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GATEWAY REGIONAL HIGH SCHOOL

World Languages II

PACING GUIDE

Month

# Days

Standards

Strand

Skills

Content

Activities

(w/ Integration of Technology and Career Ready Practices)

Assessments

September

15

7.1.NH.A.2

7.1.NH.A.4

7.1.NH.B.3

7.1.NH.B.4

7.1.NH.B.5

7.1.NH.C.2

7.1.NH.C.3

Interpretive Communication

Interpersonal Communication

Presentational Communication

  • Establish personal goals for the new academic year and share those goals with others
  • Ask and answer questions to find out school schedule information
  • Express feelings and emotions
  • Roleplay scenarios that might occur the first few days of school.
  • Use ordinal numbers and conjunctive adverbs to discuss schedule
  • Describe teachers and peers

Vocabulary: 

Goals

Classes

Time

Descriptions

Expressions of feelings and emotions

Grammar:

Ordinal numbers

Conjunctive adverbs

Goal Setting Activity (CRP10: Plan education and career paths aligned to personal goals)

 

  • Partner Activity: Expression of feelings and emotions.

  • Quia.com online activity:  Ordinal Numbers and Conjunctive Adverbs Activity (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.)

  • Write and Record Back to School Skits/ Roleplay scenarios that might occur the first few days of school  (CRP6: Demonstrate Creativity and Innovation)

October

20

7.1.NH.A.1

7.1.NH.A.3

7.1.NH.B.2

7.1.NH.B.3

7.1.NH.C.5

Interpretive Communication

Interpersonal Communication

Presentational Communication

  • Describe daily routine

  • Use reflexive verbs

  • Read and interpret short text on daily routines

Vocabulary: 

Morning routine

Descriptions

Toiletries

Reflexive verbs

Grammar:

Reflexive verbs

  • Reading Activity: Daily Routines (CRP 3  Attend to personal health and financial well-being.)

  • Create short video recordings incorporating reflexive verbs into health topic issues using Google Classroom. ( CRP11. Use technology to enhance productivity.)

  • Digital Media project detailing your morning routine (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.)
  • (CRP 6 Demonstrate Creativity and Innovation)
  • Digital Media project detailing your morning routine (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.)
  • (CRP 6 Demonstrate Creativity and Innovation)

November

10

7.1.NH.A.4

7.1.NH.A.5

7.1.NH.B.4

7.1.NH.B.5

7.1.NH.C.2

7.1.NH.C.3

7.1.NH.C.4

7.1.NH.C.5

Interpretive Communication

Interpersonal Communication

Presentational Communication

  • Establish personal goals for the new academic year and share those goals with others
  • Ask and answer questions to find out school schedule information
  • Express feelings and emotions
  • Roleplay scenarios that might occur the first few days of school.
  • Use ordinal numbers and conjunctive adverbs to discuss schedule
  • Describe teachers and peers
  • Describe daily routine
  • Use reflexive verbs
  • Read and interpret short text on daily routines

Vocabulary:  Classes

Time

Descriptions

Expressions of feelings and emotions

Morning routine

Descriptions

Toiletries

Reflexive verbs

Grammar:

Ordinal numbers

Reflexive verbs

  • Create practice benchmark activities addressing personal goals for academics, in small groups (CRP6: Demonstrate Creativity and Innovation)

  • Using Quia.com, engage in games to review grammar and vocabulary for benchmark

  • Benchmark: Compare la rentrée in France to American back to school traditions, Describe morning routines using reflexive verbs.  

November/December

10

7.1.NM.A.3

7.1.NM.A.4

7.1.NM.A.5

7.1.NM.B.4

7.1.NM.B.5

Interpretive Communication

Interpersonal Communication

  • Identify parts of the body

  • Identify parts of the face

  • Say it is necessary to do or not to do something

Vocabulary: 

Body Parts

Grammar:

Expressions of desire

The verb “falloir”

  • Group scavenger hunt: vocabulary Practice: Body Parts

  • Digital Project: “Que Faire?:” Give advice based on problems using expressions with “Falloir” (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.

Fluency/CRP12: Work Productively in teams while using cultural global competences)

  • Digital Media Project: “Que Faire?” Role play doctor scenarios and give and ask for advice with problems dealing with health.  

January

15

7.1.NM.A.1

7.1.NM.A.2

7.1.NM.A.4

7.1.NM.B.2

7.1.NM.C.4

7.1.NM.C.5

Interpretive Communication

Interpersonal Communication

Presentational Communication

  • Discuss illnesses and other health expressions

Vocabulary: 

Expressions with advice (giving/receiving)

Grammar:

The Imperative

  • Quizlet Vocabulary Activity: Illnesses

  • Using Quia.com, practice with the imperatives

  • Written Presentation: How to Stay Healthy (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.
  • CRP11: Use technology to enhance productivity)
  • Written Presentation: How to Stay Healthy.  Compare and contrast healthy lifestyles in World Languages speaking countries to our own procedures to stay healthy.  

January/February

25

7.1.NM.A.1

7.1.NM.A.5

7.1.NM.B.2

7.1.NM.B.3

7.1.NM.C.2

7.1.NM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

  • Discuss environmental problems

  • Propose environmental solutions

  • Discuss endangered species

Vocabulary: 

Expressions of Persuasion

Grammar:

Verbs + Infinitives

De + Plural Adjectives

  • Quizlet Vocabulary Activity: Environmental Problems and Solutions

  • Using Quia.com Vocabulary Activity: Endangered Species

  • Cultural Reading: Environmental Issues (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.)

  • Digital media project: Environmental Issues  (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.  Creativity and Innovation/CRP12: Work productively in teams while using cultural global competence)

  • Using Quia.com engage in games to review grammar and vocabulary for benchmark

  • Digital Media Project: Environmental Issues. Groups will choose a World Languages speaking country to research and discuss their environmental problems and propose solutions.  
  • Benchmark:  Discuss environmental problems in our towns, state, and in the US.  Compare to global problems and prepare solutions.

February/March

20

7.1.NM.A.1

7.1.NM.A.3

7.1.NM.A.5

7.1.NM.B.4

7.1.NM.B.5

Interpretive Communication

Interpersonal Communication

  • Identify grocery items
  • Discuss quantities
  • Count from 1-1000
  • Convert quantities to the metric system

Vocabulary: Grocery items

Quantities

Sequencing

Metric System Conversions

Numbers 1-1000

Grammar:

Present tense –re verbs

Expressions of quantity

Present tense of the verb acheter

Present tens of the irregular verb vouloir

Demonstrative adjectives

  • Interpret grocery list (CRP 3: attend to personal health and financial well-being/8.1.12.F.1  Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.).

  • Quizlet.com Metric conversion activity (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.)

  • Skit/Dialogue: Interpreting a Recipe (CRP 6: creativity and innovation/CRP 12 work productively in teams while using cultural global competence)
  • Skit/Dialogue: Interpreting a Recipe.  Students will work in pairs to interpret a World Languages recipe and explain it’s ingredients.  

March/April

15

7.1.NM.A.1

7.1.NM.A.4

7.1.NM.A.5

7.1.NM.B.2

7.1.NM.B.3

7.1.NM.C.2

7.1.NM.C.5

Interpretive Communication

Interpersonal Communication

Presentational Communication

  • Identify fruits and vegetables
  • Make a purchase at the market
  • Respond to questions from a vendor
  • Discuss quantities using the partitive

Vocabulary: 

Fruits

Vegetables

Making purchases at the market

Grammar:

The partitive article

The partitive in negative sentences

  • Shopping Activity (CRP5: Consider the environmental social and economic impacts of decisions/CRP4: Communicate clearly and effectively and with reason)

  • Digital Assessment: “Au Marché” (CRP5: Consider the environmental social and economic impacts of decisions)

  • Digital Assessment: “Au Marché.”  Using online resources, students will prepare a presentation. They will discuss markets and give culturally authentic examples.  

April

10

7.1.NM.A.1

7.1.NM.A.2

7.1.NM.B.4

7.1.NM.B.5

7.1.NM.C.2

7.1.NM.C.3

Interpretive Communication

Interpersonal Communication

Presentational Communication

  • Identify grocery items
  • Discuss quantities

Convert quantities to the metric system

  • Identify fruits and vegetables
  • Make a purchase at the market
  • Respond to questions from a vendor
  • Discuss quantities using the partitive

Vocabulary: 

Grocery items

Quantities

Sequencing

Numbers 1-1000

Metric System Conversions

Fruits

Vegetables

Making purchases at the market

Grammar:

Present tense –re verbs

Expressions of quantity

Present tense of the verb acheter

Present tens of the irregular verb vouloir

Demonstrative adjectives

The partitive article

The partitive in negative sentences

  • Design a healthy school lunch menu that incorporates every food group for each day of the week

  • Formulate questions and answers used to gather information about eating habits of peers, family, and friends (CRP5: Consider the environmental social and economic impacts of decisions)

  • Kahoot.com online class games to review grammar and vocabulary for benchmark  (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.)

Benchmark:  Compare and contrasting how we grocery shop to how the World Languages grocery shop.  Discuss specific grocery items and quantities.  Compare and contrast systems of measure.  

May

20

7.1.NM.A.1

7.1.NM.A.2

7.1.NM.A.3

7.1.NM.B.4

7.1.NM.B.5

7.1.NM.C.2

7.1.NM.C.5

Interpretive Communication

Interpersonal Communication

Presentational Communication

  • Discuss sports/activities
  • Give a reason
  • Set a time and place to meet
  • Suggest a different time
  • Discuss soccer in France
  • Compare and contrast: World Languages sports vs. US sports

Vocabulary: 

Sports/activities

Time

Soccer

Le Metro

Grammar:

Aller + infinitive

Forming questions

  • Activity: sports/activities using Quia.com ( CRP6. Demonstrate creativity and innovation.)

  • Skit/Dialogue: “Au Stade”(CRP12: Work Productively in teams while using cultural global competence)

  • Digital Media Project: Create Soccer Trading Cards (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.)

  • Skit/Dialogue: “Au Stade”: Compare and contrast American Football traditions to World Languages Soccer traditions.  Act out a scene from a World Languages soccer game using authentic materials and gestures.  
  • Digital Media Project: Soccer Trading Cards.  Use authentic online materials to discuss popular soccer players from World Languages speaking countries.  Compare them to our own sports heros.  

May/June

20

7.1.NM.A.1

7.1.NM.A.3

7.1.NM.B.5

7.1.NM.C.3

7.1.NM.C.4

Interpretive Communication

Interpersonal Communication

Presentational Communication

  • Discuss movie genres
  • Discuss time (early, on time, late)
  • Make and respond to a prediction
  • Compare and contrast World Languages and American Films

Vocabulary: 

Film Vocab

Early, on time, late

Grammar:

The interrogative adjective “quel”

Present tense of the verb voir

  • Critique World Languages movies using tv5.fr

  • Using Kahoot.com engage in class games to review grammar and vocabulary for benchmark assessment on movie genres.  (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.)

  • Digital media Project: World Languages film.  In small groups, use the website tv5.fr to read and critique movie reviews.  Create a mock movie review of a movie that we watched clips from in class.   (CRP 7: Employ Valid and Reliable Research Strategies).

  • Benchmark.  Read authentic World Languages movie critiques and respond to a series of questions about the genre.  Write a movie critique based on a movie from class or that students have recently watched on their own.  

 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area: World Languages II

Unit Title: Back To School

Timeframe: 45 Days

Lesson Components

UNIT SUMMARY

At the beginning of the year, students revisit the theme of school life in order to surface prior learning and set a context for the yearlong course of study. They examine their feelings about school; they investigate similarities and differences between their experiences in the United States and those of World Languages students around the world. This learning enhances their understanding of cultural practices and perspectives of World Languages teenagers.  

Students will be able to…

  • Discuss what they need for daily success in World Languages class
  • Use reflexive verbs in the singular form to describe their daily routines
  • Describe their peers and teachers
  • Use regular verbs in the present
  • Express feelings and emotions
  • Discuss school schedule
  • Discuss daily routines
  • Compare and contrast two different schoolsone from a World Languagesspeaking country and the other from the United States
  • Formulate questions and answers to gather information about their classmates
  • Interview classmates and teacher in order to get to know the people in the class
  • Compare and contrast World Languages students' experiences in school with their own
  • Establish personal goals for the new academic year and share those goals with others

LEARNING TARGETS

ESSENTIAL QUESTIONS

  • How do American and World Languages school experiences reflect the cultural perspectives of these societies?
  • How can I make this school year a successful one for me?

ENDURING UNDERSTANDINGS

  • The cultural and academic differences between American schools and those in Francophone countries reflect more than a difference in course work and daily schedules. These differences paint a picture of the World Languages people and their mores.
  • A person’s personality and experiences have an impact on daily routine and on levels of stress concerning school.
  • Individuals have control over their school experiences. Personal choices, attitudes, and actions strongly influence academic and social successes and failures.

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Skit/Dialogue: Back to School (Interpersonal Task)
  • Digital Project: Daily Routines (Presentational Task)
  • Benchmark Assessment (Covering All Unit Standards)

Materials/Equipment/Resources Provided:

  • Projector
  • Chromebooks
  • EMC Collection Series Digital Access (World Languages)
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/Flashcards
  • Dice
  • Whiteboards
  • Ball/Hoop
  • Various Educational Websites

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Test directions read/explained thoroughly
  • Review/testing matched to student pace
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

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

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.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.

8.1.12.F.1  Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.


Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive

7.1.NH.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.NH.A.2

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

Interpretive

7.1.NH.A.3

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

Interpretive

7.1.NH.A.4

Identify people, places, objects, and activities in daily life based on oral or written descriptions.

Interpretive

7.1.NH.A.5

Demonstrate comprehension of short conversations and brief written messages on familiar topics.

Interpretive

7.1.NH.A.6

Identify the main idea and other significant ideas in readings from age and levelappropriate, culturally authentic materials.  

Interpersonal

7.1.NH.B.2

Give and follow a series of oral and written directions, commands, and requests for participating in age and level appropriate classroom and cultural activities.

Interpersonal

7.1.NH.B.3

Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.

Interpersonal

7.1.NH.B.4

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

Interpersonal

7.1.NH.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.NH.C.2

Create and present brief messages, poems, rhymes, songs, short plays, or roleplays using familiar vocabulary orally or in writing.

Presentational

7.1.NH.C.3

Describe in writing people and things from the home and school environment.  

Presentational

7.1.NH.C.4

Tell or retell stories from age and levelappropriate, culturally authentic materials orally or in writing.  

Presentational

7.1.NH.C.5

Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. 

 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area: World Languages II

Unit Title: Go Green

Timeframe: 50 days

Lesson Components

UNIT SUMMARY

Students consider some of the ecological Issues facing the world in the 21st century. They pay particular attention to the Francophone world and compare the issues in those locations with problems in the United States and in their towns and homes. After reading, discussing, and writing about problems, they suggest possible solutions to land, air, and water pollution.

In this unit, students will focus on the following learning objectives:

Students will be able to…

  • Read and get the main idea and supporting details from a variety of short cultural texts
  • Use communication strategies (circumlocution, clarifications, gestures, asking for repetition, etc.) to negotiate meaning in conversations with classmates and the teacher
  • Interview school personnel, families, and friends concerning environmental issues; synthesize the information gathered to prepare a presentation on current ecological problems in school, at home, and in the community
  • Describe environmental conditions in their school, their state, country, and in Francophone locations
  • Give suggestions to address problems that pollution and other environmental factors cause for animals, the water supply, forests, and climate
  • Respond to questions concerning the school environment
  • Make predictions about future problems that people and animals will face in light of current environmental problems
  • Name and describe common health conditions/problems and remedies
  • Make suggestions and give advice


LEARNING TARGETS

ESSENTIAL QUESTIONS

  • How can I make my community and school “green” or ecologically friendly places? (Comment estce que je peux améliorer les conditions écologiques dans ma ville et dans mon école?)
  • What can I do to promote the awareness of the endangered species of animals? (Qu’estce que je peux faire pour mettre en evidence la condition des animaux en danger de disparition?)

ENDURING UNDERSTANDINGS

  • Peoples’ actions are changing the world and environment in which they live and the environment is changing their actions.
  • There are many problems with today’s ecology and everyone contributes to these situations.  

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Digital Media Project: “Que Faire?”
  • Written Presentation: How to Stay Healthy
  • Digital Media Project: Environmental Issues
  • Benchmark

Materials/Equipment/Resources Provided:

  • Projector
  • Chromebooks
  • EMC Collection Series Digital Access (World Languages)
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/Flashcards
  • Dice
  • Whiteboards
  • Ball/Hoop
  • Various Educational Websites
  • Reading on Une École Verte
  • www.animauxdefrance.fr
  • http://www.wwf.fr/ (general site for animals around the world)
  • http://trirecyclage.ecoemballages.fr/ (recycling)
  • http://www.clubpanda.fr/  (interactive site for kids about animals: both endangered and wild)
  • http://www.wwf.fr/sinformer/nosmissions/especesmenacees (info about animals that are endangered)

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Test directions read/explained thoroughly
  • Review/testing matched to student pace
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

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

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.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.

8.1.12.F.1  Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.


Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive

7.1.NH.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.NH.A.2

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

Interpretive

7.1.NH.A.3

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

Interpretive

7.1.NH.A.4

Identify people, places, objects, and activities in daily life based on oral or written descriptions.

Interpretive

7.1.NH.A.5

Demonstrate comprehension of short conversations and brief written messages on familiar topics.

Interpretive

7.1.NH.A.6

Identify the main idea and other significant ideas in readings from age and levelappropriate, culturally authentic materials.  

Interpersonal

7.1.NH.B.2

Give and follow a series of oral and written directions, commands, and requests for participating in age and level appropriate classroom and cultural activities.

Interpersonal

7.1.NH.B.3

Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.

Interpersonal

7.1.NH.B.4

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

Interpersonal

7.1.NH.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.NH.C.2

Create and present brief messages, poems, rhymes, songs, short plays, or roleplays using familiar vocabulary orally or in writing.

 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area:  World Languages II

Unit Title:  Healthy Living

Timeframe: 45 days

Lesson Components

Unit Summary

Developing awareness of healthy lifestyles and practices is a critical factor in preparing today’s youth for living well in the 21st century.  By grounding a study of healthy living in a crosscultural comparison each student will learn to critically reflect upon his/her own healthy lifestyle as an American and compare this with another culture. Each student will gain insights into the products, practices and perspectives of others.  Students will reflect upon personal habits and examine American and World Languages views on healthy living.  In addition, students will examine food allergies to understand the impact these have on youth today.   

In this unit, students will focus on the following learning objectives:

Students will be able to…

  • Identify popular foods and drinks and the different parts of the food pyramid
  • Understand and interpret written and spoken language about various ways of eating healthy
  • Exchange information about ways to eat well and provide advice to peers
  • Discuss their eating schedules and meal preferences with peers
  • Express preference and support why they prefer certain foods
  • Compare and contrast World Languages and American food shopping habits
  • Design a healthy school lunch menu that incorporates every food group for each day of the week
  • Formulate questions and answers used to gather information about eating habits of peers, family, and friends
  • Ask and answers questions regarding shopping at a market
  • Suggest remedies and give advice for injuries and other health conditions
  • Use communication strategies (use gestures, asking for repetition, and circumlocution, etc,) to be able to negotiate meaning
  • Transfer the knowledge gained in the discussion of healthy eating to express and describe their personal views on what they need and want to eat on a daily basis
  • Compare and contrast cultural products, practices and perspectives related to healthy living

ESSENTIAL QUESTIONS

  • Do teenagers around the world have similar eating habits and dining experiences? If so, how? If not, why not
  • How do eating habits differ amongst cultures?

ENDURING UNDERSTANDINGS

  • Teenagers across the globe share many experiences, yet they are different in subtle and fundamental ways.
  • Reading authentic texts such as menus and advertisements for restaurants, cafés, and fast food establishments can be challenging for beginning language learners and require specific comprehension strategies: identifying cognates and families of words, using pictures and text structures to make informed guesses.

In order to negotiate everyday situations that they might encounter in restaurants, they must take risks with the expressions they know to make themselves understood.

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.


EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Skit/Dialogue: Interpreting a Recipe (Interpersonal Task)
  • Digital Project: Environmental Issues (Presentational Task)
  • Digital Project: “Au Marché” (Presentational Task)
  • Benchmark Assessment (Covering All Unit Standards)

Materials/Equipment/Resources Provided:

  • Projector
  • Chromebooks
  • EMC Collection Series Digital Access (World Languages)
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/Flashcards
  • Dice
  • Whiteboards
  • Ball/Hoop
  • Various Educational Websites

  • Plastic foods and drinks
  • Website for descriptions of food groups: http://www.pratique.fr/sante/aliment/em21d.htm
  • Website that contains the food pyramid: http://www.unilever.ch/fr/nosmarques/vivresainement/forumnutrition/themesalimentaires/alimentationsai ne/lapyramidealimentaire.asp

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Test directions read/explained thoroughly
  • Review/testing matched to student pace
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Technology Standards:
(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

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

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.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.

8.1.12.F.1  Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices:

(See Pacing Guide for Specific Integration)

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence. 

Cumulative Progress Indicator (CPI)

Standard

Interpretive

7.1.NH.A.1

Interpretive

7.1.NH.A.2

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

Interpretive

7.1.NH.A.3

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

Interpretive

7.1.NH.A.4

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

Interpretive

7.1.NH.A.5

Identify people, places, objects, and activities in daily life based on oral or written descriptions.

Interpersonal

7.1.NH.A.6

Demonstrate comprehension of short conversations and brief written messages on familiar topics.

Interpersonal

7.1.NH.B.2

Identify the main idea and other significant ideas in readings from age and levelappropriate, culturally authentic materials.  

Interpersonal

7.1.NH.B.3

Give and follow a series of oral and written directions, commands, and requests for participating in age and level appropriate classroom and cultural activities.

Interpersonal

7.1.NH.B.4

Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.

Presentational

7.1.NH.B.5

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

Presentational

7.1.NH.C.2

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

 GATEWAY GROUP CURRICULUM UNIT PLAN

Content Area: World Languages II

Unit Title:  Leisure Activities

Timeframe: 40 Days

Lesson Components

UNIT SUMMARY

Students will reexamine leisure time activities and entertainment options, their preferences, and their attitudes as they consider how their life choices impact their overall physical and mental wellbeing. Further, they will compare and contrast their lifestyles with those of World Languages teenagers to gain a deeper understanding of the perspectives of the World Languages people.

In this unit, students will focus on the following learning objectives:

Students will be able to:

  • Describe and discuss various games and leisure time activities of World Languages and American teenagers
  • Compare and contrast World Languages and American leisure activities
  • Identify and discuss World Languages musical artists; express their preferences
  • Identify different films by their genres
  • Identify the films, actors, etc. that they know
  • Analyze film plots
  • Critique films and support their opinions with details
  • Make plans with friends to attend a movie, concert, play, or sporting event (extend, accept, and turn down invitations)
  • Hypothesize about possible endings of films
  • Retell the plot of a film


LEARNING TARGETS

ESSENTIAL QUESTIONS

  • How can I lead a wellrounded, healthy lifestyle?
  • Which culture’s activities do you identify more closely with and why?
  • Does culture shape cinema or does cinema shape culture?
  • Has technology affected the way you spend your free time? If so, how? If not, why not?

ENDURING UNDERSTANDINGS

  • Certain leisure activities can help or hinder a person’s wellbeing.
  • Leisure activities cross cultures but, at the same time, reflect cultures.
  • Leisure activities have been influenced by recent technology.

21st Century Themes & Skills

Global Awareness:  Students will analyze and synthesize information from multiple news sources relating to current events/global issues.  Students will explore stereotypes and understand other cultures through class readings and writing prompts.

Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read.  Students will analyze texts for discussion and for developing a written response.  Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions.  

Critical Thinking and Problem Solving:  Students will use various types of reasoning as appropriate to the situation.  Students will analyze how parts of a text interact to produce the overall theme or purpose.  Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view.  Students will synthesize and make connections between information and arguments.  Students will interpret information and draw conclusions based on analysis.

Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate.  Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal.

Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme.  This includes how media can influence beliefs and behaviors.  Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies.

Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be self-directed.

EVIDENCE OF LEARNING

 Assessment (attach benchmarks/unit tests)

  • Skit/Dialogue: “Au Stade” (Interpersonal Task)
  • Digital Media Project: Soccer Trading Cards  (Presentational Task)
  • Digital Media Project: World Languages Film (Presentational Task)
  • Benchmark (All unit standards addressed)

Materials/Equipment/Resources Provided:

  • Projector
  • Chromebooks
  • EMC Collection Series Digital Access (World Languages)
  • Teacher created notes and worksheets
  • Videos
  • Maps
  • Google Apps
  • Colored Pencils/Markers/Scissors/Glue/Construction Paper/Flashcards
  • Dice
  • Whiteboards
  • Ball/Hoop
  • Various Educational Websites

  • Interpretive piece on la maison de jeunesse or le café
  • Le boxoffice: Web site for movie synopses and descriptions
  • Various World Languages movies (DVD): La Belle et la Bête, Les Jeux Interdits, Astérix et Obélix, Argent de Poche
  • http://www.ugc.fr/(to see current movie synopses)
  • http://www.ecranlarge.com/(to view trailers)
  • Astrapi: has various movie posters for recent films

Differentiation/Adaptations/Modifications:

The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Extended time is allotted for students when directed by IEP’s or 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Small groups/Flexible groupings
  • Shortened assignments
  • Assignment notebooks
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.)
  • Visual demonstrations
  • Presentation of material in small steps
  • Read or paraphrase subject matter
  • Instructions/directions given in different channels (written, spoken, demonstration)
  • Visual or multisensory materials
  • Functional level materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Test directions read/explained thoroughly
  • Review/testing matched to student pace
  • Oral, short-answer, modified tests
  • Emphasis on successes
  • Graphic Organizers
  • Student choice of texts, projects, writing prompts, etc.

Technology Standards:
(See Pacing Guide for Specific Integration)

Career Ready Practices:

(See Pacing Guide for Specific Integration)

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

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

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.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.

8.1.12.F.1  Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Content Statement

Standard

Cumulative Progress Indicator (CPI)

Interpretive

7.1.NH.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.NH.A.2

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

Interpretive

7.1.NH.A.3

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

Interpretive

7.1.NH.A.4

Identify people, places, objects, and activities in daily life based on oral or written descriptions.

Interpretive

7.1.NH.A.5

Demonstrate comprehension of short conversations and brief written messages on familiar topics.

Interpretive

7.1.NH.A.6

Identify the main idea and other significant ideas in readings from age and levelappropriate, culturally authentic materials.  

Interpersonal

7.1.NH.B.2

Give and follow a series of oral and written directions, commands, and requests for participating in age and level appropriate classroom and cultural activities.

Interpersonal

7.1.NH.B.3

Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.

Interpersonal

7.1.NH.B.4

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

Interpersonal

7.1.NH.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.NH.C.2

Create and present brief messages, poems, rhymes, songs, short plays, or roleplays using familiar vocabulary orally or in writing.

Presentational

7.1.NH.C.3

Describe in writing people and things from the home and school environment.