Do I Need My Coat Today?

  

Thematic Unit Title:

 

Do I Need My Coat Today?

Subject:

Weather/Clothing

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.
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 about weather and clothing, demonstrate an understanding of weather and clothing from target cultures, and apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
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.
1.2B Make an identification based on simple oral and/or written descriptors.
Respond appropriately to complex oral and/or written descriptors.
1.2C Read and respond to developmentally appropriate material.
Derive meaning from selected authentic materials.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
1.2G 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.
1.3D 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.
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.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.1C Identify the idiomatic expressions of the target language.
4.1D Identify connections among languages.
4.2A Identify 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.
4.2D Identify expressive and utilitarian forms of the target culture(s).

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (related to weather, clothing, numbers)
Relevant verbs
Cultural background information
Geographical background information

Assessments:

Vocabulary Quizzes
Written Project:
Students write a paragraph describing what they are packing for a trip meeting specified criteria.
Oral Presentation:
Students present a weather forecast meeting specified checklist criteria.
Final Project:
Students plan and present a “Weather Forecast” fashion show meeting specific rubric criteria. 

Instructional Strategies:

 

Pair Activities:
Students solve a puzzle of future tense verbs.
Research:
Students use the Internet and library resources to research weather and clothing from the target culture.
Individual Activities:
Students write a paragraph describing what they are packing for a trip using future tense verbs.
Students present a weather forecast representing appropriate weather from the target culture. 
Cooperative Learning:
Students plan and present a “Weather Forecast” fashion show including proper attire in the target culture for various weather conditions such as sun, rain, snow, wind, and possibly tornadoes, hurricanes, typhoons, etc.

Resources:

Textbook
Internet
Library resources
Library research
Realia

Other Resources:

Atlas

Do I Need My Coat Today? 2017-08-22T15:38:52+00:00

Do the Dishes or…Pay!

  

Thematic Unit Title:

 

Do The Dishes or…Pay!

Subject:

Food/Restaurants

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
5. Participate in Multilingual Communities at Home and Around the World

Standards:

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

Progress Indicators Goal 1:

 

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.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
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.
Give and follow directions in a familiar context.

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.
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.
Discuss and analyze external factors which affect products and contributions.
2.2E Recognize the contributions of the target culture.
2.2F Identify the products of the target country/countries.

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.
Respond to the target language encountered in the student’s daily life.
Interact appropriately in the target language in real- life situations.
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:

 

Vocabulary needed for food and restaurants
Expressions of courtesy
Knowledge of regional foods of the target culture
Currency conversion
Knowledge of cultural customs of the target culture such as eating times and table manners

Assessments:

Vocabulary Quiz
Written Projects:
Students create a menu in the target language meeting specified criteria.
Students make an ad about a restaurant in the target language meeting checklist criteria.
Oral Presentation:
Students demonstrate how to set a table, how to order and tip within a budget in the target language meeting rubric criteria.

Instructional Strategies:

 

Pair Activities:
Students practice essential phrases with a partner, including names of restaurants.
Cooperative Learning:
Students demonstrate how to set a table, how to order and tip within a budget in the target language.
Students watch restaurant video and compare restaurant practices in the target culture with those in the U.S.

Resources:

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

Other Resources:

Do the Dishes or…Pay! 2017-08-22T15:39:05+00:00

Do You Know “Smelly Cat”?

  

Thematic Unit Title:

 

Do You Know “Smelly Cat”?

Subject:

Friends

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.

Contexts\Outcomes:

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

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
1.1C Express state of being.
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.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (relating to greetings, likes/dislikes, family, activities, descriptive adjectives)
Relevant verbs
Asking and responding to questions

Assessments:

Written Project:
Students depict basic social and conversational skills meeting specified checklist criteria.
Students invent invent a written description of an ideal friend meeting specified criteria.
Oral Presentations:
Students record an interview with a friend meeting portfolio criteria.
Students write and perform a song about a friend meeting specified criteria.
Students plan and perform a dialogue between friends meeting rubric criteria. 

Instructional Strategies:

 

Individual Activity:
Students depict basic social and conversational skills such as greetings, exchanging likes/dislikes, school/leisure activities, etc.
Pair Activities:
Students invent a written description of an ideal friend and describe this friend to a partner who must draw a picture to represent this friend.
Students record an interview with a friend and view the recording for self-assessment.
Cooperative Learning:
Students write and perform a song about a friend that fits a given melody such as Happy Birthday, Twinkle, Twinkle Little Star, etc.
Students plan and perform a dialogue between friends.

Resources:

Textbook
Videotapes

Other Resources:

 
Do You Know “Smelly Cat”? 2017-08-22T15:43:20+00:00

Clothing Makes the Man

  

Thematic Unit Title:

 

Clothing Makes The Man

Subject:

Clothing

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 engage in conversations, express feelings, convey information to listeners, and understand written and spoken language on clothing styles in the target language.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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.
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).
1.2B Make an identification based on simple oral and/or written descriptors.
Respond appropriately to complex oral and/or written descriptors.
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.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3E Present prepared material to an audience.
Speak or write spontaneously.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (clothing, colors, adjectives)
Topic specific verbs (to wear, to be)
Question words
Cultural and historical background information

Assessments:

Art/Written Project:
Student groups make a collage and write descriptors showing their style group.
Oral Presentation:
Student groups present their collage and written descriptors to the class.
Final Project:
Student groups present a “Fashion Show” meeting rubric criteria including background music, MC, runway, hair/make-up stylist and other roles, written descriptors, etc. 

Instructional Strategies:

 

Research:
Students gather information about clothing styles.
Class Discussion (in English or target language depending on level):
Class discusses how people dress and why, what styles exist, and what kind of people use each style.
Class discusses styles contained in “Who Are You?” diagram, students decide what style best describes them, and affiliates with that style. 
Graphic Organizer:
Students use a webbing chart to list clothing personality styles (for example: adventurous, easygoing) and create a “Who Are You?” diagram.
Cooperative Learning:
Students divide into chosen style groups and create a vocabulary list for that style.
Student style groups create a clothing vocabulary puzzle or song.
Student style groups discuss what classmates are wearing and decide if it fits in their style group.
Student style groups make a collage for their style, write descriptors for the clothing in their collage, and present it to the class.
Student style groups create and present a “Fashion Show” including background music, MC, runway, hair/make-up stylist and other roles, written descriptors, etc. 

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes
Posters

Other Resources:

Magazine Ads
TV Commercials

Clothing Makes the Man 2017-08-22T15:37:51+00:00

Cool, Bad, or Phat?

  

Thematic Unit Title:

 

Cool, Bad, or Phat

Subject:

Shopping

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

Contexts\Outcomes:

Students engage in conversations, express feelings, convey information, and acquire information and perspectives of shopping 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.
1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
Converse using language and behaviors that are appropriate to the setting
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
Support opinions.
1.1F Respond to one-on-one interactions.
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.
1.3B 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.

Progress Indicators Goal 3:

 

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 (clothing, colors, adjectives, numbers, money, patterns)
Topic specific verbs (like/dislike, help, price, etc.)
Question words
Cultural background information

Assessments:

Vocabulary Quiz
Written Project:
Each student keeps a journal of clothing worn by each member of their family for one week meeting rubric criteria.
Oral Presentation:
Student groups prepare and present a skit about a shopping trip depicting interaction between student, mom and clerk, and meeting specified criteria including self assessment and peer assessment. 

Instructional Strategies:

 

Vocabulary:
Students practice and reinforce verb forms, negation, question words, etc.
Students view and discuss a videotape of a fashion show.
Each student keeps a journal of clothing worn by each member of his/her family for one week.
Research:
Students gather information about clothing styles, shopping, prices, etc. by accessing target culture magazines, ads, etc. on the Internet or in actual available copies.
Graphic Organizer:
Student pairs use a comparison chart to compare, contrast, and analyze clothing styles, prices, budgets, closet space, etc. in the target culture and the U.S.

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes

Other Resources:

Magazines

Cool, Bad, or Phat? 2017-08-22T15:40:43+00:00

Discovering Civilizations

  

Thematic Unit Title:

 

Discovering 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 civilizations studied.

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.
Written Project:
Student groups create civilization criteria guides.
Final 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:
Student groups assemble time capsules representing a new civilization.
Students generate a dig box of recovered items.
Students depict hieroglyphics, including names and mottos from the target culture.
Venn Diagrams:
Students use a Venn diagram to compare/contrast a discovered civilization with their own.
Concept Ladders:
Students develop a concept ladder characterizing items found in a simulated archeological dig.
Comparison Charts:
Student groups chart comparative elements of legends.
Researching legends, civilizations, and cultures:
Students view and discuss a slide show representing various civilizations.
Students read and analyze legends from the target culture.
Research historical background information.
Internet Research

Resources:

Textbook
Internet
Library resources
Library research
Slide shows
Literature
Simulated digs

Other Resources:

 
Discovering Civilizations 2017-08-22T15:38:16+00:00

And the Grand Prize Is a Free Trip to…

  

Thematic Unit Title:

 

And The Grand Prize Is A Free Trip To…

Subject:

Travel

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
5. Participate in Multilingual Communities at Home and Around the World

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
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 engage in conversations, convey information, demonstrate an understanding of the relationship between the perspectives and practices of traveling in the target culture, and apply language skills and cultural knowledge beyond the school setting.

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.
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.
1.3A Give directions, commands, and instructions.
1.3E Present prepared material to an audience.
Speak or write spontaneously.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.

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.
Interact appropriately in the target language in real- life situations.
5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.

Essential Skills\Knowledge:

 

Topic specific vocabulary (relating to travel, places, clothes, luggage, tickets, transportation, hotels, emergencies)
Relevant verbs
Asking and responding to questions
Geographical background information

Assessments:

Vocabulary Quizzes
Written Project:
Students keep a travel journal meeting checklist criteria.
Students write letters home about adventures on the trip meeting checklist criteria. 
Students create travel brochures meeting specified criteria.
Students create travel video “How To Plan A Trip” meeting rubric criteria.
Oral Presentations:
Students act out travel problems meeting specified criteria.
Students plan and perform an adventure encountered on their trip meeting rubric criteria.

Instructional Strategies:

 

Individual Activities:
Students use available resources to research travel information for the target country.
Students keep a travel journal beginning with the planning stages and ending with return home.
Students write letters home about adventures on the trip.
Pair Activities:
Students create travel brochures including tourist attractions and daily life.
Students create travel video “How To Plan A Trip” including purpose, packing, transportation, hotels, activities, places of interest, phrases needed to communicate, etc.
Cooperative Learning:
Students act out travel problems encountered on a trip to the target country.
Students plan and perform an adventure encountered on their trip.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

 
And the Grand Prize Is a Free Trip to… 2017-08-22T15:37:14+00:00

Batter Up!

  

Thematic Unit Title:

 

Batter Up!

Subject:

Sports

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.
1.2 Students understand and interpret written and spoken language on a variety of topics.

Contexts\Outcomes:

Students exchange opinions on sports, acquire sports information through authentic materials, and demonstrate an understanding of the relationship between the practices of sports in the target culture

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
1.1H Make and respond to simple requests.
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.

Progress Indicators Goal 3:

 

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 (relating to sports, descriptive adjectives)
Relevant verbs including likes/dislikes
Asking questions
Knowledge of sports
Cultural background knowledge

Assessments:

Vocabulary Quiz
Projects:
Students read sport schedules in target culture newspaper (hard copy or Internet copy) meeting specified criteria.
Students keep a sports journal in the target language.
Oral Presentation:
Students participate in spontaneous sports conversations from the target country meeting rubric criteria.

Instructional Strategies:

 

Individual Activities:
Students use an authentic newspaper from the target country, or search the Internet, to locate and decipher sport schedules.
Students keep a sports journal.
Cooperative Learning:
Students participate in vocabulary games.
Students learn authentic cheers from the target culture.
Students listen to radio broadcasts of sports games in the target language.
Students teach a sport game to classmates from the target culture.
Students compare team statistics of winning/losing the game they were taught.
Students participate in spontaneous sports conversations from the target country using situation cards provided by the teacher.

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

Newscasts
Newspapers
Flashcards

Batter Up! 2017-08-22T15:39:38+00:00

And Miles to Go Before I Sleep

Thematic Unit Title:

 

And Miles To Go Before I Sleep

Subject:

Travel

Goals:

1. Communicate in Languages Other than English

Standards:

1.2 Students understand and interpret written and spoken language on a variety of topics.

Contexts\Outcomes:

Students understand and interpret written and spoken language on travel, and convey information to listeners and readers about traveling in the target culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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.
1.2C Read and respond to developmentally appropriate material.
Derive meaning from selected authentic materials.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
1.2F Comprehend and respond to simple personal written communications; such as, notes, invitations, and letters.
1.2G Identify main ideas and key words in oral and written material.
Comprehend speech on familiar topics with some repetition.
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 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (relating to travel, directions, names, places, maps)
Command form of verbs relevant to travel
Geographical background knowledge

Assessments:

Written Project:
Students research maps from the target culture meeting specified criteria.
Students give written directions to the teacher meeting specified criteria.
Oral Presentations:
Students sing or act out a direction song meeting rubric criteria.
Students give oral directions to a partner meeting checklist criteria. 

Instructional Strategies:

 

Research:
Students use available resources, including the Internet, to research geography and maps in the target culture.
Cooperative Learning:
Students give written directions to the teacher to get from school to their home for a parent visit/conference.
Students sing or act out a direction song.
Pair Activity:
Students give oral directions to a partner who traces the route given on a map from the target country.

Resources:

Textbook
Internet
Library resources
Realia

Other Resources:

Maps

And Miles to Go Before I Sleep 2017-08-22T15:37:11+00:00

Advertising

Thematic Unit Title:

 

Advertising

Subject:

Advertising

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:

1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
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 recognize that cultures use different patterns of advertising and can apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

1.2C Derive meaning from selected authentic materials.
1.3E Present prepared material to an audience.
1.2C Read and respond to developmentally appropriate material.

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.

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.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Vocabulary of products
Advertising strategies
Techniques of presentation format: PowerPoint, videotape
Knowledge of cultural practices
Command forma of verbs

Assessments:

Quiz over ad techniques.
Written analysis of a favorite commercial ad in our culture using criteria.
Peer evaluation of ads using rubrics.
Visual ad for a magazine including budget for producing the ad.
Oral Presentations:
Radio Jingle
Video ad for a magazine including budget for producing the ad
Comprehensive Ad Campaign

Instructional Strategies:

 

Pair Activities:
Students in pairs create a radio jingle for a product.
Students design a magazine ad and create a budget for producing the ad.
Graphic Organizers:
Students analyze and graph or chart the cost of advertising in U.S. vs. a foreign country.
Students compare/contrast commercial vs. public service ad. Does same criteria apply?
Students compare/contrast their budget to actual cost of ad.
Cooperative Learning:
Students work in groups to analyze a public service ad on ecology.
View videotape on bloopers – Class discussion “Why ads don’t translate culturally.”
Talking carousel of peer reaction to these commercials.
WWW Searches:
The cost of advertising in U.S. vs. a foreign country.
Use of Multimedia Programs/Role Playing
Students create and videotape a commercial using appropriate product and technique.

Resources:

Videotapes
Internet
Foreign and American commercials and magazines

Other Resources:

 
Advertising 2017-08-22T15:59:46+00:00
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