Shopping – A Necessity or Luxury?

  

Thematic Unit Title:

 

Shopping-A Necessity or Luxury?

Subject:

Shopping

Goals:

1. Communicate in Languages Other than English
4. Develop Insight into the Nature of Language and Culture

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information, exchange opinions, and recognize that cultures use different patterns of shopping and can apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
Support opinions.
Describe a problem.
Make suggestions and recommendations.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.2A Identify the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Analyze the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
4.2B Identify similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Compare and contrast similar and different behavioral patterns between the target culture(s) and the student’s own culture.
4.2C Identify the contributions of the target culture(s) to the student’s own culture.
Identify the impact of the contributions of the target culture(s) on the student’s own culture.
Analyze the impact of the contributions of the target culture(s) on the student’s own culture.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Library research
Realia
Videotapes

Other Resources:

Interview Techniques

Playtime

  

Thematic Unit Title:

 

Playtime

Subject:

Leisure Activities

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
4. Develop Insight into the Nature of Language and Culture

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information on leisure activities, demonstrate an understanding of leisure activities from target cultures, and apply this knowledge to their own culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1D Express likes and dislikes.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.
2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.2A Identify the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Analyze the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
4.2B Identify similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Compare and contrast similar and different behavioral patterns between the target culture(s) and the student’s own culture.
4.2C Identify the contributions of the target culture(s) to the student’s own culture.
Identify the impact of the contributions of the target culture(s) on the student’s own culture.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

 

Put It On the Schedule

  

Thematic Unit Title:

 

Put It On The Schedule

Subject:

School

Goals:

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

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.
Establish connections with the target culture through the use of technology, media, and authentic sources.

Essential Skills\Knowledge:

 

Topic specific vocabulary (relating to school, calendar, numbers, time)
Relevant verbs
Knowledge of cultural practices

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Community resources

Other Resources:

Exchange Students

School of My Dreams

  

Thematic Unit Title:

 

School Of My Dreams

Subject:

School

Goals:

2. Gain knowledge and Understanding of Other Cultures
5. Participate in Multilingual Communities at Home and Around the World

Standards:

2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

Students demonstrate an understanding of the relationship between the perspectives and contributions of education in the target culture, and apply cultural knowledge within and beyond the school setting.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
Discuss and analyze external factors which affect products and contributions.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.
Establish connections with the target culture through the use of technology, media, and authentic sources.

Essential Skills\Knowledge:

 

Topic specific vocabulary (relating to school items, expressing feelings)
Relevant verbs
Sentence patterns for asking questions
Knowledge of cultural practices

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Videotapes

Other Resources:

 

Party On!

  

Thematic Unit Title:

 

Party On!

Subject:

Holiday Celebrations

Goals:

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

Standards:

2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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

Progress Indicators Goal 3:

 

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

Progress Indicators Goal 4:

 

4.2A Identify the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Analyze the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Explain the significance of the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
4.2B Identify similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Compare and contrast similar and different behavioral patterns between the target culture(s) and the student’s own culture.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Internet
Library resources
Library research
Videotapes

Other Resources:

Native Speakers
Travel Agencies

Planes, Trains, Automobiles

  

Thematic Unit Title:

 

Planes, Trains, Automobiles

Subject:

Transportation

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information

Standards:

1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Contexts\Outcomes:

Students engage in conversations, convey/acquire information, form opinions, and make comparisons about transportation.

Progress Indicators Goal 1:

 

1.1A Express basic needs.
Elaborate on needs.
1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
Converse using language and behaviors that are appropriate to the setting
1.1C Express state of being.
Create simple descriptions within a context.
Create detailed oral descriptions within a context.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
Support opinions.
Describe a problem.
Make suggestions and recommendations.
Express individual perspectives and defend opinions.

Progress Indicators Goal 2:

 

2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.

Progress Indicators Goal 3:

 

3.1A Identify and apply, within a familiar context, information and skills common to the foreign language classroom and other disciplines.
Transfer and apply, within a limited context, information and skills common to the language classroom and other disciplines.
3.1B Identify, through foreign language resources, information for use in other disciplines.
Analyze the information gathered through foreign language resources for use in other disciplines.
Locate foreign language resources and synthesize information for use in other disciplines.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

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

Other Resources:

 

Luxury vs. Necessity

  

Thematic Unit Title:

 

Luxury vs. Necessity

Subject:

Possessions

Goals:

1. Communicate in Languages Other than English
3. Connect with Other Disciplines and Acquire Information

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
3.1 Students reinforce and further knowledge of the disciplines through foreign languages.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Contexts\Outcomes:

Students engage in conversations, convey/acquire information, exchange opinions, and make comparisons about possessions.

Progress Indicators Goal 1:

 

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

Progress Indicators Goal 2:

 

Progress Indicators Goal 3:

 

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

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

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

Other Resources:

 

Mall Madness

  

Thematic Unit Title:

 

Mall Madness

Subject:

Shopping

Goals:

1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

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

Progress Indicators Goal 2:

 

Progress Indicators Goal 3:

 

3.1A Identify and apply, within a familiar context, information and skills common to the foreign language classroom and other disciplines.
Transfer and apply, within a limited context, information and skills common to the language classroom and other disciplines.
3.1B Identify, through foreign language resources, information for use in other disciplines.
Analyze the information gathered through foreign language resources for use in other disciplines.

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

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

Other Resources:

 

Nice Pants!

  

Thematic Unit Title:

 

Nice Pants!

Subject:

Clothing and Shopping

Goals:

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

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1B Express basic courtesies.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
1.2E Identify aural, visual, and context clues.
Use aural, visual, and context clues to derive meaning.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3E Present prepared material to an audience.
Speak or write spontaneously.
2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Realia
Videotapes

Other Resources:

Flashcards
Catalog

Live Long and Prosper

Thematic Unit Title:

 

Live Long and Prosper

Subject:

Health

Goals:

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

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3E Present prepared material to an audience.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
Identify differences in cultural practices among same-language cultures.
Analyze the development of different cultural practices.
Compare and contrast cultural practices among same-language cultures.
2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.
Evaluate some commonly held generalizations about the culture studied.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.
Analyze social and geographic factors that affect cultural practices.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.
2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
Discuss and analyze external factors which affect products and contributions.
2.2E Recognize the contributions of the target culture.
Analyze the contributions of the target culture.
Evaluate the effects of the target culture’s contributions on other societies.
2.2F Identify the products of the target country/countries.
Identify the economic/social impact of products on the world market.
Assess the economic/social impact of products on the world market.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (body parts, foods, numbers)
Expanded vocabulary (illnesses, treatments, diet, exercise)
Reflexive verbs – past tense
Question words
Cultural information on other countries (cultural practices)
Historical background information

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Realia
Community resources

Other Resources:

Department of Health Brochures
Health Magazines