|
|
| Thematic Unit Title: |
Show Me The Money, Too! |
| Subject: |
Careers |
| 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, demonstrate an understanding of the relationship between the perspectives and practices of careers in the target culture, and use this knowledge to interact effectively in cultural contexts. |
| 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.
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1E Express agreement and disagreement.
Support 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).
1.1H Make and respond to simple requests.
Give and follow directions in a familiar context.
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.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.
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.
2.2D Identify objects, images and symbols of the target culture.
Explain objects, images, and symbols of the target culture.
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
Conditional and past tenses of relevant verbs
Question Words
Cultural knowledge |
| Assessments: |
Written Projects:
Students create and conduct a survey about careers from the target culture meeting specified rubric criteria.
Students create a career advertisement meeting specified criteria.
Oral Presentation:
Student pairs plan and present a job interview for a career from the target culture meeting rubric criteria.
Final Project:
Student groups create a students-centered video meeting rubric criteria including peer assessment. |
| Instructional Strategies: |
Class Activities:
Students participate in games (i.e. Chain Game, Fly Swatter), chanting, etc. to develop relevant vocabulary.
Flyswatter Game: Teacher creates an overhead with 6 or so words and puts overhead on wall or board. Two students with flyswatters swat the appropriate term as the teacher gives clues.
Chain Game: Students form a chain using phrases. For example, “When I go to the store, I buy apples.” The next person says exactly the same thing and then adds, “and oranges>” And so on…
Desk Tag:
Research:
Student groups search the Internet or other available resources for career information from the target culture.
Pair Activities:
Student pairs create and conduct a survey about careers from the target culture.
Student pairs create a career advertisement from the target culture.
Student pairs plan and present a job interview for a career from the target culture.
Graphic Organizer:
Students us a graphic organizer to compare, contrast, and analyze career survey information.
Cooperating Learning:
Student groups create a students-centered video depicting a career from the target culture. |
| Resources: |
Textbook
Internet
Library resources
Library research
Realia
Videotapes
Community resources |
| Other Resources: |
|
