Level I  World Languages                                                                                        Page  of

GATEWAY GROUP CURRICULUM PLAN

Level I World Languages

Updated: July 2017

Collaborators: K.C.

Page 1 of

Units:

Unit # 1 - Back to School

Unit # 2 - Friends and Family

Unit # 3 - Food

Unit # 4  - Clothing

Unit # 5 - Town and City

Unit # 6 - Leisure Time


Unit Title

Unit # 1 - Back to School

Timeframe 

30 Days

Unit Summary

Their first experiences with the language center on school life. They learn to communicate with their teacher and classmates, and describe the classroom and their personal possessions. With each topic, students compare their lives with teenagers’ from the target cultures, looking for similarities and differences. They develop interpretive skills (listening and responding physically to the teacher’s directions and instructions). Once they have internalized high frequency expressions, they start to respond verbally in the target language when asked personal questions. At the outset of the unit, they have no functional ability to communicate. By the end they are able to communicate using memorized words and a few phrases to identify familiar objects and respond to very familiar questions about themselves, their classroom, and school friends.

Learning Targets

Essential Questions

 

  • How do my school experiences reflect my personality?
  • How is school life in countries of the target language similar and/or different from my experiences in the United States?

Enduring Understandings

Students will understand:

  • Although most students have the same opportunities for courses and extracurricular activities in school, individual choices and experiences  determine the successes of those experiences.
  • Everyday situations encountered transmit cultural differences as well as similarities and differences and thus provide insight into people and customs.

Know

By the end of this unit, students will know

  • Use informal and formal greetings
  • Ask and answer questions relating to basic personality traits
  • Identify the similarities and differences that exist in American Schools and schools from the target language
  • Count from 1-31

Do

By the end of this unit, students will be able to

  • Role play scenarios that might occur on the first days of school
  • Ask and answer questions to get to know their classmates
  • Respond appropriately to classroom commands
  • Compare/Contrast items in backpacks with classmates
  • Share typical school items of students in countries in the target language

Evidence of Learning

Formative

  • Skit/Dialogue - Back to School (Interpersonal Task)
  • Daily use of the target language
  • Compare and contrast basic school items in the United States vs. Countries of the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Back to School Assessment incorporating all modes of communication

Alternative Assessments

  • Digital Project:  Classroom objects and commands (Presentational Task)

Learning Activities

  • Engage in Greetings, introductions and goodbyes
  • Converse with a partner on basic personal identity
  • Role-play scenarios that reflect back to school topics
  • Use informal and formal greetings
  • Respond appropriately to classroom commands
  • Compare/contrast American schools to schools in the target culture
  • Watch authentic videos showcasing back to school traditions in the target culture

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quia.com
  • Quizlet

Standards

Content Statement

Indicator

Interpretive - 7.1.NM.A.1

Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.

Interpretive -7.1.NM.A.2

 

Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.

Interpretive -7.1.NM.A.4

 

Identify familiar people, places, and objects based on simple oral and/or written descriptions.

Interpretive -7.1.NM.A.5

 

Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics.

Interpersonal-7.1.NM.B.4

 

Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases

Interpersonal-7.1.NM.B.5

 

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Presentational -7.1.NM.C.2

 

Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

Presentational -7.1.NM.C.4

 

Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing.  

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit # 2 - Friends and Family

Timeframe 

30 Days

Unit Summary

Culture is defined as a particular form of civilization, especially the beliefs and traditions particular to that society. Family culture is the unique way that a family functions – its beliefs, daily practices, and relationships. Every family is different, every family has its’ own culture yet there are similarities based on nationality and origin. Throughout this unit as students learn to identify, describe, and talk about families, they will compare their unique customs and perspectives with those of the target cultures.  

 

Learning Targets

Essential Questions

 

  • How do family structures and life through various cultures play an important role in society?
  • How do family units differ in structure and content amongst cultures?

Enduring Understandings

Students will understand:

  • “Family” has many connotations and structures that are unique to individuals.
  • Although “family” has a universal connotation, its’ definition can vary within a culture as well as from culture to culture.
  • Family relationships and lifestyles reflect the values of a culture.

Know

By the end of this unit, students will know

  • How to introduce family members
  • Explain relationships among individuals
  • Describe family members’ physical appearance and personality traits

Do

By the end of this unit, students will be able to

  • Role play scenarios that occur within family settings
  • Ask and answer questions to get to know their classmates
  • Respond appropriately to classroom commands
  • Compare/Contrast attributes of American families and families in the target language

Evidence of Learning

Formative

  • Skit/Dialogue - Family Scenarios (Interpersonal Task)
  • Daily use of the target language
  • Compare and contrast families in the United States vs. Countries of the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Family dynamics  Assessment incorporating all modes of communication

Alternative Assessments

  • Digital Project:  Family Tree (Presentational Task)

Learning Activities

  • Engage in family dialogue
  • Converse with a partner on family structure
  • Role-play scenarios that reflect family situations
  • Use informal and formal greetings
  • Respond appropriately to classroom commands
  • Compare/contrast American families  to families in the target culture
  • Watch authentic videos showcasing family values/traditions in the target culture

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quia.com
  • Quizlet

Standards

Content Statement

Indicator

Interpretive - 7.1.NM.A.1

Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.

Interpretive -7.1.NM.A.4

 

Identify familiar people, places, and objects based on simple oral and/or written descriptions.

Interpretive -7.1.NM.A.5

 

Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics.

Interpersonal-7.1.NM.B.4

 

Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases

Interpersonal-7.1.NM.B.5

 

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Presentational -7.1.NM.C.2

 

Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

Presentational -7.1.NM.C.4

 

Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing.  

Presentational -7.1.NM.C.5

 

 

Name and label tangible cultural products and imitate cultural practices from the target culture(s)

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.

  • CRP7.Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade, .

  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans. .
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

  • B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit # 3 - Food

Timeframe 

30 Days

Unit Summary

Students will examine eating habits of teenagers in the United States and abroad. As they talk about their own likes and dislikes, they will compare foods, eating establishments, and cultural products and practices.  During the course of the unit, they will learn the names of popular foods and learn how to order something to eat and drink in a cafe and restaurant. They will compare and contrast their perspectives of food norms with those of teenagers of the target cultures.

Learning Targets

Essential Questions

 

  • Do teenagers around the world have similar eating habits and dining experiences?
  • How do eating habits differ amongst cultures?

Enduring Understandings

Students will understand:

  • Teenagers across the glow share many experiences, yet they are different in subtle and fundamental ways.
  • Reading authentic texts such as menus and advertisements for restaurants, cafes, and fast food establishments can be challenging for beginning language learners and require specific comprehension strategies.
  • Negotiating everyday situations in restaurants requires some risk taking with expressions to assist in understanding others.

Know

By the end of this unit, students will know

  • Identify common foods found in restaurants and cafes in countries in the target language
  • Express hunger and thirst
  • Ask for prices of foods and beverages and pay a bill in foreign currency

Do

By the end of this unit, students will be able to

  • Order food from a culturally authentic menu
  • Express preferences for various types of foods
  • Order from a menu in the target languages
  • Ask and answer questions to get to know their classmates
  • Convert American dollars into currencies from the target cultures using the current exchange rates

Evidence of Learning

Formative

  • Skit/Dialogue - Back to School (Interpersonal Task)
  • Daily use of the target language
  • Compare and contrast basic school items in the United States vs. Countries of the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Food Assessment incorporating all modes of communication

Alternative Assessments

  • Digital Project:  Create an online menu via ‘mock’ social media platforms (Presentational Task)
  • Skit/Dialogue:  Ordering in a restaurant role play

Learning Activities

  • Engage in conversations about the various foods common in the target language
  • Converse with a partner on favorite foods
  • Role-play scenarios that reflect restaurant scenes
  • Respond appropriately to classroom commands
  • Compare/contrast American restaurants to restaurants in the target culture
  • Watch authentic videos showcasing food traditions in the target culture

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quia.com
  • Quizlet

Standards

Content Statement

Indicator

Interpretive - 7.1.NM.A.1

Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.

Interpretive -7.1.NM.A.3

 

Recognize a few common gestures and cultural practices associated with the target culture(s).

Interpretive -7.1.NM.A.5

 

Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics.

Interpersonal-7.1.NM.B.2

 

Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities.

Interpersonal-7.1.NM.B.3

 

Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions.

Interpersonal-7.1.NM.B.4

 

Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases

Interpersonal-7.1.NM.B.5

 

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Presentational -7.1.NM.C.2

 

Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.
  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

  • Exhibit leadership for digital citizenship.

8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint.

  • F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit # 4  - Clothing

Timeframe 

30 Days

Unit Summary

Clothing is an important part of a teenager's life. As they learn the names of clothing items and how to describe them in Spanish, they will examine how the clothing people choose to wear reflect their personalities and lifestyles. They will compare how they dress to the clothing worn by Spanish / Hispanic teenagers.

Learning Targets

Essential Questions

 

  • Does what I wear define who I am? If so, how/why, if not, how/why?
  • How has fashion been influenced by the target language/culture?
  • How does the fashion of the target language help me understand others?

Enduring Understandings

Students will understand:

  • The clothes we wear may reflect our personality and send a message to others about our values and lifestyle.
  • Fashion, although influenced by culture, has many similarities throughout the world.

Know

By the end of this unit, students will know

  • Use informal and formal greetings
  • Engage in conversation about the influence of fashion/clothing on various cultures as compared to the United States
  • Identify the similarities and differences that exist in clothing/shopping/fashion in a variety of countries in the target language
  • Describe various fashion trends

Do

By the end of this unit, students will be able to

  • Simulate purchasing clothing and accessories using culturally appropriate expressions and gestures
  • Participate in a fashion show that highlights personal style
  • Calculate the exchange rate between dollars and currencies from the target language

Evidence of Learning

Formative

  • Paired activity - Describe online photos of clothing trends around the world
  • Webquest - Online shopping extravaganza (using current websites)
  • Compare and contrast fashion trends in the United States vs. Countries of the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher
  • Use online tools to convert currencies

Summative/ Benchmark

  • Clothing/Fashion Assessment incorporating all modes of communication

Alternative Assessments

  • Fashion show with peer critique and self-reflection (Presentational Task)

Learning Activities

  • Converse with a partner about fashion trends
  • Role-play scenarios that reflect personal clothing preferences
  • Respond appropriately to classroom commands
  • Compare/contrast Fashion trends in the target culture the those in the United States
  • Watch authentic videos showcasing back to school traditions in the target culture
  • Calculate currency exchange

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quia.com
  • Quizlet

Standards

Content Statement

Indicator

Interpretive -7.1.NM.A.2

 

Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.

Interpretive -7.1.NM.A.4

 

Identify familiar people, places, and objects based on simple oral and/or written descriptions.

Interpretive -7.1.NM.A.5

 

Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics.

Interpersonal-7.1.NM.B.2

 

Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities.

Interpersonal-7.1.NM.B.3

 

Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

Presentational -7.1.NM.C.4

 

Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing.  

Presentational -7.1.NM.C.5

 

 

Name and label tangible cultural products and imitate cultural practices from the target culture(s)

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.

Technology Standards - 8.1

9-12th Grade

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit # 5 - Town and City

Timeframe 

30 Days

Unit Summary

Students continue to explore the similarities and differences between their lives and the lives of those of the target cultures in order to gain an understanding of different perspectives.  During this unit, they focus on life in major cities around the world.  Students will become aware of how location impacts a person’s lifestyle and daily choices.

 

Learning Targets

Essential Questions

 

  • How does where and how I choose to spend my time reflect who I am?
  • Are teanagers the smae worldwide? Explain.
  • How do I make myself understood in situations?

Enduring Understandings

Students will understand:

  • Where a person lives may have an effect on lifestyle choices.
  • Opportunities have the potential to frame a person's’ life choices and determine his/her future.
  • Leisure-time activities and pursuits reflect individual personalities and lifestyles.

Know

By the end of this unit, students will know

  • Identify and describe main monuments and places of interest in cities in the target language
  • Give/ask Directions using common commands
  • Express where they want to go in a town and how they would like to spend their leisure/free time

Do

By the end of this unit, students will be able to

  • Interpret a map and show how to use Google Maps to navigate around a city in the target language
  • Plan a trip to a city in the target language
  • Express how to get around in the city of their choice

Evidence of Learning

Formative

  • Paired activity - using mapping tools to understand the layout of a city
  • Daily use of the target language
  • Discuss with a partner visiting your favorite town/city in the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Town/City  Assessment incorporating all modes of communication

Alternative Assessments

  • Digital Project:  Create a travel  itinerary to a city in the target language

Learning Activities

  • Engage in conversation about traveling
  • Role-play scenarios that discuss traveling and sightseeing
  • Use informal and formal greetings
  • Respond appropriately to classroom commands
  • Compare/contrast lives of teenagers in the United States and the target language
  • Watch authentic videos showcasing back to school traditions in the target culture

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quia.com
  • Quizlet

Standards

Content Statement

Indicator

Interpretive - 7.1.NM.A.1

Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.

Interpretive -7.1.NM.A.5

 

Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics.

Interpersonal-7.1.NM.B.5

 

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

Presentational -7.1.NM.C.4

 

Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing.  

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.  Consider the environmental, social and economic impact of decisions.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

  • F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities


Unit Title

Unit # 6 - Leisure Time

Timeframe 

30 Days

Unit Summary

As summer vacation is approaching, students consider why people travel, what their destinations say about their likes and dislikes.  Students will be able to understand how similarities and differences around the world shape people’s views on vacation time and how it is utilized.

Learning Targets

Essential Questions

 

  • Does everyone go on vacation?
  • What does ‘vacation mean to you?  How does this differ across cultures?

Enduring Understandings

Students will understand:

  • How people spend their vacations is determined by geography, weather, and availability of time/money.
  • In order to negotiate everyday situations, you might encounter conversation with native speakers, second language learners must take risks with expressions they know to make themselves understood.
  • Vacation experiences are often determined by the country/culture in which we live.

Know

By the end of this unit, students will know

  • Understand weather and patterns in countries in the target language
  • Discuss activities and express likes/dislikes when on vacation
  • Ask/answer questions relating to family vacations, preferences, recent trips or experiences
  • Know the holidays and prime vacation times of countries from the target language

Do

By the end of this unit, students will be able to

  • Role play scenarios that might occur on Vacation
  • Ask and answer questions to get to know worldwide travel information
  • Plan and describe an upcoming vacation in the target language
  • Articulate vacation preferences and how this relates to the culture studying

Evidence of Learning

Formative

  • Skit/Dialogue - Back to School (Interpersonal Task)
  • Daily use of the target language
  • Compare and contrast basic school items in the United States vs. Countries of the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Leisure Time/Vacation Assessment incorporating all modes of communication

Alternative Assessments

  • Digital Project:  Weather project(Presentational Task)
  • Digital Project:  Vacation plans

Learning Activities

  • Converse with a partner on basic personal identity
  • Role-play scenarios about vacationing
  • Plan a trip
  • Report on the weather of a city in the target language
  • Compare/contrast cultural values/differences on vacationing
  • Watch authentic videos showcasing vacations in the target culture

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Google Classroom
  • Teacher created notes and activities
  • Videos - current and relevant based on real-life cultural events
  • Maps
  • Google Apps
  • Appropriate educational websites

Equipment

  • LCD projector
  • Chromebooks
  • Colored pencils/Markers/Scissors
  • Construction paper/glue
  • Flashcards
  • Write-on Whiteboards
  • Dice
  • Ball/Hoop

Supplemental Resources

  • Duolingo
  • Quia.com
  • Quizlet

Standards

Content Statement

Indicator

Interpretive - 7.1.NM.A.1

Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.

Interpretive -7.1.NM.A.4

 

Identify familiar people, places, and objects based on simple oral and/or written descriptions.

Interpretive -7.1.NM.A.5

 

Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics.

Interpersonal-7.1.NM.B.4

 

Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases

Interpersonal-7.1.NM.B.5

 

Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

Presentational -7.1.NM.C.3

 

Copy/write words, phrases, or simple guided texts on familiar topics.  

Presentational -7.1.NM.C.4

 

Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing.  

Presentational -7.1.NM.C.5

 

 

Name and label tangible cultural products and imitate cultural practices from the target culture(s)

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  •  Mathematics through understanding of currency exchange and use of System International of Measurement
  • Global awareness through comparisons between introductions in the countries where the target language is spoken and common practices in the United States.
  • Language Arts through the use of written dialogues and practice with spelling of the alphabet in the target language.
  • Historical through the study of a variety of cultures and traditions throughout the world
  • Communications through oral and written presentations and dialogues.
  • Social Studies through the foreign perspective of others and how this relates to current events and norms.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

  • F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Modifications/Accommodations

IEPs

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences)
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

504s

  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.
  • Collaborate with after-school programs or clubs to extend learning opportunities

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators
  • Provide work for completion or understanding to ELL teacher to continue during ELL class

G/T

  • Projects are designed so teacher may extend criteria based on student needs.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities