€¦ · Web viewVeo: Un Libro de Adivinanzas Ilustradas/I Spy (Spanish Edition). (1994) ISBN 0590486357. Keats, Ezra Jack. My Dog is Lost. (1999) ISBN 0140565698. New Vocabulary:

World LanguageAssessment/Activity Worksheet

LEVEL: Novice Low

Strand: Communication

Standard: Interpersonal Communication

Level of Proficiency/Domain: Novice Low/Socializing

Benchmark: 1.1.N.SL.a: Use the target language with culturally appropriate gestures

in everyday social situations such as greeting, leave taking, or introductions.

Assessment (before, during, after):

Before: The students will respond to modeled greetings by mimicking a phrase and/or response.

During: The students will work with a partner and meet, greet, and introduce themselves.

After: The student will perform a short dialogue that includes a greeting, leave taking, or introduction with culturally appropriate gestures.

Project Rubric – on following page: (Use if applicable)

One or more forms of greetings and leave takingsOne memorized phrase for introductionOne culturally appropriate gesture

1

Content/Context Fluency Accuracy Pronunciation Presentation

5Exceeds standard

Students greet, introduce themselves [introduce another person], and say goodbye with elaboration.

Flow of words matches native speed.

Memorized phrases are grammatically correct with no errors.

Pronunciation matches near-native formation and the meaning is clear.

Eye contact, gestures, and tone of voice add to the meaning.

4Meets

standard

Students greet, introduce themselves [introduce another person], and say goodbye appropriately.

Flow of words is approaching near-native speed and includes one pause.

Memorized phrases are grammatically correct with one minor error.

Pronunciation is under-standable but shows one minor influence of L1 and the meaning is clear.

Eye contact, gestures, and tone of voice somewhat add to the meaning.

3Approaching

standard

Students greet, introduce themselves [introduce another person], and say goodbye with the meaning somewhat misleading.

Flow of words is somewhat choppy and broken by a couple of pauses.

Memorized phrases are grammatically correct with two errors.

Pronunciation is under-standable but shows two influences of L1 and the meaning is somewhat unclear.

Eye contact, gestures, and tone of voice do not add to the meaning.

2Partially meets

standard

Students greet, introduce themselves [introduce another person], and say goodbye with the meaning unclear.

Flow of words is very choppy and broken by a number of pauses.

Memorized phrases are grammatically correct with numerous errors.

Pronunciation is under-standable but shows three or more influences of L1 and meaning is obscured.

Eye contact, gestures, and tone of voice obscure the meaning.

1Does not

meet standard

Sample is not measurable.





2

Learning Activities/Facts/Information:

1. The students will practice and memorize “The Hello Song” in the target language by listening to the song as well as using the song activity sheet.

2. The students will create and present a foldable with greeting words/questions on the top flap and responses on the inside flap.

3. The students will practice introductions and greetings using flashcards. Each student should have a target language or English flashcard with an introduction or greeting word and picture. The students must find the target language or English match and present themselves to the class. Repeat several times so students have the opportunity to use a variety of introductions and greetings.

Resources:

Activity book with CD from Twin Sisters Productions, LLCwww.twinsisters.com

Foldable Designs:http://www.twinsisters.com/onlinecatalog/songsthatteach/foreignlanguage.htm

Spanish Learning Cards:The Complete Book of Spanish: Grades 1-3 by Carson-Dellosa Publishing, LLCwww.carsondellosa.com

New Vocabulary: hello; goodbye; see you later; good night; good morning; good afternoon; What is your name?; My name is…

3

http://www.carsondellosa.com/

http://www.twinsisters.com/onlinecatalog/songsthatteach/foreignlanguage.htm



http://www.twinsisters.com/


LEVEL: Novice Low




Benchmark: 1.1.N.SL.b: Ask and answer basic questions about the weather,

health/physical conditions, self, family, and friends.


Before: The students will respond to modeled questions about weather, health/physical conditions, self, family, and friends by mimicking a phrase and/or response.

During: The students will orally describe the weather forecast for a particular day in the target language using a visual.

After: The students will perform a short dialogue that includes questions about the weather, health/physical conditions, self, family, and friends (for example, a mock doctor/nurse and patient session).

Project Rubric: On the following page (Use if applicable)

A weather report needs to include the weather in five areas with different weather predictions or a five day forecast in one specific city.

A doctor’s visit needs to include two feelings and two physical conditions.

4

Content/ Context Fluency Accuracy Pronunciation Presentation

5Ex

ceed

s st

anda

rdStudent included more than the requirements for the chosen dialogue.





4M

eets

st

anda

rd

Student met all of the requirements for the chosen dialogue appropriately.



Pronunciation is understandable but shows one minor influence of L1 and the meaning is clear.


3A

ppro

achi

ng

stan

dard

Student met most of the requirements for the chosen dialogue appropriately.



Pronunciation is understandable but shows two influences of L1 and the meaning is somewhat unclear.


2Pa

rtia

lly m

eets

st

anda

rd

Student met some of the requirements for the chosen dialogue appropriately.



Pronunciation is understandable but shows three or more influences of L1 and meaning is obscured.


1D

oes

not m

eet

stan

dard






5


1. The student will participate in a daily meeting including weather and calendar in the target language.

2. The students will practice health/physical conditions using flashcards set up like, “I Have, Who Has?” in the target language.Example: “I have sad. Who has happy?”“I have happy. Who has angry?”

3. The student will compare pictures of emotions to the target language vocabulary. Then the student will pick the emotion the student is currently feeling, draw a face picture representing the emotion, and present the emotion drawing to the class in the target language.

Resources:

Weather Poster(http://www.schoolplace.com/ProductDetail.aspx?ProductSKUID=70318)

New Vocabulary: words associated with weather conditions (i.e. cloudy, sunny, rain, snow, sleet, fog, windy, warm, hot, cold); seasons (i.e. spring, summer, fall, autumn, winter); How are you?; How are you feeling?; words associated with feelings/emotions (i.e. good, fine, ok, bad, sick, happy, sad, tired, frustrated, angry, excited); words associated with body parts that may hurt or not feel well (i.e. stomach, head, foot, finger, hand, throat, leg, arm)

6

http://www.schoolplace.com/ProductDetail.aspx?ProductSKUID=70318




LEVEL: Novice Low




Benchmark: 1.1.N.SL.c: Recognize and use appropriate register/honorifics in a

limited number of simple social situations such as greetings, leave-takings, and

introductions.


Before: The students will create a KWL as well as complete a pretest pertaining to greetings, leave-takings, and introductions.

During: The students will use response cards with greeting, leave-takings, and introduction vocabulary.

After: The students will perform a short dialogue/comic strip that includes greetings, leave taking, or introductions with culturally appropriate gestures.

Project Rubric: On the following page (Use if applicable)

7


5Ex

ceed

s st

anda

rdStudent included more than the requirements for the chosen dialogue.





4M

eets

st

anda

rd

Student met all of the requirements for the chosen dialogue appropriately.





3A

ppro

achi

ng

stan

dard

Student met most of the requirements for the chosen dialogue appropriately.





2Pa

rtia

lly

mee

ts

Student met some of the requirements for the chosen dialogue appropriately.





1D

oes

not m

eet

stan

dard






8


1. The students will practice greetings, leave takings, and introductions with a partner after the teacher models greetings with puppet.

2. The students will address “bow-tie” students with the appropriate register/honorifics for greetings, leave takings, and introductions.

3. The students will perform a skit in groups of three or more, in which each student will meet, greet, and introduce themselves and an unknown person to another member of the group.

Resources:

Puppet Patternshttp://www.teacherhelp.org/puppets.htm

Bow Tie Templatehttp://www.activityvillage.co.uk/bow_tie_template.pdf

New Vocabulary: formal and informal titles (i.e., Mr., Mrs., Miss, Dr.), forms of questions and tenses of words associated with formality of the conversation

9

http://www.activityvillage.co.uk/bow_tie_template.pdf



http://www.teacherhelp.org/puppets.htm




LEVEL: Novice Low




Benchmark: 1.1.N.SL.d: Request, offer, invite, and reply appropriately using

memorized phrases.


Before: The students will create a KWL chart using learned memorized phrases. The teacher will model dialogue using yes/no questions (with thumbs up/thumbs down signals) to decipher the content.

During: The students and teacher will participate in questioning on specific invites, requests, and offerings as well as incorporating think/pair/share. The first stage of interpersonal questioning would be a memorized request with a yes/no answer. The second stage of interpersonal questioning would be the same request with a “Yes, I’d love to!”/“No, I can’t” response. An expansion option for interpersonal questioning would be various excuses (i.e. I have to do my homework, I have to walk the dog, I don’t have a ride, etc…).

After: The students will use dialogue performed live in class in various scenarios such as a telephone conversation with either the teacher or with other students.

Project Rubric: (Use if applicable)

One memorized phrase each for an offer as well as one positive and one negative response.

10


5Ex

ceed

s st

anda

rd

Student either invites or responds appropriately with more than one memorized phrase.





4M

eets

sta

ndar

d

Student either invites or responds appropriately with one memorized phrase.





3A

ppro

achi

ng

stan

dard

Student either invites or responds with one memorized phrase with the meaning somewhat misleading.





2Pa

rtia

lly m

eets

st

anda

rd

Student either invites or responds with the meaning unclear.



Pronunciation is understandable but shows three or more influences of L1 and the meaning is obscured.


1D

oes

not m

eet

stan

dard






11


1. The students will create and present a poster-size invitation to an imaginary event.

2. The students will role-play a situation in which a request, offer, or invitation is being made.

3. The students will create a video of a dialogue between characters incorporating an offer, invitation, or request.

Resources:

New Vocabulary: Would you like to come over? Would you like to come to my party? Can I come over? You’re invited to my house/party. Can I help you? Can you tell me…? No, I’m sorry. No, thank you. Absolutely! No, I cannot make it. I am busy. I would be happy/love to.

12


LEVEL: Novice Low



Level of Proficiency/Domain: Novice Low/Identifying and Describing

Benchmark: 1.1.N.SL.e: Ask questions about physical appearance, character, and

personality traits of friends, family, and classmates and answer using a list of

traits.


Before: The students will watch a video where the characters are discussing physical appearance, characteristics, and personality traits.

During: The students will orally read text materials that introduce characters based upon appearance, characteristics, and personality traits.

After: The students will orally present information on a friend, family member, and/or classmate based on physical appearance, characteristics, and personality traits.


One memorized phrase each for a physical appearance, characteristic, and personality trait of a person.

13


5Ex

ceed

s st

anda

rd

Student included more than the requirements exceptionally well.





4M

eets

sta

ndar

d

Student met all of the requirements appropriately.





3A

ppro

achi

ng

stan

dard

Student met most of the requirements appropriately.





2Pa

rtia

lly m

eets

st

anda

rd

Student met some of the dialogue requirements appropriately.





1D

oes

not m

eet

stan

dard






14


1. The students will describe an image of a non-fictional or fictional character using physical appearance.

2. After reading a text, such as Little Miss Sunshine, the students will create a character that is described by personality and character traits.

3. The students will create and/or play the game “Guess Who?”

Resources:

The Lovable Little Misses (Mr. Men and Little Miss) by Roger Hargreaves

Guess Who by Hasbro

New Vocabulary: words associated with physical appearance, characteristics, and personality traits (i.e. tall, short, fat, skinny, hair colors, skin colors, funny, athletic, intelligent, caring, adventurous)

15


LEVEL: Novice Low




Benchmark: 1.1.N.SL.f: Ask questions about feelings, emotions, and health of

friends, family, classmates and answer using a list of traits.


Before: The students will create a KWL or brainstorm previously learned vocabulary associated with feelings, emotions, and health.

During: The students will express feelings daily and explain the reasoning.

After: The students will explain the cause-and-effect relationships between feelings/emotions and health conditions.

16


5Ex

ceed

s st

anda

rd

Student included more than the requirements exceptionally well.





4M

eets

sta

ndar

d

Student met all of the requirements appropriately.





3A

ppro

achi

ng

stan

dard

Student met most of the requirements appropriately.





2Pa

rtia

lly m

eets

st

anda

rd

Student met some of the dialogue requirements appropriately.





1D

oes

not m

eet

stan

dard






17


1. The students will match images with feelings/emotions as a worksheet or in a BINGO game.

2. The students will participate in “Simon Says” to enforce the knowledge of body parts in order to express health.

3. The students will read or be read Alexander and the Terrible, Horrible, No Good, Very Bad Day and create a personal version including emotions, feelings, and/or health.

Resources:

Feelings BINGO atwww.carlexonline.com

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst and Ray Cruz

New Vocabulary: How are you? How are you feeling? How is your ____ doing? Is your ____ ill/doing well? Are you angry/sad/upset/etc..? I am feeling ____. I’m fine. I’m better. My ___ is ill/doing well. Etc…

18

http://www.carlexonline.com/


LEVEL: Novice Low




Benchmark: 1.1.N.SL.g: Ask questions about the attributes of places and

things in their immediate environment and answer using a list of traits.


Before: The teacher will guide the students in a class discussion on how objects can be described.

During: The teacher and the students will participate in questioning based upon attributes of places and things described within activities as well as the immediate environment.

After: The students will describe objects based on the sense of touch (i.e. putting objects in a box so some objects may not be seen, but rather felt or heard) using three descriptors (i.e. soft/hard, heavy/light, rough/smooth).

19

Communication Accuracy Pronunciation Presentation Fluency5

Exce

eds

stan

dard

Student appropriately describes weight, hardness, and texture of an object using a memorized sentence.




Flow of words matches a slow native speed.

4M

eets

sta

ndar

d

Student appropriately describes weight, hardness, and texture of an object using memorized phrases.


Pronunciation is understandable but shows one minor influence of first language and the meaning is clear.



3A

ppro

achi

ng

stan

dard

Student describes weight, hardness, and texture of an object but some information is missing, unclear, or inaccurate.


Pronunciation is understandable but shows two influences of first language and the meaning is somewhat unclear.



2Pa

rtia

lly m

eets

st

anda

rd

Student tries to describe weight, hardness, and texture of an object but most information is missing, unclear, or inaccurate.


Pronunciation is understandable but shows three or more influences of first language and meaning is obscured.



1D

oes

not m

eet

stan

dard






20


1. Using a map, the students will describe the location of the student’s home to the school.

2. As a class, the students will participate in “I Spy” using attribute clues, including color.

3. The students will describe attributes of an object/thing that is lost (i.e. a pet).

Resources:

Weill, Cynthia. Opuestos: Mexican Folk Art Opposites in English and Spanish. (2009)ISBN 1933693568

Marzollo, Jean. Veo: Un Libro de Adivinanzas Ilustradas/I Spy (Spanish Edition). (1994)ISBN 0590486357

Keats, Ezra Jack. My Dog is Lost. (1999)ISBN 0140565698

New Vocabulary: words associated with proximity (i.e. far away, close by, on, under, in), words associated with colors, words associated with size (i.e. big, small), words associated with shapes, words associated with quantity, words associated with location, words associated with address/telephone number, words associated with texture (i.e. soft, rough, smooth), words associated with weight/mass (i.e. heavy, light)

21


LEVEL: Novice Low



Level of Proficiency/Domain: Novice Low/Exchanging Information

Benchmark: 1.1.N.SL.h: Exchange information in the target language on familiar

topics such as personal interests, memorable experiences, school activities, and

family life.


Before: The students will participate in a class discussion on specific topics, such as personal interests and school activities, and create a class graph on specific topics, such as personal interests and school activities.

During: The students will participate in associated activities while the teacher monitors the students’ progress.

After: The students will conduct and present an interview with a partner (i.e. remembering a favorite vacation: where you went, when you went, what you did, who you went with).

22


Exce

eds

stan

dard

Student appropriately responds with details to all questions (Where? When? What? Who?) using memorized sentences.




Flow of words matches a slow native speed

4M

eets

sta

ndar

d

Student appropriately responds to all interview questions using memorized sentences.

Memorized phrases are grammatically correct with a few minor errors.


Eye contact, gestures, and tone of voice somewhat add to the meaning


3A

ppro

achi

ng

stan

dard

Student responds to most interview questions using memorized sentences.

Memorized phrases are grammatically correct with several errors.




2Pa

rtia

lly m

eets

st

anda

rd

Student tries to respond to the interview questions but most information is missing, unclear, or inaccurate.





1D

oes

not m

eet

stan

dard






23


1. The students will read a book and discuss the likes and dislikes of the characters.

2. The students will present an “About Me” poster describing their favorite personal interest, memorable experience, and school activity.

3. Using a checklist of provided interests, activities, and experiences, the students will conduct a survey of other students’ interests, activities, and experiences.

Resources:

Videos:Families of the World Series:

Spanish w/ English subtitles: Mexico and More Mexico

English: Costa Rica, Puerto Rico, Panama, Guatemala

www.familiesoftheworld.com

Books:Countries of the World Series (English, follows Social Studies GLCEs):

Argentina, Cuba, Guatemala, Mexico, Panama, Peru, Spain

www.cultureforkids.com

Mi Mundo en palabras:Un material interactivo para aprender vocabulariohttp://cvc.cervantes.es/ensenanza/mimundo/

New Vocabulary: words associated with the following topics: personal interests, hobbies, sports, leisure activities, fine arts, travel, memorable experiences, birthdays, holidays, ceremonies, embarrassing situations, vacations, school activities, school subjects, after-school activities, family life, household

24

http://cvc.cervantes.es/ensenanza/mimundo/



http://www.cultureforkids.com/

http://www.familiesoftheworld.com/



LEVEL: Novice Low




Benchmark: 1.1.N.SL.i: Ask for and obtain information in everyday situations in the

target language about time, place, price, and size relating to restaurants, stores,

transportation, and services.


Before: The students will watch a video that introduces dialogue relating to time, place, price, and size in the target language, such as actors shopping or traveling.

During: The students will evaluate a bus or train schedule and identify the size of the transportation, the price of the ticket, the time the transportation is leaving, and the place the transportation is taking the travelers.

After: The students will partner up and take part in a performance (i.e. ask for or give directions to a restaurant or store using a mode of transportation and purchase or sell an item) based on one of two memorized conversations.

25


Exce

eds

stan

dard

Student appropriately asks for/gives directions and requests/gives information about a purchase following memorized conversation and adding some details.




Flow of words matches a slow native speed.

4M

eets

sta

ndar

d

Student appropriately asks for/gives directions and requests/gives information about a purchase following memorized conversation.





3A

ppro

achi

ng s

tand

ard Student asks

for/gives directions and requests/gives information about a purchase but some responses are incomplete, inaccurate, or inappropriate.





2Pa

rtia

lly m

eets

st

anda

rd

Student asks for/gives directions and requests/gives information about a purchase but most responses are incomplete, inaccurate, or inappropriate.





1D

oes

not m

eet

stan

dard






26


1. The students will participate in “What time is it Mr./Mrs. Fox?” in the target language.

2. The students will act as a customer and/or owner of a fruit stand discussing price and size of items on the fruit stand.

3. The students will create and present a poster about a missing pet/toy, in which the poster includes the time and place the pet/toy was last seen as well as describing the size of the pet/toy.

Resources:

New Vocabulary: words associated with large and small, monetary denominations, o’clock

27


LEVEL: Novice Low



Level of Proficiency/Domain: Novice Low/Exchanging Opinions

Benchmark: 1.1.N.SL.j: Share likes and dislikes in the target language with a

classmate.


Before: Students raise a thumb up (like) or a thumb down (dislike) as the teacher says and shows various topics on picture flash cards.

During: Students listen to a native speaker presentation or student presentations about likes and dislikes and respond to comprehension questions verbally.

After:Students interview a classmate (or friend/family member fluent in the target language) on five of his/her likes and dislikes.

28

Communication Accuracy Pronunciation Presentation Fluency

5Ex

ceed

s st

anda

rd

Student asks or responds appropriately with details using all five memorized sentences.





4M

eets

sta

ndar

d

Student asks or responds appropriately using all five memorized sentences.





3A

ppro

achi

ng

stan

dard

Student asks or responds using three or four memorized sentences.





2Pa

rtia

lly m

eets

st

anda

rd






1D

oes

not m

eet

stan

dard






29


1. The students will complete a survey on various topics by deciding if it is something they like or dislike. The students will present the results of the survey.

2. The students will participate in the game “Two Truths and One Lie.”

3. The students will create a character puppet and present a skit in which the puppet discusses his/her likes and dislikes.

Resources:

Two Truths and One Lie Directionshttp://www.icebreakers.ws/small-group/two-truths-and-a-lie.html

New Vocabulary: I like…; I dislike…; I despise…; I find it….; My favorite is…; I hate…;

30

http://www.icebreakers.ws/small-group/two-truths-and-a-lie.html




LEVEL: Novice Low




Benchmark: 1.1.N.SL.k: Share opinions and preferences in the target language with

their classmates. (Coordinate with 1.1.N.RW.k.)


Before: Students view traditional meals, beverages, and snacks from the target culture. They express whether it looks appetizing or not, choosing from a list of simple phrases (How delicious! How gross!).

During: The teacher, as part of a skit, invites each group (4-6 students) over to his or her house (e.g., a table with a tablecloth, flowers, and laminated or fake food) and students must engage in conversation about their food preferences with their teacher. They must use polite phrases and, if the teacher permits, whisper less polite phrases, in order to introduce humor into the scenarios.

After:Students read and prepare for several scenarios involving food and needing to politely express a preference (date, eating at a friend’s house, being served food at a cafeteria). Then the students, working in teams, randomly select a scenario and must respond appropriately and spontaneously. (Variation: If this appears too difficult, students prepare and present various scenarios ahead of time dealing with the topic of expressing a food preference.)

31

Communication Accuracy Pronunciation Presentation Fluency

5Ex

ceed

s st

anda

rd

Student asks or responds appropriately with details using all five memorized sentences.





4M

eets

sta

ndar

d

Student asks or responds appropriately using all five memorized sentences.




Flow of words is approaching near-native speed and includes one pause

3A

ppro

achi

ng

stan

dard

Student asks or responds using three or four memorized sentences.





2Pa

rtia

lly m

eets

st

anda

rd






1D

oes

not m

eet

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dard






32


1. Students listen to a native speaker talk about his or her favorite foods and take notes, categorizing each item as a main dish, a snack, or a beverage.

2. Students work with a partner to play the part of the host and the guest. The guest must politely express preferences about the imaginary offered food.

3. Students give (or read teacher-created) mini presentations about food preferences, using preferences in the target country (i.e. In Cuba they like to add sugar to their coffee; in Puerto Rico they like to eat fried bananas, in Argentina they like to eat beef).

Resources:

New Vocabulary: I like…; I dislike…; I despise…; I find it….; My favorite is…; I hate…

33


LEVEL: Novice Low


Standard: Interpersonal Reading/Writing


Benchmark: 1.1.N.RW.a: Use the target language in email messages, text

messages, blogs, webpages, letters, and notes to greet, take leave, or make

introductions.


Before: The students will create a dialogue by filling speech bubbles in a comic strip with greetings and leave-taking (use comic characters from target culture, if possible).

During: Students will read an email message in the target language from a real or teacher-created native speaker of their age. Students will make a list of possible phrases for responding or choose from a list of phrases most appropriate (formal vs. informal, on-topic, off-topic) for responding to the native speaker (peer).

After: The student will write an email to a classmate (copying the teacher) using a greeting appropriate to the time of day, introducing oneself, and using an appropriate good-bye.

34

Communication Accuracy Spelling Organization Cultural Understanding

Format/ Visuals

5Ex

ceed

s st

anda

rd

Student converses appropriately in writing with 4 memorized phrases and 1 or more additional related sentences.


Writing contains 0-1 error of spelling, OR punctuation, OR diacritic marks (i.e. á, ñ).

Writing is organized in a logical way that enhances the meaning of the content.

Invitation demonstrates an understanding of 1 cultural practice AND 1 cultural product.

Format of writing matches the content and includes one or more relevant visual that adds meaning.

4M

eets

sta

ndar

d

Student converses appropriately in writing with 3 memorized phrases.


Writing contains 2-3 errors of spelling, OR punctuation, OR diacritic marks (i.e. á, ñ).

Writing is organized in a logical way that supports the meaning of the content.

Invitation demonstrates an understanding of 1 cultural practice OR 1 cultural product.

Format of writing matches the content and includes one relevant visual that adds meaning.

3A

ppro

achi

ng

stan

dard

Student converses appropriately in writing with 2 memorized phrases.



Writing is somewhat disorganized that makes the meaning partly unclear.

Invitation demonstrates a confused understanding of 1 cultural practice OR 1 cultural product.

Format of writing does not match the content well OR visual is not relevant/ included.

2Pa

rtia

lly m

eets

st

anda

rd

Student converses appropriately in writing with 1 memorized phrase.

Memorized phrases are grammatically correct with three errors or more.

Writing contains 6 or more errors of spelling, OR punctuation, OR diacritic marks (i.e. á, ñ).

Writing is disorganized in a way that detracts from the meaning.

Invitation demonstrates an incorrect understanding of 1 cultural practice OR 1 cultural product.

Format of writing does not match the content well AND visual is not relevant/ included.

1D

oes

not m

eet

stan

dard







35


1. Teacher posts phrases used in interpersonal written communication (i.e. dear___, how are you?, I am well, sincerely, hey, what’s up? bye) and students must put in a logical order as it would appear in an email or letter.

2. Read various letters from a teacher-created book and answer yes/no questions and comprehension questions.

3. The students chat on-line (in a teacher-controlled environment) using informal phrases with one another. Then each dialogue is printed and revised anonymously by peer groups.

Resources:

Teacher-created or authentic emails from target-language speaking friends.

The Jolly Postman (Ahlberg) inspired book with letters using various levels of formality

New Vocabulary: dear___, how are you?, I am well, sincerely, hey, what’s up?, bye

36


LEVEL: Novice Low




Benchmark: 1.1.N.RW.b: Exchange information by asking and answering basic

questions in writing about the weather, health/physical conditions, self, family,

and friends.


Before: Students will match images of weather events with weather descriptions in the target language.

During: The students will record a short journal entry daily that describes the weather, their feelings (review), and recent occurrences that have happened to themselves or with family and friends.

el lunes el martes el miércoles el jueves el viernes

Estoy feliz. Estoy más o

menos.Estoy mal.

Hoy hace sol. Llueve./Está lloviendo.

Hay tormenta.

After: The student will look at weather maps from different countries (home country, various target-culture countries) and write a description of the weather for each cardinal direction. Example: In the northern part of the United States it is cloudy.

37

Communication Accuracy Spelling Organization Cultural Understanding Format/Visuals

5Ex

ceed

s st

anda

rd

Student describes the weather for one cardinal direction and the date.






4M

eets

sta

ndar

d Student describes the weather for one cardinal direction.






3A

ppro

achi

ng

stan

dard

Student describes the weather for one cardinal direction with one minor error of communication.



Writing is somewhat disorganized that makes the meaning partly unclear.



2Pa

rtia

lly m

eets

st

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Student describes the weather for one cardinal direction with one major error of communication.






1D

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38


1. Students choose a conversation partner for each cardinal direction. They ask people to be their partners “North, yes or no?” and write that person´s name on their map with each cardinal direction labeled. Then, throughout the unit the teacher will use these partner groups for quick, rotating practice. Example: Practice this dialogue with your North partner. Now practice this same dialogue with your East partner.

2. In groups, students look at weather maps (varied countries, varied weather) and practice giving a description for each cardinal direction.

3. As a class, in groups and with their partners, students practice flashcards on the cardinal directions, weather descriptions, and the seasons. The teacher holds up flashcards says a word and does the gesture. Students repeat as a class and in groups. Then students practice flashcards in a group with the group leader. The teacher corrects pronunciation and provides feedback. Students pair up according to the cardinal direction partners and one does the gesture and the other says the word.

Resources:

Teacher-created flashcards for whole group and small group practice.

Teacher-created weather maps.

Authentic weather maps from target country

New Vocabulary: words associated with weather conditions (i.e. cloudy, sunny, rain, snow, sleet, fog, windy, warm, hot, cold), seasons (i.e. spring, summer, fall, autumn, winter), How are you?, How are you feeling?, words associated with feelings/emotions (i.e. good, fine, ok, bad, sick, happy, sad, tired, frustrated, angry, excited), words associated with body parts that may hurt or not feel well (i.e. stomach, head, foot, finger, hand, throat, leg, arm)

39


LEVEL: Novice Low




Benchmark: 1.1.N.RW.c: Recognize and use appropriate register/honorifics in

limited, simple social correspondence.


Before: The students will compare different ways of saying hello and goodbye in the native and target language by reading along with the teacher the book Hello! Good-Bye! by Aliki, which introduces ways to say hello and goodbye.

During: The students will role play in greeting and leave takings with the teacher and other students daily.

After: The student will create a postcard to a target language speaker (i.e. pen pal).

40

Project Rubric:Communication Accuracy Spelling Organization Cultural

Understanding Format/ Visuals

5Ex

ceed

s st

anda

rd

Student greets and says good-bye appropriately in writing with one memorized phrase each and one extra question or comment.






4M

eets

sta

ndar

d Student greets and says good-bye appropriately in writing with one memorized phrase each.






3A

ppro

achi

ng

stan

dard

Student greets and says good-bye in writing but meaning is somewhat unclear.



Writing is somewhat disorganized, which makes the meaning partly unclear.



2Pa

rtia

lly m

eets

st

anda

rd

Student greets and says good-bye in writing but the meaning unclear.






1D

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not m

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stan

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41


1. The students will prepare a version of the Hello! Good-Bye! Book with illustrations and greeting/leave taking words in the target language.

2. The students will write a telephone conversation with a partner using social correspondence vocabulary.

3. The students will match pictures of people (parents, children, police officer, president, queen, etc…) to the register/honorific words in the target language using flashcards.

4. Half of the students wear teacher-provided bow ties or pearl necklaces (or other culturally-authentic “grown-up” clothing) and the other half of the students wears their normal school attire. The students must greet the “adults” with a formal address and their peers with an informal address. Then the students switch roles and practice again.

Resources:

Hello! Good-Bye! by Aliki

Grejniec, Michael Buenos días, buenas noches. (1997) ISBN 9781558587175

New Vocabulary: formal, informal, Mr., Ms., Mrs.

42


LEVEL: Novice Low




Benchmark: 1.1.N.RW.d: Request, offer, invite, and reply appropriately in writing

using memorized phrases.


Before: The students will compare and contrast common phrases amongst a variety of invitations in the target language.

During: The students will request needed school materials in the target language in writing.

After: The students will create an invitation to a fictional event (i.e. birthday party, holiday party, etc.).

Project Rubric:

43


Format/ Visuals

5Ex

ceed

s st

anda

rd

Student invites appropriately in writing with one memorized phrase and one extra question or comment.





Format of writing matches the content and includes one or more relevant visuals, which adds meaning.

4M

eets

sta

ndar

d Student invites appropriately in writing with one memorized phrase.





Format of writing matches the content and includes one relevant visual, which adds meaning.

3A

ppro

achi

ng

stan

dard

Student invites in writing but meaning is somewhat unclear.






2Pa

rtia

lly m

eets

st

anda

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Student attempts to invite in writing, but the meaning is unclear.






1D

oes

not m

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44


1. The students will use target language vocabulary to request in writing the use of certain materials and equipment in the classroom.

2. The students will exchange information in writing on what they are doing after school and if their classmates would like to join them.

3. The students will make a list of questions for a friend requesting them to do their house-hold chores.

Resources:

series of Buenos hábitos with Coco and Tula¡A ayudar!, En la mesa, ¡A vestirse!, En la calle,¡A limpiarse!, ¡A lavarse los dientes!, ¡A lavarse!, ¡Sentimientos!, Con los niños, Con los mayores, ¡A dormir!, ¡A comer!, ¡Adiós pañal!, ¡Adiós, chupeta!, ¡A curarse!

New Vocabulary: house-hold chores vocabulary, school supplies vocabulary, request, offer, and invite vocabulary (i.e. Would you like to come over? Would you like to come to my party? Can I come over? You’re invited to my house/party. Can I help you? Can you tell me…? No, I’m sorry. No, thank you. Absolutely! No, I cannot make it. I am busy. I would be happy/love to.).

45


LEVEL: Novice Low




Benchmark: 1.1.N.RW.e: Ask questions in writing about physical appearance,

character and personality traits of friends, family, classmates, and answer in writing

using a list of traits.


Before: Match pictures of people and physical/personality traits. Teacher asks in target language, “Is the girl red-headed? Is the boy hard-working?”

During: Vote for various prizes such as “Most Hardworking” or “Friendliest.” Given a list of positive personality traits, students write the names of classmates under the most fitting category.

Chart data about physical appearances of fellow classmates, such as eye color, curly/wavy/straight hair, or height in centimeters. Identify trends or conclusions from the data, such as “Nearly everyone has curly hair” or “No one has blue eyes.”

After: Create a Facebook-type quiz with questions about the personality of the “perfect friend,” such as “Does the perfect friend like to play soccer? or Is the perfect friend hard-working?”

46


5Ex

ceed

s st

anda

rd

Quiz contains questions and reasonable answers about the perfect friend using memorized phrases and unique constructions.




Demonstrates an understanding of 1 cultural practice AND 1 cultural product.


4M

eets

sta

ndar

d

Quiz contains questions and reasonable answers about the perfect friend using memorized phrases.




Demonstrates an understanding of 1 cultural practice OR 1 cultural product.


3A

ppro

achi

ng

stan

dard

Quiz contains questions and answers about the perfect friend but meaning is somewhat unclear.




Demonstrates a confused understanding of 1 cultural practice OR 1 cultural product.


2Pa

rtia

lly m

eets

st

anda

rd

Quiz contains some questions and answers but the meaning is unclear.




Demonstrates an incorrect understanding of 1 cultural practice OR 1 cultural product.


1D

oes

not m

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47


1. Complete an information gap activity about the personalities of selected boys and girls (differentiate feminine and masculine endings).

Ej: A: Is Marco lazy? B: No, Marco is hard-working. B: Is Isabel funny? A: Yes, Isabel is funny.

2. Measure your partner’s height in centimeters and convert to meters. Compare your height to the average in the United States and in various Spanish-speaking countries.

3. Describe a Spanish-speaking family using physical and personality traits based on a culturally-authentic picture or video (see resources).

Resources:








Websites:www.noticiascadadia.comArticle 5954“La altura media de los españoles sobrepasa los 1,75 metros, doce centímetros más que a finales del XIX”

New Vocabulary: What does ____ look like? S/he has brown/red/blonde/dark/ black hair, is tall/short, eye color, skin color, young/old, pretty/handsome. What is ____ like? S/he is funny/athletic/nice/ smart/shy/kind.

48

http://www.noticiascadadia.com/

http://www.noticiascadadia.com/





LEVEL: Novice Low




Benchmark: 1.1.N.RW.f: Ask questions in writing about feelings, emotions and

health of friends, family, classmates, and answer in writing using a list of traits.


Before: The students will take a pre-test by drawing and labeling a picture of body parts using target vocabulary previously learned.

During: The students will use the target language to give information and describe themselves and how they are feeling daily, including emotions and physical ailments in a journal.

After: The students will make a survey about health problems and interview their classmates.

49


5Ex

ceed

s st

anda

rd

Quiz contains questions and reasonable answers about the perfect friend using memorized phrases and unique constructions.




Demonstrates an understanding of 1 cultural practice AND 1 cultural product.


4M

eets

sta

ndar

d

Quiz contains questions and reasonable answers about the perfect friend using memorized phrases.




Demonstrates an understanding of 1 cultural practice OR 1 cultural product.


3A

ppro

achi

ng

stan

dard

Quiz contains questions and answers about the perfect friend but meaning is somewhat unclear.




Demonstrates a confused understanding of 1 cultural practice OR 1 cultural product.


2Pa

rtia

lly m

eets

st

anda

rd

Quiz contains some questions and answers but the meaning is unclear.




Demonstrates an incorrect understanding of 1 cultural practice OR 1 cultural product.


1D

oes

not m

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50


1. The students will pretend their friend is ill and send him/her an email, advising what to do to get better and wish him/her well.

2. The students will create a skit and role-play a visit to the doctor.

3. The students will write a short paragraph describing an injury and share with the class.

Resources:

Cesán, Lía. Las grandes emociones de Perico Perejil.(Variedad de sentimientos de un niño)

New Vocabulary: How are you? How are you feeling? How is your ____ doing? Is your ____ ill/doing well? Are you angry/sad/upset/etc..? I am feeling ____. I’m fine. I’m better. My ___ is ill/doing well/etc…Body part vocabulary (head, toes, feet, hand, fingers, shoulders, arm, leg, knees)

51


LEVEL: Novice Low




Benchmark: 1.1.N.RW.g: Ask questions in writing about the attributes of places and

things in their immediate environment, and answer in writing using a list of traits.


Before: The students will create a list of ways to classify and describe objects, such as animals and classroom supplies (based on size, shape, color).

During: The students will collect telephone numbers of classmates daily and record the number in target language in a “telephone book.”

After: The students will make a list of questions about what supplies are in a classmate’s backpack and the partner will need to answer by stating what the object is, how it feels, and its size.

Project Assessment:

52

Content/Context Fluency Accuracy Pronunciation Presentation5

Exce

eds

stan

dard

Student uses/ responds appropriately to four or more commands in the target language, plus sentences are developed beyond memorized phrase.


Memorized phrases are grammatically correct with no errors

Pronunciation matches near-native formation and the meaning is clear

Eye contact, gestures and tone of voice add to the meaning

4M

eets

sta

ndar

d

Student uses/ responds appropriately to three commands in the target language.

Flow of words is approaching near-native speed and includes one pause

Memorized phrases are grammatically correct with one minor error

Pronunciation is understandable but show one minor influence of L1 and the meaning is clear

Eye contact, gestures and tone of voice somewhat add to the meaning

3A

ppro

achi

ng

stan

dard

Student uses/ responds appropriately to two commands in the target language.



Pronunciation is understandable but show two influences of L1 and the meaning is somewhat unclear

Eye contact, gestures and tone of voice do not add to the meaning

2Pa

rtia

lly m

eets

st

anda

rd

Student uses/ responds appropriately to one command in the target language.



Pronunciation is understandable but show three or more influences of L1 and meaning is obscured

Eye contact, gestures and tone of voice obscure the meaning

1D

oes

not m

eet

stan

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53


1. The students will identify classroom objects using pictures and write what the picture is.

2. The students will write a description of one zoo animal, but the student will not name the animal. The classmates should guess the name of the animal from a written description using color, texture, size, and shape.

3. The students will describe in writing classroom items by number, size, and length

Resources:

Canales, Claudia. ¿Quien dijo agridulce? (5 Sentidos)

Palivicini, Teresa.Palabras de agua,Palabras de aires,Palabras de fuego,Palabras de tierra

Rogers, Fred. La vida secreta de las cosas.Editorial serpentina.

Vincent, José Luis. Croac, croac. Editorial serpentina. (Sonidos de animals)

Vincent, José Luis. Serpentina. Editorial serpentina. (Mezclas de colores eg. blanco y negro…gris)

New Vocabulary: Proximity (Is the _____ far away/close by? on/under/in);Color (What color is ____?); Size (How big/small is _____?); Shape (What shape is it?); Quantity (How many ___ are there?); Location (Where is the _____? What is the address/telephone number?); Texture (Is it soft/rough/smooth/etc…?); Weight/mass (Is it heavy/light?)

54


LEVEL: Novice Low




Benchmark: 1.1.N.RW.h: Exchange information in writing in the target language on

familiar topics such as personal interests, memorable experiences, school activities,

and family life.


Before: Students will view images of common leisure activities and indicate whether they like or don’t like doing those activities (yes/no, thumbs up/down, I like/I don’t like).

During: Students exchange information daily on what they plan on doing during free time for that day (i.e. “Today I will play soccer.” “This afternoon I will listen to music.”).

After: Students survey each other on the leisure activities they enjoy and create a written presentation with the survey results.


55

Communication Accuracy Spelling5

Exce

eds

stan

dard

Presentation is accurate, appropriate, detailed, and very clear.


Writing contains 0-1 error of spelling OR punctuation OR diacritic marks (i.e. á, ñ).

4M

eets

sta

ndar

d

Presentation is accurate, appropriate, and clear.


Writing contains 2-3 errors of spelling OR punctuation OR diacritic marks (i.e. á, ñ).

3A

ppro

achi

ng

stan

dard

Presentation is somewhat accurate, somewhat appropriate and/or somewhat clear.


Writing contains 4-5 errors of spelling OR punctuation OR diacritic marks (i.e. á, ñ).

2Pa

rtia

lly m

eets

st

anda

rd

Presentation is lacking accuracy, appropriateness, or clarity.


Writing contains 6 or more errors of spelling OR punctuation OR diacritic marks (i.e. á, ñ).

1D

oes

not m

eet

stan

dard

Sample is not measurable. Sample is not measurable. Sample is not measurable.

56


1. Jigsaw activity: Students are divided into groups and each person in the group is assigned a number 1-4. Each number has a different reading selection about a leisure activity or a native speaker describing what s/he likes to do. Then each number (groups of 1s, group of 2s, etc.) gathers together and answers comprehension questions respective to each reading. Then each original group congregates and presents a quick 2 sentence summary of what they read. (i.e., “The boy’s name is John. He likes to swim.”)

2. Students complete an interest survey in the target language. They check boxes to indicate whether they enjoy or do not enjoy each leisure activity. This is followed by a discussion in English about how their interests are similar or different to other children of the same age in the target culture. Example: Many of us like playing basketball. This is different because in Puerto Rico most children like playing baseball.

Resources:

4 reading selections related to a different leisure activity

Culturally authentic board games (Puerto Rico: dominos, Mexico: shoots & ladders, Lotería)

New Vocabulary: Personal interests, hobbies, sports, leisure activities, fine arts, travelmemorable experiences, birthdays, holidays, ceremonies, embarrassing situations, vacations, school activities, school subjects, after-school activities, family life, household

57


LEVEL: Novice Low




Benchmark: 1.1.N.RW.i: Inquire in writing, to obtain information in the target

language about time, place, price, and size relating to restaurants, stores,

transportation, and services.


Before: The students will play a “What time is it, Mr. Fox?” game in the target language by having one student give the time in Spanish and see which students know how many steps to take towards them based on the time in the target language.

During: The students will develop a daily schedule of activities including the time and place of the activity each day.

After: The students will create an e-vite to a classmate that describes the activity providing the time, date/day, and place.


58

Context Accuracy Spelling Format/Visuals5

Exce

eds

stan

dard

Writing includes all of the necessary contextual details (sender info, receiver info, main idea, greeting, good-bye).




4M

eets

sta

ndar

d

Writing is missing one of the necessary contextual details (see above).




3A

ppro

achi

ng

stan

dard

Writing is missing two or three of the necessary contextual details (see above).




2Pa

rtia

lly m

eets

st

anda

rd

Writing is missing four or more of necessary context details (see above).




1D

oes

not m

eet

stan

dard





59


1. The students will tell time using a visual prompt of a series of clocks with varying times and record the time on an enrichment sheet.

2. The students will make a calendar page of one month in the target language including days, weeks, and holidays.

3. The students will compose a note to a classmate asking when an event happens. The partner must respond to explain the time, place, and transportation to and from the place.

Resources:

Vincent, José Luis. Soy un río. Editorial serpentina. (opuestos ej. recto, curvo)

New Vocabulary: What is the time? When is…? When does it start/end? The time is…; Half past…; Quarter past/till…; Minutes past/until…; Almost Where is…?; How much does it cost? It costs… cheap; expensive; sale; deal currency, big; medium; small; biggest; smallest Do you live close to…? I live close to…

60


LEVEL: Novice Low




Benchmark: 1.1.N.RW.j: Share likes and dislikes in the target language with a

classmate in writing, using email messages, notes, and letters.


Before: The students will give a thumbs up or thumbs down on pictures of foods that would taste good together and ones that would not.

During: The students will document what they ate for breakfast that day and explain whether or not they liked it. This will be kept in a daily scheduler.

After: The students will write a letter to the principal explaining what he/she would like to see on the school lunch menu and what they would like to see gone.


61

Context Accuracy Spelling Format/Visuals5

Exce

eds

stan

dard





4M

eets

sta

ndar

d





3A

ppro

achi

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stan

dard





2Pa

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lly m

eets

st

anda

rd

Writing is missing four or more of necessary context details (see above).




1D

oes

not m

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stan

dard





62


1. The students will make a T-chart of foods that they like and dislike in the target language.

2. The students will compare and contrast with a friend foods they would prefer to eat for dinner.

3. The students will write three food preferences (“Two Truths and A Lie” game) on a note and another classmate will need to circle which preference is the lie.

Resources:

New Vocabulary: I like…; I dislike…; I despise…; I find it….; My favorite is…; I hate…; etc.

63


LEVEL: Novice Low




Benchmark: 1.1.N.RW.k: Share opinions and preferences in the target language

with their classmates in writing using email messages, notes, letters. (Coordinate

with 1.1.N.SL.k.)


The following assessments and activities do not encompass all of the Benchmark topics but provide examples for the topic of food.

Before: Students view traditional meals, beverages, and snacks from the target culture. They use a simple phrase in writing to say which ones look appetizing or not. In each group, the leader collects answers from each group who reports to the teacher. Together the teacher and students decide on the most favorite and least favorite item of the class.

During: Students read culturally authentic recipes, identify the main ingredient, and express a preference for one of them in a simple explanatory sentence (i.e., “I like the guacamole because I like avocados.”).

After: Students write a letter to their real or imagined host mother with appropriate greetings, introductions, and two to three preferences about the target culture cuisine.


64


5Ex

ceed

s st

anda

rdStudent converses appropriately in writing with 4 memorized phrases and 1 or more additional related sentences

Memorized phrases are grammatically correct with no errors

Writing contains 0-1 errors of spelling OR punctuation OR diacritic marks (i.e. á, ñ)

Writing is organized in a logical way that enhances the meaning of the content

Invitation demonstrates an understanding of 1 cultural practice AND 1 cultural product

4M

eets

sta

ndar

d

Student converses appropriately in writing with 3 memorized phrases

Memorized phrases are grammatically correct with one minor error


Writing is organized in a logical way that supports the meaning of the content

Invitation demonstrates an understanding of 1 cultural practice OR 1 cultural product

3A

ppro

achi

ng

stan

dard

Student converses appropriately in writing with 2 memorized phrases



Writing is somewhat disorganized that makes the meaning partly unclear

Invitation demonstrates a confused understanding of 1 cultural practice OR 1 cultural product

2Pa

rtia

lly m

eets

st

anda

rd

Student converses appropriately in writing with 1 memorized phrase


Writing contains 6 or more errors of spelling OR punctuation OR diacritic marks (i.e. á, ñ)

Writing is disorganized in a way that detracts from the meaning

Invitation demonstrates an incorrect understanding of 1 cultural practice OR 1 cultural product

1D

oes

not m

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65


1. Students read a list of major agricultural products of a country (corn, sugar, citrus, etc…) and students identify their favorite food.

2. Students read a culturally authentic interview of a celebrity and answer comprehension questions about the celebrity’s food preferences (i.e. Celia Cruz in Cocina cubana).

3. Students form broad statements and make comparisons about what people in various target countries like to eat (i.e., In Mexico they like to eat corn; in Spain they like to eat wheat).

Resources:

Written interview of a celebrity on the topic of favorite foods

Secretos de la cocina chilena Roberto Marín

El gran libro de la cocina andaluza Joaquín Lacalle

Puerto Rico: La Gran Cocina del Caribe José Luís Díaz de Villegas

Cocina cubana Raquel Roque

New Vocabulary: Culturally authentic foods (Spanish-speaking country examples): tacos, enchiladas, gazpacho, atole, tamales, gorditas, horchata, Jarritos, bocadillos

66


LEVEL: Novice Low


Standard: Interpretive Communication

Level of Proficiency/Domain: Novice Low/Interpretive Language

Benchmark: 1.2.N.L.a: Demonstrate understanding of oral classroom language in

the target language including directions, commands, and requests.


Before: The students will brainstorm commands that could be used in the classroom, such as sit, stand, write, repeat, etc.

During: The students will respond to oral commands given by the teacher by using gestures.

After: The students will complete an activity where they are “in charge” and required to tell a partner a list of classroom commands and responds using gestures. The partner then switches roles.

Teacher-Student Role Play with a PartnerProject Rubric: (Use if applicable)

67


5Ex

ceed

s st

anda

rd

Student uses/ responds appropriately to four or more commands in the target language, plus sentences are developed beyond memorized phrase.





4M

eets

sta

ndar

d

Student uses/ responds appropriately to three commands in the target language.





3A

ppro

achi

ng

stan

dard

Student uses/ responds appropriately to two commands in the target language.





2Pa

rtia

lly m

eets

st

anda

rd

Student uses/ responds appropriately to one command in the target language.





1D

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68


1. The students will identify pictures on a teacher-created game board with commands in the target language. Students roll dice and must give commands to the rest of their group in order to advance spaces.

2. The students will show their understanding of commands by playing Simon Says in the target language.

3. The students will role play in groups. Using props (over-sized glasses, tie, or suit jacket), students will imagine themselves as a teacher in the target culture and give commands in the target language with culturally appropriate gestures.

4. Based on images projected on the wall (i.e., PowerPoint, overhead transparency, SmartBoard), students will choose the most appropriate command. For example, the image shows people talking and a student responds with “Be quiet!” in the target language. Or a picture of an open book is shown and a student responds with “Close your books!”

Resources:

New Vocabulary: Words associated with classroom commands (i.e. sit, stand, write, repeat, cut, color, walk, quiet, touch)

69


LEVEL: Novice Low



Level of Proficiency/Domain: Novice Low/Interpreting Language

Benchmark: 1.2.N.L.b: Understand interpersonal communication on topics of

personal interest such as preferences, family life, friends, leisure and school

activities, and everyday occurrences. Assessment (before, during, after):

Before: Teacher shows images of school/leisure activities and says the phrase in the target language. Students show their degree of affinity by giving a thumbs up/thumbs down (or alternative culturally appropriate gesture).

During: The students will sort items of a teacher-generated list of school/leisure activities into a chart of preferences (I like, I like a lot, I sort of like, I don´t like, I don´t like at all).

The students will tell in list form and illustrate activities they do each day in a journal format.

After: The students will survey five classmates about what they like to do. Then they will summarize the preferences of their classmates with a short paragraph in the target language and a bar graph. Finally, they will determine trends with simple sentences in the target language such as “We like basketball more than tennis” or “We don’t like to eat ice cream but we really like to eat cake.”

Student Survey of Activity PreferencesProject Rubric: (Use if applicable)

1. Conducting Survey (Verbal)2. Survey Summary (Written)3. Survey Evaluation (Written)

70

1. Conducting Survey (Verbal)Content/Context Fluency Accuracy Pronunciation Presentation

5Ex

ceed

s st

anda

rd

Student asks/responds appropriately to one or more questions regarding activity preferences with appropriate elaboration of memorized phrase.





4M

eets

sta

ndar

d

Student asks/responds appropriately to one or more questions regarding activity preferences.





3A

ppro

achi

ng

stan

dard

Student asks/responds to one or more questions regarding activity preferences but meaning is somewhat confusing.





2Pa

rtia

lly m

eets

st

anda

rd

Student tries to ask/respond to one or more questions regarding activity preferences but meaning is lost.





1D

oes

not m

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stan

dard






71

2. Survey Summary (Written)Communication Accuracy Spelling Organization Format/Visuals

5Ex

ceed

s st

anda

rd

Writing communicates preferences of 5 people regarding two or more activities and meaning is very clear.





4M

eets

sta

ndar

d Writing communicates preferences of 5 people regarding one activity and meaning is clear.


Writing contains 2-3 errors of spelling, OR punctuation, OR diacritic marks (i.e. á, ñ)



3A

ppro

achi

ng

stan

dard

Writing communicates preferences of 5 people regarding one activity and meaning is somewhat confusing.





2Pa

rtia

lly m

eets

st

anda

rd

Writing attempts to communicate preferences of 5 people regarding one activity but meaning is lost.


Writing contains 6 or more errors of spelling OR punctuation OR diacritic marks (i.e. á, ñ).



1D

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not m

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72

3. Survey Evaluation (Written)Communication Accuracy Spelling

5Ex

ceed

s st

anda

rdWriting communicates three to four generalizations about the preferences of 5 people and meaning is very clear.



4M

eets

sta

ndar

d Writing communicates one to two generalizations about the preferences of 5 people and meaning is clear.



3A

ppro

achi

ng

stan

dard

Writing communicates one to two generalizations about the preferences of 5 people and meaning is somewhat unclear.



2Pa

rtia

lly m

eets

st

anda

rd

Writing attempts to generalize the preferences of 5 people but meaning is lost.



1D

oes

not m

eet

stan

dard

Sample is not measurable. Sample is not measurable. Sample is not measurable.

73


1. Students will match images of school/leisure activities with the phrases in the target language using a fly swatter in a competitive game with a classmate. They either swat the written phrases when viewing a picture or hear the phrase and swat the image.

2. The students will describe their family life by telling a classmate about their preferences and preferences of family members regarding various school/leisure activities. They will pass a roll of toilet paper and say one thing for each piece of paper.

3. The students will examine and interpret dialogues in the target language in spoken form (i.e. podcast, short video, teacher-modeled skit or puppet show, radio clip) and written form (i.e. e-mail, text message, note, Internet profile). After listening or reading, students restate key information from the dialogue.

Resources:

New Vocabulary: words associated with preferences, family life, friends, leisure activities, school activities, everyday occurrences

74


LEVEL: Novice Low




Benchmark: 1.2.N.L.c: Understand main idea of a visual media or live presentation

(film/DVD, TV shows and commercials, theatre and musical production).


Before: The students will make inferences in target language or in English about the main idea of a presentation based on the presentation envelope. These details might include DVD box, movie poster, title page or cover of a book, or book/movie summary or critique.

During: The students will collect quotes from a presentation based on previously learned material.

The students will give the main idea of a presentation by responding to comprehension questions and/or writing a simple sentence in the target language.

After: The students will rate the presentation in the target language based on what they understood and liked or didn´t like. A rating number is given as well as two to three simple sentences in the target language (i.e., I give the movie four stars. I liked the actor. I liked the dancing. The music was very sad.).

Movie/Book/Presentation ReviewProject Rubric: (Use if applicable)

75

Communication Accuracy Spelling Cultural Understanding

5Ex

ceed

s st

anda

rdStudent gives a rating and successfully communicates a justification and cites specific details with five or more sentences.




4M

eets

st

anda

rd

Student gives a rating and successfully communicates a justification with three to four sentences.




3A

ppro

achi

ng

stan

dard

Student gives a rating and communicates a justification with one to two sentences that are mostly clear.




2Pa

rtia

lly m

eets

st

anda

rd

Student attempts to give a rating and justification but meaning is lost.




1D

oes

not m

eet

stan

dard





76


1. Students will categorize characters in the presentation according to gender, age, or personality. Or, in the case of a commercial, students will group products according to the room of the house in which the product is typically used.

2. Students will memorize several quotes from the presentation and relate the quotes to each other. The students must identify the character or the product they are selling.

3. Students will read a transcription of part of the presentation and underline important words relating to the main idea.

Resources:

New Vocabulary: character, male, female, name of products, important, idea, main, detail, personality, quote

77


LEVEL: Novice Low




Benchmark: 1.2.N.L.d: Understand main idea of an audio presentation (CD, lecture,

radio, podcast, songs/music).


Before: Key vocabulary pre-assessment quiz.

During: Simplified multiple choice comprehension quiz/Cloze activity.

After: Comprehension post quiz.


78


1. Direct instruction of key vocabulary in the audio program necessary for understanding the main idea. Teacher will also present any important cultural topics in the target language.

2. Students will listen to the audio program once. The second time they listen to the audio program, they will complete a simplified multiple choice quiz (A or B, Yes or No) and/or a cloze activity simultaneously while they are listening.

3. Teacher will assist mid-level and struggling students with the comprehension questions. If still unable to answer, a third listening opportunity should be offered. The students could then practice the essential language structures or vocabulary. Also, students could lead a discussion in English about the cultural topics presented.

Resources:

http://lomastv.com/The Most Authentic Way to Study Spanish

http://www.rtve.es/

http://www.elpais.com/global/

http://www.univision.com/

http://msnlatino.telemundo.com/

http://www.elmundo.es/

New Vocabulary: Key vocabulary contained in the audio program.

79

http://www.elmundo.es/



http://www.univision.com/



http://www.rtve.es/

http://lomastv.com/


LEVEL: Novice Low



Level of Proficiency/Domain: Novice Low/Interpreting Written Language

Benchmark: 1.2.N.R.a: Demonstrate understanding of written classroom language

in the target language including directions, commands, and requests.


Before: The students will match commands written on cardstock with corresponding images. Each student (in a whole class or small group setting) receives either a written command or an image and must search for their partner.

During:The students will program an imaginary robot to act like a child in school. They will type a series of commands. Then they can test out their “code” by pretending to be the robot.

After: The students will describe in writing inappropriate behavior in the target language, such as talking, being disrespectful, or eating in class. Then their partner selects corresponding directions in the target language to correct the behavior.


80

Communication Context Accuracy Spelling5

Exce

eds

stan

dard

Description is accurate, appropriate, detailed and very clear.

N/A Memorized phrases are grammatically correct with no errors.


4M

eets

sta

ndar

d

Description is accurate, appropriate, and clear.

Commands correctly correspond to the situations described.



3A

ppro

achi

ng

stan

dard

Description is somewhat accurate, somewhat appropriate, and/or somewhat clear.

Commands correctly correspond to the situations described except for one.



2Pa

rtia

lly m

eets

st

anda

rd

Description is lacking accuracy, appropriateness, or clarity.

Commands correspond to roughly half of the situations described.



1D

oes

not m

eet

stan

dard





81


1. The students will recall commands by playing a modified game of BINGO. Students take turns pulling a slip of paper with the written command and students choose the corresponding image on their BINGO boards.

2. The students will demonstrate the behavior of a “good twin” and a “bad twin.” The teacher gives commands and the good twin follows instructions and the bad twin does not.

3. The students will identify/repeat the steps involved in doing a particular project. For example, cutting a piece of paper into six pieces for making flashcards involves the following steps—Take the piece of white paper, fold the paper in half, then fold the paper into thirds, cut the paper, write your name on each card, write six sentences/words, and illustrate each card.

Resources:

New Vocabulary: Words associated with classroom commands (i.e. sit, stand, write, repeat, cut, color, walk, quiet, touch)

82


LEVEL: Novice Low




Benchmark: 1.2.N.R.b: Understand main idea of simple accessible written materials

in the target language such as textbook passages, age appropriate magazine and

newspaper articles/ads, websites/ Internet, poetry, or stories. Assessment (before, during, after):

Before: The students will make inferences in the target language or in English about the main idea of a presentation based on the envelope. The envelope might be a title page or cover of a book, book summary, or critique.

During: The students will read and then restructure a story so that the events happen in a different order, but the story still makes sense.

After: The students will solve a simple riddle in the target language when given a list of possible solutions.

83

Project Rubric for Assessment:Communication Context Accuracy Spelling

5Ex

ceed

s st

anda

rdSolution is accurate, appropriate, detailed, and very clear.



4M

eets

sta

ndar

d

Solution is accurate, appropriate and clear.




3A

ppro

achi

ng

stan

dard

Solution is somewhat accurate, somewhat appropriate, and/or somewhat clear.




2Pa

rtia

lly m

eets

st

anda

rd

Solution is lacking accuracy, appropriateness or clarity.




1D

oes

not m

eet

stan

dard





84


1. Students will retell a teacher-created or well-known story in the target language.

2. Students will compare the actions or actions of two similar texts in the same genre.

3. Students will record on a story board the key characters, events, and/or locations of a text.

Resources:

New Vocabulary:

85


LEVEL: Novice Low




Benchmark: 1.2.N.R.c: Understand written interpersonal communication on topics

of personal interest, such as preferences, family life, friends, leisure and school

activities, and everyday occurrences (email, letters, messages, notes, and text

messages). Assessment (before, during, after):

Before:The students will interpret a culturally authentic text by making a list of familiar phrases and answering yes/no and a/b questions.

During: Two students will communicate via texting, instant messaging, or notes about something they enjoy doing. Then a third student will report on what the partners said to each other.

After: The students will create letters, notes, newsletters, and other texts based on the concept of the “The Jolly Postman” book. The main story is based on topics of personal interest and is provided by the teacher. Then students choose a scene and write a letter from one character to another.


86

Communication Context Accuracy Spelling Format/Visuals5

Exce

eds

stan

dard

Asks three or more questions, gives information, and conveys a main idea with details and/or expanding information.




Format of writing matches the content and includes one or more relevant visual, which adds meaning.

4M

eets

st

anda

rd

Asks two questions, gives information, and conveys a main idea.





3A

ppro

achi

ng

stan

dard

Asks one question, gives some information, and conveys a main idea, but meaning is somewhat unclear.





2Pa

rtia

lly m

eets

st

anda

rd

Student attempts to ask questions, give information, and convey a main idea but meaning is lost.

Writing is missing four or more of necessary contextual details (see above).




1D

oes

not m

eet

stan

dard






87


1. The students will compose an e-mail to a real/imaginary pen pal in the target country. The e-mail must include a short description of their family and a short description of their daily routine.

2. The students predict the daily schedule of the teacher (or a famous person like a soccer player or politician). Students write questions on a slip of paper and the teacher answers the questions and gradually reveals his or her daily activities. For example, “Does the president read a book? –Yes, he reads a book in the evening.”

3. The students will diagram their family members and write their age and favorite activities. Then the students will inquire of each other about their respective families.

Resources:

New Vocabulary: Words associated with preferences, family life, friends, leisure activities, school activities, everyday occurrences

88


LEVEL: Novice Low


Standard: Presentational Communication

Level of Proficiency/Domain: Novice Low/Presentational Language

Benchmark: 1.3.N.S.a: Present songs, poems, or stories in the target language.


Before: The students will illustrate a song based upon what the student hears in the target language. The students should be given a blank sheet of paper and several different colored crayons or markers. Instruct the students to draw a picture(s) based upon what they hear while the song is playing. The pictures can be literal interpretations of the song, such as drawing a farm for a barnyard song or what the students think people in the song might look like. After the song has finished, let the student share his/her drawing with the class and explain how the song gave him/her the idea.

During: The students will create a bio poem in the target language by completing a statement using the criteria below. In the bio poem, line 2 requires three adjectives while lines 4 through line 11 need three ideas to finish the statement.

Line 1: Student’s first nameLine 2: Who is… Line 3: Who is the brother/sister/daughter/son of…Line 4: Who loves… Line 5: Who feels…Line 6: Who needs…Line 7: Who gives…Line 8: Who fears…Line 9: Who is a student of…Line 10: Student’s last name

Afterward, the students will mount their bio poem on mini-poster (i.e. creative paper or design). All the students’ bio poems should be placed around the classroom so that all the students can participate in a gallery walk and read each other’s bio poems. For younger students, the teacher may want to read aloud the students’ bio poems (without lines 1 and 13) and the students can guess whose bio poem is whose.

After: The student will bring in his/her favorite book and communicate to the class a brief summary about the story in the target language.

89


1. The students will sing a song in a round. Split the class into several groups. Start the song and then after the song has played the first two lines, the first group of students start at the beginning. Then the next group starts after the previous group has sung two lines. Each group will need to listen to the other singers to know when they are next to sing.

2. The students will perform a poem in front of the class by acting out different lines while a student reads the poem – this can be done within groups of students.

3. The students will predict the ending of a story that was read to the class by the teacher in the target language. The students can state their predication or draw a picture of his/her predication and express the predication to the class. Afterward, the teacher may read the actual ending of the story.

Resources:

www.mamalisa.comChildren’s Songs from Around the World

Orozco, José Luis. De Colores: and Other Latin American Folk Songs for Children. (Book and Audio CD) (1999) ISBN 0140565485

Ada, Alma Flor. Pío Peep: Traditional Spanish Nursery Rhymes . (2003)ISBN 9780688160197

Travesi, Elena Paz. Songs in Spanish for Children (Audio CD) (1995)

Margot, Griego. Tortillitas Para Mamá and Other Nursery Rhymes (Billingual Edition in Spanish and English) (1988)

Sesame Street Fiesta! With Celia Cruz (DVD) (2004)

Poetry Theater and Activities:http://www.poetryteachers.com/

New Vocabulary:

90

http://www.poetryteachers.com/

http://www.poetryteachers.com/

http://www.mamalisa.com/


LEVEL: Novice Low



Level of Proficiency/Domain: Novice Low/Presentational Language

Benchmark: 1.3.N.S.b: Present brief personal descriptions on familiar topics in

target language, such as self, friends, family, home, and school.


Before:The students will design a self-collage using pictures, words, or symbols clipped from magazines that represent the things the student enjoys doing, owns, places the student has been, people the student admires, a career the student desires, etc. The students write their name on the back and the classes’ collages are posted around the room. The class is given the chance to guess which collage belongs with whom along with a reason in the target language.

During: The students will create and present a daily schedule pertaining to self, friends, family, home, and school in the target language.

After: The students will compose a family tree and present the family tree to the class in the target language.

91


1. The students will create a commercial about themselves in the target language, which should be about two or three minutes in length. The topic of the commercial can be as simple as why someone should hire him/her or why someone should pick him/her for a team, etc. The commercial should depict the student’s special qualities and be presented to the class.

2. The students will invent a family crest by using flags that represent the countries his/her family came from, pictures of foods that are common to his/her ethnicity, pictures that represent first or last names, drawings that depict favorite family events, and/or photos that show family celebrations.

3. Each student will develop a slogan or motto about his/her friends. The teacher will write on the board, "To have good friends, you must be a good friend," in the target language and ask the student to explain that statement. The student will explain why he/she either agrees or disagrees with it. As a class, create a list of how good friends treat each other and list the answers on the board. Afterward, each student will develop his/her own motto about friendship.

Resources:

New Vocabulary:

92


LEVEL: Novice Low



Level of Proficiency/Domain: Novice Low/Presentational Language – Speaking

Benchmark: 1.3.N.S.c: Record materials in the target language, such as a puppet

show, fashion show, or weather report.


Before: The students will watch a puppet show in the target language in the form of a short video or presentation by the teacher using focused vocabulary.

During: A student will act as a model and/or an announcer with a group of students in a fashion show using color and clothing vocabulary in the target language.

After:The students will practice being meteorologists for a day. The students will work in pairs or groups to gather weather data for a city somewhere in a country of the target language. The students will then create a weather report based on that data and use Microsoft Office PowerPoint to present the report to the class.


93


Exce

eds

stan

dard

Solution is accurate, appropriate, detailed, and very clear.



4M

eets

sta

ndar

d

Solution is accurate, appropriate and clear.




3A

ppro

achi

ng

stan

dard

Solution is somewhat accurate, somewhat appropriate, and/or somewhat clear.

Commands correctly correspond to the situations described, except for one.



2Pa

rtia

lly m

eets

st

anda

rd

Solution is lacking accuracy, appropriateness, or clarity.




1D

oes

not m

eet

stan

dard





94


1. Each student will create a puppet and pair up with another student to create a short skit using the predetermined vocabulary.

2. The students will create a preference fashion show using Microsoft Office PowerPoint. On each slide, the students should have an image of a fashionable item they like and/or would wear. A student will be the announcer of the fashion show using the target language when exhibiting their fashion line.

3. The students will forecast the weather around a country in the target language. The students will be given a map of the country and they will display weather images in certain locations of the country. Afterward, the students will present the mock weather of the country to the class in the target language.

Resources:

Puppet Templates:http://www.daniellesplace.com/html/puppets.html#

Blank Country Maps:http://geography.about.com/library/blank/blxindex.htmorhttp://www.lib.utexas.edu/maps/map_sites/country_sites.html

New Vocabulary:

95

http://www.lib.utexas.edu/maps/map_sites/country_sites.html



http://geography.about.com/library/blank/blxindex.htm



http://www.daniellesplace.com/html/puppets.html




LEVEL: Novice Low



Level of Proficiency/Domain: Novice Low/Presentational Language – Writing

Benchmark: 1.3.N.W.a: Illustration and present materials in the target language

such as an advertisement, poster, or menu.


Before:The students will analyze advisements in the target language in a variety of mediums (i.e. magazines, television, billboards, etc.).

During:The students will create a poster advertisement for an item of interest for sale and present the poster to the class.

After: The students will generate a menu for a special/favorite meal, and then create a shopping list. The students will share with the class their favorite meal and the ingredients in the target language.


96


Exce

eds

stan

dard

Menu is accurate, appropriate, detailed, and very clear.



4M

eets

sta

ndar

d Menu is accurate, appropriate, and clear.




3A

ppro

achi

ng

stan

dard

Menu is somewhat accurate, somewhat appropriate, and/or somewhat clear.




2Pa

rtia

lly m

eets

st

anda

rd

Menu is lacking accuracy, appropriateness, or clarity.




1D

oes

not m

eet

stan

dard





97


1. The students will focus on a local business to create a business card and billboard for the business in the target language.

2. The students will create a poster for a memorable experience in their life based upon the concept of a movie trailer poster.

3. The students will create a prospective lunch menu for school for the entire week and present their ideas to the class.

Resources:

Blank Billboard Template:http://www.clker.com/clipart-25427.html

New Vocabulary:

98

http://www.clker.com/clipart-25427.html

http://www.clker.com/clipart-25427.html


LEVEL: Novice Low




Benchmark: 1.3.N.W.b: Prepare illustrated stories (big books, posters, dioramas,

cartoons) about activities or events in student’s personal life, and share these with

an audience.


Before: The teacher shares a culturally authentic illustrated story/cartoon with the class and assesses comprehension by asking simple yes/no and A/B questions. The students may engage with the material and act out using characters if more advanced.

During: As a group, students create their own story and make a short recording (See Activity 2).

After: Students read their own comics or books to lower-level language learners or students record themselves reading (tape recorder, computer microphone, MP3 player). A display is created with books and recordings for parents and community members.


99


5Ex

ceed

s st

anda

rdStory includes a beginning, middle, and end with all necessary vocabulary plus elaboration or a creative twist.





4M

eets

sta

ndar

d

Story includes a beginning, middle, and end with all necessary vocabulary.





3A

ppro

achi

ng

stan

dard

Story includes a beginning, middle, and end but is missing 1-3 necessary vocabulary items.





2Pa

rtia

lly m

eets

st

anda

rd

Story does not have a clear structure and is missing more than 3 necessary vocabulary items.





1D

oes

not m

eet

stan

dard






100


1. The teacher presents an image (cartoon, painting) with possible captions. Students choose the best fit (between wrong/right choices) or vote on their favorite (between various possible choices).

2. The teacher gives groups a series of images (2-3 for younger grades, 4-5 for older grades). As a group, students must order images and create a short, simple story.

3. The students use teacher-prepared lists of key vocabulary and phrases to create their own books about themselves, their family, after-school activities, or memorable experiences.

Example: Teacher creates a basic format of a cartoon (images, dialogue) about a parent asking their child to complete a chore. Students copy the art and dialogue but include a twist to make it their own. The chore could differ, the gender of the parent or child could change, or the setting could make the dialogue more interesting (spaceship, farm, beach).

Resources:

Example: Mafalda-comic from Argentina

Mis quehaceres George Ancona

series of Buenos hábitos with Coco and Tula¡A ayudar!, En la mesa, ¡A vestirse!, En la calle,¡A limpiarse!, ¡A lavarse los dientes!, ¡A lavarse!, ¡Sentimientos!, Con los niños, Con los mayores, ¡A dormir!, ¡A comer!, ¡Adiós pañal!, ¡Adiós, chupeta!, ¡A curarse!

New Vocabulary:

101


LEVEL: Novice Low




Benchmark: 1.3.N.W.c: Write brief personal descriptions on familiar topics in the

target language, such as self, friends, family, home, and school.


Before: Students watch a culturally authentic video/presentation about family life in a target country. In the target language, they identify personalities and careers of various characters.

During: Students interview a partner choosing from a list of memorized phrases and prepared short responses.

After: Students describe their daily schedule and family life for a potential foreign exchange student. Details include number of people in family and their personalities, extracurricular activities, academic classes, and any additional pertinent details.


102

Content/Context Fluency Accuracy Pronunciation Presentation5

Exce

eds

stan

dard

Students greet, introduce themselves, [introduce another person], and say goodbye with elaboration.





4M

eets

sta

ndar

d

Students greet, introduce themselves, [introduce another person], and say goodbye appropriately.





3A

ppro

achi

ng

stan

dard

Students greet, introduce themselves, [introduce another person], and say goodbye with the meaning somewhat misleading.





2Pa

rtia

lly m

eets

st

anda

rd

Students greet, introduce themselves, [introduce another person], and say goodbye and the meaning is unclear.





1D

oes

not m

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stan

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103


1. Students create a virtual social-networking profile page for themselves (on computer or on paper) and include several personality traits as well as their name, age, birthday, and extracurricular interests.

2. Profiles are chosen at random and read aloud by students. The class guesses whose profile it is.

3. Students are given print-outs of imaginary or real profiles (native speakers, historical figures, fictional characters from culturally-authentic stories) with some missing information. Working with a partner they complete an information gap activity to find out all of the details about each person.

Resources:








New Vocabulary:

104




Documents

€¦ · Web viewVeo: Un Libro de Adivinanzas Ilustradas/I Spy (Spanish Edition). (1994) ISBN 0590486357. Keats, Ezra Jack. My Dog is Lost. (1999) ISBN 0140565698. New Vocabulary: