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Unit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8
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Topics for ReferenceIntroductions: Who am I?EducationMovement & HealthFamily & CommunityShopping, Currency, Buying PowerFood & HealthHouse & HomeNature
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Relevance to UN Sustainable Development Goals & AP ThemesAP Themes: personal and public identities contemporary life, families and community UN: Goal 17AP Themes: Contemporary Life, Families and Communities, Personal & Public Identities UN: Goal 4, 9, 16AP Themes: Beauty and Aesthetics, Contemporary Life, Families and Communities UN: Goal 3, 14, 15AP Themes: Personal and Public Identities, Families and Communities, Comtemporary Life UN: Goal 1, 11AP Themes: Contemporary Life, Families and Communities, Global Challenges UN: Goal 1, 8, 12, 13AP Themes: Contemporary Life, Global Challenges, Science and Technology, Beauty and Aesthetics UN: Goal 2, 3, 6, 12AP Themes: Contemporary life, famililes and communities, Global challenges UN: Goal 6, 7, 9, 11, 12, 15AP: Contemporary Life, Global Challenges UN: Goal 13, 14, 15
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Essential QuestionHow do salutations change depending on context? What nonverbal behaviors and expressions are acceptable? How do I introduce myself appropriately according to context? How do describe myself and others? How do I express my feelings and emotions?What are the benefits of learning a world language (English)? How does learning a different language help me learn in other subject areas (English)? How do I describe my schedule (target language)? How do school systems in various cultures vary (target language)?What are ways to stay active? What are your likes and dislikes? What can you do? What can you not do? What activities do you do at home? What do you do at school? What are some healthy habits? What body parts do you use to do various activities?How can I describe a family unit? What does a family unit look like in the target culture? What are some cultural traditions in a family unit and/or community life? What communities am I part of? Who are some impactful or famous people who speak the target language? How do communities look in the target language?How do I make a purchase in the target language? How do I describe what others and I wear? What gifts do others and I purchase? How do I compare currencies? How do I dress appropriately in various situations?How is where I live different or similar to other cultures? How is where I live a part of my identity? How can I describe my daily chores? How do I describe a living space in the target culture?What is the weather like in different regions? How does geography affect weather and culture? How can I describe weather? Where is the target language spoken?
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Can-do statementsI can greet another person at various times of the day and introduce myself (NE WL Standards 1.1, 2.2)
I can make polite conversation by asking & answering questions about another person´s name, origin, and what they are like (1.1, 1.3, 2.2)
I can identify myself by name, origin, physical and personality descriptions (1.3)
I can describe different people, including members of my immediate family, in terms of name, origin, physical and personality description (1.2, 1.3)
I can contrast and compare greetings between target language countries and the US. I can also discuss the impact of Covid-19 on modern greeting rituals (2.1, 2.2, 4.2)
I can use isolated words, phrasing or images to identify what concepts, skills or information have been learned. (NE WL Standard 5. 1. 1; 1.2; 1.3 )

I can identify and describe what concepts, skills, or information are desired using simple sentences or guided models. (NE WL Standard 5. 2.1; 2.2; 2.3)		I can talk about activities I like and dislike. (NE WL Standard 1.3)
I can describe why I like/dislike an activity or hobby. (1.1, 1.3)
I can compare how much I like/dislike different activities. (1.1, 1.3)
I can say how often and when I do various activities (1.1, 1.3, 3.1, 4.2) "I can identify main parts of the external body (NE WL Standards 1.2, 1.3, 3.1)
I can match what I do with different parts of my body (I walk with my feet, I see with my eyes, etc.) (1.1, 1.3)
I can say when something hurts (1.1, 1.3, 3.1)
I can describe some basic healthy habits (1.2, 1.3, 3.1, 4.2)
"		I can describe different people, including members of my immediate family, in terms of name, origin, physical and personality description (1.2, 1.3) I can name some cultural activities and customs, such as games, songs, dances, holiday celebrations, etc. (2.1) I can name some common beliefs, values, and traditions within the culture(s) (2.1) I can name some famous people, places, etc. from the culture(s) (2.1) I can interact in culturally appropriate ways in some situations using familiar words/phrases and learned behaviors (2.2). I can exchange greetings and basic personal information with people in communities where the language is spoken using simple phrases and sentences (4.2) I can recognize a limited number of cultural differences bewteen my own culture(s) and others. (2.2). I can name careers and professions (4.1)I can count numbers 0-101 in the target language (NE WL Standards 1.2, 3.1)
I can describe clothing in terms of colors, size, and cost (1.1, 2.2, 3.1)
I can identify various gifts to buy and give to different people (1.2, 1.3)
I can match clothing items worn to different places, activities, and stores (1.2, 1.3)
I can describe typical clothes and styles of dress for young people in different countries (1.2, 1.3, 2.1, 4.2) I can exchange greetings and basic personal information with people in communities where the language is spoken using simple phrases and sentences (4.2) 		I can identify common, basic dishes for breakfast, lunch and dinner. (NE WL Standards 1.2, 1.3)
I can identify basic tastes of foods (salty, sweet, sour, bitter, rich, tasty, gross) (1.1, 1.3, 3.1)
I can classify a food item based on it´s place in the food pyramid (1.3, 3.1)
I can label a food as healthy or unhealthy. (1.3, 3.1)
I can describe typical meals for different times of day in other countries (1.2, 1.3, 4.2, 3.1). I can identify main parts of the external body (NE WL Standards 1.2, 1.3, 3.1)
I can match what I do with different parts of my body (I walk with my feet, I see with my eyes, etc.) (1.1, 1.3)
I can say when something hurts (1.1, 1.3, 3.1)
I can describe how I feel in different situations and during different activities (1.1, 1.3, 3.1)
I can describe some basic healthy habits (1.2, 1.3, 3.1, 4.2)		I can ask/answer simple questions about someone's home and where they live. (NE WL Standards 1.1) I can describe where I live using vocabulary related to the house/ household. (NE WL Standards 1.3) I can ask/answer clarifying questions about where I live. (NE WL Standards 1.1) I can describe houses in my culture and the target culture. (NE WL Standards 2.1. 2.2) I can compare/ contrast houses in my culture and the target culture. (NE WL Standards 2.2) I can describe chores I do and my family does using present-tense verb conjugation. (NE WL Standards 1.3)I can ask and answer questions about about the weather. (1.1 and 1.3) I can identity the weather in my culture and the target culture. (2.2) I can identify animals and their habitats. (1.2) I can describe the weather in different seasons. (1.2) I can talk about preparing for the weather. (1.3) I can understand and give a weather report. (1.3) I can decribe a landscape. (1.3) I can describe the geography of countries of the target culture with my own. (2.2) I can compare geography of my home with that of the target culture. (2.2) I can pick my clothes based on the weather. (1.3)
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Standards addressedWL1.1.b Novice Low Participate in basic exchanges with isolated, high-frequency words, fragmented responses, or phrases.
WL2.1.a Identify and describe products, practices and perspectives using isolated words and phrases. WL2.2.b Identify and react with simple expressions and idioms unique to the languages and cultures studied.
WL4.2.b Use digital tools to select, categorize, and paraphrase information that tends to use high-frequency words and phrases in structured contexts.
WL5.1.a, b, c Novice: Analyze how personal learning, practice, and understanding have, or have not prepared for future growth. WL5.2. a,b,c Novice: Produce, explain and analyze the success of long-term, measurable, attainable, susttainable, relevant, timely goals that reflect personal interests and future plans.NE WL Standards: 1.1.b, 1.2.b, 1.3.b, 3.1.a, 4.2.aNE WL Standards: 1.2, 1.3, 2.1, 2.2, 4.1, 4.2 NE WL Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.2NE WL Standards: 1.1, 1.2, 1.3, 3.1, 4.2NE WL Standards: 1.1, 1.3, 2.1, 2.2NE WL Standards: 1.1, 1.2, 1.3, 2.2
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CommunicationInterpersonal1 Interpersonal Conversations for introductions, greetings, physical description, emotional estates (Conversation/ chat mats/ round discussions, Find the Fib, Conversation line, Concentric circle, Card sort, Find my picture…, Draw the picture, Fake Text Messages)
2 Info gap activities: jigsaw puzzles, Guess Who, Find someone who..
3 Games for interpersonal communication: Fish Bowl, Headbands, Verb Battleship, Go Fish, War, scavenger hunt

Conversations with classmates about class schedules 1 Conversation: following an outline, Conversation/ chat mats/ round discussions, Find the Fib, Conversation line / speed dating/Concentric circle (inside-outside circle), Card sort, Find my picture…, Draw the picture
3 Info gap activities: jigsaw puzzles, Guess Who, Find someone who..
4 Kinesthetic: Four corners activity, Quiz-Quiz Trade, off the wall activity/Gallery Walk, Running Dictation
5 Digital: Scavenger Hunt with Google Tools
6 Games: Fish Bowl, Headbands, Verb Battleship, Go Fish, War		Conversations with a health provider 1 Conversation: following an outline, Conversation/ chat mats/ round discussions, Find the Fib, Conversation line / speed dating/Concentric circle (inside-outside circle), Card sort, Find my picture…, Draw the picture
3 Info gap activities: jigsaw puzzles, Guess Who, Find someone who..
4 Kinesthetic: Four corners activity, Quiz-Quiz Trade, off the wall activity/Gallery Walk, Running Dictation
5 Digital: Scavenger Hunt with Google Tools
6 Games: Fish Bowl, Headbands, Verb Battleship, Go Fish, War		Ask questions about family size, relatives, friends. 1 Conversation: following an outline, Conversation/ chat mats/ round discussions, Find the Fib, Conversation line / speed dating/Concentric circle (inside-outside circle), Card sort, Find my picture…, Draw the picture
3 Info gap activities: jigsaw puzzles, Guess Who, Find someone who..
4 Kinesthetic: Four corners activity, Quiz-Quiz Trade, off the wall activity/Gallery Walk, Running Dictation
5 Digital: Scavenger Hunt with Google Tools
6 Games: Fish Bowl, Headbands, Verb Battleship, Go Fish, War		Ask questions about products for purchase, price, fit, etc. 1 Conversation: following an outline, Conversation/ chat mats/ round discussions, Find the Fib, Conversation line / speed dating/Concentric circle (inside-outside circle), Card sort, Find my picture…, Draw the picture
3 Info gap activities: jigsaw puzzles, Guess Who, Find someone who..
4 Kinesthetic: Four corners activity, Quiz-Quiz Trade, off the wall activity/Gallery Walk, Running Dictation
5 Digital: Scavenger Hunt with Google Tools
6 Games: Fish Bowl, Headbands, Verb Battleship, Go Fish, War		Ask questions about the type, quality, and quantity of food. 1 Conversation: following an outline, Conversation/ chat mats/ round discussions, Find the Fib, Conversation line / speed dating/Concentric circle (inside-outside circle), Card sort, Find my picture…, Draw the picture
3 Info gap activities: jigsaw puzzles, Guess Who, Find someone who..
4 Kinesthetic: Four corners activity, Quiz-Quiz Trade, off the wall activity/Gallery Walk, Running Dictation
5 Digital: Scavenger Hunt with Google Tools
6 Games: Fish Bowl, Headbands, Verb Battleship, Go Fish, War		1 Conversation: following an outline, Conversation/ chat mats/ round discussions, Find the Fib, Conversation line / speed dating/Concentric circle (inside-outside circle), Card sort, Find my picture…, Draw the picture
3 Info gap activities: jigsaw puzzles, Guess Who, Find someone who..
4 Kinesthetic: Four corners activity, Quiz-Quiz Trade, off the wall activity/Gallery Walk, Running Dictation
5 Digital: Scavenger Hunt with Google Tools
6 Games: Fish Bowl, Headbands, Verb Battleship, Go Fish, War		1 Conversation: following an outline, Conversation/ chat mats/ round discussions, Find the Fib, Conversation line / speed dating/Concentric circle (inside-outside circle), Card sort, Find my picture…, Draw the picture
3 Info gap activities: jigsaw puzzles, Guess Who, Find someone who..
4 Kinesthetic: Four corners activity, Quiz-Quiz Trade, off the wall activity/Gallery Walk, Running Dictation
5 Digital: Scavenger Hunt with Google Tools
6 Games: Fish Bowl, Headbands, Verb Battleship, Go Fish, War
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Interpretive1 interpret simple unadapted or adapted resources for language learning and decipher meaning (charts, infographics, images, menus, comprehensible articles, video clips, songs)
2. Swat the Flies
3. Website research (report on different types of content in English and in target language)
4. Listening to audio/ dialogue/ news report and answering comprehension questions in English
5. Google Maps: Google Expeditions with AR
6. Word Unscramble
Interpreting class schedules from classmates or other people 1 Reading authentic resources with graphics (charts, infographics, images)
2 Reading authentic linguistic resources (menus, comprehensible articles, video clips)
3 Swat the Flies
4 Website research (report on different types of content in English and in target language)
5 HelloTalk
6 LyricsTraining
7 EdPuzzle
8 Listening to audio/ dialogue/ news report and answering comprehension questions
9. Google Maps
10. Google Expeditions with AR
11. Word Unscramble
Interpreting anatomic posters; healthy lifestyle related texts and audios 1 Reading authentic resources with graphics (charts, infographics, images)
2 Reading authentic linguistic resources (menus, comprehensible articles, video clips)
3 Swat the Flies
4 Website research (report on different types of content in English and in target language)
5 HelloTalk
6 LyricsTraining
7 EdPuzzle
8 Listening to audio/ dialogue/ news report and answering comprehension questions
9. Google Maps
10. Google Expeditions with AR
11. Word Unscramble
Interpret the family tree and structure 1 Reading authentic resources with graphics (charts, infographics, images)
2 Reading authentic linguistic resources (menus, comprehensible articles, video clips)
3 Swat the Flies
4 Website research (report on different types of content in English and in target language)
5 HelloTalk
6 LyricsTraining
7 EdPuzzle
8 Listening to audio/ dialogue/ news report and answering comprehension questions
9. Google Maps
10. Google Expeditions with AR
11. Word Unscramble
1 Reading authentic resources with graphics (charts, infographics, images)
2 Reading authentic linguistic resources (menus, comprehensible articles, video clips)
3 Swat the Flies
4 Website research (report on different types of content in English and in target language)
5 HelloTalk
6 LyricsTraining
7 EdPuzzle
8 Listening to audio/ dialogue/ news report and answering comprehension questions
9. Google Maps
10. Google Expeditions with AR
11. Word Unscramble		 1 Reading authentic resources with graphics (charts, infographics, images)
2 Reading authentic linguistic resources (menus, comprehensible articles, video clips)
3 Swat the Flies
4 Website research (report on different types of content in English and in target language)
5 HelloTalk
6 LyricsTraining
7 EdPuzzle
8 Listening to audio/ dialogue/ news report and answering comprehension questions
9. Google Maps
10. Google Expeditions with AR
11. Word Unscramble
1 Reading authentic resources with graphics (charts, infographics, images)
2 Reading authentic linguistic resources (menus, comprehensible articles, video clips)
3 Swat the Flies
4 Website research (report on different types of content in English and in the target language)
5 HelloTalk
6 LyricsTraining
7 EdPuzzle
8 Listening to audio/ dialogue/ news report and answering comprehension questions
9. Google Maps
10. Google Expeditions with AR
11. Word Unscramble		1 Reading authentic resources with graphics (charts, infographics, images)
2 Reading authentic linguistic resources (menus, comprehensible articles, video clips)
3 Swat the Flies
4 Website research (report on different types of content in English and in target language)
5 HelloTalk
6 LyricsTraining
7 EdPuzzle
8 Listening to audio/ dialogue/ news report and answering comprehension questions
9. Google Maps
10. Google Expeditions with AR
11. Word Unscramble
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Presentational1. Present personal information about oneself and others to class (origin, physical description, origin).
2. Presentational Rounds (dialogic inquiry in which several students collaborate to create a singular presentation and then go and present individually in smaller groups)
3. Collage
4. Skits
5. Talk about a picture to a partner/Presentational Posters
6. Book Creator
7. Presentation describing a character from a cultural product 		Present their own schedule to the class 1 Flip (conversations, presentations )
2 Presentational Rounds (dialogic inquiry in which several students collaborate to create a singular presentation and then go and present individually in smaller groups)
3 Collage
4 Skits
5 Email to pen pal
6 Personal introduction
7 Introduce your neighbor
8 Talk about a picture to a partner
9 Book Creator
10 Presentational Posters
11 Fake Texts
12 Google slide presentation on the students’ favorite character (after teacher shows a movie)
Presentation of a healthy diet, healthy lifestyle 1 Flip (conversations, presentations )
2 Presentational Rounds (dialogic inquiry in which several students collaborate to create a singular presentation and then go and present individually in smaller groups)
3 Collage
4 Skits
5 Email to pen pal
6 Personal introduction
7 Introduce your neighbor
8 Talk about a picture to a partner
9 Book Creator
10 Presentational Posters
11 Fake Texts
12 Google slide presentation on the students’ favorite character (after teacher shows a movie)
Family members presentation 1 Flip (conversations, presentations )
2 Presentational Rounds (dialogic inquiry in which several students collaborate to create a singular presentation and then go and present individually in smaller groups)
3 Collage
4 Skits
5 Email to pen pal
6 Personal introduction
7 Introduce your neighbor
8 Talk about a picture to a partner
9 Book Creator
10 Presentational Posters
11 Fake Texts
12 Google slide presentation on the students’ favorite character (after teacher shows a movie)
1 Flip (conversations, presentations )
2 Presentational Rounds (dialogic inquiry in which several students collaborate to create a singular presentation and then go and present individually in smaller groups)
3 Collage
4 Skits
5 Email to pen pal
6 Personal introduction
7 Introduce your neighbor
8 Talk about a picture to a partner
9 Book Creator
10 Presentational Posters
11 Fake Texts
12 Google slide presentation on the students’ favorite character (after teacher shows a movie)		1 Flip (conversations, presentations )
2 Presentational Rounds (dialogic inquiry in which several students collaborate to create a singular presentation and then go and present individually in smaller groups)
3 Collage
4 Skits
5 Email to pen pal
6 Personal introduction
7 Introduce your neighbor
8 Talk about a picture to a partner
9 Book Creator
10 Presentational Posters
11 Fake Texts
12 Google slide presentation on the students’ favorite character (after teacher shows a movie)		1 Flip (conversations, presentations )
2 Presentational Rounds (dialogic inquiry in which several students collaborate to create a singular presentation and then go and present individually in smaller groups)
3 Collage
4 Skits
5 Email to pen pal
6 Personal introduction
7 Introduce your neighbor
8 Talk about a picture to a partner
9 Book Creator
10 Presentational Posters
11 Fake Texts
12 Google slide presentation on the students’ favorite character (after teacher shows a movie)		1 Flip (conversations, presentations )
2 Presentational Rounds (dialogic inquiry in which several students collaborate to create a singular presentation and then go and present individually in smaller groups)
3 Collage
4 Skits
5 Email to pen pal
6 Personal introduction
7 Introduce your neighbor
8 Talk about a picture to a partner
9 Book Creator
10 Presentational Posters
11 Fake Texts
12 Google slide presentation on the students’ favorite character (after teacher shows a movie)
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Assessment
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Sequencing1 Outlining Essential Unit Questions and Objectives
2 Create Integrated Performance Assessment(s) for the unit
3 Create can-do statements and personalized learning goals
4 Introduce vocabulary
5 Practice material in all three modes: with teacher/large groups/partner/individual
6 Comprehension checks/formative assessment
7 Pre-assessment practice, reflection, opportunities for questions
8 Re-teaching (if necessary)
9 Summative Assessment
10 Post-assessment feedback
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ResourcesResource List
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Activities for referenceExample of interpretive activity for Spanish Unit 1Activities for the "Education" unit Example activities for Unit 3: Movement & Health1. Make a family tree of 3 generations. Describe the people in your family.
2. Create a presentation and present your family to the class.
3. Listen to statements about a picture of a family and mark them true or false.
4. Fill in the blanks with the family relationship word, based on a picture of a family.
5. Interview a partner about their family.
6. Family tree puzzle.
7. Ask questions about a family tree.
8. Use TV families to ask questions.
9. Talk about where your family lives, goes to school, works, shops etc …
10. Where in the community do I verb? for example, where would I go swimming, see a movie, etc..
11. Give directions to places in a community.
12. Do you live near or far from in a place in a community?
1. Currency comparisons, explanations of exchange rates, and discussions about buying power 2. Authentic shopping experience in which they practice shopping online at various types of businesses 3. DollarStreet Comparisons to view cost of living 4. Immersion class with a market or role play with various types of stores/products/practices from other countries 5. Comparisons of styles, fashion, etc. 6. Comparisons of local and industrial shopping 7. Create authentic shopping lists and budgets 8. Comparisons of various authentic videos on YouTube featuring stores, boutiques, and markets in many countries 8. Matching partner's verbal/written descriptions of clothing / outfits with drawings or online renderings 9. Authentic images of various individuals from numerous countries and descriptive verbal and written tasks that outline what each person is wearing as well as cultural connections to specific items if relevant 10. Have students interview partners about preferences/likes/dislikes and then shop on an authentic website to purchase a gift for each other1. Comparing meals from around the world - Jigsaw puzzle/information gap 2. Four corners activity with food preference questions, ex: Which food do you eat the most often? How does [insert food] taste to you? 3. Restaurant skits/dialogues 4. Going to a food market simulations/immersion class 5. Where do you buy what food? Off the wall activity 6. Vocabulary photo food bingo (no words, use pictures) 7. Body part song sing along 8. Simon says point to your [insert body part] in the target language 9. Swat the flies activity 10. Website research on Nutri-Scores if applicable 11. Match the body part with the verb memory game (eye - see, ear - hear, etc.) 12. Have students create a health podcast 13. Gather statistics on different questions students propose about health1 Bingo with vocabulary
2 Info-gap to draw a house (with prepositions)/ Copy-cat game
3 Whiteboards- Pictionary
4 catch phrase/ taboo
5 charades with chores
6 Telestrations (write, draw, pass) with vocab/ grammar
7 Writing- describe your house
8 Real estate agent activity (act as realtor and ‘sell’ a house from a housing website in target language)
1 Labeling a map of target culture country (labels, cities, mountains, etc)
2 Giving weather report (groups vs individual, live vs video)
3 Virtual field trips with geography
4 Vacation planning with clothing and weather
5 info-gap
6 Conversation task with outline (discuss the weather, or talk about taking a trip)
7 Bingo with vocab
8 Whiteboard- pictionary, dictation
9 Dialects- use music videos or authentic videos
10. listen to weather reports and answer multiple choice questions (visual weather report)
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Notes
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CultureProductsBasic conversations between natives (introductions and greetings in different cultures)Class schedules from different countries, images of classrooms from different countries, brochures for education. Short texts and pictures for reading comprehensionWorld Cup brackets (March Madness with soccer)
Diagrams & Graphics with health information in TL		1. Review demographic statistics of families and communities 2. View and analyze photographs illustrating familial and/or communal activities 3. Show maps, transportation systems, street signs, street addresses, etc. 4. Show real-life artifacts such as train tickets from the target culture 5. Reading books about families and communities in the target culture1. Show real-life artifacts of receipts, money, clothing, etc. from the target culture. 2. Compare the currency exchange rates for the target culture as well as prices of similar products. 3. Show current and old advertisements from the target culture. 4. Reading books about currency and/or clothing/necessity products 1. Show restaurant and supermarket websites, menus, and photos. 2. Go online grocery shopping. 3. Show real-life artifacts such as empty food/drink wrappers for the nutrition labels and posters from the department of health. 1. Looking at houses in target culture and furniture in houses in the target culture. 2. Label a picture of a house in the target culture
1. Virtual tour of park/national park 2. Weather reports 3. Camp flyers/brochures
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PracticeAsking how is culture coded in the language when dealing with cultural products?(pronouns, different greetings)Comparison of educational systems (grade levels, expectations for students, length of the school day, National Exams….), Different formats for writing the date, calendars…Read a magazine/newspaper articles about famous athletes1. Review authentic videos illustrating family life and individuals of the community engaged in daily life 2. Use authentic videos, Google Maps, or Google Tours to illustrate aspects of the community, such as transportation, city tours, etc. 3. Reading books about families and communities in the target culture1. Take students on virtual shopping tours. 2. Illustrate different ways to negotiate products in a market. 3. Review authentic videos illustrating clothing hauls, shopping in different locations, and digital shopping. 4. Make a shopping list and budgeting for the list. 5. Reading books about currency and/or shopping experiences 1. Review authentic videos illustrating recipes and hobbies in the target culture. 2. Show videos from the department of health discussing health practices in the target culture. 3. Making a shopping list for groceries and budgeting for the list.1. Design a house using the aesthetic of the target culture. 2. Infographics of chores in target culture (what do people do?)1. Infographics on recycling/act of recycling. 2. Activities people do outside in target culture depending on geography. 3. How people treat the environment in the target culture.
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Perspective— Age as a sign of deference codified in the language (different pronouns for same person)
— Culture as a component of humankind
—Grammatical gender as a feature of the language
—Introduction to the idea of conjugation		Basic comparative writing and presentation activitiesLatin roots of medical terminology
Origin of Languages & Linguistic Relativity		1. Give opportunities to reflect on why the target culture may use specific products or engage in certain practices 2. Reading books about families and communities in the target culture1. Give opportunities to reflect on why the target culture may use specific products or engage in certain practices1. Give opportunities to reflect on why the target culture may use specific products or engage in certain practices1. Virtual home tours or looking at real estate ads or flyers1. How people view the environment. 2. City planning/architecture. 3. Outdoor markets. 4. Target culture's relationship to the environent
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Activities for ReferenceCultural Iceberg
Guess the greeting (videos in which the students guess the greeting based on the name and description of characters)
Students always ask for permission in target language, Role plays and skits depicting classroom situations, Lesson and modeling on school appropriate language and behavior in the target language, Lesson and practice / games/ on numbers in the target language, Lesson and modeling on school appropriate language and behavior in the target language"March Madness" World Cup bracketsSee activities above.See activities above.See activities above.See activities above.See activities above.
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ResourcesYouTube, Google Maps, Google Tours, Audio Lingua, Lingua.com
https://www.laits.utexas.edu/spe/
https://people.tamu.edu/~i-choudhury/culture.html		YouTube, Google Maps, Google Tours, Audio Lingua, Lingua.comYouTube, Google Maps, Google Tours, Audio Lingua, Lingua.comYouTube, Google Maps, Google Tours, https://driveandlisten.herokuapp.com/, https://citywalks.live/, Audio Lingua, Lingua.comYouTube, Google Maps, Google Tours, https://www.gapminder.org/dollar-street, Audio Lingua, Lingua.comYouTube, Google Maps, Google Tours, Audio Lingua, Lingua.comYouTube, Google Maps, Google Tours, Audio Lingua, Lingua.comYouTube, Google Maps, Google Tours, Audio Lingua, Lingua.com
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ConnectionConcepts from other content areaDeference to elders and other groups coded in language, greetings and ways of conceiving time (Anthopology, Sociology, History)Geography (countries around the world where the target language is spoken)
History (historical alliances, figures, inventions from other countries that influenced the USA)
Social Studies (current events)		Health (activity, movement, anatomy)
Science (anatomy, biology)
Physical Education (sports & activities, exercise regimen)		History (family heritage, historical events around a community), Geography (where is the community located, where is your family from), Sociology (different groups within the community), Math (statistics on family sizes), Art (what communities look like, think of street art), Politics (political ideals of a community)Economics (different markets, buying trends, statistics), Science & technology (sustainability), Math (currency exchange), Fashion (shopping trends, fashion of the year, fashion shows) Advertising (fashion advertisements, shopping commercials), Merchandising (how much does a product cost, why), Business, Politics (currency exchange rate), History (history of their currency and when it started), GeographyScience (new technology), physical education (hobbies, exercising), health (nutrition, food pyramid, healthy habits), culinary arts (recipes, ways to cook, baking, molecular cooking), sustainability (new trends of food, farm to table), agriculture (farm to table, farm practices, farmer's markets), math (quantities), politics (laws around health, nutri-scores) architecture and manufacturing
furniture
family and consumer sciences, managing a house
Home and design, cost of housing		Geography, Environmental Science (weather and climates)
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Connections to student lifeLanguage used to talk to different people in the students’ life, origin of students (nationality, town)
Travel Food MusicDaily habits & hobbies
Sports		Pop cultureShopping interest, individualized shopping lists, different fashion trendsTheir physical activities, their healthComparing chores and responsibilities between various cultures
Comparing daily routines in homes 		Comparing regional climates and weather
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Connections to student interestWays to greet different friends, socializingFuture jobs and professions
Sports
Hobbies
Personal health		Pop culturePop culturePop culture
Comparing student bedrooms and living areas, pop culture, zillow houses
Youth movements for climate change, music about nature and environment
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Resources and Activities for ReferenceVideos guessing somebody’s appropriate greeting according to age, gender, position. Nationalities, onomatopeiashttps://www.france24.com/fr/%C3%A9missions/focus/, https://www.france24.com/fr/%C3%A9missions/french-connections/20210128-france-etats-unis-l-histoire-l-amiti%C3%A9-r%C3%A9ciproque-et-de-vieux-clich%C3%A9s , https://www.france24.com/fr/%C3%A9missions/monde-%C3%A9tats/ Graphs and demographics. YouTube, Google Maps, Google ToursYouTube, Google Maps, Google Tours, https://www.gapminder.org/dollar-street, Audio Lingua, Lingua.comRecipes, menus, YouTube
YouTube, housing/real estate sites (zillow), articles, graphs and demographics
La Nature parle- les plantes - Google Slides.webm
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 Connection to Community Life1. Field trips, such as visiting local grocery stores, world markets, art museums, and film streams. 2. Identifying student community and their own roles --> Who am I? Explore personal identity. 3. Pen pal letters/emails 4. Team building activities to foster classroom community relationship 5. Team building to establish relationships with other classes/ subjects within the same building 6. Club meetings 7. Guest speakers 8. After school programs for language
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Connections to Career Pathways1. Job shadowing 2. University tours 3. Guest speakers 4. Mock job resumes and interviews 5. Exploring different careers (career interest survey) 6. Multiple intelligences test
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Connection to Digital Literacy1. Better translators than Google Translate (wordreference.com) 2. Language learning Apps (Duo Lingo, WeChat, …) 3. Utilizing world language settings on social media/internet/technology accounts 4. Discriminating “good” information from “bad” information 5. Online research projects including infographics and self-recording 6. Utilizing Google Earth for geography studies, walking tours, city landmarks, etc. 7. Responsible Digital Citizenship
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Student Voice and Presence1. Surveys, gather students’ perspectives: What are your students interested in? 2. Etiquette around sharing opinions and having discussions. 3. Body Language, Gestures & Verbiage
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Connections to further development1. Books, movies and podcasts in the target language for personal entertainment. 2. Traveling & Tourism (visiting museum exhibits about the culture of the target language…). 3. Acquisition of more cultural capital to help with personal life and professional career. 4. Having an idea of what college would be like (visiting a university, going on a tour, sitting in on a world language class).
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CognitionGoal-settingIntroduce SMART Goal and create a class SMART Goal
(note: SMART goals means Specific, Measurable, Achievable, Realistic, and Timely goals.) 		Review what a SMART Goal is and make a personalized smart goal for the unit of studyDistinguish between short-term and long-term goals. At the end of Level 1, I want to… what steps do I need to take to get there? Break down a goal into actionable steps.Explain the ACTFL path to proficiency graphic explanation.Review what ACTFL proficiency is at the novice level.Rank personal level of ACTFL proficiency. Rank personal level of ACTFL proficiency.
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Reflection on learning resultsRate 1 to 5 - Do I understand this?Bell Work (Learning Activation)/Exit TicketsL to J Practices (https://www.ltoj.net/)1. Rate 1 to 5 - Do I understand this?
2. Bell Work (Learning Activation)/Exit Tickets
3. L to J Practices (https://www.ltoj.net/)
4. Socioemotional surveys rating learning info
5. Weekly words in context quizzes
6. Students track personalized practice over time.
7. Practice Test/Quiz Corrections and Reflections
8. Post-Summative Assessment Questionnaires		1. Rate 1 to 5 - Do I understand this?
2. Bell Work (Learning Activation)/Exit Tickets
3. L to J Practices (https://www.ltoj.net/)
4. Socioemotional surveys rating learning info
5. Weekly words in context quizzes
6. Students track personalized practice over time.
7. Practice Test/Quiz Corrections and Reflections
8. Post-Summative Assessment Questionnaires		1. Rate 1 to 5 - Do I understand this?
2. Bell Work (Learning Activation)/Exit Tickets
3. L to J Practices (https://www.ltoj.net/)
4. Socioemotional surveys rating learning info
5. Weekly words in context quizzes
6. Students track personalized practice over time.
7. Practice Test/Quiz Corrections and Reflections
8. Post-Summative Assessment Questionnaires		1. Rate 1 to 5 - Do I understand this?
2. Bell Work (Learning Activation)/Exit Tickets
3. L to J Practices (https://www.ltoj.net/)
4. Socioemotional surveys rating learning info
5. Weekly words in context quizzes
6. Students track personalized practice over time.
7. Practice Test/Quiz Corrections and Reflections
8. Post-Summative Assessment Questionnaires
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Reflection on learning experience1. Exit Tickets: Was the activity helpful? Did I learn something? Would I like to do this again?
2. Feedback Cycles with the Teacher/Socioemotional Check-ins
3. Peer Review
4. Self-Assessment
5. Fill out a Stop. Start. Keep. Feedback Form (I should stop… I should start…. I should keep…)
6. Post-unit evaluation on the activities 		1. Exit Tickets: Was the activity helpful? Did I learn something? Would I like to do this again?
2. Feedback Cycles with the Teacher/Socioemotional Check-ins
3. Peer Review
4. Self-Assessment
5. Fill out a Stop. Start. Keep. Feedback Form (I should stop… I should start…. I should keep…)
6. Post-unit evaluation on the activities
1. Exit Tickets: Was the activity helpful? Did I learn something? Would I like to do this again?
2. FFeedback Cycles with the Teacher/Socioemotional Check-ins
3. Peer Review
4. Self-Assessment
5. Fill out a Stop. Start. Keep. Feedback Form (I should stop… I should start…. I should keep…)
6. Post-unit evaluation on the activities
1. Exit Tickets: Was the activity helpful? Did I learn something? Would I like to do this again?
2. Feedback Cycles with the Teacher/Socioemotional Check-ins
3. Peer Review
4. Self-Assessment
5. Fill out a Stop. Start. Keep. Feedback Form (I should stop… I should start…. I should keep…)
6. Post-unit evaluation on the activities
1. Exit Tickets: Was the activity helpful? Did I learn something? Would I like to do this again?
2. Feedback Cycles with the Teacher/Socioemotional Check-ins
3. Peer Review
4. Self-Assessment
5. Fill out a Stop. Start. Keep. Feedback Form (I should stop… I should start…. I should keep…)
6. Post-unit evaluation on the activities
1. Exit Tickets: Was the activity helpful? Did I learn something? Would I like to do this again?
2. Feedback Cycles with the Teacher/Socioemotional Check-ins
3. Peer Review
4. Self-Assessment
5. Fill out a Stop. Start. Keep. Feedback Form (I should stop… I should start…. I should keep…)
6. Post-unit evaluation on the activities
1. Exit Tickets: Was the activity helpful? Did I learn something? Would I like to do this again?
2. Feedback Cycles with the Teacher/Socioemotional Check-ins
3. Peer Review
4. Self-Assessment
5. Fill out a Stop. Start. Keep. Feedback Form (I should stop… I should start…. I should keep…)
6. Post-unit evaluation on the activities
1. Exit Tickets: Was the activity helpful? Did I learn something? Would I like to do this again?
2. Feedback Cycles with the Teacher/Socioemotional Check-ins
3. Peer Review
4. Self-Assessment
5. Fill out a Stop. Start. Keep. Feedback Form (I should stop… I should start…. I should keep…)
6. Post-unit evaluation on the activities
7. Teacher Evaluation
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Reflection on learning strategies1. Learning style assessments: Are you a visual, auditory, kinesthetic or analytical learner?
2. Take the multiple intelligences quiz and reflect on your top three intelligences
3. What resources do you have access to that help you the most?
4. How did I learn this? Give a choice of activities, which strategy worked best for me? / Choice board assessments
5. Marzano Think Alouds
6. Ask students to study strategies for the unit and reflect on how well they work
1. What resources do you have access to that help you the most?
2. How did I learn this? Give a choice of activities, which strategy worked best for me? / Choice board assessments
3. Marzano Think Alouds
4. Ask students to study strategies for the unit and reflect on how well they work		1. What resources do you have access to that help you the most?
2. How did I learn this? Give a choice of activities, which strategy worked best for me? / Choice board assessments
3. Marzano Think Alouds
4. Ask students to study strategies for the unit and reflect on how well they work		1. What resources do you have access to that help you the most?
2. How did I learn this? Give a choice of activities, which strategy worked best for me? / Choice board assessments
3. Marzano Think Alouds
4. Ask students to study strategies for the unit and reflect on how well they work		1. What resources do you have access to that help you the most?
2. How did I learn this? Give a choice of activities, which strategy worked best for me? / Choice board assessments
3. Marzano Think Alouds
4. Ask students to study strategies for the unit and reflect on how well they work		1. What resources do you have access to that help you the most?
2. How did I learn this? Give a choice of activities, which strategy worked best for me? / Choice board assessments
3. Marzano Think Alouds
4. Ask students to study strategies for the unit and reflect on how well they work		1. What resources do you have access to that help you the most?
2. How did I learn this? Give a choice of activities, which strategy worked best for me? / Choice board assessments
3. Marzano Think Alouds
4. Ask students to study strategies for the unit and reflect on how well they work
1. What resources do you have access to that help you the most?
2. How did I learn this? Give a choice of activities, which strategy worked best for me? / Choice board assessments
3. Marzano Think Alouds
4. Ask students to study strategies for the unit and reflect on how well they work
33
Action plans1. I will review_____.
2.I will _____ so that I can ____________sentences. (study plans, etc.)
3. Personalized learning plan (strengths, hopes, wishes, future plans with language, etc.) that involve parents/guardian/teacher input.
4. I didn’t meet my goal, what will I need to do differently next time?
5. For the next unit, I will do more…What should I continue doing for the next unit? What should I start doing for the next unit?
6. My next goal will be….

1. I will review_____.
2.I will _____ so that I can ____________sentences. (study plans, etc.)
3. Personalized learning plan (strengths, hopes, wishes, future plans with language, etc.) that involve parents/guardian/teacher input.
4. I didn’t meet my goal, what will I need to do differently next time?
5. For the next unit, I will do more…What should I continue doing for the next unit? What should I start doing for the next unit?
6. My next goal will be….

1. I will review_____.
2.I will _____ so that I can ____________sentences. (study plans, etc.)
3. Personalized learning plan (strengths, hopes, wishes, future plans with language, etc.) that involve parents/guardian/teacher input.
4. I didn’t meet my goal, what will I need to do differently next time?
5. For the next unit, I will do more…What should I continue doing for the next unit? What should I start doing for the next unit?
6. My next goal will be….

1. I will review_____.
2.I will _____ so that I can ____________sentences. (study plans, etc.)
3. Personalized learning plan (strengths, hopes, wishes, future plans with language, etc.) that involve parents/guardian/teacher input.
4. I didn’t meet my goal, what will I need to do differently next time?
5. For the next unit, I will do more…What should I continue doing for the next unit? What should I start doing for the next unit?
6. My next goal will be….

1. I will review_____.
2.I will _____ so that I can ____________sentences. (study plans, etc.)
3. Personalized learning plan (strengths, hopes, wishes, future plans with language, etc.) that involve parents/guardian/teacher input.
4. I didn’t meet my goal, what will I need to do differently next time?
5. For the next unit, I will do more…What should I continue doing for the next unit? What should I start doing for the next unit?
6. My next goal will be….

1. I will review_____.
2.I will _____ so that I can ____________sentences. (study plans, etc.)
3. Personalized learning plan (strengths, hopes, wishes, future plans with language, etc.) that involve parents/guardian/teacher input.
4. I didn’t meet my goal, what will I need to do differently next time?
5. For the next unit, I will do more…What should I continue doing for the next unit? What should I start doing for the next unit?
6. My next goal will be….		1. I will review_____.
2.I will _____ so that I can ____________sentences. (study plans, etc.)
3. Personalized learning plan (strengths, hopes, wishes, future plans with language, etc.) that involve parents/guardian/teacher input.
4. I didn’t meet my goal, what will I need to do differently next time?
5. For the next unit, I will do more…What should I continue doing for the next unit? What should I start doing for the next unit?
6. My next goal will be….		1. I will review_____.
2.I will _____ so that I can ____________sentences. (study plans, etc.)
3. Personalized learning plan (strengths, hopes, wishes, future plans with language, etc.) that involve parents/guardian/teacher input.
4. I didn’t meet my goal, what will I need to do differently next time?
5. For the next unit, I will do more…What should I continue doing for the next unit? What should I start doing for the next unit?
6. My next goal will be….
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Ideas for Cognition Strand
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