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Thematic Unit Title:
Health -It Does A Body Good
1. Communicate in Languages Other than English
3. Connect with Other Disciplines and Acquire Information
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.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.
Students acquire and convey information and perspectives through authentic materials about health, and reinforce and further knowledge of health through foreign languages.
Progress Indicators Goal 1:
Progress Indicators Goal 2:
1.3A Give directions, commands, and instructions.
Explain a process based on prior knowledge and/or experience.
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.
Produce formal and informal written communication.
1.3D Summarize main idea of selected authentic and/or contextualized material.
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.
3.2B Use authentic sources to identify the perspectives of the target cultures.
Use authentic sources to analyze the perspectives of the target cultures.
Progress Indicators Goal 4:
Progress Indicators Goal 5:
Topic specific vocabulary (health terms, body parts, adjectives, daily needs related to health)
Future and Imperative forms of relevant verbs (including reflexive)
Asking and responding to questions
Health background information
Students participate in activities to reinforce vocabulary development meeting checklist criteria.
Students write “Dear Abby” columns concerning health meeting specified criteria.
Students write a research paper on a chosen health topic meeting rubric criteria.
Students keep a food journal for a week and compare healthy vs. bad menus meeting checklist criteria.
Students act out a health problem and how to solve the problem meeting specified criteria.
Students create a public service announcement for health meeting specified criteria.
Students prepare for and perform a health call-in show meeting rubric criteria.
Students participate in activities such as Simon Says, Charades, draw/label body parts, etc. to reinforce vocabulary development.
Students keep a food journal for a week and compare healthy vs. bad menus.
Students research health in the target culture.
Students write a research paper on a chosen health topic and compare similarities and differences of this topic and how it is dealt with in the U.S. and the target culture.
Students compare and contrast health in the U.S. with health in the target culture.
Students debate different ways of solving health problems and analyze effects of different cultures, geographical areas, etc.
Student pairs practice giving commands in the target language.
Student pairs practice telling health problems and giving solutions.
Students write “Dear Abby” columns concerning health.
Students create a public service announcement (poster, radio, or TV) for health.
Students prepare for and perform a health call-in show to address health problems