|Thematic Unit Title:
Where Do I Fit In?
||1. Communicate in Languages Other than English
3. Connect with Other Disciplines and Acquire Information
5. Participate in Multilingual Communities at Home and Around the World
||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.
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.
||Students acquire information and perspectives through authentic materials, apply language skills and cultural knowledge within and beyond the school setting, and exchange opinions on clothing and its relationship to personality in the target language and culture.
|Progress Indicators Goal 1:
|Progress Indicators Goal 2:
1.1C Express state of being.
Create simple descriptions within a context.
1.1E Express agreement and disagreement.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
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.
Comprehend and respond to formal written communications; such as, business or official documents.
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.
1.3C Write a personal communication; such as, a note, letter, or invitation.
Produce formal and informal written communication.
1.3E Present prepared material to an audience.
Speak or write spontaneously.
|Progress Indicators Goal 3:
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:
|Progress Indicators Goal 5:
5.1A Identify the target language in the student’s daily life.
Share knowledge of target language with others.
5.1B Locate connections with the target culture through the use of technology, media, and authentic sources.
Establish connections with the target culture through the use of technology, media, and authentic sources.
Topic specific vocabulary (clothing, accessories, sizes, descriptive adjectives)
Verbs needed to describe
Cultural background information (teen mores)
Knowledge of oral presentation formats
Knowledge of advertising strategies
||Vocabulary Test (clothing, accessories, sizes, fabric, styles)
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 target culture sizes meeting specified criteria.
Student work in groups to plan and present a style show meeting specified rubric criteria.
Student groups use a webbing or mapping graphic organizer (example: NE Frameworks p. 290) to identify needed clothing vocabulary.
Students use the Internet to research fashion from the target culture.
Students view and discuss videos of fashion collections from the target culture.
Students research and develop a chart comparing American and target culture sizes.
Students create posters representing a specific style and relating it to personal characteristics.
Students develop a commercial jingle advertising fashion.
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 target culture such as hippie, grunge, preppie, nerd, punk, socialite, etc.