Love Boat

  

Thematic Unit Title:

 

Love Boat

Subject:

Vacations

Goals:

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

Standards:

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

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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

Progress Indicators Goal 3:

 

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

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Realia
Videotapes

Other Resources:

Music
Actual currency

Let’s Have Our Cake and Eat It Too!

  

Thematic Unit Title:

 

Let’s Have Our Cake and Eat It , Too!

Subject:

Food/Nutrition

Goals:

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

Standards:

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

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.
2.2C Identify the expressive forms of the target culture.
Analyze the expressive forms of the target culture; such as, art, literature, music, dance, etc.
2.2F Identify the products of the target country/countries.
Identify the economic/social impact of products on the world market.

Progress Indicators Goal 3:

 

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

Progress Indicators Goal 4:

 

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

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary (food, restaurants)
Phrases needed for eating in a restaurant setting
Needed verbs
Metric conversion
Cultural background information

Assessments:

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

Instructional Strategies:

 

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

Resources:

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

Other Resources:

Flashcards

Lights! Action! Camera!

  

Thematic Unit Title:

 

Lights! Action! Camera!

Subject:

TV Entertainment

Goals:

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

Standards:

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

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1D Express likes and dislikes.
Qualify likes and dislikes.
Exchange personal feelings and ideas for the purpose of persuading others.
1.1E Express agreement and disagreement.
Support opinions.
Make suggestions and recommendations.
Express individual perspectives and defend opinions.
1.3C Write a personal communication; such as, a note, letter, or invitation.
Produce formal and informal written communication.
Produce a written sample to convey a mood, implied meaning, or abstract idea.
1.3D Summarize main idea of selected authentic and/or contextualized material.
Interpret information from authentic material to an audience.
Create an analysis of authentic media or literary samples and present it to an audience.
Formulate and defend a position on a researched issue.
1.3E Present prepared material to an audience.
Speak or write spontaneously.
Elaborate on present, past, and future events.
Describe and analyze cultural characteristics and behaviors of everyday life.
2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.
Apply language and behaviors that are appropriate to the target culture in an authentic situation.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.
Analyze social and geographic factors that affect cultural practices.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Integrate culturally embedded words, phrases, and idioms into everyday communication.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Internet
Library resources
Realia
Videotapes

Other Resources:

 

Lions, Tigers, and Bears – Oh My!

  

Thematic Unit Title:

 

Lions, Tigers, and Bears, Oh My!

Subject:

Animals

Goals:

2. Gain knowledge and Understanding of Other Cultures
3. Connect with Other Disciplines and Acquire Information
5. Participate in Multilingual Communities at Home and Around the World

Standards:

2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.
5.1 Students apply language skills and cultural knowledge within and beyond the school setting.

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

2.2A Identify the relationship between cultural perspectives and products/contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.
2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
2.2D Identify objects, images and symbols of the target culture.
2.2E Recognize the contributions of the target culture.
2.2F Identify the products of the target country/countries.

Progress Indicators Goal 3:

 

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

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.
5.1C Locate resources in the community to research the target culture.

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Realia

Other Resources:

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

Let’s Go To… (Vamos a Ecuador)

  

Thematic Unit Title:

 

Let’s go to… (Vamos a Ecuador)

Subject:

Travel

Goals:

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

Standards:

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

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

1.1A Express basic needs.
Elaborate on needs.
Interact in basic survival situations.
Incorporate appropriate gestures into conversations.
Converse using language and behaviors that are appropriate to the setting
1.1B Express basic courtesies.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
1.1H Make and respond to simple requests.
Give and follow directions in a familiar context.

Progress Indicators Goal 2:

 

2.1A Identify and react to cultural perspectives and practices in the culture studied.
Analyze the relationship between cultural perspectives and products/contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Videotapes
Cassette tapes

Other Resources:

 

Just DON’T Do It!

  

Thematic Unit Title:

 

Just DON’T Do It!

Subject:

Teen Alcoholism

Goals:

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

Standards:

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

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
Ask and respond to open-ended questions.
Use a variety of language strategies to convey meaning (short, responsive comments; pause fillers; circumlocution).
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
2.1B Recognize and interpret language and behaviors that are appropriate to the target culture.
Produce language and behaviors that are appropriate to the target culture.
2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.
Evaluate some commonly held generalizations about the culture studied.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.
Analyze social and geographic factors that affect cultural practices.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.
2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
Discuss and analyze external factors which affect products and contributions.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Guest Speakers
Community resources

Other Resources:

Interviews
Foreign and American Ads and Commercials

I’ve Got a Life Too!

  

Thematic Unit Title:

 

I’ve Got A Life Too!

Subject:

Leisure Activities

Goals:

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

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.

Contexts\Outcomes:

Students engage in conversations, provide and obtain information, express feelings and emotions, exchange opinions and acquire information and perspectives about typical leisure activities through authentic materials in the target language and within the target culture.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
Support opinions.
Describe a problem.
Make suggestions and recommendations.
Express individual perspectives and defend opinions.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
Identify differences in cultural practices among same-language cultures.

Progress Indicators Goal 3:

 

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

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Realia

Other Resources:

Music

If I Were You…

  

Thematic Unit Title:

 

If I Were You…

Subject:

School Cultures

Goals:

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

Standards:

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

Contexts\Outcomes:

Students engage in conversations, provide and obtain information, express feelings and emotions, exchange opinions and make comparisons about school cultures in the target language.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

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

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.2A Identify the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
4.2B Identify similar and different behavioral patterns between the target culture(s) and the student’s own culture.
4.2C Identify the contributions of the target culture(s) to the student’s own culture.
4.2D Identify expressive and utilitarian forms of the target culture(s).

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Textbook
Internet
Library resources
Realia
Videotapes
Community resources

Other Resources:

Available ESL Students
Authentic Bus Schedules
International School Catalogues

If It’s Tuesday This Must Be Belgium

  

Thematic Unit Title:

 

If It’s Tuesday, This must Be Belgium

Subject:

Travel

Goals:

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

Standards:

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied.
4.1 Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language.
4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture.

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1A Express basic needs.
Elaborate on needs.
1.1B Express basic courtesies.
Incorporate appropriate gestures into conversations.
1.1C Express state of being.
Create simple descriptions within a context.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
1.2A Respond appropriately to directions, instructions, and commands.
Respond appropriately to a series of directions, instructions, and commands.
1.2G Identify main ideas and key words in oral and written material.
Comprehend speech on familiar topics with some repetition.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3E Present prepared material to an audience.
Speak or write spontaneously.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.
2.2A Identify the relationship between cultural perspectives and products/contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.
Analyze the relationship between cultural perspectives and products/contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.
2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
Discuss and analyze external factors which affect products and contributions.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

4.1C Identify the idiomatic expressions of the target language.
Compare and contrast idiomatic expressions of the target language and the student’s own language.
4.2A Identify the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
Analyze the similarities and differences between the target culture(s) and the student’s own culture using evidence from authentic sources.
4.2B Identify similar and different behavioral patterns between the target culture(s) and the student’s own culture.
Compare and contrast similar and different behavioral patterns between the target culture(s) and the student’s own culture.

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

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

Other Resources:

Maps
Music

How Do I Look?

  

Thematic Unit Title:

 

How Do I Look?

Subject:

Shopping, Clothing, Friends/Teenagers

Goals:

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

Standards:

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

Contexts\Outcomes:

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

Progress Indicators Goal 1:

 

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

Progress Indicators Goal 2:

 

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

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

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

Assessments:

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

Instructional Strategies:

 

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

Resources:

Internet
Videotapes
Library resources
Textbook

Other Resources: