Lights! Camera! Action!

Subject:

TV Entertainment

Thematic Scenario:

Lights! Camera! Action!

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.

Learn from Selected Countries/Cultures:

Knowledge of cultural similarities and differences in selected cultures
Norms for appropriate TV entertainment in selected cultures
Knowledge of TV entertainment broadcasting system in selected cultures

Strategies:

Class Activity:
Students watch and discuss TV examples from selected culture. Use a graphic organizer to compare programs from selected 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 appropriate for selected cultures.
Student groups write a script or do a story board for a typical TV program in selected culture.
Student groups find or write and perform a culturally appropriate theme song.
Final Project:
Student groups design, perform, and tape a video program showing examples of TV programs from different cultures.

Assessments:

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.)

Resources:

Internet research/resources
Library research/resources
Authentic TV programs
Videos

If you Wear Out Your Body, Where Will You Live?

Subject:

 

Health

 

Thematic Scenario:

If You Wear Out Your Body, Where Will You Live?

Contexts\Outcomes:

Students recognize the importance of health and what constitutes a healthy lifestyle in target culture (healthy eating, exercise, rest, and relaxation).

Learn from Selected Countries/Cultures:

Compare and contrast techniques
Research techniques
Internet skills
Cultural information
Values system 
Health information

Strategies:

Pair Activities:
Students design a healthy food plan based on target culture nutritional norms.
Students measure height and weight and convert into the measurement system of culture.
Students share do’s and don’ts for a healthy lifestyle in chosen culture.
Students compare/contrast personal health habits with selected cultures. 
Graphic Organizers:
Students categorize and analyze present habits of food intake, exercise, and sleep time.
Students use a Venn diagram to analyze responses to surveys of peers on health habits.
Cooperative Learning:
Students compare practices of traditional folkways and contemporary sciences in selected cultures.
Students design health surveys and analyze results.
Students plan and make an exercise video reflecting target culture.
Web Search:
Students research health habits of other cultures.
Interview:
Students interview individuals from target cultures about diet, exercise and sleep patterns.
Oral Presentation:
Students present their research on healthy lifestyles in other cultures.

Assessments:

Written Project:
Students write an analysis of survey results meeting specified criteria.
Students create a visual ad promoting a healthy lifestyle meeting checklist criteria.
Presentations:
Student groups create a brochure/poster promoting health, meeting rubric criteria and incorporating relevant cultural aspects. Student groups use the brochure/poster as a visual cue for an oral class presentation.
Students write and perform an exercise video meeting rubric criteria.
Students give a written or oral presentation of their research on healthy lifestyles in other cultures, meeting rubric criteria.

Resources:

Internet
Library resources
Library research
Realia (ads, magazines, etc.)
Videotapes
Guest Speakers

If It’s Tuesday, This Must Be…

Subject:

Travel

Thematic Scenario:

If It’s Tuesday, This Must Be . . .

Contexts\Outcomes:

Students obtain information, demonstrate an understanding of the relationship between the perspectives and practices of traveling in the target culture, and apply cultural knowledge beyond the school setting.

Learn from Selected Countries/Cultures:

Information relating to all aspects of travel (destination, clothing, luggage, currency, passport, tickets, transportation, food, hotels, etc.)
Geographical background information.
Cultural norms of destination country.
Math skills for currency exchange.
Time zones.

Strategies:

Individual Activities:
Students use available resources to research travel information for the target country.
Students keep a travel journal beginning with the planning stages and ending with return home.
Students write letters home about adventures on the trip.
Written Projects:
Students make maps showing the path of their trip through the target country.
Students create a display depicting souvenirs from their travels. 
Pair Activities:
Students use authentic maps to learn how to navigate around the target city using available transportation.
Students create travel brochures including tourist attractions and daily life.
Students create travel video “How To Plan A Trip” including purpose, packing, transportation, hotels, activities, places of interest, phrases needed to communicate, etc.
Cooperative Learning:
Students act out travel problems encountered on a trip to the target country.
Students plan and perform an adventure encountered on their trip.

Assessments:

Students research travel information for the target country, meeting rubric criteria..
Students keep a travel journal meeting checklist criteria.
Students write letters home about adventures on the trip meeting checklist 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 use authentic maps to learn how to navigate around the target city using available transportation, using specified criteria. 
Students create travel brochures meeting specified criteria.
Students create travel video “How To Plan A Trip” meeting rubric criteria.
Students act out travel problems meeting specified criteria.
Students plan and perform an adventure encountered on their trip meeting rubric criteria.

Resources:

Internet
Library research/resources
Videos

If I Were You…

Subject:

School Cultures

Thematic Scenario:

If I Were You . . .

Contexts\Outcomes:

Students obtain information about school cultures in the target countries.

Learn from Selected Countries/Cultures:

School environment in target countries (courses, schedules, calendar, class size, food, transportation, etc.)
Cultural background of school environment.
Relevant student topics such as social experiences, dress codes, likes/dislikes, and activities (sports, music, art, drama, speech, band, yearbook, dances, etc.).

Strategies:

Internet:
Students search the internet to obtain information about target school cultures in selected countries..
Students exchange e-mail with students from the target countries comparing school experiences.
Cooperative Learning:
Class discussion comparing, contrasting, and analyzing target countries’ school environment with their own.
Student groups portray school experiences from the target countries.

Assessments:

Written Projects:
Students use a graphic organizer, comparing school experiences from target countries with their own.
Oral Presentation:
Student groups portray school experiences from the target countries, meeting rubric criteria.

Resources:

Internet
Library resources
Videotapes
Community resources

I’ve Got A Life Too!

Subject:

Leisure Activities

Thematic Scenario:

I’ve Got a Life Too!

Contexts\Outcomes:

Students obtain information and exchange ideas on leisure activities, demonstrate an understanding of leisure activities from selected cultures, and apply this knowledge to their own culture.

Learn from Selected Countries/Cultures:

Cultural background information 
Background information on typical leisure activities in selected cultures

Strategies:

Individual Activities:
Each student writes a haiku or concrete poem about leisure activities. 
Students write a paragraph identifying leisure activities from the selected culture.
Students make a collage of leisure activities from the selected culture.
Students present a pantomime of their favorite leisure activities.
Pair Activities:
Students view and discuss videos of sporting activities.
Student pairs create jingles, rap songs, mobiles, or drawings of leisure activities from the target culture.
Students work in pairs to conduct Internet research to obtain cultural background information and authentic materials about leisure activities in the selected culture. 
Graphic Organizer:
Students use a graphic organizer to compare, contrast, and analyze leisure activities from the U.S. and the selected culture.
Cooperative Learning:
Students work in groups to compare and contrast Internet information from the selected culture, debate, discuss, and reach a consensus about leisure activities in the selected culture.
Students work in groups to compile and chart the results of the survey.
Student groups plan, perform and videotape a skit depicting selected culture leisure activities.

Assessments:

Written Project:
Students keep a journal of leisure activities.
Students write letters to a prospective exchange student including pertinent information about family, school, activities, etc.
Students write a paragraph identifying leisure activities from selected culture meeting specified criteria.
Students survey leisure activities meeting checklist criteria.
Students graph information gathered through a survey.
Students make a collage of leisure activities from selected culture meeting specified criteria.
Oral Presentation:
Students present a pantomime of their favorite leisure activities meeting specified criteria.
Student groups create a skit “What To Do In Your Free Time” meeting rubric criteria.
Final Project:
Students plan, perform and videotape a skit depicting target culture leisure activities meeting specific rubric criteria. 

Resources:

Internet resources/research
Library resources/research
Authentic cultural materials
Videotapes

I Do, Do You?

Subject:

Wedding

Thematic Scenario:

I Do, Do You?

Contexts\Outcomes:

Students obtain and provide information, and demonstrate an understanding of a wedding in the target culture.

Learn from Selected Countries/Cultures:

Wedding traditions and customs
Wedding planning, events, and ceremony
Wedding budgets

Strategies:

Research/Oral Presentation:
Students research wedding customs from the target culture and present them to the class.
Individual Projects:
Students make a typical wedding invitation from the target culture.
Students write a wedding announcement from the target culture.
Pair Activities:
Students create a wedding budget typical for the target culture.
Students describe typical food, clothing, and other wedding traditions of target culture.
Cooperative Learning:
Students plan and implement a wedding reception for a couple in the target culture.

Assessments:

Portfolio Project:
Students plan and perform the following projects from the target culture, meeting specified criteria:
Students research and present a minimum of four wedding customs.
Students make a typical wedding invitation or wedding announcement.
Students create a wedding budget.
Students describe typical food, clothing, and other wedding traditions of target culture.
Students plan, implement, and videotape a wedding reception for a couple.

Resources:

Internet
Library research/resources
Library research

Food ‘n Fun

Subject:

Food and Social Events

Thematic Scenario:

Food ‘n Fun

Contexts\Outcomes:

Students acquire information and perspectives about food and social events through authentic materials in selected culture.

Learn from Selected Countries/Cultures:

Knowledge of regional foods of selected culture
Currency conversion
Knowledge of cultural customs of selected culture such as eating times and table manners
Cultural background for food
Cultural background for social events 

Strategies:

Individual:
Each student conducts Internet research to obtain cultural background information about social events in selected culture. 
Students use a graphic organizer to arrange and analyze information from the Internet.
Students use Internet to research most recent currency conversion for selected culture/country.
Cooperative Learning:
Students demonstrate how to set a table, order and tip within a budget in the selected culture
Students watch restaurant video and compare restaurant practices in selected culture with those in the U.S.
Students work in groups to compare and contrast Internet information from selected culture.
Students, in groups, use a graphic organizer to compare and contrast American traditions with selected culture festivities and share findings with the class.
Students work in groups to plan a party from A to Z including social interactions, decorations, invitations, music, menus, entertainment, etc. characteristic to selected culture.
Students work in groups to plan and perform a skit portraying social experiences characteristic of selected culture.

Assessments:

Written Projects:
Students create a menu in selected culture, meeting specified criteria.
Students make an ad about a restaurant in selected culture, meeting checklist criteria.
Students use a graphic organizer to compare/contrast American traditions with selected culture festivities.
Oral Presentation:
Student groups plan, perform, and videotape a skit “Eating in a Restaurant in …”, meeting specified rubric criteria.
Students demonstrate how to set a table, how to order and tip within a budget in selected culture, meeting rubric criteria.
Students work in groups to plan a party from A to Z meeting rubric criteria including interactions, decorations, invitations, music, menus, entertainment, etc. characteristic to selected culture.
Students work in groups to plan and perform a skit portraying social experiences characteristic of selected culture, meeting rubric criteria.

Resources:

Internet research/resources
Library research/resources
Authentic cultural materials
Guest speakers
Community resources
Native speakers
Own experiential background

Good Looks? Good Taste?

Subject:

Food

Thematic Scenario:

Good Looks? Good Taste?

Contexts\Outcomes:

Students explore food from other countries and demonstrate an understanding of the relationship between the perspectives, practices, and products/contributions of the selected culture.

Learn from Selected Countries/Cultures:

Knowledge of cultural practices of selected culture
Knowledge of typical food of selected culture
Knowledge of customs related to meals/snacks of selected culture
Recognize the differences in cultural patterns of eating

Strategies:

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

Assessments:

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

Resources:

Internet research/resources
Library research/resources
Videos
Recipe books

Fairy Tales

Subject:

Culture

Thematic Scenario:

Fairy Tales

Contexts\Outcomes:

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

Learn from Selected Countries/Cultures:

Cultural background information 
Background information regarding typical fairy tales from selected culture

Strategies:

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

Assessments:

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

Resources:

Internet research/resources
Library research/resources
Authentic cultural materials
Videotapes

Advertising

 

Subject:

Advertising

Thematic Scenario:

Advertising

Contexts\Outcomes:

Students recognize that cultures use different patterns of advertising and can apply this knowledge to their own culture.

Learn from Selected Countries/Cultures:

Vocabulary of products
Advertising strategies
Knowledge of cultural practices

Strategies:

Pair Activities:
Students in pairs create a radio jingle for a product from a specific country.
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 from other countries.
Students compare/contrast budgets to actual cost of ad.
Cooperative Learning:
Students work in groups to analyze public service ads from other countries.
View international ads on web. Do ads translate culturally?
Talking carousel of peer reaction to these commercials.
Research 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 techniques from other countries.

Assessments: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: Techniques of presentation format: PowerPoint, videotape
Radio Jingle
Video ad for a magazine including budget for producing the ad
Comprehensive Ad Campaign

Resources:

Videotapes
Internet
Foreign and American commercials and magazines