Grade K-6  World Languages                                                                                         Page  of

Units:

Unit #1: Introduction to World Languages K-6

Unit #2: Geography of the Target Language World 6th Grade

Unit #3: Daily Life K-6

Unit #4: Back to School K-6

Unit #5: Celebrations / Rites of Passage Grade K-6

Unit Title

Unit #1: Introduction to World Languages K-6

Timeframe 

Integrated and or Once a Week

Unit Summary

This unit is an introduction to the study of another language and culture. Students learn to communicate with their teacher and classmates, and describe the objects they see in the classroom. 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 onset 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, the weather, and the date.  

Learning Targets

Essential Questions

  • Why learn another language?
  • What is culture?

Enduring Understandings

Students will understand:

  • You can learn a 2nd (or 3rd) language.
  • You already have language and communication skills that you can utilize while learning a new language.

Know

By the end of this unit, students will know

  • Informal and formal greetings
  • School supplies and commands
  • Numbers 1-31
  • Weather and season vocabulary
  • Calendar vocabulary

Do

By the end of this unit, students will be able to Ask and answer questions to get to know their classmates

  • Count from 1-31
  • Respond appropriately to classroom commands
  • Identify and describe items in backpacks with classmates
  • Deliver a weather report
  • Identify dates on the calendar

Evidence of Learning

Formative

  • Skit/Dialogue - Back to School (Interpersonal Task)
  • Daily use of the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Greetings/Introductions Assessment incorporating all modes of communication

Alternative Assessments

  • Digital Project: Weather/Calendar

Learning Activities

  • Engage in Greetings, introductions and goodbyes
  • Converse with a partner on basic personal identity
  • Role-play greeting scenarios
  • Use informal and formal greetings
  • Respond appropriately to classroom commands
  • Use numbers to identify important dates and personal information
  • Watch authentic weather reports from the target cultures
  • Categorize months/days in small groups

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

Supplemental Resources

Standards

Content Statement

Indicator

Interpretive -7.1.NM.A.4

 

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

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.4

 

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

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.
  • 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 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

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

K-2nd Grade

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

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

3-5th Grade

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

8.1.5.D.1 Understand the need for and use of copyrights.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

Demonstrate personal responsibility for lifelong learning.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

Exhibit leadership for digital citizenship.

8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

6-8th Grade

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

8.1.8.D.5  Understand appropriate uses for social media and the negative consequences of misuse.  

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

END OF UNIT

Unit Title

Unit #2: Geography of the Target Language World K-6th Grade

Timeframe 

Integrated and or Once a Week

Unit Summary

This unit is an overview of the countries in which the target language is spoken.  Culture and society vary greatly between countries and students will gain a deeper appreciation of the large community that makes up the world of the language of study.  The unit will broaden the student’s knowledge of the importance of language in our global society.  

Learning Targets

Essential Questions

  • How might learning a language open “doors of opportunity”?
  • How does the study of another language and culture make the world smaller?

Enduring Understandings

Students will understand:

  • Learning another language will open the door to a new culture. Language and culture are inextricably linked.
  • Language connects people.

Know

By the end of this unit, students will know

  • The continents where the target language is spoken
  • The countries where the target language is spoken
  • Traditions, products, and practices vary from country to country

Do

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

  • Identify major countries in the world where the target language is spoken
  • Label a map according to countries and continents
  • Describe a country of the target culture in detail (capital city, independence day, traditional foods, places of interest, etc.)
  • Compare and contrast the United States to countries of the target cultures

Evidence of Learning

Formative

  • Map activity (labeling)
  • Country comparisons
  • Check in’s with teacher throughout country research project
  • Peer editing of country research project
  • Presentation guided notes (small groups)

Summative/ Benchmark

  • Country Research Digital Project

Alternative Assessments

  • Digital Map Activity

Learning Activities

  • Identify and label on a map the different countries where the target language is spoken
  • Collaborate with peers to present relevant information about countries where the target language is spoken
  • Compare and contrast traditions, products, and practices in the countries where the target language is spoken to those of the US

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

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.

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.
  • 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 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

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

  • K-2nd Grade

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

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

  • 3-5th Grade

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

8.1.5.D.1 Understand the need for and use of copyrights.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

Demonstrate personal responsibility for lifelong learning.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

Exhibit leadership for digital citizenship.

8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

6-8th Grade

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

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: Daily Life K-6

Timeframe 

Integrated and or Once a Week

Unit Summary

This unit will focus on daily life in the target cultures, specifically how family traditions and eating habits differ amongst cultures. The unit begins with a study of family trees, and culminates with a more in-depth look at family traditions across the globe. The way that students view family life in their small communities may be quite different than what family life looks like in the target language cultures.  A large part of family life surrounds the foods that we eat, how we prepare them, and where/when we gather for meals.  These cultural aspects will be examined throughout the unit.  Through these comparisons, students will be exposed to a variety of perspectives and practices.  

Learning Targets

Essential Questions

  • How does family life shape culture and vary across the globe?
  • How do the traditional foods of a place reflect the culture?

 

Enduring Understandings

Students will understand:

  • Language connects people.
  • Family structures and traditions vary amongst cultures.

Know

By the end of this unit, students will know

  • Family tree vocabulary
  • Traditional dishes of the target cultures
  • Traditions surrounding meals and common family time
  • Numbers 1-100 (recognition for describing ages)

Do

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

  • Identify and describe their family members and friends
  • State the names and ages of their family members and friends
  • Compare and contrast traditional dishes of the target cultures to their own
  • Compare and contrast their own eating habits to those of the target cultures

Evidence of Learning

Formative

  • Daily use of the target language
  • Family tree activities
  • Brief 1-1 conversations with teacher
  • Family tree check-ins with peers and with teacher
  • Journal entries comparing cultures

Summative/ Benchmark

  • Benchmark Assessment

Alternative Assessments

  • Family Tree Project

Learning Activities

  • Create a family tree
  • Label and discuss celebrity family trees
  • Investigate family traditions from the target cultures
  • Role-play family introductions
  • Research traditional dishes from the target cultures
  • Compare and contrast dishes from the target culture to our own 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

Supplemental Resources

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.

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.  

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.
  • CRP7.Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.

9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

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

K-2nd Grade

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

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

3-5th Grade

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

8.1.5.D.1 Understand the need for and use of copyrights.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

Demonstrate personal responsibility for lifelong learning.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

Exhibit leadership for digital citizenship.

8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

6-8th Grade

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

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
  • 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: Back to School K-6

Timeframe 

Integrated and or Once a Week

Unit Summary

Students learn to communicate with their teacher and classmates. They will 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. By the end of this unit, they are able to communicate using memorized words and a few phrases.

Learning Targets

Essential Questions

  • Why learn another language?
  • What is culture?

 

Enduring Understandings

Students will understand:

  • You can learn a 2nd (or 3rd) language.
  • You already have language and communication skills that you can utilize while learning a new language.

Know

By the end of this unit, students will know

  • Formal and informal greetings and introductions
  • Essential questions (What’s your name? How are you? Where are you from? When is your birthday? How old are you?)

Do

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

  • Ask and answer essential questions (What’s your name? How are you? Where are you from? When is your birthday? How old are you?)

Evidence of Learning

Formative

  • Skit/Dialogue - Back to School (Interpersonal Task)
  • Daily use of the target language
  • Short conversations in pairs to show use of the target language
  • Brief 1-1 conversations with teacher

Summative/ Benchmark

  • Greetings/Introductions Assessment incorporating all modes of communication

Alternative Assessments

Learning Activities

  • Engage in Greetings, introductions and goodbyes
  • Converse with a partner using essential questions
  • Role-play greeting scenarios
  • Use informal and formal greetings

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

Supplemental Resources

  • Duolingo
  • Quizizz/ Kahoot
  • 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.3

 

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

Interpretive -7.1.NM.A.4

 

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

Interpersonal-7.1.NM.B.4

 

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

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.
  • 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 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

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

K-2nd Grade

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

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

3-5th Grade

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

8.1.5.D.1 Understand the need for and use of copyrights.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

Demonstrate personal responsibility for lifelong learning.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

Exhibit leadership for digital citizenship.

8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

6-8th Grade

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

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

END OF UNIT

Unit Title

Unit #5: Celebrations / Rites of Passage Grade K-6

Timeframe 

Integrated and or Once a Week

Unit Summary

In this unit, students will be introduced to the various celebrations and rites of passage in the target cultures.  They will be exposed to a variety of perspectives and compare and contrast their own traditions to those of the target cultures.  At the end of the unit, student’s cultural perspectives will broaden; they will understand that celebrations and rites of passage vary from country to country and even from village to village.  

Learning Targets

Essential Questions

  • What can I learn about my own language and culture from the study of others?
  • How does where I live shape who I am?

 

Enduring Understandings

Students will understand:

  • Learning another language will open the door to a new culture. Language and culture are inextricably linked.
  • Language connects people.

Know

By the end of this unit, students will know

  • Major holidays and events of the target cultures
  • Different cultures have different celebrations and rites of passage

Do

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

  • Identify and describe major holidays and events of the target cultures
  • Compare and contrast holidays and events of the target cultures to holidays and events of their own

Evidence of Learning

Formative

  • Calendar labeling activity
  • Cultural activities
  • Holiday and events comparisons
  • Check in’s with teacher throughout mini research project

Summative/ Benchmark

Benchmark Assessment

Alternative Assessments

Mini Research Project

Learning Activities

  • List important holidays and events of the target cultures
  • Interpret authentic texts about important holidays and events in the target cultures
  • Investigate the cultural significance of important events in the target cultures
  • View authentic videos about important holidays and events in the target cultures
  • Compare and contrast holidays and events of the target cultures to our own

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

Supplemental Resources

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.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.

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.
  • CRP7.Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

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

K-2nd Grade

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

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

3-5th Grade

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

8.1.5.D.1 Understand the need for and use of copyrights.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

Demonstrate personal responsibility for lifelong learning.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

Exhibit leadership for digital citizenship.

8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

6-8th Grade

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

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

END OF UNIT