content.nps.k12.nj.uscontent.nps.k12.nj.us/wp-content/uploads/sites/111/2014/... · Web view2017-05-05 · You are preparing to go abroad to study in a Target language country

NEWARK PUBLIC SCHOOLS

SPANISHFRENCH

PORTUGUESE

Level IIWorld Languages High School Curriculum

CURRICULUM GUIDE DRAFT2011-2012

Suggested Course Pacing

THEMATIC UNIT SUGGESTED TIMEGRAMMAR

Everything from level 1 plus:Everything from level 1 plus: Traditional Block

REVIEW:Students revisit the material learned in level 1

16 days 8 daysNOUNS AND ARTICLES

Gender and number of nouns Diminutives Use of definite article with parts of

the body Use of “none” and “some” and their

forms Omission of articles

ADJECTIVES Comparative and superlative forms

(including bigger, better, best, etc ) Long form possessive Ordinal numbers above 10th

Cardinal numbers above 100 Demonstrative adjectives Adjectives of quantity The suffixes and prefixes

VERBS Preterit Imperfect Present perfectPresent progressive tense

● Reflexive Future Conditional Commands Helping verbs Verbs used to express duration of

time To Know : (conocer vs. saber)

( Savoir vs. Connaître) (Conhecer vs. saber)

Unit 1- LODGING

Home, Houses, Hotels Rooms, furniture, household Household responsibilities/chores Space allocation Home design Different architecture

16 days 8 days

Unit 2- DAILY ROUTINES

Daily routines Telling time Clothing Beauty Special Occasion Personal Hygiene Designers

16 days

77

8 days

Unit 3- TRAVEL AND TRANSPORTATION

Planning a trip Air Travel Problems with traveling Questions about traveling Traveling Experiences Travel Document Research a country Weather

26 days

11

13 days

Unit 4- GETTING AROUND THE CITY

Places of interest Location Directions Transportation Maps Professions/ Jobs

20 days 10 days

MIDTERM EXAM 4 days 2 days

ADVERBS The suffix Negative words

PRONOUNS Indirect object Interrogative Demonstrative Reflexive Prepositional

PREPOSITIONS Simple prepositions and their uses Compound prepositions and their

uses

CONJUNCTIONS Uses of and / or However/ but

Unit 5- FOOD AND NUTRITION

Eating/meal patterns Exchanging conversation about food Food shopping Recipes Food preparation

20 days

1

10 days

Unit 6- HEALTHY LIVING

Staying healthy Food pyramid Daily health and fitness routines. Sports and exercises Illnesses and injuries Pain and other ailments Treatments At the doctor’s office

26 days 13 days

Unit 7- LEISURE

Weather Seasons Temperature Clothing Accessories Sports Indoor and outdoor Activities Places

16 days 8 days

Unit 8- CULTURAL ENTERTAINMENT

Paintings Styles Artists Dancers Traditional Dances Literature pieces Songs Videos Museums

21 days 10 days

FINAL EXAM 4 days2

2 days

TOTAL

185 days 92 days

Curriculum Units

World Languages

LEVEL II

Cycle 1………………………………………………………………………………… 9 weeks

REVIEW (NOT A UNIT)

I. LODGING

II. DAILY ROUTINES

Cycle 2 ………………………………………………………………………………… 9 weeks

III. TRAVEL

IV. GETTING AROUND THE CITY

MIDTERM EXAM

Cycle 3 ………………………………………………………………………………… 9 weeks

V. FOOD AND NUTRITION

VI. HEALTHY LIVING

Cycle 4 ………………………………………………………………………………… 7 weeks

VII. LEISURE

VIII. CULTURAL ENTERTAINMENT

FINAL EXAM

Newark Public SchoolsAligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLS

Level 2, Unit 1: Lodging

Content Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level II– Novice High -Grades 9-12(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)Unit Summary In “Lodging” students explore similarities and differences between homes of target language cultures and their own. Students, while using a range of culturally authentic materials, will communicate effectively about the different types of lodging and describe them by using some culturally appropriate vocabulary and idiomatic expressions. Additionally, students will share information about their family members and daily responsibilities.Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: History; Sociology; Economics and Technology21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy

Learning TargetsStandards 7.1All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent StatementsThe Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to: Ask and answer simple questions related to everyday life, Handle simple transactions related to everyday life: Initiate, maintain, and end a conversation; Ask for and give permission; Express needs; Give reasons; Request, suggest, and make arrangements; Extend, accept, and decline an invitation.The study of another language and culture deepens understanding of where and how people live and why events occur. Online newspapers, magazines, blogs, wikis, podcasts, videos and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. Human and animal migration are often related to the availability of resources and the ability to adapt to the environment.CPI# Cumulative Progress Indicator (CPI)7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly

contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.

7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences

on topics related to self and targeted themes.7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar

vocabulary orally or in writing

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_WorldLang.aspx#%23




http://www.nj.gov/education/aps/cccs/wl/


Unit Essential Questions

How does where I live shape who I am?

How are target language countries’ homes different or similar to ours?

What should you know about check in procedures at a hotel when visiting one of the target language countries?

Unit Enduring Understandings

Living in an apartment or house is different in each country as compared to the United States.

The geography of a country impacts its housing.

There are many lodging options when going to a target language country.

Unit Learning TargetsStudents will…

Discuss the home, including its rooms, furniture, and household objects. Ask and answer questions about rooms of the house, furnishings, and chores. Identify the rooms of the house and/or furniture based on spoken and written description. Comprehend comments and commands about daily chores and the house, including rooms and furnishings. Describe the home including its rooms, furniture, and household objects. Describe family members in relation to daily chores. Describe household responsibilities for self and/or family members. Discuss different styles of houses and living arrangements in target language countries. Make connections between styles of houses and geographic locations. Compare household responsibilities of typical American teenagers and teenagers from target language

countries. Compare and contrast home design (space allocation, floor plan, etc.) in homes in the U.S. and target language

countries. Identify differences in architecture of homes in target language countries and in the U.S. Identify home-related cognates and false cognates Explore information about homes in the target language

countries in print and Internet resources. Identify vocabulary related to furniture and furnishings Identify affirmative and negative commands Identify sequencing vocabulary and adverbs of frequency Identify prepositions of location

Level 2, Unit 1: Evidence of LearningSummative Assessment

Unit Exam Oral interviews Written report Oral presentation House advertisement Role play: Selling/Buying or renting a house/apartment.

Equipment needed: Computer/projection setup, student computer access, Photo Story or comparable software, digital camerasTeacher Resources:See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint in French, Spanish and Portuguese.

Formative Assessments

Warm up Activities Exit Tickets Venn graphic organizers WebQuests Vocabulary quizzes

Interpretive reading & listening tasks Student-to-student conversations Written practice activities Homework

Level 2, Unit 1: Lesson PlansLesson Timeframe

Lesson 1Identify household objects and different rooms in the

house

3 days- Block schedule6 days- Traditional schedule

Lesson 2Describe a room in the house

2 day- Block schedule4 days- Traditional schedule

Lesson 3 Household chores/responsibilities


Lesson 4Compare and contrast homes in United States and target

language countries


Lesson 5Space allocation of homes


Lesson 6Selling/Buying a House/apartment


Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures. Teachers must reactivate the needed vocabulary and structures prior to teaching these lessons or must pre-teach these concepts.

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit:See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions See Appendix 3 for Differentiated Instructional StrategiesSee Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level



Level 2, Unit 2: Daily RoutinesContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level II– Novice High -Grades 9-12(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)Unit Summary In “Daily Routines” Students, while using a range of culturally authentic materials, will communicate effectively about the routines they do in a typical day by using various culturally appropriate vocabulary and idiomatic expressions. Additionally, students will share information on how to get ready for a special event. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: History; Sociology; Economics and Technology21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy

Learning TargetsStandards 7.1All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent Statements The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to: Identify the main idea and some supporting details when reading; Understand the gist and some supporting details of conversations dealing with everyday life; Infer the meaning of some unfamiliar words when used in familiar contexts; Ask and answer simple questions related to everyday life; Handle simple transactions related to everyday life; Initiate, maintain, and end a conversation; Ask for and give permission; Express needs; Give reasons; Request, suggest, and make arrangements; Extend, accept, and decline an invitation. Due to globalization and advances in technology, the products and practices of a culture change over time, and these changes may impact cultural perspectives. The amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the development of this understanding should include, but are not limited to: likes/dislikes, pastimes, schedules, and travel.) Wellness practices may vary across cultures. (Topics that assist in the development of this understanding should include, but are not limited to: sports and physical fitness activities and common health conditions/problems and remedies.)CPI# Cumulative Progress Indicator (CPI)7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly


7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences

on topics related to self and targeted themes.7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar

vocabulary orally or in writing









How do daily routines reflect your personality?

In what ways do routines and schedules differ around the world?


Daily routines can say a lot about your personality.

Daily routines are impacted by cultural definitions of wellness as well as access to resources.


Discuss daily routines Tell the time they do each activity Identify and use reflexive verbs Talk about clothing using adjectives (striped, tight, loose, etc) Discuss clothing, including special occasion clothing and accessories Discuss beauty routines (hairdresser, barber, nail salon, etc) Review of time and time expressions Discuss getting ready for a special event Research a target language country designer Describe what you do in a typical day Exchange information about family routines in the home. Identify daily routines based on spoken and written description. Describe family members in relation to daily routines. Discuss daily routines in target language countries. Compare daily routines of typical American teenagers and teenagers from target language countries. Compare the use of myself in English to the use of reflexive verbs in target language. Compare the use of possessives in English to the use of definite articles in target language in relation to body

parts. Access information about daily routines of individuals in target language countries from print and Internet

resources, journal entries, magazine articles, etc. Identify vocabulary related to personal care Identify and use vocabulary for parts of the body Use of definite articles with body parts Use sequencing vocabulary and adverbs of frequency


Unit Exam Oral interviews Written report Oral presentation Essay assignment

Equipment needed: Computer/projection setup, student computer access, Photo Story or comparable softwareTeacher Resources:See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint in French, Spanish and Portuguese.

Formative Assessments Warm up Activities Exit Tickets Homework Assignments Web Quests Vocabulary quizzes

Interpretive reading & listening tasks Student-to-student conversations Written practice activities Review worksheets Homework


Lesson 1 Discuss daily routines

2 days- Block Schedule4 days- Traditional schedule

Lesson 2 Time events occur

1 day- Block Schedule2 days- Traditional schedule

Lesson 3 Reflexive verbs


Lesson 4Describe clothing


Lesson 5Beauty Routines


Lesson 6Getting ready for special event


Lesson 7Famous designers


Lesson 8Write essay describing typical day






Level 2, Unit 3: Travel PlansContent Area: World Languages

Target Course/Grade Level: Spanish, French, Portuguese- Level II– Novice High -Grades 9-12(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)Unit Summary In “Lodging” students explore similarities and differences between homes of target language cultures and their own. Students, while using a range of culturally authentic materials, will communicate effectively about the different types of lodging and describe them by using some culturally appropriate vocabulary and idiomatic expressions. Additionally, students will share information about their family members and daily responsibilities.Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: History; Sociology; Economics, Mathematics and Technology21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy

Learning TargetsStandards 7.1All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent StatementsThe Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to: Ask and answer simple questions related to everyday life, Handle simple transactions related to everyday life: Initiate, maintain, and end a conversation; Ask for and give permission; Express needs; Give reasons; Request, suggest, and make arrangements; Extend, accept, and decline an invitation.The study of another language and culture deepens understanding of where and how people live and why events occur. Online newspapers, magazines, blogs, wikis, podcasts, videos and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. Human and animal migration are often related to the availability of resources and the ability to adapt to the environment.T he amount of leisure time available and how it is spent varies among cultures. (Topics that assist in the development of this understanding should include, but are not limited to: likes/dislikes, pastimes, schedules, and travel.)CPI# Cumulative Progress Indicator (CPI)7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and

sentences on topics related to self and targeted themes.7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar

vocabulary orally or in writing.

Level 2, Unit 3: Travel Plans






Why is it important to learn how to discuss travel arrangements in another language? What are some necessary preparations to make before traveling to a foreign country?

How does culture influence travel? What can a traveler do to gain a

deeper understanding of the culture of the country visited?

What insights to our own lives can be gained by visiting a foreign country


Travel broadens horizons and gives a deeper understanding of the traveler’s own culture.

Travel preparations may vary for different countries (passports, visas, permissions, etc).

Creating an itinerary with details of what to do or see will help me better understand the target language country and its culture.


Discuss and make travel plans. Ask and answer questions about travel and vacation, to include transportation schedules, modes of

transportation, destinations, and activities. Interpret materials providing travel information. Describe past travel experiences and future travel plans. Discuss common modes of transportation in target language countries. Discuss popular vacation spots and resorts in target language countries. Discuss what teens in target language countries enjoy doing while on vacation. Discuss temperature and weather in target language countries. Identify the geographical locations of target language countries and their neighboring countries. Do mathematical computations to figure travel costs. Compare travel and vacations in the U.S. and in target language countries. Utilize authentic materials to make travel plans to go to or to travel within target language countries. Identify vocabulary for places of interest Plan a trip to a foreign country Discuss air travel. Exchange information and solve common traveling problems in target countries by using idiomatic expressions

of the target language; and asking and responding to questions. Discuss past travel experiences. Create a Travel document, identification (passport, id) Research a target country of choice and be able to make travel arrangements/ Complete itinerary.

Level 2, Unit 3: Evidence of Learning

Summative Assessment

Unit Exam Oral interviews Written report Oral presentation House advertisement Role play: Selling/Buying or renting a house/apartment.


Formative Assessments Warm up Activities Exit Tickets Venn graphic organizers WebQuests Vocabulary quizzes

Interpretive reading & listening tasks Student-to-student conversations Written practice activities


Lesson 1Things needed to travel overseas


Lesson 2Discuss Air travel


Lesson 3Idiomatic expressions about problems that might occur


Lesson 4Discuss past travel experiences


Lesson 5Research target country


Lesson 6Create a brochure


Lesson 7Create a travelling itinerary: including air fare, lodging,

activities, sightseeing, etc.




Newark Public Schools

Aligned to the 2009 New Jersey Core Curriculum Content StandardsENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLS

Level 2, Unit 4: Getting around the cityContent Area: World Languages

Target Course/Grade Level: Spanish, French, Portuguese - Level II – Novice-High – Grades 9-12 (For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)Unit Summary In “Getting around the city” students will use a range of culturally authentic materials to develop a travel guide, which will include itinerary, a budget, day trips and restaurants. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: geography; history, sociology, health and technology21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy

Learning TargetsStandards 7.1All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent Statements The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to: Identify the main idea and some supporting details when reading; Understand the gist and some supporting details of conversations dealing with everyday life; Infer the meaning of some unfamiliar words when used in familiar contexts; Ask and answer simple questions related to everyday life; Handle simple transactions related to everyday life: Initiate, maintain, and end a conversation; Ask for and give permission; Express needs; Give reasons; Request, suggest, and make arrangements; Extend, accept, and decline an invitation. The study of another language and culture deepens understanding of where and how people live and why events occur. (Content areas that assist in the development of this understanding should include, but are not limited to: history, science, economics, and geography).Due to globalization and advances in technology, the products and practices of a culture change over time, and these changes may impact cultural perspectives.CPI# Cumulative Progress Indicator (CPI)7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly


7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and

sentences on topics related to self and targeted themes.7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar

vocabulary orally or in writingUnit Essential Questions

How is our city different then one in the target countries?

Are the same methods of transportation use in all cities or do they vary?


Cities are unique all over the world.

Different methods of transportation are used in different cities.







List and identify authentic places in a specific target city.

Ask for and tell where they are located

Ask about and tell how to get to the different places in city.

Students ask about and tell how to use different forms of transportation to accomplish a variety of things.

Use an authentic map of target city to explain directions from one place to another

Using transportation with authentic

Play roles of tour guides and visitors in target city.

Identify buildings, services, streets and monuments.

Ask about and list forms of transportation.

Ask for and give direction.

List the things they have visited, the errands they have completed and purchases they have made.

Discuss cultural landmarks


Unit Exam Research a target city Role play


Formative Assessments Warm up Activities Exit Tickets One-Minute Papers

Web Quests Vocabulary quizzes Homework




Lesson 1 Different sites, buildings in a city


Lesson 2 Ask for and give directions


Lesson 3 Research a target city


Lesson 4Use an authentic map


Lesson 5Interpret an authentic ticket


Lesson 6Role play






Level 2 Unit 5: Food and NutritionContent Area: World Languages- Spanish, French, PortugueseTarget Course/Grade Level: Level 2– Novice High Language Learner- Grades 9-12(For an understanding of this proficiency level, see the 2009 World Languages Standard document.)Unit SummaryIn “Food and Nutrition” students discuss food and food shopping in the target language. Students discuss different eating customs for formal and informal meals in the target countries. In addition, students explore the influence of Target Country foods and cooking styles in the United States. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal, and presentational skills.Primary interdisciplinary connections: Biology, Chemistry, Health and Technology21st century themes: Global Awareness and Health Literacy

Learning TargetsStandard 7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent Statements The Novice-High language learner has progressed from understanding and communicating at the word level to

understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to: Identify the main idea and some supporting details when reading;

Products and practices of a culture change over time, and these changes may impact cultural perspectives. Immigration changes both the community of origin and the new community.CPI# Cumulative Progress Indicator (CPI)7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly


7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.

7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.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.7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to

create a multimedia-rich presentation to be shared virtually with a target language audience.7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common

cultural practices.


Essential Questions What are the differences between a typical meal in the target

countries vs. the ones in the US??

How is the American diet being affected by the popularity of the target countries’ food?

How does shopping habits differ from one country to other?

What are the differences and similarities between meals in the target language country and in the US?

Enduring Understandings Typical meals vary according to the target country

and its culture.

The American diet has adopted some of the foods from the target country (i.e. croissants, quiches, empanadas, rice and beans, etc…)

Shopping habits vary from country to and change over time due to globalization and they impact cultural perspectives.

Meals, and the order they are eaten in, vary according to the culture of the target country language.


Ask and answer questions related to food and shopping for food. Ask and answer questions about food at a celebration. Order or take an order for a meal in a variety of dining situations. Exchange opinions about food. Identify foods based on spoken and written descriptions. Comprehend comments and commands about foods and/or celebrations. Describe foods and/or shopping for food. Describe foods and menus in relation to celebrations. Describe a menu or recipe from a Target language country or region. Discuss the different eating customs for formal and informal meals in the target countries. Discuss the different food shopping patterns in the target countries. Discuss typical mealtime schedules in target countries. Discuss the influence of target countries’ foods and cooking styles in the United States. Compare the differences between American and target country’s cuisine. Compare the role of food in celebrations in the U.S. and target countries. Contrast eating habits and food preparation in the U.S. and in target countries. Discuss the influence of American fast food on the eating habits of target countries. Discuss the increasing popularity within the American diet of food items from target countries and its

effect on vocabulary. Describe recipes and menus for celebrations in target countries. Identify typical food products from target countries. Identify vocabulary related to opinions about food. Use of definite, indefinite, and partitive articles. Direct and indirect objects Courtesy expressions. Affirmative and negative commands

Level 2 Unit 5: Evidence of Learning

Summative Assessment: Unit Test Quizzes Food Recipe project Role-play

Equipment needed: Student computers (with multi-media production tools such as Photo Story or Power Point, headphones, and microphones) and digital voice recorders

Teacher Resources:See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint presentations in French, Spanish and Portuguese.


Checking for understanding: White boards, signaling, TPR, drawing to demonstrate understanding

Interpretive reading, presentational and listening tasks

Surveys Student-to-student conversations Quizzes on grammatical structures

Creating a menu Completed graphic organizers (e.g., unit vocabulary,

Venn diagrams) WebQuests Blog entries Jeopardy game Vocabulary quizzes on food s

Level 2 Unit 5: Lesson PlansLesson Timeframe

Lesson 1Food Categories

1 day Block schedule/2 days Traditional schedule

Lesson 2Food Shopping


Lesson 3Recipes from the Target Country


Lesson 4Formal and Informal Meals


Lesson 5Meal Schedules and patterns


Lesson 6Influence of Target Country Foods in the US


Lesson 7Food Project Presentation


Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures. Teachers must reactivate the needed vocabulary and structures prior to teaching these lessons or must pre-teach these concepts.Curriculum Development ResourcesClick the links below to access additional resources used to design this unit:See Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions See Appendix 3 for Differentiated Instructional StrategiesSee Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level



Level 2, Unit 6: Healthy LivingContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese - Level II – Novice-High – Grades 9-12Unit SummaryIn “Healthy Living” students explore American and Spanish views on healthy living using a range of culturally authentic learning materials, such as websites, music, graphs, and food labels. As they do, they reflect on their own habits, develop materials that promote a healthy, active lifestyle, and consider the impact of food allergies on today’s youth. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal, and presentational skills.Primary interdisciplinary connections: Health and Technology21st century themes: Global Awareness and Health Literacy

Learning TargetsStandard 7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent Statements The amount of leisure time available and how it is spent varies among cultures. Wellness practices may vary across cultures. Online newspapers, magazines, blogs, wikis, podcasts, online videos and government sites provide current

information on perspectives of the target culture on local, national, and

CPI# Cumulative Progress Indicator (CPI)7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some

highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.

7.1.NH.A.3 Recognize some common gestures and practices of the target culture.7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and

sentences on topics related to self and targeted themes.7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social

situations.7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to

create a multimedia-rich presentation to be shared virtually with a target language audience.7.1.NH.C.3 Describe in writing people and things from the home and school environment.

Essential Questions What is healthy living?

Is healthy living a universal concept? Why or why not?

How do diet and fitness relate to health?

Enduring Understandings Practices considered to be healthy vary by culture.

Good health and well-being are dependent on a variety of factors.


Understand and interpret written and spoken language about various ways of staying healthy. Compare and contrast cultural products, practices, and perspectives related to healthy living. Exchange information about ways to stay healthy with peers. Discuss their daily health and fitness routines. Create Spanish-language materials that promote ways to stay healthy and active. Discuss sports and exercise when talking about healthy habits Identify illnesses and injuries Express pain and other ailments Understand and exchange suggested treatments Carry on a conversation at the doctor’s office

Level 2, Unit 6: Evidence of Learning

Summative Assessment: Integrated Performance Assessment

You are preparing to go abroad to study in a Target language country. You are concerned about what you’ll be able to eat and what type of activities you will be able to do while you are there. In researching this information, you come across a public service announcement (PSA), about healthy living. You listen to the video to find out what “healthy living” means in the target country. While abroad you meet a fellow student and exchange information about what you do to stay healthy. When you return home, you develop a target language PSA for a local target language radio station or newspaper as part of a community service project.

Unit Test Role Play

Equipment needed: Student computers (with multi-media production tools such as Photo Story or Power Point, headphones, and microphones) and digital voice recorders

Teacher Resources:See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint in French, Spanish and Portuguese.




Checking for understanding: White boards, signaling, TPR, drawing to demonstrate understanding

Interpretive reading & listening tasks Surveys Student-to-student conversations Photo Story on daily routines Quizzes on present tense, reflexive verbs, &

commands

Pamphlet for community center Completed graphic organizers (e.g., unit vocabulary,

Venn diagrams) Homework Blog entries Jeopardy game on food pyramid Vocabulary quizzes on food groups, measurement,

frequency words, body parts, daily routine, places


Lesson 1The Food Pyramid

2 day Block schedule4 days Traditional schedule

Lesson 2Get Moving


Lesson 3How to Stay Healthy


Lesson 4Daily Routines


Lesson 5Careful, it has nuts!


Teacher Notes: These lessons build upon previously learned vocabulary and grammatical structures. Teachers must reactivate the needed vocabulary and structures prior to teaching these lessons or must pre-teach these concepts. See the World Languages Standard Glossary & Resources in the 2009 World Languages Standard document for strategies.




.Newark Public SchoolsAligned to the 2009 New Jersey Core Curriculum Content Standards


Unit 7: LeisureContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese - Level 2– Novice-High Grades 9-12(For an understanding of this proficiency level, see the 2009 World Languages Standard document.)Unit SummaryIn “Leisure” students explore different types of leisure activities most commonly practiced in the target language culture and compare and contrast it to the ones in the US. In addition, students are challenged to use authentic text and realia to identify different types of leisure activities and pastimes. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: Language Arts, Mathematics, sociology, geography, technology21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy

Learning TargetsStandards 7.1All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent StatementsThe Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to: Identify the main idea and some supporting details when reading; Understand the gist and some supporting details of conversations dealing with everyday life; Infer the meaning of some unfamiliar words when used in familiar contexts. Personal preferences and skills are key factors to consider when making decisions about post-secondary plans. (Topics that assist in the development of this understanding should include, but are not limited to: personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and preparation). Online newspapers, magazines, blogs, wikis, podcasts, videos and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. (Topics that assist in the development of this understanding should include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g., population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of scarce resources.])CPI# Cumulative Progress Indicator (CPI)7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly


7.1.NH.A.3 Recognize some common gestures and practices of the target culture.7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on

topics related to self and targeted themes.7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.7.1. N.H.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a

multimedia-rich presentation to be shared virtually with a target language audience.7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural

practices.Unit Essential Questions

What are the differences and similarities in terms of recreational activities in the target language country and the US?

What influences the popularity of certain sports and leisure activities in the target language country?


Leisure activities vary according to geographical location, climate and popular cultural influences.

Sports and leisure activities are influenced by economy and society.

Unit Learning Targets


Students will…

Ask and answer questions about indoor and outdoor leisure time activities. Share opinions about indoor and outdoor leisure time activities. Understand announcements and advertisements about indoor and outdoor leisure time activities. Comprehend spoken or written narratives about indoor and outdoor leisure time activities. Present information about indoor and outdoor leisure time activities. Describe when, where, and how often one participates in indoor and outdoor leisure time activities. Tell about indoor and outdoor leisure time activities that took place in the past. Discuss how and where young people spend leisure time in target language countries. Discuss popular sports and sporting events in Target language countries Discuss famous target language country’ individuals studied in other classes (sports figures, musicians, artists,

etc.). Compare indoor and outdoor leisure time activities in target language country and American cultures. Compare the amount of time and money spent on indoor and outdoor leisure time activities in target language

country and American cultures. Identify cognates and false cognates for indoor and outdoor leisure time activities. Compare the use of the past tense in the target language and English. Explore information about indoor and outdoor leisure time activities in target language countries. Utilize past tense to narrate Sequence words Formal and informal questions Target language leisure expressions Express opinions Identify vocabulary for locations and respective leisure activities

Evidence of LearningSummative Assessment

Unit Exam Written report Oral presentation Unit Project Role play



Role play Quiz Role-play

Student-to-student conversations Written practice activities Homework

Lesson PlansLesson Timeframe

Lesson 1Indoor and Outdoor activities


Lesson 2 At the beach


Lesson 3 Camping in fun


Lesson 4 Grammar in action


Lesson 5Let’s look for a summer camp






Level 2, Unit 8: Cultural EntertainmentContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level II– Novice High -Grades 9-12(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)

Unit SummaryIn “Cultural Entertainment” students will explore art, music, dance, film and poetry from target language countries, and compare and contrast that with products of American culture. Students will research historical and cultural factors influencing the expressions of art, music, dance, film and literature pieces that they choose to study and present to the rest of the students.

Learning TargetsStandards 7.1All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent StatementsThe Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the sentence level and can use words, lists, and simple sentences independently to: Identify the main idea and some supporting details when reading; Understand the gist and some supporting details of conversations dealing with everyday life; Infer the meaning of some unfamiliar words when used in familiar contexts. Personal preferences and skills are key factors to consider when making decisions about post-secondary plans. (Topics that assist in the development of this understanding should include, but are not limited to: personal likes/dislikes, subject-area preferences, academic record, and career awareness, exploration, and preparation). Online newspapers, magazines, blogs, wikis, podcasts, videos and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. (Topics that assist in the development of this understanding should include, but are not limited to: current events and contemporary and emerging global issues, problems, and challenges [e.g., population growth and migration; environmental degradation and protection; discrimination and other conflicts; and the allocation of scarce resources.])CPI# Cumulative Progress Indicator (CPI)

7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target

culture(s)/language during daily interactions.7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using

familiar vocabulary orally or in writing7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common

cultural practices.






· How does art, music, dance and literature influence our lives?

· How does our popular entertainment differ from that in the target language countries?

· How have the events in history molded cultural entertainment?

Unit Enduring Understandings Art, music, dance and literature

portray ideas and emotions.

Understanding the world’s historical events helps to portray the cultural entertainment of that time period.

Current trends and influences impact popular cultures around the world in a variety of ways.


· Describe a painting· Analyze different painting styles by comparing, contrasting and expressing

preference for a particular painter.· Research artists of target language countries· Explore popular musical groups from target language countries· Compare and contrast different dances from target language countries.· Analyze literature pieces (poems, etc..)· Analyze a movie from a target language country and compare it to an American

movie from the same time period


Unit Exam Describe a painting Research Project on an artist, a type of dance, a musical group or musical genre or a movie Create a multimedia presentation or a demonstration to follow up on their research project Write a poem

Equipment needed: Computer/projection setup, student computer access, Video and digital cameras, internet access, radio, etc..Teacher Resources:See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and PowerPoint in French, Spanish and Portuguese.



Formative Interpretive reading & listening tasks Student-to-student conversations Quizzes

Homework Assignments Written practice exercises

Painting descriptions


Lesson 1 Describe a painting


Lesson 2Different painting styles


Lesson 3Research an artist, a type of dance, a musical group,

musical genre or a movie


Lesson 4Explore Songs


Lesson 5Compare and Contrast Dance Genres


Lesson 6Analyze poetry from target language countries


Lesson 7Final Multimedia project



Newark Public SchoolsENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLS

LESSON REFLECTIONReflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.

Lesson Activities: Strongly Moderately WeaklyAre challenging and require higher order thinking and problem solving skills

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills

Integrate global perspectives

Integrate 21st century skills

Provide opportunities for interdisciplinary connection and transfer of knowledge and skills

Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills

Are varied to address different student learning styles and preferences

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self-assessment

Provide data to inform and adjust instruction to better meet the varying needs of learners

Documents

content.nps.k12.nj.uscontent.nps.k12.nj.us/wp-content/uploads/sites/111/2014/... · Web view2017-05-05 · You are preparing to go abroad to study in a Target language country