply teamwork to complete sports games.
Student groups conduct an aerobic class in the target language.
Students groups plan and perform a sports skit.
Students groups plan and create a multimedia sports project.
Class Activity:
Students hike through the woods communicating only in the target language.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Posters
Community resources

Other Resources:

Computer Resources (i.e. CD-ROM programs and other software with sports information)

Hop Skip & Jump! 2017-08-22T15:46:00+00:00

Good Looks? Good Taste?

  

Thematic Unit Title:

 

Good Looks? Good Taste?

Subject:

Food

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.
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 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 about food and demonstrate an understanding of the relationship between the perspectives, practices, and products/contributions of the culture studied.

Progress Indicators Goal 1:

 

1.1A Express basic needs.
Elaborate on needs.
Interact in basic survival situations.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
1.1H Make and respond to simple requests.
Derive meaning from selected authentic materials.
1.2D Respond to speech of peers and familiar adults on a given topic.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
1.2F Comprehend and respond to simple personal written communications; such as, notes, invitations, and letters.

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.
Apply language and behaviors that are appropriate to the target culture in an authentic situation.
2.1E Identify common words, phrases, and idioms that reflect the culture.

Progress Indicators Goal 3:

 

3.1B Identify, through foreign language resources, information for use in other disciplines.
3.2A Extract information from sources intended for native speakers of the language.
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
Question words
Advertising strategies
Knowledge of cultural practices

Assessments:

Vocabulary Quiz
Oral Presentations:
Students create and sing a food jingle meeting specified criteria. 
Students role play a trip to the outdoor market/store, out to eat, or cooking meeting rubric criteria.
Written Projects:
Students illustrate a food using concrete poetry (poetry in which the physical arrangements of words are used to help suggest the author’s meaning or theme).
Students write a menu grouping categories of food with prices and analyze the nutritional value meeting checklist criteria.

Instructional Strategies:

 

Research:
Students research foods from the target culture that have come to the United States.
Graphic Organizer:
Students survey classmates about food preferences and make a comparison chart or graph to report results. 
Concrete Poem:
Students illustrate a food using concrete poetry (poetry in which the physical arrangements of words are used to help suggest the author’s meaning or theme).
Pair Activities:
Students read a recipe in the target language and prepare it.
Students create and sing a food jingle.
Students write a menu grouping categories of food with prices and analyze the nutritional value.
Cooperative Learning:
Students role play a trip to the outdoor market/store, out to eat, or cooking.

Resources:

Textbook
Internet
Realia
Library resources
Videotapes

Other Resources:

 
Good Looks? Good Taste? 2017-08-22T15:44:38+00:00

Got Health? or…If You Wear Out Your Body Where Will You Live?

  

Thematic Unit Title:

 

Got Health? or…If You Wear Out Your Body, Where Will You Live?

Subject:

Health

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.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in order to recognize what constitutes a healthy lifestyle (healthy eating, exercise, rest, and relaxation) and its importance.

Progress Indicators Goal 1:

 

1.1C Express state of being.
Create simple descriptions within a context.
Create detailed oral descriptions within a context.
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.
1.2A Respond appropriately to directions, instructions, and commands.
Respond appropriately to a series of directions, instructions, and commands.
1.2C Read and respond to developmentally appropriate material.
Derive meaning from selected authentic materials.
Interpret and analyze cause and effect, relationships, and sequences in authentic materials.
1.2D Respond to speech of peers and familiar adults on a given topic.
1.2G Identify main ideas and key words in oral and written material.
Comprehend speech on familiar topics with some repetition.
Identify the main idea with supporting details in written material.
Interpret and analyze the main idea and significant details from authentic materials and literary samples.
Research and synthesize information from a variety of sources.
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.
1.3D 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 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.
3.2B 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 (food, body parts, time, preparation for the day, numbers, sports and leisure activities, etc.)
Verbs- present, imperative tenses (can add past and future if needed)
Question words

Assessments:

Vocabulary Quiz
Written Project:
Students write an analysis of survey results meeting specified criteria.
Students create a visual ad promoting a healthy lifestyle meeting checklist criteria.
Presentations:
Students write and perform an exercise video meeting rubric criteria.
Students give a written and oral presentation of personal goals for a healthy lifestyle meeting rubric criteria.

Instructional Strategies:

 

Pair Activities:
Students design a healthy food plan based on the nutritional pyramid.
Students measure height and weight and convert them to the metric system.
Students tell each other do’s and don’ts for a healthy lifestyle.
Graphic Organizers:
Students categorize and analyze present habits of food intake, exercise, and sleep time.
Students use a Venn diagram to analyze responses to surveys of peers on health habits.
Cooperative Learning:
Students design surveys and analyze results.
Students plan and make an exercise video.
WWW Search:
Students research health habits of other cultures
Inventory:
Students write a self-reflection journal of personal health habits and areas of improvement.
Interview:
Students interview their peers about diet, exercise and sleep patterns.
TPR (Total Physical Response):
Students exercise to an aerobic video.
Oral Presentation:
Students present to the class their research on healthy lifestyles.

Resources:

Textbook
Internet
Library resources
Library research
Realia (ads, magazines, etc.)
Videotapes
Teachers from other disciplines (Health, Science, P.E., Family & Consumer Sciences, etc.)
Guest Speakers (School Nurse)

Other Resources:

 
Got Health? or…If You Wear Out Your Body Where Will You Live? 2017-08-22T15:44:51+00:00

Have It Your Way!

  

Thematic Unit Title:

 

Have It Your Way!

Subject:

Food

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.
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 food and social events through authentic materials in the target language and within the target culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
Interact in basic survival situations.
1.1B 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.
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.
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).
1.1H Make and respond to simple requests.

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 (food, menu, social events)
Basic conversational skills
Currency exchange rates
Cultural background for social events 

Assessments:

Quizzes:
Food vocabulary
Menu and price reading
Open Grading:
Use of general rubrics (examples given in NE Frameworks p. 160-161) to measure success of participation and learned material.
Written Projects:
Students use a graphic organizer to compare and contrast American traditions with target culture festivities.
Oral Presentation:
Students work in groups to plan a party from A to Z meeting rubric criteria including interactions, decorations, invitations, music, menus, entertainment, etc. characteristic to the target culture.
Students work in groups to plan and perform a skit portraying social experiences characteristic of the target culture meeting rubric criteria.

Instructional Strategies:

 

Individual:
Each student conducts Internet research to obtain cultural background information about social events in the target culture. 
Students use a graphic organizer to arrange and analyze information from the Internet.
Cooperative Learning:
Students work in groups to compare and contrast Internet information from the target culture.
Students, in groups, use a graphic organizer to compare and contrast American traditions with target culture festivities and share findings with the class.
Students work in groups to plan a party from A to Z including social interactions, decorations, invitations, music, menus, entertainment, etc. characteristic to the target culture.
Students work in groups to plan and perform a skit portraying social experiences characteristic of the target culture.

Resources:

Textbook
Internet
Library resources
Realia
Guest Speakers
Community resources

Other Resources:

Native Speakers
Own Experiential Background

Have It Your Way! 2017-08-22T15:45:01+00:00

Doctor Doctor, Who Needs a Doctor?

  

Thematic Unit Title:

 

Doctor, Doctor, Who Needs A Doctor?

Subject:

Body Parts

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.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
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.
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.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information in doctor/patient situations and can apply this knowledge to their own body.

Progress Indicators Goal 1:

 

1.1E Describe a problem.
1.1F Respond to one-on-one interactions.
1.1G Ask and answer simple questions.
Provide and request clarification.
1.1H Make and respond to simple requests.
1.3B Give a description orally and in writing using simple phrases.
1.2A Respond appropriately to directions, instructions, and commands.
Respond appropriately to a series of directions, instructions, and commands.
1.2E Identify aural, visual, and context clues.

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.
Apply language and behaviors that are appropriate to the target culture in an authentic situation.
2.1E Identify common words, phrases, and idioms that reflect the culture.
2.2D Identify objects, images and symbols of the target culture.
2.2F Identify the products of the target country/countries.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.1C Identify the idiomatic expressions of the target language.
Use idiomatic expressions of the target language in the correct context.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (body parts, medical terms, etc.)
Relevant verbs
Knowledge of cultural medical idioms
Question words

Assessments:

Vocabulary Quizzes:
Matching
Labeling body parts
Written Project:
Student pairs make a Frankenstein Poster meeting specified criteria.
Oral Presentations:
Student groups make an aerobic video meeting checklist criteria.
Students write a doctor/patient skit and act out the scene for the class meeting rubric criteria.

Instructional Strategies:

 

Pair or Group Activities:
Student pairs write and perform a patient/doctor skit.
Student pairs make a Frankenstein Poster.
Cooperative Learning:
Students play the “Funny Bones” game. (Students choose a card (can be in the shape of a bone) on which is written 2 body parts in the target language (ex. elbow-thumb) and one student must put his elbow on the other student’s thumb. More challenging-students must hold bone between elbow/toe, draw another card and hold it between parts, draw another and keep going until they drop a card.)
Students play the “Fly Swatter Game” to reinforce vocabulary development. (Divide students into 2 teams with 1 fly swatter per team. On an overhead or on the board draw circles with categories, vocabulary words, structure or whatever you choose. For example: The teacher puts food categories in the circles. The teacher says a food in the target language and the first person from a team to swat the category with the fly swatter wins a point for the team. Adapt to body parts using body part words in the target language and the teacher says them in English or the other way around.) 
Student groups make an aerobic video using body parts and giving instructions in the target language.
Student groups play Simon Says using body parts.
Student groups do the Hokey Pokey.
Student groups do the song Head, Shoulders, Knees and Toes.
Student groups play “Archeological Dig” game. (Bucket with foam pieces in the shape of body parts, body part name on slip of paper, and timer. Team or person that gets the most body part matches during allotted time gets a point or wins.)

Resources:

Textbook
Internet
Library resources
Library research
Videotapes
Poster Paper
2 fly swatters

Other Resources:

 
Doctor Doctor, Who Needs a Doctor? 2017-08-22T15:43:45+00:00

Fairy Tales

  

Thematic Unit Title:

 

Fairy Tales

Subject:

Conflict Resolution

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.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Contexts\Outcomes:

Students provide, obtain and convey information about fairy tales, demonstrate an understanding of fairy tales from target cultures, and apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1E Express agreement and disagreement.
1.1F Respond to one-on-one interactions.
1.1G Ask and answer simple questions.
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.
1.2G Identify main ideas and key words in oral and written material.
1.3B Give a description orally and in writing using simple phrases.
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.
2.1E Identify common words, phrases, and idioms that reflect 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.
2.2E Recognize the contributions 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.
3.1B Identify, through foreign language resources, information for use in other disciplines.
3.2A Extract information from sources intended for native speakers of the language.
3.2B Use authentic sources to identify the perspectives of the target cultures.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (related to narratives and fairy tales)
Narrative verb forms
Cultural background information 
Presentation techniques

Assessments:

Class Participation:
Students receive participation points for reading, discussion, and comparison of fairy tales meeting specific checklist criteria.
Final Project:
Students perform their favorite target culture fairy tale meeting specific rubric criteria. 

Instructional Strategies:

 

Class Activities:
Students read fairy tales from the target culture.
Students discuss fairy tales from the target culture.
Graphic Organizer:
Students use a graphic organizer to compare and contrast themes, settings, characters, etc. of fairy tales from the target culture.
Students use a graphic organizer to compare and contrast common versions of the same story in various cultures.
Pair Activities:
Student pairs create a fairy tale dialog and practice depicting the roles.
Cooperative Learning:
Student groups perform their favorite target culture fairy tale depicting theme, setting, characters, etc. Rubric might include sets, props, performance, written dialogue, costumes, creativity, self-evaluation.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

 
Fairy Tales 2017-08-22T15:44:00+00:00

Gentlemen Start Your Engines

  

Thematic Unit Title:

 

Gentlemen, Start Your Engines

Subject:

Automobile

Goals:

1. Communicate in Languages Other than English
3. Connect with Other Disciplines and Acquire Information
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.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.
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, express feelings and emotions, and exchange opinions regarding automobile vocabulary.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
Interact in basic survival situations.
1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
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:

 

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:

 

4.1B Identify the structural patterns of the target language and compare them to the student’s own language.
Apply, within limited contexts, the structural patterns of the target language.
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.
4.2B 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:

 

Automobile vocabulary
Greetings
Command forms of verbs (singular)
Numbers
Gestures
Adjectives
Interrogatives
Idiomatic expressions

Assessments:

Traditional-
Written Quiz
Checklist
Performance-
Skit with rubric assessment
Portfolio-
Create advertisement or brochure

Instructional Strategies:

 

Concentration game (Using parts of the automobile)
Visual Imagery (Oral or written description of pictures of cars)
TPR Commands (Total physical response in which students give and respond to commands showing the parts of a car)
Cooperative Learning:
Student groups write and perform a song in which they have taken an existing car song and plugged in their own words in the target language.
Pair Activities:
Students work in pairs to write and perform a dialog in which they are either bargaining for a car or needing to have their car fixed. 

Resources:

Textbook
Realia
Videotapes
Posters

Other Resources:

Pictures of automobiles
Access to an automobile
Notecards with car parts

Gentlemen Start Your Engines 2017-08-22T15:44:21+00:00

Do You Want to Dance?

  

Thematic Unit Title:

 

Do You Want To Dance?

Subject:

Dance

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.
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, express feelings and emotions, demonstrate an understanding of the relationship between the perspectives of dance in the target culture, and can apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
Converse using language and behaviors that are appropriate to the setting
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
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.
2.2C Identify the expressive forms of the target culture.
Analyze the expressive forms of the target culture; such as, art, literature, music, dance, etc.

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 (relating to dance, directions, numbers, body parts)
Command form of verbs (including shake, hop, wiggle, take your partner…)
Knowledge of cultural practices
Background dance knowledge (origin, style, traditional vs. modern, costumes, etc.)

Assessments:

Written Project:
Students research dance styles in the target culture meeting specific criteria.
Oral Presentations:
Students present research information to the class meeting rubric criteria.
Students choreograph a dance from the target culture and teach it to the rest of the class meeting checklist criteria.
Students plan, perform, and videotape a dance from the target culture meeting portfolio criteria. 

Instructional Strategies:

 

Research:
Students use photographs and background information, such as style of music, to explore the subtleties of dance from the target culture.
Students use available resources, including the Internet, to research dance in the target culture.
Class Activities:
Students view and discuss videotapes of dances from the target culture.
Students attend a performance of dance from the target culture. (Subject to availability)
Students observe guest performances of authentic dances. (Subject to availability)
Students use TPR to perform commands and body parts.
Cooperative Learning:
Students present research information to the class.
Students choreograph a dance from the target culture and teach it to the rest of the class.
Students plan, perform, and videotape a dance from the target culture.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Guest Speakers
Community resources

Other Resources:

Dance Instructors

Do You Want to Dance? 2017-08-22T15:43:00+00:00

Do You Want Fries With That?

  

Thematic Unit Title:

 

Do You Want Fries With That?

Subject:

Eating Out/Restaurant

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:

1.3 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.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students convey information, demonstrate an understanding of the relationship between the perspectives and practices of cultures studied, and apply language skills and cultural knowledge using proper etiquette eating at a target culture restaurant.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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.
Identify differences in cultural practices among same-language cultures.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

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

Essential Skills\Knowledge:

 

Topic specific vocabulary
Phrases needed to order in a restaurant
Verbs needed to order in a restaurant (i.e. want, need, would like)
Knowledge of cultural practices
Knowledge of currency 
Knowledge of video technology

Assessments:

Vocabulary Quiz
Written Project:
Student groups create menus meeting specified criteria.
Oral Presentation:
Student groups plan, perform, and videotape a skit “Eating in a Restaurant in …” meeting specified rubric criteria including self-analysis.

Instructional Strategies:

 

Internet Research:
Students use the Internet to research most recent currency conversion for the target culture.
Cooperative Learning:
Student groups interview and/or survey students on their favorite foods.
Student groups create menus for restaurants in the target culture.
Student groups plan, perform, and videotape a skit “Eating in a Restaurant in …” imitating a restaurant from the target culture. 
Graphic Organizer:
Students use a graphic organizer to compare, contrast and analyze results of favorite food survey.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Community resources

Other Resources:

Local Restaurants (from the target culture)
Target language menus and cookbooks

Do You Want Fries With That? 2017-08-22T15:42:30+00:00

Discovering Latin American Civilizations

  

Thematic Unit Title:

 

Discovering Latin American Civilizations

Subject:

Civilizations

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.
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 the Pre-Columbian, Spanish Colonial, and Modern Mexican civilizations.

Progress Indicators Goal 1:

 

1.1C Create detailed oral descriptions within a context.
1.1E Express individual perspectives and defend opinions.
1.1F Exchange information with peers and others.
1.2C Derive meaning from selected authentic materials.
1.2E Apply diverse strategies to derive meaning and detail from unfamiliar material.
1.2G Research and synthesize information from a variety of sources.
1.3B Give a description orally and in writing using complex sentences.
1.3D Interpret information from authentic material to an audience.
1.3E Elaborate on present, past, and future events.

Progress Indicators Goal 2:

 

2.1A Analyze the development of different cultural practices.
2.2A 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 Discuss and analyze external factors which affect products and contributions.
2,2C Evaluate the expressive forms of the target culture; such as, art, literature, music, dance, etc.
2.2D Explain objects, images, and symbols of the target culture.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary
Verbs – present, past, imperfect, future tenses/orthographic changes of specific verbs
Question words
Cultural background information
Historical background information

Assessments:

Oral Presentation:
Students write and illustrate, sing, or act out a legend.
Students make Spanish tiles and explain orally.
Students design an Aztec calendar using symbols and present an oral explanation of the calendar in Spanish.
Written Project:
Students take a gallery walk and give a written interpretation of a classmate’s tile.
Student groups create civilization criteria guides.
Culminating Project (Oral presentation with graphics as visual cues.):
Student groups invent their own civilization.
Vocabulary Quiz

Instructional Strategies:

 

Pair Activities:
Pairs of students create a mythological creature or god.
Cooperative Learning:
Students take a temple rubbings and analyze them.
Students generate a Mayan dig box.
Students display their tiles in an art gallery.
Students depict hieroglyphics, including names and mottos, from Spanish culture. 
Student groups assemble time capsules representing a new civilization.
Venn Diagrams:
Students use a Venn diagram to compare/contrast Spanish civilization with their own.
Concept Ladders:
Students develop a concept ladder characterizing items found in a simulated archeological dig of Spanish cultures.
Comparison Charts:
Student groups chart comparative elements of legends.
Students examine Mayan math and compare it with their math.
Researching legends, civilizations, and cultures:
Students view and discuss a slide show representing Spanish civilizations.
Students read and analyze legends from Spanish cultures.
Students view and discuss a slide show representing various Spanish cultures.
Students listen to modern music.
Research historical background information.
Internet Research

Resources:

Textbook
Internet
Library resources
Library research
Literature
Slide shows
Photographs
Simulated digs

Other Resources:

 
Discovering Latin American Civilizations 2017-08-22T15:38:31+00:00
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