WORLD Established Goals: Communication: Standard 2 Students understand and interpret spoken and/or written language on a variety of topics. Essential questions: Level 2, Standard 1 1. How can you express original ideas in the target language? 1. increased vocabulary related to feelings, likes and dislikes, descriptive adjectives, agreement and disagreement, and basic needs. 2. how to respond to basic questions from a native speaker. 3. more difficult grammatical structures in the target language. 4. how to form basic questions. Essential Vocabulary: dependent on target language (see know column) 1. how to respond appropriately according to the situation. 2. how to correctly implement the grammatical rules and pronunciation of the target language in their written and/or oral response. 1. qualify feelings, likes, and dislikes. 2. exchange information using appropriate gestures. 3. create detailed descriptions within a context. 4. describe a problem and suggest and recommend solutions. 5. elaborate on needs and interact in basic survival situations. Students read and translate passages Stories and children s books and readers Students read and respond to directives/questions in target language Interviews Pair-share comparison: likes/dislikes Turn and Talk Students illustrate comprehension through drawings or gestures Describing pictures-what do you see? Idiomatic expressions
Established Goals: Communication: Standard 2 Students understand and interpret spoken and/or written language on a variety of topics. Level 2, Standard 2 1. How do you effectively communicate in the target language? 1. how to decode language using the cues given to them in a variety of modalities. 2. how to discern information from a literary sample and/or other authentic materials and respond appropriately. Essential Vocabulary Dependent upon target language. 1. that there are cognates and false cognates. 2. how to write and speak appropriately in the target language. 3. how to implement reading strategies to comprehend a text (prediction, contextual clues, cognate recognition). 4. respond appropriately to complex aural, visual, written or contextual cues. 5. comprehend and respond appropriately to complex oral and written communications. 6. interpret the main idea and significant details from authentic materials and literary samples. Students read and translate passages Situational prompts Word recognitions-cognates Context clues/reading strategies Original story endings Summarizing: Rewrites in own words in target language Students read and respond to directives/questions in target language. Story Q/A Students illustrate comprehension through drawings or gestures Original endings What happens next? Gestures for vocabulary recognition
Established Goals: Communication: Standard 3 Students convey information, concepts, and ideas to listeners and/or readers for a variety of purposes. Level 2, Standard 3 1. How are you able to utilize information from the target language to create a presentation or conversation? 1. grammatical tools in target language to create complex sentences. 2. what an authentic resource is. Essential Vocabulary Dependent upon target language. 1. the differences between a simple and complex sentence. 2. when to use formal or informal communication. 3. that authentic materials are a useful target language resource. 1. explain a process based on prior knowledge and/or experience. 2. give an oral or written description using complex sentences. 3. produce formal and informal written and/or oral communication. 4. interpret information from authentic resources for an audience. d/e Produce a conversation or writing sample responding to a specific prompt Read children s book in target language and summarize stories Share-out/story recap in target language Role-play acting out story utilizing story vocabulary and idiomatic expressions Demonstrate story comprehension by answering essential questions Read a fable or poem in target language and interpret in target language
Established Goals: Culture: Standard 4 Students demonstrate an understanding of the relationship between the perspectives, practices, and products/contributions of cultures studied, and use this knowledge to interact effectively in cultural contexts. Level 2, Standard 4 1. How will you demonstrate your understanding of culturally appropriate perspectives? 1. appropriate social behaviors in the target culture. 2. how to express themselves in appropriate situations. 3. about level-appropriate cultural aspects of the target language. 4. cultural forms of expression. 1. social and behavioral characteristics of target culture. 2. culturally appropriate language. 3. cultural elements and perspective. 4. expressive forms of culture. Essential Vocabulary art, music, architecture, daily routine expressive vocabulary 1. describe cultural characteristics and behaviors of everyday life (social and geographic factors). 2. produce language and behaviors appropriate to the culture. 3. explain objects, images, symbols, products and other contributions of the culture. 4. describe and discuss the expressive forms of the culture (art, architecture, music and dance). Accurately identify and effectively discuss cultural elements and perspectives of target language Compare and contrast target culture to our own : life of a teenager, school setting, social settings, family structures, holidays. Cultural gestures through skits and role play Formal vs. Informal Situational dialogues Idiomatic Expressions
Established Goals: Connections: Standard 5 Students reinforce and increase their knowledge of other disciplines through world languages. Level 2, Standard 5 1. How can you be more successful in other content areas as a result of your knowledge of a foreign language? 1. How to use the information they have learned in the target language classroom and apply it to other situations. 2. How to find world language resources. Essential Vocabulary Dependent upon target language. 1. How to apply their knowledge of a foreign language in order to decode words in other disciplines. 2. That there are a large number of resources available to them through many avenues (Internet, Skype/VisionNet, Facebook, blogs). 1. Transfer and apply, within a designated context, information and skills common to the language classroom and other disciplines. 2. Analyze information gathered through world language resources for use in other disciplines. Students predict meanings of words based on their familiarity with the target language Learn parts of speech Cognate recognition for deeper understanding Compare and contrast grammar components from both languages Cultural backgrounds into Hispanic artists Historical timelines and impact of events in target language
Established Goals: Connections: Standard 6 Students acquire information and perspectives through authentic materials in world languages and within cultures. Level 2, Standard 6 1. How do you recognize and use culturally authentic materials? 1. how to locate authentic, cultural materials locally. 2. how to utilize cultural materials to enhance language learning. Essential Vocabulary Dependent upon target language. 1. that authentic materials provide additional connections to target language learning. 2. that these materials are readily available. 1. analyze and apply information from sources intended for native speakers of the language. 2. use authentic sources to analyze perspectives of world culture. Students will effectively locate and utilize authentic materials to maximize their learning Children s books Fables Readers Newspapers Scholastic magazine Music
Established Goals: Comparison: Standard 7 Students recognize that different languages use different patterns and can apply this knowledge to their own language. Level 2, Standard 7 1. How has language changed over time and why? 2. How are sound patterns affected by spelling and vice versa? 3. How are structural patterns of the target language different from your language? 1. some sound patterns of the target language. 2. some structural patterns of the target language. 3. additional idiomatic expressions. 4. that language changes over time. Essential Vocabulary Dependent upon target language 1. that sound patterns and letters are interrelated. 2. increasingly complex communications require increasingly complex structures. 3. that even within the target language, idiomatic expressions vary by culture/country. 4. that many factors contribute to changes in language (history, popular culture, migration). 1. apply, within limited contexts, sound patterns of the target language. 2. apply, within limited contexts, structural patterns of the target language. 3. compare and contrast idiomatic expressions of the target language and the student s own language. 4. explain the changing nature of languages. Integrate idiomatic expressions into conversation in class Identify borrowed or coined words Discuss the effects of internet on future language development Compare and contrast idiomatic expressions Read-aloud Phonetic patterns: identify and discuss Demonstrate through speaking and writing
Established Goals: Comparisons: Standard 8 Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own. Level 2, Standard 8 1. How does your culture compare to the target culture? 2. What are good sources for analysis of various cultures? 3. How can you be more sensitive in your actions and speech to respect other cultures? 1. how to explain the similarities and differences between two cultures using authentic sources Essential Vocabulary Dependent upon target language. 1. that not all cultures are the same 2. that reading a variety of sources gives good insight into other cultures and their practices 1. analyze similarities and differences, (including behavior patterns) among target cultures and students own cultures using evidence from authentic sources. Complete a Venn Diagram to compare a specific aspect of two cultures Show cultural video and write a personal reflection Compare and contrast: holidays, family and school Guest native-speaker
Established Goals: Communities: Standard 9 Students apply language skills and cultural knowledge in daily life. Level 2, Standard 9 1. In what ways can you connect with the target culture? 2. How can increased learning of the target language be useful in connecting with your community and other cultures? 1. how to use daily life vocabulary in context. 2. that many elements of the target culture are available through media. Essential Vocabulary Dependent upon target language 1. that thanks to today s media and technology, other cultures are easily accessible. 2. that basic understanding of the target language and culture can open many doors (meeting people, getting a job, rewarding travel experiences). 1. respond to the target language encountered in the students daily lives. 2. establish connections with the target culture through the use of technology, media, and authentic sources. Invite a native speaker to class and students interview him/her Find (using technology) and learn songs in the target language Practice shopping opportunities and ordering in a restaurant using target language to simulate real-life situations Celebrate holidays in common and also those that are exclusive to the target language Discuss importance of target language development for future job or travel opportunities Be able to communicate with native speakers in our communities Be able to read product label and directions