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

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

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:

 

You Must Have Been a Beautiful Baby

  

Thematic Unit Title:

 

You Must Have Been A Beautiful Baby

Subject:

Childhood

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

Contexts\Outcomes:

Students engage in conversations about childhood activities and preferences.

Progress Indicators Goal 1:

 

Progress Indicators Goal 2:

 

1.1D Express likes and dislikes.
1.1F Respond to one-on-one interactions.
1.1G Ask and answer simple questions.
1.3B Give a description orally and in writing using simple phrases.
1.3E Present prepared material to an audience.

Progress Indicators Goal 3:

 

Progress Indicators Goal 4:

 

Progress Indicators Goal 5:

 

Essential Skills\Knowledge:

 

Topic specific vocabulary
Relevant verbs (imperfect and present tense) 
Adjectives to describe physical characteristics

Assessments:

Vocabulary Quizzes
Written Project:
Each student writes a letter to a prospective exchange student about his/her childhood and preferences that meets specified rubric criteria.
Oral Presentations:
Students can work individually or in groups to write a rap, nursery rhyme and show ‘n tell meeting specified rubric criteria.

Instructional Strategies:

 

Individual:
Each student participates in “show and tell.” (favorite toy, book, etc.)
Baby Picture Contest (match picture with description)
Charades (act out adjectives for the class)
Pair Activities:
Students work in pairs to survey favorite toys, books, activities of classmates. 
Students work in pairs to find out childhood likes and dislikes and share their findings with the class.
Cooperative Learning:
Student groups compare and contrast “then” and “now.”
Students work in groups to compile and chart the results of the survey.

Resources:

Textbook

Other Resources:

Audio tapes

What’s Up, Doc?

Subject:

Health Care

Thematic Scenario:

What’s Up, Doc?

Contexts\Outcomes:

Students explore health care in other countries.

Learn from Selected Countries/Cultures:

Type of health care systems available in selected country.
Knowledge of cultural medical practices.
Prevalent health issues in selected country.
Health insurance availability.

Strategies:

Pair or Group Activities:
Student pairs compare and contrast health care system of selected country with USA.
Student pairs compare health issues of of selected country with USA.
Cooperative Learning:
Students explore cultural medical practices specific to selected country
Student groups make an exercise video specific to the culture of selected country
Compare and Contrast:
Students explore medical research conducted in selected country
Students compare health insurance of selected country with several other countries

Assessments:

Graphic Organizers:
Compare and contrast various issues.
Written Project:
Students select project from strategies mentioned above for written report.
Oral Presentations:
Student groups make an exercise video meeting checklist criteria.
Students give presentation explaining cultural medical practices from selected country.

Resources:

Internet resources/research
Library resources/research
Videotapes

You’re Not in Kansas Anymore

Subject:

 

Immigration

 

Thematic Scenario:

You’re Not In Kansas Anymore

Contexts\Outcomes:

Students demonstrate an understanding of the relationship between the perspectives and history of immigration and use this knowledge to interact appropriately with the global community.

Learn from Selected Countries/Cultures:

Background information on immigration including history
Geographical information
Historical information

Strategies:

Individual Projects:
Student makes a timeline of the history of immigration from a selected country.
Student compares/contrasts immigration patterns from selected countries. 
Pair Activities:
Students use the internet to research immigration.
Students use the internet and other available resources to collect “family immigration stories.”
Students compile a book of “family immigration stories.”
Cooperative Learning:
Students interview an immigrant from a target country, including audiotaping, videotaping, and/or photographs.

Assessments:

Projects:
Student makes a timeline of the history of immigration from a selected country, meeting specified criteria.
Student compares/contrasts immigration patterns from selected countries, meeting specified criteria.
Students compile a book of “family immigration stories,” meeting rubric criteria decided by the class.
Oral Presentation:
Students present the interview conducted with an immigrant, including audiotape, videotape, and/or photographs, and share personal insights of what they learned from this project.

Resources:

Internet
Library resources/research
Community resources
Immigration resources

You Must Have Been A Beautiful Baby

Subject:

Childhood

Thematic Scenario:

You Must Have Been A Beautiful Baby

Contexts\Outcomes:

Students explore childhood activities and preferences from various cultures.

Learn from Selected Countries/Cultures:

Cultural aspects of raising children in selected country.
Typical childhood activities/games played in selected country.
Impact of cultural practices on childhood preferences in selected country.

Strategies:

Individual:
Each student participates in “show and tell.” (favorite toy, book, etc.) compared to childhood favorites in selected country.
Types of baby pictures taken in various cultures.
Pair Activities:
Students work in pairs to survey favorite toys, books, activities of classmates and children from other cultures.. 
Students work in pairs to compare/contrast various cultural childhood likes/dislikes and share findings with class.
Cooperative Learning:
Student groups compare and contrast “then” and “now.”
Students work in groups to compile and chart the results of the survey.

Assessments:

Written Project:
Each student writes a letter to a prospective exchange student about his/her childhood and preferences that meets specified rubric criteria.
Oral Presentations:
Students can work individually or in groups to write a rap, nursery rhyme, or show ‘n tell to meet specified rubric criteria.

Resources:

Internet resources/research/connections
Skype
Social networking
Podcasts

Who Slept Here?

Subject:

Historical Sites / Historical Figures

Thematic Scenario:

Who Slept Here?

Contexts\Outcomes:

Students will acquire information on historical sites/figures through connections with the target culture and represent their understanding of the target culture.

Learn from Selected Countries/Cultures:

Historical background information
Geographical background information
Cultural background information

Strategies:

Individual Activities:
Students use the Internet to research historical sites and historical figures.
Students make a comparison chart of sites or persons from the target culture and sites or persons from the United States.
Pair Activities:
Students create a brochure of historical sites they have physically or virtually visited.
Students produce a pictoral and descriptive collection of historical sites from specific countries.
Group Activities:
Students role play an interview of a historically significant figure.
Students make a 3-D model of a historical site.
Students study the music, art, literature, etc.of the country or time period.

Assessments:

Written Projects:
Students keep a journal of historical sites they have visited meeting checklist criteria.
Students create an illustrated brochure of an historical site in the target country meeting rubric criteria.
Class Presentation:
Students role play an interview of a historically significant figure meeting rubric criteria.
Student projects meet rubric criteria.

Resources:

Internet
Library resources/research
Videotapes
Guest speakers
Posters
Travel bureau of the target country

Where Do I Fit In?

Subject:

Clothing

Thematic Scenario:

Where Do I Fit In?

Contexts\Outcomes:

Students acquire information and perspectives through authentic materials, apply cultural knowledge within and beyond the school setting, and exchange opinions on clothing and its relationship to personality in the selected culture(s).

Learn from Selected Countries/Cultures:

Specific information about clothing, accessories, sizes, descriptions, etc. of selected culture(s)
Cultural background information (including customs/traditions)
Historical background information of clothing in selected culture(s)
Knowledge of oral presentation formats
Knowledge of advertising strategies

Strategies:

Written Projects:
Students keep a journal of clothing worn during a one-week period meeting specific criteria.
Students write fashion descriptions meeting specific criteria.
Students create fashion ads meeting specific criteria.
Students interview individuals on the Internet about fashion in the selected cultures.
Graphic Organizer:
Student groups use webbing/mapping graphic to identify types of clothing worn in other cultures. 
Research:
Students use the Internet to research fashion from selected cultures.
Students view and discuss videos of fashion collections from selected cultures.
Students research and develop a chart comparing American sizes with sizes from selected cultures. 
Pair Activities:
Students create posters representing a specific style and relating it to personal characteristics.
Students develop a commercial jingle advertising fashion from selected cultures.
Cooperative Learning:
Students evaluate commercials from selected cultures.
Students evaluate commercials from the U.S.
Students compare, contrast, and analyze commercials from the U.S. and selected cultures.
Student groups plan and present a style show including selection of music, written descriptions and oral commentary of model’s attire, modeling, use of available authentic materials, and videotaping of the performance to view for self-assessment. Attempt should be made to include various fashion modes from the selected cultures such as hippie, grunge, preppie, nerd, punk, socialite, etc.

Assessments:

Written Projects:
Students work in pairs to create a style poster meeting specified criteria.
Students work in pairs to develop a commercial jingle meeting specified rubric criteria.
Students develop a chart of American and selected culture sizes meeting specified criteria. 
Oral Presentation:
Student work in groups to plan and present a style show meeting specified rubric criteria.

Resources:

Internet research/resources
Library research/resources
Magazines from the selected cultures
Authentic materials from selected cultures
Videotapes
Community resources
Student dress

What Should I Wear?

Subject:

Weather/Clothing

Thematic Scenario:

What Should I Wear?

Contexts\Outcomes:

Students obtain and provide information about the relationship between weather and clothing, and demonstrate an understanding of how weather affects the clothing worn in the target cultures.

Learn from Selected Countries/Cultures:

Weather information
Geographical background information
Cultural background information
Clothing norms

Strategies:

Research:
Students use internet and library resources to research weather and clothing in chosen target culture(s).
Individual Activities:
Students present a weather forecast representing typical weather from the target culture and write a description of what clothing they are packing for a trip to the target country.
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.

Assessments:

Written Project:
Students present a weather forecast representing typical weather from the target culture and write a description of what clothing they are packing for a trip to the target country, 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.

Resources:

Textbook
Internet
Library research/resources
Library research
Atlas