Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Activate their own schemata of the target country and city;
• Familiarize themselves with the map of China, its terrain and administrative areas;
• Locate the major cities in central, east, and south China;
• Describe the geographical location of Beijing in relation to the whole country and to the major cities.

Cultural:
Students will:

• Activate their own schemata of the target culture;
• Raise their awareness of what most Mainland Chinese consider to be "China" (alternative perspective awareness);
• Understand how the Chinese categorize the geographical areas of the country;
• Understand the present-day Chinese concept of directions

Language: Content Obligatory
Students will:

• Use the following words and phrases (see attachement: word list lesson 1, list 1)
• Use the following grammatical structures (see attachment: grammar list lesson 1: list 1)

Language: Content Compatible
Students will:

• Use a more informal register to play a game "I am (a city), s/he is (a city)" to internalize the phrases and structures for direction;
• Use the academic descriptive register of the language in its presentational mode to describe the geographical location of Beijing;
• Use appropriate and polite language to request information.

Learning Strategies / Social and Skills Development:

Time Frame:

1.5 hours

Materials Needed:

(all available in the "Attachments" section below)

• Blank transparencies
• A blank map of China in transparency; handouts of blank maps of China
• An administrative map of China, and a relief map of China; and handouts of both maps
• Paper imitation of a modern compass with moveable hands; (miniature of an ancient Chinese compass if possible)
• Enough computers linked to the World Wide Web (if applicable); or teacher-created handouts printed from the web on general information about Beijing and China

Description of Assessment (Performance Project):

Context: The students, after studying in school for a substantial number of years, should have sound knowledge of the map of the world, the territory of the earth's continents and oceans, and a clear idea of where major countries in the world locate. They are expected to be reasonably competent map-readers. The Mainland Chinese prefer to call their political maps "administrative maps", and these lesson plans will follow their tradition.

Pre-task: What do you know about China/Beijing, the geography and the Chinese culture?
This task is the pre-task of the lesson and of many of the following lessons. Time spent on this activity will depend on the extent to which the students know about the target country. Generally speaking, this should take less than 5 minutes.

This acitivity is designed a whole class activity. The teacher has the overhead projector and the blank transparencies ready and asks the students the pre-task question. The students then share whatever they know while the teacher writes all the answers down on the transparencies for later use. Students are encouraged to answer in Chinese. When they have difficulty expressing themselves in the target language, they are allowed to speak in English or in a mixture of Chinese and English. At the same time, the teacher gains a general impression of the students' language proficiency and content as well as cultural knowledge.

As a wrap-up of this pre-task activity, the teacher highlights with a different color the answers related to the topic of the lesson while at the same time reiterate in Chinese as much as possible these answers.

Task set-up: The map of China
Step 1: Pair work. Teacher has a large relief map of China ready to share with the class. The students are to discuss with a partner the most characteristic terrain shapes of the country, the names of the two largest rivers, and the name of the biggest basin. As the pairs discuss, the teacher visits the pairs in class to listen to their discussions, to solve their problems, and to make sure that the students are using a reasonable amount of Chinese in accordance with their proficiency levels. As a feedback, the teacher selects at random three pairs to tell the class their answers to one of the three questions in as much Chinese as possible. Other pairs may correct add their own observations or suggestions on the content/language. In the course of this pair report, the teacher writes on board the students' unknown words/phrases. A suggested list is in the attachemnt, word list lesson 1, list 2.

Step 2: "Directions"
Ask the students "if you are out in the wild, which tool can help you tell directions?" Then the teacher introduces the Chinese word for compass. At the same time, the teacher brings out the paper-made blank imitation compass and work with students to mark directions on it in Chinese, etc. Then the teacher introduces the Chinese concept of middle/center, and the fact that in history, the Chinese viewed themselves as dwelling in the middle of the world and how this influenced their delineation of their land even today. At this stage this piece of cultural information is just for the students' later better understanding of the content area knowledge and the culture. Students are not expected to produce any language other than the directions themselves.

Step 3: Listening activity
The students listen to an audio clip in which a native speaker of Chinese is presenting on how the Chinese categorize their territory -- South China, North China, the Middle, the East, and the West of the Mainland. The presentation is in lecture speed, which is relatively slow and clearly articulated. Each student is given a wordlist and a copy of the relief map of the country on which all the suggested (in the audio) geographical landmarks are presented. The students are to listen to the tape recording and to mark on their maps the delineated territories while at the same time write in the names they have heard. The students are to listen for three times. Before listening, the teacher should briefly draw a link between the directions the students just learned and the word hua. The first time they will just listen and get a general idea of the presentation. The second time they will be marking and filling out the map with the help of the wordlist. The words/phrases they are to use are listed in the attachment, word list lesson 1, list 3.

The third time they are to check what they have done, add to it, or make corrections. Then, they are asked to compare their results in groups of four and try to reach an agreement among group members. After their comparison, each group is to choose a representative to go to the front and mark on the teacher's map the part the teacher wants them to mark. The rest of the class is to evaluate their markings together with the teacher.

During task:
Find the location of Beijing and talk about the directional relationship between Beijing and other major cities in China

Step 1: The Location of Beijing
Teacher has the transparency of a blank map of China readily projected through the overhead and then has one student go up to the overhead to point out the location of Beijing. If it is wrongly located, a volunteer may be asked to point it out. Then the handouts of the blank map of China are distributed to students who will mark the location of Beijing with an asterisk. Then the teacher asks what other cities in China that the students have heard of and to tell the class the locations if they know. To summarize by using the administrative map, the teacher asks the students to mark on their blank map with a dot the major cities in China following him/her.

Step 2: Pair work
The teacher asks the students to talk in pairs about the directional relationship between Beijing and the other major cities in China by using the directions and the territorial divisions they have just learned in Chinese. As the pairs are doing the activity, the teacher goes round the classroom to monitor.

• Words and Phrases Used (except for Beijing and Shanghai, other words are all sight vocabulary for the students) (please see attachment, word list lesson 1, list 4).
• Grammar Points (see attachment, grammar list lesson 1, list 2)

Students are reminded of paying attention to different registers of the language when they speak.

Step 3: Game -- "I am /(s)he is (city/territory name)"
The students are to personify the cities or territories. They are to imagine themselves to be the cities or the territories in China. It begins like: the first student says, "I am Beijing." Then s/he selects another student in class and says, "s/he is (city/territory name)". Next, the starter comments on his/her spatial relationship with the "city" she selected according to the map of China. The selected person then takes the turn and does the same thing. And the activity goes on until the last person has had a turn. This activity is to add more fun and automaticity to their acquisition of spatial relationship words and the related sentence patterns. If the learners are young learners, the teacher may also consider making them stand up and move to the right position as if in the map. The teacher, at this stage, is using an informal evaluation sheet to mark the students' performance and their difficulties (some maybe solved on the spot, others are to be solved later at the feedback stage). The evaluation sheet is in the attachment, assessment lesson 1, assessment 1.

Feedback after the game. The teacher summarizes and points out the language use students should pay attention to.

Step 4: Chain presentation
The students are to use the presentational mode and register of the language to present to the class as in a chain. The teacher has students draw lots to be assigned a city or a territory to present to the whole class -- on its relative directions and spatial relationship. The order of the presenting students should follow the spatial relationship on the map which they feel logical or comfortable with. While one student is presenting, the other students are to listen carefully and to ask questions related to the city/territory's spatial relationship (such as those the presenter forget to touch upon) in Chinese. Questions should be asked and answered politely and appropriately as in a real class presentation. The teacher, as the students are presenting, should mark on the evaluation sheet suggested as in the attachment, assessment lesson 1, assessment 2.

Post-task: After class the students are to make a paper compass and mark the directions on it. They are also to write a report on the geographical location of Beijing as the beginning part of their class project report in Chinese in the formal style. These asks are to be examined and evaluated by the teacher in the next lesson.

Extensions:
Personal: The students are encouraged to surf the web and to gather more information about the geographical location of Beijing as well as other major cities. They are also encouraged to print out maps that interest them and share them with class members, either formally or informally. Students are also encouraged to write a letter to their friend in Chinese about what they have learned in lesson one.

Assessment:

Embedded in the tasks.

References and Resources:

http://www.theodora.com/maps
http://www.beijing.com
http://www.china.com
http://www.yahoo.com

Sit, V. (1995). Beijing. John Wiley & Sons, Ltd.: Chichester, NY, Brisbane, Toronto, Singapore.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word list Lesson 1 (list 1 through 4)
Grammar lists Lesson 1 (list 1 and 2)
Assessment Lesson 1 (assessment 1 and 2)
Blank China map
Administrative China map
China relief map
Compass
Compass 2

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Familiarize themselves with the relief map of Beijing
• Read and talk about the major natural resources in Beijing;
• Infer the climate and the effects of natural resources and their consumption on people's lives.

Cultural:
Students will:

• Understand people's memories of the great destruction by the Tangshang Earthquake;
• Understand people's attitudes towards the weather of the city, such as extreme heat, drought, and wind;
• Understand that every place in the world has its own pride and problems.

Language: Content Obligatory
Students will:

• Use the following words and phrases (see attachment: Word List Lesson 2, List 1)
• The students will (see Grammar list lesson 2, list 1):

1. Understand the passive voice
2. Use the linking verbs
3. Using the past perfect indicators

Language: Content Compatible
Students will:

• Use the journalist and the casual/colloquial register appropriately

Learning Strategies / Social and Skills Development:

Time Frame:

1.5 hours

Materials Needed:

All can be found in the attachments:

• A relief map of Beijing; a blank map of Beijing
• Reading materials on the natural resources of the Beijing area
• Tape recordings on the earthquake and the weather.

Description of Assessment (Performance Project):

Context:
The students have learned spatial relationship words during lesson 1 and have had some knowledge of the geographical location of Beijing in relation to the whole country. They now also have a better awareness of the formal and informal register in Chinese. At the very beginning of the class, the teacher collects the written report (homework) and check that all the students have their self-made paper compass with them.

Pre-task:

Step1: Warm-up -- "Action Dictation"
The students are to do this activity in pairs. One student speak out the directions in Chinese, the other student is to use their self-made paper compass to show their partner the right direction by moving the hands of the compass. The dictating student then increases speed and the acting student must follow. If one of them makes mistakes, they then switch roles. If no mistake is made for 8 directions, the pair is also to switch roles. This activity lasts 3 minutes.

Step2: Review the spatial relationship words and geographical terms
The teacher pairs up the students and gives only one in each pair a relief map of Beijing. The other student in the pair should be given a blank map of the same area. The students who have the map should use the words they learned in lesson 1 to describe to the ones with the blank the terrain characteristics of Beijing as shown in the map. Then, without looking at their partner, the ones with blank map draw on it as described. After they finish drawing on the map, the pairs will compare their maps to see the accuracy of their description and drawings. Students should be describing and comparing in Chinese and making corrections with a colored pencil. The teacher monitors and listens during the whole activity. Occasional help may be offered to the students. As a summary of this activity, the teacher may call on the students who were drawing to describe to the whole class the terrain characteristic of the area while other students listen and add or correct. The number of students to do this depends on the time available and the size of the class. Then the teacher collects the blank map with both partners' names on it for evaluation after class.

Step 3: Reading and whole-class discussion in English
(two very short sentences about the city's altitude and longitude) From the terrain characteristics of Beijing in relation to the bigger map of the continent (teacher should also have the continent map ready), what can you infer about its climate? [This activity is to facilitate subsequent activity; therefore, it is not necessary for the teacher to elaborate, unless s/he wants to put the focus solely on climate for the whole lesson]. After this whole class discussion, the teacher may write important words on the blackboard for the students' later reference. Suggested words are in the attachment, Word List Lesson 2, List 2.

Task set-up: Jigsaw reading
Find out what resource(s) there are in this region and what is hidden under its terrain. The teacher divides the class into 3 equal groups. Each group is to read a different part of a very short passage. Group A is to read "Water Resources in Beijing"; group B is to read "Mineral Resources"; and group C, "Hot Spring". After reading, the teacher re-groups the students into groups of three, each having finished one part of the passage. The students are to ask their peers in Chinese for the information they do not have with appropriate register. Then, they are to inform each other in Chinese on what they have just read. After sharing information, the students are to turn over the pages and discuss the questions written at the back of each part of the passage. The questions are in the attachment, Tasks Lesson 2, Category 1.

The students are encouraged to discuss these questions in as much Chinese as possible. The teacher monitors as the students discuss. When the students finish, the teacher asks volunteers to share their opinions. Teacher also tries to cover as many students from different groups as time allows. As the students share their opinions the teacher writes on transparencies and reserves them for later use.

Words and phrases used are in the attachments, Word List Lesson 2, List 3).

During task:

Step 1: Jigsaw listening - the effects of natural resources or their consumption on life in Beijing.
Students are to be divided into two groups to listen to native speakers talking about the following two topics: (1) Heat, droughts and wind; (2) Memories of the Tangshan Earthquake. While listening, the students are to fill out a table provided to help them obtain information. Each group is only able to fill out half of the table. The students should use Chinese when filling out the form in Chinese. A list of vocabulary should be given by the teacher based on the transcription of the monologue according to his/her students' current level. The table is in the attachment, Tasks Lesson 2, Category 2.

Step 2: Sharing -- role-play: an interview on the streey
Again the students are paired up according to the topics they have listened. Each student in the pair is going to take turns to be the journalist and the passer-by. The students are to address each other in the right register (like a journalist and an ordinary citizen). As the passer-by speaks, the journalist should take notes on their table sheet, to complete the other half. The teacher needs to provide the students with examples of different registers by giving appropriate examples before the activity if necessary. The content of their role cards is as below:

Card 1: You are a journalist and would like to know what people think about Beijing's weather (or what people remember about the Tangshan Earthquake). Ask a passer-by what s/he has to say. Ask in the way a journalist would and take notes on your table of what s/he says.

Card 2: You are living in Beijing (just as the person you've heard from the tape). You are on your way home. Suddenly a journalist catches you and asks you questions. Tell in a frank yet friendly voice what you know and what you think.

After the students finished the task the teacher discusses the table with them and collects the sheet for evaluation.

Post-task: Homework
As homework the students are to write a report using what they learned in class on the terrain, climate, and/or natural resources of Beijing. Topics could be focused on geographical facts, on the merits and drawbacks of these facts, or on the students' own reflections on what should be and why the facts are not like what they inferred.

Extensions:

Content: Students may also surf the web to read more on Beijing's geographical facts, the earthquake, and other natural resources that this lesson does not have time to cover.

Assessment:

Embedded in the tasks.

References and Resources:

For the Natural resources articles go to:
http://www.oldbj.com/bjlife/bjhistory/bjhistory00018.htm
http://www.oldbj.com/liveinbj/aboutbj/aboutbj10.htm
http://www.oldbj.com/liveinbj/aboutbj/aboutbj14.htm
http://www.oldbj.com/liveinbj/aboutbj/aboutbj11.htm

http://serve.cei.gov.cn/map/beijing/index.htm (teachers can print the map of Beijing from this site and erase the characters to make a blank map)

Sit, V. (1995). Beijing. John Wiley & Sons, Ltd.: Chichester, NY, Brisbane, Toronto, Singapore. (p121, simplified relief map)

See the following web site for maps of China and Asia:
http://school.discovery.com/students/homeworkhelp/worldbook/atozpictures/mp000047.html
http://school.discovery.com/students/homeworkhelp/worldbook/atozpictures/mp000403.html
http://school.discovery.com/students/homeworkhelp/worldbook/atozpictures/mp000016.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 2 (List 1 to 3)
Grammar List Lesson 2 (List 1)
Tasks Lesson 2 (Categories 1 and 2)

Marlene
Audio files on Beijing's weather: in folder "new_bj_weather", including two audio files "bj_weather1" and "bj_weather2" and a word doc "Description weather"
Audio files on the earthquake: in folder "new_bj_earthquake", including two audio files "bj_earthquake1" and "bj_earthquake2" and a word doc "Description Earthquake"

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Compare the folklore to the historical facts of the origin of the city;
• Compare the folklore and the historical facts to the present reality;
• Comment on the value of folklore to historical facts and cultural understanding;
• Extract historical facts that mark the development of the city;
• Locate the city districts;
• Use mental maps to compare their own city to Beijing.

Cultural:
Students will:

• Understand the Chinese concept of "country" and "city" both historically and in the modern Chinese perspective;
• Understand the absolute power of the Chinese emperor in ancient times;
• Appreciate the Chinese concepts of beauty and grandeur (symmetry, balance, color);
• Understand the Chinese concept of "order" and an ideal orderly society in relation to city planning in ancient China and the changes at present times;
• Understand geographical and political reasons of city locations in history;
• Learn about a popular figure in Chinese mythology --Ne Zha

Language: Content Obligatory
Students will:

• Use the following words and phrases (see attachment, Word List Lesson 3, List 1)
• Use the following grammatical structures (see attachment, Grammar List Lesson 3, List 1)

1. Passive voice
2. Past perfect indicators
3. Past tense indicator
4. Special pattern

Language: Content Compatible
Students will:

• Raise their awareness of the different vocabulary and structural differences between languages referring to ancient and present-day entities/events (language production not required);
• Raise their awareness of the difference between title words and face-to-face referential words for a person (e.g. see Word List Lesson 3, List 2) as compared to their own language (e.g. teacher/Miss, Ms, Mrs., Mr., Sir, Professor);
• Notice the difference between two different genres: the historical expository and the folklore narrative;
• Use discourse indicators for comparison and contrast
  

Learning Strategies / Social and Skills Development:

• Note-taking skills
  

Time Frame:

1.5 hours

Materials Needed:

• Photos and pictures of the city, people's activities, etc.;
• Tape recordings of the folk lore and a student worksheet for noting down information;
• Reading passage for the historical facts of the city;
• A guide sheet for comparison;
• Blank/simplified map of the districts of Beijing;
• Blank sheets for students to draw mental maps.

Description of Assessment (Performance Project):

Context:
By now the students have gained a knowledge base of the geography of China and Beijing as well as some cultural aspect of interpreting and perceiving the geography. The students have learned words and phrases for terrain shapes and spatial relations, practiced the informal and formal, the colloquial and the journalistic, register in either or both oral and written Chinese. The students may also have increased his/her sight vocabulary for natural resources and some skills for seeing both merits and drawbacks. The teacher also keeps the students' predictions, analysis, and prior knowledge written on transparencies for later use. It is now time to draw more attention to the relationship between the geographical aspect of the city and its human aspect. Having learned U.S. geography (and probably world geography), the students should also be familiar with the concept of the mental map and how to draw a mental map.

Pre-task:
Describing your city. The students are to work in groups of four and discuss the following question in English and whenever they can, use Chinese words and phrases (if the students are at the advanced level, they may also discuss in Chinese):

In the U.S., what characteristics/features does a city have that mark it as a city (it can be a city you are close to, or living in)? Draw a mental map of this city together.

After the discussion, members in each group select a representative to summarize the result of their discussion and another to describe their mental map. Group members may add and clarify when necessary. Other students may ask questions, or share with the class whatever is unique. Teacher writes down the students' key points on board or transparency. This should last less than 10 minutes.

Task set-up:
Examining pictures of Beijing. Students are given several pictures of Beijing: A Sketch of the city in History (accompanied by a modern-day photo of the ancient city), and two or more photo pictures of the modern city characteristic of the present-day Beijing. Each group (the original four-person group) is to discuss in English (in Chinese whenever they can) the differences and similarities of Beijing in comparison to U.S. cities both in history and at present. As their discussions finish, members in each group select a representative (a different representative than the two in the last discussion) to tell the whole class one similarity and difference [how much the representatives speak depends on the size of the class]. Members may add whatever is left or make further explanation/clarifications. Teacher writes the key points on board or transparency for later reference. This activity lasts about 10 minutes.

During task:
Step 1: Listen to a story about how the city of Beijing came into being, think about why it is similar/different from U.S. cities, and re-examine the results of their previous discussion. The students are to listen to the tape recording of a Beijing resident talking about the origin of the city for three times. For the first time, they should understand the gist of the story and be able to tell in a few sentences in Chinese how the city came into being. The students should form pairs and work out the gist of the story with their partners. The teacher monitors while the students do the pair work. At the second time listening, they are to listen for more detailed information and fill out half of a table concerning the story. The third time listening is for them to double-check the quality of their answers. The teacher then asks the students to exchange their answer sheets with their pairs and use a different color pencil to evaluate each others' work while the teacher discuss the answers with the whole class. The suggested table is in the attachment, Tasks Lesson 3, Category 1 (this table is both for this activity and for the next reading activity).

Step 2: Reading a passage on the history of the city of Beijing. The students are to skim and scan the passage and fill out the other half of the table individually. After comparing their answers with their pairs, the students will discuss the answers as a whole class together with the teacher. They will use a different color pencil to correct, add, or delete on their own worksheets this time. Then they will discuss with their pairs on the differences of accounts between the folklore and the historical facts by using the key words and phrases recommended in the objective section of the lesson. The teacher monitors while the students discuss. After the discussion, the teacher encourages the students to volunteer and share the results of their comparison with the class. Any disagreements and additions may be discussed at this point. The students are also to examine the linguistic differences between and among the two genres under the guidance of the teacher.

Step 3: Discussion on the Chinese concept of city planning. The teacher turn on the transparencies generated at the pre-task and task set-up stages. The students, by looking up at the transparencies and by using their worksheets, are to discuss in groups of four the Chinese concepts of city planning and make comparisons to those of the U.S. cities. Discussions could involve the following aspects:

(1) The Chinese and U.S. reasons for choosing sites of cities (e.g. geographical, political, economic);
(2) The religious, philosophical, and aesthetic conceptions underlying the designs of cities.

Each group is to be assigned a specific topic by the teacher (the students can also draw lots from a pool of possible topics). Proper guidance by the teacher while monitoring the discussion should be given according to the students' language proficiency.

Step 4: Group presentation. The students are to present in groups. Each of the four persons in all the groups must speak and present to the whole class on their findings on the topic. While they present, the rest of the class listens and make notes -- whether the notes should be in Chinese or English depends on the students' proficiency level (preferably in Chinese). They may also ask questions for the presenters to answer or clarify. After the presentation, the students are to turn in their notes for evaluation.

At the end of this whole activity, the teacher collects the students' worksheet for evaluation.

Post-task:
Map Dictation. The students are provided with a blank map of Beijing and a word list with removable stickers containing all the words for district/place names of modern Beijing. The teacher describes the names and locations of the places by using the spatial relationship words learned in the previous lessons. The students put the stickers unto the right places the teacher has described. After the activity, the teacher asks the students to compare their own maps with the official map. The students may also be led to see the characteristic square shape and straight streets of the city. This activity may also be used as a game to recycle the spatial relationship words by making the students competing to see who is the quickest.

Cultural Extensions:
1. The students may read more in Chinese on the stories of Ne Zha, a well-known figure in Chinese mythology and folklore. Recommended books: "The Money King" or "A Battle under the Sea"(Ne Zha Nao Hai).
2. The students may rehearse on a Chinese drama adapted from the folklore they heard in class by playing the Emperor, the designer, and NeZha. Different districts, palaces, etc. of the city may also be acted by students, who may tell the audience what are they, their functions, and why they are there according to the Chinese concept/philosophy.

Assessment:

Embedded in the tasks.

References and Resources:

Sit, V. (1995). Beijing. John Wiley & Sons, Ltd.: Chichester, NY, Brisbane, Toronto, Singapore. (p115 district map).

Please see my Yahoo Photo Album, open the link, then choose "Urban Public Landscape"

http://serve.cei.gov.cn/map/beijing/index.htm (teachers may use this or erase the Chinese characters on the map)

A map of old Beijing in the Qing Dynasty:
http://www.oldbj.com/bjhutong/bjmap/oldbj.JPG

Marlene
Audio files on folklore: in folder "new_bj_folklore", including three audio files "new_bj_folklore1", "new_bj_folklore2", and "new_bj_folklore3", and a word doc "Description Folklore"

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Folklore.PDF
History.PDF
Grammar List Lesson 3.PDF
Word List Lesson 3.PDF
Tasks Lesson 3.PDF

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Understand the layout of Beijing's urban landscape in history (SiHeYuan, HuTong, and Cheng);
• Talk about the modern public landscape in China and preservation of the past;
• Talk about modern sculptures and mural paintings as a form of public art in Beijing.

Cultural:
Students will:

• Understand the construction philosophy of SiHeYuan, HuTong, and Cheng;
• Understand the influences of other cultures on Beijing's modern landscape;
• Understand the combined influence of the traditional Chinese and Western world-view on Beijing's present-day public arts.

Language: Content Obligatory
Students will:

• Use the following words and phrases: see attachment, Word List Lesson 4, List 1
• Use the following sentence structures: see attachment, Grammar List Lesson 4, List 1

1. Measure structures: number +measure words +an entity
2. Sentence pattern
3. "Have" sentence
4. Word formation
5. (Review) comparison structure

Language: Content Compatible
Students will:

• Use the academic style of Chinese used by Chinese students in a content class.

Learning Strategies / Social and Skills Development:

Time Frame:

1.5 hours

Materials Needed:

• Pictures and drawings of the city landscape
• Reading passages

Description of Assessment (Performance Project):

Context:
By now the students have learned the geography and history of the city, had a knowledge of some of the unique Chinese perspectives through cultural comparisons, and practiced on a number of Chinese words, phrases, and sentence patterns.

Pre-task: Review activity.
Teacher puts on the board/through the overhead a picture of the ancient city of Beijing and asks students to volunteer the answers to the following question. (1) What are the characteristics of the old city of Beijing, seen from the picture and based on what you learned in the last lesson? (2) What unique philosophies are underlying beneath the design of the old city? Since the students have learned this in the last lesson, this activity should be very short and effective to refresh their memories.

Task: Examine the inside of the old city.
Set-up: The students are given some pictures of SiHeYuan (and HuTong) and some pictures taken from houses in the students' own city in the U.S. They are to discuss the following questions in pairs: (1) what characteristics do houses (and neighborhoods) in U.S. cities have? (2) What characteristics do these SiHeYuan (and neighborhoods) have? (3) Compare these U.S. and traditional Chinese houses and make a list of the differences. After the pair work, each pair is to join another to compare their list and discuss on any differences. They are to keep their list and find out whether what they have found coincide with facts in the passages that they are to read.

During task:
Jigsaw reading in comparison with the students' discussion results and to learn more. The students are divided into two equal-number groups. Students in group A read passage A (SiHeYuan), and those in group B read passage B (HuTong (the neighborhood of SiHeYuan)). Group A will answer the following questions:

(1) Why are traditional houses in Beijing called SiHeYuan?
(2) How many types of SiHeYuan are there in terms of size? What are they?
(3) What has influenced the design of SiHeYuan?
(4) Who are the people living in SiHeYuan?

Students in group B will answer the following questions:

(1) What is the author's worry when speaking of HuTong?
(2) According to the author, what is the origin of the name "HuTong"?
(3) What is the relationship between HuTong and wells?
(4) In the article, is "some scholars (you de xue zhe) the same person as "the writer (bi zhe)"?

All students are to write down very briefly the answers to each question. After the students have read and answered the questions, students are to form pairs with one from group A and the other from group B. They are to:

(1) tell each other what they have just read from their perspective passages.
(2) Make a guess of the relationship between SiHeYuan and HuTong.
(3) Compare what they have got from the article with the results from their previous discussion, find out anything they think is the most interesting.After the pair work, the teacher discusses the answers with the whole class. Teacher calls on as many pairs as time permits, and each pair is to answer one of the questions. Teacher can also have those who read passage A answer the questions for passage B to check the effectiveness of the students' communication. This whole activity should be done in Chinese. At the end of this activity, the teacher collects the students' answer sheet for after class evaluation.

Post-task:
Understand the modern public landscape of the city. The students are given pictures (and drawings) of the modern landscape of the city -- buildings, streets, sculptures, highways, etc. of various kinds. Firstly they are to sort out these pictures in pairs according to styles into different categories. Secondly they are to discuss why they categorize them the way they do by thinking about the cultural origins and/or underlying philosophies of the styles, and write them down on a piece of paper. [Possible answers are: traditional Chinese Daoism and mythology for the traditional Chinese architecture, collectivism, order, Soviet influence, Western (American) influence, etc.]. After the pair work, each pair is to join another, compare their answers and discuss on any differences they may have. They are also to choose a representative to speak for their groups. Then the teacher selects as may representatives as possible to share their responses with the whole class. Everybody else is free to add, challenge, or offer a unique perspective. After the discussion, the teacher collects the students' answer sheet for evaluation.

This activity can also be done to students at a lower level by making them group the pictures and match the cultural origins given by the teachers with the pictures. For students of more advanced level, they may be asked to write a report in class by using the "fast-writing" technique, and have their peers review it for them before they turn in the compositions to the teacher.

The students are also asked to write their own reflections on what they learned so far in this course as a homework assignment.

Cultural Extensions: The students are encouraged to visit various web sites to find out the cultural characteristics of traditional/classic Chinese royal gardens and write a report on it. They may also compare this to the architectural styles of modern Chinese public gardens.

Assessment:

Embedded in the tasks. The teacher asks the students to keep everything they have done as they will be creating a portfolio for performance analysis.

References and Resources:

Pictures:
Please see my Photo Album. Open the link and click on "Urban Public Landscape".
More photos can be found in the attachment.

SiHeYuan:
http://www.oldbj.com/bjhutong/siheyuan/siheyuan00011.htm
http://www.oldbj.com/bjhutong/siheyuan/siheyuan00012.htm

HuTong:
http://www.oldbj.com/bjhutong/bjhutong/hutong0001.htm

Pictures of Beijing with both old and new:
http://www.oldbj.com/bjlife/dindonseebj/dindonseebj4.htm
http://www.oldbj.com/bjlife/dindonseebj/dindonseebj10.htm

Pictures of Beijing's HuTong:
http://www.oldbj.com/bjhutong/bjhutong.htm
The pictures can be found together with the various articles at this address.

Young, J.T. (1999). Contemporary public art in China: A photographic tour. Seattle, London: University of Washington Press.
Teachers are encouraged to find the book and make use of its pictures.

Marlene
Audio files on Urban public landscape: on folder "new_bj_urbanPublicLandscape"
Including 6 audio files: "bj_monolog_UPlandscape", and "bj_urbanPublicLandscape" 1-5, and a word doc "Description Urban Public Landsc"

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 4.PDF (list 1)
Grammar List Lesson 4.PDF (List 1)
beijinglibrary.jpg
Housing.jpg
Housing2.jpg
Leisure5.jpg
Leisure6.jpg
Leisure7.jpg
Newbuild.jpg
newbuild2.jpg
newhousing.jpg
Oldnew.jpg
Oldnew2.jpg
Oldnew3.jpg
Oldnew4.jpg
Oldnew5.jpg
Oldnew6.jpg
restaurant.jpg
restaurant2.jpg
supermarket.jpg
bike1.jpg
bike2.jpg

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Examine the facts concerning the city's population
• Talk about the reasons for the high population density
• Talk about the patterns and trends of the city's population patterns by examining visual data

Cultural:
Students will:

• Understand why the birth control policy is successful in Beijing
• Understand the attitudes of young couples and their older counterparts in Beijing towards having children

Language: Content Obligatory
Students will:

• Use the following words and phrases (see attachment, Word List Lesson 5, List 1)
• Use the pattern of the Chinese number system (which is divided every fourth digit as opposed to the English 3-digit division) (see attachment, Grammar List Lesson 5, List 1)

Language: Content Compatible
Students will:

• Use the friendly letter register of the language to write a letter to answer a question posed by a Chinese student
• Use the presentational mode of the language to present their analysis of statistical figures in visual data

Learning Strategies / Social and Skills Development:

Time Frame:

1.5 hours

Materials Needed:

• Transparencies
• charts
• copies of passages

all available or illustrated in the Attachments.

Description of Assessment (Performance Project):

Context:
The students, through their mathematics course, have obtained a basic simple statistical knowledge.

Pre-task:
Step 1: Students listen to a resident of Beijing talk about the population of the city and answer the following questions:

(1) What are the problems of the city?
(2) Is Beijing very crowded? How did the speaker describe it?
(3) How well is Beijing's birth control policy carried out?
(4) Are there conceptual changes among people towards having a lot of children? Do young people want to have children?
(5) Has the birth control policy reduced the city's population density?
(6) There's something the speaker does not understand. What is it? Students listen and answer these questions informally on a piece of paper.

Step 2: Pair work. Each pair compares their answers and mark/discuss any differences they have. Then they are to predict on the following question: what do you think are the reasons for Beijing's high population density despite the success of the birth control policy and the change in people's opinions? After they have finished their pair discussion, the students are asked to join another pair to compare answers and to discuss more. Then the teacher draws the attention of the whole class to discuss these questions together. Pairs are encouraged to volunteer to contribute their reasons and predictions. Teacher will note what they said on transparency, and will call on those who does not speak to contribute.

Task set-up:
Step 1: Students read a passage (see references and resources) on the patterns of Beijing's population and reason out why the city's population density keeps high. First, they are to do individual work after reading and list out the population patterns of Beijing. Second, the students are to do pair work and discuss the reasons for this high population density. They need to list all the reasons they can think of. Thirdly, the students are to compare what they listed after reading the passage to the previous list done by the whole class to self-evaluate on how similar/different they are.

Step 2: Quick writing (individual work). The students are to quick-write a friendly letter to the speaker in the first activity who posed they question by making use of their discussion results. The students can either answer the question in a very general way or pick up a point that they feel strongly about and explain deeper. This task should be finished in 10 minutes. The students are to pay attention to their language register and letter format. Because it is a quick writing, they are not judged by the accuracy of their grammar as long as their meaning is clear. After writing, the teacher collects the letters for after class evaluation.

During task: Pair-group jigsaw presentation.
Step 1: The students are divided into pairs. Each pair is given part of a chart (and a roll of clear tape for later use). The pairs are to compare each cell in the part of the chart and describe very succinctly to the whole class the highest and lowest points and the trend of the statistics. The pairs are also welcome to transform the chart into other visual forms when they present. [The chart can be found in Sit (1995) p179, table 7.1. The teacher may give some groups one row/rows of the table and give other groups one column/columns of it, with the categories above/at the left side of the numbers].

Step 2: The pairs then jigsaw the charts together in a logical order and join another pair to form groups of four. They are to find out other patterns in the statistic and present to the others. The languages should be in the presentational register. The students are encouraged to make cross category/cell/column/row comparisons.

In both activities, the teacher may do one column/row for the students as an example. It is highly recommended that the teacher take a moment to explain the Chinese numbering system. Which has significant similarities and differences to its American counterpart (remember the concept of "4"? This is also where the digits are divided): see attachment, Grammar List Lesson 5, List 1.

As the students present, the teacher facilitates by providing some immediate feedback wherever appropriate. S/he also evaluates by using a performance chart shown in the attachment: Assessment Lesson 5, List 1.

Post-task: As homework, the students reflect on what they have learned in class about the population patterns of Beijing and write down their suggestions to control its population as if writing a letter to the mayor of the city.

Assessment:

Embedded in the tasks

References and Resources:

http://www.bjpopss.gov.cn/bjpopss/xsdt/xsdt5.htm

Sit, V. (1995). Beijing. John Wiley & Sons, Ltd.: Chichester, NY, Brisbane, Toronto, Singapore. (p179, table 7.1; pp174-177 for a description population patterns; pp184-189 for Migration and reasons behind it. The students could read these in English. Teachers could find a native speaker to translate them for more advanced readers to read.)

Marlene, I don't know what happened when Chen had the CDs burnt -- the audio files for "population" has not been there and I just discovered this a moment ago... It seems that the only way for me to do it is to re-record this part after the finals, if they have deleted our folder in the Folwell lab... I'm so shocked to discover this and am sorry about this.

I have new_bj_population 1 and 2    mj

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 5.PDF (List 1)
Grammar List Lesson 5.PDF (List 1)
Assessment Lesson 5.PDF (List 1)

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Use mental maps to review the map of the old city of Beijing;
• Use the map of Beijing's urban development to talk about the patterns of urbanization;
• Make sense of and talk about the statistics of urban development

Cultural:
Students will:

• Think objectively about the merits and drawbacks of urbanization from different perspectives;
• Understand the cultural reasons for the patterns of urbanization and people's feelings of this phenomenon.

Language: Content Obligatory
Students will:

• Use the following words and phrases (see Attachments, Word List Lesson 6, List 1)
• Use the following grammatical structures (see Attachments, Grammar List Lesson 6, List 1)

1. The Chinese comparative and superlative
2. The pattern

Language: Content Compatible
Students will:

• Use the following pattern to describe the chart (see Attachments, Grammar List Lesson 6, List 2)

Learning Strategies / Social and Skills Development:

Time Frame:

1.5 hour

Materials Needed:

• Blank sheets of paper or maps
• A map of urban development
• Segments of a urban development chart
• Recording of a monologue on urban development

Description of Assessment (Performance Project):

Context:
In their history and geography lessons the students should have learned how to read historical maps, human migration maps, and statistical charts.

Pre-task:
The urban areas of the old city of Beijing. This is an individual/pair-whole class activity. The students (individually or in pairs) draw their own mental map of the old city of Beijing (which they learned and remembered from the previous lessons). They should mark out the city areas, the axial line, and the center of the city. When they finished, the teacher may select students to come to the frond and piece out their own correctly with the teacher and the whole class commenting. An alternative to this is to give students blank maps of the old city and make them fill in the districts. This is a short activity for activating the students' schemata and arousing interest.

Task set-up:
The students are given a map of Beijing's urban development (pp133-134 Sit, 1995). In pairs they are to discuss: "what have you seen in the map? What does this indicate?". The teacher listens to each pair while they discuss. After the discussion, the pairs are to contribute their observations to the whole class. Teacher writes their answers on the chalkboard.

During task:
Pair-group jigsaw presentation. The students are given a chart containing statistical information about Beijing's urban development (table 5.3, p128, Sit 1995). As what they have done in lesson 5, each pair gets a segment of the chart. The pairs are to find and present patterns of urbanization, trends, discuss what decisions by the city government that they think are good, and what problems they have found and why. Then the students are to come to the front and piece the chart together and present their discussion results. The in groups of 4 the students are to find out the cross cell/category patterns, trends, merits and problems, and to present them. The teacher is to evaluate their performance with the table shown in the attachment, Assessment Lesson 6, List 1.

Post-task:
Listen to a native speaker talking about her feelings of urbanization. Students then answer the following questions on a piece of paper. The questions are provided in the attachment, Tasks Lesson 6, Category 1.

After listening, each pair exchanges their answer sheets and does a peer evaluation as the teacher discusses the answers together with them. Teacher then collects the answer sheet.

Assessment:

Embedded in the tasks

References and Resources:

Sit, V. (1995). Beijing. John Wiley & Sons, Ltd.: Chichester, NY, Brisbane, Toronto, Singapore. (see the cover for a picture of Beijing's old city; p61 and p75 for the old city area of Beijing; pp133-134 for maps of urban development; and p128 for the table of planned urban expansion).

Marlene
audio files on urbanization: in folder "new_bj_urbanization", including 7 audio files "bj_urbanization" 1-7, and a word doc "Description Urbanization"

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 6.PDF (List 1)
Grammar List Lesson 6.PDF (List 1 and 2)
Tasks Lesson 6.PDF (Category 1)
Assessment Lesson 6.PDF (List 1)

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Gain some insider's views and feelings of pollution from the angle of a resident in the city;
• Have a knowledge of how various forms, reasons and sources of pollution in the city are scientifically described and classified;
• Understand how the city government tries to minimize pollution.

Cultural:
Students will:

• Understand the cultural reasons for the difficulties in pollution control and environment improvement.

Language: Content Obligatory
Students will:

• Use the following words and phrases (see attachment: Word List Lesson 7, List 1)
• Use the following structures (see Attachments: Grammar List Lesson 7, List 1)

Language: Content Compatible
Students will:

• Raise more awareness in the colloquial and academic language style;
• Use language register appropriate for the press conference and for different roles in the same press conference;
• Use appropriate register to write reports for official report, file-keeping, and newspaper articles.

Learning Strategies / Social and Skills Development:

Time Frame:

1.5 hours

Materials Needed:

• Tape recording
• Copies of a passage
• Copies of a web document
  all can be found in the resources and/or attachment.

Description of Assessment (Performance Project):

Context:
By now the students have had an understanding that all cultures have their own pride and problems and that now it is time to see a bit more about the problematic side while bearing the glories of it in mind.

Pre-task:
Students listen to a resident of Beijing talking about pollution in the city. They are to listen to the recording twice and write down their informal answers on a piece of paper. For the first time listening, the students are to grasp the gist and major points of the monologue. Questions for the first time listening can be found in the attachment, Tasks Lesson 7, Category 1.

The second time listening is for the students to listen for more details. Questions can be found in the attachment, Tasks Lesson 7, category 2.

Post-listening peer review: the students are to mark on their peers' paper with a different color pencil as the teacher discusses the answers with them. Teacher then collects the students' answer sheet for after class evaluation.

Task set-up:
Students are to read a passage written by a geography teacher as part of her lesson plan for her class of Chinese high school students and answer the some questions after reading -- questions can be found in the attachment, Tasks Lesson 7, Category 4.

Students discuss answers in pairs. While the students are discussing, the teacher distributes the transcript of the previous listening activity. The pairs are then to compare the geography teacher's lesson plan to the students' monologue transcript. They are to label on the transcript with the geography teacher's academic terminology on the types, reasons and sources of pollution in the city. As they are labeling the students are asked to compare the daily language for talking about pollution with the academic language. There us also one thing that the student speaker mentioned as a type of pollution that the teacher did not include in her paragraph. What is it? The students are to share their opinions on whether this should be included as pollution and the reasons for or against it. After the activity, the teacher discusses with the whole class and summarizes the differences between the colloquial and academic register for the same topic.

During task:
Step 1: The students read a government issued web document and find out how the city officials set out to deal with this great challenge. After their individual reading, the students are to discuss in pairs and find out (highlight on the copy) the main points together

Step 2: Role play -- Press conference.
(1) Draw lots. Teacher prepares small slips of paper and writes the roles on them. One third of the students are to be the officials related at various levels to environmental issues (a press conference chairperson, one vice mayor, one head of the environmental control department, one head of the sanitation department, etc.). The other two thirds of the students are to be journalists from various newspapers, both domestic and abroad. The students pick up one slip and play the part they are assigned to.

(2) Preparation. The "city officials" get together to prepare the press conference on the possible questions that the journalists are going to ask and how they as city leaders should answer. Since every officer is responsible for answering questions, no one should be a dominant spokesperson. Every one of them must answer at least two questions. They are also to work out how they can cooperate and share answering some questions. The lots have made possible that two journalists are from the same newspaper. They are going to form pairs on the bases of their newspaper. Each pair is to discuss what questions they want to ask. They should also write their questions down as if preparing for the subsequent newspaper article. The conference chair is to prepare with the teacher to think of how to manage the conference well and orderly as well as constructive.

(3) The conference. The students are to move their desks and chairs to form a conference room as if in real settings. They will use what they know and what they have learned to ask and answer questions concerning Beijing's environmental issues with a focus on pollution and its solutions. They should use language registers appropriate to such occasions. The teacher retreats to the back of the classroom and does evaluation. S/he will not interfere unless it is highly necessary to do so. The evaluation sheet is in the attachment, Assessment Lesson 7, List 1.

Post-task: Individual report based on the press conference. (Homework)
(1) The city officials each write a report on the press conference for the purpose of file-keeping. They are to write only about the questions they answered by themselves. The publicity minister will write an official report to the general public on pollution control moves generated from the result of this press conference. If s/he finds it difficult, a secretary may be chosen and the two can do a pair writing.
(2) The journalists are to write a report for their newspaper in pairs in the journalistic writing style.

Assessment:

Embedded in the tasks

References and Resources:

Sit, V. (1995). Beijing. John Wiley & Sons, Ltd.: Chichester, NY, Brisbane, Toronto, Singapore.

http://www.hygiene.cn.net/jieshao/homep1.htm

http://www.hygiene.cn.net/jieshao/homep11.htm#work1

http://gbj.grchina.net/gbj/spot/spotlight.htm

Marlene
audio files on polution: in folder "new_bj_polution", including 2 audio files "new_bj_polution" 1-2, and a word doc "Description Polution"

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 7.PDF (List 1)
Grammar List Lesson 7.PDF (List 1)
Tasks Lesson 7.PDF (Categories 1, 2 and 4)
Assessment Lesson 7.PDF (List 1)
Pollution.PDF

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Describe the major means of transportation in Beijing through observing photos;
• Compare the forms of transportation in Beijing with those of their own;
• Read and find information on a train/plane schedule in Chinese;
• Understand the merits and problems of Beijing's transportation system.

Cultural:
Students will:

• Understand the cultural aspect of how the major means of transportation in Beijing can serve its people's daily moving around.

Language: Content Obligatory
Students will:

• Use the following words and phrases (see attachment: Word List Lesson 8, List 1)
• Use the following structure (see attachment: Grammar List Lesson 8, List 1)

Language: Content Compatible
 

Learning Strategies / Social and Skills Development:
Students will:

• Use their reading skills learned in scanning information in English to scan information in Chinese.

Time Frame:

1.5 hours

Materials Needed:

• Photos and pictures on transportation
• Bus schedule used in the U.S.
• Train schedule used in China
• Plane schedule used in China
• Tape recording on Beijing's major forms of transportation

Description of Assessment (Performance Project):

Context:
The students have over the years of studying their own mother tough acquired the skill of scanning for specific information.

Pre-task:
Step 1: Students think about how they go about their own city (in the U.S.) and list the form(s) of transportation that they/their family often rely on. This activity should be short and done in pairs. After the pair discussion, the teacher asks the students to share their answers with the whole class and writes all that the students have come up on the board.

Step 2: Students are given a set of pictures (maps and photos) to discuss in pairs on the following questions:

(1) What can you see from the picture are the means of transportation in Beijing?
(2) What can you infer from these pictures are the main ways of transportation for people there?
(3) What can you see are the major problems in transporting people? What do you think are the causes?
(4) How are these means of transportation compared with those in your own city/country?

After the pair work, the teacher asks each pair to talk about one picture/ one type of pictures and share with the whole class what they have got from the picture(s). Teacher write the major points of the students' discussion results on board as a reminder of the comparison between Beijing and the students' own country/city.

Task set-up:
Speed reading -- scanning for information from a train schedule.
Step 1: The teacher takes out a bus schedule used in the U.S. and asks the students to shout out the words for "bus schedule" in Chinese. Then the teacher tells the students that in Beijing only trains and planes have schedules printed for the public, and at the same time gives each student a train schedule.

Step 2: Teacher guides the students to analyze the structure of the train schedule used in Beijing.

Step 3: Teacher makes the students find out various times for different locations (arrivals and departures) and different number trains.

Step 4: The students are to complete a timed scanning on a plane schedule with written questions designed by the teacher attached to the schedule. They are to find information on the arrivals and departures of different number planes. The students who finish will raise their hands. After the first student finishes, the teacher write time on board every 20 seconds, so that students may know roughly how long it takes them to finish this activity. After all have finished, the teacher discusses answers with the students and collects the answer sheets for evaluation.

Step 5: Students work in pairs and think out the possible reasons for that fact that buses in Beijing do not have published schedules available. They are also to think about what kind of information and where this information may be indicated if people in Beijing do need some kind of information for bus times. After the pairs finish their discussion, the teacher asks them to share their guesses with others as a whole class feedback. Teacher may want to write the students' key points on board/transparency.

During task:
The students are to listen to a student from Beijing describes the city's major means of transportation. They are to listen to the recording for three times, each time with a different purpose. The first time the students are to listen for only the gist of the monologue by finding out answers to the following questions:

(1) Find out whether your predictions about buses in Beijing are accurate. If not, what does the speaker say about the reason for buses in Beijing do not have a schedule printed?
(2) What are the means of transportation listed by the speaker? Note down as many as you can get.

After the students finished listening, the teacher discusses the answers to these two questions with the whole class and prepares the students to listen for the second time. The second time the students are to listen for specific information from the monologue by answer questions as in the attachment, Tasks Lesson 8, Category 1.

After listening and answering the questions individually, the students are to compare their answers with their pairs. When the comparison is finished, the teacher discusses the answers with the whole class. The teacher will collect the students answer sheets for inspection after class. The third time is a focused listening. The students listen only to the speaker's description of the bus sign (a sign at each bus stop on route). In pairs the students follow the description and draw on a piece of paper a bus sign (both sides) and answer the questions in the attachment, Tasks Lesson 8, Category 2.

After the pair work, the teacher discuss with the students about the questions and make each pair show their "bus signs" to other students in class. The students are to put the signs into their portfolio together with all other class products and works.

Post-task:
The students write a letter to a Beijing student who is going to come to the U.S. to study. Tell this student the difference in transportation between Beijing and your city. Also tell him how to find and use the transportation and related services in your city and point out aspects s/he should pay attention to. The students may:

(1) imagine such a person;
(2) with the help of the teacher find out a real person in such situation and write to him/her;
(3) write as an officer in the International Student Office of a school to the coming international students. This is homework and is due before the next lesson.

Assessment:

Embedded in the tasks.

References and Resources:

The following web sites have train and plane schedules:
http://www.geocities.com/Broadway/5889/bjz.html
http://www.geocities.com/Broadway/5889/westbj.html
http://www.geocities.com/Broadway/5889/southbj.html
http://www.geocities.com/Broadway/5889/nothbj.html
http://www.geocities.com/Broadway/5889/skb.html
Plane tickets: http://www.geocities.com/Broadway/5889/mh.html
From: http://sq.k12.com.cn/~compass/newpage8.htm

Marlene:
audio files on transportation: in folder "new_bj_transportation", including 8 audio files "new_bj_transportation" 1-8, and a word doc "Description Transportation"

Part of the photos of transportation are available at my Yahoo photos collection -- my Photo Album. Open the link, then click on "transportation"
Other photos will be in the attachments section.

The teacher can easily find a bus schedule in their own cities.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 8.PDF (List 1)
Grammar List Lesson 8.PDF (List 1)
Tasks Lesson 8.PDF (Categories 1 and 2)
bike2.jpg
Street.jpg
Street2.jpg
trafficJam.jpg

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Relate the recreational activities in the target culture to those of their own;
• Familiarize themselves with the various recreational activities in Beijing;
• Find information from a TV guide issued online by the Beijing Television Station

Cultural:
Students will:

• Understand the cultural aspect of recreation in Beijing, differences in gender, age, etc.
• Understand the Chinese concept of recreation and relaxation.

Language: Content Obligatory
Students will:

• Use the following words and phrases (see attachment, Word List Lesson 9, List 1)
• Use the following structure (see attachment, Grammar List Lesson 9, List 1)

Language: Content Compatible
Students will:

• Employ previously learned communication skills in their information exchange

Learning Strategies / Social and Skills Development:
Students will:

• Use skimming and scanning skills to get both the gist and the details of a passage and a TV guide chart

Time Frame:

1.5 hours

Materials Needed:

• Photos on leisure activities
• Copies of a passage on recreation and leisure in Beijing
• Copies of a TV guide

Description of Assessment (Performance Project):

Context:
The students are by now feeling very comfortable with pair work and group work activities. Through these activities they have learned the importance and skills to cooperate and value their own sense of cooperation very much.

Pre-task: Pair work.
The students are to discuss in pairs what they themselves often do in their leisure time. They should list the result of their discussion on a piece of paper. The teacher then asks each pair to contribute one thing that they like to do as their recreational activity and list the students' contributions on the board.

Task set-up:
The students look in pairs at a set of pictures taken in Beijing to find out what people there are doing in their leisure time. Some of the pictures are obvious, but others may need some guess work. After the pair discussion, two pairs join each other to find out the similarities and differences of ways of recreation between themselves and people in Beijing. When the students finished discussing, the teacher makes every pair/group contribute a point and write these points on board for comparison and contrast.

During task:
Information shopping -- Jigsaw reading with long distance group dictation to find out whether their guesses are accurate. This activity can be adapted by the teacher to suit both small classes and large classes. The students are divided into six groups of relatively equal number. The students are then to rearrange the desks and chairs in the room to form six separate groups. Each group is given part of a passage introducing one kind of recreational activity in Beijing. The group members are to read their part first individually, then talk about what they have got to check if each group member understands the major points of the part.

After the in-group checking, each group should be divided into three kinds of "labor":

(1) Those who go out to "shop" for information about other recreational activities from other groups. They should not take paper and pencil with them. They can only listen, ask clarification and then remember. These students are to pass and dictate whatever they heard and remember to their group members who take notes. It is recommended that these students each ask one other group for information at a time and run back to their own group to dictate to the note-taking members. The "dictation" does not have to be word for word, as long as the major points are there.

(2) Those who stay and get ready to take down information that their group members get from "shopping". The number of this subgroup should be equal to (1), for the convenience of efficient dictation.

(3) Those who stay and tell "customers" from other group the major points of their part of the passage. They may need to tell more than once to different groups because they may not come at the same time. The teacher should make sure that they are telling exactly the same thing to everyone who shops for information.

Everyone should acquire and send information by speaking, no reading is allowed. Teacher should make sure that everyone participates and allow longer time for this activity. In the mean time teacher may note down the students' degree of participation by giving each students marks on a four-point scale.

When the "shopping" and dictation finished, the teacher lets a member from each group to draw lots to decide which recreational activity they are to report to the whole class. The groups are only to present the type of recreation they have got from shopping. They cannot share what they sold, the paragraph they read. The reporting could be done in either of the two suggested ways. The groups may choose their own leaders to report, or each member will speak out one major point they have noted down. The teacher may write what they said on transparency. The other groups may judge the quality of the information passage and are free to add and correct. The students should also discuss the differences in the concept of recreation and relaxation underlying the differences in forms between the Chinese culture and that of the students' own with the guidance of the teacher. At the end of this task, the teacher collects the students' dictation notes and, together with the noted students' participation, evaluates the groups' work by giving a collective score to the whole groups. This evaluation should be done after class.

Post-task:
As homework, each student should summarize (on paper) all the recreational activities people do in Beijing. This assignment is due before the next lesson.

The students may also speed read a TV guide (activity may be easily designed by the teacher) to quickly find out the time of a show or all the shows at certain time, etc. The students can do a peer evaluation when discussing answers with the teacher and the whole class. The teacher may also collect the answer sheets to evaluate formally.

Assessment:

Embedded in the tasks

References and Resources:

http://www.btv123.com/program.htm

Some pictures are available in my yahoo photo album after opening the album, click on "recreation and leisure".
Other photos can be found in this lesson's attachment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 9.PDF (list 1)
Grammar List Lesson 9.PDF (List 1)
play.PDF
Leisure.jpg
Leisure2.jpg
Leisure3.jpg
Leisure4.jpg
newspaper.jpg
freemarket3.jpg

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Compare their own ways of obtaining a permanent/steady dwelling place to the ways of people in Beijing;
• Understand how the housing policy is changing and how this has affected the life of the ordinary people in the city;
• Be aware of the merits and drawbacks of different ways of providing housing to citizens;
• Think about the ways to help with the transition of housing policies.

Cultural:
Students will:

• Understand people's feelings to the old and new housing policies;
• Understand people's feelings, reactions and adaptations to the changes in housing policies.

Language: Content Obligatory
Students will:

• Use the following words and phrases (see attachment, Word List Lesson 10, List 1)
• Use the following journalistic Chinese structures (see attachment, Grammar List Lesson 10, List 1)
  

Language: Content Compatible
Students will:

• Use the discourse, words and phrases for describing and representing a group of people
• Use words and phrases more proficiently for comparison and contrast

Learning Strategies / Social and Skills Development:

Time Frame:

1.5 hours

Materials Needed:

• Audio tape recording
• Reading materials on housing

Description of Assessment (Performance Project):

Context:
The students are now more proficient and understand the concept of collectivism in the Chinese city of Beijing and the coexistence of individuality as well as particular group interests.

Pre-task: Pair work.
The students are to discuss the following questions: (1) What kind of buildings are you (have you been) living in now? (2) In your city/country, if people want to get themselves a place to live for a longer time (not as a tourist), what can they do? How many choices do they have? The students discuss and list the possible answers. Then the teacher calls on a whole class discussion as feedback for the pair work. Each pair is to contribute one point to the class. The teacher may write this on board for later comparison.

Task set-up:
Step 1: Listening to a resident in Beijing talk about the housing for the general public there, the changes in policy and people's feelings and ways of coping with possible problems. The students are to listen to the tape individually and find out:

(1) In what kind of dwellings do most residents in Beijing live? Why so?
(2) Till recently how did people in Beijing typically get their places to live?
(3) What merits and drawbacks does housing as a social welfare have in this city?
(4) What are the changes that are going to happen to the city's housing policies? How do people feel and react to this? After listening, the students are to discuss their answers in pairs. Then the teacher asks each pair what they have found and list the students' answers on the blackboard as a comparison against the U.S. ways of housing previously listed.

Step 2: "Writing relay race". This is a game for the students to reinforce their vocabulary and structures for comparison and contrast. The students are divided into four teams. The teacher let the students read the points listed on board once again and then erase everything. After erasing the existing points for comparison, the teacher divides the board into 4 areas and marks them with Team 1, Team 2, Team 3, and Team 4. Each member of all teams should write a sentence comparing housing between the U.S. and Beijing. After the first person finished, s/he runs back to her team and touches the second person's hand and the second person set off to write the next. Writing should be done in Chinese. If the students' level is high, the teacher may also demand that each person mount up to the previous sentence in a logical and coherent way to make a paragraph that makes sense. The student should note that judgment is done not only on the speed and quantity, but also on quality. The teacher do not have to time the students, but should make a note on who finished first, second, and so on. When every team is finished, the teacher and the students are to examine the four teams' product and evaluate together to find out the winner. Or prizes could be separated as "the winner of speed", "the winner of quality", etc. Teacher should also make sure that all participating students feel proud of their work.

During task:
The teacher first go together with the students to refresh their memories of what the speaker just said about people's worries and reactions to the coming new housing policy. Then, the teacher asks the students to discuss in groups of 4 (each group may represent a similar interest, such as a group of newly graduate students, a group of business person, a group of very poor people, etc.). Their discussion questions are:

(1) If you are in that particular situation, how do you think you are going to react?
(2) What kind of help you think you are going to need from the society, or the city administration?
(3) What information you think you would like to hear to solve practical problems or to boost up your courage? The groups are to discuss and make a list of points on a piece of. At this point, the groups are asked to keep their own particular interests to themselves and read a piece of information from news on the web that deals with the new housing policy. The articles are chosen online at: http://www.chinareal.com/news/news_zhongcheng_0281.asp
http://www.chinareal.com/news/news_zhongcheng_0285.asp
http://www.chinareal.com/news/news_zhongcheng_0289.asp
http://www.chinareal.com/news/news_zhongcheng_0263.asp
http://www.chinareal.com/news/news_zhongcheng_0219.asp
http://www.chinareal.com/news/news_zhongcheng_067.asp
http://www.chinareal.com/news/news_zhongcheng_0142.asp
http://www.chinareal.com/news/news_zhongcheng_0210.asp

Each group is to be assigned one or two passages (depending on the length and topic) to find out whether what is written on the news answered their particular concerns. If yes and you are happy with it, in what way? If partially, what are the satisfactions and what are the lacks? If no, how do you suggest solve your problem(s) as a dweller in that city? The students are going to present their discussion results and distribute the portions of the discussion evenly among the group members. The teacher can help them with this while monitoring.

Post-task: "Conference time".
After the discussion, the students are to present their discussion results in a conference involving them as the general public. Each person are to present their interest group and deliver a portion of their well-organized collective thoughts. Basically, what they need to say are the questions they have discussed. They are to speak on behalf of their special interest group by using phrases such as "we are.../ we represent...", "our concerns are...", "this answered our questions on.../this only partially answered.../this did not answer...". "Therefore, we suggest...".

Assessment:

While the students are conferencing, the teacher is going to sit at the back and fill out the evaluation form as the conference flows. The evaluation form is in the attachment, Assessment Lesson 10, List 1.

References and Resources:

http://www.chinareal.com/news/news_zhongcheng_0281.asp
http://www.chinareal.com/news/news_zhongcheng_0285.asp
http://www.chinareal.com/news/news_zhongcheng_0289.asp
http://www.chinareal.com/news/news_zhongcheng_0263.asp
http://www.chinareal.com/news/news_zhongcheng_0219.asp
http://www.chinareal.com/news/news_zhongcheng_067.asp
http://www.chinareal.com/news/news_zhongcheng_0142.asp
http://www.chinareal.com/news/news_zhongcheng_0210.asp
http://www.beijingculture.com/bjview/bjview0009.htm

Marlene
audio files on housing: in folder "new_bj_housing", including 4 audio files "bj_housing" 1-4, and a word doc "Description Housing"

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 10.PDF
Grammar List Lesson 10.PDF
Assessment Lesson 10.PDF

some suggested pictures are:
Housing.jpg
Housing2.jpg
newhousing.jpg

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Understand the major products, manufacturers and types of industry in Beijing
• Understand the changes in Beijing's industrial types and patterns

Cultural:
Students will:

• Talk about the changes in industry and how this affects people's lives

Language: Content Obligatory
Students will:

• Use the following words and phrases (see attachment, Word List Lesson 11, List 1)
• Use the following structures (see attachment, Grammar List Lesson 11, List 1)

Language: Content Compatible
Students will:

• Use the discourse for subjunctive mood in Chinese
• Use language to agree and disagree politely
• Use language to give their own opinions tentatively

Learning Strategies / Social and Skills Development:
Students will:

• Agree and disagree politely

Time Frame:

1.5 hours

Materials Needed:

• Lists of products, industries and industrial departments
• The price chart of Beijing's wireless telephone
• Tape recording

Description of Assessment (Performance Project):

Context:
Through their geography course the students have already had an understanding of different categories/departments of industry and various industrial products. They have had some knowledge of patterns and types of industry, too.

Pre-task:
Sorting out the categories of Beijing's famous brand-name products, their manufacturers, and matching the products with the manufacturer and then, the particular categories of industry. The teacher gives divides the students into two parts. Students in each part are to work in pairs. Pairs in part I get a list of Beijing's industrial products and those in part II, a list of manufacturers. The pairs are to categorize the products/manufacturers according to their existing knowledge of industry they have learned from other discipline. After the categorization, the teacher asks each pair in part one to join one pair in part two (making groups of four) to match the categories of products with the categories of manufacturers. Note that the students are asked to match just the categories, not specific items.

After they finish, the teacher asks each group to describe to the whole class two categories of products and match them with their respective manufacturers. They should also explain what constitutes of these two categories of manufacturers. The other groups listen and speak out their differences if they have any. Then the teacher lists the categories that the students mentioned on the chalkboard. At this point the teacher gives the students each a piece of reading (a list of Beijing's types of industry) and the students compare the list with the one they have come up with from the products and the manufacturers. They are encouraged to comment on anything they found that is unexpected or interesting. Dictionary use is allowed for this activity. The materials are from:

http://www.biic.gov.cn/index_fzqs.htm
http://www.biic.gov.cn/index_hycx.htm

Task set-up:
Scanning -- find out the brands of wireless communication product and their prices. At this stage the teacher draws the students' attention on some of the new forms of industry in the city, one of them being "wireless communication". Actually Beijing has become one of the cities that own the most mobile phones in the world. Each student is given a chart on the prices of this new way of communication http://www.bj.col.com.cn/phototext/shbst/a01b05c03.htm. The teacher may design the questions and print them on a piece of paper and make the students do this activity as the scanning activities the way lesson 12 does. However, for a change, the teacher may also make it a little competition. The students may shout out the answers as quickly as possible and as soon as they have found it. The first correct answer will be rewarded. If the answer is wrong, the whole class will figure out the answer together.

If the class is a large one, the teacher may find it helpful to have a group competition. The teacher may have the questions printed on 4 pieces of paper and divided the class into 4 groups standing/sitting in 4 lines. The teacher then give the students at one ends the worksheets and make them start one question per person at the same time. When the first one finishes, the second student takes the paper and answer the second scanning question, and so on. The teacher keeps record on the order of finishing the worksheets by different groups. Then the groups switch worksheets to do a peer evaluation while the teacher discusses the answers with them. The fastest team and the best quality team are to get a reward (such as stickers, pencils, extra marks, or encouragement).

During task:
Step 1: After the scanning activity, with the help of the city's industrial map (http://www.chinavista.com/beijing/invest/zonesmap.html), the students are to re-examine their lists and categories of brand-name products and their manufactures and discuss in pairs on the following question:

What characteristics does Beijing's industry have in terms of variety and emphasis?
What patterns do you see in Beijing's industry? The students discuss these questions in pairs. After discussion, the teacher asks the pairs to contribute thoughts and the teacher gives feedback.

Step 2: The students are to listen to a person talk about the changes that are happening around her with regard to the city's industry. The students are to listen to the recordings for three times. The first time listening is for them to get the gist of the short audio clip. The second and third time is for them to get more details. The students are asked to take informal note in whatever way that is clear and convenient for them. After listening, the teacher checks with the students the facts and feelings mentioned in the recording and write the major points on board.

Step 3: What are the merits and drawbacks of these changes? The students talk in pairs about their own opinions on the changes and the present industrial patterns as an outsider. As they discuss, the pairs should note down what they have come up on a piece of paper and keep it. The teacher then asks each pair to contribute briefly their "outsider" viewpoints and write them on the board.

Step 4: The teacher divides the students into groups of four. Each group is assigned a specific occupational role in Beijing. The possible roles are: (1) the government officials of the city; (2) professors in high-tech linked universities; (3) people who are temporarily unemployed; (4) college students; (5) retired/elderly people; (6) home-makers; (7) bus drivers; (8) business persons, etc. The student need to really go into the depth of the occupation roles and think like such persons in Beijing. Group members are to discuss their own feelings of the changes in industrial patterns and its changes in the city and to imagine how this has affected their lives. They are free to write down notes if they need. The teacher monitors and facilitates while the groups are discussing.

Post-task: A friendly role-play debate.
The students are to imagine that they are old high-school classmates in Beijing and today is their alumni gathering day. Now that they have graduated from the school for 10 years and have the above mentioned occupations. They chatted and now the topic becomes how the industrial changes in Beijing have affected their own lives. Soon this conversation has turned into a friendly debate. Different occupation groups have different opinions. Each group has a major speaker and three supporting speakers. The supporting speakers should support their major speaker's opinions by arguing for him/her. All members of each group are to take turns and to speak firmly but politely (remember you are classmate!) just as in real life conversations. All students should speak. They are to talk about their feelings, their judgments on the merits and drawbacks, and if possible how the industry of this city may be improved. The class's study representative may be the mediator. The mediator must be impartial and give all groups equal opportunity to speak. The teacher sits at the back and evaluates with an evaluation sheet.

Assessment:

See evaluation sheet in the attachment: Assessment Lesson 11.

References and Resources:

http://www.biic.gov.cn/company/index_hycx.htm

http://www.biic.gov.cn/product/index_hcphy.asp

http://www.bj.col.com.cn/07.htm

http://www.chinavista.com/beijing/invest/zonesmap.html

Marlene
audio files on industry: in folder "new_bj_industry", including 2 audio files "bi_industry" 1-2 and a word doc "Description Industry"

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 11.PDF
Grammar List Lesson 11.PDF
Assessment Lesson 11.PDF

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Understand the target culture's education/schooling system in comparison to their own
• Understand the importance of National Examinations to students in Beijing and their parents
• Understand that the national tests are a public concern
• Talk and write about ways to minimize test anxiety

Cultural:
Students will:

• Understand the reasons for the excessive attention paid to exams by students in the city
• Understand the relationship between students and parents in Beijing

Language: Content Obligatory
Students will:

• Use the following words and phrases (see Word List Lesson 12, List 1)
• Use the following structures (see Grammar List Lesson 12, List 1)

Language: Content Compatible
Students will:

• Use letter format to address different audiences

 

Learning Strategies / Social and Skills Development:
Students will:

• Use speed reading skills to find information in a test schedule

Time Frame:

1.5 hours

Materials Needed:

• Tape recording
• Reading materials from the web

Description of Assessment (Performance Project):

Context:
Having attended school for all these years the students already have some awareness of their own educational system, though they may not know it in great detail.

Pre-task:
Step 1: Pair work. The students are to discuss and make a list/diagram of their own educational system in their own city/in the U.S. This should be a very quick activity just for warming up and activating their schemata. After discussion, the teacher asks the students to shout out what they have got and puts a good list/diagram on board.

Step 2: Speed-reading. The students are to read an article on Beijing's education selected from the web (http://www.bjedu.net.cn/). After reading, they are to find out in pairs:

(1) What are the types of schools that the city have? Make a list/diagram of the schools you have found on a piece of paper.
(2) When did higher education begin in Beijing?
(3) What are the characteristics of education in Beijing after the founding of "New China"? For those who finish earlier, the pairs may join another to compare what they have got. The teacher monitors during the students' discussion. After the students' discussion, the teacher first discusses with the whole class questions number 2 and 3. Then s/he pretends to know nothing about the education system and asks the students to direct her when she lists/draws diagram on the blackboard. All the students should participate and contribute. The teacher may asks those who seldom speak in class to direct the list/diagram at certain point. Each student may also tell why s/her thinks the list/diagram should look like certain way. Then, they reach an agreement and compare the education system in Beijing with that of their own formerly listed on board. At this point the teacher may ask the students to quick-write a brief paragraph on the similarities and differences between school systems in these two different cultures. Then the teacher collects the quick writing for after class evaluation.

Task set-up:
Now that the students have had an understanding of Beijing's education/school system, the teacher is going to lead them into a most important part of education in Beijing: the various tests.

Step 1: The teacher asks the students to think about how students in Beijing go up the "grade ladder" and move from one level of schooling to the other. The students may shout out whatever answer they think of. Then the teacher lead them to think about tests, such as national tests, city level tests, district/ school level tests, quizzes, etc.

Step 2: The students are to work in groups of four and make a guess on who are all those people and what they are doing in the two pictures found in the following web sites:

http://edu.sina.com.cn/information/2000-07-09/6769.shtml
http://edu.sina.com.cn/information/2000-07-07/6301.shtml (Answer: they are the parents of the students who are taking the most important national tests, the Entrance Examinations for College. They are waiting outside the testing room anxiously for their children to come out of the rooms and hoping that they answered the test questions satisfactorily) After the discussion, the teacher asks each group to speak out their possible guesses and list them all on the chalkboard. Then the teacher discloses the answer and the students (still in groups of 4) think of why these parents are so anxious and worried and why test results are so important for students in Beijing. The teacher may give them some hints, such as: (1) Does this have to do with the ways of student selection?
(2) Does it have to do with the city's population density or, with the difficulty levels of the tests? Etc. Then each group contributes their ideas while the teacher lists them on the board.

Step 3: The students listen to an audio clip about a Beijing student's feelings to these formal tests. They are to compare their possible reasons for why tests are very important in these students' lives. While they listen, they need to list all the speaker's reasons on a piece of paper. After listening, the teacher asks the students to compare their list of reasons with the speaker's in pairs by using the words and phrases of comparison they have learned at the beginning of the course. The students may also talk about anything interesting or surprising to them. Then, the teacher asks each pair to compare one reason and write all the reasons on the board. Students are encouraged to tell the whole class what they think are most interesting to them.

During task:
Step 1: Have a taste of a test schedule <http://jxjw.easthome.net/newpage22.htm>. The students are to scan a test schedule for information. It is up to the teacher to design the scanning questions. An example question could be: "Suppose you are majoring in Chinese and are going to take the test. Find your specialty number in the chart." This activity should take for about five minutes. It is recommended that the teacher print all questions on a piece of paper and leave blanks for the students to answer. The teacher may also time the students while they are doing the activity. After everyone has finished, the teacher may ask the students to do a peer evaluation when s/he discusses the answers with them. The worksheets can also be collected for an after class evaluation.

Step 2: The students are divided into three groups of roughly the same number of people. Each group is to read one of the three groups of articles found on the following web sites:

1. http://edu.sina.com.cn/information/2000-07-09/6776.shtml
   
2. http://edu.sina.com.cn/information/2000-07-09/6770.shtml
   http://edu.sina.com.cn/edu/2000-07-08/6629.shtml
   http://edu.sina.com.cn/information/2000-07-08/6456.shtml
   http://edu.sina.com.cn/information/2000-07-07/6345.shtml
   http://edu.sina.com.cn/policy/2000-07-07/6254.shtml
   
3. http://edu.sina.com.cn/information/2000-06-19/4736.shtml

The students are to read their respectively assigned articles individually. The reading should be a speed reading for gist and important details. When the students finished reading, they are to gather into groups of three with each person knowing the content of one of the three articles. They are to tell one another the content of the article they have read. While they are doing this activity, the teacher should go around the groups to see and make sure that every group is on the right track.

Post-task: In the same groups of three, the students are to write a letter addressing both the parents and the students to make them more comfortable with the national tests by using the information they have from the articles. They need to pay special attention to the letter format and also the differences in tones when addressing different audiences (parents and test-takers). At the end of the letter, they also need to wish the test-takers good luck. If time permits, the teacher may ask the students to read the letters in class to the assumed audiences. If not, the teacher may collect the letters for after class assessment.

Assessment:

The assessment criteria for the letters they write are in the attachment, Assessment Lesson 12.

References and Resources:

http://edu.sina.com.cn/information/2000-07-09/6769.shtml
http://edu.sina.com.cn/information/2000-07-07/6301.shtml
http://edu.sina.com.cn/information/more.html
http://edu.sina.com.cn/information/2000-07-09/6776.shtml
http://edu.sina.com.cn/information/2000-07-09/6770.shtml
http://edu.sina.com.cn/edu/2000-07-08/6629.shtml
http://edu.sina.com.cn/information/2000-07-08/6456.shtml
http://edu.sina.com.cn/information/2000-07-07/6345.shtml
http://edu.sina.com.cn/policy/2000-07-07/6254.shtml
http://edu.sina.com.cn/information/2000-06-19/4736.shtml

Audio Files
Content Summary (3 parts):
This is a conversation between a high-school senior and a college student on the highly competitive National Entrance Examination to College in China. The conversation shows the complexity of the issue of testing through a high-school student's eyes. She talked about her hopes, her understanding of her parents' expectations, her fears and frustrations caused by the stress of the national tests, and her thankfulness to the societal and parental support she received. The conversation conveys a lot of cultural information about the impact of testing on the students and at all levels of society.

Please download these MP3 files (right-click, Save Target As... ) and play them from your local machine, rather than our server:
bj_education1.mp3
bj_education2.mp3
bj_education3.mp3

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 12.PDF
Grammar List Lesson 12.PDF
Assessment Lesson 12.PDF

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Understand the similarities and differences between Beijing and Shanghai
• Understand the similarities and differences between Beijing as a big city and Xishui as a small city

Cultural:
Students will:

• Understand the diversity (sub-cultures) within the Chinese culture inherent in different cities
• Use this acquired understanding to re-examine their cities in their own culture (extension).

Language: Content Obligatory
Students will:

• Use the following words and phrases (see Word List Lesson 13, List 1)
• Use the following structures (see Grammar List Lesson 13, List 1)

Language: Content Compatible
 

Learning Strategies / Social and Skills Development:
Students will:

• Use the skill of note taking to acquire well-organized information

Time Frame:

1.5 hours

Materials Needed:

• Audio tape recordings
• Reading material from the web site http://www.chinareal.com/news_zhongcheng_0204.asp

Description of Assessment (Performance Project):

Context:
The students, after studying more than half of the course, have had a good knowledge and language basis of Beijing and through the extension exercises have gained some knowledge of the city of Shanghai.

Pre-task:
Students read a short piece of news from the web: http://www.chinareal.com/news_zhongcheng_0204.asp and answer the following questions:

(1) What are the four major cities mentioned in this piece of news?
(2) Which city has the highest housing price? Which the lowest?
(3) Which city has roughly the same housing price as the lowest major cities?
(4) What will possibly happen for the price in the lowest-price city in the future?

The students read and think about these questions individually and then discuss with a person next to them to compare their answers. After the discussion, the teacher discusses the answers together with the whole class. At the same time, the teacher should also raise the students' awareness that Chinese cities are not all alike and that situation varies from city to city.

Task set-up:
Students listen to a conversation about Beijing and Shanghai. They are to listen for three times. The first time they need to listen and find out how many points that are mentioned by the two speakers are different between Beijing and Shanghai. After the first time listening, the teacher discusses with the whole class and lists the major points on the chalkboard. For the second time, the students are to listen for the specific differences within each major point of difference. They may write down on their own paper whatever they think is important for them. Then the students are to listen once again to double check.

When they have finished listening, the teacher may ask the students to do a "chain writing" on the blackboard. Beginning from the first student, they come one by one to the front to write into the already listed major categories one point they heard from the audio clip. They do not have to follow a particular order. But no two persons can write down the same point. The students who are not writing will sit at the desk and jot down what others write on the board and think about the accuracy of their peers' information. When the last one finished coming to the front, the teacher discusses with the whole class.

During task:
Students listen to a conversation about Beijing and Xishui. This activity is also a formal practice of note-taking skills. The students are to listen to the recording three times. The first time they are to list the aspects of differences one their own pieces of paper following the format of the previous activity. For the second time they are to fill in the details to the major categories and the third time is for them to double-check. After they finish, the teacher asks them to exchange their notes with their partners to do a peer evaluation by using a different color pencil. The teacher discusses the answers with the students and the students mark, add and correct their peers' notes. Then the teacher collects the notes for after class evaluation.

Post-task:
The students are to write a reflective report on what they have learned in class and what insight they have gained after learning these similarities and differences between Chinese cities. They may also reflect on how all this learning has changed/shaped their views on cities in their own country/culture. In class, the students should work in groups of four to brainstorm together what they might be writing in their report. They need to first find out persons with similar interests and with the help of the teacher divide into groups. Then, they need to use a piece of paper to draw their mental image of the brainstorm on it. The teacher goes into each group to facilitate their discussion and brainstorming and to see what the students have come up with. At this point, the teacher does not have to collect the brainstorm, rather, s/he may let the students keep it for reference when the students really start working on it after class.

Assessment:

Embedded in the tasks

References and Resources:

http://www.chinareal.com/news/news_zhongcheng_0204.asp

Marlene
audio files on comparison I: in folder "new_bj_comp_Hubei", including 5 audio files "bi_com_Hubei" 1-5 and a word doc "Description Beijing comp Hubei"

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 13.PDF
Grammar List Lesson 13.PDF

Submitted by Xu Zhang

Objectives:

Content:
Students will:

• Synthesize all knowledge they learned in the previous lessons
• Make comparisons internationally on different aspects related to the cities
• Describe their personal feelings
• Make judgments in an unbiased way

Cultural:
Students will:

• Raise their awareness of multiple aspects between the target culture and their home culture

Language: Content Obligatory
Students will:

• Use the following words and phrases (see Word List Lesson 14)
• Use the comparative and superlative patterns in Chinese

Language: Content Compatible
The students will:

• Use the format of telephone making to present their perceived differences between cities
• Use the friendly letter format and register to summarize what they have learned and their reflections upon it

Learning Strategies / Social and Skills Development:

Time Frame:

1.5 hours

Materials Needed:

• Photos of Beijing (can be found in attachments of previous lessons) and Chicago
• Tape recording
• Role cards

Description of Assessment (Performance Project):

Context:
The students are to practice their note-taking skills in this lesson.

Pre-task: The students are given some pictures of Beijing and Chicago to compare the landscape of the two cities. This activity is to be done in pairs. The pairs should list the results of their discussion informally and briefly on a piece of paper. When they are finished, the teacher is to ask each pair to contribute a point to the whole class and lists the students' points on board for later reference.

Task set-up:
Step 1: In groups of 4, the students are to compare Beijing to their own city on any of the aspects suggested in the purpose section of this lesson plan and list their findings. Then the teacher asks the group to choose a leader to report to the class. Other members of the group may add more if they have. The teacher is also to list what the students have come up on board.

Step 2: To find out more about the differences between Beijing and U.S. cities, the students will listen to two friends (Chinese international students) talk about their perceived differences on the phone. The students are to listen to the recording for three times and take notes while they listen. After the first time, they should take down the gist and the main frame of the conversation. After the second and third time, they should add more details to their notes. Then, the teacher ask the students to compare their note in pairs and find out the similarities and differences between their own city comparison and the two friends' on the recording. The teacher should check with the students the main points and important details of their conversation and make the pairs share their findings with the whole class. Teacher should make sure to cover all the pairs when calling them to share. The teacher should also draw the students' attention to the differences in making phone calls in the Chinese language and the English language.

During task: Role-play.
Role-playing in pairs, the students are given the following role cards:

Card 1:

You are an American student studying in Beijing. Call your mom/dad and chat with her/him. Tell him/her about the city of Beijing and discuss with him/her the similarities and differences of life and study in Beijing as opposed to those in the U.S./your city. Answer all the questions your mom/dad asks you as in real situations when a child calls his/her mom/dad.

Card 2:

You are a mom/dad those child is now studying in Beijing. Him/her called you and are telling you the similarities and differences of life and study between Beijing and your home city/country. You are very interested to hear more since you've never been to Beijing. Ask any questions on any aspects of the city that you are interested in knowing. You should also show concern about your child when s/he talks about the city's problems.

The students are to act the scene out in pairs in appropriate language. After their "rehearsal" the teacher asks the students to volunteer to act the scene out in front of the whole class. Those who would not volunteer will be chosen to do a new scene "calling our parents". One group of the students will be parents and the other group will be the children studying in Beijing, they are to make a television phone call to their parents. The content is the same but each one of them must tell one thing (either difference or similarity) to the parent and each parent must ask at least a question. As the students are doing the activity, the teacher will fill out an evaluation sheet for all of them. The sheet is shown as in the attachment, Assessment Lesson 14.

Post-task:
The students are to write to their best friend about what they have learned in this course studying Chinese through discussing the city of Beijing, how they think about the course, how much they feel they have learned, what is missing or what they wish they have learned. They should also make comparisons among cities. The friendly letter is a form to hang the students' reflections on. This letter should also be part of their portfolios.

Assessment:

Embedded in the tasks

References and Resources:

http://www.chinareal.com/news/news_zhongcheng_0286.asp

Marlene
audio files on comparison II: in folder "new_bj_comp_MN", including 6 aidio files "bj_comp_MN" 1-6 and a word doc "Description Beijing comp MN"

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Word List Lesson 14.PDF
Assessment Lesson 14.PDF

Submitted by Xu Zhang

Time Frame:

1.5 hours

Materials Needed:

Depends on the needs of individual students. They may bring whatever they think will help them with their presentation, such as transparencies, pictures, charts, or even a laptop and a projector for a PowerPoint presentation if the classroom supports that.

Description of Task:

Students present by volunteering their own numbers or drawing lots to decide the presentation order. The time for each person depends on the number of students in class.

They are to present the topic(s)/paper(s) they have chosen from the homework they have done in their portfolio.

The teacher uses the suggested assessment tools to assess the students' achievement and performance summatively.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Unit Assessment.PDF (List 1, 2 and 3)

Submitted by Allison J. Spenader

Objectives:

Content:
Students will:
·read about the origins of the Polish people and locate their settlements on a map
·locate and label Poland and it's neighbors on a map of Europe
·fill in information on maps using information presented in written and aural form
·read the mythological account of the origins of Poland

Cultural:
Students will:
· read about and map out migration patterns of early settlements in Poland
· identify and label major geographical regions on the Polish map
· distinguish between factual accounts of the origins of Poland and the mythological accounts of the origins of Poland

Language: Content Obligatory
Students will:
· listen to and use compass directions to label and describe locations on maps, including (??)
· label European nations and their capitals in Polish
· read Polish texts about the origin of the Poles using Past Tense and new Vocabulary
· use geographical terminology to describe locations and complete crossword puzzle
· correctly predict spelling of ia/ja endings based on rules of orthography

Language: Content Compatible
Students will:
·Review the formation of past tense, and practice forming sentences based on the text and information from the maps
·Identify and use more complex directions such as na wschod (in the east) in addition to simple ones
·Expand upon knowledge of prepositions of location, ex: nad Wisla, na kopcu, na gorach, w lesie

Learning Strategies / Social and Skills Development:

Time Frame:

50 minutes

Materials Needed:

As an introduction to the topic, students will watch the video entitled: "Poland", produced by Rand McNally. Depending on what resources are available to the instructor, a variety of videos on Poland would work.

Description of Assessment (Performance Project):

Schema building: Following the video, the instructor should elicit the following information from the students:

1. Who has been to Poland, and where have they been?
2. Which cities seemed most exciting or interesting to you?
3. Which cities would you guess to be the oldest, youngest, largest, most industrial?

Have one student write the answers to these questions on the overhead or board.

Finally, the teacher wraps up the lesson by explaining the rest of the unit. This can be done in Polish, using the syllabus (1a) as a guide.

Assessment:

no formal assessment in this lesson

References and Resources:

·Video: "Poland" by Rand McNally (to order 1-800-376-2441)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Adapted from POLIA Handbook by CoBaLTT Staff

Objectives:

Content:
Students will...

• gain a general understanding of the French school system
• demonstrate comprehension of a table to note similarities and differences between the educational systems of France and the US

Cultural:
Students will...

• identify their preconceived notions or background knowledge on the U.S. school system
• demonstrate prior and new knowledge to compare and contrast the educational systems in France and the U.S.

Language: Content Obligatory
Students will...

• discuss and construct meaning for the word école
• use cardinal and ordinal numbers accurately
• use the present tense

Language: Content Compatible
Students will...

• use comparative structures
• use the simple future tense or structure with "going to" to indicate future
• use accurate subject and verb agreement

Learning Strategies / Social and Skills Development:
Students will...

• summarize information discussed in small groups to answer questions
• predict the meaning of unknown words
• participate as active group members
• work cooperatively in groups of three

Time Frame:

One class session of 50 minutes

Materials Needed:

• Paper and writing utensils for small groups to record informatio
• Table summarizing the French educational system (See "Attachments")
  

Description of Assessment (Performance Project):

Pre-reading:
Students are asked to explain (in English, but with French used as much as possible) how one might describe the educational system (preK-12) in the U.S. What kinds of schools are available? How are academic years organized? What are the names of the various schools? (Pre-school, kindergarten, primary/intermediate grades, middle schools vs. junior high schools, senior high schools, etc.). The teacher then explains that the French system has similarities and differences with the U.S.educational system. Students are assigned to small groups having three students each and are asked to assign roles to the various group members:

• facilitator/reader, whose task is to read the assigned questions and keep the group "on task"
• the recorder, whose task it is to take note of the group's ideas and answers
• the reporter, whose task it is to report the group's answers to the class

In these groups of three, students are to work cooperatively to complete the 'during reading' activity.

During reading:
In their small groups, students use the table summarizing the French educational system (provided) to respond to the following questions:

• What meaning does the word école have for the French? How does that differ from the meaning of the word as it's used in the U.S.?
• The Smith family is moving to France. Their children are Susie, age 3, John, age 7, Sarah, age 11, and Josh, age 16. Where will these children fit into the French school system?
• Why might it confuse French students when a 20 year-old in the U.S. says that he/she is attending college?

Post reading:
The small groups report to the whole class and compare their answers. Class discussion allows students to create a mental conceptualization of the educational system in France.

Assessment:

The teacher should observe students during group work to get a sense of students' participation and comprehension. S/he can collect students' recorded answers to the questions posed in the reading activity as a more formal comprehension check.

References and Resources:

The table entitled Le Système de Scolarité en France was adapted from a table in
Mermet, G. (1991). Francoscopie. Paris: Librairie Larousse.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Summary Table of the French system

Submitted by Adapted from POLIA Handbook by CoBaLTT Staff

Objectives:

Content:
Students will:

• Demonstrate understanding of the content in the "bulletin trimestriel" by answering questions
• Identify and explain points of comparison -- numbers to letter grades, learner to class numbers
• Demonstrate comprehension of the "bulletin trimestriel" in a letter

Cultural:
Students will:

• Use prior and new knowledge to compare and contrast the grade reports used in France and the US, including writing register

Language: Content Obligatory
Students will:

• Use relevant vocabulary to respond to questions and describe differences and similarities
• Use present and conditional verb tenses accurately
• Demonstrate understanding of appropriate register use in writing

Language: Content Compatible
Students will:

• Use comparative structures
• Use superlative structures to support opinions in writing
• Demonstrate subject-verb and noun-adjective agreement in writing

Learning Strategies / Social and Skills Development:
Students will:

• Use the scanning reading strategy to find cultural information in the text
• Work cooperatively with a partner to comprehend the text
• Work cooperatively in small groups

Time Frame:

One to two 50 minute class sessions

Materials Needed:

copies of "bulletin trimestriel" for working pairs

Description of Assessment (Performance Project):

Pre-reading
Students will engage in a webbing activity whereby they are asked to provide the class with all the ideas which they associate with the concept "baccalauréat." Their answers are written on the board to create a web and are organized according to categories. To prepare for the reading, students are asked the following questions orally in French:

• How old is a student when sh/he is enrolled in "terminale"?
• How many times a year do you receive a grade report?
• How often does a French high school student receive a grade report (bulletin trimestriel)?
• What kind of information does one usually find in an American grade report?
• What kind of information do you expect to find in a French grade report?

During reading:
In pairs, students scan the bulletin trimestriel (provided) for specific cultural information:

• Around what time of the year did the student receive the bulletin (beginning, middle, end)? How do you know?
• On what type of scale are students graded?
• In which subjects did the student receive the best/worst results?
• Is the student for whom the grade report was written a girl or boy? How do you know?
• How is the student doing compared to the rest of the class?
• How many teachers provided information on the grade report? How can you tell?
• Are teachers' comments on the student's work positive/negative? List some examples to support your answer.
• What is the correlation between the numbers and the letter grades?

Post reading:
Two pairs join to form small groups. They discuss their answers to the questions posed in the during reading activity. Small groups report to the large class and discussion of the grade report occurs. As a follow-up, the small groups form again and students discuss the following questions in French. These questions create a framework for a cross-cultural analysis:

• Are there differences between the United States and France regarding subjects studied in high school? If so, what are they?
• Are there differences between the French bulletin trimestriel and the American grade report? Describe the differences and similarities.
• Which system according to you is stricter? Why do you think so?

Writing Activity:
As a homework assignment, students are given a writing activity. They are asked to imagine, "You are the head teacher (professeur principal) for this high school student's classe de terminale. Write a letter to her parents stressing her strengths and weaknesses and making recommendations about her studies."

Students are to play close attention to 

1. vocabulary and language structures, such as agreement (subject-verb and noun-adjective), and appropriate verb tenses (e.g. present and conditional tenses, expressions for "should," etc.),
2. letter format and register, and 
3. content - the letter should reflect the information that is in the grade report.

Assessment:

Students' comprehension can be assessed informally on the basis of their answers to questions assigned to pairs and small groups as well as during class discussions. A more formal assessment of comprehension on the reading activity can also be made; students can be asked to write their answers to the questions (in English) and submit them for assessment prior to the post-reading activities. Students' letter writing can be assessed with a rubric (provided), which should be distributed along with the writing task so that expectations are made clear.

References and Resources:

The Bulletin trimestriel was contributed by the unit author, a native French speaker

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Bulletin Trimestriel

Rubric for letter writing

Submitted by Adapted from POLIA Handbook by CoBaLTT Staff

Objectives:

Content:
Students will:

• demonstrate understanding of the content in the assigned text by creating a diagram and responding to questions
• use prior and new knowledge to compare and contrast the three types of baccalauréat in France
• demonstrate knowledge of the school system to distinguish between the three types of baccalauréat
• use prior and new knowledge to generate a list of similarities and differences between the French and U.S. systems

Cultural:
Students will:

• use prior and new knowledge to compare and contrast the French and U.S. educational systems
• use prior and new knowledge to generate a list of similarities and differences of the two systems

Language: Content Obligatory
Students will:

• use relevant vocabulary to respond to questions and describe differences and similarities, e.g., the terms la voie générale, la voie technologique, and la voie professionnelle
• use the present tense accurately

Language: Content Compatible
Students will:

• use comparative structures
• demonstrate accurate subject-verb and noun-adjective agreement

Learning Strategies / Social and Skills Development:
Students will:

• use prediction skills
• utilize reading strategies that include identifying key words, attending to font differences, and scanning for specific information in the text
• use context clues to predict the meaning of unknown words
• work cooperatively in small groups

Time Frame:

This lesson will take approximately two to three 50 minute sessions.

Materials Needed:

Text and tables summarizing options for French high school study as adapted from texts

Description of Assessment (Performance Project):

Pre-reading:
Explain to students that they will be reading a text that describes the nature of and options for the baccalauréat in France. Explain that there are three different fields of specialization for the baccalauréat: la voie générale, la vois technologique, and la voie professionnelle.

Students are then asked to make predictions as to which type of information they will find under each different field of specialization. The ideas should be recorded on the board or on an overhead transparency. What kind of subject areas do they think are covered in each field of specialization?

Encourage students to reflect on the U.S. educational system. Are high school students in the U.S. tracked according to fields of specialization? How does tracking occur in U.S. high schools? What are the advantages and disadvantages of early specialization in a field?

During reading:
Divide the class into three "expert groups" in order to participate in a jigsaw activity (Kagan, 1989, cited in Shrum & Glisan, 1994). The material has been divided into three sections (Group A, B, and C) reflecting the three types of baccalauréat: la voie générale, la vois technologique, and la voie professionnelle.

First, each group of students is asked to read their section (using the text and tables) looking for keywords, and paying attention to information in boldface and italics. While reading, students are to focus on the following questions:

• Which types of baccalauréat can French students prepare?
• How long does it take to prepare the baccalauréat in a specific field?
• Which disciplines are most/least important for students to study for their baccalauréat?
• For which university studies does the baccalauréat in a specific field prepare students?
• How does the information in the text compare to the class' predictions about this field of specialization?

Each group is to synthesize the information in the reading material and create a diagram that explains the course of study described in that group's reading selection. Each member of the group is responsible for copying the diagram and answers to the questions so that he/she may later share it with other students in the "home groups" that will be formed in the post-reading activity. Students should also take note of questions that arise during their discussion.

Post-reading:
Students from each "expert group" will form a new "home group" with one person representing each of the original "expert groups." Each student representing the "expert group" will share information from their assigned section (the diagram; answers to the questions) with the newly formed "home group." The other students comprising the "home group" will be encouraged to comment or ask questions to the home group members that may have arisen during the reading activity.

Follow-up:
A discussion with the whole class should take place. The teacher should clarify any misunderstandings that emerge. A list of similarities and differences between the U.S. and French educational systems should be generated.

Assessment:

The teacher can use the diagrams, answers to questions, and participation during the whole class discussion to assess students' comprehension of the text.

References and Resources:

Text and tables summarizing options for French high school study as adapted from texts in:

Ministère de l'Education Nationale. (1994, Septembre). Tout sur la nouvelle école. Paris: ONISEP-CNDP.

Kagan, S. (1989). Cooperative learning: Resources for teachers. San Juan Capistrano, CA: Resources for Teachers.

Shrum, J.L. & Glisan, E.W. (1994). Teacher's handbook: Contextualized Language Instruction. Boston, MA: Heinle & Heinle. 149-151.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Group A

Group B

Group C

Submitted by Megan Espe-Och, Chris Sedarski

Objectives:

Content:
Students will:
· analyze how social, political, geographic, and demographic factors (i.e. age, social economic class, gender, education) influence the music that they listen to

Cultural:
Students will:
· identify how music conveys messages about a country's political situation
· analyze music to understand the message that the artist hopes to convey
· identify groups that listen to a particular type of music
· identify reasons to explain why different types of music appeal of different types of people

Language: Content Obligatory
Students will:
· use and review vocabulary related to music, musical themes and topics
Sample Vocabulary:

música génera historia década siglo CD

disco compacto en concierto cultura la demográfica tema sonido

la Guerra la droga el amor libre LSD "hippie" flores paz demonstración

amistad tolerancia rebelión antiestablicimiento la política signos astrológicos

la edad fraternidad hermandad Volkswagen "bug"

· use and review the use of comparaciones and descripciones in the presente, imperfecto and pretérito tenses

Language: Content Compatible
Students will:
· utilize structures to politely express preferences in a variety of phrases with gustar, preferir, opinar, creer and no creer
· employ the present subjunctive in phases expressing emotions and opinions

Learning Strategies / Social and Skills Development:
Students will:
· analyze, compare and hypothesize about cultural phenomena
· work cooperatively in small groups
· share information with classmates in a respectful manner
· work toward a large goal with various components needed for completion

Time Frame:

One 60 minute session

Materials Needed:

· Overhead projector and transparencies - or large sheets of paper on the wall
· CD player
· CDs from the 1960's - (Forrest Gump sound track is good source for music from the 60's for possible songs "Come On People/San Francisco" by Scott McKenzie, Medley: "Aquarius/Let the Sunshine In" by Fifth Dimension)
· Copies of some of the lyrics from the example songs

Description of Assessment (Performance Project):

Students will be asked to identify musical trends in the U.S. by decade. As a class we will brainstorm different types of music by the decade and write them on transparencies or the wall paper. Then we will look closely at popular music for young people from the 1960s. We will listen to several songs and give students a copy of the lyrics.

In groups they should analyze the lyrics for political and social messages and hypothesize about the demographics i.e. Who listened to this type of music and why? (Forrest Gump soundtrack))

After discussing in small groups (students again list on transparency or large paper), each group should share the ideas they came up with and the teacher should facilitate a class discussion of the cultural and political contexts of music. The students will identify content specific vocabulary needed to discuss the topic in Spanish.

Assessment:

The teacher will monitor students during group discussions and may require the vocabulary list to be turned in. This is an informal assessment.

References and Resources:

Forrest Gump soundtrack

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

(none)

Submitted by Linda Uscola

Objectives:

Content:
Students will:
· gain understanding of why people of all cultures form/join groups

Cultural:
Students will:
· begin to understand the history of all targeted cultures and how this history affects the types of groups formed within those cultures
· develop some understanding of interests/priorities of teenagers in Germany and Switzerland and how these relate to a "national identity"
· understand how identity and groups are culturally constructed

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Four 50 minute class sessions

Materials Needed:

·"Swing Kids" video
· Discussion questions for Swing Kids
· Nix und Niemand lyrics
· Handout on process for cross-cultural comparisons
· TV and videocasette player

Description of Assessment (Performance Project):

Introduce the concept of how individual identity relates to and/or stems from group identity and then to national identity by showing the video "Swing Kids." Discuss how the groups you belong to help form who you are and who you are perceived to be.

Assessment:

The teacher should observe the student's participation and interaction with other students and assess informally.

References and Resources:

Swing Kids, Hollywood Pictures, Buena Vista Home Video, Dept. CS, Burbank, California 91521

"Nix und Niemand" lyrics from
http://www.punk.de/texte.html#a14
Used by permission fratz@punk.de
Also can be found at:
http://www.gst.priv.at/wizo/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Discussion questions for Swing Kids video

"Nix & Niemant" lyrics

Handout on process for cross-cultural comparisons

Submitted by Megan Espe-Och, Chris Sedarski

Objectives:

Content:
Students will:
· identify groups that listen to a particular type of music
· identify reasons to explain why different types of music appeal to different types of people
· analyze how social, political, geographic, and demographic factors (i.e.: age, social economic class, gender, education) influence the music that they listen to

Cultural:
Students will:
· analyze self as a product of native culture

Language: Content Obligatory
Students will:
· write to describe preferences
· use the following vocabulary:

Clasificaciones/categorías de música:				Otro vocabulario:
alternativa tecno-pop hip hop rap country baladas canciones de amor	rock (ácido, metal, clásico) clásica jazz blues R&B reggae pop	gangster rap gótico satánica cristiano disco doowop pop latino	lounge new wave progresivo punk rockabilly ska surf rock gospel	música bailable álbum éxitos discos de oro platino multi-platino los años 50, los años 60, etc.	tradicional contemporaneo religioso festivo graduación días festivos

· use verbs such as reciclar, reintroducir, reusar, remezclar and influir in the present tense
· use phrases that contain difficult verbs such as gustar
· express preferences using preferir passive relflexive constructions

Language: Content Compatible
Students will:
· use verbs and phrases such as: escuchar, tocar música, cuando + verb, tipo(a), génera, prefiero ... porque, No me gusta ... porque

· conjugate verbs accurately
· use adjectives that agree in number and gender correctly

Learning Strategies / Social and Skills Development:
Students will:
· practice writing by (KJ - add something here)
· organize content and information
· develop self awareness
· work toward a large goal with various components needed for completion

Time Frame:

One day in class, but may be assigned as homework.

Materials Needed:

Nothing although you may have assigned journal writing in a special journal.

Description of Assessment (Performance Project):

Students will write a journal entry on the role of music within American culture discussing:

· Which artists/what types of music different ages or groups listen to and why.

· How one generation's music influences the music of later generations or how music is "recycled."

· Which types of music are listened to in different contexts i.e.: parties, graduation, clubs, holidays.

· Their personal taste in music and what factors in their lives determine the music that they listen to.

· Types of music which they do not listen to and why not

Assessment:

Analytic rubric for assessing journal entries.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Lesson 02 Journal Rubric

Submitted by Megan Espe-Och, Chris Sedarski

Objectives:

Content:
Students will:
· demonstrate comprehension by answering questions on the article
· participate in a class discussion and offer opinions, express preferences regarding cultural differences regarding music in the U.S. and the target cultures

Cultural:
Students will:
· understand the diversity of Spanish speaking countries through music
· compare and contrast how demographic factors influence musical trends within popular culture

Language: Content Obligatory
Students will:
use grammar related to the following themes:

· Los temas:
el amor
el amor perdido
el amor imposible
el amor prohibido
el amor tabú
el odio
el sexo
la traición
la violencia
la conquista
las relaciones rotas
las drogas
el corazón (roto)
· Los aspectos sociales: la conciencia social, el medio ambiente, "-ismos" (el racismo, el sexismo), la protesta, romper tabúes, los problemas contemporáneos, la religión, las creencias, los estereotipos
· El sonido: el ritmo, pop, latino, caliente, suave
· La población: los raíces, indígena, gitanos, africano, europeo, blancos, criollos, judíos, nativos, grupos religiosos, musulmanes, cristianos
· Globalizar, influir, expresar, examinar, protestar, incluir, cantar, bailar, adoptar, reciclar

Use phrases to describe emotions and music such as "yo me siento..." , "me hace sentir...", "me emociona...", "me gusta que ..."

Language: Content Compatible
Students will:
· use ser and estar correctly in the present,, imperfect and conditional tenses
· use phrases to politely indicate agreement/disagreement, and to share opinions
· use the indicative and the subjunctive to express opinions and emotions

Learning Strategies / Social and Skills Development:
Students will:
· develop reading skills in Spanish
· analyze, compare and hypothesize about cultural phenomena
· work toward a large goal with various components needed for completion

Time Frame:

The reading will be assigned as homework and you'll need one class day for follow-up discussion

Materials Needed:

· adapted text from "Julio Iglesias y Muchos Más" with comprehension questions
· transparency of adapted text · overhead projector

Description of Assessment (Performance Project):

Students will read "La gran variedad de música en español" adapted from "Julio Iglesias y Muchos Más", an article that gives background about different types of music and music trends within the Spanish-speaking world. After discussing the article, students will reflect upon cultural similarities and differences in terms of music's role in popular culture within the U.S. and within the Spanish-speaking world. Students will also be asked to discuss the globalization of music

Assessment:

Students will answer teacher-generated questions in English or Spanish on the article. The teacher will informally assess class participation. The teacher may have students self-assess on their efforts to use the language during the large group discussion.

References and Resources:

La Gran Variedad de Música en Español

Adaptado de:
"Julio Iglesias y Muchos Más". García-Serrano, M., Grant Cash, A., De la Torre, C. (1993). ¡A que sí! Heinle & Heinle Publishers: Boston, MA, p.106-110. http://www.heinle.com

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Lesson 03 Reading - La gran variedad de música en español.
Lesson 03 Questions - Comprehension questions in Spanish or English

Submitted by Megan Espe-Och, Chris Sedarski

Objectives:

Content:
Students will:
· identify an artist from the Spanish speaking world
· draw conclusions about how social, geographic and demographic factors influence his/her music

Cultural:
Students will:
· analyze music to understand the message that the artist hopes to convey
· identify groups that listen to a particular type of music and discuss why different types of music appeal to different types of people
· understand the diversity of Spanish speaking countries through music
· compare and contrast how demographic factors influence musical trends within popular culture

Language: Content Obligatory
Students will:
· use personal information vocabulary, music vocabulary
· will make comparisons using phrases such as tan ... como, como, igual, es parecido, (no) me parece
· use adjectives to describe artists physical appearance, personality, music types and sounds,
· use indirect object pronouns
· use the present, preterite and imperfect tenses

Language: Content Compatible
Students will:
· use nouns such as mercadotecnia, producción, ingeniero de audio, presentación, una gira promocional, aficionados, fama, sonido, ritmos, ventas de discos, sensación, cantante, canción, voz, contrato discográfico, nominaciones para los premios "grammy", estrella, vocalista, sello discográfico, colaboración, grabación, video, biografía, fuerza, determinación, espectáculo, mundo, fracaso, carrera, a duo, solo, cassette, debut, lanzamiento, habilidades, fanáticos, críticos, adoración, versatilidad, influencia, tema, letra, las relaciones, amor, lamentos
· use adjectives such as dotado/a, derrotado, mundial, talentoso/a
· use verbs such as producir, girar, tener éxito, fracasar, cantar, destacarse, conquistar el mercado, crear, reconocer, colaborar, grabar, estrenar, adorar, rimar
· use the present subjunctive to give commands and to express opinions
· use passive voice construction "se"

Learning Strategies / Social and Skills Development:
Students will:
· practice research skills
· develop internet skills / technology use
· delelop skills related to design and marketing strategies
· analyze, compare and hypothesize about cultural phenomena · work in groups
· negotiate roles and responsibilities
· communicate progress and share information
· work toward a large goal with various components needed for completion

Time Frame:

Two to three days

Materials Needed:

Internet access, graphics programs/art supplies, CDs, CD player

Description of Assessment (Performance Project):

Students will form groups of three or four. Students will research an artist or group from the Spanish-speaking world and will develop a plan to market the artist to Hispanics within the USA.

The students will create:
1) a biography of the artist/group including the type of music, intended audience, other artists/types of music that influenced the artist/group, and cultural factors that impacted the artist/group. The students will include personal information about the artist.

2) an album/cd cover that represents what the artist's/group's music is about. The cover must relate to the intended audience and be a visual representation of the artist's /group's music.

3) a review of the artist which identifies a theme or several themes from the music supported with evidence from the lyrics of one or two songs.

Assessment:

Multi-trait Rubric to assess CD cover, biography, and review

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Lesson 04 CD Checklist
Lesson 04 CD Cover Rubrics

Submitted by Linda Uscola

Objectives:

Content:
Students will:
· gain understanding of why people of all cultures form/join groups
· examine types of groups that exist and whether these are universal or culture-linked
· discuss the common characteristics (if such exist) of members of each type of group
· identify the types of groups formed/joined by American teenagers
· predict the types of groups formed/joined by German and Swiss teenagers
· gather information about German and Swiss teenagers

Cultural:
Students will:
· gain some understanding of the history of all targeted cultures and how it affects the types of groups formed within those cultures
· develop some understanding of interests/priorities of teenagers in Germany and Switzerland and how these relate to a "national identity"
· understand how identity and groups are culturally constructed

Language: Content Obligatory
Students will:
· use orally and in writing the following vocabulary related to the theme:

Identität Gruppenzugehörigkeit Organisation Hilfsorganisation Gruppe Klub Jugendklub

Verein Schülerverbindung jugendlich Jugend christlich politisch Politik

sportlich Sport musikalisch Musik Minderheit Kennzeichen Kultur

kulturverbunden zustimmen wichtig typisch was für glauben

denken wenn denn weil dass meiner Meinung nach

· use comparative structures to discuss similarities and differences among teens: mehr/weniger, öfter, seltener, ähnlich, ganz anders, genau so aus, so-wie
· create questions to request information
· use the present tense, subject/verb agreement to express opinions
· use the present perfect tense accurately to discuss results of surveys
· use separable verbs [Note: A separable verb is a verb made up of both a preposition and a verb, like aufstehen (The addition of the "auf" (up) to "stehen" (stand) changes the meaning of the verb to "get up." It's called a separable verb because the preposition part usually goes to the end of the sentence. Much like "Turn the light on," or "Take that jacket off."]

Language: Content Compatible
Students will:
· use coordinating and subordinating conjunctions
· use vocabulary/terminology from historical developments in the target cultures, eg. political and religious groups, etc.
· use provided subjunctive case vocabulary for hypothesizing: wäre, würde, hätte, könnte, möchte
· use nominative, accusative, and dative case articles accurately in written and oral communication

Learning Strategies / Social and Skills Development:
Students will:
· summarize and interpret information
· discuss possibilities and probabilities related to many topics in this unit

Time Frame:

Four 50 minute class sessions

Materials Needed:

· Computers with Internet access
· Email connections (See "References and Resources" for URL's)
· Sample student survey sent to Germany and Switzerland
· Handout for note-gathering on surveys

Description of Assessment (Performance Project):

Day 1
Begin the use of new vocabulary by webbing in German the types of groups students in the class belong to. Widen the topic to discuss what groups would be typical for American teenagers. At this point, depending on the language ability of students involved, discussion may need to continue in English to delve into why people, in general, join groups. What types of people join which groups and what would be typical characteristics of the members of each group? During these discussions the teacher listens to the conversations and expands the vocabulary and relevant phrases on the board for future reference.

Day 2
Students will create and administer a survey to students in their high school to determine what groups they belong to, why they belong to these groups, and how they rate the importance of each group to the development of their identity. This should be handed out to a large portion of the school, determined by the interest and cooperation of other faculty members. See sample survey in "Attachments."

Day 3
Students will compile the results of the local survey and then hypothesize about what types of groups German and Swiss teenagers would belong to. This could be done in German. Then students would analyze why they think these groups would exist in these cultures. This may need to be done in English, depending upon the complexity of the discussion.

Day 4
Students will then create a survey in German and send it to their individual email partners in a German or Swiss school and to classrooms in at least three other German or Swiss areas.

Assessment:

Throughout the activities, the teacher should observe the students' participation and interaction with other students and assess informally. If desired, email surveys could be graded.

References and Resources:

Classroom to Classroom Email Connections:
http://www.iecc.org/ or http://www.teaching.com/iecc

das Transatlantische Klassenzimmer listserv:
majordomo@tak.schule.de
write: subscribe

tak_talk,francais,teenage-life,deutsch
http://maincc.hufs.ac.kr/~mathias/brief.htm

http://www.iearn.org

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Sample student survey sent to Germany/Switzerland

Handout for note-gathering on surveys/interviews

Submitted by Linda Uscola

Objectives:

Content:
Students will:
· begin to understand some of the reasons for the differences/similarities between youth groups found here, in Germany and in Switzerland
· gather information about German and Swiss teenagers through interviews

Cultural:
Students will:
· gain some understanding of the history of all targeted cultures and how it affects the types of groups formed within those cultures
· develop an initial understanding of interests/priorities of teenagers in Germany and Switzerland and explore how these relate to a "national identity"
· understand how identity and groups are culturally constructed in some nations

Language: Content Obligatory
Students will:
· use orally and in writing the following vocabulary related to the theme:

Identität Gruppenzugehörigkeit Organisation Hilfsorganisation Gruppe Klub Jugendklub

Verein Schülerverbindung jugendlich Jugend christlich politisch Politik

sportlich Sport musikalisch Musik Minderheit Kennzeichen Kultur

kulturverbunden zustimmen wichtig typisch was für glauben

denken wenn denn weil dass meiner Meinung nach

· use comparative structures to discuss similarities and differences among teens: mehr/weniger, öfter, seltener, ähnlich, ganz anders, genau so aus, so-wie
· create questions to request information
· use the present tense, subject/verb agreement to express opinions
· use the present perfect tense accurately to discuss results of surveys
· use separable verbs [Note: A separable verb is a verb made up of both a preposition and a verb, like aufstehen (The addition of the "auf" (up) to "stehen" (stand) changes the meaning of the vreb to "get up." It's called a separable verb because the preposition part usually goes to the end of the sentence. Much like "Turn the light on," or "Take that jacket off."]

Language: Content Compatible
Students will:
· use coordinating and subordinating conjunctions
· use vocabulary/terminology from historical developments in the target cultures, eg. political and religious groups, etc.
· use provided subjunctive case vocabulary for hypothesizing: wäre, würde, hätte, könnte, möchte
· accurately use nominative, accusative, and dative case articles

Learning Strategies / Social and Skills Development:

Time Frame:

One 50 minute class session

Materials Needed:

· audiorecorder or videorecorder, if desired
· sample list of interview questions (See "Attachments")
· audio clip of sample interview (See "Attachments")

Description of Assessment (Performance Project):

The three German-speaking foreign exchange students in our school will be interviewed in class. One is from the former East Germany, one from Bremen and one from Ravensburg. (If no German-speaking foreign exchange students attend your school or neighboring schools, I have included an audio clip that could be used instead.)

Assessment:

Observe the student's participation and interaction with other students and assess informally. This interview may be assessed more formally, if desired.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Sample student interview/survey sent to Germany/Switzerland

Handout for note-gathering on surveys/interviews

Audio clip

Submitted by Amy Buttner

Objectives:

Content:
Students will:

• identify characteristics of surrealism in the work of Salvador Dalí
• identify the time period when surrealism developed
• identify why surrealism developed
• identify where surrealism developed
• name who founded the movement
• name two famous surrealists and where they are from
• distinguish a surrealistic work of art from other types of art

Cultural:
Students will:

• begin to develop an understanding of how art is a form of cultural expression
  

Language: Content Obligatory
Students will:

• use the following terms accurately in written and verbal communication:

el surrealismo el movimiento las imágenes la obra

el arte el sueño el artista

el tono la influencia el objeto

• use colors to describe surrealistic works with accurate gender and number agreement
• use the following descriptive words with accurate gender and number agreement:

oscuro claro dinámico distorsionado irracional

irreal extraño bonito mitológico feo

chévere como un sueño antinatural yuxtapuesto deprimente

• use nouns and adjectives from this lesson to practice adjective-noun agreement in gender and number
• understand a reading in Spanish about surrealism and respond to comprehension questions in Spanish

Language: Content Compatible
Students will:

• use the question ?Cuál es tu opinión de la obra? to find out classmates' opinions about the artwork being discussed
• express opinions about surrealistic works using the following expressions in the present tense: (no)me gusta, en mi opinión es bonito, extraño, etc.
• use ¿por qué? to elicit more in depth answers (a reason for the opinion)
• use (no) estoy de acuerdo to indicate agreement and/or disagreement
• use porque + a reason to express why he/she does or does not like something: Me gusta porque es extraño, No me gusta porque es feo.
• use the verb hay to state what there is/are in the student's final art project presentation

Learning Strategies / Social and Skills Development:
Students will:

• acknowledge and use context cues as a strategy for comprehension when reading new or unfamiliar texts
• work individually and in small groups to discuss their ideas and reach conclusions

Time Frame:

One 50 minute class session

Materials Needed:

• Group Work questions (see Attachments #1)
• KWL sheet (see Attachments #2)
• Reading on Surrealism (see Attachments #3)
• projector for slide show (either slides or computer)
• slide show of Dali's works (either slides or computer)

Description of Assessment (Performance Project):

A variety of tasks are provided below. They are designed in such a manner that they can be used in succession during the course of a couple of days or they can be used alone so that a teacher could do an activity a day to spread out the lesson.

---------- Task ONE: Discover Vocabulary -----------

Pre-Task:
Students will be initially introduced to surrealism by looking at some of the works of Dalí using a video projector and the site listed below that showcases many of Dalí's works. (Making a slide show of specific works the teacher wants to show is an alternative to using the Internet.) The slide show could also be used in task one. I chose to create a slide show for efficiency and ease of use. I chose to include some of his works which were not examples of surrealism to show how Dalí evolved in his creation of art.

Task:
The teacher presents a variety of works and then return to a few individually to discuss the colors the students see utilized. The teacher makes comments about the qualities the works have that make them surrealistic. The teacher focuses on target vocabulary words the students will later be expected to use. (i.e. imágenes distorcionadas, irreales, irracionales, extraño, calidades mitológicas etc.).

After comparing Dalí's earlier works to those that represent surrealism, students should make a list of important characteristics of surrealism (found in the vocab list above) which could be written on the blackboard or large sheet of paper.

Post-Task:
As the teacher shows each work again, he/she will ask the students to express their opinions as well by saying "me gusta" or "no me gusta".

---------- Task TWO: Discuss works of Dalí----------

Pre-Task:
Students will be divided into groups of two to three. They will be given a sheet of paper with a series of questions (See "Attachment #1") about each of the three works of Dali that they will be focusing on for their group discussion. Students should be provided with a list of vocabulary to aid them in their discussion and the recording of their conclusions.

Task:
The teacher will use a projector to present the works of Dalí using the Internet or a previously created slide show. He/she will leave each work projected on the screen for about five minutes to allow the students to record the information for each of the questions and discuss their opinions. Students will be asked to have the discussion in Spanish. The teacher should model one example for the students first.

Post-Task:
After students have concluded the activity the teacher will discuss the results of the group and record their findings on a chart so the students can see the conclusions. In order to involve the students more, the teacher could ask students from each group to come to the board to record their group's opinions as they formed them. This would allow students to see what other groups were concluding as well while they continued through the process. The sheet used by the students to record their conclusions should be kept for future use in Task Five (the first 3 columns are used here, the last 3 columns for Task Six).

---------- Task THREE: Reading about Surrealism -----------

Students will be reading about surrealism during this task (See "Attachment #3"). This task can be completed as a homework assignment or as a during class activity.

Pre-Task:
Before reading, the following content reading strategies are suggested. First the students and teacher should create a K-W-L (Know-Want-Learn) chart to activate student's prior knowledge of the topic (See "Attachment #2"). The teacher will ask the students to fill in the "K" column which corresponds to what the students already know. Students should be encouraged to write what comes to mind when they think of surrealism.

After students finish the brainstorming, the teacher will ask the students to share their responses to create a group chart. At this point the teacher will reintroduce vocabulary utilized in Task One and introduce other vocabulary that will be relevant to the reading the students will subsequently read. You will find this specific vocabulary included with "Attachment #3." The teacher should take some time to introduce the new vocabulary and make sure that the students understand the meanings in English as well as Spanish.

After discussing the vocabulary students will fill in the "W" column of the K-W-L chart which corresponds to what they want to know about surrealism. Ask students to create at least three thoughtful questions about what they would like to know or investigate.

Task:
Upon completion of these tasks, the students will move on to the reading. It is up to the teacher's discretion how they would like to do this. For some classes students may work better with a partner, while others may work better individually. I would suggest that students first read the reading alone silently. Ask the students to underline the words that they do not know that impede their comprehension of the reading. Encourage them to focus on the meaning of the sentence as a whole by using the context of the text. It is not necessary to understand each word individually to comprehend the main idea of the sentence.

After the students complete one reading, allow them to ask you questions about the vocabulary they underlined. Have students write the meaning of the word down as the class defines it, especially based on the context.

Now have the students read through the reading a second time, preferably with a partner so that they can use their combined knowledge the create the meaning of things they may not be clear about. First ask the pair to read the comprehension questions so they have an idea of what things they are reading to find out about more specifically. Ask the partners to complete the comprehension questions at the end of the reading as they read or when they are finished reading.

Post-Task:
When pairs have finished, the teacher should read the reading out loud while students follow along so they can listen to correct pronunciation and discuss the meaning of the reading and answer the comprehension questions. At the end of the reading or at the end of the lesson, have students finish the KWL chart by filling in the "L" column which indicates what they have learned.

Assessment:

Students will be assessed in this lesson based upon their performance in the activities reflected in Attachments 1-3.

References and Resources:

Surrealism
http://www.encarta.msn.com/find/concise.asp?ti=00b6000
A great thorough explanation of surrealism

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment #1 - Group Work Questions
Attachment #2 - KWL sheet
Attachment #3 - Reading on Surrealism

Submitted by Kay Edberg

Objectives:

Content:
Students will...
· identify Spanish-speaking countries of the world
· identify locations of tropical rainforests in the Americas
· identify other physical features in these countries
· identify major geographical features of Latin America

Cultural:
Students will...
· identify the cultural group(s) native to the country

Language: Content Obligatory
Students will...
· use verbs in the present tense (3rd person)
· use estar, vivir and hay
· answer simple questions (either/or, ¿Dónde está?, yes/no)
· use vocabulary related to location
· use (por el) norte, sur, oeste, este, aquí, allí
· use appropriate geographical terms
· use montañas, ríos, volcanes, océano, lago, selva tropical, etc.
· use vivir in 3rd person plural of preterite

Language: Content Compatible
¬∑ use appropriate question words like ¿Dónde?, ¿Quiénes?, etc.
· use proper word order to construct simple yes/no questions

Learning Strategies / Social and Skills Development:

Time Frame:

approximately seven one-hour class periods

Materials Needed:

(these are included in the Attachements section below)
· map of Central America
· map of South America
· map of Spain
· map of rain forest regions: http://www.snowcrest.net/geography/slides/biomes/index.html
· rubric for evaluation of oral reports
· oral presentation recording sheet

Description of Assessment (Performance Project):

Los Países: Procedure

1. Provide students with copies of the maps. Using transparencies of the maps, write in the names of the Spanish-speaking countries. Students should write in the names of the countries along with the teacher and repeat the correct pronunciation of each after the teacher.

2. Write the following on an overhead or transparency: El Caribe, Norteamérica, Sudamérica, Centroamérica, Europa. Ask the following types of questions to elicit responses from the students and check comprehension: ¿Dónde está Perú? ¿Estaá en Sudamérica? ¿Está México en Sudamérica? ¿Cuáles son los países del Caribe?

3. Some additional activities and games to practice countries include:
A la Pizarra Place two sets of maps on opposite sides of the board. Divide the class into two teams. Select the first two students (one from each team) to go to the board and fill in any of the countries' names. When they finish, they should quickly run back to the next team members' desk, touching it to allow them to run up to the board and fill in any other country. Play continues until one of the teams has successfully labeled all of the Spanish-speaking countries. Special rules: if a student cannot think of a country while at the board, s/he must touch the board and the desk of the next student on his/her team for play to continue. If a country is incorrectly labeled, the team member who is at the board may correct it and add his/her country. Only one correction is allowed per turn.

Somos los Paises is another activity that can be used. In this activity, students are assigned a country location and must lock arms with the students who border their countries. The activity begins with each student announcing where s/he is. It might be helpful to teach students the question ¿Donde estas? and the response Estoy en ____. For this activity, Caribbean countries border each other. Spain may or may not be included. If it is, the student will stand alone.

4. La Selva Tropical - Show the colored maps via the computer. Ask the students ¿Dónde está la selva? to elicit the response Está en ___. Have them draw in the rain forest on their maps. Then draw in and/or label the following geographical features: el Río Amazonas, el Mar Caribe, el Océano Pacífico, el Océano Atlántico, los Andes. After these are labeled, ask students questions like ¿Dónde está el Río Amazonas? to practice the countries and the geographical features. When this activity is over, pair students and have them practice by asking each other questions like ¿Dónde están los Andes?, ¿Están en Sudamerica?, ¿Están en Bolivia?, etc.

5. Assess with a blank map quiz in which students fill in the above-mentioned items.

6. Begin teaching additional geographical vocabulary: (por el) norte, sur, este, oeste, montañas, ríos, volcanes, océanos, lagos, selva tropical, and any other vocabulary the teacher deems relevant. Use the illustrations provided or draw your own. Show each, having students repeat the correct pronunciation after each. Give each of the illustrations to different students throughout the class and have students point to the correct illustrations as vocabulary is repeated and practiced. Have students draw each item in their notebooks and practice in pairs.

7. Each student should then choose a Spanish speaking country that has rainforest regions. S/he will draw a map of the country including major geographical features. Students should also practice using the word hay to describe the features that exist in the country. The teacher should model this by using a map of the United States and describing its physical features. Students should practice in pairs by asking about major geographical features that might be in their partner's country.

8. The students then will orally describe the country by identifying significant geographical features and the location. The teacher may also choose to ask some questions to clarify student information. A sample oral description might look like the following:

Mi país es los Estados Unidos. Está en Norteamerica. Tiene cinco lagos por el norte, y el Río Mississippi por el centro, el Rio Colorado por el suroeste. Hay montañas en el este y oeste. Hay selva tropical en la Florida. Hay volcanes en Hawaii. Hay océanos por el oeste y este. El Océano pacífico está en el oeste y el Océano Atlántico está en el este.

9. Assess their maps and oral descriptions with the included rubric. During the oral presentations, the rest of the class should complete the listening activity sheet, filling in information about the countries their classmates have researched.

Assessment:

1. Students will fill in Spanish-speaking country names and geographical features of Latin America on a set of blank maps.

2. Students will research a Spanish-speaking country and create a map of that country that includes the following: regions of tropical rain forest, rivers, mountains and other geographical features. They then will present an oral report describing the country and its cultural features.

References and Resources:

Maps of the Americas can be found on the internet as part of The Perry-Castañeda Library Map Collection:
http://www.lib.utexas.edu/Libs/PCL/Map_collection/americas.html

Rainforest locations:
http://www.snowcrest.net/geography/slides/biomes/index.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Map - Central America
Map - South America
Map - España
Lesson 1 Rubric
Oral Presentation Recording Sheet

Submitted by Written by Pam Wesely. Updated by Laurent Cammarata and Diane J. Tedick, with additional updates by Pam Wesely.

Objectives:

Content:
Students will:

• Demonstrate understanding of the concept of stereotype

Cultural:
Students will:

• Identify, organize, and analyze their own stereotypes about France, French-speakers, and French-speaking countries
• Begin to develop an understanding of the relationship between products, perspectives, and practices of the French

Language: Content Obligatory
Students will:

• Understand and use vocabulary for commonly stereotypical French things (vin, béret, etc.)
• Use present tense (3^rd person singular and plural) to write French stereotypes with regular and reflexive verbs like être, avoir, se comporter, travailler, manger, etc.
• Understand and use vocabulary used to organize and categorize stereotypes: positif, négatif, neutre, produits, perspectives, pratiques

Language: Content Compatible
Students will:

• Use comparative phrases (e.g., the same idea as, different from, etc.) to compare and contrast the stereotypes identified by class members with expressions such as à la difference de, la même idée que, penser la même chose que, alors que/tandis que, etc.
• Practice structures for expressing agreement/disagreement - Je suis d'accord (I agree) and Je ne suis pas d'accord (I disagree)

Learning Strategies / Social and Skills Development:
Students will:

• Cooperate and brainstorm collectively
• Activate prior knowledge
• Classify and categorize information

Time Frame:

Days 1-2.  At least two class sessions of 40 minutes, plus one evening assignment of 20 minutes.

Materials Needed:

• Pencils, paper (coloring materials optional)
• Checklist for self-assessment on technology use (see Attachments below)
• Guide d'analyse des stéréotypes handout (See "Attachments" below)

Description of Assessment (Performance Project):

** Day 1 **

Preview
Prior to beginning the unit, the teacher should have students complete a checklist to self-assess their knowledge of technology applications (see Attachments below). This lesson begins with a blank piece of paper and a pencil in the hand of each student. The teacher will instruct the students to close their eyes and imagine a typical French person in their heads. To help guide students in the exploration of their stereotypes of the French, the teachers can ask the following questions:

• Maintenant essayez d’imaginer ce que les Français ont l’habitude de porter. (now try to imagine what typical French people usually wear)
• Quels vêtements portent-t-ils? (what clothes do they wear?)
• Portent-t-ils quelque chose sur la tête? (do they wear something on their head?)
• Est-ce qu’ils ont des signes physiques particuliers (un visage particulier ou autre...)? (Does this typical French person have any distinctive facial features?
• Est-ce qu'ils ont des expressions de visage particulières? (What is their facial expression? Are they happy or sad?)
• Les Français vous semblent-ils, en général, heureux ou malheureux?

Once the teacher has covered the physical appearance, he/she can turn to surroundings. Where is this "typical French person"? What possessions do they have with them? What are they doing? And more along those lines. The more vivid the picture that the students have of this typical French person, the better, but the teacher should not push the closed-eyes exercise to the point that the students are squirming or distracted.

See "Attachments" below for a document entitled “Brainstorming” for an example of what this brainstorming process produced in one class session

Focused Learning
After the image is formed, the teacher should instruct the students to write down everything they have imagined about this typical French person. If the students finish early, they can draw a picture of the person as well.

The students should then reveal their drawings and writing and see how many people got similar descriptions. Any shared items of description should be put on the board, with the teacher translating into French as needed. The students should then be introduced to the concept of the word "stereotype" and the fact that it often refers to commonly-held perceptions of a people or a culture. If the students are interested in discussing the correctness or truth of these stereotypes, the teacher should allow some discussion but then continue with the rest of the lesson.

Next, on another section of the board, the teacher will ask the students more specific impressions of the French. Some possible prompts include the following:

• Où travaillent-ils?(Where do they work?)
• Où vivent-ils? (Where do they live?)
• Quels sont leurs passe-temps favoris? (What are some hobbies?)
• Que transportent-ils avec eux quand ils se déplacent? (What do they carry when they travel?)
• Que boivent-ils? (What do they drink?)
• Que mangent-ils? (What do they eat?)
• De quoi parlent-ils? (What do they talk about?)
• Quels animaux de compagnie ont-ils l'habitude d'avoir? (What are their pets?)
• Quels sports pratiquent-ils? (What sports do they like?)
• Quelles attitudes ont-ils et quelles sortes d'émotions expriment-ils? (What emotions do they show?)
• Quelles sont leurs obsessions? (What are their obsessions?)

This is a good stopping point for one class period. The teacher should collect their original descriptions of the typical French from the beginning of the lesson to be returned during Lesson 3. Before the next class, the teacher should organize the results of this brainstorming into a succinct and carefully-worded list of stereotypes, without altering too much the students' original work.

** Day 2 **

Expansion
The final task in this lesson is to organize these stereotypes into the Guide d'analyse des stéréotypes sheet (see "Attachments" below). This sheet is divided into 3X3 categories: Products, Practices, and Perspectives, and Positive, Negative, and Neutral. Each of these areas should be explained carefully to the students. They should then, with the teacher circulating, try to fit each of the stereotypes listed the previous day into the chart. For example, the stereotype of the French smoking all the time would be "Negative" and "Practice." A thing like France as associated with good food would be "Positive" and "Product."

This handout should be started in class and finished for homework. The teacher should collect, grade, and keep this sheet to hand back during Lesson 3: America views France.

Assessment:

Students will be assessed on different aspects of their participation and focus, as well as their successful completion of the Guide d'analyse des stéréotypes. Comprehension and language use will be assessed informally during the course of the lesson.

References and Resources:

• Counihan, G. (1998). Nationalities and their stereotypes. The Internet TESL Journal, 4(9). Retrieved from http://iteslj.org/Lessons/Counihan-Stereotypes.html
• The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author. Retrieved from http://www.actfl.org/publications/all/world-readiness-standards-learning-languages

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Brainstorming - example of what a brainstorming process produced in one class session
Checklist for self-assessment on technology use
Guide d'analyse des stéréotypes - chart for organizing our stereotypes

Submitted by Amy Buttner

Objectives:

Content:
Students will:

• practice the "exquisite corpse" technique used by surrealists
• discuss who influenced Salvador Dalí's works

Cultural:

Language: Content Obligatory
Students will:

• comprehend and respond to the following commands: dibuja, dobla, usa, no mires, pasa
• show comprehension of the following terms by illustrating the meanings:

la cabeza las piernas los ojos

la nariz la boca el torso

los brazos las orejas la mano

el cuello una persona un animal el cuerpo

• show oral comprehension of the following terms: papel, lápices de colores

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will:

• use reading strategies such as underlining words they do not understand
• students will use context clues to help the create meaning
• students will read a reading three times to increase comprehension
• work individually and in small groups to discuss their ideas and reach conclusions, as well as to create an artistic expression

Time Frame:

One 50 minute class period

Materials Needed:

• Blank paper
• Colored pencils, crayons or markers
• Reading on Dalí - see Attachment #4)

Description of Assessment (Performance Project):

Context:
Task three has special objectives which will require previous practice of the following vocabulary if this task is to be done completed in Spanish. Commands can be previously practiced using a TPR (Total Physical Response) approach. Vocabulary can be practiced in a variety of ways, two of which being by playing Simon says and singing "Head, shoulders, knees and toes" in Spanish.

---------- Task FOUR: Exquisite Corpse -----------

Pre-Task:
The teacher will direct an activity designed to practice one of the techniques used by surrealists. This technique is called the "exquisite corpse." Each student will be given a blank, unlined piece of paper and placed in a group of four. Colored pencils should also be passed out. Students should first situate the paper so that the longest width runs vertically (the way they usually situate the paper to write on it). From there, the students need to fold the paper over to create four sections (click image at right to see a diagram). The paper should be folded such that only the section closest to the top of the paper is visible and the other sections are directly underneath.

Task:
Step1 - Students will then be directed to draw the head of something. Other group members are not allowed to look at what others in the group are drawing. Let students know that they have one to two minutes to create the drawing. When completed, the paper should be folded over so the next new section is exposed and the first section is not visible. Each student is to pass their paper to another group member.

Step 2 - This time students are asked to draw the shoulder/neck region. When they are finished, they fold that section back and pass to the next person again.

Step 3 - The third section should have the middle area of the body drawn in it. Fold and pass.

Step 4 - The last section will have the legs and feet.

When finished the students should open up their paper completely and take a look at the result, as well as the others in the group.

Post-Task:
When the activity is finished the teacher can explain to the students that they have just participated in one of the techniques used by some surrealists. More details about this technique as well as some examples can be found at the site listed at the end of this lesson under "techniques of surrealism." Oral or written descriptions of what they have created will give students another chance to use the body vocabulary, if desired.

---------- Task FIVE: Reading on Dalí ----------

As a homework or in class activity, students will be asked to read about Salvador Dalí. This reading is also included (See "Attachment #4"). The teacher should refer back to Task Two and follow directions similar to those for the completion of this reading. A vocabulary list of important terms is also provided previous to the reading. This would also be a good time for the teacher to share any additional information he/she would like to about Dalí to create a more complete picture than what the reading can. For more information, the teacher can reference the list of sites about Dalí provided in the References.

Assessment:

Students will be informally assessed by their completion of the "exquisite corpse." Assessment questions are also included with the reading in attachment #4.

References and Resources:

Techniques of Surrealism

http://www.surrealism.org/exquisite-corpse-image.htm
This gives a written explanation of this technique and two examples done by four collaborating artists.

Salvador Dalí

http://webcoast.com/Dali/51.htm
Provides over 50 examples of Dali's work throughout his life with descriptions of the works.

http://www.dali-gallery.com/
Salvador Dali art gallery; a good source for visual aids

http://www.surrealism.org/Dali/Salvador
Information on Salvador Dali and his works.

Examples of digital surrealism by various artists:

http://www.donnaleedunne.com
A comprehensive list of many digital surrealism sources

http://www.basilsart.com/
This site has interesting, large pictures.

http://home.vicnet.net.au/~vakras/new_vakras_digital.html
http://www.digital-surrealism.com/
http://www.originalartworks.com/digitalart.html
http://www.views.ch/views.asp
http://www.absol.co.nz/brumfield.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Fold diagram

Attachment #4 - Reading on Dalí

Submitted by Linda Uscola

Objectives:

Content:
Students will:
· gain understanding of why people of all cultures form/join groups
· examine types of groups that exist and whether these are universal or culture-linked
· identify the common characteristics (if such exist) of members of each type of group

Cultural:
Students will:
· gain some understanding of the history of all targeted cultures and how it affects the types of groups formed within those cultures
· develop some understanding of interests/priorities of teenagers in Germany and Switzerland and how these relate to a "national identity"
· understand how identity and groups are culturally constructed

Language: Content Obligatory
Students will:
· use orally and in writing the following vocabulary related to the theme:

Identität Gruppenzugehörigkeit Organisation Hilfsorganisation Gruppe Klub Jugendklub

Verein Schülerverbindung jugendlich Jugend christlich politisch Politik

sportlich Sport musikalisch Musik Minderheit Kennzeichen Kultur

kulturverbunden zustimmen wichtig typisch was für glauben

denken wenn denn weil dass meiner Meinung nach

· use comparative structures to discuss similarities and differences among teens: mehr/weniger, öfter, seltener, ähnlich, ganz anders, genau so aus, so-wie
· create questions to request information
· use the present tense, subject/verb agreement to express opinions
· use the present perfect tense accurately to discuss results of surveys
· use separable verbs (See Lesson 2 for an explanation.)

Language: Content Compatible
Students will:
· use coordinating and subordinating conjunctions
· use vocabulary/terminology from historical developments in the target cultures, eg. political and religious groups, etc.
· use provided subjunctive case vocabulary for hypothesizing: wäre, würde, hätte, könnte, möchte
· use nominative, accusative, and dative case articles

Learning Strategies / Social and Skills Development:
Students will:
· summarize and interpret information.
· discuss possibilities and probabilities

Time Frame:

Three 50 minute class sessions

Materials Needed:

Completed compilation forms (Note-taking forms used in Lessons 2 and 3)
Diagram showing the comparison/contrast of groups found in the 3 targeted cultures (see "Attachments")
Student Guide for talk show discussion (see "Attachments")

Description of Assessment (Performance Project):

1. Once e-mail surveys have been received from Europe, students will compile the data and then discuss in German the results via the talk-show host approach. (See "Attachments" section.) (two class sessions)

2. Using the comparison/contrast diagram, they will compare their hypotheses with their survey results. (one partial class session)

3. Students will then discuss (as much as possible in German) why there would be differences (if there are found to be differences) in the types of groups and the reasons for joining them in Germany, Switzerland, and the U. S. The concept of universality vs. culture-linked groups would be emphasized. (one class session) Final notes from the author:
For Novice Low learners: Discussions and collages could be done in English. Fewer activities could be incorporated. Instead of using the video "Swing Kids," something like "The Goonies" or even a Disney video, such as "The Lion King" could be used to emphasize thimportance of group identity in our development of self-identity.

For advanced levels: All discussions and the entire collage could be done in German. Students could find members of each general type of group in the Internet (See "References and Resources" for website URL's.) and interview them. (The lesson as written deals only with individuals who we know and have established prior contact with. Dealing with individuals unknown to the group and contacted through the internet brings certain risks that only older students could be expected to deal with.) This could then be followed with a sharing of information about all general types of groups.

Assessment:

A multitrait rubric for the talk show discussion is included in the attachments. Students observing each discussion could also peer-assess.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Diagram showing the comparison/contrast of groups found in the 3 targeted cultures

Student guide for talk show discussion

Rubric for talk show group discussion

Submitted by Amy Buttner

Objectives:

Content:
Students will:

• identify the characteristics of surrealism in digital works of surrealism

Cultural:

Language: Content Obligatory
Students will:

• accurately use the same vocabulary from lesson 1
• use the following terms accurately in written and verbal communication:

el surrealismo el movimiento las imágenes la obra

el arte el sueño el artista

el tono la influencia el objeto

• use colors to describe surrealistic works with accurate gender and number agreement
• use the following descriptive words with accurate gender and number agreement:

oscuro claro dinámico distorsionado irracional

irreal extraño bonito mitológico feo

chévere como un sueño antinatural yuxtapuesto deprimente

• use nouns and adjectives from this lesson to practice adjective-noun agreement in gender and number

Language: Content Compatible
Students will:

• use the question ?Cuál es tu opinión de la obra? to find out classmates' opinions about the artwork being discussed
• express opinions about surrealistic works using the following expressions in the present tense: (no)me gusta, en mi opinión es bonito, extraño, etc.
• use ¿por qué? to elicit more in depth answers (a reason for the opinion)
• use (no) estoy de acuerdo to indicate agreement and/or disagreement
• use porque + a reason to express why he/she does or does not like something: Me gusta porque es extraño, No me gusta porque es feo.
• use the verb hay to state what there is/are in the student's final art project presentation

Learning Strategies / Social and Skills Development:
Students will:

• work individually and in small groups to discuss their ideas and reach conclusions, as well as to create an artistic expression
  

Time Frame:

One 50 minute class session

Materials Needed:

• Slide presentation with examples of digital surrealism
• Projector
• Group Work Questions (Attachment #1 from Lesson 1)
• Dalí sllide presentation
• Music for Task Seven
• Blank paper
• Colored pencils, crayons or markers
  

Description of Assessment (Performance Project):

---------- Task SIX: Digital Surrealism -----------

Pre-Task:
The teacher will present examples of digital surrealism by using the Internet and the projector or by creating another slide presentation (see the sites provided at the end of lesson for examples of digital surrealism). He/she will talk about the qualities of one of the works to refresh the students' minds about the vocabulary.

Task:
The students will then be asked to use the last three columns of the chart they used in Task One (Attachment #1) to individually record their conclusions about the digital works. When finished they should discuss their findings with those of their partner.

Post-Task:
A short class discussion should follow in which a variety of students will be asked to share their findings with the whole class. The teacher may record the results on a chart for all students to see and compare to their own. The chart may be collected by the teacher for a grade if an additional assessment is desired.

---------- Task SEVEN: -----------

Pre-Task:
This is a pair activity. Students will be presented with examples of Dalí's works, as well as the works of some digital surrealists. It is also suggested that this activity be done as each work by Dalí and the digital surrealists are presented. The teacher will first ask students opinion questions about a couple of the works. Sample scenarios would include:

Teacher: ¿Qué opinas de la obra? Student: No me gusta. Teacher: ¿Por qué? Student: En mi opinión es fea y extraña.

Teacher: Me gusta la obra. Es dinánmica. Student:: No estoy de acuerdo. Teacher: ¿Por qué? Student: No me gusta porque es extraña.

Task:
This basic model then would be followed by the pairs as they discussed the examples provided by the teacher on the projector.

Post-Task:
The teacher could do an informal survey to find out how many students liked/disliked each example, with sampled reasons from the class.

---------- Task EIGHT: -----------

Pre-Task:
This activity is designed to practice another technique used by some surrealists. The style is called automatismo. The teacher will pass out blank, unlined paper to students and colored pencils.

Task:
Students will be asked to close their eyes and concentrate on the music that the teacher chooses to play aloud to the group. Students should let their mind picture images that the music creates. The students should not talk. The lights in the classroom can be dimmed. After about five minutes, the teacher should stop the music.

Without talking, the students should draw the images that they last had in their mind. Allow an adequate amount of time for them to finish or at least get a good start on their drawings. When finished, students can share their drawings with their partner if they feel comfortable doing that.

Post-Task:
Illustrate to the students that this is one of the main techniques used by the surrealists. Also explain how this technique connects to the idea of the unconscious mind and how the surrealists tried to capture their thoughts on canvas and then use them as a tool for analysis of their thoughts later. The teacher should also discuss the term automatismo with the students so they understand why that particular term is used to describe the technique.

Assessment:

Students will be assessed by the completeness of their answers in the activity ("Attachment #1") in Task Five. The teacher can also assess the student's production using the technique of automatismo based on his/her own standards.

References and Resources:

Examples of digital surrealism by various artists:

http://www.donnaleedunne.com
A comprehensive list of many digital surrealism sources

http://www.basilsart.com/
This site has interesting, large pictures.

http://home.vicnet.net.au/~vakras/new_vakras_digital.html
http://www.digital-surrealism.com/
http://www.originalartworks.com/digitalart.html
http://www.views.ch/views.asp
http://www.absol.co.nz/brumfield.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment #1 - Group Work Questions

Submitted by Kay Edberg

Objectives:

Content:
Students will...
· identify animals found in tropical rain forests
· classify rain forest animals as mammals, reptiles, amphibians, insects, or birds
· describe three animals found in the rainforest by identifying habitat, lifestyle, diet, locomotion and physical characteristics

Cultural:
Students will...
· provide examples of the cultural importance of one of the animals they have chosen (ex. animal products, religious significance)

Language: Content Obligatory
Students will...
· use third person present tense of the following verbs: tener, vivir, comer, poner, etc.
· use animal characteristics to differentiate between class or species: piel, pelo, sangre, corazón, huevos, plumas, reptil, mamífero, etc.
· demonstrate adjective agreement in describing animals

Language: Content Compatible
Students will...
· use "de" constructions to describe animal lifestyles and habitats: de día, de noche, del aire, del río, de los arboles, de la tierra
· create questions about the animals that are discussed
· use vocabulary related to animal products in the culture: productos, carne, hueso, piel, veneno, plumas, usos ceremonials

Learning Strategies / Social and Skills Development:

Time Frame:

approximately seven sixty-minute class sessions

Materials Needed:

(most of these can be found in the "Attachments" below)
· PowerPoint presentation
· List of rainforest animals and websites
· Cut-out animal pictures, pictures of body parts
· Rubric for assessment
· Listening activity recording sheet (for use during presentations)

Description of Assessment (Performance Project):

Day 1

1. Prepare to introduce animal types. Establish a background vocabulary of animal body parts and related words such as:

pulmones, sangre (fría/caliente), esqueleto, corazón, piel, pelo, plumas, alas, escamas, metamorfosis, huevos. You may want to make posters of each body part to teach and practice with. Students will also need to conjugate the verbs tener, comer, vivir, and poner in the third person.

2. Show the PowerPoint presentation on animal types (or have students go through it on their own). This which will help students differentiate among the followng types of animals:

mamíferos, reptiles, anfibios, insectos, aves The PowerPoint presentation will also introduce students to several animal parts and additional terms which will help them determine which type of animal they are seeing. These include: poner huevos, alas, corazón, sangre fría, escamas , plumas, piel, pelo, en la tierra, en el agua, vivir, comer Students should be allowed to take notes and should be instructed to view each animal link they see.

3. Write the name of each animal on a large card and have students practice pronunciation. You may also cut out animal pictures from a magazine or print off pictures from the internet and put them on cards for a matching activity with animals and their animal names by handing names to half of the class and pictures to the other. Students should find their partner and then identify the type of animal they have (mamífero, reptil, anfibio, etc.). The activity can be repeated several times until students are comfortable with animal names and have practiced classifying them.

Day 2

4. Review animal part vocabulary from day one. Using the animal characteristics in the powerpoint presentation and any additional characteristics the teacher would like to add, create a list of characteristics on a transarency or chalkboard and ask students to which groups animals with these characteristics may belong. Example: ponen huevos; students should be able to say los reptiles, los anfibios, los insectos, las aves

5. Have students practice in pairs orally with the list of characteristics and then make practice quizzes for their partners to review with the next day. They can also include some animals for classification in their quiz as practice.

Day 3

6. Students should pair up and take practice tests. The rest of the hour can be spent in the computer lab. Provide students with the list of rainforest links and animals that is provided with this lesson. Have them visit some of the websites and view some of the animals. Students will then select three animals of those they have viewed, making sure they belong to different animal groups. They will research these animals using the sites listed and any additional sites they find. They will need to gather the following information on each: Habitat, Características Físicas, Dieta, Reproducción, Manera de Vivir, Importancia Cultural (optional depending on available information).

Day 4

7. Continue research.

Day 5

8. Using the information they have gathered, students create a poster to attractively display what they have learned, including a picture of each animal.

Day 6

9. Students finish their posters and practice answering the following questions that will be posed to them by the teacher the next day:

¿Cómo se llama el animal?
¿Cuáles son algunas características físicas?/¿Cómo es?
¿Dónde vive?
¿Qué come?
¿Cuántos niños tiene a la vez?/¿Pone huevos?
¿Vive en grupos o es solitario?
¿Está en peligro de extincción?
¿Cuál es su importancia cultural? (if information is available)

Day 7

10. Students present posters. During the presentations, observing students should fill in information on the enclosed listening sheet.

Assessment:

1. Students create a poster for the classroom that displays pictures or drawings of 3 different animals that live in the rain forest. Vital stats should be included for each animal such as type, habitat, size, food, etc. Students will then answer 5 questions about each of the animals and one additional question "Describe la importancia cultural de uno de los animals". (Answering the additional question will rely on availability of information.)

2. Students will also be listening to the oral presentations their classmates give and will be classifying and writing notes on each of the animals they hear about.

References and Resources:

Web references are listed at the end of the PowerPoint presentation and on a separate webpage entitled "Los Animales de la Selva: Recursos del Web" (see "Attachments")

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Animal poster rubric
Oral Recording Sheet
List of animals
List of web site resources (as a webpage)
PowerPoint on animals - web version - download PowerPoint version

Submitted by Written by Pam Wesely. Updated by Laurent Cammarata and Diane J. Tedick, with additional updates by Pam Wesely.

Objectives:

Content:
Students will:

• define and demonstrate understanding of the difference between cultural myth, generalization, and cultural reality through examining foreign stereotypes of Americans

Cultural:
Students will:

• recognize and identify the distinctive viewpoints of other cultures

Language: Content Obligatory
Students will:

• understand and use vocabulary to organize and categorize stereotypes: positif, négatif, neutre, produits, perspectives, pratiques
• use the present and past tenses to discuss American stereotypes as presented in the text
• use the present tense (1st person singular) to express opinions with verbs like croire, penser, etc.
• use parce que and form complex sentences (with 2 or more clauses) to provide reasons to back up opinions
• understand and use words related to describing stereotypes like les mythes culturels, les généralisations, les vérités culturelles

Language: Content Compatible
Students will:

• use prepositional phrases such as “according to the text,” “in paragraph 3 on page X of the text,” etc. to refer back to the text during discussion using phrases/expressions such as d’aprés le texte, dans le premier/second/ troisième/etc. paragraphe de la page…, “cette idée est exprimée dans le texte à la page…, cette idée est formulée dans le premier/deuxième/etc. Paragraphe,  ce concept est développé dans la première/deuxième/etc. partie du texte, cet argument a été développé précédemment, “comme le texte le souligne, page…, ainsi que nous pouvons le lire, page..., pour de plus amples détails, se reporter page..., etc.
• practice structures for expressing agreement/disagreement - Je suis d'accord and Je ne suis pas d'accord.

Learning Strategies / Social and Skills Development:
Students will:

• further develop and demonstrate their abilities to see cultures from different perspectives
• develop an ability to read negative material about Americans without taking offense and while still maintaining a healthy distance
• cooperate and approach problems collaboratively
• develop ways to approach and address critical opinions with which they may not agree

Time Frame:

One or two class periods of 40 minutes each.

Materials Needed:

• Internet access and sufficient computers for all students
• excerpts from Xenophobe's guide to the Americans (2008) (or similar text)
• Guide d'analyse des stéréotypes handout (see "Attachments" below)

Description of Assessment (Performance Project):

Notes to teachers
Mature students, regardless of French proficiency, can have many different capabilities and challenges than the younger students for whom this unit is written.

Some issues are addressed below:
In Lesson 2, more mature students might be able to start this lesson with a generating idea similar to that used about the French in Lesson 1 "Stereotype simulation." I do not recommend this for younger students because they are probably not aware of these stereotypes of Americans and would find this activity frustrating.

Preview
This lesson will begin with a collective reading of excerpts from the book Xenophobe's Guide to the Americans (2008). An English work, this book is one of a series that claims on the cover to take "an irreverent look at the beliefs and foibles of nations, almost guaranteed to cure Xenophobia." Nonetheless, the book does reflect some common stereotypes about Americans, without being overly negative or disparaging. In beginning this lesson with a group reading, the teacher will be able to steer students in the direction of constructive commentary. The sections on "Attitudes and Values," "Eating and Drinking," and "Leisure and Pleasure" would all elicit appropriate reactions. Of course, if this book is unavailable, other similar documents may be used. The first link of the TrackStar on French Stereotypes listed below can be a suitable replacement.

To create a constructive commentary, the teacher will ask students to read excerpts silently and without reaction. They will mark on the excerpts with oui! items which they largely agree with, and non! with things that they do not see as true about Americans. Silence is very important to this exercise (and in a class of young students, physical separation might be necessary to maintain this), so that students do not share their impressions and/or their violent disagreement and thus impact each others' readings. If appropriate, this can instead be given as homework on the night previous to the next task.

Focused Learning
After students are done reading, the class should collectively discuss their impressions of the text and the stereotypes described within, such that each student can express themselves and share their thoughts in French. Students will need to express agreement/disagreement and give reasons for their opinions related to what was read. This initial guided discussion should adjourn to the computer lab, where the students should log on to TrackStar Lesson #28811 on French Stereotypes. The teacher should instruct the students to log on to: http://trackstar.4teachers.org/trackstar/index.jsp where they should type in track id 28811.

The first link is a set of instructions given to foreign students planning to study in the United States. This is also a very unbiased and fair document, and it is included to reinforce (or replace!) the Xenophobe comments. After students have looked around that site, they should (on a cue from the teacher) move on to the second link in the TrackStar lesson. This link is much more controversial, and students may have more of a reaction to it. At this point, the teacher should hand out another Guide d'analyse des stéréotypes to the students and encourage them to fill it out from the stereotypes of Americans that they see at this second link. Once they have finished that, they should continue with the third link, which is another set of stereotypes of Americans (and French and Australians), which they can also add to their chart. By the end of the class time, they should try to have every box on the chart filled with at least one stereotype. Even though they will be reading and watching material in English, they are to use French to fill in the accompanying handout.

Expansion
The final task in this lesson is a discussion of stereotypes and their relationship with truth. Once all students are back in the classroom and away from other sources, they should look at the American Guide d'analyse des stéréotypes which they just filled out. They should then attempt to categorize each stereotype into one of three categories, based on their interpretation of its relationship with the truth: cultural myth (it is not true at all, or it is no longer true), a generalization (it is true maybe for some members of the culture but not for all), and cultural realities (it is pretty much true for all members of the culture). The students should underline or highlight the stereotypes in three different colors to reference the three categories. Again, discussion should be around expressions of agreement/disagreement with categorizations, and students need to refer back to the text during discussion and provide reasons to support their opinions. At the end of this lesson, this sheet should be collected, graded, and kept by the teacher.

Assessment:

Students will be assessed on the thoughtfulness of their responses, as well as the accuracy of the organization of the stereotypes. Comprehension and language use will be assessed informally during the course of the lesson.

References and Resources:

• For the TrackStar lesson on French stereotypes:
  http://trackstar.4teachers.org/
  search for track id 28811
• Faul, S. (2008). Xenophobe's guide to the Americans. London, England: Oval Books. More information available here: http://www.xenophobes.com

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Guide d'analyse des stéréotypes - chart for organizing stereotypes

Submitted by Pam Harens, Kate Aydin

Objectives:

Content:
Students will:
· begin to understand the terms "perspectives," "practices," and "products" by examining examples from Minnesota culture

Cultural:
Students will:
· learn about products, practices and perspectives of Minnesota

Language: Content Obligatory
Students will:
· express reasons for choices and provide explanations
· use appropriate vocabulary to categorize their ideas, such as es una actividad, es una idea, es una cosa,etc.

Language: Content Compatible
Students will:
· use the present tense accurately and construct simple sentences (SVO)

Learning Strategies / Social and Skills Development:
Students will:
· categorize specific examples of Minnesota practices, products and perspectives
· support individual and group decisions
· use technology to hypothesize and acquire knowledge

Time Frame:

Two 50 minute sessions

Materials Needed:

Computers with Internet access
You may want to "bookmark" the 3 webpages listed in "References and Resources." Please note that for particular websites, Internet Explorer needs to be the specific browser for the webpage to function.

Description of Assessment (Performance Project):

Day 1:

1. Speaking in Spanish, the teacher introduces the unit by asking the students to imagine that they are at a party and they meet someone from a Spanish-speaking country who just recently arrived in Minnesota, doesn't know very much about Minnesota, but is curious to learn more. To assist the students the teacher asks, "What is Minnesota like?" "What do Minnesotans like to do?" "What are Minnesotans like?" "What do Minnesotans think is important?" The students share their ideas (in English if necessary) and the teacher writes them on the board, translating English terms into Spanish (the first step to creating an ongoing vocabulary bank and list for this unit). The teacher then helps students categorize their ideas with phrases such as, es una actividad, es una cosa, es una persona, es una idea, es una figura de la historia/literatura, es un lugar,etc. Students record this information in their journals/notebooks or get copies of the categories as they will need this vocabulary to be able to successfully complete the following computer-guided activities.

2. The students then go to the computers and gather in small groups around the machines. Using the Internet, open a web page that shows them an image of the state of Minnesota surrounded by a number of "buttons" with words/images representing different cultural aspects.
URL: http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/MNmapDrop_ie.html Please note that for this particular webpage, Internet Explorer is needed for this website to function
Students are to select and move the buttons that they think represent Minnesota to the map of Minnesota by clicking on the squares and dragging them to the map of Minnesota. (All of the words/images will represent Minnesota). Web pages with additional information about the images are linked to the buttons so students can get more information about each thing/idea. Students should print the page when they are finished choosing.

3. Students then go to the second webpage (http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/groupby3.html) on which they see a list of various Minnesota words/images on the left side of the screen, with three columns labeled grupo 1, grupo 2, and grupo 3 to the right of the list. Students are to think about how these items are similar and different and then categorize them into three groups by "checking" the box of the group in which they feel the item belongs. To the right of the columns, there are three text boxes in which students are to write in Spanish their reasons for grouping the items as they did. After students have finished this task and printed their responses, they discuss in small groups their "groupings." The teacher then leads a large group discussion of the small group findings, writing their ideas on the board.

Day 2

1. Students return to the computers in the same small groups and go to the third webpage (http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/ppp.html) on which they see the same list of items on the left but now the three columns to the right have the headings "products" (lo que creamos), "perspectives" (lo que creemos), and "practices" (lo que hacemos) written in Spanish. Students must now group the items according to these categories. The students get feedback about their selections from a column to the far right of the screen. In this column, there is a list of boxes. If the student selection is correct, they see a smiling face in the box. If their selection is incorrect, nothing appears in the box and they are to try again. Once they have completed the activity, students print the page with its results.

2. In small groups, students attempt to define what are "products" (lo que creamos), "perspectives" (lo que creemos), and "practices" (lo que hacemos) using what they learned from doing the computer exercise. Students then share their ideas as a large group with appropriate definitions.

Assessment:

References and Resources:

Webpages used:
Please note that for webpage #1, you need to use Internet Explorer as the browser.

1 - "which are Minnesota culture representations?"
http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/MNmapDrop_ie.html

2 - "Put in 3 groups"
http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/groupby3.html

3 - "Products, Perspectives, Practices"
http://www.carla.umn.edu/cobaltt/lessonplans/attachments/91/ppp.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Webpages created for this lesson are listed above in "References and Resources"

Submitted by Pam Harens, Kate Aydin

Objectives:

Content:
Students will:
· Define the term "culture"
· Understand terminology of perspectives, practices and products within a culture, in general, and within their families, in particular
· Identify and explain factors such as geography, climate and immigrant groups that influence culture

Cultural:
Students will:
· Identify and explain factors (immigration, climate, geography) that influence cultural practices, particularly with respect to Minnesota
· Compare and contrast each others' family culture(s)

Language: Content Obligatory
Students will:
· Use country name vocabulary appropriately
· Use vocabulary for family products, practices and perspectives
· Identify oneself and one's family to others
· Express preferences

Language: Content Compatible
Students will:
· Use the present tense accurately
· Construct simple sentences (SVO - subject, verb, object)

Learning Strategies / Social and Skills Development:
Students will:
· Maintain an ongoing vocabulary list of useful or necessary Spanish words or phrases
· Compare and contrast family cultures
· Compare and contrast classroom diversity to world diversity
· Work cooperatively in small groups to create a group diagram/poster of their families' products, practices and perspectives
· Understand and appreciate the cultural similarities and differences of their classmates
· Participate in the creation of a class diversity tree

Time Frame:

Three 50 minute sessions

Materials Needed:

1. Worksheet: "Qué es cultura?" (Attachment 1)
2. Poster: Cultural Triangle and definition of culture (Attachment 2)
3. Worksheet: "La Cultura de mi familia" (Attachment 3)
4. Worksheet: "El árbol de la diversidad" (Attachment 4)
5. Poster: "El árol de la diversidad mundial" (Attachment 5)
6. "Atlas Mundial" in Spanish (not included; see "References and Resources" for Carlex phone number and website.)

Description of Assessment (Performance Project):

Day 3
1. Students receive a worksheet (Attachment 1) called "What is culture?" After reading the information on the sheet, students are to write a brief definition of culture.

2. Students share their definitions of culture with the class. The teacher posts students' definitions on butcher block paper. He/she then presents the the National Standards' definition in Spanish of culture and the "Triángulo de Cultura" (Attachment 2) which can be enlarged into a poster (p. 47, National Standards).

3. Homework - Students are to complete the worksheet "La cultura de mi familia,"(Attachment 3) for which they are to name specific products, practices and perspectives from their families and to consider the origins of these. To do this, students are encouraged to discuss this worksheet with their parents and other family members.

Day 4
1. The teacher divides the class into small groups. The task of the group is to represent in some way on paper the similarities and differences among their group members' family products, practices and perspectives. The teacher may wish to help the group brainstorm a list of vocabulary that describes what a family does, creates and believes before they do this activity. Students are to discuss and represent in some way where they believe these products, practices and perspectives come from.

2. Small groups share their diagrams with the class.

Day 5
1. Small groups finish presenting their diagrams to the class. These posters will be saved to be used later in lesson five.

2. The teacher begins a large group discussion about the origins of products, perspectives and practices by having the class examine their group diagrams/posters. Students look for the products, practices and perspectives that are influenced by geography, climate and immigrant heritage.

3. To further emphasize how the students' immigrant heritage(s) has influenced their family culture and also to visually represent the immigrant origins of the class, the class will make an "árbol de la diversidad." The teacher has created on the wall in the classroom a large, leafless tree. Students are to prepare a leaf to be hung on this tree by using a pattern (Attachment 4) with instructions given to them by their teacher. Leaves are color-coded by continent. Students write their name and their nationality on the leaf. If possible, they are to write the countries of origin and nationalities of their ancestors in Spanish and draw the flags of their countries of origin. A world map in Spanish is required for this assignment. (See "References and Resources" for Carlex phone number and website.)

4. Homework -
1) Students complete their leaves.
2) As a pre-activity for day 5, students are to brainstorm a list of the countries from which immigrants have come to Minnesota. Students will use a map of the world in Spanish.

5. After hanging their leaves on the "árbol de la diversidad," the teacher hangs the poster "árbol de la diversidad mundial" (Attachment 5) alongside the "árbol de la clase" and leads a discussion comparing the two trees.

Assessment:

References and Resources:

Atlas Mundial. (1998). American Map Corporation. (For copies of altas, contact Carlex: French and Spanish Teaching Aids, 1-800-526-3768 or http://www.carlexonline.com).

National Standards
- free download of the Executive Summary from ACTFL: http://www.actfl.org/public/articles/execsumm.pdf

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 1: Worksheet: "¿Qué es cultura?"
Attachment 2: Poster: Cultural Triangle and definition of culture
Attachment 3: Worksheet: "La Cultura de mi familia"
Attachment 4: Worksheet: "El árbol de la diversidad"
Attachment 5: Poster: "El árbol de la diversidad mundial"

Submitted by Liz Perona

Objectives:

Content:
Students will:
· identify and define the following political ideologies/forms of government: democracy, socialism, communism, fascism, nationalism, regionalism, anarchy, Republic, Monarchy, dictatorship as well as the terms: political left and political right
· develop a general understanding of the perspectives of the groups that played a major part in the conflict that ended in the Spanish Civil War

Cultural:
Students will:
· compare and contrast cultures based on their current and/or past ideologies and forms of governments

Language: Content Obligatory
Students will:
· use the following vocabulary with increasing accuracy:

La Guerra Civil La Segunda Guerra Mundial La República, el republicano El nacionalista El anarquista El comunismo El fascismo El Falange

anticlerical el Ejército la Guardia Civil la Monarquía estallar luchar bombardear vencer

derrotar los sindicatos los soldados el levantamiento las elecciones la derecha la izquierda abdicar

la ley analfabeto la pobreza los derechos la libertad redistribuir las reformas el poder

· use the present, past and future tenses to describe historical events
· use names of countries and nationalities in Spanish in order to discuss the past and/or present governments of various countries of the world

Language: Content Compatible
Students will:
· use the subjunctive mode to discuss "wishing, wanting, hoping that someone would do something"
· demonstrate accurate subject and verb agreement
· demonstrate accurate number/gender agreement
· use accurate word order and embedded clauses when appropriate

Learning Strategies / Social and Skills Development:
Students will:
· use knowledge of cognates to understand, and later use, some new vocabulary
· use context clues to guess meanings of new words
· compare and contrast cultures based on their current and/or past ideologies and forms of government
· work cooperatively in small groups to complete assigned tasks

Time Frame:

Two 50 minute sessions

Materials Needed:

· access to a computer with Internet and projection capabilities for the instructor
· "Tormenta de ideas" brainstorming worksheet (See "Attachments")
· "Tormenta de ideas" Teacher notes/ideas page (See "Attachments")
· Slips of paper with ideologies/forms of government listed
· World map in Spanish

Description of Assessment (Performance Project):

Introduction to unit:
In order to build student curiosity and enthusiasm for this unit, project the Introducción and Tarea pages of the Spanish Civil War Webquest on a screen in the classroom. Highlight the importance of the Civil War on modern Spanish society - it is a topic that continues to be a source of conversation, debate and conflict throughout Spain today. Everyone has an opinion or a story to tell.

Day 1

Pre-task 1:
The teacher conducts a whole class brainstorming session (in Spanish) requesting information students know about Guerra Civil (Civil War). This should be a general information gathering/vocabulary building session in which the students can offer words or phrases that come to mind. It might be helpful to ask them to describe the U.S. Civil War in more detail in order to extend the discussion and present more vocabulary as well. Students should take notes on this discussion in order to make the vocabulary available for future use or should be provided with a list after discussion.

Possible questions to enrich the discussion:

· ¿Cuáles son algunas causas de guerra? ¿Guerra Civil? ¿Cuáles son algunos de las semejanzas/diferencias entre las dos? (What are possible causes of war? Civil War? What similarities/differences do they have?)

· ¿Cuáles son algunas de las semejanzas y las diferencias de los efectos de una guerra entre paises y una guerra civil? (What are some of the similarities and differences between the effects of a war between countries and a civil war?)

· ¿Hay paises que están de guerra civil ahora? ¿Qué está pasando allí? (Are there countries that are in civil war now? What is happening there?)

Pre-task 2:
One important cause of most wars is the political ideologies that different groups have. In order to fully understand the Spanish Civil War many forms of government/ideologies must be identified and understood. Hand out the "Tormenta de ideas" worksheet to students. In groups of 2-3, have students discuss all that they know about the different political forms of government/ideologies listed. Also, students should include examples of countries that now or in the past have had these forms of government and people who are known for their involvement in these areas. (Make sure that students have access to a world map in Spanish in order to promote the use of the target language throughout the entire discussion.)

Later, discuss as a class or if it is obvious that students do NOT have this knowledge base, have them research the topics as homework (one group/topic or research all). See teacher notes for ideas/answers for the worksheet. NOTE: Due to a constantly changing world of a vast number of countries, the teacher notes are far from complete but are at least a starting point.

Day 2

Pre-task 3:
1) Finish with "Tormenta de ideas" activity and establish definitions for each topic - either provided by the teacher or negotiated with student input.
2) "Guess who" activity.
In same groups as day one, provide students with slips of paper with one of the political ideologies/forms of government listed. Students will act out/demonstrate in the form of a skit or describe their topic. In either case, the use of language is emphasized, encouraging students to elaborately describe without directly giving the topic away. Groups will perform for class and classmates will guess which topic is being illustrated or described.

Assessment:

Throughout this lesson, the teacher can be informally assessing students for comprehension and language use through their interactions in small groups and participation in class discussions. (Formal assessment will be done in Lesson 2 and at the end of the unit.)

References and Resources:

García-Pelayo y Gross, R. (1983). Diccionario Larousse del Español Moderno. New York, NY: Signet by arrangement with Librairie Larousse.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Tormenta de ideas worksheet

Teacher notes

Submitted by Liz Perona

Objectives:

Content:
Students will:
· identify and define the following political ideologies/forms of government: democracy, socialism, communism, fascism, nationalism, regionalism, anarchy, Republic, Monarchy, dictatorship as well as the terms: political left and political right
· develop a general understanding of the perspectives of the groups that played a major part in the conflict that ended in the Spanish Civil War
· identify the "problems" of regionalism in Spain
· identify possible causes of the Spanish Civil War
· identify international involvement in the Spanish Civil War
· identify and describe the consequences of the Spanish Civil War on the political, economic and social elements of modern day Spanish society

Cultural:
Students will:
· develop an understanding of the many ways that the Spanish Civil War has influenced Spain and its people

Language: Content Obligatory
Students will:
· use the following vocabulary accurately:

La Guerra Civil La Segunda Guerra Mundial La República, el republicano El nacionalista El anarquista El comunismo El fascismo El Falange

anticlerical el Ejército la Guardia Civil la Monarquía estallar luchar bombardear vencer

derrotar los sindicatos los soldados el levantamiento las elecciones la derecha la izquierda abdicar

la ley analfabeto la pobreza los derechos la libertad redistribuir las reformas el poder

· use the present, past and future tenses to describe historical events

Language: Content Compatible
Students will:
· use the subjunctive mode to discuss "wishing, wanting and hoping that someone would do something"
· demonstrate accurate subject and verb agreement
· demonstrate accurate number/gender agreement
· use accurate word order and embedded clauses when appropriate

Learning Strategies / Social and Skills Development:
Students will:
· use authentic materials on a Webquest to research for his/her group presentation
· take an active role as lead historian, graphic designer, technology specialist or head of production of the presentation in cooperative group work
· use knowledge of cognates to increase reading comprehension
· use context clues to increase reading comprehension
· work cooperatively in small groups to complete assigned tasks

Time Frame:

Nine to ten 50 minute class sessions

Materials Needed:

· access to computers with Internet for all students or at least one computer for every two students
· URL of the WebQuest for students - bookmarked ahead of time would be good (see "References")
· videotaping equipment (for group project use)
· Multi-trait rubric for group presentations (See "Attachments")

Description of Assessment (Performance Project):

Days 3-8

Tasks come from the "Guerra Civil Española" WebQuest (see "References")

The Guerra Civil Española Webquest is divided into 6 parts.
Part One: Introducción - a short anticipatory set

Part Two: La Tarea - an explanation of the project. The students will take on the roles of investigative reporters/time travelers of specific topics. They will be provided with many web resources about the Spanish Civil War in general as well as their group topic. After investigating these resources, students will create a creative and informative presentation for the class. In order to work effectively and efficiently on the final product, each student will have a particular job (lead historian, graphic designer, technology specialist or producer of presentation). The presentation should be at least 10 minutes long, use some form of technology (PowerPoint, video, etc.) and other visual aids, and should include some way to help or evaluate their classmates' learning of the material (a short quiz, a game, a worksheet to help with note-taking, etc.).

Part Three: El Proceso
Students need to be divided into 5 groups and assigned a topic. Groups should be formed with consideration given to students' skill levels in Spanish as well as skill and comfort level using technology. Groups should be evenly distributed.
The topics include:

· Los Nacionalistas
· Los Republicanos
· Los regionalistas
· La ayuda internacional
· Las consecuencias de la Guerra Civil Española

In these groups, the students will (with the use of the WebQuest):

· do a pre-reading matching activity, reviewing the definitions of political ideologies/forms of government
· read a glossed summary of the events leading up to the Spanish Civil War (SCW)
· do a during reading activity in which they fill in a timeline of the events leading up to the SCW and distinguish between right-wing and left-wing activities
· do a post-reading activity in which students answer true and false questions, with explanations given for the false statements

These first activities were created for students to develop a general understanding of the SCW. It is imperative that students do these activities before moving on to their specific project! Use of the hand-out "Durante el WebQuest" is suggested to keep students on task. They will probably still have many questions of which will hopefully be answered as they continue with their group work in the WebQuest.

· Within the WebQuest, each group has a linked page in which there are ideas for topics to investigate within their subject, questions to consider and links to various resources in both Spanish and English. Within these groups, students will each take a particular job as well as a topic to investigate.

Explanation of the roles students take on:

a) Historiador principal (lead historian) - in charge of organizing the research done by the group, verifies accuracy of information and ensures that it is presented in a clear, organized and factual manner.

b) Deseñador gráfico (graphic designer) - in charge of acquiring or creating resources like graphics, photos, costumes, posters, etc. Also, organizes resources from others in the group and works as assistant to the technology specialist in production of presentation.

c) Especialista de la tecnología (technology specialist) - in charge of the creation/organization of the technology portion of the presentation. Asks for input from the rest of the group, works closely with graphic designer in coordinating visuals and works with producer in the coordination of the presentation.

d) Productor de presentación (producer of presentation) - in charge of coordinating all aspects of the presentation, sets time-frame, deadlines and helps to ensure that they will be met. Also, coordinates the creation of the study guide, quiz, game, etc. that will be used to evaluate/help their classmates' learning.

HINT: Encourage students to investigate the resources provided in the WebQuest before branching out into their own searches (time-saver).

Part Four: Evaluación - here students may see the multitrait rubric that will be used to evaluate their presentation. Make sure that the students see, and have a copy of, this rubric even before they start their investigations and planning their presentations.

Part Five: Conclusión - here students will see a summary of what they have learned and some questions that will be used in a final activity.

Part Six: Créditos y referencias - credits and references.

Days 9-10

Presentations - during presentations, the rest of the class will:
* take notes in order to be successful in activities yet to come
* complete task provided by each presenting group (game, quiz, etc.)
* ask clarifying questions

Assessment:

Students can be required to keep track of the number of correct responses in the computer guided activities and new vocabulary that they encounter (see handout "Durante el WebQuest"). Group interaction and participation should be monitored by teacher while the students are doing the WebQuest. A multi-trait rubric can be used to assess group presentations (See "Attachments"). Assessment of class comprehension of each topic will happen in unit assessment.

References and Resources:

"Guerra Civil" WebQuest https://carla.umn.edu/cobaltt/lessonplans/attachments/95/webquest/webquest.html

Bradley, K. (1994). Brigadas Internacionales en España, 1936-1939: Ejércitos y batallas. Spain: Osprey Military series, Ediciones del Prado. pp 3-4. Adapted with permission from publisher.

García-Pelayo y Gross, R. (1983). Diccionario Larousse del Español Moderno. New York, NY: Signet by arrangement with Librairie Larousse.

Tedick, D. J. (Ed.) (1997). Minnesota Articulation Project's Proficiency-Oriented Language Instruction and Assessment: A Curriculum Handbook for Teachers. Minneapolis, MN: Center for Advanced Research on Language Acquisition.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Rubric for group presentations
"Durante el WebQuest" handout

Submitted by Written by Pam Wesely. Updated by Laurent Cammarata and Diane J. Tedick, with additional updates by Pam Wesely.

Objectives:

Content:
Students will:

• recognize some potentially harmful effects of accepting stereotypes

Cultural:
Students will:

• demonstrate understanding of ways in which our society creates and maintains its stereotypes by examining American cultural products that stereotype France and the French

Language: Content Obligatory
Students will:

• review vocabulary used to organize and categorize stereotypes: positif, négatif, neutre, produits, perspectives, pratiques
• learn or review vocabulary used to write notes on presentations about stereotypes: origine, description, classification, commentaire.
• use vocabulary terms for commonly stereotypical French things (vin, béret, etc.use the passé composé (1^st person singular) to report on identification of stereotypes of French in American media with verbs like voir, trouver, decouvrir, lire, etc.

Language: Content Compatible
Students will:

• use short phrases to take notes during peers’ presentations (see presentations handout)
• use parce que (because) and form complex sentences (with 2 or more clauses and the present tense) to explain the relationship between their personal stereotypes and the portrayal of French in the media

Learning Strategies / Social and Skills Development:
Students will:

• develop their critical thinking skills
• develop skills in conducting independent research and preparing presentations
• cooperate and approach problems with flexibility.

Time Frame:

One or two class sessions of 40 minutes each, preceded by one student assignment which may take several days to complete.

Materials Needed:

• Internet access and sufficient computers for all students
• Television and videocassette player
• Présentations handout (See "Attachments" below)
• the French Guide d'analyse des stéréotypes of each student from Lesson 1
• each students' description of the "typical French student" from Lesson 1

Description of Assessment (Performance Project):

Note to teachers:
In Lesson 3, the teacher can require the students to find more than one example of a stereotype of the French. The teacher can then refrain from doing any presenting and make the exchange and discussion more student-centered and student-run.

Preview:
The pre-task for this lesson is a student assignment. First, the teacher should hand back their Guide d'analyse des stéréotypes for the French. The students should be sent out to find examples of stereotypes of the French in the American media, particularly ones that reflect those items from their Guide d'analyse des stéréotypes. They should be prompted with mentions of Disney movies, television commercials or shows where French is spoken or the French people are portrayed, and so forth. They should be given several days to complete this assignment, in which time other classroom work can be completed. I do not recommend, however, that this assignment be given before this whole unit is begun, because it would be detrimental to the integrity of the brainstorming in the first lesson.

Focused Learning:
In the first class day, the students should informally present the images that they found of the French in American media, using the passé compose. During and after their presentations, the class should fill out the Présentations worksheet, which will assure their attention and their analysis. In order to do this sheet, they will need to keep their Guide d'analyse des stéréotypes nearby. After the students have finished, the teacher should round out the examples with images:

• The Little Mermaid - scene with the French chef Les Poissons
• The Mask - scene when Jim Carrey's character morphs into a Frenchman
• The Mouse Hunt - scene when Nathan Lane's character imitates a French chef
• National Lampoon's European Vacation
• A Wild and Crazy Guy Steve Martin record - "You Naive Americans"
• Weird Al Yankovic song “Genius in France”
• Looney Tunes - video of "Pepe le Peu"
• Xenophobe's Guide to the French (2008) - parallel sections to those looked at in Americ

...and any other American representations of the French. After these presentations and examples, the teacher should pass back the students' original image of the "typical French person." Each student should mark on the Présentation handout how many of the American images are mirrored on their original "typical" sheet.

Expansion:
As a post-task activity, the students and teacher should discuss reasons why the parallels between their personal stereotypes and the portrayal of French in the media exist. The teacher should collect three things at the end of the lesson: the "typical French" brainstorming from Lesson 1, the Guide d'analyse des stéréotypes of the French, and the Présentation sheet for grading.

Assessment:

Students will be assessed on their completion of the assignment to find a stereotype, their participation, and their categorization of their fellow students' presented stereotypes. Comprehension and language use will be assessed informally during the course of the lesson.

References and Resources:

• For the TrackStar Lesson on French stereotypes:
  http://trackstar.4teachers.org/ 
  search for track id 28811
• Yapp, N. & Syrett, M. (2008). Xenophobe's guide to the French. London, England: Oval Books.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Présentations - chart for students to write notes on each others' presentations

Submitted by Written by Pam Wesely. Updated by Laurent Cammarata and Diane J. Tedick, with additional updates by Pam Wesely.

Objectives:

Content:
Students will:

• demonstrate understanding of the fact that stereotypes may or may not reflect truth
• begin to develop an awareness of how stereotypes can distort individuals’ perceptions of reality

Cultural:
Students will:

• investigate and demonstrate understanding of the truths or inaccuracies of stereotypes of the French by examining French cultural products, practices, and perspectives which may or may not reflect stereotypes

Language: Content Obligatory
Students will:

• use vocabulary terms for commonly stereotypical French things (vin, béret, etc.)
• review vocabulary used to organize and categorize stereotypes: positif, négatif, neutre, produits, perspectives, pratiques
• learn and use words related to describing stereotypes like les mythes culturels, les généralisations, les vérités culturelles
• use the present and past tenses to discuss French stereotypes as presented in the videoclips

Language: Content Compatible
Students will:

• practice the structure of expressing agreement - Je suis d'accord/Je ne suis pas d'accord etc. 
• use comparative structures to report rankings of "Frenchness" they perceive in video news clips with expressions like celui/celle qui parait être le/la plus Français(e)… (the one who seems to be the most/least French),  le plus/moins Français d’entre eux semble être... (the most/least French among them seems to be), etc.
• use prepositional phrases such as “according to the text,” “in paragraph 3 on page X of the text,” etc. to refer back to the text in order to fill out the handout La vérité et les stéréotypes,  using phrases/expressions such as d’aprés le texte, dans le premier/second/troisième/etc. paragraphe de la page X, cette idée est exprimée dans le texte à la page X, etc.

Learning Strategies / Social and Skills Development:
Students will:

• develop their critical thinking skills. 
• develop listening skills through viewing, listening to, and interpreting French news video excerpts
• develop reading skills through reading a newsgroup written half in English and half in French
• cooperate and approach problems collectively

Time Frame:

Three or four 40 minute class sessions

Materials Needed:

• Internet access and sufficient computers for all students
• The French Guide d'analyse des stéréotypes of each student from Lesson 1
• Les articles et les stéréotypes handout (see "Attachments" below)
• La vérité et les stéréotypes handout (see "Attachments" below)
• Paper and pencils

Description of Assessment (Performance Project):

Notes to teachers

In Lesson 4, more mature students can seek out English sources that address French stereotypes themselves. Articles in English about French news can be found through the search engines at any English-language publication sites, particularly those of local papers and U.S. News and World Report, http://www.usnews.com
International New York Times, http://international.nytimes.com
BBC, http://www.bbc.com

Advanced students can read French newspaper articles. The teacher (or the students!) might be able to find appropriate articles at websites for:
Paris Match, http://www.parismatch.com
Libération, http://www.liberation.com
Le Monde http://www.lemonde.fr
L'Express, http://www.lexpress.fr/info
or other French publication sites.

Preview
The pre-task for this lesson takes place on the computer, again starting with the TrackStar lesson (see "References and Resources").  The fourth link on the site is to a series of short video clips at TF1, a popular news site in France. These video clips are updated daily and are made available shortly after the actual TV broadcast.  However, generally speaking, news broadcasts are only available for a relatively limited period of time and are replaced by newer ones on a regular basis.  Therefore, the teacher should be aware that the news clips will be different every time that the activity is completed.

The students should select five videos on the website to watch, on topics that look different from one another. Once they have watched them, they should reflect on how "French" the different videos seem to them. On a piece of paper, they should rank the videos that they watch in terms of how much they fit with what you think of stereotypical French culture (1=very stereotypically French, etc.) This exercise will introduce to the students the idea that some stereotypes are indeed visible and important in France, although other activities exist as well.

As a possible variation and in case of technological difficulties, students could be asked to explore TF1 webcams and rank them (http://www-compat.tf1.fr/livecam/). Students could also be asked to explore French web sites and try to identify those that seem to be typical and/or atypical of France.

Focused Learning
The students should pick three stereotypes on the list of links that they wish to investigate, preferably something that they have already examined on their Guide d’analyse des stéréotypes. Based on their proficiency and the teacher’s preference, they can read articles in English or in French.

As they read each article, the students will be asked to complete the handout Les articles et les stéréotypes (see “References and Resources”) which will help them get a deeper understanding of the complexity of stereotypes and the many perspectives that are involved in stereotyping people. This handout asks them not only to identify the facts that they see about the stereotype, but also the source of these facts and their opinion about the stereotype (whether it is a "cultural myth," "generalization," or "cultural reality”) as a result.  This work will also serve as an example of a good analysis of stereotypes, and they can take this with them into the final project of this unit.  Since this activity could go on for a while, the teacher should give a time limit (like one class period) and collect the Les articles et les stereotypes handout at the end of the class.

Expansion
After the individual task of filling out the Les articles and les stéréotypes handout, each student should get the La vérité et les stéréotypes (see “References and Resources”) handout. The class should have a large group discussion in French about all of the stereotypes that they have been able to investigate, and they should take notes together to compile all of the research that has been done.

Assessment:

Students will be evaluated on their attentiveness to detail and success in completing the video ranking, the Les articles et les stéréotypes handout, and the La vérité et les stéréotypes handout. Comprehension and language use will be assessed informally during the course of the lesson.

References and Resources:

For the Trackstar Lesson on French stereotypes:
http://trackstar.4teachers.org/
and search for track id 28811

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

La vérité et les stéréotypes - chart for evaluating the truth of stereotypes
Les articles et les stéréotypes - worksheet to help with examining websites and online articles

Submitted by Gloria Ruff

Objectives:

Content:
Students will:
· demonstrate understanding of the history of the microscope's development

Cultural:

Language: Content Obligatory
Students will:
· accurately use new vocabulary related to the lesson: microscopio, inventar, microscopía, utilizar, fabricar, aumentar, microscopio electrónico
· practice using the present and preterite tenses correctly
· construct complete sentences to answer questions

Language: Content Compatible
Students will:
· answer questions using descriptive adjectives
· demonstrate agreement between articles and nouns

Learning Strategies / Social and Skills Development:
Students will:
· scan text for relevant information
· develop word processing and Internet site navigation skills simultaneously

Time Frame:

One 60 minute session

Materials Needed:

· handout with questions (see Attachments)
· access to Section 1 on the Microscopes webpage
· a word processing application

Description of Assessment (Performance Project):

After locating the webpage, students will also open up a word processing program for use in answering questions. Students will scan the page to find the relevant information and read to find the necessary details. Once the students are ready to record their answers, students will click back and forth between the webpage and the word processing program to find and record their answers. Students may use the handouts to keep track of the questions and to take notes during their reading. Once the students are done recording their answers, students may either print their work or email it to their teacher as an attachment. For younger students, the teacher may put a template of the questions in a share folder for more efficient use of the word processing and Internet navigation time.

Assessment:

The teacher will read the student's answers and evaluate the following: comprehension of text, correct conjugation of verbs, and proper sentence structure.

The following guidelines will be used for each:

+ = few mistakes throughout
= occasional mistakes throughout
- = consistent mistakes throughout

References and Resources:

Section 1 on the Microscopes webpage

http://personales.mundivia.es/mggalve.micro2.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

History Questions

Submitted by Gloria Ruff

Objectives:

Content:
Students will:
· identify the parts of the microscope and their functions

Cultural:

Language: Content Obligatory
Students will:
· accurately use the following vocabulary accurately to refer to the parts of a microscope: el tubo, el brazo, los oculares, el objetivo superior, el objetivo mediano, el objetivo inferior, la platina, la fuente de iluminación, el pie, el condensador, los tornillos, la función
· correctly use ser in the present tense

Language: Content Compatible
Students will:
· demonstrate gender and number agreement between articles and nouns

Learning Strategies / Social and Skills Development:

Time Frame:

Two 30 minute sessions

Materials Needed:

· Microscope ID handout (see Attachments)
· access to Section 2 on the Microscopes webpage
· A microscope for each pair of students

Description of Assessment (Performance Project):

Day 1
The students will use the ID handout and the website to gather and record information about the different components of the microscope. On the website, students click on each component to read specific information about its function. On the handout, students should record the name of each component, as well as its function(s).

Day 2
The students will work with a partner to name the parts of the microscope and their functions. Students will use their completed handout from the previous session, and a real microscope.

The students will take turns. First student A will ask student B to name the different parts of the microscope by asking, "¿Cuál es el nombre de este componente?" and point to a specific component on the microscope. After student B names it correctly, student A will draw a star by the part's name on student B's original handout. If the answer is incorrect a check will be drawn.

After naming the components the students will name their functions. Student A will ask student B, "¿Cuál es la función de la/el/los ________________?" Again, after student B answers correctly, student A will draw a star by the function on student B's handout by the description of that specific part's use. If the answer is incorrect a check will be drawn. After student B has named and described all the parts, the students will switch roles.

Assessment:

The teacher will informally assess by looking at the students handouts:

+ = few mistakes throughout
= occasional mistakes throughout
- = consistent mistakes throughout
The teacher will also be circulating around the room during work time to provide assistance as necessary.

References and Resources:

· Section 2 on the Microscopes webpage

· http://personales.mundivia.es/mggalvez/micro3.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Microscope ID Handout

Submitted by Gloria Ruff

Objectives:

Content:
Students will:
· observe and describe images magnified by a microscope

Cultural:

Language: Content Obligatory
Students will:
· demonstrate gender and number agreement between articles, adjectives, and nouns
· attend to agreement between a plural subject or a singular subject and the verb in a sentence
· include adjectives in the descriptions of images when discussing the images witha partner
· use verbs for descriptions such as tener, ser, parecer, and estar

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

One 45 - 60 minute class sessions

Materials Needed:

· Image Description Handout (see Attachments below)
· Access to Section 3 of the Microscopes webpage

Description of Assessment (Performance Project):

After students have located the website, they should take 5 - 10 minutes to view the various specimens. After viewing them, students can select two they would like to work with. Once they have chosen the two specimens, students should click on the specimen so that the specific samples are visible. There are two pages, with four images each, for each specimen. Students should choose one page for each specimen. This means that each student whould have chosen a total of 8 images to describe.

Once the specific samples are on the screen, students will need to write two descriptive sentences for each image, for a total of 16 sentences.

Assessment:

The teacher will assess by reading the students' sentences:

+ = few mistakes throughout
= occasional mistakes throughout
- = consistent mistakes throughout

References and Resources:

Section 3 of the Microscopes webpage

http://personales.mundivia.es/mggalvez/micro4.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Image Description Handout

Submitted by Gloria Ruff

Objectives:

Content:
Students will:
· identify different types of microscopes, their uses, and their intended audiences

Cultural:

Language: Content Obligatory
Students will:
· use standard scientific terminology to describe the different types of microscopes, their intended use, and their intended audience medicina, botánica, biología, bioquímica, entomología, cápsulas de Petri
· conjugate verbs correctly in the present tense

Language: Content Compatible
Students will:
· use gender and number agreement between articles, adjectives, and nouns
· attend to agreement between a plural subject or singular subject and the verb in a sentence

Learning Strategies / Social and Skills Development:

Time Frame:

One 45 - 60 minute class session

Materials Needed:

· Microscope Types Handout
· access to Section 4 of the Microscopes webpage

Description of Assessment (Performance Project):

After students have located the website, they should take 5 - 10 minutes to view the different microscopes. After the initial viewing, students will use their handout as a guideline and record information, in their own words, which describes the different microscopes, their specific uses, and their intended audiences.

Once students are back in the classroom, they should be separated into five groups. Each group will be assigned a specific microscope. Groups will use the information gathered online to prepare written (magazine ads) and oral (commercials) advertisements for each microscope. The groups would then share their advertisements with the class. Teachers could use a checklist to ensure the inclusion of microscope data, appropriate grammar, and advertisement techniques.

Once students have completed the required activities (lessons 1-4), they may enjoy practicing how to focus a virtual microscope (section 5 of the webpage), while viewing some interesting specimens.  Additional useful vocabulary:  el ejemplar, ajustar el enfoque / el contraste / la luminosidad / el aumento

Assessment:

Teachers could use a checklist to ensure the inclusion of microscope data, appropriate grammar, and advertisement techniques. This checklist could be turned into a rubric for evaluation of the ad/commercial the groups develop.

References and Resources:

· Section 4 of the Microscopes webpage
· http://www.wald.com.ar/hokken/microscopios
· Section 5 of the Microscopes webpage
· http://micro.magnet.fsu.edu/primer/java/electronmicroscopy/magnify1/index.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Microscope Types Handout

Submitted by Gloria Ruff

Objectives:

Content:

Cultural:

Language: Content Obligatory
Students will:
· learn and use the following vocabulary: el ejemplar, ajustar el enfoque/el contraste/la luminosidad/el aumento

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

one 45 - 60 minute class period

Materials Needed:

· access to Section 5 of the Microscopes webpage

Description of Assessment (Performance Project):

Once students have completed the required activities (lessons 1-4), they may enjoy practicing how to focus a virtual microscope, while viewing some interesting specimens.

Assessment:

References and Resources:

Section 5 of the Microscopes webpage

http://micro.magnet.fsu.edu/primer/java/electronmicroscopy/magnify1/index.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Pam Harens, Kate Aydin

Objectives:

Content:
Students will:
· use complex numbers to understand Minnesota immigration demographics
· learn about the ten largest immigrant groups in Minnesota and their impact on Minnesota culture
· define Minnesota culture based on research and class presentations

Cultural:
Students will:
· identify and explain factors (immigration, climate, geography) that influence cultural practices, particularly with respect to Minnesota
· study cultural contributions of immigrant groups to Minnesota

Language: Content Obligatory
Students will:
· use nationality and country name vocabulary appropriately
· use question words, create questions
· comprehend and use numbers accurately (ones, tens, hundreds, thousands)
· use vocabulary specific to discussing culture, both Minnesota-specific and in general
· use description vocabulary (ser, venir, etc.)
· report facts about events

Language: Content Compatible
Students will:
· use comparative words, such as más que... or menos que...
· express reasons for choices and provide explanations
· use the present tense accurately
· construct simple sentences (SVO)

Learning Strategies / Social and Skills Development:
Students will:
· maintain an on-going vocabulary list of useful or necessary Spanish words or phrases
· analyze and interpret demographics
· interpret, infer, and deduce meaning from authentic demographic data
· research and use non-fiction resources to build knowledge; keep a list of sources
· organize and present information to the class
· take clear and accurate notes about presentations
· use notes as support of ideas for reflection paper
· understand descriptions through attention to vocabulary
· compare and contrast recent Minnesota immigrant groups to earlier Minnesotan immigrant groups
· work cooperatively in pairs during the "Minnesota" activity
· work cooperatively in small groups to make a presentation about an immigrant group
· participate in the creation of a Minnesota immigration timeline

Time Frame:

Four 50 minute sessions

Materials Needed:

· Paper for timeline
·Construction paper and glue for timeline "links"
· Internet or print resources for research
· Tagboard and markers for presentation posters
· Worksheet: numbers and years (attachment 6)
· Worksheets for Paired activity: A Minnesota (attachment 7A and 7B)
· Worksheet: Checklist for immigrant group presentation (attachment 8)
· Worksheet: Form for presenting immigrant groups to class (attachment 9)
· Worksheet: Example of a sheet to take notes on presentations (attachment 9B)

Description of Assessment (Performance Project):

Day 6

1. Students share their lists of countries where Minnesota immigrants have originated. The teacher writes these countries on the board or on an overhead transparency. He/she also writes the names of the nationalities in Spanish next to the countries. The teacher guides the students in pronunciation practice.

2. Students practice the pronunciation of large numbers and years using a handout (Attachment 6) in order to do the following activity.

3. Paired Practice: Students do an information gap activity called "Minnesota" (Attachments 7A, 7B) involving MN census data and related immigrant statistics from various years. An information gap activity means that each member of the class has a portion of the sum of the knowledge sought during this activity. One half of the students may have statistics from one census and the other half of the students have the data from a second census. By comparing and contrasting these parts of the information, students can infer and create increasingly accurate conclusions. This activity requires students to complete their worksheets by finding out from each other immigration numbers for different groups for various years.

4. After completing the "Minnesota" worksheet, students work with their partner to rank the top five immigrant groups for the years listed and the top 10 immigrant groups by total populations. They also answer a few questions related to the statistics.

Days 7-8

1. Students sign up in groups of 2-3 to research (Internet and library) and present one of the top 10 immigrant groups to the class. Because the students will be at ACTFL's novice-high or intermediate-low level, at best, the teacher will provide them with a sheet that they fill in with specific information to use in their presentation (Attachment 9). Students will also receive a checklist (Attachment 8) with the presentation guidelines. Students will use the checklist to prepare for the presentation. During the presentation, the teacher will use the checklist as a means to assess their presentation.

2. Students must include the following information in their presentation:

When did the immigrant group originally arrive in Minnesota?
Why did the immigrant group originally come to Minnesota? Was it for geographical reasons? Economic reasons? Political reasons? Other reasons?
What are characteristics of this immigrant group?
What are important values to this immigrant group?
What has the immigrant group contributed to Minnesota?
Students are to look for products, practices and perspectives of this immigrant group as they do their research.

3. In addition to preparing information to be presented orally, students are to design a poster or some other visual aid to represent their group's information.

4. Also, they will help create a class immigration timeline representing the immigration for Minnesota for the years 1860, 1900, 1930, 1970, and 1990. Students will create links similar to those used to make paper chains. The links will represent the populations for the 10 immigrant groups for each year on the timeline by using different sized links that represent different numbers (small = 1,000; middle = 5,000; large = 10,000) and different colors/designs to distinguish between the 10 immigrant groups. The students will explain their immigrant group's immigration patterns via the timeline during their presentation.

5. Furthermore, students are encouraged to dress "in costume" as best they can to represent the culture they are sharing with the class and bring in examples of music, crafts, art, etc.

Day 9

1. As students present their reports, the rest of the class takes notes on the ten groups, specifically looking for examples of products, practices and perspectives about the various groups. For an example of how students may take notes (see Attachment 9B).

Assessment:

After the presentations, students will write a reflection paper in English that considers the questions:

What is Minnesota culture? Discuss the role of geography, climate and immigrant groups in Minnsota culture. Cite examples of products, practices and perspectives included in the class presentations.
Who is a Minnesotan? Do you consider yourself a Minnesotan? Why or why not?

Teachers will grade this reflection paper using a "+," "" or "-"

"+" - represents excellent and thoughtful responses to the questions
"" - represents good or satisfactory responses to the questions
"-" - represents unsatisfactory responses to the questions

References and Resources:

U.S. Bureau of the Census: Census of Population: 1970: Vol.1, Characteristics of the Population, Part 25, Minnesota. (1973) U.S. Government Printing Office :Washington, D.C.

1990 Census of Population: Social and Economic Characteristics: Minnesota-1990 CP-2-25. (Sept. 1993). U.S. Dept. of Commerce, Economics and Statistics Administration.

DeAnda, R. (May, 1989). Minnesota's Hispanic Community: A Profile. Minnesota Spanish Speaking Affairs Council.

Drenning Holmquist, J. (Ed.) (1981) They Chose Minnesota: A Survey of the State's Ethnic Groups. In Minnesota Historical Society Press.

Turn of the Century: Minnesota's Population in 1900 and Today. (November, 1999) Minnesota Planning State Demographic Center.

Murphy, Nora, and Yang, Pai. Hmong in the '90's: Stepping Towards the Future. Hmong American Partnership.

Posenblatt, J.(Ed.) (1985) Indians in Minnesota: 4th Edition. University of Minnesota Press.

Rode, P. (April, 1999) Ethiopian and Somali Families in Minneapolis: A Community Study. Minneapolis Youth Coordinating Board.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 6: Worksheet: numbers and years
Attachment 7A: Paired activity - "A" partner
Attachment 7B: Paired activity - "B" partner
Attachment 8: Checklist for immigrant group presentation
Attachment 9: Form for presenting immigrant groups to class
Attachment 9B: Example of note-taking page for presentations

Submitted by Pam Harens, Kate Aydin

Objectives:

Content:
Students will:
· use descriptive language and personal information to describe themselves
· use PowerPoint program to present personal information to the class

Cultural:
Students will:
· identify and explain factors (immigration, climate, geography) that influence cultural practices, particularly with respect to themselves
· learn about classmates' cultural backgrounds

Language: Content Obligatory
Students will:
· use nationality and country name vocabulary appropriately
· use the present tense accurately
· construct simple sentences (SVO)
· use adjectives and nouns appropriately
· identify oneself to others
· use personal identification and description vocabulary (ser, venir, etc.)
· express likes and dislikes
· report facts about events

Language: Content Compatible
Students will:
· use accurate and comprehensible pronunciation

Learning Strategies / Social and Skills Development:
Students will:
· understand descriptions through attention to vocabulary
· use technology (PowerPoint) to organize and present information

Time Frame:

Three 50 minute sessions

Materials Needed:

· Computers with PowerPoint or other similar software (KidPix, HyperStudio, etc.)
· Handout: Parameters for PowerPoint presentation (Attachment 10)
· Handout: Rubric for PowerPoint presentation (Attachment 11)
· Handout: Note-taking chart for student presentations (Attachment 12)
· Graphics and photos provided by students
· Ability to project PowerPoint presentation onto a monitor or screen for the class to see

Description of Assessment (Performance Project):

Days 10-12

1. Students create PowerPoint presentations in Spanish that describe and illustrate their life stories and family histories using scanned pictures and graphics. Students must include information about the products, practices and perspectives that define them and their family heritage. Students receive a project description (Attachment 10) and grading rubric (Attachment 11) from the teacher prior to beginning work.

2. Students present their PowerPoint presentations to the class. As students watch their classmates' presentations, they complete a chart (Attachment 12) with these headings: student name, ancestry, and products, perspectives and practices. This presentation will be used as a form of assessment for this unit.

Assessment:

See above under "Description of Task"
Rubric - Attachment 11

References and Resources:

None

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 10: Parameters for PowerPoint presentation
Attachment 11: Rubric for PowerPoint presentation
Attachment 12: Note-taking chart for student presentations

Here are some samples of student PowerPoint presentations:
NOTE: if you don't have PowerPoint, you can download a viewer.

Alicia Angel Catalina Elena

Emilia Marta Miguel Pepe

Submitted by Pam Harens, Kate Aydin

Objectives:

Content:
Students will:
· analyze and synthesize personal information from the PowerPoint presentations and Minnesota demographic and cultural information
· write a class description

Cultural:
Students will:
· compare and contrast each others' family culture with that of Minnesota, in general
· gain better insight into their classmates' cultural identity

Language: Content Obligatory
Students will:
· use the present tense accurately
· construct simple sentences (SVO)
· use personal identification and description vocabulary ser, venir, etcétera
· share information

Language: Content Compatible
Students will:
· indicate agreement or disagreement
· share beliefs, thoughts, and opinions
· use vocabulary specific to discussing culture, both Minnesota-specific and in general
· express likes and dislikes

Learning Strategies / Social and Skills Development:
Students will:
· participate cooperatively in the writing process
· integrate peer and teacher feedback to create a final class description
· compare and contrast Minnesota demographics to class demographics
· engage in active participation in a jigsaw activity
· participate as a class in the creation of a written class description
· begin to understand and appreciate the cultural similarities and differences of their classmates
· participate in the creation of a secured class web page

Time Frame:

Two 50 minute sessions

Materials Needed:

· Diagrams/posters created in Lesson 2
· Handouts from Communicative Activity used in Lesson 3 (Attachment 7A and 7B)
· Butcher paper to post school paragraphs
· Students' PowerPoint presentations
· School photos for PowerPoint "front page" that has links to all the student Power Point · PowerPoint software
· Class-generated class description for PowerPoint "front page"

Description of Assessment (Performance Project):

1. After watching all PowerPoint presentations and taking notes, students will do a jigsaw activity. The class will first divide into four groups:

• Group #1 will compare their class' ancestry with that of the top 10 immigrant groups in Minnesota. First, each group will rank the top 10 ancestral nationalities in the class. Then, students will compare these nationalities with those of the top 10 immigrant groups in Minnesota from the "Minnesota" activity (Attachments 7A and 7B). Students will write down the similarities or differences between the class and Minnesota in Spanish.
• Group #2 will examine the products, practices and perspectives described by the students and list which ones are tied to geography, climate and ancestral heritage. Students will write down their findings in Spanish. Students will refer to the diagrams/posters created earlier (Lesson 2) when they first discussed products, practices and perspectives in their families.
• Group #3 will find and list the products, practices and perspectives classmates have in common. Students will write down their findings in Spanish. Students will refer to the diagrams/posters created earlier (same posters as Lesson 2) when they first discussed products, practices and perspectives in their families.
• Group #4 will seek out the less common products, practices and perspectives not shared by many. Students will write down their findings. Students will refer to the diagrams/posters created earlier (same posters as Lesson 2) when they first discussed products, practices and perspectives in their families.

2. After completing their tasks, the students will complete the jigsaw activity by forming new groups with a representative from each of the four original groups creating the new group. Depending on the size of the class, the teacher may choose to have more than one representative from each of the four groups present in the new groups.

The task for these groups is to first share their information from their previous groups and then, by compiling this information, write a brief introductory summary of the class, titled ¿Quiénes somos? This should be written in Spanish. Groups should be sure to include how the students in the class are similar, how they are different and how they compare to Minnesota as a whole.

Groups will write their paragraphs on butcher-block paper and post them on the board/wall.

3. After reading each group's summary as a class, the teacher and students will combine ideas from all groups' writing to create a class composite answer to the question ¿Quiénes somos?

4. All of the students' PowerPoint presentations will be linked together for parents and friends to view. On the "front page" of these PowerPoint presentations, the students' school photos will be used as "buttons" to click on to view student presentations. The class paragraph written in response to the question ¿Quiénes somos? will be included on this "front page" and serve as an introduction to the students.

Assessment:

Informal assessment of group summaries.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Pam Wesely

Objectives:

Content:
Students will...

• develop the ability to enter information on reservation websites and get a result according to specific guidelines
• develop the ability to use an online currency calculator in order to calculate current exchange rates of American dollars to French francs
• develop the ability to identify and list common clothing items needed for a trip

Cultural:
Students will...

• acquire knowledge about the schedule of a Eurostar train through reading a website and reporting the information on a worksheet.
• acquire knowledge about a French hotel through reading a website and reporting the information on a worksheet.
• become more familiar with the intricacies of exchange rates and structures
• identify French money in paper form

Language: Content Obligatory
Students will...

• learn and use vocabulary terms related to making airplane reservations: la compagnie aérienne, le prix total, l'avion, le départ, le billet d'avion
• learn and use vocabulary terms related to the Eurostar train: les kilomètres, la gare, le billet de train, 1ère classe, 2ème classe 
• learn and use vocabulary terms related to hotel reservations: l'adresse, le numéro de téléphone, le numéro de fax, les chambres, la station de métro
• review common clothing vocabulary
• learn vocabulary terms related to washing clothes: faire la lessive, laver, la machine à laver, le sechoir

Language: Content Compatible
Students will...

• demonstrate their ability to write dates and times in French
• respond to questions asked with the question word, Combien de...

Learning Strategies / Social and Skills Development:
Students will...

• use images and context to decipher the meaning of unfamiliar French words
• develop their reading and writing ability through answering questions in French about websites in French and English
• persevere in difficult and unfamiliar web-based tasks

Time Frame:

Three 40-minute classes, dependent on student Internet familiarity, Internet connection speed, and age and computer proficiency of the students.

Materials Needed:

• Gargie website Lesson 1: http://www.angelfire.com/trek/gargie/prep.html
• Feuilles 1-A, 1-B, 1-C (see Attachments)
• pencils

Description of Assessment (Performance Project):

Technology Tips

Technologically, this unit is very dependent on high levels of computer and Internet accessibility. If that is not possible at a teacher's school, he/she may show the students through the website and do some of the exercises together, but most of Gargie's projects would not be very instructive. If a school has only reduced capabilities for Internet and computer access, there are some possibilities. Students do not need to work on this unit for three to four weeks in a row. Lesson completion can be interspersed with other work, thus parts of the class can be staggered through the computer lab as a "station." Another option would be to assign several students to each lesson and then assign them to present on their lesson. This would of course require that the assessment be rethought. Finally, putting students in pairs or even trios can help reduce the computer and Internet load.

There is no formal summative assessment for thus unit but I encourage you to look at the final lesson in this series which addresses that in more detail.

To the Teacher: About this Unit

The website and this unit are divided into three required lessons and one supplementary lesson. The first required lesson (Lesson 1: The Preparations) is concerned with Gargie's preparations for the trip, including making reservations, packing, and changing money. The second required lesson (Lesson 2: The Trip) is about Gargie's travel experiences, including his adventures on the airplane, the train, and in his hotel in Paris. Finally, the third required lesson (Lesson 3: Paris) is about the Parisian métro as well as the monuments that Gargie visits in the famous French capital. As the students proceed through these three lessons, they will complete three sets of worksheets for each lesson. These worksheets direct the students how to navigate through the website and its links, leading the students to tasks in websleuthing (finding and recording information about unfamiliar websites), writing dialogues, playing web-based vocabulary games, and more. The students will store completed worksheets in a simple pocket folder specifically designed for this unit, using the "Gargie Feuille Checkoff" to keep track of their progress (see Attachments). After completing the worksheets for an entire lesson, the students will submit them to the teacher for evaluation.

Lesson

This lesson is a series of three parts: Partie A: Les Réservations, Partie B: Les Valises, Partie C: L'Argent. In order to complete all three parts, students have to navigate through websites linked from http://www.angelfire.com/trek/gargie/prep.html in English and French to find information that they will then fill in on Feuilles 1-A, 1-B, and 1-C

Partie A: Les Réservations primarily revolves around the three reservations that Gargie must make before his trip: plane, train, and hotel reservations. In the plane and train scenarios, the student must look on English reservation sites, input information, and record the results of the search. In the hotel scenario, the student must look on the French website where Gargie will stay in France and extract information which will also be recorded.

Partie B: Les Valises is essentially a clothing vocabulary review. The first question is linked to exercises written through the use of Swarthmore's activity makers site (see References/Resources). The rest of the part is identification and listing of clothing vocabulary which would be appropriate for Gargie's trip. Students will also stretch their clothing vocabulary to words connected with washing and preparing clothing for a trip.

Partie C: L'Argent introduces the concept of exchanging money and exchange rates. Using a web-based currency calculator, students will need to figure out how many francs are equal to different amounts of American dollars.

Assessment:

Students will be assessed using the rubric "Gargie Lesson 1 Evaluation" which can be found with the Attachments for this unit. This rubric is based on the efficient and accurate completion of the worksheets for all three parts of the lesson.

References and Resources:

Please click through the Gargie website, Lesson 1 for the links used in this lesson: http://www.angelfire.com/trek/gargie/prep.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Feuilles 1-A - worksheets for Lesson 1, Part A

Feuilles 1-B - worksheets for Lesson 1, Part B

Feuilles 1-C - worksheets for Lesson 1, Part C

Gargie Lesson 1 Evaluation - a rubric for the worksheet evaluation

Submitted by Pam Wesely

Objectives:

Content:
Students will:

• familiarize themselves with the route used by the Eurostar train through identifying towns and geographical details on a map

Cultural:
Students will:

• acquire a familiarity with the statistics and history of the Eurostar train through reading a website and reporting the information on a worksheet
• learn about a traditional French hotel through reading its website

Language: Content Obligatory
Students will:

• learn and use vocabulary terms related to riding on an airplane: le billet d'avion, la compagnie aérienne, la porte d'embarquement, la salle d'attente, le vol
• learn and use vocabulary terms related to train travel: la vitesse, circuler, passagers, la gare
• learn and use vocabulary terms related to hotels: une réservation, une douche, un lit double, un ascensceur, un étage, un balcon, rester, des valises, une clef, une chambre, des nuits, une télé

Language: Content Compatible
Students will:

• practice the future tense structure aller plus infinitive
• use question words and answer those questions appropriately in writing an original dialogue between a concierge and a guest at a hotel

Learning Strategies / Social and Skills Development:
Students will:

• develop their reading and writing ability through answering questions in French about websites in French
• develop their ability to write situational dialogues in French
• persevere in difficult and unfamiliar web-based tasks

Time Frame:

Three 40 minute classes, dependent on student Internet familiarity, Internet connection speed, and the computer proficiency of the students.

Materials Needed:

• Gargie website Lesson 2 http://www.angelfire.com/trek/gargie/voyage.html
• Feuilles 2-A, 2-B, 2-C (see Attachments)
• computers with Internet access sufficient for all students to use
• pencils

Description of Assessment (Performance Project):

This lesson is also a series of three parts: Partie A: L'Avion, Partie B: Le Train, Partie C: L'H?. In order to complete all three parts, students have to navigate through websites linked from http://www.angelfire.com/trek/gargie/voyage.html in French to find information that they will then fill in on Feuilles 2-A, 2-B, and 2-C.

Partie A: L'Avion gives students the chance to do a little more creative work. The first question is straightforward vocabulary work based on a reading. After that, students will write a short dialogue using the future tense. Gargie has a new friend whom he met on the plane, and the students are instructed to look at a picture and write their discussion of what they will do in France.

Partie B: Le Train exploits the great resources on the Internet which describe and trace the path of the Eurostar train through geography and history. Students will do some websleuthing to find out various details about the Eurostar train through the French Eurostar website. They will also examine a map to figure out exactly where Gargie is traveling in the Eurostar.

Partie C: L'Hôtel allows students to imagine the conversation that Gargie might have with a concierge upon his arrival at the hotel. Their task will be to write a short dialogue, using several words of vocabulary listed on Feuille 2-C.

Assessment:

Students will be assessed using the rubric "Gargie Lesson 2 Evaluation" which can be found in the "Attachments" for this unit. This rubric is based on the efficient and accurate completion of the worksheets for all three parts of the lesson.

References and Resources:

Please click through the Gargie website, Lesson 2 for the links used in this lesson: http://www.angelfire.com/trek/gargie/voyage.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Worksheets for Lesson 2:

Feuilles 2-A ("Partie A: L'Avion")
Feuilles 2-B ("Partie B: Le Train")
Feuilles 2-C ("Partie C: L'Hôtel")
Gargie Lesson 2 Evaluation - a rubric for the worksheet evaluation

Submitted by Pam Wesely

Objectives:

Content:
Students will:

• learn to how to read a map of the Parisian métro and navigate a path from one métro station to another using Internet sites
• identify and become familiar with interactive maps on the Internet in looking at websites of the Champs-Elysées
• identify important details about monuments in Paris using online diagrams of those monuments
• use online videos to look around the Louvre
  

Cultural:
Students will:

• acquire knowledge about the statistics and history of the Parisian métro through reading a French website and reporting the information on a worksheet
• develop an understanding of the importance of the métro in Parisian life
• learn about the statistics, history, and cultural significance of several Parisian monuments, including the Musée Picasso, Centre Pompidou, Arc de Triomphe, Champs-Elysées, Sorbonne, Panthéon, Jardin du Luxembourg, Musée d'Orsay, Hôtel des Invalides, Tour Eiffel, Montmartre, Sacré-Coeur, and Notre-Dame de Paris
• notify and examine the gargoyles of the Notre-Dame cathedral

Language: Content Obligatory
Students will:

• learn and use vocabulary terms related to riding on the Parisian métro: le billet, la ligne, la station, la direction.
• become familiar with the names of some common Parisian métro stations
• learn vocabulary terms related to the government of Paris and the Hôtel de Ville: L'Hôtel de Ville, la mairie, le maire, le gouvernement municipal, les chevaux de bois.
• learn vocabulary terms related to sightseeing in museums and monuments: un étage, la salle, le tarif, la station du métro, fermé, ouvert, l'adresse, le numéro de téléphone, l'année, l'art, les oeuvres d'art, nommer, le quartier and more
• learn vocabulary terms related to the Eiffel Tower: la tour, les visiteurs, les marches, les chiffres, le centenaire, le poids, le hauteur

Language: Content Compatible
Students will:

• review common colors through identifying rail lines on the Parisian métro
• develop their ability to write situational dialogues in French
• review the present tense of common verbs
• recognize and understand the use of the passive voice
• review common question words
• review common prepositions like sur, sous, devant, derrière etc.

Learning Strategies / Social and Skills Development:
Students will:

• develop their reading and writing ability through answering questions in French about websites in French
• use images and context to decipher the meaning of unfamiliar French words
• persevere in difficult and unfamiliar web-based tasks

Time Frame:

Ten 40 minute classes, dependent on student Internet familiarity, Internet connection speed, and age and computer proficiency of the students.

Materials Needed:

• Gargie website Lesson 3 http://www.angelfire.com/trek/gargie/paris.html
• Feuilles 3-A, 3-B, 3-C (see "Attachments")
• computers with Internet access sufficient for all students to use
• pencils

Description of Assessment (Performance Project):

This lesson is also a series of three parts: Partie A: Le Métro, Partie B: Les Monuments, Partie C: Notre-Dame de Paris. In order to complete all three parts, students have to navigate through websites linked from http://www.angelfire.com/trek/gargie/paris.html in French to find information that they will then fill in on Feuilles 3-A, 3-B, and 3-C. This lesson is by far the longest and most difficult lesson, in that Partie B: Paris has six smaller subdivisions that constitute a trip around Paris and visits to 20 different sites in Paris.

Partie A: Le Métro is an introduction to the Parisian métro and the skills needed to navigate around the city using the métro. Using online maps and navigation sites, students will be introduced to concepts like "directions" and "colors" of métro lines. They will then trace out their own path, given the beginning and end stations, using these resources.

Partie B: Les Monuments is an extensive series of tasks centered around 20 different places in Paris. This is the chance for students to really explore and get to know the different monuments. The list of monuments is as follows:

Jour 1: Musée Picasso, Centre Pompidou, Hôtel de Ville
Jour 2: Arc de Triomphe, Champs-Elysées
Jour 3: Sorbonne, Panthéon, Jardin du Luxembourg
Jour 4: Tuileries, Louvre, Musée d'Orsay, Seine
Jour 5: Invalides, Tour Eiffel
Jour 6: Montmartre, Sacré-Coeur

Most of the tasks are simple websleuthing, wherein the students are given a link to a monument's website, and they are asked specific questions about the monument given the written information on that site. There are a few exceptions to this typical task. First, students must find English definitions for French words in captions of pictures of the Hôtel de Ville, Hôtel des Invalides, and Tour Eiffel. They need to identify and record specific things from maps or labeled images on the sites of the Champs-Elysées, Panthéon, Louvre, and Hôtel des Invalides. They must write a dialogue based on Gargie and his old friend from the airplane meeting up in the Tuileries. Finally, students must do one web-based task involving Gargie, the Seine, and prepositions.

Partie C: Notre-Dame de Paris is the final required task for students, and thus it is more rewarding and review-based than any other part of this unit. The website around which this part is centered features some beautiful pictures of the Notre-Dame cathedral. The students merely have to fill in the blank on some sentences taken from the website, then they are instructed to sketch their favorite gargoyle pictured on the site. Since Gargie's final destination and new home is the Notre-Dame cathedral, the final task is a review word-scramble featuring words from the whole unit. Students must record those words on their worksheets.

Assessment:

Students will be assessed using the rubric "Gargie Lesson 3 Evaluation" which can be found with the Attachments for this unit. This rubric is based on the efficient and accurate completion of the worksheets for all three parts of the lesson.

References and Resources:

Please click through the Gargie website, Lesson 3 for the links used in this lesson: http://www.angelfire.com/trek/gargie/paris.html

"Makers" website at Swarthmore for interactive activity makers: http://lang.swarthmore.edu/makers/index.htm

"Worddragon" website which was used to make the final review word-scramble: http://www.worddragon.org

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Worksheets for Lesson 3:

Feuilles 3-A ("Partie A: Le Métro")
Feuilles 3-B ("Partie B: Les Monuments")
Feuilles 3-C ("Partie C: Notre-Dame de Paris")
Gargie Lesson 3 Evaluation - a rubric for the worksheet evaluation

Submitted by Pam Wesely

Objectives:

Content:
Students will:

• use the Internet to find pictures and information about Paris in order to create a creative presentation about a trip to the city

Cultural:
Students will:

• develop the ability to produce original material which reflects the culture of Paris

Language: Content Obligatory
Students will:

• review the vocabulary words used previously in this unit

Language: Content Compatible
Students will:

• review the vocabulary words and structures used previously in this unit

Learning Strategies / Social and Skills Development:
Students will:

• create original work in French according to some requirements
• work independently of the teacher on a large-scale writing project
• decide to work independently or in small groups according to preference

Time Frame:

This lesson is meant for students who finish before their classmates on the previous lessons of this unit. Thus, the timeframe could be anywhere from one class period of 40 minutes to five or six class periods. At the beginning of this lesson, the students should know how many days they have to work and plan accordingly.

Materials Needed:

• Gargie website Lesson 4: http://www.angelfire.com/trek/gargie/extra.html
• computers with Internet access sufficient for all students to use
• computer printer connected to the computer
• pencils

Description of Assessment (Performance Project):

This lesson provides an opportunity for students to apply what they have learned, practiced, and imagined during the first three lessons of the unit. It is intended for use only by students who have completely finished the first three lessons. Furthermore, in the final evaluation of this unit, some completion of Lesson 4 is required to receive an A on the unit.

As mentioned in the Unit Overview, this lesson is constructed very differently than the previous lessons. Students who make it to this point are at least a day ahead of their classmates in finishing their project, and they have the time and, apparently, the skill to embark upon a project which is more free-form and creative. The Lesson 4: Supplementary page can be used as a resource. Once the students finish the first three lessons, they should be given the "Gargie Lesson 4 Student Guide" (see Attachments). This sheet explains the three choices offered to students, as follows:

1. Captions (for students who finish only one or two class periods early). Students must first examine the 15 pictures shown on the Lesson 4 page. They then need to write a five-sentence caption in French for as many pictures as they can. The captions can be detailed and related to Paris, or they can be more silly. The student should finish as many as he/she can before the time for the unit is up.

2. Skits (for students who finish more than two class periods early). If more than one student finishes early and the students are interested in working together, they can set out to write a skit to be performed for the rest of the class. This skit should be conducted entirely in French, and it should be based around one or more of the pictures of Gargie on the Lesson 4 page. Beyond that, the students should make sure that they all have at least five, but preferably ten, lines of dialogue. Some creative ideas for their skit topic are:

• a meeting between Gargie and the gargoyles in Paris
• Gargie finds a girlfriend
• Gargie discovers an unknown side of Paris (aliens, underground dwellers, etc.)
• Gargie has a special adventure in Paris that was not on the website
• Gargie loses something important and has to travel around Paris to find it
• a "making-of" skit about Gargie's website
  

3. Illustrated books or cartoons (for students who finish more than two class periods early). Students can work in pairs or individually on this particular task. First, they should look at the pictures on the Lesson 4 page and select some to use as illustrations. They may also use other pictures from the Gargie website, or even draw some pictures themselves. They should then write a children's story in French about Gargie based on those pictures. If there are younger classes of French students, the students can be encouraged to write the story as if it is for that audience - that way, they will not feel overwhelmed with the idea of writing a book completely in French. The students should write five sentences of French per page of the book, and, ideally, their book would be at least five pages long. Some creative ideas for this book topic are:

• a fable about how Gargie got his wings, became grey, etc.
• what happens to Gargie when he becomes a real gargoyle
• a simpler retelling of the website story
• why Gargie left his life in Minneapolis

Assessment:

The specific assessment for this lesson is dependent on which choice the student made. In all three cases, the students are assessed on their language use, communication, and completion in the project. See "Gargie Lesson 4 Evaluation" in the Attachments for more information.

References and Resources:

Please click through the Gargie website, Lesson 4 for the pictures: http://www.angelfire.com/trek/gargie/extra.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Gargie Lesson 4 Student Guide - a worksheet to explain the final project to the student

Gargie Lesson 4 Evaluation - a rubric to assess their work

Submitted by Amy Buttner

Objectives:

Content:
Students will:
· become familiar with Cuba (location, size, flag, background of people, important exports, etc)
· gather information about Cuba using the Internet in order to create a slideshow

Cultural:
Students will:
· broaden their ideas about what life is like for Cubans
· identify what music and dance styles are popular in Cuba
· name food eaten by Cubans

Language: Content Obligatory
Students will:
· use the following terms:

el líder la isla la población la gente el embargo los productos de exportación

el baile la música la arquitectura los carros la religión la capital

la geografía cubano/a la comida el dinero el gobierno el país

la bicicleta el peso el tipo el deporte la ciudad el caribe la bandera

· accurately use the following adjectives to describe: popular, típico, común
· consistently use interrogatives ¿qué?, ¿cómo?, etc. to answer questions
· correctly use the third person singular and plural forms of ser to state information and describe
· accurately use the third person singular form of estar to express location
· consistently use hay to tell what there is in Cuba
· correctly use the indefinite articles in the singular form (un, una) with hay

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will:
· work cooperatively with a partner or group to research, create and present a slideshow

Time Frame:

Two to three 50 minute class sessions (plus additional time if the slide presentations will be viewed during class)

Materials Needed:

· computer lab with Internet access
· Quia website activity (http://www.quia.com/jg/128315.html)
· attachments #1-#7
· Spanish-English dictionary (choose one online)
· projector for slideshow presentations

Description of Assessment (Performance Project):

Context:
The teacher will want to introduce and practice the vocabulary words previous to going to the computer lab. A vocabulary sheet (See "Attachment #1") is provided in the attachments for this purpose. There are also opportunities during the lesson for students to practice the vocabulary. The advantage with this list is that many are cognates. The teacher may wish to use the list as an extension activity in identifying characteristics of cognates.

Tasks
Since most tasks in this lesson are dependent upon the individual's motivation and work ethic and will be done in a computer lab setting, it may be useful for the teacher to preview his/her expectations and directions for the activities before going to the computer lab as it seems harder to keep everyone's full attention in the lab because of its distractions. Task one should be completed before going to the computer lab.

Task 1
Students will engage in an activity to activate their background knowledge on the topic of Cuba in general. The K-W-L chart (See "Attachment #2") allows students to see their progress as they move through the lesson. The "K" stands for what the student knows, the "W" for what the student wants to learn and the "L" for what the student learned. The teacher will ask the students to fill in the "K" column to generate conversations and access prior knowledge.

This will be followed by a discussion of what students recorded. The teacher can add his/her knowledge of the the country to enhance the students' comments. The Lanic site provided in the resources is a good site with extensive information on various aspects of Cuba. See also other sites listed under resource materials. This activity also lends itself to a discussion of any stereotypes the students might have and where those stereotypes come from. It may also be interesting to have a dialogue after the unit is completed to see if their viewpoints have changed and how.

The "W" column can be filled out immediately after the discussion or following the internet search when they have been exposed to more information that might create further questions for them. The "L" column should be done upon completion of the unit.

Task 2
In this activity, students will be researching Cuba. A worksheet that will guide their search is included (See "Attachment #3"). Students should practice the vocabulary that will be used on the worksheet prior to doing the search. Online vocabulary practice is available by accessing http://www.quia.com/jg/128315.html. If for some reason you are unable to access the site, consider creating your own activity at the Quia site (http://www.quia.com/). It is relatively easy and will not take long and you can then personalize the activity. I highly recommend it but do note that after February 25, 2002, teachers will need to be members to create activities on Quia. Students should practice both the question words activity as well as the other terms. Target vocabulary is listed in the content-obligatory list above and in the vocabulary list (See "Attachment #1").

After students feel they have adequately practiced the vocabulary, they may proceed with the search. Suggested resources for the search are listed in the resource section. Be sure to inform the students that they should write down the sites referenced for future use in their slideshows. It is important that students have an adequate amount of time to surf a variety of sites as what they learn beyond what they have to fill in on the worksheet is also valuable to the overall experience. Students should look up basic vocabulary words (sugar, coffee, etc.) that they will need to fill in their worksheet (See "Attachment #3") in a Spanish-English dictionary to complete their answers in Spanish

Task 3
In Task 3 students will be completing a worksheet to practice interrogative words (See "Attachment #4") This sheet is based upon the content that students should have encountered during their research in task 2. Also, Attachment #5 is a worksheet designed to review the vocabulary students are to be learning during the lesson. These sheets may be completed as homework assignments or in class.

Task 4
For this particular task the students will need to be in the computer lab again. The students will be both practicing how to a create a slideshow presentation and searching for material to include in it. The guidelines for the presentation can be found in Attachment #6. Before beginning the session the teacher should pass out the guidelines and discuss them with the students so they are clear about what they need to accomplish. It may also be wise to show the students the rubric the teacher will be using to determine their final grade at this time, as well as a sample slide show to illustrate what a successful looks like. The teacher should gauge the students' familiarity with the slide show program they will use and provide a tutorial as needed. As students practice with the program, they can be continuing their search for pictures and information as required by the guidelines.

Task 5
Students will be presenting their slideshows to the class. Attachment #5 is the rubric for scoring the presentation. Possible Extensions to this lesson:
A typical dish eaten in Cuba may be prepared for the class.

The teacher may bring examples of traditional and popular music from Cuba for students to listen to. A Cloze listening activity may be created if the song has lyrics. Students could also listen to various songs and fill in a sheet about whether they like it or not and identify the instruments they hear, the speed of the music etc.

Further research about traditional dance and music in Cuba, or any other topic the student be interested in, may be investigated to add to students' general knowledge of Cuba.

Students may be asked to bring in current events they find about Cuba.

Students may create a travel brochure about Cuba.

Assessment:

The assessments for this lesson are embedded in various tasks throughout. The final assessment will be the creation of the slide show presentation for classmates. The guidelines for the presentation are found in "Attachment #4" and the rubric is "Attachment #7."

References and Resources:

General information on Cuba
http://wwwgoogle.com
(Do a keyword search inputting Cuba. This site gives good hits)

http://www.encarta.com
(encyclopedia information on the country in general)

Extensive list of sites on many aspects of Cuba
http://lanic.utexas.edu/la/cb/cuba/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment #1 - Vocabulary List
Attachment #2 - KWL Worksheet
Attachment #3 - Cuba Search Worksheet
Attachment #4 - Interrogatives
Attachment #5 - Vocab Practice
Attachment #6 - Slideshow Student Guide
Attachment #7 - Slideshow Rubric

Submitted by Amy Buttner

Objectives:

Content:
Students will:
· determine why there are travel restrictions to Cuba for U.S. citizens
· define what an embargo is
· identify the key players at the time the embargo was enstated
· list supporting evidence for the embargo
· list evidence against the embargo
· describe Cuba's current economic state
· explain the current United States policy regarding the embargo (what products are allowed to be exported under what restrictions)
· explain what the United States would require of Cuba in order to lift the embargo
· decide if the embargo is humane
· decide if the policy is outdated

Cultural:
Students will:
· develop an understanding of how the Cuban's sense of pride in his/her nation affects his/her decisions

Language: Content Obligatory
Students will:
· use the following nouns:

el embargo los años la revolución la causa el dictador la alianza

los recursos la escacez el cubano el gobierno los derechos la democracia

el dólar el acuerdo la cubana el intercambio el comunismo el control

el efecto los negocios la comida la medicina el viaje los productos (de exportación)

· use the following adjectives: humanitario, débil, comunista, democrático, descontento, contento, estadounidense
· use cognates to enrich their vocabulary within the context of the reading

Language: Content Compatible
Students will:
· use the following verbs:

hay ser cambiar querer

necesitar costar tener salir

estar visitar traer poder

· use the following in sentences: porque, contra, que

Learning Strategies / Social and Skills Development:
Students will:
· improve reading strategies by using context clues and reinforcing the idea that material may need to be read 3 times for solid comprehension
· use a "K-W-L" chart to activate prior knowledge, determine what students would like to know and then...
· record what they did learn
· use Internet navigation skills to effectively search for information
· work in individually and in small groups to discuss their ideas and reach conclusions

Time Frame:

2-3 50 minute class periods

Materials Needed:

· Internet access
· video "The Little Yellow School Bus" (See "References and Resources" section.)
· reading on the Cuban embargo

Description of Assessment (Performance Project):

Context:
It is best to use the lesson after the students have gained some familiarity with the language. Since some students may have strong feelings about Cuba, and more specifically Castro, it may be beneficial to briefly discuss being open-minded to the topic. Also, before the K-W-L activitiy that follows in the pre-task, it would be worthwhile to remind students to list things that can be substantiated in fact as compared to opinions.

Task set-up:
The tasks below are set up in a chronological order that will best suit the lesson, although most tasks can be done individually.

Task One:
In this anticipatory activity the teacher will engage the students in a discussion about travel to Cuba. The intent of this discussion is to identify why U.S. citizens cannot travel to Cuba legally without special visas, what are the main stipulations of the embargo currently and how does the embargo affect both U.S. citizens and Cubans. The discussion may be led as the teacher likes with those questions in mind. The following are the questions asked in Attachment #10 that the students will later be researching. The teacher may want to use a few of these in the introductory discussion to determine wha students already know about the topic.

1. Who can travel to Cuba?
2. Why can/cannot U.S. citizens travel freely to Cuba?
3. Why is there an embargo?
4. What are the effects of the embargo on Cubans, as well as citizens of the United States? List at least 6 effects on each group, 3 for each.
5. What are the current stipulations of the embargo?
6. How do most Cuban Americans (as reflected by the viewpoint of the Cuban American National Foundation (CANF)) feel about the embargo?
7. What are the arguments that support and do not support the embargo?
8. Considering that China is also a communist country, why is it that we have not imposed an embargo on it?

Task Two:
Students will complete a reading on Cuba (See "Attachment #8"). This can be done in class or as a homework assignment. Students should be instructed in effective reading strategies and asked to read the reading once through, underlining words they do not understand and cannot figure out from the context of the paragraph. Before reading a second time, they should skim through the questions they will be asked to answer to direct their reading focus. The third time the students should look to see if they have figured out the words they underlined from the context. If they have, they can cross out the underlined mark. After completing the reading, student will be asked to respond to a series of true and false questions, as well as some fill in the blank statements.

Task Three:
Previously, students will have read the reading on Cuba and answered the true and false questions. Students will reread the material with their partner. They should discuss the vocabulary they underlined with their partner to help each other understand. They will then go over their true and false answers and discuss any discrepancies. As a class, the students will discuss the reading with the teacher. S/he will ask relevant questions (see questions provided with reading below) and answer any questions regarding the vocabulary. At some point the teacher will also want to provide the students with the vocabulary list relevant to this lesson (See "Attachment #14").

Task Four:
In this activity the teacher will be providing an historical background for students by using a timeline taken from the Earlham University website: (http://www.earlham.edu/~pols/ps17971/weissdo/) This is meant to give the students an idea of the relationship the United States had with Cuba prior to the 1959 revolution and what has happened since then. There is more information than is necessary so it may be wise to highlight some of the main events and have students jot down some ideas about them on their time line. The teacher may also wish to create his/her own modified version of the time line including only the most significant events. If the teacher so desires he/she can create an extension of the lesson using the timeline to practice large numbers and other historical terms like war, conflict, law, bill etc. It could also be extended to a level 2 class studying past tense where the students could recreate the time line in Spanish to tell what happened.

Task Five:
Students will be researching the questions posed in pre-task one. A worksheet (See "Attachment #10") is included for this purpose. Following the research, the information should be discussed as a class. This will provide background information for the socratic seminar that will take place in Task 6.

Task Six:
Students will engage in a Socratic Seminar. Although it is not necessary, the teacher may improve the discussion by using the extension activity idea of finding at least two readings from opposing sides of the embargo to have the students read before the seminar. The seminar itself is designed to facilitate a large group discussion among the students, removing the teacher-directed nature of many interactions. Students are seated in a circle together and presented with 3 - 5 questions relevant to the reasearch/reading they have done the the topic, in this case the embargo. The intent of the discussion is for the students to speak and discuss their ideas, without the direct input of the teacher. I have included 3 attachments that can be made into transparencies to help guide the seminar. Attachment #11 gives the rules for the seminar so that it will go smoothly. Attachment #12 gives the rationale behind the seminar and Attachment #13 includes the seminar questions. The teacher may alter any or all of the questions. They have been provided as a model.

Task Seven:
Students will watch a video about the journey of a group of people who organized and transported humanitarian aid to Cuba. This video has many emotive qualities as it details some of the struggles the humanitarians went through as they attempted to take their aid to Cuba. This video could serve to introduce the lesson as well, but I chose to save if for the end because I did not want to influence the opinions of the students previous to their participation in the Socratic Seminar. The video can be purchased from the Resource Center for the Americas, whose website is listed in the resource section.

Assessment:

Students are continually assessed throughout the lesson in each activity through participation in class discussion, comprehension questions in the reading, research questions and participation in the Socratic Seminar. The culminating assessment will involve the students using the vocabulary introduced in this lesson as well as other previously learned vocabulary to create a paragraph in Spanish that details the pros and the cons of the embargo. The following is a suggested checklist that may be used for the assessment.

Student:
____ uses at least 10 of the vocabulary words from the lesson
____ includes at least 6 examples in total of pros and cons of the embargo
____ writes in a concise and coherent manner
____ illustrates understanding of the material
____ includes the appropriate documentation of source material

References and Resources:

Cuba sites

Site for kids to search pros and cons of embargo

Global Exchange - http://www.globalexchange.org/

Earlham University - http://www.earlham.edu/~pols/ps17971/weissdo/

Resource Center for the Americas - http://www.americas.org/

U.S. Policy with Cuba(1998):
http://www.state.gov/www.regions/wha/cuba/policy.html
(Provides current information on many aspects of the embargo and links to other resources)

Video

The Little Yellow School Bus. The Resource Center of the Americas. http://www.americas.org/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment #8 - Reading on Cuba
Attachment #9 - Factsheet
Attachment #10 - Research
Attachment #11 - Socratic Seminar Rules
Attachment #12 - Socratic Seminar Rationale
Attachment #13 - Socratic Seminar Sample Questions
Attachment #14 - Vocabulary, Lesson 2

Submitted by Connie Nelson, Tony Kienitz

Objectives:

Content:
Students will:

• read two French fairy tales in the original version (activity)
• analyze content of the original fairy tales
• explore the relationship between the original fairy tales and modern-day versions
  

Cultural:
Students will:

• activate own knowledge about the fairy tales' role in transmitting cultural information
• learn some of the cultural and historical background that will allow students to understand the content differences between the original and modern-day versions of the fairy tales they read
  

Language: Content Obligatory
Students will:

• learn key vocabulary that allows access into the original text
• review / learn the past tense structures used in written and oral narration (imparfait, passe compose, plus-que-parfait, passe simple)
• learn vocabulary that allows them to analyze and discuss theme, style, storyline, etc.
  

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will:

• practice reading strategies
• practice narrating (both in writing and speaking)
• work cooperatively with partner and small group
• create idea/association webs
  

Time Frame:

3 days

Materials Needed:

• text in French for "Le Petit Chaperon Rouge" - url can be found in "References and Resources" section
• highlighted versions of "Le Petit Chaperon Rouge" for "Reader's Theater"
• reading tasks sheet for pairs (found in "Attachments")
• transparency sheets and overhead pens for pair work
• Chapter "Peasants tell tales..." from The Great Cat Massacre (in "Attachments")
• excerpt from Bruno Bettelheim article (in attachments)
  

Description of Assessment (Performance Project):

Day One
In pairs, students create an idea/association web on a transparency and share with the class their knowledge of the fairy tale genre. Students with access to Inspiration could use technology to support these ideas and mind maps. The teacher assists with the French vocabulary that will allow them to discuss genre, theme, tone, evidence, etc. in the target language as much as is feasible for the particular group. The teacher may wish to read or tell the modern version of the tale of "Le Petit Chaperon Rouge" (in French) in order to activate prior knowledge and to teach some of the vocabulary needed to read the original Perrault tale.

Teacher provides background s/he deems appropriate on the historical time frame (15-18th centry France) such as that based on the chapter entitled "Peasants tell tales . ." from The Great Cat Massacre (see "References and Resources" and "Attachments" sections)to help students understand the differences reflected in each version of the tale. Students are provided with the French text and a pre- and during reading guide ("Reading Tasks" in "Attachments) to help students accomplish the task. They are encouraged to work with a reading partner on this task as preparation for discussion at the beginning class the following day.

Reading Tasks
1. Think of the version of the story you are most familiar with. What are the key elements? Keep them in mind as you read the original version.

2. Look at the illustration. What impression does it give as compared with the illustrated story you are familiar with?

3. Skip ahead to the ending and the moral. Is this an obvious feature of the modern version in your opinion? How would you state the modern moral message?

4. Scan for familiar vocabulary (nouns, verbs, adjectives) and make a list of those words (10 or more) that will help you follow the story line.

5. Skim the tale, looking for differences - compare it to the modern version. What are some key differences?

6. Questions or comments

Before most students begin with the tasks, the teacher will invite volunteers to take roles for a "Reader's Theater" of the story. While the rest of the class is reading, the teacher will provide highlighted copies of the text to several volunteers to practice the roles of the narrator: the mother, the wolf, red riding hood, and the grandmother. The student volunteers will practice their roles and be prepared for a class reading the following day. Props and pantomime are encouraged to make the re-telling more comprehensible and entertaining.

Day Two
Students discuss what they have read. The teacher reviews key vocabulary (may put on overhead for reference during oral presentation of the tale by the student volunteers.) Some discussion of important grammatical elements will be helpful here, particularly the past tense structures used in the text. The student volunteers playing the roles of the mother, the wolf, red riding hood, and the grandmother, will read and act out the tale for the class. After the presentation, the teacher reads and discusses the "moralite" with the class to see what interpretations students have and the differences and possible reasons for those differences when comparing with a modern-day version. (see "References and Resources" section in the unit overview for the Bettelheim article and the world literature text)

The following summary may be useful for the follow-up discussion and is found in the "Attachments" section.
Folktales
1. are secular, not associated with religious rituals
2. exist for entertainment as much as for the teaching of values
3. feature magic/enchantments, and gods/goddesses are not central characters in the story as they would be in a myth 4. feature common heroes with no special powers or superhuman abilities
Fairy tales
1. are a kind of folktale
2. do include supernatural elements such as spirits, talking animals and magic
3. heroes are generally good-hearted people who defeat evil
4. events generally come in threes - three characters, three trials, three attemps to reach a goal
5. often point out a moral lesson about how people should behave
At the end of the class period, have students turn in their pre-reading sheet. See the "Assessment" section of this lesson for context of this collection.

Day Three
Students work in pairs/threes to create their own re-telling or version of "Le Petit Chaperon rouge." Students may share their tale either by writing a script or creating a "story board" with illustrations on an overhead transparency. This activity should include verbal and written French. Students are encouraged to use the vocabulary and phrases compiled during the Reader's Theatre experience with "Le Petit Chaperon rouge." To keep this activity both attainable and motivating, students should have approximately 30 minutes to prepare. The pairs or groups of three present their stories to the class. The teacher should note consistent successes and challenges as a beginning point for learning in the coming days.

Assessment:

This is more of a checklist than assessment. The students receive five points per completed task. You may or may not need this depending on your classroom environment and grading system.
__ completion of pre-reading worksheet
__ participation in class discussion
__ group presentation of "Le Petit Chaperon rouge" in French

References and Resources:

Bettelheim, B. (1977). The Uses of Enchantment: the Meaning and Importance of Fairy Tales. Alfred A. Knopf: New York.

Darnton, R. (1985). Peasants tell tales....The Great Cat Massacre and Other Episodes in French Cultural History. First Edition Vintage Books: New York.

Perrault, C. (1997). Contes de Ma Mere L'Oye. Editions Gallimard Jeunesse.

Perrault, C. "Le Petit Chaperon Rouge" http://www.multimania.com/ganymede/perrault/rouge.html

World Literature. (1993). Holt, Rinehart and Winston, Inc. Orlando, Florida.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Reading tasks (Word Doc) 

Comparison of folk tales and fairy tales
     For Students
     For Teachers - German Example and instructions

Submitted by Connie Nelson, Tony Kienitz

Objectives:

Content:
Students will:

• read "Le Petit Poucet" in both English and French
• draw 3 conclusions from the French version and provide evidence for those conclusions on the Fairy Tale Anaylysis worksheet provided
• explore the relationship between the original fairy tales and modern-day versions

Cultural:
Students will:

• analyze the French version of the tale for evidence of cultural values/biases

Language: Content Obligatory
Students will:

• learn the key vocabulary that allows access into the text
• continue reviewing/learning the past tense structures used in narration in French "imparfait" and "passe compose"

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will:

• practice reading skills and strategies
• practice analytical thinking skills: reasoning, evidence, conclusion
• work cooperatively in small groups
• prepare and present to the German class a short version of the tale (in French), and an analyis of cultural differences (in English).

Time Frame:

7 days

Materials Needed:

• copies of the text "Le Petit Poucet" transparencies
• Fairy Tale Analysis worksheet
• poster paper and marking pens for illustrating tale
• question guide worksheet for "Le Petit Poucet"
• "flashettes" for test preparation exam for "Le Petit Poucet"

Description of Assessment (Performance Project):

This lesson takes at least 7 days as presented. Teachers may choose all or only some of the activities included.

Students will read (in pairs) the Charles Perrault tale "Le Petit Poucet," a version of "Hansel and Gretel" that pre-dated publication of the more familiar Grimm story by about 100 years.

The teacher tells a simplified version in French of the modern tale "Hansel and Gretel" as a pre-reading activity in order to activiate prior knowledge, previously learned vocabulary and content and to present some of the essential vocabulary. The teacher leads students (preferably in French but depends on time and ability of students) in pulling out key elements of the tale so that only the essential structure is evident - character types, locations, magical elements - things that could be modified while still staying true to the classified tale type.

The teacher provides the following characteristics that differentiate a tale as particularly French (see "Peasants tell tales.." for more details). This will be especially helpful and illustrative during the discussion with the German class.

A French tale:
- villains are ogres, witches, but seem fairly ordinary (except perhaps for size)
- scenes have a somewhat domestic flavor - not especially fantastical
- the tone is one of humor, domesticity, not blaming
- the hero of the tale wins by being crafty, a trickster
- wishes to be granted are simple, ordinary, food, work to support oneself

Before reading "Le Petit Poucet", students will look at the illustrations for clues, scan for familiar vocabulary and generate a list to share in discussion, skim the tale looking for key elements of the storyline: Who? Where? What happens?

Class discussion after this pre-reading exercise will generate a list of essential vocabulary.

Reading pairs will:
- read the tale
- create an idea/association web to identify characters, storyline elements of magic, moral messages
- analyze the original version of the fairy tale using the Fairy Tale Analysis Worksheet for class discussion.
- create a simple, illustrated version of the tale on poster paper that they will use to tell the tale to another reading pair

(Note to teachers: We do not have defintive answers for this analysis. This is process, thinking, drawing out ideas and using the content for some interesting language learning. This is a good opportunity for more conversation with the Language Arts staff.)

The four students assigned to the previous activity will work together to complete the question sheet for class discussion. The same four students will prepare the "flashettes" (cardstock sheets with key elements from story as cues for oral and written re-telling and as preparation for short answer exam). These Groups of students will reconstruct the story in a simplified, possibly illustrated version to share with the class (transparencies, poster paper, props, pantomime).

Class will vote on favorite version and volunteers will refine it for presentation to the German class. Other students will present key elements of French tales and something of what they have found most interesting from our analysis of original text versus modern-day versions of fairy tales.

Assessment:

• Completion of idea/association web
• Completion of Fairy Tale Analysis Worksheet
• Completion of poster paper illustration and presentation of story to another reading group
• presentation of 2 paired reading groups to class
• Completion of "flashettes"
• look for illustrated explanation

Checklist:
__ 1. Three reasonable conclusions drawn from tale
__ 2. Two pieces of evidence for each conclusion
__ 3. Evidence of cultural influences/biases
__ 4. Analysis/understanding of historical context 

References and Resources:

Darnton Perrault, Peasants tell tales excerpt from:
Darnton, R. (1985). The Great Cat Massacre and Other Episodes in French Cultural History. New York, NY: Vintage Books. 

Original "Le Petit Poucet" tale by Charles Perrault http://www.multimania.com/ganymede/perrault/poucet.html (25k)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

POUR ECRIRE UN CONTE, IL FAUT (Word doc)

Fairy Tale Analysis Sheet

Flashettes

Submitted by Connie Nelson, Tony Kienitz

Objectives:

Content:
Students will:

• prepare script for videotape that stays true to the tale type of "Le Petit Poucet." Students may change the characters, setting, time frame, villains, magical elements, and even modify the moral or message intended by the author(s).
• explore the relationship between the original fairy tales and modern-day versions

Cultural:
Students will:

• indicate awareness of the message of the tale as originally intended for the audience in 18th century France, although their own message may be slightly different.
• include some elements that make the tale particularly French in character.

Language: Content Obligatory
Students will:

• Narrate their fairy tale primarily in the "imparfait" and "passe compose" using the vocabulary list provided in the attachment section that gives students assistance with elements typically found in the fairy tale genre.

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will:

• use checklist for video to focus efforts and to be sure of including all that is expected
• work in small groups to create the script and video
• have a visible role in the production.

Time Frame:

5 days

Materials Needed:

video camera props scripts "Checklist for video" sheet for each group "Video Rubric" sheet for each group

Description of Assessment (Performance Project):

Notes to Teachers: While this lesson is intended for three class periods, it is recommended that these days be spread out and interspursed with possibly unrelated content. For example, "Day 1" could be on Monday, "Day 2" on Wednesday, and "Day 3" on Friday.

Another part of this project is completing and sharing the video stories. It is recommended that these videos be due and presented on a Monday, thereby giving the students additional time to coordinate video efforts beyond the school day.

Regarding the videotape arrangements, teachers should be available to assist in facilitating the use of equipment and/or providing to support in other relevant ways for this project.

Day 1 (Monday)
The class begins with the organizers for the next few class periods - the "Checklist for the Video" sheet and the related rubric. Students work in small groups to brainstorm and then follow writing process to create a script. These groups may be self-selected or chosen by the teacher on the basis of langauge abilities, personalities, etc. By the end of the class period, students turn in whatever they have created. Teacher reads over the scripts to note first for content and the "gist" of the text.

Day 2 (Wednesday)
Students continue to work with small groups on scripts. Groups discuss inclusion of feedback by teacher. Students should be monitoring writing in reference to expectations as set forth by the "Checklist for Video" sheet and the rubric. The teacher is available for writing conferences as requested by the small groups. Students have studied in both French and Language Arts classes, "Le Petit Poucet." The writers may change characters, places, timeframe, villains, magical elements. Students must include some elements in the tale that would be identified as particularly French as based on our study in the previous two lessons. The scripts and plays must have a clear moral or message, although it may be different from the one in "Poucet." A checklist is provided to guide the students' efforts. Maximum use of French is the goal and scripts must be approved before videotaping. All tapes are to be turned in on the date specified to be copied onto one cassette for classroom viewing.

Day 3 (Friday)
Students prepare script and videotape that follows the tale type.

Assessment:

See "checklist for video"

See rubric in attachments

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

"POUR ECRIRE UN CONTE, IL FAUT"

videotape checklist 

rubric for videotape

Submitted by Maureen Curran-Dorsano

Objectives:

Content:
Students will:
· locate North America, Asia, France, Atlantic and Pacific Oceans on a map of the world
· show three possible trade routes from Europe to Asia
· compare and contrast the roles played by Jacques Cartier and Samuel de Champlain in the exploration of New France
· examine the role of women in the colonization of New France

Cultural:
Students will:
· trace the establishment of the French language from France to the New World
· examine the relationships between the early French explorers and the Native American peoples they encountered

Language: Content Obligatory
Students will:
· corrrectly use the following vocabulary:

la Nouvelle France le continent nord-américain le lac la rivière le fleuve

un explorateur un colon un navire une fourrure un Amérindien

amérindien(ne) une religieuse explorer voyager fonder

· use these communicative functions

- interpreting information
- evaluating the results of an action or an event · use these grammatical structures - contractions with geographical terms and proper nouns
- conjugations of verbs used frequently on the web page

Language: Content Compatible
Students will:
· use these grammatical structures:

comparative/superlative
Je crois que, je pense que
prepositions with geographical names
gender agreement of adjectives

· use these communicative functions

comparing or contrasting things
formulating and supporting opinions

Learning Strategies / Social and Skills Development:
Students will:
· navigate a website (follow links, use pop-up screens, use "back" button)
· use picture clues and context to determine meaning
· demonstrate map-reading skills
· cooperate when reading aloud
· ask questions of and clarify for partner, as needed

Time Frame:

Reading the information on the web page and completing the accompanying exercises can be completed in 45-60 minutes. However, the real value of this lesson lies in the conversation before and after students go to the webpage. I would suggest a minimum of two 45-60 minute periods.

Materials Needed:

· maps (world, North America, New France), globes, atlases
· pictures, posters, books about early French explorers
· "word wall" for new vocabulary (see "Resources" of the Unit Overview)
· dictionaries, verb conjugation aids
· computers with Internet access and Adobe Acrobat Reader
· copies of Mission 1 handouts (see "Attachments"): Des personnages de la Nouvelle France, La carte du monde

Description of Assessment (Performance Project):

Introduction: This lesson is the introduction to the French Voyageurs unit. Students learn that the very first French explorer, Jacques Cartier, was offered furs in exchange for European goods, thus setting in motion an enterprise that would last three centuries and spread the French language and culture from the Atlantic to the Pacific coasts.

Step 1: Activate prior knowledge
Whole class: Referring to a map of North America, ask students if anyone has visited one of the Great Lakes. If so, what can they tell us about the region? Ask if anyone has ever gone canoeing. If so, what can they tell us about their experience? As students share information, highlight any vocabulary that will appear in this lesson (word wall).

Step 2: Introduction to New France
Whole class: Show map of New France (see the first page of the Amérindiens). Write these questions on board, on large paper or on computer, so they can be referred to later on: How did this area get to be named "New France?" Who were the explorers of New France? Why did they come? Why did they leave? What did they leave behind?

Step 3: Gathering information: introduction to the web site
Demonstration to whole class: Read the opening page of the web site and go to the first link (François). François is a young man who has just signed a contract with the Northwest Fur Trade Company and needs our help to get his voyageur clothing. Explain that students will be working in pairs to accomplish five missions, and that upon completion of each mission, François will earn a part of his costume.

Step 4: Gathering information (continued) - Web page, part I: La Nouvelle France
Pairs: Working in pairs, students proceed to their first mission, then read the questions about Cartier and Champlain, clarifying for each other ideas and vocabulary. Using the questions as their guide, they read the pages of Nouvelle France, taking turns holding the mouse (important for younger students!) and reading. As they read, they should refer back to the questions, and they should keep a running list of words or concepts still unclear.

Step 5: Report back to group
Whole class: Review the questions and check to see if they have all been answered correctly. Go over any unclear vocabulary or ideas.

Assessment:

1. At the end of the Nouvelle France section, there is an on-line comprehension check in the form of an interactive matching game. This is more of a self-assessment and not meant to carry a grade.
2. Question and answer sheet and map of the world (pdf files).
3. Reflection. Because young students do not have the language skills necessary for a written response, the reflection question should be a whole-class discussion/assessment. The two questions to discuss are:

1) Why is Samuel de Champlain, rather than Jacques Cartier, considered the father of New France"?
2) Why are the "filles du roi" and the "devancières" considered "mothers of New France"?

References and Resources:

Principle site (for students): Sur la piste des voyageurs

http://www.edina.k12.mn.us/normandale/classrooms/grade3/etudes_soc/surlapiste/index.htm

Reference sites:

Les Explorateurs
http://www.aquapontiac.com/explorateur.htm

La Nouvelle France 1524-1763 (bilingual site)
http://www.geocities.com/Athens/Ithaca/7318/NVFR.HTM

La Nouvelle France
http://www.explore-nf.com/

Les filles du roi
http://www.mcq.org/histoire/filles_du_roi/plan.html#plan

Le musée virtuel de la Nouvelle France (bilingual site)
http://www.mvnf.civilisations.ca/

Marguerite Bourgeoys
http://www.cnd-m.com/francais/mbf.htm
http://www.maisonsaint-gabriel.qc.ca/rencontre/ (bilingual)

Marie de l'Incarnation
http://www.lesoleil.com/documents2/nouvfrance/article1.stm

Print resources:

Arpin, Roland. Rencontre de Deux Mondes. Québec: Musée de la Civilisation. 7-29.

Neering, Rosemary and Stan Garrod. La Vie en Nouvelle France. Montréal: Lidec, Inc.

Lacroix, Francine and Hélène Jean. La Fresque des Québécois. Québec (also available in English)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Des personnages de la Nouvelle France
La carte du monde

Submitted by Liz Perona

Objectives:

Content:
Students will:
· recognize and continue to define the following political ideologies/forms of government: democracy, socialism, communism, fascism, nationalism, regionalism, anarchy, Republic, Monarchy, dictatorship as well as the terms: political left and political right
· develop a general understanding of the perspectives of the groups that played a major part in the conflict that ended in the Spanish Civil War
· identify the "problems" of regionalism in Spain
· identify possible causes of the Spanish Civil War
· identify international involvement in the Spanish Civil War
· identify and describe the consequences of the Spanish Civil War on the political, economic and social elements of modern day Spanish society

Cultural:
Students will:
· develop an understanding of the many ways that the Spanish Civil War has influenced Spain and its people

Language: Content Obligatory
Students will:
· use the following vocabulary accurately:

La Guerra Civil La Segunda Guerra Mundial La República, el republicano El nacionalista El anarquista El comunismo El fascismo El Falange

anticlerical el Ejército la Guardia Civil la Monarquía estallar luchar bombardear vencer

derrotar los sindicatos los soldados el levantamiento las elecciones la derecha la izquierda abdicar

la ley analfabeto la pobreza los derechos la libertad redistribuir las reformas el poder

· use the present, past and future tenses to describe historical events
· use conditional "si" clauses to discuss "What would have happened if ..." (condicional perfect, pluscuamperfecto del subjuntivo).

Language: Content Compatible
Students will:
· use the subjunctive mode to discuss "wishing, wanting, hoping that someone would do something"
· use names of countries and nationalities in Spanish in order to discuss the past and/or present governments of various countries of the world
· demonstrate accurate subject and verb agreement
· demonstrate accurate number/gender agreement
· use accurate word order and embedded clauses when appropriate

Learning Strategies / Social and Skills Development:
Students will:
· use authentic materials on a Webquest to research for his/her group presentation
· take an active role as lead historian, graphic designer, technology specialist or head of production of the presentation in cooperative group work
· use knowledge of cognates to increase reading comprehension
· use context clues to increase reading comprehension
· work cooperatively in small groups to complete assigned tasks

Time Frame:

One to two 50 minute sessions

Materials Needed:

· "What if" cards (See "Attachments")

Description of Assessment (Performance Project):

Jig-saw activity:

Pre-task:
Review as a class the grammatical structure of condicional 'si' clauses. (What would happen if . . .; what would have happened if . . ., etc.) Practice with general questions from students' lives and then American history or current events.

Some examples include:

· ¿Qué te hubieran llamado tus padres si hubieras sido un/a chico/a? (What would have your parents named you if you had been a boy/girl?). ¿Cómo sería tu vida ahora si fueras chico/a? (What would your life be like if you were a boy/girl/) ¿Qué cambiaría en tu manera de vivir? (What would change in the way that you live?).

· ¿Si fueras un animal/un árbol/una flor, etcétera, ¿Cuál serías y por qué?

· ¿Qué hubiera pasado si el Sur hubiera ganado la Guerra Civil de los EEUU? etcétera.

During-task:
Have students divide into jigsaw groups (one representative from each topic group joins a different jigsaw group (each new group has one Nacionalista, one Republicano, etc.). Pass out "What if" cards and give them time to discuss each one. Each student should enter the discussion, providing opinions based on his/her investigations. Have groups take notes on what they discuss in order to share with the whole class.

Post-task:
Groups report on their discussions and conclusions.

Assessment:

Note: Teacher can do an informal assessment during small group discussions as well as during the sharing time in large group.

References and Resources:

Tedick, D. J. (Ed.) (1997). Minnesota Articulation Project's Proficiency-Oriented Language Instruction and Assessment: A Curriculum Handbook for Teachers. Minneapolis, MN: Center for Advanced Research on Language Acquisition.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

"What if" cards list

Submitted by Maureen Curran-Dorsano

Objectives:

Content:
Students will:
· identify the Great Lakes and the Eastern Woodlands
· identify the Indian tribes who lived in the Great Lakes area
· identify the ways they helped/influenced the voyageurs
· explain how the fur trade benefited and hurt native peoples

Cultural:
Students will:
· examine the relationships between the early French explorers and the Native American peoples they encountered

Language: Content Obligatory
Students will:
· learn and use the following vocabulary:

une famille linguistique la Grande Forêt le nord, le sud, l'est, l'ouest une rive les premiers peuples

une tribu un chasseur l'écorce de bouleau amérindien, amérindienne

un poste de traite une fourrure une peau le castor

le troc, troquer la chasse, chasser la pêche, pêcher la cueillette, recueillir

· use these communicative functions:

- interpreting information
- evaluating the results of an action or an event

· use these grammatical structures

- use of the imperfect to show that Indians used to live in a certain way
- conjugations of verbs used frequently on the web page

Language: Content Compatible
Students will:
· use these grammatical structures

- Je crois que, je pense que
- prepositions with geographical names
- gender agreement of adjectives

· use these communicative functions

- comparing or contrasting things
- formulating and supporting opinions

Learning Strategies / Social and Skills Development:
Students will:
· read off of a computer screen
· navigate a web site (follow links, use pop-up screens, use Back button)
· use picture clues and context to determine meaning
· demonstrate map-reading skills
· compare and contrast ideas and events
· take turns using mouse and navigating web site
· take turns reading aloud
· ask questions of and clarify for partner, as needed

Time Frame:

Reading the information on the web page and completing the accompanying exercises can be completed in 45-60 minutes. However, the real value of this lesson lies in the conversation before and after students go to the web page. I would suggest a minimum of two 45-60 minute periods.

Materials Needed:

· Maps (world, North America, New France), globes, atlases
· pictures, posters, books about early Native Americans
· "word wall" for new vocabulary
· dictionaries, verb conjugation aids
· computers with Internet access and Adobe Acrobat Reader
· copies of Mission 2 handouts (see "Attachments"): Les Amérindiens de la Nouvelle France, La géographie de la Nouvelle France (carte)

Description of Assessment (Performance Project):

Introduction:
This lesson introduces students to the native peoples of New France. Students learn that the Iroquoians and the Algonquians had very different lifestyles and that both played a critical role in the French fur trade. They also learn that the Indians bartered away not only furs, but their traditional way of life.

Step 1: Activate prior knowledge
Whole class: Referring to a map of North America, ask students to identify each of the Great Lakes. Review information about the area from lesson 1.

Step 2: Introduction to la Grande Forêt (Eastern Woodlands)
Whole class: Show map of New France (see the first page of the Amérindiens). Write these questions on board, on large paper or on the computer, so they can be referred to later in the unit:

What is the name of the region that includes the Great Lakes?
What would one expect to find in a region named Grande Forêt?
Who might live there?
What kind of lifestyle would they have?
Why would the fur trade establish itself in this region?

Step 3: Gathering information - Web page, part 2: Les Amérindiens
Pairs: Working in pairs, students proceed to their second mission, then read the questions on the worksheet Les Amérindiens de la Nouvelle France, clarifying for each other ideas and vocabulary. Using the questions as their guide, they read the pages of Les Amérindiens, taking turns holding the mouse (important for younger students!) and reading. As students read, they should refer back to the questions, and they should keep a running list of words or concepts still unclear.

Step 4: Report back to group
Whole class: Review the questions and check to see if they have all been answered correctly. Go over any unclear vocabulary or ideas. Add that to the vocabulary wall.

Assessment:

There are three assessments for this lesson:
1. Within the Amérindiens section, there is an interactive question and answer quiz on map-reading. This is more of a self-assessment and not meant to carry a grade.

2. Question and answer worksheet, Les Amérindiens de la Nouvelle France and the map worksheet, La géographie de la Nouvelle France (pdf files). See "Attachments."

3. Reflection #2. This is a whole-class assessment. Teacher should make two columns on the board and ask students for all the pros and cons of the fur trade, then discuss the question "Do you think the Native Americans profited from the fur trade? Explain why or why not."

References and Resources:

Principle site (for students): Sur la piste des voyageurs
http://www.edina.k12.mn.us/normandale/classrooms/grade3/etudes_soc/surlapiste/index.htm

Reference sites:

Les Premiers Amérindiens
http://www.autochtones.com/fr/culture/index.html

Les Amérindiens du Québec
http://www.chez.com/soniag/geographie/amerindien.html

Les Amérindiens illustres de la Nouvelle France
http://www.geocities.com/Athens/Ithaca/7318/INDIEN.HTM

Les Autochtones
http://www.lafete.org/new/v_ger/f_nF.htm

La piste amérindienne
http://www.autochtones.com/fr/index.html

Les Premiers Amérindiens
http://csbf.qc.ca/LaSamare/cours/jmperreault/tempsforts/Les_Premiers_Amerindiens.htm

Print resources:

Legay, Gilbert. Atlas des Amérindiens d'Amérique du nord. Belgique: Èditions Casterman.

Rencontre de deux mondes. Québec: Musée de la civilisation.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Les Amérindiens de la Nouvelle France
La géographie de la Nouvelle France

Submitted by Maureen Curran-Dorsano

Objectives:

Content:
Students will:
· identify the Northwest Company
· identify the major players of the fur trade - bourgeois, voyageurs, Indians - and the role of each
· identify the animals hunted for their skins and furs
· determine the value of various animals in relation to the beaver
· formulate an opinion as to the pros and cons of the fur trade

Cultural:
Students will:
· compare and contrast French interaction with the Indians and what they know of American-Indian relations

Language: Content Obligatory
Students will:
· correctly use new vocabulary:

une compagnie de traite le commerce le poste de traite la traite

le troc le bourgeois l'Amérindien les marchandises

une fourrure une peau le castor troquer échanger

· use these communicative functions:

- talking or reporting about things, actions, events, or people in the environment
- describing someone or something
- understanding messages or descriptions

· use these grammatical structures:

- valoir - les articles valent un certain nombre de peaux
- troquer, échanger une chose contre quelque chose d'autre
- conjugations of verbs used frequently on the web page

Language: Content Compatible
Students will:
· use these grammatical structures:

- falloir / il faut, il me faut
- question: Combien de ____ me faut-il, me faudrait-il

· use these communicative functions:

- comparing or contrasting things
- formulating and supporting opinions

Learning Strategies / Social and Skills Development:
Students will:
· read off of a computer screen
· navigate a web site (follow links, use pop-up screens, use Back button)
· use picture clues and context to determine meaning
· demonstrate math skills
· take turns using mouse and navigating web site
· take turns reading aloud
· ask questions of and clarify for partner, as needed
· work with a partner to gather information
· participate in large group discussions

Time Frame:

Reading the information on the web page and completing the accompanying exercises can be completed in two 45-60 minutes periods. However, the real value of this lesson lies in the conversation before and after students go to the web page. I would suggest a minimum of three 45-60 minute periods.

Materials Needed:

· maps (world, North America, New France), globes, atlases
· pictures, posters, books about the fur trade and fur-bearing animals
· animal pelts, if possible
·"word wall" for new vocabulary
· dictionaries, verb conjugation aids
· computers with Internet access and Adobe Acrobat Reader
· copies of Mission 3 handouts: La traite des fourrures, Au poste de traite (equations, equivalences)

Description of Assessment (Performance Project):

Introduction:
This lesson describes how the Europeans and Native Americans traded goods for animal furs. It offers a glimpse of the dramatic change in native peoples' lifestyle due to their participation in the fur trade. It introduces many new animals to students as well.

Step 1: Activate prior knowledge
Whole class: Referring to a map of North America, review information from lessons 1 and 2. Write on board, large paper or computer these questions and elicit predictions from students:

Why did the fur trade merchants need the Indians?
Why did the Indians agree to work for the fur traders?
What kinds of articles were the two sides interested in?
Who else did the fur trade merchants need?
Which animals would you expect to find in the Grande Forêt?
Which would you expect to be most valuable to fur traders?

Step 2: Introduction to fur-bearing animals
Small groups: Have students look at pictures of animals and, if possible, real animal pelts. Have them make a list of all the animals they can name that might be part of the fur trade.

Step 3: Gathering information - Web page, part 3: La traite des fourrures
Pairs: Working in pairs, students proceed to their third mission, then read the questions about the fur trade, clarifying for each other ideas and vocabulary. Using the questions as their guide, they read the pages of la traite des fourrures, taking turns holding the mouse (important for younger students!) and reading. As they read, they should refer back to the questions, and they should keep a running list of words or concepts still unclear.

Step 4: "Au poste de traite" worksheets Make sure students understand the concept of an "exchange standard." Pairs: Have students work out the mathematical equations for exchanging articles and furs. Then model a dialog between two partners where Partner A has to ask "Combien de peaux de castor valent 3 fusils?" and Partner B responds, "3 fusils valent 30 peaux de castor." Have students work with a different partner for this activity so as to compare their answers with those of another group. (You can also rephrase the question using falloir and avoir besoin).

Continue in the same manner with the next worksheet. Students work with their new partner on these equations, then change back to original partners for the dialog/corrections. If students have not done the on-line activity "Remontons l'Outaouais," they should do that now.

Assessment:

There are several assessments for this lesson:

1. The question and answer sheet about the fur trade

2. The two trading post worksheets

3. In the middle of the traite section, there is a "Hidden Animals" activity. Students find the animals by dragging the cursor over the forest picture until the arrow becomes a hand, indicating a hotlink. (You may have to demonstrate this). When you click on the screen, a window pops up with the picture and name of the hidden animal. Students should make a list of the animals they find and compare this list to the one they made in Step 2. If the animal is new to them (did not appear in the predictions), students should star the name of the animal. Have partners report the new animals they found and compare them with other groups. You will probably find that most of the mustelids (weasel family) are new to students. They will learn about this family of animals in the Qui suis-je? game.

4. The Qui suis-je? is an interactive self-check quiz and is not meant to carry a grade.

5. Reflection #3. Whole class discussion (at least for younger students):
What are the pros and cons of the fur trade? Most children will say that too many animals were killed.
What about the effect on native peoples?
Ask what would have happened if there had been no fur trade. Would Indian life have changed anyway? Would the French have sent anyone here to settle the New World? What if they hadn't?

References and Resources:

Principle site (for students): Sur la piste des voyageurs
http://www.edina.k12.mn.us/normandale/classrooms/grade3/etudes_soc/surlapiste/index.htm

Reference sites:

La traite des fourrures (bilingual site)
http://www.lafete.org/new/v_ger/fur/f_mainF.htm

La salle du Canada: La traite des fourrures (bilingual site)
http://www.civilisations.ca/cmc/cmcfra/ca12fra.html

Le musée virtuel de la Nouvelle France (bilingual site)
http://www.mvnf.civilisations.ca/

Print resources:

Arpin, Roland. Rencontre de Deux Mondes. Québec: Musée de la Civilisation. 7-29. Neering, Rosemary. La traite des fourrures. Québec: Lidec Inc.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

La traite des fourrures
Au poste de traite #1
Au poste de traite #2

Submitted by Connie Nelson, Tony Kienitz

Objectives:

Content:
Students will:

• read for understanding 'Haensel und Grethel' in the original version
• analyze content of the original fairy tales
• explore the relationship between the original fairy tales and modern-day versions
  

Cultural:
Students will:

• activate own knowledge about the fairy tales' role in transmitting cultural information
• learn some of the cultural and historical background that will allow students to understand the content differences between the original and modern-day versions of the fairy tales they read
  

Language: Content Obligatory
Students will:

• learn key vocabulary that allows access into the original text
• review / learn the past tense structures used in written and oral narration (imperfect, present perfect, past perfect)
  

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will:

• practice reading strategies
• practice narrating (both in writing and speaking)
• work cooperatively with partner and small group
• create idea/association webs
  

Time Frame:

2-3 days

Materials Needed:

• "The Brothers Grimm and the Evolution of the Fairy Tale" from German Life Magazine. February/March 1996.
• "The Brothers Grimm" from National Geographic Magazine. December 1999.
• reading tasks sheet for pairs (see "Attachments")
• transparency sheets and overhead pens for pair work
  

Description of Assessment (Performance Project):

Part 1
In pairs or small groups, students create 2 ideas webs. The first web has Fairy Tales at its center and students are given 3-4 minutes to brainstorm as many ideas as they can come up with related to fairy tales. Each group records their webs on an overhead transparency. The teacher then calls on each group to present their webs briefly, recording the common ideas that groups share.

The same process is followed for the second web, which has the fairy tale 'Hansel and Grethel' at its center.

After each pair or group has shared their web, they will use it to act out a condensed version of the tale. This may be done in English or in German depending on the ability level of the students. The focus here is not on the grammatical structure but rather on the retelling of the tale. Props, costumes, and 'acting' are encouraged.

Part 2
Students then read the articles (see Materials section) about the Grimm Brothers either in class or as homework. As students read the articles they should compare them to their own fairy tale webs and take notes recording the similarities and differences they notice.

The teacher should then lead a short debriefing session to discuss the articles, focusing on these questions:

• Who were the Grimm Brothers writing for?
• Where did they get their tales?
• How did the culture in which they live affect their retelling of the tales?

The purpose of these articles is to give the students background information on the Grimm Brothers but also to prepare them for the next lesson which is to analyze 'Haensel und Grethel.'

Assessment:

This is more of a checklist than assessment. The students receive five points per completed task. You may or may not need this depending on your classroom environment and grading system.
__ completion of fairy tale idea web
__ participation in class discussion about background articles on the Grimm brothers

References and Resources:

http://www.nationalgeographic.com/grimm/index2.html
http://www.nationalgeographic.com/grimm/

Bettelheim, B. (1977). The Uses of Enchantment: the Meaning and Importance of Fairy Tales. Alfred A. Knopf: New York.

Darnton, R. (1985). Peasants tell tales... In The Great Cat Massacre and Other Episodes in French Cultural History. First Edition Vintage Books: New York.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Submitted by Connie Nelson, Tony Kienitz

Objectives:

Content:
Students will:

• read Haensel und Grethel in both English and German
• draw 3 conclusions from the German version and provide evidence for those conclusions on the Fairy Tale Anaylysis worksheet provided
• explore the relationship between the original fairy tales and modern-day versions
  

Cultural:
Students will:

• analyze the German version of the tale for evidence of cultural values/biases

Language: Content Obligatory
Students will:

• learn the key vocabulary that allows access into the text
• continue reviewing/learning the past tense structures used in narration in German "imperfect" and "present/past perfect"
  

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will:

• practice reading skills and strategies
• practice analytical thinking skills: reasoning, evidence, conclusion
• work cooperatively in small groups
• prepare and present to the French class a short version of the tale (in German), and an analyis of cultural differences (in English).

Time Frame:

5-7 days

Materials Needed:

• German and English versions of Haensel und Grethel
  *note - our students read this story in English as part of their Language Arts classes and that is how we are able to use this comparative structure. You could provide the same English version we use. It comes from "The Complete Brothers Grimm Fairy Tales." New York: Gramercy Books, 1981
• Fairy Tale Analysis Worksheet (attached)
• poster paper and marking pens for illustrating tale
  

Description of Assessment (Performance Project):

Students are given the Fairy Tale Analysis Worksheet and given the following instructions:

• Read carefully an original version of the fairy tale and draw at least 3 conclusions about morals or ideas presented in the story.
• Provide at least 2 pieces of evidence for each conclusion and be prepared to discuss your reasoning, i.e. how did you reach that conclusion based on your evidence?
• Also, analyze the story for any cultural biases or influences.
• Ask yourselves, "What is different about this version from the version I am familiar with?" or "What was happening culturally / historically at the time this story was written that might affect the way in which it was written?"

The attached 'Fairy Tale Analysis Worksheet' has a sample analysis done for the German version of 'Hansel and Grethel' which you can use as an example for the students. It may be better to take a different fairy tale and do an analysis together as a class before they do their own analysis.

Assessment:

- Completion of Fairy Tale Analysis Worksheet
- Presentation of analysis to French classes

References and Resources:

Darnton, R. (1985). The Great Cat Massacre and Other Episodes in French Cultural History. New York, NY: Vintage Books.

Perrault, Peasants tell tales excerpt from:
Darnton, R. (1985). The Great Cat Massacre and Other Episodes in French Cultural History. New York, NY: Vintage Books. 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Fairy Tale Analysis Sheet - blank template for students

Fairy Tale Analysis Example - filled in example

Submitted by Connie Nelson, Tony Kienitz

Objectives:

Content:
Students will:

• prepare script for videotape that stays true to the tale type of "Haensel und Grethel." Students may change the characters, setting, time frame, villains, magical elements, and even modify the moral or message intended by the author(s).
• explore the relationship between the original fairy tales and modern-day versions

Cultural:
Students will:

• indicate awareness of the message of the tale as originally intended for the audience in 18th century Germany although their own message may be slightly different. They must include some elements that make the tale particularly German in character. (see attachments/references section)

Language: Content Obligatory
Students will:

• use the "imperfect" and "present perfect" for narration.

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will:

• use a checklist for video to focus efforts and to be sure of including all that is expected
• work in small groups to create the script and video.
• have a visible role in the production.

Time Frame:

5 days

Materials Needed:

• video camera
• props
• scripts
• "Checklist for video" sheet for each group (see Attachments below)
• "Video Rubric" sheet for each group (see Attachments)

Description of Assessment (Performance Project):

Notes to Teachers: While this lesson is intended for three class periods, it is recommended that these days be spread out and interspursed with possibly unrelated content. For example, "Day 1" could be on Monday, "Day 2" on Wednesday, and "Day 3" on Friday.

Another part of this project is completing and sharing the video stories. It is recommended that these videos be due and presented on a Monday, thereby giving the students additional time to coordinate video efforts beyond the school day.

Regarding the videotape arrangements, teachers should be available to assist in facilitating the use of equipment and/or providing to support in other relevant ways for this project.

Day 1 (Monday)
The class begins with the organizers for the next few class periods - the "Checklist for the Video" sheet and the related rubric. Students work in small groups to brainstorm and then follow writing process to create a script. These groups may be self-selected or chosen by the teacher on the basis of langauge abilities, personalities, etc. By the end of the class period, students turn in whatever they have created. Teacher reads over the scripts to note first for content and the "gist" of the text.

Day 2 (Wednesday)
Students continue to work with small groups on scripts. Groups discuss inclusion of feedback by teacher. Students should be monitoring writing in reference to expectations as set forth by the "Checklist for Video" sheet and the rubric. The teacher is available for writing conferences as requested by the small groups. Students have studied in both German and Language Arts classes, "Haensel und Grethel." The writers may change characters, places, timeframe, villains, magical elements. Students must include some elements in the tale that would be identified as particularly German as based on our study in the previous two lessons. The scripts and plays must have a clear moral or message, although it may be different from the one in "Haensel und Grethel." A checklist is provided to guide the students' efforts. Maximum use of German is the goal and scripts must be approved before videotaping.

Day 3 (Friday)
Students prepare script and videotape that follows the tale type.

Assessment:

See "checklist for video"

See rubric in attachments

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

videotape checklist 

rubric for videotape

Submitted by Maureen Curran-Dorsano

Objectives:

Content:
Students will:
· describe the annual fur trade cycle
· explain the difference between an hivernant and a mangeur de lard
· identify the dangers and challenges of the voyageurs
· examine the use of the three different canoes
· give examples of how the voyageurs adopted native lifestyle
· describe the rendez-vous at Grand Portage.

Cultural:
Students will:
· examine the role of the voyageurs in the spread of the French language and culture in the Great Lakes area
· understand the positive role the French voyageurs played in relationship to the Native American peoples they encountered.

Language: Content Obligatory
Students will:
· correctly use new vocabulary

un hivernant un mangeur de lard un canot l'écorce de bouleau le portage

les chutes les rapides un ballot la chemise le pantalon

la peau de daim, d'orignal la pipe le sac-à-feu la ceinture fléchée la tuque

le mouchoir ramer porter

· use these communicative functions:

- talking or reporting about things, actions, events, or people in the environment
- describing someone or something
- interpreting information
- understanding messages or descriptions

· use these grammatical structures"

- en + present participle (en chantant, en ramant, en marchant)
- conjugation of verbs most frequently used in texts

Language: Content Compatible
Students will:
· use these grammatical structures: je voudrais, je ne voudrais pas + infinitive

· use these communicative functions:

- comparing or contrasting things
- formulating and supporting opinions

Learning Strategies / Social and Skills Development:
Students will:
· read off of a computer screen
· navigate a website (follow links, use pop-up screens, use the back button)
· use picture clues and context to determine meaning
· read and understand measurements
· take turns using mouse and navigating website
· take turns reading aloud
· ask questions of and clarify for partner, as needed
· work with a partner to gather information
· participate in large group discussions

Time Frame:

Reading the information on the web page and completing the accompanying exercises can be completed in two 45-60 minutes periods. However, the real value of this lesson lies in the conversation before and after students go to the web page. I would suggest a minimum of three 45-60 minute periods

Materials Needed:

· maps (world, North America, New France), globes, atlases
· pictures, posters, books about the voyageurs
· "word wall" for new vocabulary
· dictionaries, verb conjugation aids
· computers with Internet access and Adobe Acrobat Reader
· copies of Mission 4 handout: Les voyageurs

Description of Assessment (Performance Project):

Introduction:
This lesson describes the life of a voyageur during the annual fur trade cycle.

Step 1: Activate prior knowledge
Whole class: Referring to a map of North America, review information from lessons 1, 2 and 3 relative to the lakes and rivers of the upper Midwest. Write on board, large paper or computer these questions and elicit predictions from students:

Why did the fur trade companies need canoemen?
What kind of person would want to be a voyageur?
What would the job demand?

Step 2: Gathering information - Web page, part 4: Les voyageurs
Be sure students understand that they have to follow the painting clockwise and end up in the middle.
Pairs: Working in pairs, students proceed to their fourth mission, then read the questions about the voyageurs (see handout in Attachments), clarifying for each other ideas and vocabulary. Using the questions as their guide, they read the pages of Les Voyageurs, taking turns holding the mouse (important for younger students!) and reading. As they read, they should refer back to the questions, and they should keep a running list of words or concepts still unclear.

Step 3: Who would like to be a voyageur?
Pairs: Students work in pairs or small groups, listing all the pros and cons of the life of a voyageur. Each group reports to the whole class as to why they would or wouldn't like to be a voyageur.

---

Final notes from the author:
This unit addresses many of the primary and intermediate social studies standards of the Minnesota Profile of Learning and is intended for immersion classes, grades 3-5. Given its rich cultural content, it is also appropriate for traditional French language classes. The overall theme - the influence of the French fur trade in North America - touches on many issues with a wide range of complexity. The age and cognitive development of the students, as well as their linguistic capabilities, should determine the depth and breadth of this learning experience.

Every attempt has been made to make this site accessible to students in French: video and audio clips, pop-up windows that illustrate unfamiliar vocabulary, self-correcting quizzes to check comprehension and text written as simply as possible. It is still a challenging reading level, however. Third grade immersion students will need help with the reading; non-immersion classes may want to refer to related sites in English. (Immersion students, too, could visit these sites at home). Most of the sites cited in the bibliographic information section are bilingual.

Because "New France" included much of the United States, there is a cultural commonality that could be the basis of a telecollaborative project between American and Canadian students. A Montreal class, for instance, could study and present information about the first step of the fur trade route, while students in Minnesota could pick it up further along the voyageurs' journey.

Another extension could be the study of the many other French explorers. One natural telecollaborative project would be the French exploration of the Mississippi, with schools all along the river adding insights to their particular region.

Assessment:

There are three assessments for this lesson:
1. The question and answer sheet about the voyageurs.

2. The cloze activity (see Attachments). You can use this is a self-check or print it off and collect it.

3. Reflection #4. Because younger students do not have the language skills necessary for a written response, the reflection piece should be done as a whole-class activity: Why should we be proud to be "cultural descendents" of the French voyageurs?

At the end of this lesson, students proceed to Mission 5, which is a review quiz. It can be played as a game or you can print off the questions (see attachments "Teste tes connaissances") and have students answer them in writing. Most effective would be to have pairs or small groups discuss the written questions first, then play the game as a whole class or in small groups.

References and Resources:

Principle site (for students): Sur la piste des voyageurs
http://www.edina.k12.mn.us/normandale/classrooms/grade3/etudes_soc/surlapiste/index.htm

Reference sites:
La traite des fourrures (bilingual site)
http://www.lafete.org/new/v_ger/fur/f_mainF.htm

La salle du Canada: La traite des fourrures (bilingual site)
http://www.civilisations.ca/cmc/cmcfra/ca12fra.html

Le musée virtuel de la Nouvelle France (bilingual site)
http://www.mvnf.civilisations.ca/

Le Centre du patrimoine
http://www.escape.ca/~shsb/voyageur/vie.html

Print resources:
Kozlak, Chet. A Great Lakes Fur Trade Coloring Book. St. Paul: Minnesota Historical Society. (bilingual)

Yates, Elizabeth. With Pipe, Paddle and Song. Warsaw, ND: Bethlehem Books.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Les voyageurs
Teste tes connaissances
Cloze test

Submitted by Dayna Laber

Objectives:

Content:
Students will:
· Recognize and analyze techniques that are used to attract consumers' attention in advertisement.
· Create persuasive phases for use in both product and invention advertisements.

Cultural:
Students will :
· Recognize how the polite form, formal form of saying "you" is often used in advertisements in Spanish.

Language: Content Obligatory
Students will:
· Use new vocabulary related to the lesson such as: el invento, la invencion, el anuncio, el aviso, el producto, inventar, convencer, sugerir, publicar, la propaganda, la persuasión, persuadir, persuadirse, el valor, y valorar.
· Understand the definition of the following terms:

· Causa triunfante: Sugiere que todo el mundo ya tiene un producto y que usted lo tiene que conseguir también. Si usted compra este producto, su vida cambiará para mejorar.
Worldy Cause: Suggests that everyone already uses a product and that you also need to buy it.

· Palabras sugerentes: Palabras que traten de convencer a una persona que deben comprar un producto. Las palabras sugerentes ponen un valor muy atractivo al producto.
Persuasive wording: Words or phrases that try to convince a person to buy a product. They make a product look very attractive.

Language: Content Compatible
Students will:
· Recognize and be able to correctly write commands.
· Use pronouns and possessives correctly when creating advertisements. (tú y usted) (tu y su)
· Students will show verb agreement when writing advertisements and use correct spelling.

Learning Strategies / Social and Skills Development:
Students will:
· Apply technology skills to help create an advertisement for the invention.
· Work cooperatively in small groups.
· Be an effective audience as well as presenter to his/her classmates.

Time Frame:

· Two in-class sessions; 45 minutes to one hour each

Materials Needed:

· Examples of advertisements cut out from Spanish magazines
· Photos or examples of various consumer products

Description of Assessment (Performance Project):

First session:
The teacher shows students an example of an advertisement in Spanish using the overhead. The teacher asks if there are any words or expressions which try to convince the consumer to buy the product or favorably value the product. The class identifies the examples together and the teacher introduces the concept of "persuasive wording (palabras sugerentes)". The class will pay particular attention to the verb conjugations and which pronouns and possessives are used the advertisement.

The teacher then either changes the example on the overhead or uses the same advertisement example. The teacher asks the class to brainstorm any patterns or common phrases they may have found in the advertisements they analyzed. Then the teacher asks if there are any words or expressions that state that everyone in the world already has this product except for you. Once the class identifies examples, the teacher introduces the concept of "worldly cause (causa triunfante)". Once again particular attention is made to grammar.

The teacher divides the class into small cooperative groups with 4 - 6 students. Each group is given various examples of advertisements from magazines to analyze.

Each group completes a handout with examples of "palabras sugerentes" and "causa triunfante" that they find in the advertisements they are given (Handout: Analyzing Propaganda). They also identify any commands and sentences using the "Usted" form instead of the familiar "Tú".

Once each advertisement has been examined, each student in the class presents one magazine sample to the rest of the class and explains the use of "palabras sugerentes" and/or "causa triunfante" in his/her advertisement. They also name any commands or verbs using "usted" they may encounter.

Second Session
After reviewing some examples of "palabras sugerentes" and "causa triunfante", students are provided with pictures or samples of products to which they are familiar. Then they are asked to create an advertisement for that product using both "palabras sugerentes" and "causa triunfante". Once their advertisements are complete, the students present their product with either the whole class or in small groups. Classmates evaluate whether they would be persuaded to purchase the product based on the "palabras sugerentes" and "causa triunfante" written in the advertisement. The classmates may give suggestions for changes to the propaganda.

Assessment:

Assessment of First Session
Informal assessment occurs throughout the session and when the students present the advertisement of their choice. Teacher could use a checklist to ensure that all concepts were presented from each group.

+   Few mistakes throughout
Occasional mistakes throughout
-   Consistent mistakes throughout

Assessment of Second Session
The teacher will read each student's advertisement and evaluate the following: Correct conjugation of verbs, correct sentence structure and spelling, and presence of "palabras sugerentes" and "causa triunfante".

References and Resources:

Print Artist, Sierra on-Line Inc. 1996

Spanish Commercials Video, Teachers Discovery: Auburn Hills MI, 1998. (20 minutes) (To order: 1-800-684-4934)
This is a Spanish video of commercials that can be used in the classroom to help analyze propaganda and learn new vocabulary. Topics include candy, cereal, soap, cars, fast food restaurants, and phone systems.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Analyzing Propaganda

Submitted by POLIA Handbook

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

The teacher divides students into mixed-gender groups and explains that throughout the group process, they need to assign roles to different individuals (recorders, reporters, time keepers, etc.), giving each member of the group some responsibility as they work together on the various tasks. The teacher places the word "Männer" ("men") in the center of the board or on an overhead and has the groups brainstorm in German adjectives or verb phrases that characterize men. This original brainstorming serves at least two purposes: to access existing knowlege in terms of how each individual, and as a result, the whole gropu, views the concept of "man," and to review known vocabulary and brainstorm new vocabulary. Their concepts of "man" are per force culturally-bound and pertain, at this point, only to U.S. culture. A recorder for the group jots down their notes on an overhead transparency to share later with the class.

The teacher distributes a handout (Arbeitsblatt), explaining to students that they need to keep it in a notebook and bring it to class each day, as they will be adding to it throughout the unit. The handout (in "Attachments") establishes an organizational framework for students to take notes throughout the unit. Each group member records the product of the brainstorming session in the appropriate section of the grid on their individual copies of the handout.

Using the overheads, an elected reporter for each group presents the group's findings to the class while the teacher creates a web around the word "Manner" on the board. When necessary, the teacher will supply new vocabulary and draw students' attention to structure (for example, agreement). The students make their own record of the web as it develops.

The teacher takes students through the same activities as outlined above, but instead having students focus on their perceptions of women, rauen."

The class then reviews the male/female characteristics to note similarities and differences. The teacher should also ask questions to encourage students to think about how gender roles may be different depending on other issues such as age (different generations), ethnic groups, social class, etc.

The teacher gives half of the groups a picture of a man taken from a current U.S. magazine and half of the groups a picture of a woman taken from a current U.S. magazine (each group receives a different picture). The groups are to prepare an introduction of their person to the whole group. This introduction should include such aspects as his/her probable nationality and personality, job, characteristics, family, and why they came to these conclusions. What emotions does this man/woman evoke in them? Why?

An elected reporter for each group introduces their picture of the man/woman. Again, additional adjectives and verb phrases for characterizing men/women are added to the webs, and the teacher draws students' attention to structure and new vocabulary as necessary.

Elected students from the various groups record (with bold markers) the descriptive adjectives and phrases onto the large cut-outs of human shapes that are displayed in the classroom.

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Dayna Laber

Objectives:

Content:
Students will...
· learn about the lives of famous inventors in history and the inventions they created
· analyze the relationship between problems and solutions when creating inventions

Cultural:

Language: Content Obligatory
Students will...
· use new vocabulary related to the lesson such as: el invento, la invención, inventar, fabricar, problema, solución

Language: Content Compatible
Students will...
· use the preterite and imperfect tenses appropriately
· use descriptive language to describe inventors' lives

Learning Strategies / Social and Skills Development:
Students will...
· summarize the main idea and recall relevant information which has been presented through a video

Time Frame:

One to four 50 minute class periods of one hour depending on the number of inventors studied.

Materials Needed:

Animated Hero Classics Videos (see References)
*Substitute video series with books if necessary.

Description of Assessment (Performance Project):

The unit begins by exposing students to various situations in everyday life through literature. Then the students may study various inventors and the problems that they solved. Formal assessment begins when the students need to brainstorm a problem and create an invention to solve that problem. The students also explore the types of propaganda used in advertisements and are assessed on their ability to persuade the reader to buy their invention. Through writing, the students discuss four key points: what the invention is, how to use the invention, why people should buy the invention, and the problem the invention solves. Their writing ability in assessed on previously taught skills that need to be continually reinforced and developed. The highlighted grammar skills are listed on the rubric. Time permitting, the teacher will decide how the students will present their invention projects to the class or other classes.

Using the Animated Hero Classics Video Series, the class will learn about the lives of famous inventors and the problems they solved through creating their inventions. Some famous inventor videos in this series include George Washington, Benjamin Franklin, Thomas Edison, Louis Pasteur and Alexander Graham Bell. The teacher may choose how many inventors to study.

After viewing the videos, students will choose one of the inventors that was highlighted in the video series to write a summary about the inventor's life and the problem that presented itself so that the inventor needed to create a solution. The students will also describe the new invention that was created, and how life would be different today without that invention.

Assessment:

The teacher will assess the students work by reading the summaries and determining whether the students understood the relationship between the problem that was presented to create the need for the invention and the solution to the problem (invention). Also, were the students able to hypothesize how life might be different today without the invention?

Formal assessment is not necessary at this time; however, it would be helpful to note whether the students understood the concepts highlighted above by using the following guidlines:

+   Shows an outstanding grasp of concepts
Satisfactory
-   Does not show an understanding of concepts

References and Resources:

Animated Hero Classics. Living History Productions: Irving TX, 1993. (To order: 1-800-452-4485)
This is a series of videos, available in both English and Spanish that include information about famous inventors, their inventions and lives. There are also activity books for each video available.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Adapted from POLIA Handbook by CoBaLTT Staff

Time Frame:

Three to five 50 minute class sessions

Materials Needed:

• Word processor/computers
• Instructions for making columns, if needed
• Materials gathered during the unit

Description of Task:

Students are asked to create a "student handbook" describing the educational system in France for the school organization that sponsors student exchange programs (e.g, AFS, YFU, Rotary). The handbook can be used by future students who are selected to spend time in France as exchange students.

There is an example handbook in the "Resources" section below.

References and Resources:

http://www.escuelai.com/ficheros/manualestud/manualestud-fra.pdf
This student handbook is an example of one handbook created for French speakers.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Rubric for final assessment

Submitted by Elizabeth Valencia-Borgert

Objectives:

Content:
Students will:

• Identify the campus setting of a Latin American university  and be familiarized with its surroundings.
• Recognize that the first step in  registration is to declare a major in a hispanic university
• Begin to develop an awareness of major differences between a Latin American university and an American univeristy such as the need to declare a major before registering for classes 
• Identify the steps required for the registration process in a Latin American university

 

Cultural:
Students will:  

Language: Content Obligatory
Students will :

• Use 3rd person singular present tense of the verb estar to identify geographical locations of  a region and  a city with phrases such as está en Chile.
• Use numbers in the thousands and the verb hay (there is/are) to provide information about the student population with phrases such as Hay 17.000 estudiantes (diecisiete mil).
• Use of regular and irregular verbs in the 2nd person singular present tense (vienes, pides, puedes, piensas) to talk about travel/study plans with phrases such as, si piensas venir a Chile
• Answer "where" questions, using prepositions of location in phrases such as está en Concepción for ¿Dónde está la universidad?
• Use structures of comparison to indicate equality/inequality when describing. For example, la universidad en Chile tiene tantos estudiantes como la unversidad americana. La universidad en Chile es más bonita que la unversidad americana.

Language: Content Compatible
Students will:

• Use cognates to identify different messages in the video in order to find information in phrases such as pide el formulario de admisión.
• Use adjetives in singular/plural forms such as deliciosa, buenos to describe the food and professors.
• Use adjectives in femenine/masculine forms such as, buenos to describe the professors
• Recognize university jargon such as postulante, facultad, formulario in order to identify registration steps
• Understand the format used for dates and phone numbers in order to appropriately read them: 25/6/2005 (day/month/year) and phone numbers (56-21-48)

Learning Strategies / Social and Skills Development:
Students will:

• Use knowledge of cognates to recognize words
• Use context clues to guess meaning of new words.
• Use authentic materials to research information
• Use scanning techniques to identify specific information

Time Frame:

50 minutes

Materials Needed:

• Transparencies:
• Después de ver la película example
• Mapping activity
• Brochure/folleto
• Venn diagram Homework
• Venn Diagram University 
• S.O.S.  message   
• Handouts
• Después de ver la película
• Brochure/folleto
• Venn diagram  University Homework
• S.O.S message
• Equipment and tools: 
• Overhead projector
• Marker for transparency
• Computer for teacher
• Projector hooked up to the computer
• Multimedia tool: 
• Video to introduce the university.

 

Description of Assessment (Performance Project):

Pre-Task (10 minutes):

This lesson needs to take place in a classroom equipped with the following: a computer for the teacher with access to a projector and a large screen. A  video needs to be played in a computer with Window Media Player.

Collect the Venn Diagram homework fron last class, and go over their answers with them. Ask for the three sentences requested and write them down on the board. Review syntactic elements of comparison (equality and inequality).

Inform the class that they are going to work in a project about an university in Chile.The parameters are identified by the teacher in a transparency and copies are given to the students (S.O.S. handout). It is written in L2.

Voy a leer la nota con la información que necesitamos, escuchen.

Make gestures to deliver the message as you read it out loud. Highlight the new vocabulary, and use examples to clarify. Underline the information requested in the transparency. Inquire about questions ¿preguntas?.

Tenemos que buscar información de la Universidad de Concepción, en Chile.

También tenemos que buscar información de la matriculación, las carreras y las clases.

Finalmente, tenemos que comparar la universidad latinoamericana con una universidad americana. Tenemos que poner toda esta información en un folleto. ¿Preguntas?

Provide two ways to gather this information: a video about the university, and its website.

Switch transparencies and take out a second one which is a mapping activity handout.  Next, ask the students to brainstorm about what type of information they should look for

¿Qué necesitamos?

Write their ideas down in Spanish with the English translation in parenthesis, placing them under the appropriate branch.

During-Task (20 minutes):

Suggest watching the video first.

Ahora vamos a ver el video para buscar la información.

 Ask the students to form groups of three people and sit together using gestures. Por favor, formen un group de 3 personas.

Request that each team should have a facilitator that will keep the group on task, a recorder who writes down the group's answers, and a reporter who reports the group's answers to the class. Tell them that they will keep the same group for the next few days until the project is finished. Explain that the video will be seen twice. Vamos a ver el video dos veces.

For the first viewing, students will have to identify information that is requested on the después de ver la película handout that is passed out to each student at that moment. Explain:

Ésta es una guía que nos va a ayudar a identificar información del video. Contestamos cierto o falso, por ejemplo.

Use an example from the video on después de ver la película  transparency example (using gestures):

Vemos en el video 'llama al 56-21-56-88.' Pregunta número once tiene 'presenta número de teléfono.' ¿Es cierto o falso?

Wait for an answer or direct students to a right answer. Ask the students to read the page and ask if there are any questions. Go over new vocabulary together. Let  the students watch the video. 

Vamos a ver el video y luego respondemos las preguntas.

After the first viewing, students should work in their group and answer the questions.

Read the questions out loud from the después de ver la película handout one at the time and direct attention to a different group for each question.

Vamos a ver que tienen para la pregunta número 1, etc. ¿cierto o falso?

Ask the class if student is correct by showing thumb up (sí) or down (no). If there is not a consensus on certain answers, take a short survey of the answers by asking the students to raise their hand if it is cierto and the same for falso. Write on the board the question number and the number of people for cierto and falso. No definitive answer is given at this point.

Once all the questions have been answered by the students, the video is presented again. After the second viewing, go back to the questions on the board and ask the students cierto o falso in order to verify their first response.

Next take out the brochure/folleto transparency  , place it on the overhead projector and describe it. Provide an example: Select information from the después de ver la película handout.

Por ejemplo: la universidad está en Chile. ¿Dónde escribo la información?

¿Universidad, Matriculación, o Carreras y clases?  

Wait for an answer.

Then distribute the brochure/folleto handout, one for each team. Ask students to sort out the information from the después de ver la película handout on the brochure/folleto handout .

This time, the students will have to decide where to write the information. While they are sorting out information from the handout, walk  around  monitoring progress and answering questions.

Once they are done announce:

Vamos a ver como clasificamos la información del video en el folleto (brochure handout). Vamos a hacer la sección de la universidad primero.

Ask one team's reporter:

¿Qué información tienen aquí. Necesito una característica.

Ask another group. Continue inquiring about the next two columns. Finally, indicate that the class can compare and contrast the Latin American university with an American university.

Ahora podemos comparar las dos universidades.

Post -Task (10 minutes):

Present the  Venn Diagram University transparency. One circle is labeled American university and the other is labeled Latin American university. The intersection area has the similarities and the other areas will have the differences.

Ask the students to think about one  difference and similarity and write it down on the Venn Diagram University transparency, also write a complete sentence using the  comparison format used at the beginning of the class.

Students can use their después de ver la película handout, and their background knowledge to come up with more  information. 

¿Cuál es una diferencia? y ¿cuál es una similaridad?

Homework:

Pass out the Venn Diagram University Homework handout and ask students to write down 3 similarities and 3 differences on it. They have to use the comparison/contrast form to derive  6 sentences. Advise that it will be collected in the next class.

State that the brochure/folleto handout should be brought back for next class.

Assessment:

The assessment is done through observation and individual questioning  

References and Resources:

http://www.udec.cl/concepcion.php

www.stcloudstate.edu

Venn diagram template from http://www.carla.umn.edu/cobaltt/scaffolds/GO/HGO/20H.PDF

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Video on the university  (final.wmv)  created with Windows moviemaker by Elizabeth Valencia-Borgert. Pictures of the university taken by Elizabeth Valencia-Borgert

Mapping activity  (brainstorm.doc)   created with MS Word 

Venn Diagram to compare universities (PDF format)

"después de ver la película" Example question
Despues de ver la película (2)
El mensaje--S.O.S. handout
Organizer/Brochure

Submitted by Pam Harens, Kate Aydin

Time Frame:

Materials Needed:

Description of Task:

Please see Lesson 04 - ¿Quién Soy Yo? for an explanation of the assessment. This dovetails with the culminating jigsaw activity in Lesson 05.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Written by Pam Wesely. Updated by Laurent Cammarata and Diane J. Tedick, with additional updates by Pam Wesely.

Time Frame:

At least two class periods (ideally in a computer lab to facilitate students’ Internet search for material and resources) as well as homework for at least three nights.

Materials Needed:

Word processor with French spellcheck

Description of Task:

Overview of the final project:
The final project will consist of a 10-minute oral presentation conducted with the support of multimedia (done with PowerPoint or other software with such capabilities) which will be comprised of a minimum of 9 slides.  Another reason for requiring learners to make use of technology is to give them a first exposure to (or: an opportunity to begin to develop) professional/academic presentational skills.  Students will be asked to be creative in their use of technology and utilize whatever media they see fit (digital sound/videos, graphics, effects, etc.) to support their presentation.  Such use of multimedia will need to be well thought out and not impede the actual message delivery.  To ensure that learners are actually developing appropriate presentational skills using such tools, the teacher will provide them with particular guidelines to assist them through the process.  The students will be given a guide sheet and a formal explanation in class (see Directions pour l'exposé final in "Attachments" below).

Content of the final oral/multimedia presentation:
The presentation will require students to teach others via oral presentation what they have learned during the course of the unit regarding the course of the unit.  Students will be assessed on the content as well as the language covered during the course of the unit.  Their presentation will need to follow the guidelines below:

1. Introduction: The students will begin with a definition of stereotypes and the three categories it can fall under (introduced in Lesson 2): cultural myths, generalizations, and realities.

2. First section: The students must give an example of a cultural myth about the French. The students will then refer to an instance in American culture where he/she has seen this cultural myth. Finally, they will explain its relationship to French culture.

3. Second section: The students must give an example of a generalization about the French. The students will then refer to an instance in American culture where he/she has seen this generalization. Finally, they will explain its relationship to French culture.

4. Third section: The students must give an example of a cultural truth about the French. The students will then refer to an instance in American culture where he/she has seen this cultural reality. Finally, they will explain its relationship to French culture.

5. Conclusion: In the conclusion, the students will describe what they have learned about stereotypes during this lesson, explaining if he/she feels that stereotypes have any importance or value in cultural connections.

Grading:
The final grade of this unit will be based on individual grades from each of the four lessons, and the final presentation that will be graded as a group project. Groups of three to 4 will be created and each student will be assigned a particular responsibility that will need to be made clear when the final handout of the presentation will be submitted for grading.

The grade for the final presentation project will cover the following:

• oral presentation
• the PowerPoint slideshow accompanying the presentation which will require students to use enhanced multimedia capabilities to deliver their presentations with more impact than it would be possible otherwise.  To complete this slideshow, students will be required to search the Internet for resources to use to support their presentation (pictures/graphics, sounds, videos, written articles that match their topic, etc.)
• the written commentary of the presentation (the script) which will need to accompany each slide of the PowerPoint presentation briefly describing its content and particular use of multimedia selected to enhance the presentation. 

Students will be encouraged to use two features of PowerPoint in order to facilitate the production of the written output of the presentation. 

• First students will be asked to use the ability given by the PowerPoint software to add comments to each slides while developing them in order to rehearse presentation at a later time.  Students will write out their script under each slide. 
• Second, they will also be asked to provide a printed output of their slideshow in an outline mode which provides space next to slides to add particular comments.  In this space, students will be required to identify who has worked on this section and explain the decisions made during production (explaining why certain graphics, sound, video were included or why a certain outline mode was considered effective…).

References and Resources:

Short, D. (1993). Assessing Integrated Language and Content Instruction. TESOL Quarterly. 27(4), 627-647.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Directions - L'exposé final - student directions for the final project
Final Project Rubric - evaluation for the final project
Multimedia Presentation Rubric - evaluation for the multimedia presentation project using PowerPoint or other similar application

Submitted by Pam Wesely

Time Frame:

Teacher grade compilation time only - no class time needed.

Materials Needed:

Gargie Final Evaluation Form (see Attachments)

Description of Task:

The students are evaluated throughout this unit on their successful completion of the "feuilles," or worksheets. The teacher should collect each lesson's worksheets when the students have completed the lesson, and they should then grade them according to the rubric of that lesson. The lesson worksheets and rubric should then be attached together and put into a folder that will be kept by, and added to, by the teacher after the student has seen the grades. The teacher should also sign off on the "Gargie Feuille Checkoff" sheet.

The scores from these rubrics, at the end of the unit, should be compiled on the "Gargie Final Evaluation" rubric (See "Attachments"). Please note on this final evaluation rubric that students cannot receive an "A" unless they complete all of the required lessons (1-3), as well as a completed extra-credit assignment from Lesson 4.

This unit could not effectively be used with Novice-Low or complete beginners in French. However, it could be easily adapted to older and more advanced students. The dialogue and writing tasks could stay the same, and the websleuthing tasks could be elaborated based on my worksheets. The only thing that might be too easy for more advanced students would be the web-based vocabulary games which are written into the website. Those parts of the website could be easily skipped or breezed through for easy review.

For more advanced students they could be encouraged to write letters to the websites linked to Gargie's site. Students could practice their letter writing skills in order to ask the French webmasters how they programmed their site, or why they featured certain details, or even if they would be interested in taking suggestions.

Assessment Opportunities

Lesson 4 is essentially a large-scale "extension" and can be manipulated in many ways, it can be referenced for some foundation ideas as to how to extend the range of this unit. However, since Lesson 4 is not necessarily an outgrowth of Lessons 1-3, teachers could also consider a completely different test or project to provide a summation for this unit. Test ideas include:

• an identification test of the monuments of Paris based on Gargie's pictures
• a vocabulary test based on some of the new words from the website and the sheets
• a short-answer test based on the material on the worksheets
• a map test of Paris (would require more information than is on the website)
• a skills test reflecting money changing, navigating the metro, making reservations, etc.

Some project/portfolio ideas include:

• required completion of Lesson 4 and the inclusion of specific elements from the unit
• reports on some of the French websites linked to Gargie's site
• collective work on a companion/complementary website to Gargie
• Powerpoint/HyperStudio presentations which introduce or summarize Gargie's trip

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Gargie Feuille Checkoff - a way for students and their teacher to keep track of their progress

Gargie Final Evaluation - an evaluation form which combines all lesson grades for a final grade

Submitted by Amy Buttner

Time Frame:

Two 50-minutes class periods

Materials Needed:

Art materials for the type of project chosen: paper, pencils, colors, paints, magazines, glue, computers with drawing programs, etc.

Description of Task:

As a final formal assessment students will be requested to create their own rendition of a surrealistic work. Upon completion, they will be asked to briefly present their work to the class by combining the vocabulary they will have learned in this lesson with their background knowledge. Students will be allowed to use cue cards with words and phrases, but not complete sentences during their presentation.

The rubrics are found attached for both the oral (see "Attachments") and artistic (see "Attachments") assessments. In order to assist students in feeling more comfortable in presenting their project before the whole class, the teacher may provide time in class for students to present their work to their partner and/or to a group of 3 other people in class. The teacher should also encourage the students to practice at home by themselves or for an audience of family and/or friends.

A few suggestions about the final project creation:
Because this is not an art class, it may be helpful to direct the students to begin their creation of the surrealistic work by drawing some ordinary objects in a natural scene. To create the counternatural effect the students can add things to their objects. For example, the student could draw a pencil in the sky and add wings. Juxtaposition can be effectively used by beginners as well by drawing an ordinary object, such as a train, and juxtapose it so that it is coming out of the sun instead of a tunnel. Discussing the elements that are found in the art more specifically before beginning the project will help avoid confusion on the student's part.

An alternative to having the students draw would be allowing them to create a surreal montage using magazines. They would employ the same ideas as above, but by using pictures cut from a magazine.

A third alternative would be to allow students to use a drawing software program to create their work on the computer. This would allow students the potential to create something more like the more recent work of the digital surrealists.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Rubric for Oral Assessment

Rubric for Artistic Assessment

Submitted by Marcie Zachmeier-Ruh

Objectives:

Content:
Students will:
Project A)

· identify the historical events commemorated by chosen sights in Berlin
· organize chosen sights chronologically according to the events they represent

Cultural:
Students will: Project A) · recognize similarities and differences between the views of Germans and Americans regarding what constitutes a "Sehenswürdigkeit"

Language: Content Obligatory
Students will: Project A) · understand terms pertaining to sightseeing, such as: Sehenswürdigkeiten, Lage, Bezirk, Straße, U-Bahn, Öffnungszeiten, Eintritt

Language: Content Compatible
Students will:

Learning Strategies / Social and Skills Development:

Time Frame:

3 days, 50 minute periods

Materials Needed:

Description of Assessment (Performance Project):

NOTE: The entire project requires four class periods of computer lab time, with access to the Internet. Some of the information is available in English, some is only in German. When students browse the web, they will be expected to fill out worksheets specially designed for each activity. Homework is also indicated on many of the days.

Day 1 - Projekt A - Sehenswürdigkeiten:

Task set-up:
The class should be divided into approximately 7 groups, with 3-5 students per group. For Internet research, students will work individually to gather information which they will share with their group. In many cases, the group must make choices based on the information shared by its members.

During-task:
(in computer lab) The teacher circulates among the groups, checking their progress and offering guidance and linguistic or technical assistance where necessary.

Students log onto http://www.berlin.de, click "English" at the top of the page, and scroll down to "Tourist Center" and choose one of the following:
o "Virtual Berlin Tour" (27 different 360-degree images)
(must have or be able to download Quicktime 3.0)
o "Berlin-City on the Water" (18 stations with panoramic view)
Students each choose 4 sights that they would like to visit and complete a "Sehenswürdigkeiten" worksheet for each sight, listing as much of the information as possible.

Homework: - Students do additional research on their selected sites, if desired.

Day 2: - Projekt A) Sehenswürdigkeiten: (cont.) Students meet in their small groups; individuals report (in English) on their sight choices, explaining all pertinent information. Each group selects 3 sights to visit. Three representatives are selected; each will explain one of the chosen sights to the class.

Each group constructs a preliminary time line including the names and con Èstruction dates of ALL individual sights, arranged in chronological order; the 3 sights selected by the group should be highlighted.

Time lines are collected and dates coordinated chronologically. A large class time line is constructed, with all dates included in the group time lines (but no additional information yet).

HOMEWORK: - Projekt A) Sehenswürdigkeiten: -Representatives each write a short ( 1 minute) rationale statement (in English) explaining why their sight was chosen. The statement should include the date of the event which is commemorated, and its importance to Berlin.

-Representatives must also find or draw 2 small pictures (3 x 3")of their selected sight for the Berlin map.

Day 3: - Projekt A) Sehenswürdigkeiten: (cont.) The 3 sights chosen by the groups are presented chronologically in class (in English). After each presentation, the representative attaches a picture of the sight at the appropriate location on the Berlin map.

A class time line is constructed, with ALL sights from the group time lines labeled at the appropriate date. Each group should again highlight their 3 selected sights, write the names of the events commemorated by these sights on the time line, and attach pictures of the 3 selected sights to the time line.

During the presentations, students should take notes about the important events and their dates. After all pr ?esentations are finished, the whole class discusses the connections between the events represented by the chosen sights. The teacher also encourages students to reflect on the similarities and differences between the views of Germans and those of Americans regarding what constitutes a "Sehenswürdigkeit".

HOMEWORK: - Projekt A) Sehenswürdigkeiten: - Review for quiz on the events discussed in class. - Interested students could read more about the history of Berlin on the web site "www.Berlin.de", click "English", scroll down to "Berlin the Capital" and click "History".

Assessment:

Projekt A) - Group time line, with sights organized chronologically according to the events they commemorate - Quiz on important historical events in Berlin and the sights which commemorate them. Due to the fluctuating nature of the sights which the students will choose, this quiz will be different for every class. The intended quiz would contain the following: - matching the monuments in Berlin (name with picture) - matching important historical events to the monuments - organizing the historical events chronologically - describing the significance of ONE event to Berlin’s history (short essay)

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Submitted by Marcie Zachmeier-Ruh

Objectives:

Content:

Cultural:
Project E) - recognize similarities and differences between temperatures, climate, weather, and measurements in Berlin and Minnesota. Project H) · integrate acquired touristic awareness while reporting on a trip to Berlin

Language: Content Obligatory

Language: Content Compatible
Project I) · use language to give and ask information about a daily schedule, including days, dates, times (European am/pm), and locations · use language to make suggestions, persuade others, or ask and express opinions

Learning Strategies / Social and Skills Development:

Time Frame:

1 day, 50 minute period

Materials Needed:

Description of Assessment (Performance Project):

Day 10:
- Projekt H) Zeitungsbericht:
Each group will write an article (in English) for the school newspaper about the class trip to Berlin. Each member of the group chooses ONE of the following topics: the hotel, museums, sights, or activities. (The actual writing will take place outside of class.)

- Projekt I) Tagesplan:
Using the information gathered in projects A-C, groups discuss in German to construct the daily schedule for their trip, including all the sights, museums and evening activities. As they complete this process, they should take into account the proximity of the locations and the opening hours/days of the sights in order to create a schedule which makes the most efficient use of their limited time in Berlin. Each group should produce and hand in a final schedule with days, times, and activities listed in German. (NOTE: Much of the schedule will be identical with the rest of the class, but the list of evening activity choices will vary among groups, depending on the choices of the individuals in each group.)

HOMEWORK:
- Projekt H) Zeitungsbericht:
- Students each write their portion of the newspaper article (in English) according to the division of topics discussed with their group.

Assessment:

Projekt H) - Newspaper article in English Projekt I) - Group schedule and discussion in German to determine it

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Submitted by Marcie Zachmeier-Ruh

Objectives:

Content:

Cultural:
· recognize similarities and differences between activities available in Berlin and in students' home town, or in Minneapolis

Language: Content Obligatory
· understand terms pertaining to leisure activities, such as: Freizeit, Lage, Gebäude, Bezirk, Straße, U-Bahn, Öffnungszeiten, Eintritt, wichtig, Aktivität, Kinoprogramm, Veranstaltungsort, Wanderungen.... · use language to describe an activity, including: days, dates, times (European am/pm), location and price

Language: Content Compatible
· use language to invite or persuade someone to participate in an activity with you (modal verbs, 2nd person informal verbs in question form) · use language to learn details (question words: was, wo, wann, wieviel, warum, mit wem) · use language to accept or decline an invitation (agreement, expressing opinions, disagreement)

Learning Strategies / Social and Skills Development:

Time Frame:

2 days, 50 minute periods

Materials Needed:

Description of Assessment (Performance Project):

Day 4: (IN COMPUTER LAB) Students log onto "www.Berlin.de" and click "Kultur und Freizeit" on the left side, OR click "Veranstaltungen" on the right OR scroll down and click on the blue "Bezirke" map on the right. Each student chooses 2 evening activities and completes the reizeit" worksheet.

As they browse, students should take notes on what types of activities are available, which activities predominate, and how the activity offerings resemble or differ what one might typically find in the US.

Students who have time remaining after they have selected their activities may choose to revisit one of the virtual tours to see more of the sights presented in Project A.

HOMEWORK: - Projekt B) Freizeit: - Students write brief descriptions about their selected evening activities in German (based on the information on the reizeit" worksheet) to prepare for conversation on following day.

Day 5: - Projekt B) Freizeit: (cont.) In whole-class forum, students read aloud (in German) the names of their selected evening activities (no details yet). General categories are written on the board (in German), and a tally is kept for the most popular activities. When everyone has reported, the most popular activities are summarized in German and 3 are chosen as whole-class activities.

Students are allowed to choose their own activities for the remaining 4 days, but they must form a group with a minimum of 5 students for each activity they want. This entire process should be conducted in German! From their prepared descriptions, students each choose the ONE additional activity they would most like to do and write the pertinent information about it in their "Kleingruppen" form. The teacher then collects the prepared descriptions. Students mingle around the classroom, trying to persuade others to participate in their activity. If students wish to join, they must sign their names on the top half of the form of the student who asked them, and also add the activity to their own schedule, on the bottom half of their own form. (Students may participate in a maximum of 3 activities in addition to the one for which they're advocating!) When a student collects 5 signat Êures for the activity, the sheet is brought to the teacher for verification, and an ongoing alphabetical list of approved activities is composed. At the end of the activity, all "Kleingruppen" forms are collected. (From these forms, the teacher prepares an alphabetical list of all activities, including the 3 whole-class activities already selected. This will become the activity key for the Berlin city map.)

The teacher encourages students to share their observations regarding activities available in Berlin as compared to those which one might find in their own home town, or in Minneapolis. Discussion should focus not only on the similarities and differences between Germany and the US, but also between a major metropolis and a smaller town.

HOMEWORK:
- Projekt B) Freizeit: (cont.)
- Students who collected enough signatures for their activity design a symbol for it to be added at the appropriate location on the Berlin map and on the accompanying activity key.

Assessment:

Projekt B) - Short written and oral descriptions of activities in German - ìFreizeitî worksheet - Observation of worksheets and impromptu dialogs between students regarding leisure time activities

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Submitted by Marcie Zachmeier-Ruh

Objectives:

Content:

Cultural:
Project C) · become familiar with typical opening days and hours for museums in Germany Project D) · recognize similarities and differences between hotels in Germany and in the U.S. Project E) · recognize similarities and differences between temperatures, climate, weather, and measurements in Berlin and Minnesota.

Language: Content Obligatory
Project C) · understand language pertaining to museums, including: Lage, Bezirk, Straße, öffentliche Verkehrsanbindungen, U-Bahn, Öffnungszeiten, Eintritt, ab, Karte gilt für, Staatl. Museen, für den gleichen Tag, ermäßigt, ständige Ausstellung, Leitung, Führungen, Sprachen: dt., engl., frz.... Project D) · understand and use language to describe a hotel, including: Einzelzimmer (EZ), Doppelzimmer (DZ), Bad, Dusche, Unterkunft, Jugendherberge, Pension, in der City, im Grünen, preiswert, teuer, von/bis, inkl. MwSt., Frühstück, Tegel, Zoo, Norden, Süden, Osten, Westen, Umland... and other vocabulary describing location, room rates, and amenities Project E) · list clothing items Project G) · use adjectives, adverbs, and first-person singular and plural verbs in the past perfect tense to describe sights and activities

Language: Content Compatible
Project E) · understand phrases used in weather forecasts

Learning Strategies / Social and Skills Development:

Time Frame:

4 days, 50 minute periods

Materials Needed:

Description of Assessment (Performance Project):

Day 6:
- Projekt C) Museen:
(IN COMPUTER LAB)
Students log onto "www.Berlin.de" and click "Museen und Galerien" on the left side, under the heading "Kultur und Freizeit" OR scroll down and click on the blue "Bezirke" map on the right. Each student chooses 2 museums (Berlin has over 160!), and completes the "Museen" worksheet.

Near the end of the hour, students meet in their small groups; individuals report (in English) on their museum choices. Each group selects ONE museum to visit and a representative to present the mus eum to the class.

HOMEWORK:
- Projekt C) Museen:
- Representatives each write a short rationale statement (in English) explaining why their museum was chosen. The statement should include information about admission and opening days/hours as well as the theme and any famous contents of the museum's collection. - Representatives must also find or draw a small picture (3 x 3") representing the contents of their museum. These will be attached at the appropriate locations on the Berlin map.

Day 7:
- Projekt C) Museen: (cont.)
Group representatives present their museums to the whole class, including information about admission and opening days/hours as well as the content of the museum. As they finish, each representative attaches a picture of the selected museum at the appropriate location on the Berlin map.

- Projekt D) Hotel:
Now that the planned activities have been set, the class is ready to choose a hotel in which to stay. Each group discusses (in English) which "Bezirk" would be the best location for the hotel, making written notes of the rationale.

Teacher presents an brief introduction of hotel terminology to enable students to navigate the hotel sites when class goes to the computer lab the following day.

Class reads together the current weather conditions in Berlin and the three-day forecast (found at "www.berlin.de", click on "Das Wetter heute" at the far right side). Teacher leads a discussion of the difference between temperature measurements in Celsius and those in Fahrenheit, the latitudinal location of Berlin compared to Minneapolis, and the similarities between Berlin and Minnesota, based on the characteristics of a continental climate.

HOMEWORK:
- Projekt E) Kleiderliste:
Students prepare (in German) a list of clothes and other items that they will need to bring with them for the trip, based on the activities they have chosen and the weather forecast for Berlin.

Day 8:
- Projekt D) Hotel:
(IN COMPUTER LAB)
Students search individually for hotels located in the selected ìBezirkî, complete the ìHotelsî worksheet for 3 hotels, and then choose the one hotel they feel would be best for the class. As they browse through the hotel selection, students should take notes about the differences and similarities they find, comparing hotels in Berlin to those in the US.

HOMEWORK:
- Projekt D) Hotel:
- Students write brief (max. 1 minute) descriptions about their selected hotel in German (based on the information on the ìHotelsî worksheet) to prepare for conversation on following day.

Day 9:
- Projekt D) Hotel: (cont.)
Groups meet again; students each present their favorite hotel, explaining (in German)the reasons for their choice. Each group votes on a hotel.

Based on observations gathered from the web sites, the entire class discusses (in English) the differences and similarities between German and US hotels.

The name of each group's hotel is added at the appropriate location on the Berlin map, and a representative of each group presents its choice of hotel, listing the rationale for choosing it.

- Projekt F) Kartenlegende:
The teacher divides the following categories evenly according to the number of groups in the class: Sehenswürdigkeiten (3 groups), Museen (1 group), Aktivitäten (2 groups), Hotels (1 group). Each group selects one category and creates a legend/key to accompany the Berlin map. The legend must list all the locations within the category that have been posted on the map, using alphabetical and numerical coordinates.

HOMEWORK:
- Projekt G) Postkarte:
Students write a postcard (in German)to a former German exchange student who lives in another town in Germany. They must include information about and their opinion of any 3 of the following: a sight visited, a historical event in Berlin, an evening activity, or the group hotel. Students should draw a picture on back of postcard representing some aspect of Berlin.

Assessment:

Projekt D) - Short written and oral descriptions of a hotel in German Projekt G) - Postcard written in German Projekt C) - ìMuseenî worksheet Projekt D) - ìHotelsî worksheet Projekt E) - Packing list in German Project F) - Group map legend

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Submitted by Marcie Zachmeier-Ruh

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Description of Task:

I put all the "formal" and "informal" assessments with their projects. Is there something we can put here as a whole unit assessment??

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Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

LESSON 3: Forming hypotheses about the target culture and beginning to gather information about the target culture

The teacher asks students to consider their own individual hypotheses about Germans' perceptions of males and to record these on the Arbeitsblatt handout in the appropriate section of the grid.

The teacher then asks the class (in a large group) to predict how they believe Germans perceive men. How might men's roles in Germany be described? On a new overhead, the teacher keeps a record of the students' predictions and provides new vocabulary and draws students' attention to structure as necessary. Each student is then able to record any additions on the Arbeitsblatt handout based on the class discussion.

Again, the same process is repeated by having students predict Germans' perceptions of women. How might women's roles in Germany be described? At this point, the top four sections of the grid on the Arbeitsblatt handout will have been addressed and students will have added vocabulary and phrases to each section.

The teacher explains that the class will be sending e-mail messages to students in Germany to ask them questions regarding gender roles. The class brainstorms questions while the teacher reviews appropriate structures for question formulation. The teacher should ask questions to encourage students to think about how roles may be different depending upon other issues such as age (different generations), ethnic groups, social class, etc. Half of the small groups are instructed to send e-mail messages with questions about male roles and half the groups with questions about female roles.

The class breaks into its e-mail groups, prepares and types a list of questions on the issue of female/male roles in Germany to send to high school students in Germany. [Note: this activity assumes that the teacher has already established e-mail connections with classrooms in Germany; useful WEB sites and e-mail addresses are listed in the "References and Resources" section for teachers needing to establish such connections.]

Assessment:

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Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

LESSON 4: GATHERING MORE INFORMATION ABOUT THE TARGET CULTURE - MUSIC A cassette recording of the song "Männer" by Herbert Grönemeyer (see "References and Resources" section for more information) is played twice. Students are asked to jot down images from the song that summarize views of men. After the second playing, students are asked to add to the Arbetisblatt, allowing the hypotheses they have previously created to evolve further with information from the song.

The text of the song is shown on the overhead, the song replayed, and the students asked to compare the images portrayed in the song with their predetermined hypotheses.

The teacher takes the students through the same process as above using the song and lyrics from rauen kommen langsam aber gewaltig" by Ina Deter (see "References and Resources" section).

Students are asked to compare this song with their hypotheses of women and to find any parallels between the two songs. How are the images of gender roles in Germany being shaped on the basis of the information they are exploring? Students are asked to reconsider their impressions of the songs and all of the information gathered thus far. This discussion should produce a response of "confusion and contradiction in the role of men and women."

The whole group shares its thoughts and ideas, and selected students make any additions to a life-size generic human shapes on the wall.

LESSON 5: Gathering more information about the target culture - jigsaw reading The teacher divides the class into four groups. Each receives a section of rauen über Männer" and a recording sheet (see "Attachments"). The groups are to read the texts and "jigsaw" with the other three groups so that each group has all the information and is able to record it on the handout (numbers 1 & 2). [For more information on how to organize jigsaw tasks, see, for example, the French unit, "Le Baccalauréat Français" in the Handbook.

For numbers 3 and 4 on the handout, students individually respond and then discuss their attitudes and feelings to number 4 in the target language within their groups. The whole class again shares its student-generated characteristics, thoughts, and ideas and selected studetns make any additions to the life-size generic human shapes on the wall.

The teacher collects the students' completed handouts and assesses students' performance on the activity, recording the assessment on the individual progress charts.

Assessment:

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Content:

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Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

LESSON 4: GATHERING MORE INFORMATION ABOUT THE TARGET CULTURE - MUSIC A cassette recording of the song "Männer" by Herbert Grönemeyer (see "References and Resources" section for more information) is played twice. Students are asked to jot down images from the song that summarize views of men. After the second playing, students are asked to add to the Arbetisblatt, allowing the hypotheses they have previously created to evolve further with information from the song.

The text of the song is shown on the overhead, the song replayed, and the students asked to compare the images portrayed in the song with their predetermined hypotheses.

The teacher takes the students through the same process as above using the song and lyrics from rauen kommen langsam aber gewaltig" by Ina Deter (see "References and Resources" section).

Students are asked to compare this song with their hypotheses of women and to find any parallels between the two songs. How are the images of gender roles in Germany being shaped on the basis of the information they are exploring? Students are asked to reconsider their impressions of the songs and all of the information gathered thus far. This discussion should produce a response of "confusion and contradiction in the role of men and women."

The whole group shares its thoughts and ideas, and selected students make any additions to a life-size generic human shapes on the wall.

LESSON 5: Gathering more information about the target culture - jigsaw reading The teacher divides the class into four groups. Each receives a section of rauen über Männer" and a recording sheet (see "Attachments"). The groups are to read the texts and "jigsaw" with the other three groups so that each group has all the information and is able to record it on the handout (numbers 1 & 2). [For more information on how to organize jigsaw tasks, see, for example, the French unit, "Le Baccalauréat Français" in the Handbook.

For numbers 3 and 4 on the handout, students individually respond and then discuss their attitudes and feelings to number 4 in the target language within their groups. The whole class again shares its student-generated characteristics, thoughts, and ideas and selected studetns make any additions to the life-size generic human shapes on the wall.

The teacher collects the students' completed handouts and assesses students' performance on the activity, recording the assessment on the individual progress charts.

Assessment:

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Language: Content Obligatory

Language: Content Compatible

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Description of Assessment (Performance Project):

LESSON 6: More information on the target culture perspective - evidence from e-mail exchanges After the teacher previews the e-mail responses from Germany (responses to the questions students posed in Lesson 3), s/he distributes the responses to the groups. Each group is to synthesize the information in the message they received and present their findings to the whole class. Meanwhile the teacher records ideas and thoughts on overhead transparencies. Students revisit their original hypotheses recorded on the Arbeitsblatt and discuss how their hypotheses need to be revised based on the information received. Students add to their notes and selected students make additions to the large cutouts on the wall.

Assessment:

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Language: Content Compatible

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LESSON 7: Synthesizing the information gathered from U.S. and target culture perspectives and re-examining the notion of gender roles. The teacher produces two previously prepared overheads of the phrases describing how students believe Germans view males and females and superimposes them over one another. Then, the teacher switches the male and female symbols on the large cutouts and asks the students to discuss in groups their reactions to this switch. Groups share their impressions and ideas in the large group.

Students are asked to record their impressions, feelings, and ideas on the sheet provided, addressing such issues as whether this is possible or not and why? What does it mean to be male, female, human? Here the intention is for the teacher to reinforce notions of "life." Why do men and women have to be seen as different? Is there such a thing as "a human being" or do we always have to think in terms of gender?

At this point, groups are given a copy of the attached "Utopia Graph" (adapted from Shor, 1980, p. 170) and are asked to fill in the top portion with a focus on the U.S. context. (Ideally, 5 groups should be formed and these same groups should be assigned the task described in Lesson 8.) The top part gets at description; here students name the concept to be described (gender roles), define gender roles in the U.S. based on the information gathered, and provide "life examples." The partially completed graphs are collected by the teacher and will be added to later.

Assessment:

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LESSON 8: The diagnosis-digging deeper to explore sociocultural factors that influence the creation of gender roles The class as a whole is asked to consider where these images of gender roles come from and who creates them. A list of sources - social institutions-is kept on an overhead transparency. Hopefully, students will be able to generate a list that includes at least media, home environment, schools, church/religion, and government/jobs.

Students are divided into 5 groups, and each is assigned one of the sources. They are to gather information about how gender roles are influenced/affected on the basis of the assigned source in the U.S. and Germany, generate e-mail inquiries to ask German students to provide them with parallel information about the source from the German perspective, and be ready to present a report on their findings the following week. Each source should be examined and suggestions gathered as to where one could find examples of gender role influence. In other words, the whole class generates ideas for the various groups on how they can go about gathering information.

* media movies, advertising, TV, cartoons, magazines, songs * home life examples, survey of student experiences (e.g., who is responsible for X in the home environment?) * school student handbook, registration handbook, survey of teachers and/or students, reports on gender equity/inequity in the schools (e.g., how are the sports programs supported for females/males? What fields of study in higher education are dominated by males/females?) * church life examples, church groups, documents, church hierarchy, etc. * gov't.; jobs laws, women in government positions, reports on differences in salaries, types of jobs women/men hold in society, roles of women/men in the military, etc. (e.g., Title IX legislation passed in 1972 that requires all schools receiving federal funds to provide girls and women equal opportunity to compete in sports).

The whole class generates questions in German that can be used by various groups to request information about the sources in Germany. For example, how are men/women portrayed in the media? Do women and men have distinct roles in the home; does this vary depending upon the generation? Do German students feel there are gender discrimination issues in Germany? Are there laws protecting individuals from gender discrimination in the workplace, schools, sports, etc.? Students in their assigned groups compose questions to be sent to their partners in Germany to check on the sources of gender role definition there.

The reports are to include a synthesis of the findings based on the information gathered. Students are to display their findings on a classroom mural (including drawings, images taken from magazines or other ads, lyrics from songs, responses to surveys, newspaper articles, documents, etc.), and will describe their portion of the mural to the class during the presentations. Students are also to keep a list of the sources consulted and methods used for gathering information; the list will be submitted to the teacher on the day of the presentations. Students will have some time during class to work together in groups, gather information, and create their portion of the mural, but it is expected that they will also need to spend time outside of class to work on the assignment.

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LESSONS 9 -11- Group Work The groups are to work together gathering information, contributing to the mural, and planning their presentation. At some point during the week, the students should receive responses to the e-mail inquiries and, after the teacher previews them, the e-mail responses are distributed to the groups for them to incorporate into their presentations. Throughout this process, the teacher helps to guide them by asking probing questions, assisting in locating resources, etc.

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LESSON 12 - Presentation of the diagnosis Each group presents their portion of the mural and the results of their research to the rest of the class. Meanwhile, as class members listen to the presentations, they take notes on the presentations to prepare them for adding to the diagnosis portion of the Utopia Graph. The summaries should only reflect what they have learned about the U.S. context, not the German context. At this point, the graph summarizes the current state of gender roles in the U.S. (description) and a summary of the "why" that underlies the current state-the sources that influence gender roles (diagnosis). The groups present their graphs to the class to determine whether the information is comparable. LESSON 13 - Comparing and Contrasting Germany and the U.S. The class discusses what they have learned about sources influencing gender roles in Germany, comparing and contrasting the information with what they have learned about the sources in the U.S. This discussion should include a revisitation of the results of the original brainstormed hypotheses of German gender roles (using overheads created earlier) as well as use of the mural that was created. They refine their thoughts and ideas with the benefit of knowledge gained from various sources. Summary statements comparing and contrasting the state of gender roles in the U.S. and Germany are developed. This is a good time to have students practice structures that reflect similarities or differences. For example:

In both Germany and the U.S., women tend to be portrayed by the media as xxxxx.

In the U.S., there are laws to support equal opportunity for women, but in Germany...

The class returns to the Utopia Graphs and as a whole discusses concrete suggestions for working towards "Utopia," again with an emphasis on the U.S. context. At this point, students are working on the "Reconstruction" part of the graph. Here they can name "gender roles" and provide definitions of their ideal - what might society look like if there were greater equity between men and women and fewer boundaries between their roles? Are there aspects that students would not like to change? They also provide life examples (for example, there would be female candidates for president, and citizens would vote on the basis of candidates' take on the issues, not on the basis of gender). This is the perfect opportunity for having students practice with the conditional tense.

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Materials Needed:

Description of Assessment (Performance Project):

LESSON 14 - Taking action- working toward meaningful change in personal lives The class looks at the completed "Utopia Graphs" created by the groups and students are asked to think of aspects of their own lives that reflect gender discrimination and that they would like to change. The Action Plan handouts (provided) are distributed, one copy for each student. They are to identify:

* one situation they can change immediately * one situation needing long-term action Students are to describe the situations, state a desired outcome and formulate a plan for dealing with both situations. The class generates ideas for both short and long-term changes. For example, an immediate situation might involve a male student who is responsible for mowing the lawn and shoveling snow, while his sister has minimal household chores, which she often avoids. He wants to share responsibility for the yardwork and household chores with his sister. What might he do t achieve the desired outcome? A long term situation might be described as the lack of a girl's hockey team in the school. What might the students (males and females) do to remedy the situation? Plans to change immediate situations should be developed by all students individually. The teacher may choose to have individual students each work on a long-term situation also or to have a variety of options for long term situations and have the class vote on one that they would like to work on together. A common date for checking progress towards the goals will be negotiated with the whole group. The descriptions and action plans should be submitted to the teacher. Progress towards individual outcomes will be monitored by the teacher on the date negotiated by the class.

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by POLIA Handbook

Time Frame:

Materials Needed:

Description of Task:

Assessment is built into most of the activities throughout the unit, and a rubric is used to assess students' mural creations and presentations. Throughout the unit, the teacher keeps track of individuals' performance on the "progress chart."

LESSON 15-Evaluation the process Students complete a detailed evaluation of the unit using the information they recorded on the Arbeitsblatt, overheads, life-size cut-outs, and murals for reference. A sample evaluation form is provided.

Other extensions: * Chose several U.S. songs that describe characteristics and/or roles of males and females. Compare and contrast the images presented with those presented in the German songs.

References and Resources:

List only References and Resources specific to this assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this assessment.

Submitted by Maureen Curran-Dorsano

Time Frame:

Materials Needed:

Description of Task:

Each section of this unit includes a comprehension self-check, a question-answer worksheet, and a reflection piece. The reflection questions push students to higher-order thinking, but given the language skills of the students, will probably have to be done as whole-class discussions.

The assessment, then, is more a unit assessment for the teacher: Did the students understand not only the factual concepts, but the overall significance and effects of the fur trade? At the end of the unit, there is a 20-question "Jeopardy"-type game. To maximize student output, students should work on these questions in pairs or small groups, before playing the game as a whole class. If you want to use this as an individual written exam, you can print the questions (See "Attachments" section).

At the end of this unit, you may want to have your own trading post activity. Students bring in articles they wish to trade (with parents' permission), and simulate the trading that went on during the fur trade. Students quickly learn that what they think they should get in exchange may not be at all what someone else is willing to give. At the end of the training, you should evaluate the activity with the students: What did they learn about trading? Did they always get what they wanted? Were the European merchants and the Native American equal partners? Was the trading fair to both sides?

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Gloria Ruff

Time Frame:

This project should take about five 60-minute sessions.

Materials Needed:

Microscopes and various other materials, depending on student's choice of experiment.

Description of Task:

Students will design an experiment using the scientific method, which involves the use of a microscope. Students will form a hypothesis, test the hypothesis, and write up the observed results. The experiment will be planned, conducted, and written in Spanish. Students will turn in a lab report, which will be assessed for content and appropriate language use. Students will describe the assignment, plan the experiment, gather materials, conduct the experiment, and write it up. Time permitting, the teacher may decide to have students formally (or informally) and present their projects to the class.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Linda Uscola

Time Frame:

Materials Needed:

Description of Task:

Throughout the activities, the teacher should observe the student's participation and interaction with other students and assess informally. Surveys and interviews may be assessed more formally, if desired. Rubrics for the talk show group discussion and the multi-media collage are provided. (See Lesson 4 "Attachments" for the talk show rubric and Unit "Attachments" for the collage rubric.) Peer assessment could also be used for these two activities.

Students will be divided into groups of no more than three students per group to create a multimedia collage on the theme of group identity within any or all of the three cultures emphasized. The idea of individual identity leading to/resulting from group identity, leading to/resulting from national identity should be emphasized. These collages should include news media reports, advertisements, songs, poems, artwork, survey data, proverbs, etc. This may encompass roughly six to ten class sessions.

Students will present their collages to the class. Students viewing the collages should watch for examples of individual identity, group identity, and national identity. This is targeted for one to two class sessions.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Jean Schuster

Objectives:

Content:
Students will be able to:
· Identify name significant historical events surrounding the White House.
· Connect the important events of the evolution of the White House to specific presidencies.
· Hypothesize about similarities and differences between Spanish historic landmarks and those in the United States.

Cultural:
Students will: · Attain an appreciation of the significance of a landmark through an understanding of its history.
· Contrast the experience of a centuries-old history like that found when touring cities in Spain with our own experience in the U.S.

Language: Content Obligatory
Students will:
· Use the preterit and imperfect tense to describe past actions, e.g. James Monroe era el primer presidente...
· Use interrogative words to obtain information from classmates, e.g. ¿Cuál arquitecto construyó...?
· Use ordinal numbers to describe time periods and dates. e.g. La Oficina Oval fue construida en 1909.
· Use the false passive with se for use of passive voice without an agent, e.g. Se hizo el diseño en....
· use ser to locate events e.g. La boda fue en ....
· use to following vocabulary to describe and identify historical structures and terms:

sustantivos el arquitecto el presidente la renovación el edificio la capital el fuego el diseño el estilo el concurso

verbos construir empezar supervisar terminar mudarse agrandar quemar instalar casarse

nombres los británicos la Casa Blanca Irlanda La Guerra de 1812 la Oficina Oval

Language: Content Compatible
Students will be able to:
· Use accurate adjective/noun agreement with words from vocabulary list.
· Use structures to compare U.S. historical structures with Spanish ones, e.g. Los edificios de España son más antiguas que los de los EEUU.
· Use Imperfect Subjunctive in nominative clauses, e.g. La Sra. Roosevelt pidió que le ayudara....
· Use cardinal numbers in Spanish, e.g. El segundo arquitecto fue...

Learning Strategies / Social and Skills Development:
Students will:
· Recognize that a specific question is related to their assignment of historical information that needs to be shared with the group.
· Use background information about the U.S. to make comparisons with Spain.
· Work cooperatively to fill in the knowledge gaps posed by the activity.
· Ask questions to obtain the information they need.
· Brainstorm in their groups to draw comparisons.

Time Frame:

One 50-minute period.

Materials Needed:

· Picture of the White House on transparency or projected on board from Internet. (I brought up a picture from Google.com and projected it with an LCD projector and laptop.)
· Information Gap Activity Sheet.
· Number BINGO cards
· Game Board with Numbers
· Poster paper for posting ideas shared by the group in the closure activity

Description of Assessment (Performance Project):

Background:

1. NUMBER BINGO.
Students will review numbers 1 through 2000 in Spanish in a BINGO activity. Make a BINGO grid with 25 empty squares. You may or may not allow a ìfree spaceî. Then put 25 numbers on the board from 1 to 2000 that would pertain to dates that would be used to discuss important historical events in Iberian History, i.e. 1936, 1492, etc. Students fill their BINGO grids randomly with the numbers from the board. Then read the numbers in Spanish and students mark them off on the grids. I use the grid several times by having them mark corners only. This game provided modeling of the correct number formation in Spanish.

2. BOARD GAME.
Students will then be given a board game with significant dates on the board already written in. Students will pair up to play the game, which consists of having to say the number on the square correctly in order to advance. Each square has a move for a correct answer and one for an incorrect answer. This activity will allow students practice in producing correct numbers.

Historical Information Task

1. WHITE HOUSE INFORMATION GAP ACTIVITY.
Students will be divided up into groups of four. Each student will be then given a sheet with 6 questions at the top and, at the bottom, historical information about the White House that will answer questions that other members of the group have. Students should first preread their information in order to know if they will need to answer the question being asked. Student A will begin and ask their first question. The other members of the group will check their sheet and the person with the information will give the answer orally. Students will then write down the answers for their questions on their sheets. These may be answered in complete sentences for an informal formative assessment of use of the language structures targeted in the objectives for this lesson. Or, you may do an informal assessment of oral communication and cooperative learning involvement.

2. BRAINSTORMING ACTIVITY.
Students may then brainstorm about differences and similarities between historic landmarks found in the United States and those found in Spain. You may give a specific number as a goal. I have my students come up with a total of three differences and/or similarities. Have the group decide who will present their ideas to the class.

Post Task

GROUP ANALYSIS.
Have the students then come together as a class. Each group will then take turns sharing the differences and similarities about Spanish and American landmarks. Another student can record on butcher paper the groups' ideas.

Assessment:

Rubric para Comunicación
Rubric for Tarea Escrita

References and Resources:

Snyder, B. (1999). Enhancing Inststruction in Your Foreign Language Classroom: Increasing Effective Communication Through Interactive Learner-Centered Activities. Bellevue, WA:Bureau of Education & Research

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

BINGO Grid
Game Board
La Casa Blanca:

Estudiante A, B, C, D
Preguntas
RespuestasRubric for Tarea Escrita
Rubric for Comunicación

Submitted by Jaime Miller

Objectives:

Content:
Students will:

• demonstrate understanding of the poem
• identify the characteristics of an insect
• demonstrate understanding of the location of different body parts of an insect

 

Cultural:

Language: Content Obligatory
Students will:

• accurately use nouns that refer to body parts to describe characteristics of insects with vocabulary items such as le corps, la tête, le thorax, l'abdomen, les ailes, les pattes, les antennes

• use the the third person form of the modal "devoir" (doit) and the verb "avoir" to identify the characteristics that an insect must have with phrases such as "Il doit avoir..."

• use prepositions of place to indicate the location of insects' body parts with phrases such as "sur la tête" 
  
• use determiners to introduce the different parts of the insect's body with phrases such as "une partie"
  

Language: Content Compatible
Students will:

• use verbs in simple present and simple past to share their previous knowledge about insects with phrases such as "je sais que..." (I know that), "j'ai entendu dire que..." (I heard that),  "j'ai vu que...", "je me suis rendu compte que..." (I realized that)
• use verbs in present tense to express desire to learn about certain aspects of insects with phrases such as "je veux savoir/j'aimerai savoir/je voudrais savoir..." (I want to know, I would like to know) 
• use synonyms to speak about insects with words such as une bestiole, une bebête to refer to an insect.
• use verbs in present tense to make suggestions to their group about possible representations for a stanza with phrases such as "Je pense que..."
• use verbs in present tense to express agreement or disagreement with other classmate's suggestions with phrases such as "Je suis d'accord avec___", "je pense comme___ (name of classmate) que____", "je ne suis pas d'accord avec___ (name of classmate)..."

Learning Strategies / Social and Skills Development:
Students will:

• use background knowledge about insects to prepare for new content about the topic
• act out the ideas in a poem to understand better its meaning
• plan their learning by setting personal goals for what they want to know
• scan the text to find relevant information about insects' characteristics
• use images to represent their understanding of the poem
• summarize the information in a poem (that tells what characteristics an insect must have in order to be an insect)

Time Frame:

Covered over the period of one week. Total time estimated at 2 hours (2 30-minute periods + 1 1-hour period).

Materials Needed:

• insect workbook, pages 2-4 (see Attachments)
• markers,
• butcher paper
• Insect poem "Les Insectes" (p.4 of the insect workbook)

Description of Assessment (Performance Project):

Please Note: The insect notebook (provided as a pdf file attachment with this lesson) will be used throughout the unit. Each student should receive a copy and they should be prepared to use the notebook in each lesson.

Preview:
Webbing: "What do you know about insects?"

On a big piece of white paper (so it can be hung in room and serve as a word bank) the teacher draws and writes the web as students generate ideas, in French, about what they know about insects.

Students, in their insect notebook (p. 2), have a page on which to do the webbing as well (after the webbing is done they can copy and add to what has already been done).

List: "What do you want to know about insects?"

On big piece of white paper (so it can be hung in room and serve as a reminder throughout the unit) the teacher writes student generated ideas.

Students, in their insect notebook (p. 3), have a page on which to write the list as well (either at the same time the teacher is doing the webbing or after the webbing is done they can copy and add to what has already been done).

Focused Learning:

1. The teacher introduces the poem by explaining that it's a poem that will tell them about insects and their characteristics and body parts. (see the workbook, p. 4) 
   
2. Then the teacher reads the poem:

   a. Teacher aloud 2x (2nd time explaining content-obligatory vocabulary or eliciting meaning of new words from students)

   b. Students alone

   c. Choral

   d. Students with a partner

   c. Individually (those who volunteer)

3. Discuss unknown or difficult language/grammar features. Ask students to tell you which words/phrases they do not understand. Then either another student who does understand may explain or the teacher can explain orally (also with props, drawings, etc. - the PowerPoint in the Attachments is good for illustrating the body parts).

   Explain to students the following difficult language items:

   Examine (v.) - This word is a cognate, meaning it's the same in English Can you explain in French what this word means if you know what it already means in English?

   Thorax (n.) - This is a body part of an insect. It's the part between the head and the stomach/end. If humans had a thorax, can you show me where it would be? I'll draw you these three body parts in order so you can really see.

   Abdomen (n.) - This word is a cognate, meaning it's the same in English. Can you explain in French what this word means if you know what it already means in English?

   Primitive (adj.) - This word is a cognate, meaning it's the same in English. Can you explain in French what this word means if you know what it already means in English?

4. Explore the meaning of the poem (drama). A poster with the poem written on it in large font is displayed in the front of the class.

   a.  Two students per stanza volunteer to go to the front and, as the poem is read, they act out and show on an insect drawing what the poem is describing. (The teacher can guide students by suggesting gestures or things to act out).

   b.  The same two students underline, in the poem on the poster, the characteristics that distinguish an insect. The teacher provides guidance in finding them. The students tell the class what an insect must have and where these parts are found.

   c. Students go back to their desks and everyone works with a partner to underline in the poem in their books the insect's characteristics.

   d. Students work with their partners and tell each other what an insect must have and where these parts are found.

Expansion:
Illustrating the poem

Students will divide into three groups (one for each stanza of the poem). They each need to meet with their respective groups and talk about how and what they should draw and write to explain this stanza of the poem to others. Once all groups are finished they come together for a presentation. Each stanza will be read to others and then drawings will be shown (and later displayed next to big copy of poem somewhere in classroom).

Assessment:

Assessment is built into the activities throughout the lesson. The teacher will check students' understanding through informal observation, checking the underlining students do in the poem, and ensuring that the group illustration indeed represents the portion of the poem accurately.

References and Resources:

Oppenheim, Joanne & Broda, R. (1996). Droles de Petittes Betes! Les Editions Scholastic, Ontario, Canada.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Student Insect Workbook - cahier_insecte.pdf
Print one for each student

PowerPoint that illustrates the parts of an insect (questcequuninsecte.pps)

Submitted by Jaime Miller

Objectives:

Content:
Students will...

• show an understanding of the characteristics that differentiate insects from other organisms.
• identify insects correctly by observing their charateristics.
• demonstrate an understanding of the reasons that make certain organisms "false insects" instead of insects.

Cultural:

Language: Content Obligatory
Students will... 

•  use nouns that refer to insect body parts to describe the characteristics of a true insect with vocabulary such as tête, thorax, abdomen, ailes, pattes, and antennes.
• use definite articles with correct number and gender agreement to name insects, false insects and insect body parts with phrases such as la tête, le thorax, l'abdomen, les ailes, le papillon. 
• use the verb avoir in the singular third person to explain the characteristics of a true insect.
• use prepositional phrases to explain the reason why an organism is not an insect with phrases such as "because it doesn't have any" (parce qu'il n'y a pas de).
• use negation forms to inform which organisms are not insects and which body parts the organisms do not have with phrases such as ...n’en sont pas, ...n’en on pas.

Language: Content Compatible
Students will... 

•  use the past tense chunk "there was" (il y avait) to inform classmates about what was found under a microscope.
• use the positive and negative forms of the verb être  to inform classmates about the status of a creature with sentences such as Le papillon, c'est un insecte or le papillon est un insecte
• use verbs in simple present to express preference for one of the facts about insects to their partner with phrases such as Je préfère ...  J'aime...
• use the adverbs ici, là-bas to indicate to their partner the place where the insect body parts go with phrases such as "It goes here..."
• use verbs in present tense to make suggestions to their partner about the correct location for the insect´s body parts with phrases such as Je pense que...

Learning Strategies / Social and Skills Development:

Students will...

• activate their background knowledge about the characteristics of true insects to help them carry out the different tasks.
• take notes about important concepts that describe what constitutes a true insect.
• draw pictures to demonstrate understanding of true insect characteristics.
• cooperate to complete the taks on the webpage.

Time Frame:

All entities of this lesson will be covered in the first week of the unit. Total time estimated at 3 hours (2 45-minute periods (one of which is computer lab time), 2 25-minute periods and 1 35-minute period).

Materials Needed:

• Insect workbook (pages 5-10)
• examples of real and false insects
• 12 microscopes (or half the number of students)
• 24 representations of insects (drawings, photos, plastic toys, etc.), 1 each for the total number of students

Description of Assessment (Performance Project):

Preview:
1. Review of first lesson

Students re-read poem all together aloud.
"Who can tell me what an insect has if it is a real insect?"
Draw these on the board as students say them.
Students, individually, draw a generic insect on a whiteboard (including all aforementioned characteristics).

2. Characteristics of Insects

Insect workbook (p. 5): students write down the 5 characteristics of insects (as the teacher tells and explains them) and draw the meaning of each one.

Focused Learning:

1. Insects and False Insects under Microscopes

Students, in pairs, will visit each of the 12 microscopes set up around the room. At each microscope, students need to look carefully at what they see and then decide whether it is an insect or a false insect. In the insect workbook (p. 6-7), students can circle their choice. If a false insect is identified, students need to explain why, in writing.

At the last station, students will be given extra time so that they can draw the creature they see, paying attention to: body parts, legs, wings and antennae (workbook, p. 7 bottom).

Students (volunteers) tell whether each microscope contained a real or fake insect and why (for fake insects) so students can correct their workbook page.

2. Is it an insect or a false insect?

24 different representations of insects and false insects (drawings, plastic toys, photos) will be distributed to students (1 per student). They will have 1 minute to look at each and decide whether it is an insect or a false insect. In their insect workbooks (p. 8), there is a page on which to mark this. Then the teacher rings a bell, and all students will pass their creatures one person to the right. This continues until all students have seen all creatures.

The worksheet will then be corrected orally. Students will keep the last creature they received and following the order of the worksheet, each student will tell orally what the creature he/she has is, if it is an insect or a false insect and why the false insect is not an insect. Ex. "The butterfly, it is an insect.", "The tick, it is not an insect because it has 8 legs instead of 6."  These false insect sentences can be written in the workbook (p. 9).

Expansion:
1. Create a new insect

Students will, on their own, draw and color a new insect (keeping in mind the characteristics they now know about what an insect really is/has) and give it a name (workbook, p. 10).

Extension Ideas:

1. Students can go outside to the playground and try to find examples of insects.

The students show/tell what they have found/spotted to the teacher and she keeps a running tally. Then a graph of "Insects Found on the Playground" can be made (either one per student or as a whole group).

2. Students visit the insect web site
http://www.edina.k12.mn.us/normandale/curriculum/insectes/insectes.htm

In groups of two, students visit the Les Insectes page of the web site and read aloud the accompanying text together. Then they complete the provided activities.

Assessment:

Students´ progress will be assessed through their work on the workbook pages according to the activity. Their ability to identify real insects after observing them under the microscope and to justify their response, can be revised on workbook pages 6-7. Also workbook pages 8-9 concern the same differentiation.

The checklist attached serves to assess students' global understanding of the characteristics of insects as shown in their picture.

References and Resources:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

From the website activities page:
Activity Checklist (les insectes.doc)
PowerPoint on Insects (questcequuninsecte.pps)
Saviez-vous worksheet (Saviez-vous que.doc)

Assessment: Create a new insect checklist
Evaluation: créer une nouvelle insecte

Submitted by Jaime Miller

Objectives:

Content:
Students will...

• demonstrate an understanding of the characteristics that differentiate various types of insects from each other.
• display an understanding of the categories into which insects can be grouped according to their characteristics.
• identify characteristics that describe a particular insect.

Cultural:

Language: Content Obligatory
Students will...

• use the verb chunk il doit avoir to explain what characteristics an insect must have.
• use various adjectives to describe insects, differentiate between them and classify them with words such as long/ue (long), bleu/e (blue), and petit/e (small)…
• use various verbs to describe insects, differentiate between them and classify them with words such as saute (hops), vole (flies), and nage (swims).

Language: Content Compatible
Students will...

• use verbs in the 1st person present tense to express thoughts on where an insect belongs, according to specified characteristics with verbs such as croire (to believe) or penser (to think). 
• use the chunk ça devrait être... to express thoughts on which group an insect should belong, according to specified characteristics.
• use the clause parce que... to explain why they believe an insect belongs to a particular group.

Learning Strategies / Social and Skills Development:
Students will...

• activate background knowledge about the characteristics of true insects to help them complete the tasks.
• manipulate plastic insects and drawings of insects to help them observe characteristics and classify insects.
• group and classify insects according to different attributes.
• use graphic organizers to create a visual representation of categories of insects according to their characteristics.

Time Frame:

This lesson will be covered in the second week of the unit. Total time estimated at 1 hour  (2 30-minute periods)

Materials Needed:

• 16 or more hoops for "Venn diagrams" (working in groups of 2)
• representations of insects (drawings/photos and plastic toys)
• note cards (on which to write characteristics),
• big piece of butcher paper (for Dichotomous key)
• markers
• writing paper

Description of Assessment (Performance Project):

Preview:

1. Review from previous lesson

• Ask students to tell you all of characteristics a real insect must have. When students name a characteristic, draw it on the board and write one word in or next to it, describing it. At the end you will have drawn an insect.
• Students can then partner up and repeat the review, each taking a turn. One states the characteristic it must have, the other draws it.

Focused Learning:

1. Dichotomous key (with 10 insects) - on butcher paper

• Explain activity: "A dichotomous key is like an upside down tree. It is a type of diagram that lets us put objects into different groups. At the end each object is in its own group. We will be able to see how the objects are all alike but all different. We'll use insects as objects when we do this together."
• Model with one insect
  • Decide which characteristic is true about all insects together and write it on top of the paper. "They are all insects." (said)insects (written)
  • Think of a characteristic that some of the insects have that the other do not (thus giving us two groups of classifications) "Some are oval shaped" (said) "oval shaped" (written)
  • Draw a line down from the first classification "insects" and split it in two so that the two new classifications have space. Label these groups.

    insects _________|_________ | | oval shaped not oval shaped

  • Continue this process with more oral student participation (thinking of categories, placing insects orally) until all insects are in a group alone.

2. Venn diagram (whole class)
Label two large hoops "Un vrai insect" and "Un faux insect" and affix to the wall so all can see.

• Choose two physical/observable characteristics and place one into each hoop of the "Venn diagram" they represent. Choose one picture of an insect and think aloud in deciding where to place it ("I think/believe a ___________ should be here because it_________.") Then ask a few students, one at a time, to choose an insect, think aloud about where it should be and then place it.

2b. Venn diagram (small groups)

• Distribute a Venn diagram (2 hoops) to each group of two as well as characteristic cards and a few pictures of insects.
• Students will each choose an insect or characteristic, then think aloud ("I think/believe a ________should be here because it__________"), and place it in the appropriate hoop.

Expansion

One member of each pair stays near the hoops they have placed objects in to answer any questions that classmates may have about their classification. The other member in each pair circulates, exploring the other groups' classifications and asking questions if necessary. Then, members of each pair switch places, and the student who was circulating stays by their hoops and the one who stayed now circulates.

Assessment:

Students' ability to create categories to classify insects will be assessed through the use of Venn diagrams and their participation in the creation of the dichotomous key. 

Students' ability to classify insects according to their characteristics will be assessed by observing and listening to students thinking aloud and placing insects in the Venn diagrams.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Submitted by Jaime Miller

Objectives:

Content:
Students will...

• display an understanding of the concept of a life cycle and the stages that constitute it.
• show an understanding of each stage of a butterfly's life cycle by writing a description and drawing.
• display an understanding of the activities of the butterfly in each stage of its cycle.
• demonstrate an understanding of the process of a butterfly's metamorphosis and its states.

Cultural:

Language: Content Obligatory
Students will...

• use nouns to describe the stages of the butterfly's life cycle with words and phrases such as un cycle de vie, un oeuf, une chenille, une chrysalide, un cocon, un papillon.
• use verbs in present tense to explain the activities of the butterfly in its different stages with words such as pondre (il/elle pond), sortir (il/elle sort), se nourir (il/elle se nourrit), grandir (il/elle grandit), se transformer (il/elle se transforme), devenir (il/elle devient), fabriquer (il/elle fabrique), muer (il/elle mue).
• use adverbs to sequence the changes in the butterfly's life cycle with words such as d'abord, puis, ensuite, enfin.

Language: Content Compatible
Students will...

• use verbs in present tense to express inferences about the meaning of "life cycle," and about the order of the stages, with words such as "Je pense que..." (I think that), "Je crois que..." (I believe that)  
• use modal auxiliaries to talk about what might be happening in the story with words such as pourrait or peut.
• use possessive adjectives to indicate whose turn it is when reading the story in pairs with words such as: mon, ton , son, ma, ta, sa, mes, tes, ses, notre, votre, leur, nos, vos, leurs

Learning Strategies / Social and Skills Development:
Students will...

• activate their background knowledge about other life cycles (plants, humans) to help them infer the stages of a butterfly's life cycle.
• use imagery to represent the stages of the butterfly's life cycle to enhance their understanding.
• make inferences to predict what happens during a butterfly's life cycle based on their previous knowledge of other life cycles.
• use mime to represent key words to aid comprehension of meaning.
• use selective attention to focus on key words in the story.
• monitor their own progress through the activities on the internet by using a checklist.

Time Frame:

Total time estimated at 3 hours (2 45-minute periods.

Materials Needed:

• Computer hooked to big screen T.V.
• Life Cycle Power Point Presentation (on insect web site, see also attachments below)
• Books:

La Chenille Affamée by Eric Carle,
Camille La Chenille by Antoon Krings
C'est moi la chenille by Jean Marzollo.

• note cards
• construction paper
• Insect workbook (page 14-16)

Description of Assessment (Performance Project):

Preview:

1. Discuss vocabulary words "life cycle"

• Ask students what they think "life cycle" means and what each word means separately. Note their answers on the board.
• Ask students to look up the word "cycle" in the dictionary. Ask for a volunteer to read the definition aloud and then put it with the word life and see if it makes sense.
• Refer back to student guesses to see if they were right.

2. Explain the theme of this lesson

• "We will now study the life cycle of the butterfly. Keep the idea of a life cycle in mind."

3. Power Point "Life Cycle" presentation

• Show the human life cycle presentation, naming the stages as you go. Write the stages on the board. Answer any questions regarding content or language.
• Show the presentation again, this time students read the stages chorally aloud.
• Show the plant life cycle presentation, naming the stages as you go. Write the stages on the board. Answer any questions regarding content or language.
• Show the presentation again, this time students read chorally aloud.

4. Stories: La Chenille Affamé, Camille la Chenille

• Pre-teach specific vocabulary related to the butterfly life cycle (see content-obligatory language section) and any other vocabulary you deem unknown or difficult (depends on your students). Choose 4-5 words and write each on the board. Explain what each word means, draw a small picture to illustrate meaning and have students create an accompanying gesture.
• During the story, each time one of these words is heard students must do the accompanying gesture. Read aloud each story, emphasizing vocally the stages of the life cycle.

5. The four stages of the butterfly life cycle
(also serves, in part, as a story review/summary)

• Students determine the order of the four different stages of the life cycle. Accept and write on the board (using adverbs to mark which one comes first, etc.) the correct stages.
• Students then read chorally each stage. Ask different volunteers to draw pictures that represent each stage.
• Student volunteers then read, while pointing to the drawing, the description of each stage.

Focused Learning:

1. Partner reading lesson: Moi, la chenille.

• Pre-reading activities
  a) Pre-teach life cycle related difficult or unknown vocabulary (see Content-Obligatory Language section).
  b) Students, in pairs, do a picture walk through the story, talking about what they see and what might be happening (covering up the text with note cards).

• During-reading
  a) The entire group reads the story together aloud.
  b) Students, in pairs, read alternating pages aloud.
• Post-reading

a) Students write in insect workbook, pages 14 and 16, (instructions on p. 14) life cycle descriptive sentences and draw accompanying pictures in the correct order.
b) The teacher walks around to verify the correct order, and then students may color the drawings. Afterwards, each student has a turn to read out loud (in pairs),

Expansion:

Students, in small groups, write and perform a short play that shows and explains each stage of this process.

Extension Ideas:

1. Watching and journaling the growth of caterpillars.

2. Students visit the insect web site, the "la chenille et le papillon" page for online activities. http://www.edina.k12.mn.us/normandale/curriculum/insectes/chepap.htm

• Has a checklist, the powerpoint, and a number of online activities to work with this content.
• Students should NOT yet do the KidPix/PowerPoint presentation that is the last link on the page.

Assessment:

Students will be assessed through their sentences describing the stages of the butterfly's life cycle and the pictures that they draw about the stages. The instructor circulates around the classroom checking the pictures before they are colored.

 

References and Resources:

Books:
1. Carle, Eric La Chenille Affamee  Philomel Books; New York, New York
2. Krings, Antoons (1994) Camille La Chenille. Editions Gallimard; France
3. Marzollo, Jean & Moffat, Judith (1997) Moi la Chenille. Les Editions Scholastic; Ontario, Canada

Website: http://www.edina.k12.mn.us/normandale/curriculum/insectes/chepap.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Power point - about life cycles

For Expansion website activities:
checklist  for list of activities completion

Submitted by Jaime Miller

Time Frame:

Approximately 2.5 hours (1 1.5-hour Writing Workshop period and a 1 hour computer lab period). Additional time needed to share completed projects.

Materials Needed:

• paper, pencils, KidPix or PowerPoint - for slideshow
• colored crayons, glue, scissors, paper, etc - for book
• Project instructions/checklist (see Attachments)
• Project rubric (see Attachments)
• if wanted, internet with websites for students to printout or copy photos, graphics

Description of Task:

NOTE: Depending on the resources available, teachers could choose to do this project as a paper book, or a slideshow using KidPix or PowerPoint.

Student may choose to do their project on the butterfly or the moth. If internet research is possible, they may choose to do a specific kind of either one.

The parts of the project should show mastery of all the lessons in the unit:

• explain which (butterfly/moth) they have chosen and why.
• define an insect and how the moth or butterfly fits that definition.
• write and draw about what happens to the butterfly or moth at each stage of its life cycle, in order.
• explain the differences between a moth and a butterfly.
• incorporate the language contained in the Content-Obligatory Language sections of each lesson. 
• use capital letters and correct punctuation.

For the slideshow, students should first use a storyboard organizer to write and draw out their ideas (like a rough draft) on a big piece of white construction paper (that can be folded in 4, creating automatic story board panels, up to 8 slides). Student and teacher editing can happen when students are done but before going to the computer lab.

When all students are finished, they can present their projects to others, rotation style.

Extension Ideas:

1. (Art) create models of a butterfly and of a moth.

References and Resources:

Resources page from the website:
http://www.edina.k12.mn.us/normandale/curriculum/insectes/ressources.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Instructions/checklist for project (book or slideshow)

Rubric for project (book or slideshow) 

Submitted by Jaime Miller

Objectives:

Content:
Students will...

• identify key characteristics that differentiate a butterfly from a moth.
• demonstrate understanding of the traits and practices of butterflies and moths.

Cultural:

Language: Content Obligatory
Students will...

• use adjectives in correct number and gender agreement with the noun to describe traits of butterflies and moths with words such as colorées, chatoyantes, ternes, fines, plumeuses.
• use nouns to describe physical characteristics of butterflies and moths with words such as ailes, antennes, couleurs, corps.
• use the verb avoir in correct agreement with the subject to explain the characteristics that butterflies and moths have.
• use the negative forms of verbs to indicate what characteristics butterflies or moths do not have with phrases such as "doesn’t have…, don’t have…, is not…, are not…"
• use conjunctions to compare and contrast butterflies and moths with words such as "but, while."
• use the pronoun "both" to explain what characteristics are shared by butterflies and moths.
• use comparative and superlative forms of adjectives to describe characteristics of butterflies and moths with phrases such as plus importantes, "bigger body, smaller body, brighter colors."
• use the following phrase both orally and in writing to introduce an explanation of the key butterfly/moth characteristics. Je te présente les caratéristiques les plus importantes du papillon de jour/de nuit."
• use the following vocabulary orally to describe the key characteristics of a butterfly/moth to a classmate.

Nouns des ailes un corps des antennes

Verbs (3rd person singular present tense) voler avoir ressembler à se terminer

Adjectives colorée couleurs (bleu, rouge....) gros mince

Language: Content Compatible
Students will...

• use the verb ressembler à to propose examples of insects that are similar to butterflies.
• use adjectives to assess other classmates work in matching words with images with words such as "correct, incorrect, right, wrong."
• use verbs in simple present to express their ideas about correct matches between words and pictures with phrases such as "I think…, I believe…"
• use the following sentence to present key butterfly/moth characteristics to a classmate: Je te présente les caratéristiques les plus importantes du papillon de jour/de nuit.
• use clarification questions to inquire for the correct way to name insects, body parts and characteristics in French.

Learning Strategies / Social and Skills Development:
Students will...

• use pictures to identify and understand characteristics of butterflies and moths.
• use pictures to understand the meaning of new vocabulary.
• synthesize key characteristics that differentiate butterflies from moths by analyzing several pictures.
• cooperate in pairs and groups to complete a task.
• use Venn diagrams to organize ideas in a visual way to aid comprehension.
• use their previous knowledge about insects to prepare themselves for the tasks.
• take notes about important ideas when listening to a presentation and when reading information from the internet.  
• draw pictures to demonstrate understanding of a text (imagery).
• write down important words about a text (note-taking).

Time Frame:

Total time estimated at 2 hours

Materials Needed:

• Cut-outs or illustrations of butterflies and moths (see references for webpages)
• Cards with words and pictures (see attachments)
• Power point about differences moth-butterfly (see attachments)
• Insect workbook (pages 17-20)

Description of Assessment (Performance Project):

Preview:

1. Pre-teach vocabulary (au repos, des antennes, relève, and others necessary)
2. Put students in groups of four. The instructor provides each group with a set of cards (see Attachments below). Half of them have words or phrases with key vocabulary to be used during the lesson and the other half have illustrations that correspond to those words or phrases. Students are told that they can use their notebooks, their dictionaries and what they know about butterflies to match each word or phrase card to the correct picture card.
3. The teacher asks volunteers from different groups to show a pair that they formed and the class approves or disapproves the match. This is repeated until all matches have been checked.
4. The teacher tells students that they will study a type of insect that is similar to butterflies and at the same time different, and asks students to think of insects that they have seen that are similar to butterflies. The teacher can orient them by saying "maybe they are not butterflies but have wings, or antennae." Dragonflies, mosquitoes, flies, and moths could be examples. If students do not know the name in French for those insects the teacher could provide them with the name or ask students to look it up in the dictionary and read the name for the class.
5. If students do not mention moths, the teacher can do it, and explain that moths are insects that share some characteristics with butterflies but that are also different from them. The teacher tells the students that they will be researchers for a day to find those differences and similarities

Focused Learning:

1. In pairs, the students will examine illustrations of butterflies and moths and identify their similarities and differences. They will look for characteristics that only moths have, characteristics that only butterflies have, and characteristics that both share, and they will write the characteristics on a Venn diagram on a handout (in workbook, p. 17) The illustrations page (see Attachments) can be given to each pair students as a color copy or it can be displayed on the wall as a transparency.
2. Volunteers share with the class the characteristics that they found.
3. The teacher shows a power point presentation (see attachments) with five key differences between butterflies and moths and at the end emphasizes that there are always exceptions. Students take notes on page 18 of their workbook.

Expansion:

1. Students color a butterfly and a moth in their workbooks (p. 19) according to what they have learned.
2. Students use the internet and visit the web pages suggested in the references and resources section. They are told to read the descriptions of butterflies and moths and to look at the pictures. On page 20 in their workbooks, students should take notes on characteristics of moths and characteristics of butterflies.

3. Students sit in pairs and take turns to present their colorings and explain the characteristics that they found to their partner.

Extension Ideas:

Visit the insect website for additional activities on this lesson's content. http://www.edina.k12.mn.us/normandale/curriculum/insectes/papnuit.htm

Assessment:

The teacher will circulate to assess students work in finding differences between moths and butterflies and the Venn diagrams will be evidence of this work.

Descriptions of differences from the student workbook can be used for assessment.

The teacher will circulate during the expansion session to check students' understanding of information on the webpages and their comprehension of the material by listening to their presentations in pairs.

References and Resources:

Websites with photos of butterflies and moths:

Texts in French:
Both compared -
http://fr.encarta.msn.com/encyclopedia_761578331/papillons_(insectes).html

http://www.dinosoria.com/papillon/index.htm
http://www.insectes.org/question/reponse.md?cle_faq=376&type=text.html
http://membres.lycos.fr/ninichoquet/pages/papillon.htm

papillon de jour
http://lemondedesinsectes.over-blog.com/article-210445.html

papillon de nuit
http://lemondedesinsectes.over-blog.com/article-344541.html

More photographs, but text in English:
http://butterflywebsite.com/gallery/index.cfm

http://iannibutterfly.net/butterflies.htm

http://iannibutterfly.net/moths.htm

http://www.butterflyutopia.com/gallery.html

http://butterflies.aa6g.org/Butterflies/tropical.html

http://www.pbase.com/mplonsky/butterflies

http://www.pbase.com/mplonsky/moths

http://www.npwrc.usgs.gov/resource/distr/lepid/moths/mothsusa.htm
a lot of information on this site about moths of North America, and has siting maps, etc.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

PowerPoint about differences of Moth/Butterfly

Illustrations to compare the moth and the butterfly. You might also want to print out examples from the webpages listed in Resources.

Submitted by Jean Schuster

Objectives:

Content:
Students will be able to:
· Give the dates of the historical periods of Iberian history.
· Name the major historical periods of Iberian history.
· Name the major people groups that have inhabited the Iberian Peninsula.

Cultural:
Students will:
· Attain an historical perspective of the Iberian Peninsula.
· Gain an understanding of the different people groups that have created the cultural diversity of the Spain we know today.

Language: Content Obligatory
Students will:
· Be able to use the true passive and false passive voice in Spanish e.g. Se construyó el castillo en el siglo trece. El castillo fue construído por Carlos V.
· Be able to express ordinal and cardinal numbers in Spanish with respect to titles and time periods, e.g. Carlos Quinto, el siglo diecinueve
· Create a word bank in Spanish of pertinent vocabulary for discussion of Iberian history:

sustantivos:		nombres:
los asentamientos los habitantes el imperio el reino el reinado la conquista la derrota la invasión los monarcas los reyes los seguidores	el auge la caída el siglo la guerra el dictador la dictadura la monarquía la democracia el gobierno la corte el partido la constitución	La Península Ibérica los griegos los cartagineses Roma Hispania los romanos los visigodos los musulmanes el Califato la Reconquista	los Almohades los Almorávides los cristianos Alemania los Hapsburgos los Borbones La Ilustración los republicanos los fascistas La Guerra Civil La Guerra Mundial

Language: Content Compatible
Students will:
· Use accurate adjective/noun agreement with words from vocabulary list.
· Use structures to compare historical facts, e.g. Los romanos contruyeron más estructuras que los visigodos.
· Form questions using terms learned from the vocabulary lists for the purpose of reviewing the material presented with the class, e.g. ¿A qué período pertenecen los Reyes Católicos?
· Use interrogatives to ask questions about the material presented, e.g. ¿Dónde está ...? ¿Cuándo invadieron...? ¿Quiénes....? ¿Cómo es...?

Learning Strategies / Social and Skills Development:
Students will:
· Write down key historical terms and dates from a lecture in the target language.
· Attend to key words and phrases to create a word bank.
· Construct a time line to graphically organize the historical information presented.
· Ask questions to clarify or obtain additional information.
· Work in groups to organize themselves for project work.

Time Frame:

2 - 50 minute class periods.
1st day - PowerPoint presentation of Iberian History and formation of groups.
2nd day - Groups share information about their historic period and make their segment of the Time Line of Iberian History.

Materials Needed:

· Construction paper for History Time Line
· Colored Pens ; markers; crayons; pens & pencils
· LCD projector for PowerPoint presentation

Description of Assessment (Performance Project):

Background:
1.PowerPoint Presentation.
Students will be presented with a PowerPoint presentation that outlines the four periods into which this overview of Iberian history will be divided. Students will be given a form that gives the names of the Four Historical Periods on which they may take notes during the PowerPoint Presentation. I will instruct them that they are to mainly focus on the names of the people groups and the dates of the time period in their notes. They are welcomed to take down more information, but they will be going into more depth about the history during the TrackStar activity in a later unit. The main idea here is to give them a broad understanding of how we will divide the Iberian History for the purposes of group work and what are the salient dates and characteristics of each.

2. Word Bank.
During the presentation they will create a word bank of vocabulary that will be useful for their project . On a handout, they will have a list in English of general nouns and also names of events and people groups. While they view the PowerPoint, they will fill in the Spanish for the different terms on the word bank. They will save the word bank for use throughout this unit and the companion unit on a Spanish City.

Group Work:
1. Group Formation.
Next students will be divided into groups according to the four historical periods used for the project. This will be done by students' names being drawn randomly. When their name is drawn, they may sign up under any period that has spaces available. The number of members of each group is determined by dividing the class size by four. They will then gather with the other members of their group and compare the data that they collected about their historical period to make sure they have the most complete information possible.

2. Time Line:
The final exercise will be for the class to construct a Time Line that may be displayed in the room during the rest of the project time. Each group will construct from their notes their segment of the line from the information that they have share in the group. They will have a handout out with a checklist of requirements for the construction of the line and also instructed to first do a rough draft for an informal formative assessment before final the construction.

Assessment:

Rubric for Participación
Time Line Checklist

References and Resources:

www.sispain.org

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Rubric for Participación
Time Line Checklist
Bosquejo for PowerPoint
History Overview Word Bank
Overview PowerPoint Presentation

Submitted by Tricia Farner Christopherson

Objectives:

Content:
Students will:
* expand their knowledge of ocean life
* will identify the characteristics, diet, habitat and young of the chosen sea animal

Cultural:

Language: Content Obligatory
Students will:
* accurately use the following vocabulary:
Título Autor El derecho de autor El editor Bibliografía Investigación Enciclopedia Indice

Párrafo de información
Frase Completa
Enunciado
Citar las referencias

* describe the habitat, diet, young, enemies, and physical characteristics of their chosen sea animal

* use the 3rd person present singular and plural.

* use adjectives to describe characteristics of animals and use correct placement of adjectives.

* use accurate number and gender agreement

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will: * develop skill in using a variety of reference materials such as encyclopedias, indexes, the Internet, etc.
* begin to develop the ability to take notes
* work cooperatively with a partner to find information and take notes.

Time Frame:

9 sessions of 45 minutes each

Materials Needed:

Books and encyclopedias in Spanish of sea life,
computers, internet access, LCD projector (if available)
note taking sheets (4 or 5 for each student)
overhead transparency copy of note taking sheet
overhead transparency of bibliography example
overhead transparency of a page of an index
overhead transparency of a page of an encyclopedia
Information Scavenger Hunt activity sheet

Description of Assessment (Performance Project):

Students will have chosen the animal that they would like to research. Students will work with an assigned partner that is researching the same animal.

As a class, brainstorm ideas of words that may be used when describing each of the different aspects of the animal they will be researching:

· Physical Characteristics (colors, lengths, sizes, shape, fins, tentacles, etc) · Diet (plants, other fish, uneaten parts of other animal's food, zooplankton, etc.)
· Habitat (in which zone does it live, does it live in a school or alone, etc)
· Young (does it lay eggs, birth it's children)
· Protection (does it camouflage itself, does it have a weapon, does it swim with other fish, is it quick)
· Interesting facts (things that you find interesting that don't fit in any other category)

Day Two:
Using encyclopedias and sea life books and the overhead transparencies of the index and encyclopedia page, explain how to find information in non-fiction materials using an encyclopedia and indexes in sea life books.

· Which volume of an encyclopedia to look in for information.· · Where to find an index.

Activity: This activity can be done in the classroom or the library, but set(s) of encyclopedias and books on sea life need to be available for them to use.

Using encyclopedias and books on sea life chosen beforehand, give the students their Information Scavenger Hunt.
Students will work in pairs chosen on their own to find the answers to the questions on the Scavenger Hunt. The first pair to have all the answers found wins.

Day 3
Using an overhead transparency sheet with the note taking form explain note taking using a separate note taking form for each source to be cited. Students must find 3-5 facts from all different sources for each question.

Discuss the vocabulary words: Titulo, Autor, la cuidad de publicación, el derecho del autór, El editor. Discuss what they mean and where to find them in a source. Do a few examples on the overhead.

Have the students take a book that they have in their desk. Ask them to find the title, author, the publisher, the city of publication, and the copyright.

Show the students an example of a bibliography so they understand before they begin the importance of keeping track of their sources as they go.

Day 4-6:
Allow students to research in books and encyclopedias

Day 7 & 8
In the computer lab on an LCD projector show students how to get on the internet and go on to google.com. Go through a few web sites to show them how to search for information on their animal.

Have a guided session of finding information on a certain animal , ie. elefantes. Have each student find a site on that animal and tell you one fact about it.

Show students how to cite the info. they find on their note taking sheets.

Allow students time to find information on their animal on the internet.

Assessment:

Students' work over the nine days is assessed with a checklist filled out by them and then by a classmate.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Note Taking Sheet (vida marina.cwk)
Research Checklist (1researchchecklist.doc)
Bibliography example (Ejemplo de Bibliografía)
Information Scavenger Hunt (Information Scavenger Hunt)

Submitted by Julie Black Morales

Objectives:

Content:
Objectives 1.Students will demonstrate knowledge of the physical geography of South America by locating and naming the oceans that surround the continent, the Andes Mountains, the Amazon River and the equator on a map.
2.Students will demonstrate knowledge of the political geography of South America by singing the South American Song and the performing the movements that accompany the song.

Cultural:
3.Students will begin to develop an understanding of the Inca civilization by watching and discussing the PowerPoint presentation on the Inca Trail.

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Three 30-minute class periods.

Materials Needed:

-an atlas or map of South America.
-one sheet of dark blue construction paper and glue.
- a white colored pencil (to write the names of the oceans on dark blue paper.)
- pre-cut puzzle pieces for the countries of South America
- a handful of peanuts ( for the Andes Mountains )
- an extremely thin piece of black paper ( for the equator )
-a small piece of light blue yarn ( for the Amazon River )
-The PowerPoint presentation on the Inca Civilization

Description of Assessment (Performance Project):

Pre-task: 1  The teacher will review the ìSouth Americaî song/chant with the whole group. There are two different PowerPoint presentations that may be used for review. Please refer to: Attachments: South American Song #1 or South American Song JULIE CHECK TO SEE IF YOU HAVE UPLOADED BOTH P.POINT SLIDE SHOWS  The students will practice naming the countries in groups of 3 or 4 students.  The teacher will reiterate the expected learning outcomes from the previous class and explain the expected learning outcomes for the second class: - to name and locate the 13 countries of South America. - locate and name the Pacific and Atlantic Oceans, the Caribbean Sea, the Andes Mountains, the Amazon River and the equator. Task 1 : The students will make maps of South America.  Each small group of 4 or 5 students will be provided with the following materials. -an atlas or map of South America. -one sheet of dark blue construction paper and glue. - a white colored pencil (to write the names of the oceans on dark blue paper.) - pre-cut puzzle pieces for the countries of South America - a handful of peanuts ( for the Andes Mountains ) - an extremely thin piece of black paper ( for the equator ) - a small piece of light blue yarn ( for the Amazon River ) Task 2 The students will watch a short introductory PowerPoint presentation on the Inca Civilization. The teacher starts this part of the lesson by asking the children if they have heard of the ancient Inca Civilization. The children locate Peru on a physical map and/or globe. The teacher invites the children to watch the PowerPoint presentation and encourages them to ask questions. Lesson 2 Assessment: Before turning in the assignment, each small group will check their maps using the ìSouth America Map Checklistî.

These pictures could be exhibited in the hallways or in the classroom.

Assessment:

See attachment: S.A.mapchecklist.

References and Resources:

Moore,Jo Ellen , South America.Evan-Moor Educational Publishers, 1990 Geography Department. Peru. Minneapolis:Lerner Publications Company, 1990. Geography Department. Guyana. Minneapolis:Lerner Publications Company, 1988. Geography Department. Bolivia. Minneapolis:Lerner Publications Company, 1991. Geography Department. Venezuela. Minneapolis:Lerner Publications Company, 1991. Geography Department. Paraguary. Minneapolis:Lerner Publications Company, 1992. Geography Department. Chile. Minneapolis:Lerner Publications Company, 1989 Geography Department. Ecuador. Minneapolis:Lerner Publications Company, 1991. Geography Department. Uruguay. Minneapolis:Lerner Publications Company, 1987.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

S.A.map checklist.doc
1 map song.ppt
2 map song audio.ppt
3 -S.A.song words only.ppt

Submitted by Jean Schuster

Objectives:

Content:
Students will be able to:
· Name the major people groups that have occupied and influenced the Iberian Peninsula and have left structures and physical remnants of their culture.
· Identify the specific dates related to the different periods of Iberian History.
· Identify salient events and/or historical figures of the different periods of Iberian History.

Cultural:

Language: Content Obligatory
Students will:
· Distinguish between and use of preterit and imperfect when reporting past events, e.g. Cuando llegaron los visigodos, los romanos tenían una civilización bien desarollada.
· Recognize and use present tense verb forms, e.g. Los seguidores del Cid ocupan la península...
· Recognize and answer in Spanish interrogatives about Iberian History, e.g. ¿Cuándo entraron los musulmanes en España?
· Distinguish between words that function as nouns and adjectives, e.g. Los musulmanes...La España Musulmana.
· Scan information in Spanish to be answer questions about the historical period being studied.
· Recognize and use the following terms:

Nombres: El Imperio Romano Hispania El Estrecho de Gibraltar Europa Francia Al-Andalus Los Almohades El Sacro Imperio Romano La Inquisición El Renacimiento

Sustantivos: los guerreros el príncipe la ocupación el poder el ejército la restauración el asesinato el alzamiento

Adjectivos: romano/a(s) griego/a(s) visigodo/a(s) musulman(es) musulmana(s) renacentista(s) alemán/alemanes alemana(s) islámico/a(s) francés/ franceses francesa(s) europeo/a(s) dinástico/a(s)

Verbos: conquistar durar invadir quedarse ocupar establecer expulsar pedir querer permitir mandar triunfar apoyar

Language: Content Compatible
Students will:
· Apply appropriate sequence of tenses in the past and present, e.g. Fue en ese periodo cuando España produjo...
· Use the present and imperfect subjunctive when appropriate, e.g. les obligaron que se convirtieran al cristianismo.

Learning Strategies / Social and Skills Development:

Time Frame:

1 to 2 50-minute classes

Materials Needed:

Computers with Internet Access

Description of Assessment (Performance Project):

Pretask:
1. Students should form in their historic-period groups. They will work in groups at the computer. If computers are limited, they may print out copies of the sites for students not at computers.

2. Access the Trackstar activity using the URL http://trackstar.scrtec.org and the Track ID Number #103508.

Trackstar Activity:
1. At the computer, have students work in their groups to answer the questions about their particular historical period. All the groups will read the Introduction which explains the use of the site. They should use the option: VIEW IN FRAMES. Since the introduction is in Spanish, you may want to do this as a class to make sure everyone understands the activity and the way to use the TrackStar site.

2. Once everyone has read the Introduction, the different groups will go only to their groups subsites. For Group 1, for example, their are 3 sites, one for eact subsite pertaining to their period. Each subsite has its own set of questions. I suggest that they read the site first in English and then in Spanish. If groups have at least two computers, one can be at the Spanish version, and the other at the English.

3. Make sure that students are answering in Spanish and that their answers would be understandable if read by someone who has not seen the question.

4. Have them fill in the vocabulary that pertains to their historic period. The Word Bank will be completed in a later lesson when they heard presentations by other groups.

5. The TrackStar answer sheet will be used as part of the assessment, so make sure students write legibly and with attention to basic Spanish grammar, i.e. spelling, noun-adjective agreement, subject-verb agreement.

Assessment:

Rubric for Tarea Escrita

References and Resources:

http://trackstar.scrtec.org
http://sispain.org

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

TRACKSTAR - Tarea Escrita: 1a; 2a; 3a; 4a Epocas
TrackStar Word Bank
Rubric for Tarea Escrita

Submitted by Julie Black Morales

Objectives:

Content:
The students will demonstrate knowledge of the political geography of South America by singing the South American Song and performing the movements that accompany the song.

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

One 45-minute class period.

Materials Needed:

Description of Assessment (Performance Project):

Pre-task:
The teacher will familiarize the students with the purpose and expected learning outcomes for this unit. Students should be given the opportunity to offer suggestions or comments and to ask questions.

Task:
The students will learn the names and locations of all 13 countries in South America.

The teacher starts the lesson by telling the students that she/he has a trick or strategy to remember the names of the countries in South America and to locate them correctly on a map.

For complete directions and other ideas - please refer to Attachment : Teach South American Song.doc

Assessment:

Informal assessment occurs throughout most of the activities mentioned in the attachment. At the end of the first class period, each student will be asked to fill in the names of the countries on a map of South America. They will check and correct their own papers.

References and Resources:

Moore,J. (1999).South America: EMC 764. Evan-Moor Educational Publishers. Monterey, CA: Resources for Teachers. http://www.evan-moor.com

Enchanted Learning. Continents and Oceans Quiz Printout http://www.enchantedlearning.com/geography/continents/quiz.shtml

1UpTravel.com Maps and flags of South America http://www.1uptravel.com

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Teach S.Amer song - directons for teaching the song
South American Song - 1 map song.ppt
South American Song with audio - 2 map song audio.ppt
South American Song words only - 3 - S.A. song words only.ppt
Pictures of South America - 1--S.A.pictures.ppt
Directions for teaching the song - Teach S.Amer.Song.doc

Submitted by Amy Buttner

Time Frame:

Two to three 50 minute sessions

Materials Needed:

· access to computers to review websites for material on the embargo

Description of Task:

Stage a debate where students are asked to prepare arguments that either support or deny the embargo. Find articles from opposing sides on the embargo. Two organizations to start with might be Global Exchange and CANF (the Cuban American National Foundation). Discussion questions may be created by the students or pre-selected by the teacher, depending on student levels. The articles could also be used before the Socratic Seminar occurs to provide additional information or reinforce other information encountered in the search activity in Attachment #10.

Follow-up writing task:  Write a letter or email in support of or against the embargo to a local representative or senator. The Global Exchange site has a link to do that included with their information on Cuba.

References and Resources:

Global Exchange - Cuba
http://www.globalexchange.org/countries/cuba/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Writing Rubric (Word doc)

Submitted by Hiroko Nagai

Objectives:

Content:
Students will...

• examine the different types of classmate introduction profile websites online.
• identify what kind of information should be provided for Japanese audiences to understand their classmates.

Cultural:

Language: Content Obligatory

Students will...

•  use the following words in the different types of classmate introduction websites online:

自己紹介 (self introduction)

生年月日(birth date)　

星座　(sign of the zodiac ) 

血液型　(blood type) 

性格　(character)  

趣味　(hobby)

読書　(reading) 

自慢 (proud)　

部活　(club activities) 　

科目　(class/subject)　

特技　(something special that you can do)

嫌いな( dislikes)  

好きな物　(favorite things)

Language: Content Compatible
Student will...

• use the following language functions to examine the website:
  1) Narrating personal experiences
  2) Describing people (physical traits/temperament/attire)
  3) Expressing preference

Learning Strategies / Social and Skills Development:
Students will...

• predict upcoming information by using visual clue elaboration of prior language knowledge; use of common knowledge
• work together with their classmates to determine the content.

Time Frame:

1-2 50-55 minute class sessions

Materials Needed:

1) Computer lab and audio (Japanese language capable)
2) List of web sites related to the personal profile in Japan (See "References and Resources")

Description of Assessment (Performance Project):

Context:
1) As a class, the students will brainstorm responses to the following questions:
"What kind of information should you include on your personal web profile to introduce yourself to Japanese students?" "What do they want to know about you?" Teacher will write ideas on poster paper in Japanese.

2) After discussing and prioritizing the information to include and search for, students get into small groups. The ideal size of these groups would include two to three students.

3) Students work cooperatively at computers to find information about the websites similar to what they will be creating as a class. The list of these profile pages is listed in "References and Resources" later in this lesson. Students create lists of ways to introduce themselves and areas that are of interest to Japanese speakers.

4) After looking at the websites and discussing their conclusions of similarities and differences, each group fills in a Venn diagram to organize the items from the websites they investigated.

Assessment:

Informal assessment occurs throughout the activities.

References and Resources:

http://isweb39.infoseek.co.jp/school/tanayo/class-syoukai-zaseki.htm (seating chart)
http://www.city.kasaoka.okayama.jp/manabehp/cyu/gakkou/syoukai/seito2001.htm (drawing)
http://www.sanynet.ne.jp/~h-stk/gakkyu/2-2/jikoshoukai.htm (high School)
http://www.city.kasaoka.okayama.jp/manabehp/cyu/gakkou/syoukai/sensei2001.htm (Teachers)
http://isweb35.infoseek.co.jp/school/a2-2/introduce/index.html (chart/adult)
http://www.saga-ed.go.jp/school/edq13251/SEITO/H91-1/1-1.HTM (Class chart)
http://www.saga-ed.go.jp/school/edq13251/SEITO/2-2/2-2.htm (Proud)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Venn Diagram (pdf)

Submitted by Dee Spilleth

Objectives:

Content:
Students will · be able to identify the location and name the French-speaking countries in six major geographical areas of the world · understand why many countries have multiple names. · become more aware of the role of governments. · become familiar with geographical locations in the world as a whole.

Cultural:

Language: Content Obligatory
Students will · understand and use the correct French names for regions of the world 1. L.'Afrique 2. L'Amérique du Nord (Le Canada) (Les Ètats-Unis) 3. L'Europe 4. Le Caraïbe et L'Amérique du Sud 5. L'Asie 6. L'Océanie · understand and use the correct French names forspecific countries where French is · spoken (see attachment) · understand and use basic geographical terms · accurately use the 3rd per sing. present tense of etre to describe location (Il est au nord.)

Language: Content Compatible
Students will · understand and use terms in English for supporting their understanding of the countries they're investigating Administrative governing language: Commonwealth Protectorate Principality Territory Colony Region Province State Department Monarchy Dictatorship Republic Democracy · Use accurate gender identifiers for selected countries and regions · Use correct subject/verb agreement for 3rd person sing. Present tense · Use colors to describe countries' flags · Use accurate gender/number agreement

Learning Strategies / Social and Skills Development:
Students will · Use multiple resources effectively in researching a selected country · Provide accurate bibliographic citations for the sources found · Recognize and use cognates to make predictions about new words · work cooperatively in small groups (3-4 members) in order to gather and share information.

Time Frame:

This lesson needs: 3-4 hours One hour: Teacher introduction and examples of the project. Formation of groups (no more than 4 in a group) &endash; select from Instructions and handouts Two hours: Students research, individually, their country using the internet and media resources. One hour: Individuals share information about their country or geographical area within their large group area.

Materials Needed:

· Handouts (see ìattachmentsî) · Computer Lab with Internet access · Internet site addresses: http://www.expace-francophone.com/sites/english/countries.html http://www.fccj.org/lr/fr-cntry.htm http://www.french-at-a-touch.com/ http://www.kusd.edu/schools/lance/foreign_lang/know_fr1.html http://www.france.diplomatie.fr/label_france/ENGLISH/DOSSIER/asie/tour.html · Globes and maps in the target language · Travel guides and magazines · United States State Department of Foreign Affairs publicationÉ. · TrackStar: #84169 http://trackstar.hprtec.org #69701 http://trackstar.hprtec.org #31895 http://trackstar.hprtec.org

Description of Assessment (Performance Project):

Students will research the six (6) major geographic areas of the French-speaking World using the internet, books, magazines, news articles and programs. They will work in small groups and thereafter select their individual country focus from this base. They will prepare a bibliography of the sources selected. Students are to follow the format that their current English writing teacher requires. Speak with the writing teachers in order to collaborate. This is also an excellent opportunity to collaborate with Social Studies staff. I encourage my students to use this research for other class requirements.

Assessment:

Students will need to turn in five (5) sources that they used to begin their research.

References and Resources:

Internet site addresses: http://www.expace-francophone.com/sites/english/countries.html http://www.fccj.org/lr/fr-cntry.htm http://www.french-at-a-touch.com/ http://www.kusd.edu/schools/lance/foreign_lang/know_fr1.html http://www.france.diplomatie.fr/label_france/ENGLISH/DOSSIER/asie/tour.html Travel guides and magazines: Condé Nast Travelor National Geographic United States State Department of Foreign Affairs publications…. TrackStar: #84169 http://trackstar.hprtec.org #69701 http://trackstar.hprtec.org #31895 http://trackstar.hprtec.orgcomplete bibliographic information for any source that is cited within the context of the lesson description; also, provide additional resources, such as Web sites, that teachers may find useful as they implement the task in their classrooms.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Project Requirements - ProjectReqs.doc Administrative Language - Adminlang.doc List of Countries - Countrieslist.doc Required Items to List a Reference - References.doc

Submitted by Dee Spilleth

Objectives:

Content:
Students will · be able to name French-speaking countries in the world through flag recognition. · be able to correctly locate a country on a map by flag recognition

Cultural:
·become aware of the cultural meanings represented in flags ·recognize governmental changes illustrated by different flags for the same country.

Language: Content Obligatory
Students will ·use colors to describe a country's flag. · Use accurate vocabulary to describe color differences · Use accurate and current French names for the flag of a Francophone country. · Understand and use basic geometrical descriptive vocabulary une rayure un carré un triangle un cercle horizontal/horizontalement verticale/verticalement une étoile un point un pointillé un rectangle/rectangulaire diagonal(e)/en diagonale · use gender/number agreement

Language: Content Compatible
Students will · use accurate vocabulary for describing drawings · use artistic terminology for descriptive phrasing · use appropriate language for compare and contrast

Learning Strategies / Social and Skills Development:
Students will · use multiple resources to research the most accurate example(s) of a flag for a given Francophone country · learn how to apply basic art techniques in creating a likeness of a country's flag · recognize personal responsibility for aiding their peers in gathering, accumulating information · coordinate appropriate information for the whole group

Time Frame:

This lesson needs: One hour: Teacher presentation and explanation of the project with student examples (scanned) and handing out of necessary materials. One-half to One hour: Research One hour: Creating the flag One hour: playing…îName the Countryî One hour: playing…îMatch the Flag to the Mapî

Materials Needed:

Multiple colors of construction paper (8.5 x 12) and (12 x 18) Scissors Paste/Glue Tape Rulers Felt-tip Markers (multiple colors) Large World Map (or large maps of separate continent

Description of Assessment (Performance Project):

Students will find representations of a Francophone country’s flag(s) through research and create their own replica. The flag must be done on 12 x 18 paper if it is rectangular in shape. If it is another shape, it must be at least 12î diagonal. Students will use their creations to create ìmatchingî games to play with the class.

Assessment:

Checklist: 01. Completed on time 02. Neat, clean 03. Followed instructions (size) 04. Accurate (color) 05. Accurate (design)

References and Resources:

http://cte.jhu.edu/techacademy/fellows/hintz/webquest2/sdhindex.html http://www.copcity.com/anthems/anthems.html http://www.odci.gov/cia/publications/factbook/index.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Les Couleurs - Colors

Submitted by Julie Black Morales

Objectives:

Content:
1.Students will demonstrate knowledge of the political geography of South America by singing the South American Song and the performing the movements that accompany the song.Lessons 1 , 2, 3, 4, 5, 2.Students will demonstrate knowledge of the physical geography of South America by locating and naming the oceans that surround the continent, the Andes Mountains, the Amazon River and the equator on a map. Lessons 2, 3, 4, 5,

Cultural:

Language: Content Obligatory
3.Students will continue to develop their oral Spanish knowledge and skills by naming and locating the 13 countries of South America, the Andes Mountains, the Amazon River, the Pacific and Atlantic Oceans, the Caribbean Sea and the equator on a map. The will use the demonstrative pronouns 'ésta' and 'esté', and the verb 'ser' in 3rd person singular. Example: Ésta es Colombia.

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

A maximum of two 30 minute classes

Materials Needed:

an atlas for each group;
small dry erase boards or paper;
a timer help to keep things fair,
sentence strips,
large maps of North and South America.

Description of Assessment (Performance Project):

Task:
The teacher will model how to say the name of a river in Spanish. A large map of North America will be needed for this activity along with small, detailed maps of North America for each student.
 The teacher will provide each group with an atlas (or small maps), one dry erase marker and a small white-board.
 The object of the game is for each team to point out a river on the map using the Spanish sentence pattern provided: ìAquí está el río _______.
 The teacher needs to model the expected response several times. Example : The teacher says, ìEl Río Mississippi. ¿Quién sabe dónde está el Río Mississippi?î
 The teacher plays the roll of the student and says, ì I know! I know where it is!î Pointing to the map, ì Aquí está el Río Mississippi.î I recommend putting up sentence strips with examples of each sentence structure as a quick reference for the students.
-Repeat the same example all in Spanish &endash; roll play both parts (the teacher and the student.)
Teacher: ¿Quién sabe dónde está el Río Mississippi?î
Student: ¡Yo se! ¡Yo se! ì Aquí está el Río Mississippi.î
Each group is asked to find the names of 2 or 3 rivers in North America and secretly write them on their white board without letting the other groups see (or hear) the names of the rivers they have chosen.
Group A: ì El río Grande. ¿Dónde está el río Grande? Group B has 20 seconds to respond. Group B: ìAquí está el río Grande.î Or ìNo sabemos.î Each time the group is able to answer correctly, they win some type of prize, points or ìpaper pesosî.
This game can be played for an extended period of time. The sentence patterns could be changed to incorporate additional practice for the advanced students:
 ¿Quién sabe dónde está el Río Grande?
 ¿En qué país/estado está el río Grande?
 Yo se dónde está el río Grande.
 Necesitamos una pista.
 ¿Quién puede mostrarnos dónde está el río Grande?
 ¿El río Grande está en Canadá?
 Yo puedo mostrales dónde está el río Grande.
Task 2
Explain to students that they will be asked to make a couple of generalizations. Elicit the definition of the term generalization from the class. Offer them several examples of generalizations. Write the definitions on the board.
gen·er·al·ize
1. To reduce to a general form, not specific. 2. To infer from many different parts. To form a general conclusion 3. To make generally applicable. 4. To form general notions or ideas. Ask students if they think making generalizations is important when learning something new, when learning something complicated or when learning Spanish. Why? It is also to important to point out that it is possible to form ìfalseî generalizations and that there are certain exceptions to most generalizations.
ìIf we say el Río Mississippi and not el Mississippi Río, how do we say the Pacific Ocean in Spanish. What would your guess be?î
The teacher will continue to elicit the names of rivers, lakes and oceans:
 The Caribbean Sea  El mar Caribe  The Pacific Ocean El océano Pacífico  The Atlantic Ocean El océano Atlántico  Lake Titicaca  El lago Titicaca  The Amazon River  El río Amazona

Assessment:

Lesson 3 Assessment: Part One The students will be asked to evaluate their own progress. Each student will work with a partner to determine if he/she can name and correctly locate the 13 countries of South America, the Atlantic and Pacific oceans, the Caribbean Sea, the Amazon River, the Andes Mountains, the equator, and ìSudamericaî &endash; along with a couple of new places. They will be asked to fill in the following checklist. See attachment: Lesson 3 Assessment : Part One

Lesson 3 Assessment: Part Two See attachment: Les. 3 Assess. part 1 -part 2 The teacher puts the students into small groups and asks them to reflect on the lesson:

References and Resources:

Moore,Jo Ellen , South America.Evan-Moor Educational Publishers, 1990 Geography Department. Peru. Minneapolis:Lerner Publications Company, 1990. Geography Department. Guyana. Minneapolis:Lerner Publications Company, 1988. Geography Department. Bolivia. Minneapolis:Lerner Publications Company, 1991. Geography Department. Venezuela. Minneapolis:Lerner Publications Company, 1991. Geography Department. Paraguary. Minneapolis:Lerner Publications Company, 1992. Geography Department. Chile. Minneapolis:Lerner Publications Company, 1989 Geography Department. Ecuador. Minneapolis:Lerner Publications Company, 1991. Geography Department. Uruguay. Minneapolis:Lerner Publications Company, 1987.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

The 2 part assessment for lesson three, /Less.3 assess 1+2.doc

South American Song, / 1 map song.ppt

Submitted by Tricia Farner Christopherson

Objectives:

Content:
Students will: * write first drafts independently
* structure sentences into paragraphs with topic sentences and supporting details
* edit and proofread first drafts
* use capital letters and end punctuation correctly

Cultural:

Language: Content Obligatory
Students will: * describe habitat, diet, young, enemies, and physical characteristics of their chosen animal
* use the 3rd person singular and plural present tense
* use adjectives to describe characteristics of animals
* write complete sentences and paragraphs * use appropriate grammar and word usage: basic subject-verb agreement, appropriate verb tense, and regular plurals

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will provide feedback on another student's draft.

Time Frame:

6 Sessions of 45 minutes each

Materials Needed:

First Draft Checklist and overhead transparency copy

Description of Assessment (Performance Project):

Third grade students have been working on writing complete sentences and forming paragraphs since the beginning of the school year.

Day One:
Students will analyze the information that they have gathered to find what they would like to include in their paper.
Review as a class what makes a paragraph a paragraph.
Brainstorm ideas as a class as to a logical order their paper should follow. Which questions that they answered in their research would fit into one paragraph or should they all be separate paragraphs?
Have students write a numbered list of what topic each paragraph will cover.
Discuss topic sentences (anunciado) and give some examples.
Give the students a topic, ie. What elephants eat. With an assigned partner, have each pair write a topic sentence for that topic. Get some examples of pair work.
Students write a topic sentence for each paragraph that they will have in their informational paper.

Day 2 & 3
Students work on their rough draft

Day 4
Once a majority of the students have completed a rough draft, teacher will go over the checklist of what things a students should look for while rereading their own paper.
Students fill in their checklists of items that they have included in their paper.
Students pair up with a partner assigned by the teacher to proofread their paragraphs and fill in the second column of their partner's checklists.
Students review their first draft with the teacher.

Day 5 & 6
Students will write their final copy.

Assessment:

Students fill in the checklists for their paper and have their partner fill in their feedback.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

First Draft Checklist

Submitted by Tricia Farner Christopherson

Objectives:

Content:
Students will produce a bibliography

Cultural:

Language: Content Obligatory
Students will use the following terminology to complete a bibliography
Bibliografía
Autor
Título
Editor
Derecho del autor
Citar

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will follow instructions to write a bibliography

Time Frame:

2 sessions of 30 minutes each

Materials Needed:

Overhead copy of Example of Bibliography
Bibliography Page (3 or 4 copies for each student)

Description of Assessment (Performance Project):

Day One:
On the overhead, teacher shows example of the bibliography and how to do each step.

Students fill out the bibliography sheets with the sources that they have used in writing their paper.

Teacher leads students through an example of a bibliography. Class does some same citations together.

Day Two:
Students will do their own bibliographies

Assessment:

Teacher will evaluate student understanding with product of bibliography.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Example of Bibliography
Bibliograhy Page

Submitted by Jean Schuster

Objectives:

Content:
Students will be able to:
· Describe their historic period in terms of its leaders,dates important events, significant cities and pertinent people groups.
· Name the significant cultural impact that people groups of their historical period had on Spanish civilization.

Cultural:

Language: Content Obligatory
The student will:
· Clarify and arrange their information over their historical period that they learned in the TrackStar Activity of the previous lesson by employing the Word Banks that they completed in the previous lesson,e.g. Los monarcas del siglo XV eran....
· Request information that they may not have obtained on the handouts of the previous lesson by using interrogatives, e.g. No tengo las fechas de la Guerra Civil...¿qué son?
· Be able to form open-ended questions to make suggestions to the group about the organization of the information they must share, e.g.,¿Qué piensan Uds. si incluimos en la presentación...?
· Report about the major leaders, events, cities and people groups concerning their historical period to another group by synthesizing the facts learned in the TrackStar Activity, e.g. La Ilustración en España era una época de...
· Recognize and use the following words in Spanish:

la fecha la razón (razones) la ubicación la entrada la salida

la contribución el país de origin el título el acontecimiento el contexto

Language: Content Compatible
Students may use the following structures during their group work:
· Use the following vocabulary to argue or debate the inclulsion of certain facts:

Creo/Opino que + pres. indic. Pienso que + present indicative ¿Qué les parece si nosotros...? A mí me parece que... Eso lo veo diferente.

No creo que + present subjunctive No pienso que + pres. subj. (No)Debemos + infinitive No estoy de acuerdo con lo que dices.

· Use the following expressions to affirm another's ideas.

Creo que tienes razón. ¡Buena idea! De acuerdo.

Está bien. Bueno. Vale. ¡Formidable!

Learning Strategies / Social and Skills Development:
Students will:
· Take notes in Spanish on relevant facts of the analysis.
· Interpret information in Spanish provided by other students in the group.
· Form a conscensus about the salient information of their historical period.
· Cooperate in the analysis of the information to reach an agreement on the symbols to be used for the presentation to the other class members.
· Encourage the participation of other group members to develop a team product.

Time Frame:

At least 2 50-minute periods

Materials Needed:

· Completed handouts from Lesson 03
· Blank 8x11 sheets of paper
· Markers/colored pens

Description of Assessment (Performance Project):

Pre-task:
 Students will get into groups according to their historical period. Everyone's handout for the Lesson 03 TrackStar Activity should be completed in Spanish and in complete thoughts.

Task Steps:
1. Students will check that everyone's information is the same and that there are no discrepencies among them.

2. Using the Brainstorming Idea Web, students will discuss in Spanish how to complete the Brainstorming Handout recording the information requested on the Idea Web.

3. They will then brainstorm how to present this material to the class using pictures or symbols for each catagory on the handout, i.e. the most important leaders of their historic period.

Post-task:
Finally, they will take turns rehearsing with the group their presentation that they will have to give to others in the class during the next lesson.

Assessment:

Rubric for Tarea Escrita
Rubric for Comunicación

References and Resources:

http://www.sispain.org

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Instrucciones para Actividad de Brainstorming
Bosquejo for Tarea Escrita
Web de Ideas Diagram
Rubric for Comunicación
Rubric for Tarea Escrita

Submitted by Tricia Farner Christopherson

Objectives:

Content:
Students will identify the most important information from their research

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

4 sessions of 30 minutes each

Materials Needed:

Power Point plan sheet
computer with Internet access for each student
disc for each student
Microsoft Power Point

Description of Assessment (Performance Project):

This lesson is assuming that they have had minimal keyboarding skills and know the basics of Word Processing.

Day One:
Students each receive a planning sheet for their Power Point slide. They fill out their name and topic.

Students choose 3 main ideas from their paper to input as the 3 main points for their slide.

Student's must have their plan checked by the teacher for punctuation, grammar and spelling.

Day Two:
In the computer lab, teacher shows students the steps to creating a slide and then walks them through one together.

*Choose a slide layout (we will all choose the same format)
*Using the cursor to determine which part of your slide you are working on
*Type their three points
*How to save their work to their disk Students fill in their slides with type written information.

Day Three:
In the computer lab, teacher shows students the following:

*How to open their work from their disk
*Review how to get on the Internet
*Review search engines such as ajkids.com, google.com
*How to import a picture off of the Internet
*How to save their work to a disk Students work on their slide

Day Four:
Students work on their slide
Students print out their slide when finished.

Assessment:

Instructor will put all slides together for a class presentation. This presentation can be used for conferences, end of the year show off celebration, etc.

The printed out copies will be put together with the papers in an informations class book for students to take turns taking home.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Power Point Slide Plan

Submitted by Julie Black Morales

Objectives:

Content:
1.Students will demonstrate knowledge of the political geography of South America by singing the South American Song and the performing the movements that accompany the song.Lessons 1 , 2, 3, 4, 5, 2.Students will demonstrate knowledge of the physical geography of South America by locating and naming the oceans that surround the continent, the Andes Mountains, the Amazon River and the equator on a map. Lessons 2, 3, 4, 5, 3.Students will demonstrate knowledge of at least 7 animals from South America by classify them into basic animal groups.

Cultural:

Language: Content Obligatory
4.Students will continue to develop their oral Spanish knowledge and skills by naming at least 7 animals from South America in simple sentences. They will use the demonstrative pronouns 'ésta' and 'esté', and the verb 'ser' in 3rd person singular. Example: Èste es un armadillo.

Language: Content Compatible
Students will continue to develop their oral Spanish knowledge and skills by describing the animals' physical appearance and other characteristics. They will use the verbs 'ser', 'tener', 'comer' and 'vivir' in 3rd person singular. They will reinforce previously learned vocabulary (colors, numbers, body parts, antonyms) and they will use the new vocabulary listed in bold under Content Obligatory Vocabulary (see attachment).

Learning Strategies / Social and Skills Development:

Time Frame:

Time frame : Three to four 40-minute lessons.

Materials Needed:

Materials: Large poster paper,picture and word flash cards, PowerPoint of "Los Animales"

Description of Assessment (Performance Project):

Pretask : 1. Students are asked to sing or chant the ìSudamericaî song in groups of 6 while one group member points out the countries on an overhead map.
2. The teacher asks for volunteers to come up to the map to point out the following: a. El Océano Atlántico, b. El El Océano Pacífico, c. Mar Caribe, d. Las Montañas de los Andes, e. El Río Amazona, f. La línea del ecuador
**For homework, each student will be assigned to investigate the official language or languages of different countries in South America. The teacher tells the students that this information can be found in an encyclopedia, on the internet, or in other resource books found in most libraries.
Introduction:
 The teacher explains the next learning expectations to the class. Students are encouraged to ask questions.
1. Learn the names of seven basic animal groups in Spanish: 1. mammals 2. birds 3. reptiles 4. fish 5. amphibians 6. insects 7. spiders
2. Learn the names of 15 amazing South American animals in Spanish. 1. Iguana 2. Llama 3. Anteater 4. Sloth 5. Anaconda 6. Hummingbird the bee or the vervain 7. Flamingos 8. Toucan 9. Penguins 10. Armadillo 11. Condor 12. Piranhas 13. Arrow-poison frog 14. Giant army ants 15. Electric eel
Task
Part One: The following is a listening comprehension and discovery activity. The teacher talks to the students in Spanish about the basic characteristics of each animal group. The teacher writes/draws these characteristics on large poster paper. .
Part two: The teacher talks about the basic characteristics of each animal group again. This time picture flash cards and realia are used to exemplify the new vocabulary for the students. Materials:  Seven large sheets of tag board taped onto the wall / each labeled with the name of an animal group in Spanish.  Large picture and word flash cards with different animal characteristics listed on each card. Example: Sangre fría (a picture of a snake with a thermometer in its mouth.) Las alas (a picture of a bird spreading its wings)
Part three: The teacher will present Animals/Los Animales PowerPoint presentation: This presentation guides the children through all seven animal groups, emphasizing the basic characteristics of each group:
This PowerPoint lesson can be repeated twice during the same class.
Lesson Four Assessment: Informal / Elicit whole group or individual response to check for listening comprehension of simple sentences regarding animals groups and names of animals from this lesson. Using an oral cloze procedure for this is very effective.
Examples: El tucan es un ave. El perro es un mamífero. Los reptiles ponen huevos. El reptil tiene mucho pelo. El armadillo es un reptil. Yo soy un mamífero.

Assessment:

Lesson Four Assessment: Informal / Elicit whole group or individual response to check for listening comprehension of simple sentences regarding animals groups and names of animals from this lesson. Using an oral cloze procedure for this is very effective. Examples: El tucan es un ave. El perro es un mamífero. Los reptiles ponen huevos. El reptil tiene mucho pelo. El armadillo es un reptil. Yo soy un mamífero.

References and Resources:

Banks,Joan. Song of the Selva. CT:Soundprints,1998. A story of a Costa Rican rainforest. Arnold,Caroline. Llama. New York:Morrow Junior Books, 1988. Llama offers youngsters a close-up view of these gentle, elegant looking natives of the high Andean plateaus. McDonald, Mary Ann. Toucans. The Child’s World, 1999. Describes the physical characteristics, behavior, habitat, and life cycle of the toucan. Patton, Don. Armadillo. The Child’s World, 1999. Describes the physical characteristics, behavior, habitat and life cycle of the armadillo. McDonald, Mary Ann. Boas. The Child’s World, 1997. Describes the physical characteristics, behavior, habitat, and life cycle of the boa constrictor. Patton, Don. Iguanas . The Child’s World, 1996. Describes the physical characteristics, behavior, habitat, and life cycle of the iguana.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1 Anim.group.ppt
2 anim.group.ppt
2.2 anim.audio

Submitted by Tricia Farner Christopherson

Time Frame:

30 Minutes

Materials Needed:

A second copy of each students' Power Point slide with the picture cut from the words.

Description of Task:

The teacher will be looking at the separate products of each lesson which will come together to be the final product: The Informational Paper, the Power Point slide and the Bibliography. The teacher will look to insure that each part of the process was completed and reflects the content and language objectives.

Culminating Activity
Cut a second copy of each PowerPoint slide separating the picture from the words. Put the sets of words and pictures into 5 different groups (based on 25 students in the classroom). Each group will be set at one station. Students will rotate from station to station matching the picture to the information about that animal.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Jean Schuster

Objectives:

Content:
The students will:
¥ Discuss the information about their historical period in terms of important leaders, cities, events and people groups.
¥ Record similar information about the other three historical periods.

Cultural:

Language: Content Obligatory
The students will:
¥ Apply vocabulary pertinent to their historical period from the Bancos de Palabras, i.e. Los musulmanes derrotaron a los visigodo en 711.
¥ Complete the vocabulary from the Bancos de Palabras that pertains to other historical periods. ( See attachments for Lessons 02 and 03).
¥ Request clarification about information needed to complete their Tarea Escrita outline on the historical periods, e.g. ¿Por qué es importante la ciudad de Córdoba? ( See attachments for Lessons 02 and 03).
¥ Summarize in Spanish orally the information about their historical period, utilizing the "Symbols" created during the Brainstorming Activity in Lesson 04 as cues to help them remember the pertinent facts.

Language: Content Compatible
The students may:
¥ Use the Transition Expressions to present their información, i.e. primero, segundo,...; también; sin embargo; además; por fin; luego; etc.
¥ Use interrogatives to clarify or obtain information, i.e. ¿Qué quiere decir...? ¿Cómo se escribe....?
¥ Social conventions to make the presentation more natural, i.e. Buenas tardes, gracias, por favor...

Learning Strategies / Social and Skills Development:
The students will:
¥ Take notes in Spanish on relevant facts of the presentation.
¥ Synthesize the information to be presented into comprehensible language.
¥ Summarize orally information about their historical period.
¥ Apply linguistic rules to differentiate between nouns, adjectives and verbs.

Time Frame:

1 to 2 50-minute class periods.

Materials Needed:

· 1 Set of Symbols , i.e. a Symbol for each of the 4 Web de Ideas catagories (See Lesson 04)
· Complete Tarea Escrita from Web de Ideas (See Lesson 04)

Description of Assessment (Performance Project):

Pretask:
Explain to students that the main idea of the task is to communicate in an oral format, using their language skills to obtain and clarify information. They will be tempted to just copy someone's notes if they don't understand something. But make sure to explain that their grade depends on their ability to make the information comprehensible through oral communication and the "Symbols" they are using as cues. If someone doesn't know how to spell a name, for example, the students should repeat the name slowly or spell it in Spanish. Likewise, to make the exchange more natural and communicative, students should be encouraged to respond appropriately . For example, if a students asks for information, he should respond after the information is given with a phrase such as "gracias," or "bueno, gracias." They should also be made aware of both the Communication and Written Tasks Rubrics before the activity so that they may gear their responses to the expectations.

Task Steps:
1. Students will start out sitting in their historic period groups. Have them number themselves according to the total number of members of the smallest group, i.e. if the smallest group is 3, then they will number themselves 1, 2 and 3 to make 3 groups for this lesson.

2. Have them reorganize themselves according to the number they received in step #1. You should have a member from each of the four historical periods in each new group. If there is a group with more than one member from the same historic period, they may divide the presentation. Each member will take turns presenting the information they obtained during the Brainstorming from Lesson 03. They should stay exclusively in Spanish and NOT READ their notes. They should instead use good eye-contact with the group and only glance at the notes as needed.

3. The other members of the group will have an outline for each historic period that they didn't study. During the presentation, they will take notes on this outline in Spanish. The information may be brief but in complete thoughts, i.e. dates will include a reference as to their importance e.g. 1492 - Toma de Granada.

4. Students will need to ask for information they did not understand or that was not presented clearly enough in order to complete the handout. They should be instructed to be communicative by employing social conventions such as: por favor; gracias; buenas tardes; bien hecho, etc.

Post-task:
Put students back together in their original groups to compare what each one learned from the other presentations.  This will give students another chance to review the material, use new vocabulary, etc.

Assessment:

During the presentations, take a grade using the Rubric for Presentación Individual. You may also choose to do this later and have students give you a sample of their presentation with the symbols one-on-one.

When all the presentations are done, the Tarea Escrita will be handed in for a grade.

References and Resources:

http://www.sispain.org

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Bosquejo para Tarea Escrita
Rubric for Tarea Escrita
Rubric for Presentación Individual

Submitted by Hiroko Nagai

Objectives:

Content:
Students will...

• describe similarities and differences in profile expectations between U.S. and Japanese audiences
• construct appropriate questions in Japanese to determine necessary information for their classmate's profiles (Use who, what, when where how and why)

Cultural:

Language: Content Obligatory
Student will...

• use comparison-expressing structure to present their findings
  日本のサイトは、星座、血液型がありますが、こちらでは、ありません。 (The Japanese site has blood types, but we do not use it)
• demonstrate the information desired to compile profiles
  クラスメートの性格について書きたいです。（書きたいと思います。） (I want to write about classmate’s hobbies in Japanese)
• use question phrases to compose appropriate questions in Japanese to determine necessary information for their classmate’s profiles.
• ask about their personal experiences
  小さい時よく、何をしましたか？　What did you do when you were young?
• ask their desire for the future
  将来、何になりたいですか？　What do you want to do in the future?

Language: Content Compatible
Students will…

• ask for repetition or rephrasing when the class shares the findings
  もういちどいってください。(Please say it again)
• Ask how to say something in Japanese and write something mentioned
  日本語でどう言いますか？ (How do you say it in Japanese)
• Ask someone to explain what they said
  どういう意味ですか？(What does it mean?)

Learning Strategies / Social and Skills Development:
Students will...

• use planning and advance organization
• use selective attention toward specific items (questions for the interview)
• use self-management and monitoring
• practice and manipulate Japanese
• ask for additional explanation or corrections or suggestions from peers or teachers

Time Frame:

One or two 50-55 minute class sessions

Materials Needed:

1) Overhead projector
2) Large poster paper and marker(s)

Description of Assessment (Performance Project):

Pre-task:
Each group will share two things they observed or recorded about perusing Japanese websites during the previous lesson. The teacher will record these findings in Japanese, regardless of the language used when sharing, on a large piece of paper that will later be posted prominently in the learning space.

During-task:
The teacher will facilitate a discussion about information that was similar and different than what the students expected before beginning on the website investigation. After this has been completed on a class-sized Venn diagram the teacher will do more recording on another piece of paper. The teacher will ask, "What information do you still want to know about individuals?" and "What are questions that you could/could not ask classmates for publication on the web?"

Post-task:
 These questions should be answered in small-group conversations. The questions should be recorded on a master sheet with copies made for the individuals to use in their own interview sessions with each other.

Assessment:

1) Informal assessment occurs throughout the activities

2) Self checklist for interview questions

3) Interview Question Sheet (In Japanese)- modified according to the students' input

References and Resources:

http://hangulsarang.hoops.ne.jp/page/seito/tai/index.html (For constructing questions)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Interview Questions

Submitted by Hiroko Nagai

Objectives:

Content:
Students will...

• conduct an interview and take notes
• compile the results of an interview in written form

Cultural:

Language: Content Obligatory
Student will...

• use question phrases to complete an interview
• use the following phrases to describe the classmates:
  1. こちらは、ライアンくんです。17才でメモリアル高校のせいとです。　　
  Identifying person/ nationality, profession
  2. ライアンくんは背が高くてやせています。
  Describing people/ physical traits/temperament/attire
  3. ライアンくんは日本語とスポーツがだいすきです。
  Expressing likes/dislikes
  4. ライアンくんはメモリアル高校は楽しいと言っていました。
  Expressing someone’s opinion/ feeling
  5. ライアンは将来スポーツ選手になりたいと言ってました。
  Expressing wishes in others
  6. ライアンくんは、小さい時たくさんサッカーをしました。
  Narrating personal experiences

Language: Content Compatible
Students will…

• ask for repetition or rephrasing when the class shares the findings 　　
  もういちどいってください。(Please say it again)
• ask how to say something in Japanese and write something mentioned 　　
  日本語でどう言いますか？ ( How do you say it in Japanese)
• ask someone to explain what they said 　　
  どういう意味ですか？( What does it mean?)

Learning Strategies / Social and Skills Development:
Students will...

• use strategies-self-management and monitoring (interview and writing)
• use cognitive strategies-taking notes, practice and manipulate Japanese, summarizing information
• cooperate with peers to complete their tasks

Time Frame:

One to three 50 minute class sessions

Materials Needed:

Overhead projector or chalkboard

Description of Assessment (Performance Project):

The teacher will need to facilitate a discussion about how people are introduced using various writing genres. The students could have available short paragraphs about authors of books or articles as found on Internet. The teacher could also create his/her own biography. This process would include showing the finished product and then brainstorming the backwards steps in the writing process.

For example, if the author's biography includes a sentence such as "She gets her greatest inspiration from her cat, Dulcy," the class could think backwards and predict that one of the questions asked was, "Where do you find your inspiration for writing?" This will be revisited later as students work to turn questions into narrative text.

Before continuing, the teacher should have a discussion about interview protocol. This would include a listing or clustering of the already created questions and determining if they are "closed" or "open-ended" questions.

Students should gather again in their small groups and make decisions about these questions. Are they more comfortable asking, and thereby later responding to, open-ended or closed questions? For groups interested in open-ended questioning, the teacher should meet with those students and create other lists that include leading and follow-up questions to responses.

Throughout the process, the teacher should be monitoring student progress so that the work time is focused on the tasks at hand and the questions generated are socially appropriate in Japan or the United States. This might be a "teachable moment" for the teacher to take a time out from the lesson to have an immediately applicable conversation about cultural similarities and differences between Americans and Japanese students.

After the students have prepared questions, each class member should have time to either individually or in a small group practice his/her responses. Writing down key words or "language chunks" in Japanese should be encouraged as a way to facilitate effective communication.

When students have practiced responses and how to ask the questions to their peers, interviews should begin. The teacher should decide in advance how the information from the interview will be saved and recorded. Perhaps the class will organize with the media center to get video equipment or individuals can bring in cassette players.

To simplify things, the students could just take notes on paper. Thereafter, the interviewer will check with the interviewee to ensure that what they said was what they meant. This will likely bring up the need for various verb tenses. This is another juncture for leaving the lesson plan for "teachable moments" and discussions of writing conventions and styles.

1) Conduct an interview to their classmates

2) Write about the classmates according the interview

3) Check their writing with the checklist

4) Review their writing with peers.

5) Rewrite the classmate introductions

Assessment:

1) Informal assessment occurs throughout the activities.

2) Formal assessments for the writing included as attachment

3) Self-Checklist for writing as attachment

References and Resources:

http://www.pi-at.com/megu/american/sensei.htm (For writing)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Rubric for the writing (about a classmate)
Check list for my writing 

Submitted by Hiroko Nagai

Objectives:

Content:
Students will...

• provide accurate information about their classmates
• input and edit the documents in Japanese on a computer
• locate suitable graphics to illustrate the articles

Cultural:

Language: Content Obligatory
Student will...

• publish using all three Japanese alphabets (Hiragana, Katakana, Kanji)
• select the correct Kanji character from menu of possibilities as they enter their text into the web page
• use appropriate punctuation

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will...

• use metacognitive strategies:  selective attention (typing),organizational planning (creating website), self-management and monitoring
• use cognitive strategies:  practice and manipulate Japanese text in all three alphabets, Hiragana, Katakana, Kanji
• question others for clarification

Time Frame:

One to three 50 minute class sessions

Materials Needed:

1) Overhead projector
2) Japanese capable computer and word processor program with Japanese input methods.

Description of Assessment (Performance Project):

Context:
1) Input and edit the documents in Japanese on a computer.
2) Refine the text of their pages and insert graphics to enhance their site.
3) Post their "web pages" on one of the school's free web sites.

Assessment:

1) Informal assessment occurs throughout the activities.
2) Formal assessments for Japanese typing skill included as attachment
3) Self-Checklist for Technology task (including Japanese word processing) as attachment

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Self-Checklist for Technology Task
(including Japanese word processing)
Rubric for Japanese typing skills

Submitted by Hiroko Nagai

Objectives:

Content:
Students will...

• examine the different types of Japanese school websites
• identify what changes will be made to improve their class website

Cultural:

Language: Content Obligatory
Students will...

• use the following vocabulary to examine school web pages:
  新聞（newspaper)
  3年３組 (3 grades/class 3)
  討論（とうろん）(Discussion)
• use the following phrase structure to express their thoughts in regard to school news:
  とてもいいと思います。わかりやすいですから。
  (I think it is very good because they are very easy to understand.)

Language: Content Compatible
Students will...

• demonstrate comprehension of language used to give information about school news on website
• use language functions such as expressing cause/reason, expressing preference:
  わかりやすいですから。(reason)
  このページより、まえのページのほうがいいです。(preference/comparison)

Learning Strategies / Social and Skills Development:
Students will...

• use metacognitive strategies:  organizational planning, identifying the purpose of a language task, setting goals and objectives.
• use cognitive strategies:  predict upcoming information by using visual clue elaboration of prior language knowledge; use of common knowledge
• work together with their classmates to evaluate possible changes to class website.

Time Frame:

1-2 50-55 minute class sessions

Materials Needed:

1) Overhead projector or chalkboard
2) Japanese-capable computer lab or projected computer screen and audio (for surfing of suggested sites)

Description of Assessment (Performance Project):

The students will discuss the various purposes of the newsletter on the web for the future issue. The students will visit different types of class newsletters on the web written in Japanese for Japanese students. The students will identify the audience and write a short summary of the page. This activity is designed to help the students become aware of the purpose of each website. It should be conducted in Japanese; some of the vocabulary and structures will need to be pre-taught.

1) Divide the class into groups, each of which will evaluate different websites.

2) Each group will assess the websites by filling out the worksheet. The worksheet will be used to report to the class as a whole on their findings.

3) As each group reports to the class, the rest of the class should make a list in their notebooks of the kinds of information or ideas we need for our web page.

Assessment:

1) Informal assessment occurs throughout the activities.

2) Constructed response (short answer: a couple of sentences)

References and Resources:

http://bunbun.or.jp/pdf/zissen_pdf0009/toukai_2gaki10.pdf (かべ新聞)

http://www.tbs.co.jp/g-sensei/tushin.html　（新聞）

http://www.sanynet.ne.jp/~h-stk/gakkyu/2-2/jikoshoukai.htm (自己紹介：チャート)

http://www.sanynet.ne.jp/~h-stk/gakkyu/3-3/toppage.htm　(自己紹介)

http://kyuushoku.cool.ne.jp/news.html　（給食）

http://www.nara-wu.ac.jp/fusyo/gakyuu/horimotog/html/nakayosi.htm　

（クラスでやったこと：白雪姫）

http://www.vol.cz/jschool/tyugakubu/index.htm　（プラハ日本人学校）

http://www.tsukuba-ibk.ed.jp/~s-shimana-e/gakkyusyoukai.htm　（小）

http://www.oklab.ed.jp/tokihiga/gakkyu.htm　（小：大きい写真）

（クラスのふだんの活動）

http://www.kumanichi.co.jp/kodomo/bbs2/ ( ネットで討論)

http://www.kumanichi.co.jp/kodomo/bbs/　（ネットで討論）かきこみ

http://www.net-ibaraki.ne.jp/o-mura/6-2kurasu.htm　（クラスの紹介）

http://www2e.biglobe.ne.jp/~minakawa/010914_mary.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Group Worksheet
Notetaking
Worksheet

Submitted by Julie Black Morales

Objectives:

Content:
1. Students will demonstrate knowledge of the political geography of South America by singing the South American Song and the performing the movements that accompany the song.Lessons 1 , 2, 3, 4, 5, 2. Students will demonstrate knowledge of the physical geography of South America by locating and naming the oceans that surround the continent, the Andes Mountains, the Amazon River and the equator on a map. Lessons 2, 3, 4, 5, 3. Students will demonstrate knowledge of at least 7 animals from South America by showing where the animals live on a map of South America. 4. Students will demonstrate knowledge of at least 7 animals from South America by recognizing and correctly naming these animals in Spanish. 5 .Students will demonstrate knowledge of South America by specifying the official languages of all 13 countries on the continent of South America.

Cultural:

Language: Content Obligatory
6. Students will continue to develop their oral Spanish knowledge and skills by classifying at least 7 animals into basic animal groups. They will use the demonstrative pronouns 'ésta' and 'esté', and the verb 'ser' in 3rd person singular. This also includes identifying the animals by name. Example: Éste es un mamífero. El tucán es un ave. Example: Èste es un mamífero. El tucán es un ave.

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Two to three 30-minute lessons

Materials Needed:

Different colored Post-It notes and a large map of South America PowerPoint presentation on Animals Several set of flash card games Lesson 5 Assessment (see attachment)

Description of Assessment (Performance Project):

Pre-tasks: 1. Sing the South American Song a couple of times. 2. Using an unlabeled map of South America, review the following: § the Pacific and Atlantic Oceans § the Caribbean Sea § the Andes Mountains § the Amazon River § the equator. Task 1: The teacher asks the students about their homework (to research the languages spoken in South America.) The teacher asks the children to help label the large map of South America with different colored Post-It notes that represent the different official languages spoken in South America. The teacher takes off the Post-It notes and repeats the same activity. The teacher takes the Post-It notes down for the second time. Each student ( depending upon the size of the class) is given one or more of the Post It notes. The teacher asks four or five students at a time to stick their Post It notes onto the map. As a class, the students decide where the Post-it notes belong. They may use their homework as a reference. Task 2: The teacher quickly shows the students the PowerPoint on Animals for a second time. Task 3 The students are divided into small groups to play ìLos Juegosî, which are simply a collection of different flash card games. They may be played in many different ways. It works well to have 3 to 4 sets of each game. In that way, the students can play one game after another. Game 1 &endash; § One set of flash cards with a picture of each animal and the name of the animal written on the back of each card. A second set of flash cards with only pictures. § The first set of flash cards (with names and pictures) are placed picture side up. § Students take turns trying to name all of the animals correctly. When both students are able to name the animals they play the second part of the game. § The second part of this game can be played as concentration. The flash cards with pictures only, are placed face down on the table. The students take turns by trying to make matching pairs. Game 2 § A concentration card game &endash; There needs to be one picture flash card with an animal and a matching card with the name of the animals group of which it belongs. Example: A picture of a 'tucán' and another flash card with the word 'ave' , A picture of a 'colibrí' and another flash card with the word 'ave'. A picture of a 'anacondaî and another flash card with the word 'reptil'. The first student turns over two cards at a time. If the cards match, the student keeps the cards and the next player takes a turn. Game 3 § To name the official languages of each country in South America. On one side of the card is the name of the country and the official language or languages written on the back of the card. The cards could be cut into the shapes of each country. Game 4 § Using one of the game makers available online &endash; different kinds of flash card games can be made for students to practice at home or in the multimedia center at school. If a computer is available, students could also be asked to create a short slide show using clipart to show examples of the different animal groups. Game 5 § ìPictionaryî:The names of the animals are written on small pieces of colored or decorated tag board. The cards are placed face down. The students divide themselves into teams. Two players per team. The first team member picks a card but does not show it two his/her partner. The first team member will have one minute (or less) to get his team member to guess what he is drawing. If the team succeeds, they win 10 points. Then the next team picks a card and so on. The team member that is guessing must say, ì¿Es un/ una___________?î ( mamífer, ave,reptil, È) Game 6 § Rompacabezas: ìBeat the Clockî Puzzle of South America. It is not difficult to make a puzzle of South America. Cut the pieces out of thick tag board. Laminate each piece. The students can count how many seconds it takes them to put the pieces together. If the children become too good at this game, they can try to assemble the puzzle blindfolded.

Assessment:

Assessment: As the students are playing these different games the teacher visits each group to insure that the students are practicing the games correctly. The teacher should take note of the games that are the most effective and also identify if there are games that need additional modeling by the teacher. This lesson is design to encourage the students to use their oral Spanish while interacting with each other. For additional feedback from the children ask the students to fill out Lesson Five Assessment / les.five assess.doc (see attachment)

References and Resources:

Moore,Jo Ellen , South America.Evan-Moor Educational Publishers, 1990 Geography Department. Peru. Minneapolis:Lerner Publications Company, 1990. Geography Department. Guyana. Minneapolis:Lerner Publications Company, 1988. Geography Department. Bolivia. Minneapolis:Lerner Publications Company, 1991. Geography Department. Venezuela. Minneapolis:Lerner Publications Company, 1991. Geography Department. Paraguary. Minneapolis:Lerner Publications Company, 1992. Geography Department. Chile. Minneapolis:Lerner Publications Company, 1989 Geography Department. Ecuador. Minneapolis:Lerner Publications Company, 1991. Geography Department. Uruguay. Minneapolis:Lerner Publications Company, 1987.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Lesson Five Assessment / les.five assess.doc

Submitted by Tasha Vogt

Objectives:

Content:
Students will be able to:
1. identify different stages of a bullfight by matching the name of the stage to a description.
2. demonstrate knowledge of the different stages of a bullfight in order to describe them accurately.

Cultural:

Language: Content Obligatory
1. Students will be able to use the following vocabulary to describe and identify stages of a bullfight:

(see attachment #1d)

Language: Content Compatible
Students will be able to:
1. form questions and statements.
2. use the following grammatical structures to assist them in better communicating:

· Present Indicative Tense (3rd person singular and plural)
· Impersonal "se"

Learning Strategies / Social and Skills Development:

Time Frame:

Approximately two 90 minute class periods

Materials Needed:

· Computers and Internet Access
· Books, magazines, and newspapers with info about bullfighting
· attachment #1a ("Lluvia de Ideas")
· attachment #1b ("Qué es la corrida?")
· attachment #1c (Matchmaker activity description)
· attachment #1d (content obligatory language table)
· attachment #1e (parent/guardian letter template)
· Matchmaker

Description of Assessment (Performance Project):

Pre-Task

1. As a full class activity, students will be asked to use their "Lluvia de ideas" (see attachment #1a) worksheet to start thinking about what they know about bullfighting. Students should work independently to write all they can about bullfighting in three minutes. Students should produce words, phrases, opinions, and any other ideas in English and/or Spanish. 2. When complete, students will form larger groups (three to four students) and share with each other their thoughts and ideas. They will transfer their combined thoughts onto a new worksheet. 3. When finished with the group worksheet, students will share their group ideas with the rest of the class. The teacher will copy all thoughts onto a larger copy of the worksheet on the wall (or overhead transparency). Continue until all thoughts/ideas have been shared.

Task

1. Following the brainstorm session, students will be randomly assigned to six small groups by counting off. (six groups = six stages of bullfight). Teacher will assign each small group with a number that will correspond to a stage of the bullfight. 2. Students will research their stage using the internet, books, articles, etc. Students will use the worksheet "Qué es la corrida de toros?" (see attachment #1b) as a guide to assist them with their research. Research will be done independently. 3. Upon completion of "Qué es la corrida?" students will return to their small group. As a group, students will share their research and decide the most important aspects of their stage to share with the rest of the class. They will also prepare their oral description (mini-teaching). Within each group, teacher will then assign a different color for each student represented. These colors will then represent new groups that will be formed. 4. Within the new groups, in order to demonstrate their understanding of their stage of the bullfight, students will give a brief oral description of their stage in Spanish. (It will be recommended to use a visual aid to help "teach" their stage to their small group, but not necessary). Students will take notes on each stage taught, completing their worksheet "Qué es la corrida?" 5. Students will return to full class setting to ask any questions and receive any clarifications as necessary. Class will review content obligatory language.

Post-Task

1. To demonstrate understanding of the stages of a bullfight, students will use Matchmaker activity to test knowledge acquired. Working individually and using notes taken in class, students will proceed to match description of stage to the appropriate name of stage. (see attachment #1c) 2. When completed with activity, students will be counted off randomly by teacher in order to form six small groups. Each number will represent a stage of the bullfight. Staying at own workstation and working individually, students will read description of their stage of the bullfight. It is the responsibility of each student to create a picture, image, or learning device to best remember what this stage is about. When done, students will form groups that represent each stage. (four to five students) Each member will assume a role in the group: Recorder/artist (records group input) Time keeper (watches time to ensure students finish in time) Presenter (presents group info to class) Moderator (keeps students on task; may be a shared responsibility if necessary) As a group, students will decide how to fuse everyone's work to best represent all the work of the group. The group will then present to the class their interpretation of the stage. (If available, Hyperstudio is another wonderful way for students to represent their work. If not, standard methods are acceptable.) The ideas will be presented to the rest of the class in sequential order by the presenter from each group.

Assessment:

In order to determine what the students have learned, the students will be assessed on their written work using a self-assessment checklist. The students will use the notes gathered during this lesson to help them in lesson #2. Therefore, notes and self-assessment checklist will be gathered at the completion of the unit.

References and Resources:

matchmaker activity (http://lang.swarthmore.edu/match/corridadetoros_page.htm)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1a-lluviadeideas.jpg
1b-queeslacorrida.doc
1c-matchmaker.doc
1d-contentobligatory.doc
1e-parentletter.doc

Submitted by Tasha Vogt

Objectives:

Content:
Students will:
1. use prior and new knowledge to distinguish between two points of view - animal rights activist (anti) and aficionado (pro).
2. use knowledge of point of view to debate an assigned point of view using vocabulary and phrases.
3. demonstrate understanding of different points of view discussed and researched in class.

Cultural:

Language: Content Obligatory
Students will:
1. use opinion phrases to discuss/debate assigned ìpoint of viewî with other students. (See attachment #2a)

Language: Content Compatible
present subjunctive verb tense
question/statement structure

Learning Strategies / Social and Skills Development:

Time Frame:

Approximately three 90 minute blocks

Materials Needed:

· Bullfight video
· Computers and internet access
· content obligatory language (attachment #2a)
· Qué opinas de la corrida de toros? (attachment #2b)
· pair debate description (attachment #2c)
· pair debate self-assessment (attachment #2d)
· opinion paper description (attachment #2e)
· opinion paper rubric (attachment #3f)
· student self-assessment (checklist) for unit work/research (attachment #2g)

Description of Assessment (Performance Project):

Students will research two different points of view relating to the practice of bullfighting (pro/anti). They will take part in a debate (in Spanish) using an assigned point of view and practicing content obligatory vocabulary phrases. Students will watch a video of a bullfight and write an opinion paper regarding an assigned opinion.

Pre-Task

1. As part of a pre-task activity, students will watch a video of a bullfight. Students will be asked to keep opinions to self and make any notes regarding their opinions to be used later. 2. Following the video, a class discussion will take place regarding the video. Students will now be able to share their opinions regarding what they saw in the video. As the discussion turns to opinions regarding bullfighting, students will be asked to identify the two most prominent points of view regarding bullfighting (pro/anti). 3. Students will be asked to identify five supporting statements each opinion holder could make. example: (pro) I think that bullfighting is an expression of art. (anti) I think that bullfighting is cruel to animals. 4. Students will take part in a class discussion regarding the different statements that could be made. These statements should be included as part of their notes. Students will now be introduced to content obligatory vocabulary.

Task 

1. Students will be randomly assigned a point of view by counting off, drawing numbers, etc. Students will research their assigned point of view individually or with a partner from opinion group. Students will use research guide provided, Qué opines de la corrida de toros? ,to assist in research. (see attachment #2b) 2. When done researching, students will report back to large group. Students will share information found and start to prepare for pair debates. As a large group, students will share accepted points of view, facts, and practice forming convincing statements. 3. Students will demonstrate their knowledge of subject and grammar by doing four pair debates. (see attachment #2c) This is done by pairing up two students, each from opposing opinions, to debate bullfighting. After two pair debates, students will report back to large group in order to get any help they feel necessary. After "recharging" in their support group, students will continue with two remaining pair debates.

Post-Task

When completed with debates, teacher will lead full class discussion regarding debates. Teacher will make comments and ask questions of students for feedback on debates. At this point, students will fill out self-evaluation form for pair debates. (see attachment #2d)

Assessment:

Students will be assessed by the use of a holistic rubric for their opinion paper. They will also do a self-assessment for their pair debate and a self-assessment in the form of a checklist for all unit work and research.

References and Resources:

Bullfight video (for many suggestions http://www.flamencoshop.com/bullfight/videos.htm )

For the teacher to consider, this is delicate subject matter. It is advised to repeatedly instruct students to proceed with empathy and respect for the feelings of other perspectives and cultures. By circulating during debates and reminding students of proper debate procedures, it will hopefully eliminate any strong emotional outbursts in class. See parent/guardian letter. It will also be important to check websites and give some suggestions to the students regarding "good" information because websites change frequently.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

#2a 2a-contentobligatory.doc
#2b 2b-researchdescription.doc
#2c 2c-pairdebates.doc
#2d 2d-pairdebatesselfevaluatio.doc

Submitted by Tasha Vogt

Time Frame:

1 class period or homework

Materials Needed:

• opinion paper description
• opinion paper rubric
• unit work checklist

Description of Task:

1. When completed with debates, students will be assigned the opposite "point of view" from debates(pro/anti) and will write an opinion paper based on that point of view. (see attachment #2e) The papers will be assessed using a rubric. (see attachement #2f)

2. When complete with debates, self-evaluation, and opinion paper, students will also be assessed through their notes/worksheets, which they will turn into teacher. They will be assessed using a self-assessment in the form of a checklist. (see attachment #2g)  Students will turn in all work relating to the project. They will fill out the self-assessment checklist and staple it to the front of all of their work.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

#2e 2e-opinionpaperdescription.doc
#2f 2f-opinionpaper-rubric.doc
#2g 2g-unitworkcheclist.doc

Submitted by Kimberly Kroll

Objectives:

Content:
Students will:
· be able to identify jobs in the target language.
· be able to identify characteristics of various jobs.
· be able answer questions about those jobs in the target language.

Cultural:

Language: Content Obligatory
Students will:
· use the following terms (and others depending upon the jobs chosen) by identifying them in classified employment ads, matching the terms with job duties and using them to identify pictures/drawings.

Vocab ID #V1A

el intérprete el periodista el fotógrafo el importador el diplomático el misionero el doctor el enfermero el cocinero el dependiente el recepcionista el modelo

el vendedor el pintor el abogado el cajero el mesero el profesor el salvavidas el lavaplatos el terapista el empacador el consejero el jardinero

el repartidor el sicólogo el policía el niñero el arquitecto el director el dentista el asistente médico el asistente legal el traductor el hombre/mujer de negocios el Auxiliar de vuelo

**All of the above vocabulary words have a feminine counterpart.

Vocab ID #V1B

el tiempo completo el tiempo parcial el medio tiempo los anuncios clasificados el sueldo

el puesto el horario las horas de trabajar los beneficios

· use the present tense and previously learned language to talk about characteristics of various jobs.

Language: Content Compatible
Students will use the following language structures to identify and talk about jobs in the target language:
· days of the week
· time
· numbers
· the verb "gustar"
· descriptive adjectives
· adjective agreement

Learning Strategies / Social and Skills Development:
Students will:
· use prior knowledge of employment ads to read and identify jobs and job characteristics in the target language. (Reading Strategy)
· scan/skim text in the target language looking for specific information.
· use organizational and note-taking skills to record job terms in their vocabulary notebooks.

Time Frame:

40-50 minutes

Materials Needed:

Employment ads in the target language (Many newspapers from Spanish-speaking countries or from U.S. cities with large Hispanic populations can be accessed through the Internet. Check out http://www.cord.edu/faculty/gargurev/cf98.htm for links. Also some schools have subscriptions to various Hispanic newspapers. These are great to give students "hands-on" materials).

Pictures/drawings of jobs that teacher gathers from various sources. Magazines and clip art are good resources to find pictures.

Description of Assessment (Performance Project):

1. Students, working individually, are given a copy of the same sample of classified employment ads in the target language and asked to simply read and guess what they are reading.

2. As a class, read some of the ads aloud (or ask students to do so). This is done to focus student attention on specific ads and, if students read aloud, to provide pronunciation practice in the target language.

3. Choose 1 ad from the sample in #1 and ask students the following questions about the ad: (other questions may be substituted as appropriate)

1. ¿Dónde trabaja?
2. ¿Qué hace?
3. ¿Cuántos días a la semana trabaja?
4. ¿Cuántas horas al día trabaja?
5. ¿Cuánto gana por hora?
6. ¿Hay que tener experiencia?
7. ¿Qué beneficios ofrecen?
8. ¿Qué tipo de persona busca?
9. ¿Es un trabajo de tiempo completo o medio tiempo?
10. ¿Te gustaría ser _________________?

At this point, students have not yet identified the job title in English. The goal is to have students "discover" the meaning.

4. Using the ad from Step 3, provide the students with a variety of true/false statements describing a person who may be interested in the position described in the ad. Ask the students to respond with "Sí" if they think the statement describes the person accurately or "No" if the statement does not describe the person.

The job chosen in #3 is that of a babysitter. The teacher makes a statement that describes a characteristic. Students determine whether or not the statement describes a person who would be good for the position of babysitter by responding "sí" or "no."

Example:
Babysitter (niñero):
"No le gustan los niños." "No"
"Trabaja en una oficina." "No"

5. Provide the students with a list of duties in the target language that accompany the jobs included in the employment ads. Ask the students to match the jobs with the appropriate duties.

Example:
Cuida niños. Niñero.
Cocina en un restaurante. Cocinero.

6. Using pictures/drawings of the professions listed and a list of the terms in the target language (either posted on the board or overhead or printed on a handout/book), introduce students to the new job vocabulary (Vocab ID #V1A). Have the students repeat each term as the picture is shown. Go through the terms again and have the students transfer the vocabulary to their notebooks as each term is introduced.

Assessment:

Informal assessment occurs throughout this activity as the students respond to questions and statements and as they identify pictures/drawings. To check student comprehension at the end of the class, the teacher should choose one of the jobs included and ask students about it using the questions provided in Step 3.

References and Resources:

Activities 3-5 in lesson have been adapted from:
Galloway, V., Joba, D & Labarca, A. (1992). ¡Acción! CA: Macmillan/McGraw-Hill. Chapter 3, pp. 178-191.

For links to Spanish-speaking newspapers online:
http://www.cord.edu/faculty/gargurev/cf98.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

None

Submitted by Kimberly Kroll

Objectives:

Content:
Students will be able to: -identify jobs in the target language. -identify characteristics of various jobs. -answer questions about various jobs. (see later in lesson) -identify jobs that utilize foreign languages -describe jobs using job characteristics.

Cultural:

Language: Content Obligatory
Students will: -accurately use the following terms (and others depending upon the jobs chosen): Vocab ID #V1A el intérprete el periodista el fotógrafo el importador el diplomático el misionero el doctor el enfermero el cocinero el dependiente el recepcionista el modelo el vendedor el pintor el abogado el cajero el mesero el profesor el salvavidas el lavaplatos el terapista el empacador el consejero el jardinero el repartidor el sicólogo el policía el niñero el arquitecto el director el dentista el asistente médico el asistente legal el traductor el hombre/mujer de negocios el auxiliar de vuelo **All of the above vocabulary words have a feminine counterpart. Vocab ID #V1B el tiempo completo el tiempo parcial el medio tiempo los anuncios clasificados el sueldo el puesto el horario las horas de trabajar los beneficios -use the present tense and previously learn language to talk about characteristics of various jobs.

Language: Content Compatible
Students will use the following language structures to describe jobs: -descriptive adjectives -adjective agreement

Learning Strategies / Social and Skills Development:
Students will: -work cooperatively in groups to complete a task. -access prior knowledge related to characteristics of jobs.

Time Frame:

2 50-minute class periods

Materials Needed:

Pictures/drawings of jobs that teacher gathers to match job vocabulary. Magazines and clip art are good resources. List of job categories (see suggestions to below in task #1) ìPutting Languages to Work in a World of Opportunitiesî Circle Graph Careers Utilizing Foreign Languages

Description of Assessment (Performance Project):

Note to teacher: This unit is an introduction to career planning and preparation. Its purpose is to introduce students to the vocabulary associated with career planning, to introduce basic concepts/strategies of career planning and to allow students to complete a basic self-assessment. 1. As a review of the new job vocabulary (#V1A) introduced in Lesson 1, students begin class by categorizing the jobs according to various teacher-developed categories. Some possible categories are listed below. The categories can be posted on the board or overhead. This is a great ìQuick Startî activity that students can do immediately when they arrive to class and gives the teacher time to take attendance and take care of administrative business. On the board or the overhead, ask students to categorize the job vocabulary ID #V1A into the following categories Trabajos que... Me gustaría no me gustaría fáciles difíciles Sin experiencia con experiencia dentro afuera Medio tiempo tiempo completo divertidos aburridos Pagan bien pagan mal manuales mentales Trabajos en que tiene contacto con la gente After students have had some time to complete the activity on their own, have students share their opinions on which jobs fit into the different categories. Create lists on the board or overhead. 2. Informal assessment: using the job pictures/drawings, check students grasp of the new vocabulary by showing them a picture/drawing and asking them to provide the Spanish term. Also run through the pronunciation of each new word with them. 3. Divide students into groups of 3-4. Have students divide the following group roles among themselves. Recorder: student writes group ideas and opinions. Facilitator: student keeps the group on task and makes sure that everyone has a chance to share his/her ideas and opinions. Timekeeper: student keeps track of time so that the group completes the task in the allotted time. Reporter: student reports group ideas and opinions to the class. Group task 1: The groups are asked to come up with a list of jobs characteristics that are important to consider when looking for a job that is right for you. These characteristics should be things that everyone needs to consider when looking for a variety of jobs and may include: Salary/pay Inside/outside work Benefits Contact with people (clients/employees) Working hours Schedule Location Travel requirements Working Conditions Experience/education requirements After giving the groups 10 minutes to come up with a list, ask the reporters to share their list with the class. Record a ìclass list of characteristicsî on the board or overhead to refer to later. If needed, add to list to ensure that the above categories are included. Group Task 2: The groups are asked to come up with 3 lists of jobs that fall into the following categories. This activity is designed to activate students' prior knowledge and to get them thinking in terms of need of foreign language skills in employment. The categories are based on ìPutting Languages to Work in a World of Opportunities: Careers Utilizing foreign languagesî which will be introduced to students in the next activity. Jobs that require knowledge of a foreign language (Ex. Translator &endash; the job cannot be completed without knowledge of a foreign language.) Jobs in which knowledge of a foreign language is highly useful (Ex. Customs agent &endash; job can be done without knowledge of a foreign language. But such language skills are highly useful.) Jobs in which no knowledge of a foreign language is needed After giving the groups 10 minutes to come up with a list, ask the reporters to briefly share their lists with the class. Group Task 3: Provide each student with a copy of ìPutting Languages to Work in a World of Opportunitiesî: Careers Utilizing Foreign Languages. Ask students to scan the document quickly. Then divide the document among the groups, giving each group a section of jobs that utilize foreign languages. Each group is responsible to make predictions about the characteristics of each job in their section (What kind of salary/benefits would the job have? Working hours required in the job? What educational requirements might the job have? Students should refer to the class list created in Task 1). After giving the groups time (monitor group progress to determine how much time is needed) to discuss the topics, ask the reporters to share their ideas with the class. You will want to provide a visual as the reporters are speaking by showing the job pictures/drawings that coincide with the jobs listed in the document. Individual Practice: Ask each student to choose one of the jobs from the ìPutting Languages to Work in a World of Opportunitiesî: Careers Utilizing Foreign Languages handout that interests him/her and to write a short paragraph in the target language describing the job using the characteristics discussed in Task 1.

Assessment:

Informal assessment occurs in Step 2 and can be included throughout this activity. The teacher may want to assess how well the students work cooperatively in groups. Formal assessment occurs through the writing assignment assigned as individual practice.

References and Resources:

Cere, Ronald C. (2000). AATSP Career Education Service; 1999-2000 Career Handbook pp.3. The American Association of Teachers of Spanish and Portuguese. Cere, Ronald C. (2000). AATSP Career Education Service; 1996-97 Career Handbook pp.9-12. The American Association of Teachers of Spanish and Portuguese. Activity 1 from lesson has been adapted from: Galloway, V., Joba, D & Labarca, A. (1992). ¡Acción! CA: Macmillan/McGraw-Hill. Chapter 3, pp.178-191.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

ìPutting Languages to Work in a World of Opportunitiesî Circle Graph Careers Utilizing Foreign Languages

Submitted by Kimberly Kroll

Objectives:

Content:
Students will: -identify personal characteristics by completing a simple self-inventory. -identify their areas of strength in regards to ability by completing a self-evaluation. -identify certain occupational values that are important to them by completing a self-evaluation.

Cultural:

Language: Content Obligatory
Students will: -complete a self-inventory and self-evaluation in the target language using the job-related vocabulary presented in previous lessons, cognates and descriptive vocabulary. See ìAuto Inventarioî and below. maduro inmaduro organizado servicial irresponsable responsable tener experiencia cortés cooperativo puntual independiente trabajador amable etc. -use accurate adjective agreement.

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will: -use self-evaluation and reflection to identify personal strength, attributes, abilities and values that will affect the career field/job they choose.

Time Frame:

2 50-minute classes

Materials Needed:

Auto Inventario Planeación para las carreras del siglo XXI

Description of Assessment (Performance Project):

1. As a ìquick startî activity, have students complete the Auto Inventario by circling the 12 adjectives or descriptors that best describe them personally. Students may not be familiar with all of the adjectives on the list so some clarification may be needed. 2. As a class and using the descriptors included in the Auto Inventario, create lists of those adjectives that describe an employee that an employer would want to hire and those adjectives that describe someone an employer would not want to hire. 3. Next, choose a particular job and provide the students with an oral description of two different candidates for the job using the descriptors included in the Auto Inventario. Ask the students to play the role of the employer trying to fill the position. Based on your descriptions, ask students to choose the ìbestî candidate for the job. This can be done numerous times and as a review activity during other lessons. 4. Provide each student with the Planeación para las carreras del siglo XXI. During individual reading/work time, students are to complete the self-evaluation on occupational values and abilities. Upon completion, students should have a basic idea of their strengths and weaknesses, their abilities and the occupational values that are important to them.

Assessment:

Informal assessment of student comprehension occurs in Part 3 of this lesson. Formal assessment of student comprehension can be done as a writing assignment in which students write a short essay in the target language identifying their strengths and abilities that would be attractive to potential employers. Note: The focus should be on the student's positive characteristics to promote self-esteem and self-confidence.

References and Resources:

Cere, Ronald C., Ph.D. (2000). AATSP Career Education Service; 1996-97 Career Handbook pp.12-13. The American Association of Teachers of Spanish and Portuguese.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Auto Inventario Planeación para las carreras del siglo XXI

Submitted by Kimberly Kroll

Objectives:

Content:
Students will: -examine different jobs/careers and determine which characteristics, abilities and occupational values are needed for each.

Cultural:

Language: Content Obligatory
Students will: -use the target language and job-related vocabulary from lessons 1-3 to examine and discuss different jobs/careers.

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will: -scan text. -describe a job based on the type of person that would best fit the job.

Time Frame:

1 50-minute class

Materials Needed:

"Putting Languages to Work in a World of opportunity" Circle Graph Careers Utilizing Foreign Languages. Planeación para las carreras del siglo XXI Soy yo Handout

Description of Assessment (Performance Project):

1. Divide students into groups of 3-4. The teacher may want to keep the same groups that were used in lesson 2. Have students divide the following group roles among themselves. Recorder: student writes group ideas and opinions. Facilitator: student keeps the group on tasks and makes sure that everyone has a chance to share his/her ideas and opinions. Timekeeper: student keeps track of time so that the group completes the task in the allotted time. Reporter: student reports group ideas and opinions to the class. Group task: Ask students to take out their copy of ìPutting Languages to Work in a World of Opportunitiesî: Careers Utilizing Foreign Languages. Ask students to scan the document quickly to remind them of the information contained in the document. Then divide the document among the groups, giving each group a section of jobs that utilize foreign languages. The teacher may want to assign the same sections assign to each group in Lesson 2. Each group is responsible for describing each job in their section based on the type of person that would best fit the job. They should use job-related language including personal characteristics, abilities and occupational values learned in Lessons 1-3. After giving the groups time to complete the task (15 minutes), ask the reporters to share their descriptions with the class. You will want to provide a visual as the reporters are speaking by showing the job pictures/drawings that coincide with the jobs listed in the document. Next, as a class, organize the jobs listed into categories based on the type of job. For example, one category might be ìtrabajos técnicosî (technical jobs). Below are some possible categories. Trabajos técnicos trabajos de oficina Trabajos manuales médico/dental Legal servicios personales Administración servicios del consumidor Análisis de datos servicios sociales Artes diversión Literatura ventas Música educación Matemáticas/ciencias Then discuss the personal characteristics, abilities and occupational values common in each category.

Assessment:

Informal assessment of student comprehension occurs throughout lesson as the teacher assesses whether or not students are able to match personal characteristics and abilities to specific jobs. Formal assessment will be completed as a written assignment in the target language. Students are asked to write about what type of job or career would best fit him/her based on the self-analysis completed and on what they have learned from the unit thus far and why. See ìSoy yoî handout.

References and Resources:

Cere, Ronald C., Ph.D. (2000). AATSP Career Education Service; 1999-2000 Career Handbook, pp.3. The American Association of Teachers of Spanish and Portuguese. Cere, Ronald C., Ph.D. (2000). AATSP Career Education Service; 1996-97 Career Handbook, pp.9-13. The American Association of Teachers of Spanish and Portuguese.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

ìPutting Languages to Work in a World of opportunityî Circle Graph Careers Utilizing Foreign Languages. Planeación para las carreras del siglo XXI Soy yo

Submitted by Kimberly Kroll

Objectives:

Content:
Students will: -investigate the process of the job search. -identify and prioritize the most important steps in finding a job. -learn about suggestions and strategies to finding a job.

Cultural:

Language: Content Obligatory
Students will: -use the following terms (and others as needed): Vocab ID #V5A superarse matricularse graduarse sacar un título enterarse la beca el sueldo el puesto las oportunidades los avisos la solicitud la cita escoger un trabajo pedir la solicitud llenar la solicitud firmar la solicitud pedir cartas de recomendación pedir una entrevista hacer una cita escribir una carta de solicitud escribir el currículo Vocab ID #V5B el tiempo completo el tiempo parcial el medio tiempo los anuncios clasificados el sueldo el puesto el horario las horas de trabajar los beneficios -use the present tense, reflexive verbs and previously learned language (Vocabulary #V1A, V1B) to talk about characteristics of various jobs (see Lesson 2, #3 (Group task 1)).

Language: Content Compatible
Students will: -use knowledge of cultural norms to write a letter of recommendation for a job candidate in the target language.

Learning Strategies / Social and Skills Development:
Students will: -use brainstorming techniques and previous knowledge/experience to investigate the process of finding a job. -use reading strategies such as prior knowledge of job search/previous experience, cognates and reading for specific information to get information in the target language. -business letter writing skills

Time Frame:

3 50-minute class periods

Materials Needed:

Journal Handout: "Los pasos al puesto perfecto." Handout: "Sugerencias para conseguir un trabajo"

Description of Assessment (Performance Project):

1. Journal writing. As part of my Spanish 3 curriculum, students keep an in-class journal. 2-3 times a week students have 10-15 minutes of in-class journal writing. Students are either given a specific topic on which to write, usually pertaining to a grammatical concept or vocabulary on which we are working in class. I usually start the class with the journal writing, posting the topic on the board. The topic for this lesson could be: Describe your ideal job. Where do you work? What's your schedule? What kinds of activities do you do? What kind of salary do you make? The journal would relate more to job characteristics than to a particular job but students can take the entry where they want. This would be a great self-review of the material from the previous lesson. 2. Divide students into groups of 3 and direct them to choose a recorder, facilitator and a reporter. Provide each student with the handout ìLos pasos al puesto perfecto.î Ask the groups to brainstorm and answer the questions. They should make an attempt to answer the questions in the target language (describe a term if they don't know the specific target language term) but inform them that it's ok to use English as a last resort for terms not yet known. After providing 10-15 minutes, ask the reporters to share their answers with the class and begin the ìdiscussion phaseî. Write all answers provided from the groups on the board or overhead in a list format and introduce the vocabulary for ìthe job searchî (Vocab #V5A & #V5B) as the groups bring them up. After the groups are finished sharing, add any of the vocabulary that wasn't mentioned. Be sure to have the students also take down the information as it is presented on the handout or in their vocabulary notebooks. 3. Give each group a list of activities (in the target language) one may or may not do to be hired for a job. Ask them to rank them in order of importance on a separate sheet of paper. This is a great discussion starter &endash; it's harder than you might think! Here are some ideas: Dar cartas de recommendación Llenar una solicitud Conocer al dueño de la compañía Tener cinco años de experiencia Saber algo del puesto Ser cortés y servicial Conseguir una entrevista Explicar tus cualidades personales Ser inmaduro(a) y desorganizado(a) Querer superarse After allowing 10-15 minutes for students to work, discuss the activity as a large group to see what they ranked as the most important steps to getting a job and why. There isn't necessarily a right answer. 4. Individually, ask students to read ìSugerencias para coseguir un trabajo.î The teacher can give students a set of questions (developed by the teacher to correspond with the reading) to help guide their reading and assess their comprehension. Students may complete this activity as homework if necessary. Following the individual reading activity, involve the students in a discussion of the reading to again check their comprehension and to provide them with an opportunity to use the vocabulary orally. 5. As a class, look at the letter of recommendation. This will be a particularly useful and important discussion for those students who might be in the process of applying for college scholarships. Obtain some samples from the school guidance office and try to find some samples in the target language if possible. The teacher may need to ìcreateî a few letters in the target language to be used as examples. Discuss what information an employer needs from the letter, letter writing techniques and how they may differ from country to country based on cultural norms. Then, as a written assignment, students are to write a letter of recommendation for a fellow student, using the techniques discussed above.

Assessment:

Informal assessment is included throughout &endash; Are the students able to use the new vocabulary related to jobs and job characteristics accurately to write a journal entry? Are they working together and being helpful and respectful of one another? Are students able to accurately answer the questions related to ìSurgerencias para conseguir un trabajo. Formal assessment occurs in the Letter of Recommendation writing assignment. At this point, the teacher may want to do a more formal assessment of students' knowledge of the job related vocabulary in a traditional quiz format.

References and Resources:

Cere, Ronald C., Ph.D. (2000). AATSP Career Education Service; 1998-99 Career Handbook, p8. The American Association of Teachers of Spanish and Portuguese. Activity 3 from lesson is from: Galloway, V., Joba, D & Labarca, A. (1992). ¡Acción! CA: Macmillan/McGraw-Hill. Chapter 3, pp.190.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout: ìLos pasos al puesto perfecto.î Handout: ìSugerencias para conseguir un trabajo.î

Submitted by Kimberly Kroll

Objectives:

Content:
Students will: -explore various Internet resources in English and Spanish for job searching with an emphasis on jobs in which foreign language skills are needed.

Cultural:

Language: Content Obligatory
Students will: -demonstrate reading comprehension in the target language by obtaining information from a Spanish language Internet site. -use the job-related vocabulary of lessons 1-5 of this unit to answer questions in the target language regarding job search Internet resources and jobs in which foreign language skills are needed.

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will: -use Internet research skills to obtain information.

Time Frame:

2 50-minute class periods

Materials Needed:

Computer Lab/Internet access

Description of Assessment (Performance Project):

Once in the lab, ask students to go to http://trackstar.scrtec.org/ and access track #108560 (Go Get it! ¡Vaya a coneguirlo!). This track was developed as a ìworksheetî which includes 3 tasks (tareas) that students are asked to complete. Each task is a set of directions that students need to follow and a set of questions that students need to answer. The tasks guide the students to explore 3 useful websites in a job search. Also included on the track are other useful ìjob searchî websites that students can access for further information and a list of Spanish-language online newspapers from around the Spanish-speaking world. Following the lab exercise, students should come together as a class to discuss their findings and to share their experiences and frustrations.

Assessment:

Upon completion of the lab activity and the class discussion, students provide the teacher with the written answers to the questions included in the Trackstar activity. Teacher then evaluates the student’s work based on completeness of each task and on language accuracy.

References and Resources:

http://trackstar.scrtec.org/ (Track #108560)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

None

Submitted by Kimberly Kroll

Objectives:

Content:
Students will: -demonstrate reading comprehension to complete a job application.

Cultural:

Language: Content Obligatory
Students will: -use the appropriate job-related vocabulary presented in previous lessons 1-6 to complete a job application. See below. -identify/recognize the following terms (and others as needed) in a job application: Vocab ID #V5A superarse matricularse graduarse sacar un título enterarse la beca el sueldo el puesto las oportunidades los avisos la solicitud la cita escoger un trabajo pedir la solicitud llenar la solicitud firmar la solicitud pedir cartas de recomendación pedir una entrevista hacer una cita escribir una carta de solicitud escribir el currículo Vocab ID #V5B el tiempo completo el tiempo parcial el medio tiempo los anuncios clasificados el sueldo el puesto el horario las horas de trabajar los beneficios

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will: -use prior knowledge and personal experience to complete a form in the target language.

Time Frame:

50 minutes

Materials Needed:

La Solictud 1 or another "solicitud de empleo" in Spanish. See the resource section of this lesson for websites containing job applications in Spanish.

Description of Assessment (Performance Project):

1. As either a journal entry or a ìquick startî activity, ask students to think about what kinds of information an employer might need from a prospective employee prior to hiring him/her. 2. Provide each student with a copy of ìla solicitud 1.î Ask students to complete the form using what they have learned in the unit thus far and their own experiences of applying for jobs or simply filling out forms. **Because the form asks students for personal information, you may want to advise students to use imaginary information (social security number). 3. Using some of the questions provided below, ask students for information off of their forms. This will serve as an informal assessment of student comprehension and ability to complete the form in the target language. Clarify any questions or confusion students may have at this time. Preguntas para completar una solicitud de empleo: ¿Cómo se llama? ¿Cuál es su número de seguro social? ¿Cuál es su dirección? ¿Cuál es su número de teléfono? ¿Cuántos años tiene? ¿Cuál puesto le interesa? ¿Qué sueldo busca? ¿Cuándo puede empezar? ¿Cuántas horas por semana quiere trabajar? ¿Cómo se enteró de este puesto? ¿Tiene habilidades especiales? ¿Cuáles son sus cualidades personales? ¿Tiene experiencia anterior? ¿Dónde trabajó? ¿Desde cuándo hasta cuándo? ¿Qué sueldo ganó? ¿Cuántas horas trabajó por semana? ¿Puede darnos cartas de recomendación? ¿Puede darnos dos referencías? (No deben ser parientes) ¿A quién debemos notificar en caso de emergencia? ¿Quiere firmar aquí, por favor?

Assessment:

Informal assessment occurs throughout lesson and in Step 3. Were the students able to complete the form in a fairly thorough manner?

References and Resources:

Adapted from: Galloway, V., Joba, D & Labarca, A. (1992). ¡Acción! CA: Macmillan/McGraw-Hill. Chapter 3, p.191. Galloway, V., Joba, D & Labarca, A. (1992). ¡Acción! CA: Macmillan/McGraw-Hill. Writing Activities Workbook, p. 77 (Solicitud de empleo). For other examples of job applications in Spanish, see the following websites: IBM: http://www.ibm.com/mx/employment/solicitud.phtml State of California: http://www.spb.ca.gov/spanishdocs/STD678sp.PDF http://www.eurosur.org/survival/vacante/Cuestionario.pdf http://www.aviatur.com.co/html2002/solicitud_de_empleo.htm http://www.manpowerecuador.com/htmls/home/formulariomanpower.htm http://www.gipe.ua.es/empleo/formularios/solicitudempresa.htm http://www.suagm.edu/ut/envie_resume/envie_resume.htm http://www.ssspr.com/empleo/contactresume.html http://www.sap.com/spain/company/jobs/solicitudform.asp http://www.dicopel.com.mx/solicitud.html (pretty short) http://www.ushispano.com/l/empleo_sol.shtml (also short) http://www.ci.holland.mi.us/police/oportuni.htm (application in English)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

La Solicitud 1

Submitted by Kimberly Kroll

Objectives:

Content:
Students will: -demonstrate listening comprehension to supply information needed on a job application. -demonstrate knowledge of the job application process to pose questions to a job applicant in Spanish and complete a job application.

Cultural:

Language: Content Obligatory
Students will: -complete a job application for another student in the target language using the job-related vocabulary presented in previous lessons. See below. -use reflexive verbs in the present and past tenses to formulate questions. -use the following terms (and others as needed) to ask questions needed to complete a job application: Superarse matricularse graduarse sacar un título Enterarse beca sueldo puesto Oportunidades avisos solicitud cita Escoger un trabajo pedir la solicitud llenar la solicitud firmar la solicitud Pedir cartas de recomendación pedir una entrevista hacer una cita Escribir una carta de solicitud escribir el currículo Tiempo completo tiempo parcial medio tiempo Anuncios clasificados sueldo puesto Horario horas de trabajar beneficios Preguntas para completar una solicitud de empleo: ¿Cómo se llama? ¿Cuál es su número de seguro social? ¿Cuál es su dirección? ¿Cuál es su número de teléfono? ¿Cuántos años tiene? ¿Cuál puesto le interesa? ¿Qué sueldo busca? ¿Cuándo puede empezar? ¿Cuántas horas por semana quiere trabajar? ¿Cómo se enteró de este puesto? ¿Tiene habilidades especiales? ¿Cuáles son sus cualidades personales? ¿Tiene experiencia anterior? ¿Dónde trabajó? ¿Desde cuándo hasta cuándo? ¿Qué sueldo ganó? ¿Cuántas horas trabajó por semana? ¿Puede darnos cartas de recomendación? ¿Puede darnos dos referencías? (No deben ser parientes) ¿A quién debemos notificar en caso de emergencia? ¿Quiere firmar aquí, por favor?

Language: Content Compatible
Students will: -use the ìustedî verb form in addressing each other to replicate the cultural aspect of formal and informal address in the Hispanic culture.

Learning Strategies / Social and Skills Development:
Students will: -use the questioning techniques to complete the job application for another student.

Time Frame:

50 minutes

Materials Needed:

La Solictud 2 or another "solicitud de empleo" in Spanish. See the References and Resources section of this unit for some website with job applications in Spanish. List of Questions pertaining to a job application

Description of Assessment (Performance Project):

Set up the scenario by telling students that they are working in an employment agency. They have a client that does not speak English who must complete a job application. Their task is to complete the application for the client by asking him/her the questions needed to get all of the information required in the application. Divide the class into pairs and provide each student with Solicitud 2. Each student will play the role of client and the role of ìinterviewer.î The task should be completed twice so that each student has an opportunity to play each role. If there is time, have students switch partners.

Assessment:

Informal assessment occurs throughout lesson. Are the students able to complete the application using oral questioning? Are students able to provide the necessary information in the target language when it is requested? Are they on task and using the target language only?

References and Resources:

Galloway, V., Joba, D & Labarca, A. (1992). ¡Acción! CA: Macmillan/McGraw-Hill. Chapter 3, p. 191. For other examples of job applications in Spanish, see the following websites: IBM: http://www.ibm.com/mx/employment/solicitud.phtml State of California: http://www.spb.ca.gov/spanishdocs/STD678sp.PDF http://www.eurosur.org/survival/vacante/Cuestionario.pdf http://www.aviatur.com.co/html2002/solicitud_de_empleo.htm http://www.manpowerecuador.com/htmls/home/formulariomanpower.htm http://www.gipe.ua.es/empleo/formularios/solicitudempresa.htm http://www.suagm.edu/ut/envie_resume/envie_resume.htm http://www.ssspr.com/empleo/contactresume.html http://www.sap.com/spain/company/jobs/solicitudform.asp http://www.dicopel.com.mx/solicitud.html (pretty short) http://www.ushispano.com/l/empleo_sol.shtml (also short) http://www.ci.holland.mi.us/police/oportuni.htm (application in English)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

La Solicitud 2

Submitted by Kimberly Kroll

Time Frame:

Each teacher-student role-play takes approximately 5-10 minutes so adequate class time must be alotted, depending upon the total number of students to be assessed.

Materials Needed:

Al Puesto Ideal Unit Assessment
Rubric for Al Puesto Ideal Unit Assessment

Description of Task:

In addition to a variety of formal and informal assessments built into the individual lessons, the culmination of the unit is ìrole-playî assessment. Each student completes a ìrole-playî with the teacher individually. The student plays the role of a person working in an employment office who must complete a job application for a client who does not speak English. The teacher plays the role of the client. Students are evaluated on their ability to complete the job application by asking relevant questions in the target language. Students are assessed in terms of fluency, language control, relevance, completeness of the job application and demonstration of cultural understanding using the attached rubric for speaking. The rubric has been adapted for this unit from the performance package used for the Minnesota World Language Content Standard by the Duluth Public Schools, ISD #709.

References and Resources:

World Language Department of Independent School District #709 Performance Package Level 2 (High School) of the Minnesota World Language Standard.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Al Puesto Ideal Unit Assessment
Rubric for Al Puesto Ideal Unit Assessment

Submitted by Julie Black Morales

Objectives:

Content:

Cultural:

Language: Content Obligatory
Content Obligatory Language Structures: 1. Students will continue to develop their oral Spanish knowledge and skills by describing the animals' physical appearance and other characteristics. They will use the verbs 'ser', 'tener', 'comer' and 'vivir' in 3rd person singular. They will reinforce previously learned vocabulary (colors, numbers, body parts, antonyms) and they will use the new vocabulary listed in bold under Content Obligatory Vocabulary (see attachment). Example: El oso hormiguero tiene una lengua muy larga. La iguana come huevos y insectos. El puma es muy fuerte. El peresoso es de color verde y café. 2. Students will continue to extent and refine their oral Spanish and comprehension by completing oral cloze sentences generated by the teacher. These sentences will elicit the students to demonstrate knowledge of the verbs 'ser', 'tener', 'comer', and 'vivir' in 3rd person singular plus previously learned vocabulary by providing the missing words.

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Four 30-minute classes.

Materials Needed:

A list of cloze sentences for task one, Large white paper, Modeling clay, Shoe boxes, Student maps of South America, Special paper for their reports,

Description of Assessment (Performance Project):

Task One: I use the websites listed under ìResourcesî to obtain wonderful pictures of the animals from South America that we are studying. I save each website under 'favorites' and I open all of them, one right after another before the class arrives. The forward or backward arrow enables me to go from one picture to the next. I project them from the computer onto a television screen. In that way, I have been able to maximize the technology we have available and the 25 minutes of class time I have with each of my groups. I also provide my students with a complete list of these websites for their personal use (either in the media center or at home). As the different animal pictures appear on the screen, the teacher talks about the basic physical characteristics, habitat and diet of each species in Spanish. I encourage the student to participate with their limited vocabulary by using an oral cloze procedure. For example: El flamingo tiene un cuello muy _____. Sabemos que el oso hormiguero es un mamífero porque ______________. La serpiente más grande del mundo es la ______________. La tarántula no es un insecto. La tarantula es una ___________. El tucán no es un mamífero. El tucán es un ____________. Hay muchas llamas en __________ y ________. The focus of the FLEX program is to provide the students with a wide variety of activities in the target language. It is essential for the teacher to maintain a high level of enthusiasm and love for the language. The primary goal is to instill a positive attitude for the target language. The children need to feel that they can be successful. Task Two: The teacher explains that they will be describing the physical characteristics of seven different animals from South America: Examples: 1. The toucan / bird · El tucán es un ave. · El tucán tiene muchos colores como el amarillo, el azul, el verde, el negro, y el blanco. · El tucán tiene un pico muy grande. · El tucán vive en el bosque tropical. · ¿Qué come el tucan? 2. The anteater / mammal · El oso hormiguero es un mamífero. · Tiene pelo largo de color café. · El oso hormiguero come hormigas y otros insectos. · ¿Dónde vive el oso hormiguero? Assessment: The children will pick one particular animal of their choice. The will prepare a mini-presentation that will include the following: 1. An 18 x 12 inch picture of their animal colored with crayons, colored pencils or watercolors. 2. The will write sentences about their animal: Example: · Este es el oso hormiguero. · El oso hormiguero es un mamífero. · El oso hormiguero vive en Brazil, Colombia, Venezuela, and Bolivia. · El oso hormiguero come hormigas y otros insectos. · El oso hormiguero tiene la naríz muy larga. · Me gusta el oso hormiguero porque es muy raro. 3. The children will make their animals out of colored clay and put them in a diorama. 4. The project will include a map of South America that shows where the animal lives. 5. The children will present their animal projects to a younger group of students. ( and the teacher). There oral presentations must include 3 complete sentences in Spanish about the animal. All children will receive a certificate of recognition for their effort. See attachment: selfeval lesson 6 Animal Project Rubric lesson 6 Please refer to attachment ì Show Off Your Spanishî /show off.doc

Assessment:

See attachment: selfeval lesson 6 / selfeval.less6
Animal Project Rubric lesson 6 / less 6 rubric.doc

References and Resources:

Banks,Joan. Song of the Selva. CT:Soundprints,1998. A story of a Costa Rican rainforest. Arnold,Caroline. Llama. New York:Morrow Junior Books, 1988. Llama offers youngsters a close-up view of these gentle, elegant looking natives of the high Andean plateaus. McDonald, Mary Ann. Toucans. The Child’s World, 1999. Describes the physical characteristics, behavior, habitat, and life cycle of the toucan. Patton, Don. Armadillo. The Child’s World, 1999. Describes the physical characteristics, behavior, habitat and life cycle of the armadillo. McDonald, Mary Ann. Boas. The Child’s World, 1997. Describes the physical characteristics, behavior, habitat, and life cycle of the boa constrictor. Patton, Don. Iguanas . The Child’s World, 1996. Describes the physical characteristics, behavior, habitat, and life cycle of the iguana.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Michele Campbell

Objectives:

Content:
Students will: * identify Ghana and Cote d'Ivoire, West Africa on a map
* become familiar with the Akan people of these countries
* identify different Adinkra symbols and learn their meanings
* create an Adinkra stamp and use it to print on fabric.

Cultural:
Students will: * analyze symbols on Adinkra cloth examples
* give a narrative description of their interpretation
* compare their interpretation to Akan proverbs

Language: Content Obligatory
Students will: * accurately identify terms of Adinkra, symbols, carving terms and printing terms:

Adinkra - type de tissu fabriqué à la main créé par le peuple d'Akan du Ghana, Afrique, qui emploie des symboles pour exprimer des significations
idéographe - symbole représentant une idée ou un concept
pictograph - symbole représentant une plante, un animal, ou une personne
culture - façon de vivre d'un groupe de personnes
provèrbe - expression qui montre un petit morceau de sagesse
héritage - quelque chose, telle que la propriété ou une droite ou un privilège, appartenant à un par la transmission ou la tradition
**and**
la ligne - line
un carré - square
un symbole - symbol
imprimer - to print
le bloc d'imprime - stamping block
les outils découpants - carving tools
le rouleau - brayer
dessiner - to draw
à l'envers - in reverse
soulever - to remove
les bords - the border
lisse - smooth
raffiné - clean and refined
un pinceau - paint brush
l'encre d'imprimerie - printing ink
créer - to create
décrire - to describe artistic narrative terms (description of own piece and critique of other works) - see worksheet

Language: Content Compatible
Students will: * use comparative and contrastive vocabulary
Ex: aimer mieux, aimer moins &endash; to like more or less
* designate preferences
Ex: préférer - to prefer, la valeur - value Imparfait and Passé Composé tenses

Learning Strategies / Social and Skills Development:
Students will:
* draw or trace an Adinkra symbol * use carving tools to create a stamp * print on fabric by using repetitive patterns Group critique participation, peer education of symbol names and meanings

Time Frame:

Six 55 minute class periods
1. TrackStar investigation of Adinkra and the Akan, discussion of findings - 90 to 120 minutes
2. PowerPoint presentation of Adinkra examples with discussion of symbols &endash; 40 to 55 minutes
3. Draw and carve an Adinkra stamp &endash; 50 minutes
4. Print Adinkra cloth &endash; 50 minutes
5. Personal narrative and group critique &endash; 50 minutes and homework

Materials Needed:

Colored cotton fabric
water-based textile printing ink
printing brayers
flat paint trays or plastic plates
flexible stamping medium
carving tools
pencils
drying rack
rubber gloves
paper

Description of Assessment (Performance Project):

Task 1: Students are introduced to the lesson by exploring the websites found at: http://trackstar.hprtec.org/main/display.php3?track_id=93105 . Print and use the worksheet adinkrasearch.doc to keep students focused on the task. When students have completed the worksheet, they can print and trace or copy their preferred design from one of the sources on the internet. If you prefer print materials, I highly recommend the book The Adinkra Dictionary listed in the resource section of this lesson. The "Adinkra Design Glossary" and "Adinkra Definition Glossary" in the back of the book are very useful.

Task 2: Using a multimedia projector or overhead transparencies of the slides, give the PowerPoint presentation adinkra.ppt. Ask students to identify the symbols that they see in each of the examples and to attempt interpreting what the cloth may have meant to its original owner. It may be useful to list the most frequently occuring symbols on the board before starting, to help students remember which is which.

Task 3: Give students the handout adinkrasteps.doc and read together. Distribute stamping medium to students and let them draw their symbol on it &endash; first lightly and then with a solid pencil line. Don't let students begin carving until you have verified that they can name their symbol and give its meaning (en français, bien sûr!).

Task 4: Divide the colored fabric for your students. The most economical (and easy to manage) way to divide 45ì wide fabric is to cut it at 22ì pieces from the selvage, and then divide each of those 22ì x 45ì sections into three pieces. This makes 15ì x 22ì pieces, which is big enough to create a pattern, but not so big to overwhelm a small desk top. Estimate about 6 yards for a class of 30. Allow students to choose a piece of colored fabric. Distribute rubber gloves, paint brushes and trays/plates with about 1 or 2 tablespoons of printing ink on each to start. Add more printing ink as necessary, but keep in mind that it is very easy to waste! Remind students that printing ink will print on their clothes as easily as it will print on their Adinkra cloth. Instruct students to divide their fabric with lines or squares before they start stamping. For the first print, use the brayer to roll printing ink on to the stamp, and then press it firmly on to a piece of paper to make a print. If the stamp makes any marks that you don't want, carve away the problem areas. Proceed with stamping fabric in a repeat pattern that models the examples that they have seen. Students should be encouraged to share stamps with each other. They must, however, explain the name and meaning of every symbol that they use on their fabric! When each student is finished, set on the drying rack or on a table to dry. Do not stack the fabric while the paint is wet.

Task 5: Have students complete the narrative.doc handout either in class or at home. In small or large groups, allow students to present their Adinkra cloth using the narrative handout as a guide. After the narrative presentation, students trade their work with another student and write and present a partner critique. Use the critique.doc handout.

Assessment:

Students will demonstrate understanding of the Adinkra tradition by
1: successfully completing an Adinkra cloth that has evident patterning and identifiable symbols
2: successfully completing and presenting a narrative of their process in French
3: successfully completing and presenting a partner critique of another student's work in French

References and Resources:

The Adinkra Dictionary, W. Bruce Willis. 1998, The Pyramid Complex, P.O. Box 21212 Washington, D.C. 20009 ISBN 0-9661532-0-0 (can be ordered from publisher - $25.00)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

adinkra.ppt
adinkrasearch.doc
adinkrasteps.doc

Submitted by Michele Campbell

Objectives:

Content:
Students will:
* identify Nigeria, Cameroon, Togo, and Niger West Africa on a map.
Students will become familiar with the native people of these countries.
They will learn to identify Adire Eleko cloth.
They will create a set of ideographic and pictographic symbols and establish meaning for these symbols.
They will learn a paste-resist textile decoration process and use it to create their own piece of Adire Eleko.

Cultural:
Students will:
analyze different ideographic and pictographic symbols on pictures of Adire Eleko cloth and guess at their meanings.

Language: Content Obligatory
Students will:
experiment with textile design terms, dye terms,
accurately use artistic narrative terms (description of own piece and critique of other works)
labeling of symbolic meanings

Language: Content Compatible
Comparison and contrast of designs,
designating preferences,
possible meaning of symbol choice

Learning Strategies / Social and Skills Development:
Create a linear design,
manipulate dye and paste-resist processes
Group critique participation

Time Frame:

6 - 55 minute class periods
1. Introductory handout (adirecolorexample.doc) discussion and Trackstar investigation of Adire and the Yoruba, discussion of findings - 90 to 120 minutes
2. Powerpoint presentation of Adire examples with discussion of symbols - 40 to 55 minutes
3. Draw an adire pattern - 50 minutes
4. Manipulate paste resist - 50 minutes
5. Dye fabric - 50 minutes 6. Personal narrative and group critique - 50 minutes and homework

Materials Needed:

White cotton fabric
potato starch paste resist
cardboard pieces and plastic sheeting (plastic wrap or cut up garbage bags) that are slightly larger than fabric pieces
plastic squeeze bottles
plastic cups
foam paint brushes
Navy blue fiber reactive dye
soda ash dye fixative
paper and pencils
drying rack
rubber gloves
**Use adirerecipes.doc handout for mixing information**

Description of Assessment (Performance Project):

1. Introductory handout (adirecolorexample.doc) discussion &endash; give students copies of the handout, in color if possible. Talk about what symbols they might see present in the design, and talk about ideographs and pictographs. Proceed to the Trackstar investigation of Adire (and these countries: Nigeria, Niger, Cameroon, Togo) located at http://trackstar.hprtec.org/main/display.php3?track_id=109095. Use the handout adiresearch.doc to guide their search and conduct an in class discussion of findings

2. Using a multimedia projector or overhead transparencies of the slides show the adire.ppt powerpoint presentation of Adire examples with discussion of symbols. Remind students that the symbols that they see on adire cloth is harder to identify and is open to a broader interpretation than adinkra.

3. Distribute paper. Ask students to try to develop a design for their adire eleko cloth. Ask them to keep in mind that their ideographs or pictographs may represent the following ideas or objects: A favorite pet, a government, good vs. evil, the ocean, being kind to others, nature, difficulties in life, education, or family. Have them first draw the symbols and label them on paper

4. Distribute divided fabric pieces to students so they can draw their adire pattern on it. Draw lightly with a pencil.

5. Fill 8 oz plastic squeeze bottles with potato starch resist paste. Distribute cardboard sections and plastic sheeting to each student. The fabric goes on top of both of these pieces in a layer. Demonstrate how to apply the paste to the fabric. The trick is to squeeze the paste out gently over the drawing on your fabric. Give one filled squeeze bottle to each student. Remind them to try not to rub the tip of the spout on the fabric, it will make the lines very messy. Have the drying rack ready for damp fabric. Let dry overnight. The paste will shrivel and crackle. This gives texture to the final product, and is not considered a flaw.

6. Prepare foam brushes and mix cups of dye for students. Demonstrate dye application, keeping in mind that the fabric doesn't need to be dripping in order to get good color. Keeping pieces on their layers of cardboard and plastic, re-distribute pasted fabric to its rightful owner and let students apply dye to their fabric. Place pieces back onto the drying rack and allow to sit. (If you dye in the morning, the fabric can be taken home that evening and washed. If you dye in the late afternoon, leave it for an extra day!)

7. Wash and re-distribute fabric to students

8. Give students time with their finished piece to write/prepare their personal narrative (narrative.doc) and allow them to present their work in small or large groups. After the narrative presentation, students trade their work with another student and write and present a partner critique (critique.doc)

Assessment:

Students will demonstrate an understanding of the Adire Eleko tradition by
1: successfully completing an Adire Eleko cloth that has evident patterning and explainable symbols
2: successfully completing and presenting a narrative of their process in French and
3: successfully completing and presenting a partner critique of another student's work in French.

References and Resources:

www.adire.clara.net is an incredibly informative site -- read it thoroughly!

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

adirecolorexample.doc
adire.ppt
adiresearch.doc
adiresteps.doc
adirerecipes.doc

Submitted by Ximena Rayo

Objectives:

Content:
Students will...

• demonstrate knowledge on the health topic of how the heart functions and how target heart rate relate to the well being of an individual.

 

Cultural:
Students will...

• compare knowledge of how the Spanish world views the topics related to healthy heart, target heart rate, and exercise with what they have learned about US views.

Language: Content Obligatory
Students will...

• Vocabulary: Corazón, rítmo cardiaco, frecuencia cardiaca, ejercicio, descanso,
• Expressions for cause and effect: A causa de,  Si ___ tendrás, Necesitas hacer ___ para ...
• Future tense of verbs (all in second person): tendrás, poseerás, adelgazarás, engordarás,

Language: Content Compatible
 

Learning Strategies / Social and Skills Development:
Students will...

• Accurately use accents in the computer with an English keyboard
• Accurate use of capital letters as needed in the essay.  
• Effective use resources
• Summarizing and classifying the most relevant information
• Asking questions to their team members to clarify any questions
• Self-evaluation with a rubric
• Cooperative participation during a group project
• active listening when sharing their information
• respectfully give feedback to their peers
• demonstrate their knowledge about word processing documents,
• add a graph to the essay.

Time Frame:

This lesson will take initially 5 sessions of 50 minutes each.

Materials Needed:

• Access to the WebQuest (see resources below).
• Use Inspiration or paper and pencil to write their main ideas in a concept web.
• Spreadsheet document to enter their information (see Resources).

Description of Assessment (Performance Project):

1. Students will work in groups of three. They will have to collaborate to research the information and develop the end product. They will have an opportunity to work individually initially, then they will move into working in their groups to share their information and decide what information should be included in their Essay.

2 . Students will spend the first two class periods researching information related to how the heart works while exercising and resting (see links on the webpage). Answer the question: What is "Target Heart Rate"?

3. During session three, students will work as a class on the practical piece of pulse, and heart rate during exercise.

4. Then they will meet with their team members and share their information and decide what should be included in their essay.

5. After the sharing session, they will start working on the creation of the essay, spreadsheet, graph and adding the graph to the essay.

Requirements for the essay (to be given to students in advance:
1. The essay should have a least five paragraphs or ideas (introduction, content, conclusion)
2. The essay will include the graph with information about target heart rate
3. Any extra images taken from the Internet must be accompanied by the name of the site, the organization and or individual who displayed it and the URL (Universal Resource Locator)
4. Persuasive content will be used to encourage healthy heart habits.

Assessment:

1. At the end of each session where students share in their group, they will fill out the collaborative work checklist.

2. At the end of the fourth session students will turn in a rough draft of their essay for teacher feedback.

3. At the end of the fifth session students will evaluate themselves using the rubric for the lesson.

4. After step 3, the teacher will use the same rubric in a review session with each student where the student will explain their evaluation process.

References and Resources:

Todo sobre el corazón: http://www.kidshealth.org/kid/en_espanol/heart_esp.html

Ritmo Cardiaco Irregular:
http://www.drrath.com/mr-publishing-internet/cellular/arythmia/esp/

 Frecuencia cardiaca para el ejercicio: http://www.portalfitness.com/actividad_fisica/cardiovascular/fc_optima.htm

Calcule su frecuencia Cardiaca ideal:
http://mimedico.net/dir-servicios/calc_fcardiaca.htm 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. WebQuest: Misión.html
2. Rubric: Rubrica.html
3. 1cooperative.rtf
4. 1TarHeRa.xcl
5. 1web.jpg

Submitted by Ximena Rayo

Objectives:

Content:
Students will...

• demonstrate knowledge of one of the four topics related to addictions to develop a brochure that relates to the camp.

Cultural:
Students will...

• demonstrate knowledge of: hispanic culture's view of a healthy lifestyle.

Language: Content Obligatory
Students will...

• vocabulary: Piramide alimenticia, Proteinas, grasa/lípidos, hidratos de carbono, calorías, porcentaje.
• structures: agreement of adjective/noun, gender/number: bueno (a), malo (a), alto (a), bajo (a)
• persuasive Language structures: se recomienda, le aconsejamos, le recomendamos

Language: Content Compatible
Students will...

• Superlative suffixes: -isimos (valores mínimos, máximos)
• Direct object pronouns: les invitamos, te invitamos

Learning Strategies / Social and Skills Development:
Students will...

• Effectively use resources.
• Summarization skills.
• Development of organizational planning and designing skills.
• Comparing skills of previous knowledge to research info.
• Cooperative participation during a group project
• active listening when sharing their information
• respectfully give feedback to their peers
• demonstrate knowledge of design to develop the brochure.

Time Frame:

3 sessions of 50 minutes each

Materials Needed:

• Students will use the WebQuest as their guide
• the template in Appleworks or Word for a brochure
• word processor to take notes

Description of Assessment (Performance Project):

1. Students will spend the first session researching information related to one of the topics and taking notes.

2. Then they will meet as a group to decide what is most relevant to be included in their brochure.

3. They will make a double sided brochure on an 8x11 piece of paper in landscape format.

Requirements:
a. The brochure should have drawings and images besides text.
b. Any images taken from the Internet must be accompanied by the name of the site, the organization and or individual who displayed it and the URL (Universal Resource Locator)
c. Use a word processing (Word, Appleworks, etc.) document that can have images inserted and use it in a landscape format.

Assessment:

1. By the end of the second session students will turn in the rough draft of their brochure for teacher comment.

2. At the end of the third session students will evaluate a brochure from another group in the class.

3. The teacher will use the same rubric to evaluate the end product for this task.

References and Resources:

¿Que significa condición física? http://www.chasque.apc.org/gamolnar/deporte%20y%20salud/salud.02.html

Tu Plan Ritmo Cardiaco Ideal http://www.cuerpodiet.com/tuplan/plan.htm

 Escolares y su estado físico http://www.urbanext.uiuc.edu/nibbles_sp/health-fitness-sp.html

Niños y comidas
http://www.urbanext.uiuc.edu/nibbles_sp/food-sp.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. WebQuest - Mision.html
2. Rubric - Rubrica.html

Submitted by Ximena Rayo

Objectives:

Content:
Students will...

• demonstrate knowledge of one of the following topics through a group presentation:
  1. Smoking
  2. Alcoholism
  3. Other Drugs
  4. Anorexia and Bulimia

Cultural:
Students will...

• demonstrate knowledge of: hispanic culture's view of a healthy lifestyle.

Language: Content Obligatory
Students will...

• Use the following vocabulary particular to their theme.

a. Smoking: fumar, tabaquismo, adicción, nocivo, daæplusmn;ino, humo, provocar, pulmones
b. Alcoholism: Alcoholismo, adicción, daæplusmn;ino, provocar, dependencia, abuso
c. Other Drugs: drogadicto/a, sustancias químicas, estimulantes, alucinogeno, dependencia, abuso, adicción
d. Anorexia and Bulimia: trastorno del comer, inanición, nocivo, trastorno, conducta, emocional.

• Informative language structures: para su información, para su conocimiento.
• Persuasive language structures: tu puedes, debes, usted puede, debe
• Cause and effect language structures: A causa de...tendrás, como resultado, a consecuencia, por consiguiente

Language: Content Compatible
Students will...

• Accurate Punctuation
• Auxilary verb agreement: ser, estar, tener, poder

Learning Strategies / Social and Skills Development:
Students will...

• Effectively use resources through note taking
• Talk to each other to communicate, and share ideas
• Ask questions to their team members to clarify any doubts
• good listening and paying attention to classmates
• team work and focus on the task at hand
• being able to share ideas and respect classmates' point of view
• respectful attitude with the students in their team

Time Frame:

This lesson will take initially 4 sessions of 50 minutes each.

Materials Needed:

Students will use the WebQuest as their guide to convey their message. The following are some examples of software that can be used: Appleworks Presentation, Power Point, Hyperstudio or any other piece of software that can create a slideshow type of effect. They will take notes and answer the questions on word processing using the document 3Info.rtf and then transfer it to the presentation.

Description of Assessment (Performance Project):

A- At the beginning of the lesson there will be a discussion as a class about the sensitive topics that will be research for this task. Students will have a chance to voice their concerns. The teacher will make sure students understand the opportunity but also responsibility that involves touching on themes that can be controversial. B- Students will spend two session researching individually for information related to one of the topics. They will only use the websites provided in the WebQuest for this purpose. They will take notes, answer the questions and meet as a group to decide which information they want to include in their presentation. C- At the end of the second session students (individualy) will turn in to the teacher, the information they are planning to include in their presentation. D- The presentation should have drawings and images besides text. E- any images taken from the Internet must be accompanied by the name of the site, the organization and or individual who displayed it and the URL

Assessment:

1. At the end of the fifth session students will evaluate themselves using the rubric for the lesson. 2. The teacher will use the same rubric to evaluate the end product. 3. Students will share their presentations on the big screen and will receive peer input.

References and Resources:

Tabaquismo: 1. Tu Otro Médico.com: http://www.tuotromedico.com/temas/dejar_de_fumar.htm 2. Prevención del Tabaquismo: http://www.tuotromedico.com/temas/dejar_de_fumar.htm 3. Icarito Tabaquismo: http://icarito.tercera.cl/icarito/1999/icaro/736/pag3.html 4. Tabaco y Salud: http://www.cnjaen.es/tabaco/tabaquismo.htm Alcoholismo: 1. Tu Otro Médico.com: http://www.tuotromedico.com/temas/alcoholismo.htm 2. El alcohol y los niños: http://www.niaaa.nih.gov/publications/gtfspan.htm 3. Icarito Alcoholismo: http://icarito.tercera.cl/icarito/1999/icaro/736/pag2.html 4. Alcoholismo y conducción: http://www.jfaltasescobar.gov.ar/Alcohol.htm Otras Drogas: 1. Icarito Drogas: http://icarito.tercera.cl/icarito/1999/icaro/736/pag1.html 2. Abuso de las drogas: http://165.112.78.61/Infofax/Ensenanzas-Sp.html 3. Información para los jovenes: http://w3.arrakis.es/iea/jovenes.htm 4. Información básica sobre drogas y farmacos: http://www.angelfire.com/ma3/drogas/ Anorexia y Bulimia: 1. Icarito Anorexia: http://icarito.tercera.cl/icarito/2000/779/links/anorexia.html 2. Icarito Bulimia: http://icarito.tercera.cl/icarito/2000/779/links/bulimia.html 3. Anorexia y Bulimia: http://www.geocities.com/newmodel_1999/bulimia/ 4. Dietanet.com: http://www.dietanet.com/htm/gtemas/tema01/tema102.asp

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. WebQuest - Mision.html 2. Rubric - Rubrica.html 3. Information- 3Info.rtf

Submitted by Ximena Rayo

Time Frame:

5 sessions of 50 minutes each.

Materials Needed:

• the WebQuest
• the cooperative assessment sheet
• Plan for the WebPage
• the rubric.

Description of Task:

1. Students meet the first two sessions in their groups and use the electronic storyboard to decide the order and information they want to include in their webpage.

2. After finishing the storyboard they will start working on the creation of their webpage on Netscape composer.

Requirements:
1. The webpage should have either a drawing, or a diagram (Inspiration) and explanations related to the topic.
2. The Webpage must have at least a couple of links to the places where you found the information.
3. Any images taken from the Internet must be accompanied by the name of the site, the organization and or individual who displayed it and the URL (Universal Resource Locator)
4. At the end of each session where students share in their group, they will fill out the collaborative work checklist.
5. By the end of the second session students will turn in the plan for the WebPage information they will be including in their Web Page for teacher feedback.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. WebQuest - Mision.html

2. Rubric - Rubrica.html

3. 4cooperative.rtf

4. 4plan.jpg

Submitted by Shelly Power

Objectives:

Content:
Students will:
· Describe the location, geography, and physical description of the Taíno people at the time of the European conquest.
· Gain a basic understanding of the different perspectives on the colonization of Puerto Rico by the Spanish conquistadors.

Cultural:
Gain a basic understanding of the daily life patterns of the Taíno of the time of the Spanish conquest.

Language: Content Obligatory
· Recognize cognate words used in the discussion:

isla océano hamaca canoa

explorador conquistador árbol de palma

· Begin to identify specific vocabulary needed to understand comparisons of the words explorador and conquistador as they relate to the discussion and comparison activity.

Language: Content Compatible
Begin to identify special vocabulary needed to describe similarities and differences among the concepts explorador and conquistador (including pistola, barcos, perspectiva, oro).

Learning Strategies / Social and Skills Development:

Time Frame:

One thirty-minute class period

Materials Needed:

Venn diagram with the words Explorador and Conquistador above each side of the overlapping circles

Description of Assessment (Performance Project):

The teacher will use flashcards and photos gleaned from old magazines and from the two Interent sites to give students an introduction to the land of Puerto Rico, describing each as he/she progresses. The teacher will show the words explorador and conquistador on a transparency without yet showing the Venn diagram. The teacher will prompt the students to think about how the words are similar and/or different and give students concepts, names, or words to get them thinking of possible responses and begin to categorize them. The teacher will then show the two overlapping circles on the transparency and revisit the responses students gave to categorize them. If students give a response in English, the teacher should repeat the word/phrase in the target language and write the word or draw a picture of the word in the circle indicated by the student. The teacher will direct students to use Spanish as much as they are able, indicating phrases such as: Es buena, Es mala , Era una persona simpática, etc. at the level of the students.

Assessment:

Students will be informally assessed based on their ability to participate in the discussion and to determine where and why a given response would be placed in a certain category. Students will be guided to use the target language only and to develop a better understanding of the words/phrases needed to participate in the discussion as more words are learned throughout the class period and based on their previous language experience.

References and Resources:

Yolen, Jane. Encuentro. Libros Viajeros, 1996. ISBN: 0152013423.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Venn Diagram

Submitted by Shelly Power

Objectives:

Content:
Students will:
· Understand and be able to describe the geographical perspectives of the Taíno people at the time of the European conquest.

Cultural:
Students will:
· Identify animals, foods, shelter, and daily activities of the Taíno:

el coquí el loro el serpiente las frutas

el maíz pescar fumar

Language: Content Obligatory
Students will:
· Demonstrate correct use of vocabulary words and phrases by identifying and describing the lifestyle of the Taíno

Language: Content Compatible
Students will:
· Demonstrate noun/adjective agreement: La costa tiene muchas flores.

Learning Strategies / Social and Skills Development:
Students will:
· Work appropriately with a partner

Time Frame:

One thirty-minute class period

Materials Needed:

Student booklets containing the daily life categories and
matching worksheet of the photographs and text

Description of Assessment (Performance Project):

For this lesson the teacher will review the photographs and new vocabulary learned in Lesson 1 by asking students to identify the scene as each is shown. Students will then work in partners to discuss and complete the matching worksheet in their student booklet. The worksheet includes photographs and illustrations previously used as flashcards, as well as similar ones that students had not seen previously. Students are to match the correct descriptive statement to each photo or illustration. After students complete the task, ask individuals to read the correct statements as the teacher fills in the correct answers on an overhead transparency copy of the worksheet.

The second activity of the lesson asks students to complete a descriptive categories worksheet, using their previously acquired knowledge of the Taíno from Lesson 1. This activity can also be completed in student pairs. The teacher will use the transparency to ask for an example from each category to be filled in on the student paper as a reference for the activity. Guide the students to speak in complete Spanish sentences as much as possible. After students complete the activity, correct it together using the overhead transparency.

Assessment:

Students will be informally assessed based on their ability to participate in the discussion and to determine where and why a given response would be placed in a certain category. Students will be guided to use the target language as much as possible and to develop a better understanding of the words/phrases needed to participate in the discussion as more words are learned throughout the class period and based on their previous language experience.

References and Resources:

http://www.taino.com

http://www.elborinqua.com

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

matching worksheet,
daily life categories worksheet

Submitted by Shelly Power

Objectives:

Content:
Students will:
· Activate prior knowledge to determine meanings of vocabulary words from the text.
· Identify and describe the island of Puerto Rico geographically

Cultural:

Language: Content Obligatory
Students will:
· Identify geographical terms used to describe Puerto Rico:

océano costa bahía

selva tropical llanuras montañas

norte este sur oeste

Language: Content Compatible
Students will:
· Identify types of vegetation found in Puerto Rico.

Learning Strategies / Social and Skills Development:

Time Frame:

One thiryt-minute class period

Materials Needed:

teacher flashcards used in previous lessons;
student booklets

Description of Assessment (Performance Project):

Students will use a blank page from their copy of the Encuentro text to draw and label a geographical map of Puerto Rico with the following information: Océano Atlántico, Mar Caribe, La costa, La bahía, la selva tropical (El Yunque), las llanuras, las montañas, el río. Students are to freehand or use a blank map of Puerto Rico to complete the labeling as the teacher completes a map on the overhead.

Assessment:

Students will be informally assessed based on their ability to participate in the discussion and to determine where and why a given response would be placed in a certain category. Students will be guided to use the target language as much as possible and to develop a better understanding of the words/phrases needed to participate in the discussion as more words are learned throughout the class period and based on their previous language experience.

References and Resources:

http://www.solborinca.com

http://www.elyunque.com

http://www.topuertorico.com

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Shelly Power

Objectives:

Content:
Students will:
· Describe, analyze, and compare the perspectives of the Taíno and the Spanish explorers in context to their meeting for the first time in 1492 on the island of Puerto Rico.

Cultural:
Students will:
· Compare and contrast the practices, products, and perspectives of the Taíno and the Spanish explorers at the time of the Spanish arrival on the Island of Puerto Rico in 1492;

Including:
· the daily activities of the Taíno
· the products brought to the island by the explorers/conquistadors (lanzas, bolitas, brazaletes, barcos)
· the perspective of the boy as opposed to the tribal leader on the intentions of the Spanish explorers

Language: Content Obligatory
Students will:
· Correctly place the vocabulary words into the text.
· Understand and correctly use the new and previously learned vocabulary words and phrases located in the student booklet to comprehend and discuss the text.
· Orally describe scenes from the text using both learned sequences and prior knowledge.

Language: Content Compatible
Students will:
· Practice the concept of circumlocution in reference to scenes from the text.
· Describe actual illustrations from the Encuentro book using learned phrases from the student booklet.

Learning Strategies / Social and Skills Development:

Time Frame:

5-8 30 minute class periods

Materials Needed:

Student booklets
Copy of the original Encuentor text

Description of Assessment (Performance Project):

This lesson begins the actual text activities. The rest of the student text contains 2-6 vocabulary words on the left side of each page and the text from each page of the actual book on the right side of the student booklet. There are blanks in the text where the vocabulary words need to be placed. The teacher should guide students in illustrating each vocabulary word from each page and help them determine where to place each word as needed in the text on the opposite page. I have illustrated and/or acted out the vocabulary words as needed for students, depending on their level of previous exposure to the words.

Pages can be completed in whole group situations or in student pairs or small groups. The teacher can ask students to complete the Cloze activities that accompany each set of vocabulary words, or he/she can complete the text with the class as a whole.

After all students have successfully completed a set of pages, show the actual illustration from the Encuentro book that accompanies each page of text. There is a box beneath each Cloze activity for students to illustrate the described scene from the given text. In between pages, assist students in reviewing previous vocabulary by playing games such as pictionary and/or charades to determine students' vocabulary recall abilities.

At the beginning of subsequent classes, review vocabulary and storyline by asking students to orally describe a specific scene or activity the boy in the story encounters. Progress from simple to more complex questions. ¿Cómo es el niño Taíno? ¿Cuál es la geografía de Puerto Rico?

Assessment:

Students will be informally assessed based on their ability to participate in the discussions and correctly complete the given task(s). Students will be guided to use the target language as much as possible and to develop a better understanding of the words/phrases needed to participate in the discussion as more words are learned throughout the class period and based on their previous language experience.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Student booklet

Submitted by Shelly Power

Objectives:

Content:
Students will:
• Identify, categorize, and analyze main events and characters from the text.
• Activate prior knowledge to determine similarities and differences among main characters in the text.

Cultural:
Students will:
• Compare and contrast the perspectives and probable motives for the actions of the characters in the text.
• Compare and contrast the products and practices of the main characters in the text.

Language: Content Obligatory
Students will:
• Understand and use vocabulary terms for communicating descriptions and comparisons in the activities.

Language: Content Compatible
Students will:
• Practice structures for agreement when identifying vocabulary (Es..., Son...)

Learning Strategies / Social and Skills Development:
Students will work cooperatively in pairs.

Time Frame:

2 thirty-minute class periods

Materials Needed:

Graphic organizer
Written student assessment

Description of Assessment (Performance Project):

Part A

1. This lesson is to be completed after students have finished the actual text activities from Lesson 4. First, group students into pairs to complete a text sequencing activity. Pass out envelopes containing the pages of the text written on individual strips of paper. Students are to sequence the strips into the correct order from the text. Monitor groups to ensure participation in the target language and also to determine how much time students need. Show the correct sequence on an overhead or a handout as students finish theirs. You can show a section at a time by uncovering each as a student correctly reads the sentence(s). 2. Next, students will begin to discuss the descriptions and motivations of three sets of characters from the text, el niño, el jefe, and los conquistadores, using the graphic organizer located in their student text. Ask students probing questions to help them get started. Complete one or two examples for the first box in each section. For example, on the description section, ask, ¿Cómo es el niño? Tiene pelo rubio o pelo negro?. Students may refer to the rest of the booklet to help them remember vocabulary words, as well as draw illustrations for items they would like to include in each area of the graph. Students are to answer the questions on the second part of the graphic organizer assignment as best they can in Spanish. Remind them of examples they already know of using the questions words, dónde, qué, cómo, etc. if they seem to be unsure of the meanings of the questions.

Part B

1. This part of the lesson includes an individual, formal written assessment for students to complete from memory.

Part C

1. In the final assessment, students will work in pairs to create a page from the text, using Powerpoint software tools. Each pair will use given Internet sites to locate appropriate illustrations and photographs to include in the page. The pages will be assembles into a complete text that matches the student booklet.

Assessment:

See Part B and C in the Description

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Graphic organizer

Submitted by Shelly Power

Time Frame:

2-3 Thirty Minute Lessons

Materials Needed:

Student booklets
Student quizzes

Description of Task:

Part 1:

Part 1 of the assessment includes a formal summative written assessment. Students are to complete the quiz individually without using their student booklets as resources. There are two sections included on it. First, students draw an illustration to represent each vocabulary words(s) listed on the page. These have been taken from the text used throughout the unit. Second, students put sentences from the text into the correct order according to the storyline of the text studied.

Part 2:

Part 2 of the assessment asks students to work in pairs to create a page from the text, using original illustrations and Internet photographs located on specific sites. The sites include permission to use the materials for scholastic purposes on them already, so students are free to create using information from the sites. The student-created pages will be compiled by the teacher and shown to students as a group. As part of the review sessions in Lesson 4, students practiced sequencing the text by acting out scenes, and along with the completed Powerpoint book, students can act out scenes from the book as they are shown on a pojection screen.

References and Resources:

http://www.elboriqua.com

http://www.taino.com

http://www.topuertorico.com

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Written test

Submitted by Jean Schuster

Time Frame:

Materials Needed:

Description of Task:

The purpose of this lesson is to bring more depth to the students' knowledge of all the historical periods of Iberian Peninsular history. It will also allow students to exercise their ability to use the vocabulary they have learned in a communicative format.

References and Resources:

List only References and Resources specific to this assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this assessment.

Submitted by Tracey Kloeckl-Jimenez

Objectives:

Content:

Students will...

• extend their knowledge of the terms associated with the human body by accessing terms they already know and adding to their repertoire through practice of additional high-frequency terms.
• demonstrate an understanding of the terms and functioning of the nervous system by completing an assessment piece
• demonstrate an understanding of the unit requirements through an informal question and answer session.

Cultural:

Language: Content Obligatory

Students will...

• comprehend and accurately utilize previously-learned terms related to the body (See Appendix A)
• understand and begin to utilize other high-frequency terms such as nervios, muslos, huesos, cerebro, órgano, piel and tejido
• comprehend the cardinal numbers correctly to support their understanding of what the nervous system contains
• comprehend the 3rd person singular and plural present tense forms of ser, tener, ayudar, contribuir ,distribuir, llevar, mandar, and transformar to understand the components and functions of the nervous system and how it contributes to the body
• comprehend and respond with body parts to the following interrogatives through repeated exposure during teacher presentation ¿Cómo se llama(n) la parte(s) que (ayuda(n) con la respiración? ¿Dónde se encuentra el cerebro? ¿Cuáles partes del cuerpo pertanecen al ... (sistema nervioso)?
• understand messages or descriptions by the instructor about the unit and the different body systems
• identify the body parts referred to by the instructor

Language: Content Compatible

Students will...

• formulate questions in order to clarify understanding of the nervous system and the unit requirements
• utilize the expressions Hay que (+ infinitive), Tenemos que (+ infinitive) as well as verbs associated with classroom behavior, i.e. investigar, copiar, presentar, preparar, entregar, etc., to request further information about the teacher's explanation of unit requirements in order to clarify comprehension
• use the interrogatives cómo, cuántos/as, dónde, adónde, qué, and cuál(es) to request further information about the teacher's presentation of information regarding the nervous system

Learning Strategies / Social and Skills Development:

Students will...

• use context cues to predict the meaning of new words associated with the body systems
• use circumlocution to access a term in the target language by describing function or location of a particular body part
• use prediction skills to access context/terms of what they might expect to find after being assigned to a particular body system

Time Frame:

2 days

Materials Needed:

• Overhead projector or chalkboard
• Computer and LCD projector to project computer screen in order to
  A) instruct students on what steps to take in investigating their body system and
  B) model how one could formulate a presentation for the rest of the class

Description of Assessment (Performance Project):

Pre-task 1: 

•  Review the attached handout entitled Requisitos de su presentación del sistema corporal (1~2~3-presentationreqs.doc) and make a copy for each student. 
•  Acquire an LCD projector in order to simulate a presentation on a body system similar to what the students themselves will be doing during the second week. 
•  Review the pre-formatted Powerpoint^TM presentation on the reproductive system (1B-reproductivesystem.ppt) in order to be able to access and utilize comfortably.

Task 1 Set-Up:
Teacher will distribute the Requisitos handout to the students and give a brief overview of the unit (review Unit purpose) and student requirements. Before beginning the review of body parts, the teacher will field any questions about the purpose of the unit and student requirements.

During Task 1A(day 1): 
Students will review their knowledge of the body parts by completing a labeling handout on the body with as many terms as they can remember (1A-bodylabeling.doc). After approximately 5-7 minutes, the class could re-group with the students assisting the instructor to completely label the body parts, using either an overhead transparency of the same diagram or by projecting the diagram via an LCD projector. http://www.enchantedlearning.com/language/spanish/label/body

Teacher will proceed to briefly introduce and identify all of the body SYSTEMS with the aid of the LCD projector and the Track Star™ 1~2-introtosystems.doc (see Lesson 02 Resources)

While introducing the body systems and being careful to associate visual input, the teacher will conscientiously point out new high-frequency terms which must be mastered in order to talk about the different body systems; specifically, nervios, muslos, huesos, cerebro, órgano y piel.

Post-Task 1A (end of day 1):
Students will check their comprehension of these new high-frequency health terms presented by the instructor today by completing an interactive matching exercise, which can be viewed by opening Netscape Navigator and opening the following htm file(1A-interactivematching.htm). Note: A printout of the activity's screen could be distributed for those who have no internet access at home, and they could simply draw lines from the images to the text.

The teacher will focus on a formal presentation of the reproductive system being careful to utilize the targeted language constructions.

Students will take notes on a diagram of the reproductive system (1B-reproductivescaffolding.doc), which allows them to identify each component, during the teacher's presentation of the reproductive system.

Teacher will assign students to represent different parts of the system, in order to re-enact the functioning of the system previously explained. (The teacher could assign the students to parts by randomly passing out index cards with a name of a part on each.) As teacher slowly re-explains the functioning of the system, students demonstrate their comprehension by acting out the component's function. NOTE: I would probable eliminate this physical assessment of student's comprehension if I were modeling the reproductive system, as the combination of reproductive terms with physical representation would be too sensitive for all.

With questions projected to guide them (see part IIIB1 of the Requisitos handout), Students will aid the teacher in answering some basic questions about the reproductive system in order to review and verify comprehension. See the online test for an additional source of assessment (http://icarito.aconcagua1.copesa.cl/cuest10/reproduccion/index.asp)

At the end of the second day, teacher assigns students into 7-8 teams* of study - keeping group dynamics in mind. Each team will be responsible for investigating and reporting on a specific body system.
*NOTE: There are 9 body systems included on the vocabulary attachment, including the reproductive system presented by the teacher; however careful consideration should be taken before assigning the thyroid system (el sistema endocrino) to any particular group. The complexity of language and content of this particular system may cause certain students to become unduly frustrated.

Post-Task 1B(end of day 2):
On their own, Students will begin to access background knowledge on what they already know with regards to their particular body system. What terms will they most likely encounter while doing research on that particular system? What are the principal body parts? Students will bring a short list of expected terms (Spanish or otherwise) back to their group on day 3.

Assessment:

The labeling handout of the basic body parts (see this site for a printable handout http://www.enchantedlearning.com/language/spanish/label/body ) will guide the students to participate in sharing how much content-obligatory language on the body they have retained from the previous years of study and will serve as an informal assessment for the instructor and students.

The interactive matching activity or printout(1A- high-frequencymatching.doc) will serve to verify students' comprehension of the newly-presented high-frequency health terms.

The third handout (1B-reproductivescaffolding.doc) will serve as a scaffolding tool/self-directed assessment piece to aid students in clarifying components/function(s) of the reproductive system. The students' interactive activity could serve as an indicator of whether they understand the systems components and functions.

Finally, the informal question and answer session at the end of day 2 will assess what learning has occurred.

References and Resources:

For Track Star information and resources,
http://trackstar.hprtec.org

El sistema reproductor:
http://icarito.tercera.cl/icarito/2001/806/index.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1~2~3-presentationreqs.doc (Body system presentation requirements and evaluation entitled Requisitos)
1A- high-frequencymatching.doc (high-frequency health terms interactive matching printout)
1A-interactivematching.htm (high-frequency health terms interactive matching activity)
1~2-introtosystems.doc (main Trackstar™ links to body systems)
1B-reproductivescaffolding.doc (Reproductive system components and functions)
1B-reproductivesystem.ppt (Powerpoint™ on reproductive system)

Check list for my interview questions

Submitted by Tracey Kloeckl-Jimenez

Objectives:

Content:

Students will...

• identify the different components and function(s) of their assigned body system
• complete the questions found in the Track Star regarding their particular body system access and formulate this information and appropriate visuals into presentational format

Cultural:

Language: Content Obligatory

Vocabulary/Structures
Students will...

• identify the principal parts of their body system (see Appendix A) accompanying the expression(s) consta de o consiste en
• recognize the cardinal numbers along with body parts in order to understand the extent of a particular system/system's function
• recognize the 3rd person singular and plural present tense forms of ser, tener ,ayudar, contribuir ,distribuir llevar, mandar and transformar in order to identify the components and function(s) of their assigned body system and how it might interact with other system(s)
• recognize and respond to the 2nd person singular and plural preterite forms of verbs of classroom verbs, such as ir, investigar, leer, encontrar, apuntar, escribir, incluir, copiar, etc. in conjuntion with the word ya, in order to take advantage of the instructors guidance (i.e. "¿Ya encontraste/ encontrasteis los visuales que quieres/queréis usar?)

Functions
Students will...

• interpret information from on-line sources about their assigned body system

Language: Content Compatible

Vocabulary
 Students will...

•  recognize cognates, such as respiración, digestión, páncreas, etc. to aid in their comprehension of components and function of their assigned body system

Learning Strategies / Social and Skills Development:

Students will...

• use contextual cues (titles, headlines, on-line graphics, cognates, frequency of occurrence and previously-learned words) to identify the principal vocabulary terms associated with their assigned body system
• scan or skim for recognizable descriptive phrases about their assigned body system as well as reference to other body systems and parts in order to identify function and affect of their system on the body
• use repetition of unknown word(s) used by another in order to gain clarification (i.e. in instructor's guiding questions)

Time Frame:

3-4 days

Materials Needed:

• Computer lab with access to Internet (at least one computer needed for each team of study)
• Disks for the students to save their notes as well as their Powerpoint™ presentation
• Printer for students to print out a hard copy of any handouts
  

Description of Assessment (Performance Project):

Pre-task 2:
Teacher arranges for 4 days of laboratory use.

Task 2 Set-Up (day 3):
Students will get together in assigned teams, share what terms they expect to hear and divide up responsibilities (See Requisitos handout).

During Task 2 (days 3,4,5,6):
Students begin to access the different sites listed on the Trackstar^TM with regards to their particular body system. As they access the sites, they identify the different Spanish terms needed to talk about their assigned body system. They complete the content-obligatory interrogatives and vocabulary for their body system and begin to develop a presentation of their own.

As students research and compile their presentation, they should consult the investigación/presentación list, which can be found on the Requisitos handout.

Post-Task 2 (days 5 and 6 ):
Students assemble their group's formal presentation (see Requisitos de presentación). Day 6 should also be used to transfer student PowerPoint^TM presentations to the instructional computer if needed and rehearse.

Assessment:

Students will complete a checklist to see if they have completed all the research and preparation requirements for their presentation (See page 2 of Requísitos de presentación).

References and Resources:

For Track Star links on body systems, consult the following http://trackstar.hprtec.org/main/display.php3?trackid=108624

For Track Star home page http://trackstar.hprtec.org/

For Track Star information and resources, 
http://trackstar.hprtec.org/ 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1~2~3-presentationreqs.doc (Requisitos)
1~2-introtosystems.track (main Trackstar™ links to body systems)

Submitted by Tracey Kloeckl-Jimenez

Objectives:

Content:

Students will...

• present the different components and function(s)of their assigned body system

Cultural:

Language: Content Obligatory

Students will...

• show/observe the principal parts of a body system (see Appendix A) with the expression(s) consta de, consiste en
• utilize/recognize the cardinal numbers along with body parts in order to explain/understand the extent of a particular system's function(s)
• utilize/recognize the 3rd person singular and plural present tense forms of ser, tener, ayudar, contribuir, distribuir, llevar, mandar and transformar in order to present/comprehend the components and function(s) of the body system and how it might interact with other systems
• accurately utilize/understand the following interrogatives during student presentations with emphasis on the underlined interrogative in order to clarify misunderstood terms or functions ¿Cuáles partes del cuerpo pertanecen al ... (sistema digestivo)? ¿Cómo funciona el sistema...(digestivo)? ¿Cómo se relaciona el sistema... al sistema...?

Language: Content Compatible

Vocabulary/Structures/Functions
Students will...

• utilize/understand prepositions accurately in order to further explain/comprehend locations of certain body parts (i.e. al lado de, dentro de, (conectado/a) con, encima de, debajo de, etc.)

Learning Strategies / Social and Skills Development:

Students will...

• use repetition of unknown word(s) used by another in order to gain clarification
• determine the steps necessary for formulating a Powerpoint™ presentation
• take on the role of leader when they become the "expert" on a particular body system

Time Frame:

3 days of 50-minute periods

Materials Needed:

• Classroom computer with LCD projector and screen
• Powerpoint™ or Hyperstudio™ and Word Processing software to assist students in presenting their particular body system
• Manual pointer to assist students, if desired or (mouse indicator may be used)

Description of Assessment (Performance Project):

Pre-task 3:
Determine ahead of time which 2 teams will be assigned to present on a particular day.

Task 3 Set-Up:
LCD projector and any other requested student instructional tools assembled

During Task 3 (days 7, 8, 9 and 10):
Every day, 2 groups will take turns formally presenting their body systems to the class (see Requisitos handout/checklist). Briefly, group presentations will include a formal Powerpoint™ presentation, a large interactive group activity and an explanation of the accompanying handout. Other students complete the unit vocabulary and function handout (see Unit-vocabfunctionhandout.doc) during each presentation, in addition to afterwards completing the simple matching or labeling handout provided by both presenting groups.

Post-Task3 (later half of day 10):
After all the presentations have been completed, teams rejoin in small groups and revise (if necessary) their determination of what body systems work directly in conjunction with their own and thus reiterate which human behaviors both nourish as well as inhibit the functioning of their system.

Assessment:

Students will consult the Requisitos handout/checklist and accompanying rubric to verify whether their presentation is complete. The teacher will use the rubric (see page 2 of Requisitos handout) in order to formally evaluate students' efforts. Informal assessment will also occur every day through the interactive group activities and simple matching/labeling handouts.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1~2~3-presentationreqs.doc (Requisitos)

Submitted by Tracey Kloeckl-Jimenez

Objectives:

Content:

Students will...

• determine healthy as well as unhealthy behaviors
• transform this knowledge on behaviors into 2nd person formal or informal affirmative and negative commands
• recognize the use of direct and indirect commands as well as the subjunctive voice in recommendations made on different health websites (or by interactive health professionals)

Cultural:

Language: Content Obligatory

Students will...

• transform verbs having to do with healthy/unhealthy behavior (both reflexive and non-reflexive) into informal/formal 2nd person singular commands (i.e. relájate/relájese, lávate/lávese las manos. (See the content-obligatory section of Unit-appendixA.doc for additional verbs.)
• recognize the imperative voice as well as the subjunctive voice in recommendations found on Spanish web sites designed to promote good health or made by health professionals who are able to visit the classroom in person or via interactive conferencing. (See Lesson 5 resources for on-line conferencing)
• interpret information from on-line sources about behaviors to promote good health

Language: Content Compatible

Students will...

• formulate questions/confirm beliefs about healthy behaviors through the repetition of the subjuntive voice as viewed in written recommendations with a simple tag-on ¿no? or ¿Es verdad? Es necesario que se lave las manos antes de comer, ¿no?

Learning Strategies / Social and Skills Development:

Students will...

• use contextual cues (titles, headlines, on-line graphics, cognates, frequency of occurrence and previously-learned words) in order to identify what part of the body is being discussed
• use contextual cues to aide in comprehension of what commands, if any, are included
• scan or skim for recognizable recommendations which will most likely start with an impersonal expression and include the word que, i.e. Es importante que te cepilles los dientes... 
• formulate authentic questions in order to confirm their beliefs about healthy behavior (if given the opportunioty to interview a health care worker

Time Frame:

2-3 days of 50-minute periods

Materials Needed:

• Blackboard or overhead projector
• Computer lab with access to Internet (at least one computer needed for each team of study)
• Disks for the students to save their notes as well as their web sites where they found good recommendations as well as visuals
• Printer for students to print out a hard copy of any handouts

Description of Assessment (Performance Project):

Pre-Task Setup:
Teacher arranges for 4 days of laboratory use (days 12, 13, 14 and 15): 2 for acquiring information (lesson 4) and 2 for finalizing brochure format and content (summative assessment) or arranges for a Spanish-speaking health professional (or professionals) to interact with the classroom about their theories on which behaviors to promote and which to discourage.

Pre-task:
Students compile class list of desirable/undesirable behaviors on black/white board. Instructor review Spanish recommendations and how this can elicit the subjunctive voice. After students have listed several verbs in the subjunctive, teacher points out the resemblance between these subjunctive forms and the formal commands. Pairs practice affirmative formal command forms in relation to actions/behaviors the students have decided to promote and negative formal command forms in relation to the behaviors the students have decided to discourage.

During task 4A (day 12):
Teacher explains student summative assessment (see 4~5-brochureguidelines.doc), which requires that the students investigate the types of expressions designed to promote good health and incorporate them into an appealing brochure format Students access web sites on Trackstar™, which are designed to promote good health. Students revise list of desired/undesired behaviors, if necessary and decide which expressions they would like to include in their own brochures on healthy lifestyles. OR Interactive visitor shares knowledge about healthy/unhealthy behaviors and recommendations with the classroom. Students revise list of desired/undesired behaviors, if necessary.

During task 4B (day 13):
Students continue to read through web sites and/or on-line magazines designed to promote good health. They find brochure-compatible content: affirmative/negative commands, appropriate vocabulary, and interesting expressions that they could pull from in making their own recommendations on health (min.12-15). OR Teacher projects a text of a transcribed script from yesterday's class and allows students 10 minutes to identify commands as well as recommendations having to do with health. Students begin to accumulate expressions they would like to include in their own brochures on healthy lifestyles.

Post-task 4:
Students begin to align all commands or recommendations that they have decided to use in either the formal or informal register, depending on whether they want their brochure to have more of an informal or professional format.

Assessment:

At the end of day 13, the instructor will collect and give feedback on the recommendations and commands that the students would like to use in their own brochures to promote good health (see Task 5).

References and Resources:

For Trackstar™ sites designed to promote good health,
consult http://trackstar.scrtec.org/main/display.php3?track_id=108646

For Trackstar™ information and resources, http://trackstar.hprtec.org

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

4~5-trackstarhealthsites.track
4~5-brochureguidelines.doc

Submitted by Liz Perona

Time Frame:

Time will depend on how long it takes for the listserv participants to respond. The essay could be assigned for homework, and could go through some writing process steps (ie, peer editing, various drafts, etc.) which could take 2-3 additional class periods.

Materials Needed:

· Individual writing assignment explanation (see Attachments)
· rubric for individual writing assignment (see Attachments)
· access to a server where student work can be posted
· a connection made with volunteer guest commentators for Spanish Civil War listserv (see Resources)

Description of Task:

NOTES:
· Prior to unit assessment, students should complete lesson 3, the jigsaw activity.
· If students do not know how to make webpages with their essays, they will need the assistance of someone who does or who can do it for them.

Individual writing activity (this could also be done in small groups):
As a summary activity, assign students an in-class or out-of-class writing activity in which they answer 2 of the "What if" questions from lesson 3. Their answers should reflect their learning from throughout the entire Spanish Civil War lesson, synthesis of material, depth of thought, etc. Their answers should be in the form of a 5 paragraph essay (great practice for the AP Spanish Language exam) and include factual support for their hypothesis. (See assignment sheet in Attachments)

Feedback on student writings:
The teacher should make a connection with several volunteers from the Spanish Civil War list serve (see info in Resources), asking them to serve as guest commentators to respond to students' work. The work will be posted on a web page where the commentators would have access to read them or could be e-mailed to them as attachments.

References and Resources:

To join the Guerra Civil listserv: http://www.guerracivil.org/listagce.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Guidelines for Individual Writing

Rubric for the individual writings

Submitted by Tracey Kloeckl-Jimenez

Time Frame:

3 days of 50-55 min.classes

Materials Needed:

Blackboard/ Whiteboard Word processing software with brochure format option Access to color printer

Description of Task:

Pre-task 5 (Day 14): Students share at least 2 brochure expressions (1 recommendation and 1 command) with entire class on the blackboard or white board, which the instructor can use to guide the process of brochure content. Instructor reviews visual layout/text pointers with students During task 5 (Days 15 and 16): Students continue to work on brochure content and format Post-task (Day 16): Students revise brochures and print for distribution at local clinics and hospitals where there is evidence of Spanish-speaking clientele.

References and Resources:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

4~5-trackstarhealthsites.track 4~5-brochureguidelines.doc

Submitted by Connie Nelson, Tony Kienitz

Time Frame:

1 day

Materials Needed:

• unit assessment checklist (see Attachments below)

Description of Task:

The summative assessment is the performance of the play (live or on video) for the language arts classes. The play is given in the language, and the discussion of the analysis is in English.

The checklist for grading the performance and discussion is a summation of the unit's activities.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Unit Assessment Checklist

Submitted by Dayna Laber

Time Frame:

3 class sessions of 50-60 minutes

Materials Needed:

· Graphics drawing program: Claris Works or Print Artist (Other graphic programs may be available in your computer lab.)
· Rubric for Invention (see Attachments)

Description of Task:

Once the first two sessions have been completed, the teacher introduces the invention rubric to the class. The teacher explains what the students are required to complete for their advertisements based on the inventions that had previously been chosen and then approved by the teacher. The teacher provides the students with a time frame to finish the advertisement and adequate time to work in the computer lab using a graphics drawing program. The teacher may require that the students have a basic sketch and idea of how they would like their advertisement and model to look at before working on the computer.

Both the teacher and student will complete Roman Numeral I of invention rubric: Propaganda. The teacher will keep a copy of the graded rubric before giving it back to the students.

Students turn in a model and its advertisement. Teacher uses parts 2 and 3 of the rubric.

Variations: Students could also make an oral presentation of the model/poster to the class and the class could vote on their favorites, or fill-out some sort of assessment on how well the model would work.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Rubric of invention in Spanish
Rubric of invention in English

Submitted by Melissa Melnick

Objectives:

Content:
Students will...

• demonstrate understanding of the elements of well-written dialogue.
• develop an understanding about the importance of messages and quality in the television programs and movies they watch.

Cultural:
Students will...

• begin to develop an understanding of the differences that exist between television and movies from the United States and Hispanic cultures.
• identify their own perspectives and relate them to those of people from other cultures.
  

Language: Content Obligatory
Students will...

• use the present subjunctive with phrases such as opino, no creo, prefiero to express likes/dislikes related to television and movie dialogue 
• use the present indicative with phrases such as creo, pienso, parece, me gusta to express likes/dislikes related to television and movie dialogue
• use the preterite to narrate story lines
• use the imperfect to narrate detail and background of story lines
  

Language: Content Compatible
Students will...

• use indirect and direct object pronouns accurately with verbs such as gustar, impresionar, encantar, interesar to express agreement/disagreement with their group and class members
• use expressions such as estoy de acuerdo, vale, por otro lado, además, más aparte to express agreement/disagreement

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively with peers from different cultural backgrounds.
  

Time Frame:

This lesson will be completed in three days.

Materials Needed:

• Television
• VCR
• Videotapes of movies or television programs
• Handout #1 (see Attachments below)

Description of Assessment (Performance Project):

Lesson Introduction
Preparation before class: 
Teacher:  The teacher should choose scenes from two different television programs or movies as a unit introduction, both in Spanish. Scenes should be about five minutes long.  One scene should be one that the teacher considers an example of good dialogue that contributes to the overall transmission of ideas. The second should be an example of dialogue that the teacher considers to illustrate poor dialogue. Students will be in heterogeneous cooperative groups of four students.  The teacher will insure that each group has native speakers of Spanish and English and that students of varying skill levels are in the groups.  These groups will remain constant throughout the unit.

Students:  Approximately one week prior to beginning the unit, the teacher will ask students to watch and analyze one of their favorite television shows or movies. The teacher will inform the students that they will be participating in a unit involving theater.  Students will answer the questions on Handout #1 to prepare for Day 2 of the unit.  In addition, ask those students who are able to bring in a segment of their favorite show, no longer than five minutes, to view in class. (These shows may be in English or Spanish although discussion will be conducted in Spanish). You may also suggest that students bring in a segment of a program or movie that they do not like in order to make comparisons. 

* * * Day 1: * * *

Classroom activities: 

The teacher will show students the example of poor dialogue that he or she has chosen.  Small groups will use the Introductory Handout to discuss the scenes they have seen.  One student will be designated group leader and will read the questions and guide the small group discussion.  The teacher will lead a full-class discussion based on the questions the students have answered in their small groups.  The class should come to consensus on questions #3 and 6a and the teacher will write the classroom answers on newsprint for future reference. (20 minutes)

Then the teacher will show the example of the scene  he or she considers an example of good dialogue.  Students will use the same questions from the Introductory Handout to discuss the scene, with a different group member as group leader. As the class dicusses as a whole their answers to the Introductory Handout, the teacher should write any additions to questions #3 and 6a to class list.  (20 minutes)

After the discussion, the teacher will tell the students that in his or her opinion one of the scenes contained an example of good dialogue and one a poor example.  Students, still in their groups, should choose which scene represents the good and poor examples and defend their answer based on the lists the entire class has generated.  Finally, the teacher should explain why he or she considers each scene to be an example of good or poor dialogue. (10 minutes)

Tarea:
Students must have Handout #1 completed by Day 2. 

* * * Day 2: * * *

Students will bring Handout #1 and videotapes to class. They will first discuss their handouts with their cooperative groups.   After the groups discuss their homework in small groups, they should write down three similarities and three differences between their responses on questions #3, 4  and 5. The entire class will discuss their responses and the teacher will compile a list of similarities and differences from the groups.  The class will then compare their answers with their lists of the previous day. (15 minutes)

After discussing Handout #1, students should show the portions of programs that they brought to class. Cooperative groups will evaluate the scene based on the lists of elements of good dialogue from the previous day.  Groups will report to the class whether they believe the scene is an example of good or poor dialogue and defend their answer.  The student who brought the video will explain why he or she believes the dialogue is good or poor. There will be some difference of opinion, so the teacher should remind the class that students should respect each other by listening and expressing ideas without attacking other students' opinions and ideas.  Students should also be reminded that a large part of the task at hand is to evaluate the scenes based on the objective lists created the previous day.  The teacher may use some of the questions from Day 1 to guide the discussion. (25 minutes)

Finally, the teacher will ask small groups to list three similarities and three differences between the Spanish language and English language examples. (10 minutes)

Tarea: (Journal)
Students should reflect on their analyses of programs. They may use the following question to spur ideas.

Usted ha visto muchos ejemplos de programas/películas buenos y malos. ¿Cuáles son los elementos que usted considera más importantes en programas y películas buenos? ¿Cree que los programas de televisión, obras teatrales y películas deben de tener un mensaje social o una moraleja? Explique su respuesta.

Assessment:

The teacher can give students 5-10 points based upon completion of Handout #1. Students will receive 5 points for completing the journal entry.  The teacher will read the entry and write a short response. 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Introductory Handout
Handout #1 - Word | PDF

Submitted by Melissa Melnick

Objectives:

Content:
Students will...

• develop an  understanding of how dialogue in a theatrical work contributes to the formation and perception of the personality of the characters.
• demonstrate an understanding of how dialogue, inflection and movement contribute to the message of a play.
• gain awareness of how an author's point of view is conveyed through his/her writing.
  

Cultural:
Students will...

• develop an understanding of how ethnicity and generation groups affect how people perceive social issues.
  

Language: Content Obligatory
Students will...

• use adjectives to describe theatrical characters' personalities and physical attributes. 
• use terms in the present subjunctive such as opino, no creo to express opinions.
• use theatrical terms such as escenario, obra teatral, escena, acto, personajes, dialogo, dramaturgo, acotaciones, narración to refer to authors and theatrical works.

Language: Content Compatible
Students will...

• use inflection and intonation to communicate meaning.

 

Learning Strategies / Social and Skills Development:
Students will...

• make predictions about the theme of a play based on biographical information.
• develop fluency by reading aloud.
• increase comprehension by reading out loud and listening to others read out loud.
• make inferences based upon textual clues.

Time Frame:

This lesson will be completed in three days.

Materials Needed:

• Curriculum Vitae: Lidia Falcón http://www.europarl.es/elecciones/candidatos/curriculum/falcon.htm
• Script: No moleste, calle y pague, Señora, by Lidia Falcón (see Resources)
• Handout #2 - Problemas sociales (see Attachments)
• Laptops or computers for word processing
• Table #1 (see Attachments)
• Handout #3 (see Attachments)

Description of Assessment (Performance Project):

Preparation:  The teacher should find a videotape of a play, preferably in Spanish, to view in class the next day. (30 minutes long)  Some students may not have seen many plays and may need to become more familiar with what a play is.  The play should be one that deals with a social issue.  After the teacher has completed this unit once, a videotape from a previous class could be the example.

* * * Day 1: * * *

The teacher will begin by showing the videotape of a portion of the play.  (30 minutes) After viewing the videotape the teacher will lead the class discussion using the following questions as a guide:

1.  ¿Qué opinan de esta parte de la obra?
2.  ¿Cuáles son unos temas en esta obra?
3.  ¿Qué opinan del diálogo?
    ¿Cómo contribuye el diálogo a los personajes? 
4. En sus grupos, describan la personalidad de un de los personajes.  Piensen en las preguntas: ¿Cómo
     usa el autor el diálogo para darle una personalidad al personaje?  ¿Cómo usan
     los actores sus voces y movimientos para transmitir la personalidad de su personaje?
5.  Mirando los elementos del diálogo que ya hicimos en clase, ¿es este un buen o mal ejemplo de diálogo?
    ¿Por qué?
6.  En sus grupos escriban tres semajanzas y tres diferencias entre el diálogo de esta obra y el diálogo
     que vimos en los programas de televisión y películas.

After students have written the answers to question #4, review their answers as a class. Discuss question #5, then assign question #6. (20 minutes)

Tarea:  Journal entry: 

* * *Day 2:* * *

Students look at the handout of Lidia Falcón's (or the author with whom you are working) curriculum vitae or a short biography and answer the following question in their journals: (5-10 minutes)

Mire el siguiente curriculo de Lidia Falcón. Según la información contenida aquí, ¿cuáles podrían ser algunos temas que se encontrarían en sus cuentos, ensayos y obras teatrales?  ¿Por qué? Students will discuss Obra teatral:
Students will read a play out loud in class about a social issue. I chose No moleste, calle y pague, Señora by Lidia Falcón (see Resources), but others would work. It is a portion of a play about a woman who is physically assaulted by her husband. She goes to report the incident to a very unsympathetic police officer. Students will volunteer to read the portion of the play out loud.  The teacher should encourage them to try to use inflection in their voices to help reflect meaning and personalities of characters as they had seen the previous day. (20 minutes)

After the class reads the play, the following questions may be used for discussion: (20 minutes)

1. ¿Cuáles son unos temas de la obra?
2. ¿Te sorprendes de los temas o son los que esperarías después de ver el curriculo de la escritora?
3. ¿Crees que los temas reflejan las ideas de la autora? Explica.
4. ¿Cómo usa ella los personajes para transmitir sus ideas y mensajes?
5. ¿Es efectivo el diálogo? ¿Es realista? Explica.
6. ¿Cómo describrías la personalidad de la mujer? ¿Del policía? ¿Del marido?
7. ¿Crees que el abuso físico es un problema que realmente existe en la sociedad española? ¿En Minnesota? ¿Minneapolis? ¿En tu pais?

Finally, students will draw a picture of the woman, the police officer and the husband. They should base their drawings on the text. After they have drawn the picture they will explain to their cooperative groups why they drew the character as they did. (15 minutes)

Optional activity:
Students will write their own resume or curriculum vitae. They will then share them with the class without including their names. The class will look at the resumes and determine what themes the owner may choose to write about and justify these ideas using information contained on the resumes.

Tarea:
Students should answer the questions on Handout #2 and bring them to class the following day for discussion.

* * *Day 3: * * *

Students will bring their homework to class. They will be in their cooperative groups. The students will discuss their findings in small groups. They will determine what problems exist according to their peers and their parents. They will also compare and contrast the problems that exist now and those that existed in the past. (Table 1).

After students have completed Table 1, the class will analyze the results. Divide the questions on Handout 3. One or two groups will answer one of the questions. After the students have answered the questions, they will share the data with the class in an oral format. The class will draw conclusions on overall results based on oral data.

Assessment:

The instructor can use Table 1 for an informal assessment, and the answers to the questions discussed from Handout 3.

References and Resources:

Canteli Dominicis, María & John J. Reynolds, eds. (1994). Repase y escriba, Curso de Gramátic y Composición, 2a edición, New York: John Wiley & Sons, Inc.

http://www.europarl.es/elecciones/candidatos/curriculum/falcon.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout #2 - MSWord | PDF
Handout #3 - MSWord | PDF
Table #1 - MSWord | PDF

Submitted by Melissa Melnick

Objectives:

Content:
Students will...

• demonstrate an understanding of the elements of dialogue.
• demonstrate an understanding of how a character's personality in a play contributes to dialogue.

Cultural:

Language: Content Obligatory
Students will...

• use vocabulary such as diálogo, acotaciones, discurso, descripción, conversación, dramaturgo, narrativa, escenario, adjetivo, acontecimiento, cuento de hadas to write a dialogue with a group
• use appropriate intonation and inflection to contribute to understanding
• use word order and noun/adjective agreement to describe characters
  

Language: Content Compatible
Students will...

• use present tense to write dialogue.

 

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively to complete a creative task.

Time Frame:

This lesson will be completed in four days.

Materials Needed:

· Whiteboard and markers
· Handout #4
· Fairy tales
· Construction paper
· Markers
· Glue
· Projector
· Computer/Laptop

Description of Assessment (Performance Project):

* * * Day 1 * * *

Background:
Students will brainstorm adjectives in order to better describe a character's personality.

Warmup: (Choose one)

Teacher will review the meaning of an adjective with students. 

1. A competition - In groups, students will race to write the longest list of adjectives. (4-5 minutes)  (They may do this on the board or on newsprint). After the lists are completed students will sit down and any words that may be new for students will be defined by the class.

2. Students will then exchange vocabulary lists by moving to another section of the board or by passing the newsprint. The new group of students will categorize the lists.  They will then rewrite the lists in categories and explain their rationale to the class.

Examples of dialogue:
1. Students will read about the elements of dialogue. One suggestion of a text is: Dominicis, Maria C. & John J. Reynolds. (1994) Repase y escriba. New York: John Wiley & Sons, Inc, pp. 226-228. (This may also be provided as Homework previous to the class).

2. Students will then answer questions based on the reading. (See Handout #4)

3. The web site for the Spanish Embassy has some vocabulary exercises based on theater that are available at http://www.sgci.mec.es/usa/deparenpar/2002/conocer2.shtml

* * * Day 2 * * *

This activity will be completed as a class.  Students will use either a short narrative text or a fairy tale as a basis for this activity. The students will read the text. After students read the text the class will choose three characters who will have a dialogue. The class will use the adjectives from the previous day to write descriptions of each of the three characters' personalities. (15 minutes)

Based upon these characterizations the entire class will write an short dialogue based on the narrative text. The dialogue will be typed on a word processor by the teacher or a student volunteer (using a projector will enable all students to view and edit the dialogue as it is being created). Students should be encouraged to be creative while writing the text, but also to remain in the realm of what might logically be said in the given context and based upon the description of each character's personality. (15 minutes)

Finally, three students will read the dialogue out loud in their groups. They will concentrate on using appropriate inflection and intonation based on the character and the words.  The fourth student will observe and listen to the reading and write observations concerning inflection and intonation.  This student will share the observations with the group and readers will respond to the observations. (10 minutes)

Three student volunteers will read the dialogue to the entire class using what they have learned from their cooperative groups. (10 minutes)

2. Students will discuss what type of scenery and costumes would be necessary or helpful for this dialogue to be enjoyed more fully by the audience.

* * * Day 3 * * *

Students will in their cooperative groups. Each group will receive a different text, either a fairy tale or other narrative text that is familiar to the majority of students. The students will then take a section of that text and write a dialogue around that text (similar to what they did as a class the previous day). Before writing their dialogue they should choose three characters who will be involved in the dialogue. They will use at least five adjectives to describe the character. An example might be to write a dialogue between the three little pigs as they're waiting inside the brick house and the wolf is huffing and puffing. The third pig might be described as being industrious, smart, hard working and he says, "I told you so!" to his brothers.

Students will be instructed to consider simple scenery and costumes they could use to enhance understanding. 

Tarea:
Students will practice their dialogue at home and bring props and costumes for their "performance" the following day.

* * * Day 4 * * *

Students will inform the rest of the class of the context of their dialogue and then perform the dialogue for the class. They will need to include some simple scenery and costumes. Students will be assessed by the teacher using the rubric provided at the end of this unit.

Tarea:
Students will be given a copy of a biography of an author of a short play they will perform with a group of students. The groups will be formed by the teacher according to the number of characters per play and the personalities of the plays' characters.  Students should read over the text and answer the following questions:

¿Quién es el/la autor(a)?
¿Cuáles son unos acontecimientos de la niñez o la juventud de esta persona que cree usted que pudieran de haber afectado los temas de los cuales escribe?
Según esta biografía, ¿cuáles son unos de los temas más destacados por este/a autor(a)? Mañana Usted va a leer una obra escrita por esta persona. ¿Qué temas piensa ver en la obra? Explique su respuesta.

Optional Activity:
If there is a play at your school either currently or in the near future, encourage students to participate by auditioning or attending. This unit may also be timed near a performance of a bilingual play in the area. The Mixed Blood Theater of Minneapolis usually runs bilingual plays once or twice a year with strong social commentary. Students can use these productions as an opportunity to apply what they have been learning in class and offer a critique of the play.

Assessment:

Informal assessments could be based on the following:
Day 1 - group work with the lists and categorizing of character adjectives, and answers on the handout
Day 2 - group work based on the dialogue and performance

References and Resources:

Dominicis, Maria C. & John J. Reynolds. (1994) Repase y escriba. New York: John Wiley & Sons, Inc, pp. 226-228.

Spanish Embassy vocabulary exercises
http://www.sgci.mec.es/usa/deparenpar/2002/conocer2.shtml

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout #4 - MSWord | PDF

Submitted by Melissa Melnick

Objectives:

Content:
Students will...

• demonstrate an understanding of how dialogue contributes to the transmission of a character's personality in a play.  

Cultural:
Students will...

• demonstrate an understanding of the themes of the plays they will be performing and watching.
• demonstrate an understanding of how culture affects the choice of theme and language used in dramatic works.

Language: Content Obligatory
Students will...

• use commands in the tú form to direct students in a play
• use intonation and inflection to express a character's personality

Language: Content Compatible
Students will...

• use vocabulary such as  pensar, creer, opinar to use peer editing with culturally appropriate stuctures.
• use past subjunctive to express situations that could have occured but did not.

Learning Strategies / Social and Skills Development:
Students will...

• empathize with characters in the plays they are reading.
• give feedback in a direct and sensitive manner.

Time Frame:

This lesson will be completed in 6 days.

Materials Needed:

· Plays
· Handout #5 (see Attachments)
· Handout #6 (see Attachments)
· Handout #7 (see Attachments)

Description of Assessment (Performance Project):

* * * Day 1 * * *

Background:
Students will begin the hour by reading and discussing in groups according to the biography that they read the night before (see lesson 3). Students will discuss the predictions they have made concerning the themes of the play.

1. Each group will then be given a short play. Each student will choose a role to read (or two if the role is a small one). (10 minutes)
2. Students will read through the play one time to become familiar with the characters and the plot. Each group will answer the questions on Handout #4. (30 minutes)
3. The class will come together and each group will report the main story line of their play to the class. Other students will ask questions for clarification of the themes and characters in the play. (10 minutes)

Homework:
Students will write a list of at least five adjectives that they believe describes the character they are reading in the play and provide an example from the text that supports each adjective they use in the description. They should use five adjectives to describe all of the other characters in the play. Encourage them to use each adjective no more than two times.

* * * Day 2 * * *

1. Students will form their groups based on the plays they're reading.
2. Each student will present their list of characteristics and supporting text. Other group members will comment and suggest additions or deletions from the list. (10 minutes)
3. Students will read through their play again and concentrate on inflection and fluency. They will try to emulate the character by using their intonation and tone they believe are appropriate given their description of the character. (20 minutes)
4. After reading through the play again, students will discuss the characters' emotions during different sections of the play. They will answer the questions on Handout #5. (15 minutes)
5. Finally, students will determine what costumes each character should wear and what scenery would help make the play more accessible to the audience. (5 minutes)

* * * Day 3 * * *

1. Students will read through the play one more time. This time they will record their reading on cassette tape.(15 minutes)
2. Students will listen to a portion of their play. They will answer the questions in the first column on Handout #6. (20 minutes)
3. The groups of students will exchange tapes and listen to a portion of another group's play. They will answer the questions in the second column on Handout #6 and provide feedback to the original group. (20 minutes)

Homework:
Students will read through the play one more time at home. They will answer the journal question: What are the main themes of the play you will be performing? Do these themes apply to your life? If so, how? If not, why not?

* * * Day 4 * * *

Students will read the responses to the taped version of their play. They will make final preparations for the performance of their play. They will finish making scenery and/or practice the play.

Homework:
Students will read through their lines of the play one more time to improve fluency. They will also bring any costumes or other items needed from home.

* * * Day 5 * * *

Students will perform the plays either for their own class or for other classes. If your school has a mini-theater, this setting would be ideal.

* * * Day 6 * * *

In groups, students will evaluate their performance of the plays using Handout #7. The entire class will discuss the evaluations of the performances.

Assessment:

Self-evaluation found in Handout #7.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout #5 - MSWord | PDF
Handout #6 - MSWord | PDF
Handout #7 - MSWord | PDF

Submitted by Melissa Melnick

Time Frame:

This project will be completed in nine days. Some of the days may not come in succession, depending on the availability of the appropriate audience.

Materials Needed:

• Costumes
• Props
• Video Camera
• VCR
• Stage (lights)
• Handout #7 (see Attachments)
• Handout #8 (see Attachments)
• Handout #9 (see Attachments)
• Unit Cumulative Assessment

Description of Task:

Purpose:
This is the culminating activity for this unit on theater. Students will use the knowledge of dialogue, character description and scenery along with the discussion of social issues to write a play. The play will be written either for children in immersion or bilingual schools. The students may write the plays for elementary, middle school or high school students, as determined by the students.

* * * Day 1 * * *

Students will revisit the lists of social concerns they had made after speaking with their peers and parents. Students will be divided into heterogeneous groups of four to six students.  Each group should include both native English and native Spanish speakers.

Alternative 1: Students will choose one of the themes that the class had listed during Lesson 1 as the basis for their work.

Alternative 2: Students will write e-mails to teachers of younger students in Spanish classes or Spanish immersion schools. They will ask them what some of the concerns that these teachers have or what topics they feel would be beneficial for their students to learn more about.

* * * Day 2/3 * * *

1. Students will write a rough draft of their play on the computer.  The teacher will determine length of the play, although 10-15 minutes may be appropriate.  Students will determine characters, setting, time period and briefly the conflict, climax and resolution.  They will then make a list of characters who will be in the play.  Then they will write a list of at least five adjectives to describe each character.  They will also determine what the characters would look like physically and what type of costumes each character should have. (40 minutes)
2.  Students will write a rough draft of a play based on their theme and their descriptions of characters.  Students should be reminded to keep in mind the elements of plays and good dialogue. (70 minutes)

* * * Day 4 * * *

1. Students will read another group's play out loud. They will try to read using some intonation and inflection.  Students will use Handout 8 to evaluate the play. (30 minutes)
2. The plays and Handout 8 will be returned to the original authors who will read and discuss the feedback.  (15 minutes)
3.  Students will begin to edit their play based on their own and their peers' evaluations.

* * * Day 5 * * *

1. Students will complete the second draft of their play. They will rehearse the play out loud.
2. Students will determine what scenery and costumes are needed.
3. The students will turn in the play and the teacher will evaluate and correct the script for content and grammar.

* * * Day 6 * * *

1. Students will view the videotape of their "dress rehearsal." They will use Handout #9 to assist with the self-evaluation.
2. Students will complete final editing of the written copy of their play.
3. Students will complete scenery.

* * * Day 7 * * *

1. Students will rehearse one more time with all props and costumes.

* * * Day 8 * * *

1. Students will perform the play for the appropriate audiences.
2. They will ask teachers and/or students to provide feedback about their play.

Tarea:
Students will write in their journal, answering the following questions:

Escriba sus reacciones a su obra teatral hoy. ¿Cómo reaccionó el público? ¿Qué parte le gusto más a Usted?¿Menos? Explique. ¿Cree que su obra es relevante al contexto social en donde la presentaron? Explique.* * * Day 9 * * *

1. Students will evaluate their performances using Handout #7.
2. Students will discuss the evaluations of the performances as a class.
3. The play will be evaluated using the rubric that accompanies this unit.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout #7 - MSWord | PDF
Handout #8 - MSWord | PDF
Handout #9 - MSWord | PDF
Rubric for Assessment - MSWord | PDF

Submitted by Catherine Chilton-Werner

Objectives:

Content:
Students will:

1. Use prior knowledge of health concepts to categorize activities as good or bad health habits.

2. Combine categories of activities to create a working definition of good and bad health habits.

Cultural:

Language: Content Obligatory
Students will:

1) Use prior knowledge of Spanish to categorize vocabulary into good and bad health habits.

2) Expand their knowledge of Spanish by seeking additional vocabulary that will fit the two categories.

3) Arrange vocabulary into sub-categories

4) Define good and bad health habits in two to four concise statements in Spanish

Language: Content Compatible
Students will:

1) Demonstrate correct use of Spanish verbs in the present tense and correct use of infinitives.

2) Demonstrate ability to apply knowledge of sentence structure to create complete sentences to define good and bad health habitls.

Learning Strategies / Social and Skills Development:
Students will:

1) Work coooperatively in small groups to brainstorm and categorize vocabulary and create a definition of good and bad health habits.

2) Contribute to whole class discussion of vocabulary categories and editing of definitions

3) .Work cooperatively in small groups to create an illustrative poster.

Time Frame:

One 55 minute class period for activity.  One period and time outside of class for

Materials Needed:

Handout 1 - La Vida Sana: Buenos Habitos, Malos Habitos

Description of Assessment (Performance Project):

Pre-Task1: Prior Knowledge

The purpose of this part of the activity is to draw on students’ prior knowledge of health issues and health related vocabulary in Spanish. Students are asked to categorize previously learned vocabulary into lists of good and bad health habits. Students then expand the list by adding words in English then look them up in a translation dictionary.

1. Organize students into small cooperative groups. Group roles include a recorder, a timer, a presenter and a language facilitator who makes sure language use, such as spelling and word order, is accurate.

2. Hand out one copy of graphic organizer SQA to each group (see handout "La Vida Sana: Buenoa habitos, malos habitos" located in the handout section).

3. Ask the students to make two lists in Spanish related to the topic of health:

a. words and phrases used to talk about good health habits and

b. words and phrases used to talk about bad health habits.

The Spanish words and phrases are listed in the "Ya Sabemos column" of the chart. Allow 7 to 10 minutes depending on the class.

4. Next students list words in English that apply to the categories of good and bad habits but they haven’t learned yet in Spanish. These are written in the "Queremos Saber column." Allow 3 minutes.

5. Students use a translation dictionary to look up the words they listed in the "Queremos Saber" column and write the Spanish equivalent in the Aprendimos column. [teacher could also serve as a "human dictionary" if necessary... unless using dictionary is really a skill you want student to practice] Allow 7 to 10 minutes depending on the lists they have.

6. The teacher should provide examples of what is expected for each part of the task by displaying a partially completed SQA on an overhead. See "Handout 1 -- La Vida Sana (example of activity completed by Ss)" to get an example of student response to this task

7. After the groups fills out the SQA chart, the groups share lists of known vocabulary and learned vocabulary with whole class as the teacher writes them on the board/overhead. [Are you going to ask questions to Ss at this point to elicit their answers? If yes, what structures will you use? (these should go into the language section of the objective) Can you think of any additional language structure you could plug in at this point to "up the ante" and expose Ss to more complex/new language structures (this could go into the language compatible section of the objectives)... these are just ideas to think about]. Start with the good habits. The teacher organizes the students’ ideas into logical groups as the students present them. For example, all ideas having to do with good diet are listed in one column, all items having to do with exercise in another, all those about personal hygiene in another, all those about good mental health in another. Do not label the categories because students should be left to decide what they represent. Using the items listed above you would have lists like these:

Comer bien Ejercicio

Tomar agua Los deportes

Tomar vitaminas Correr

Nadar

Caminar

Lavarse los dientes Llorar

Ducharse ReÃ∆r

Bañarse Orar

Cepillarse el pelo

During Task 1 – Generalizing

The purpose of this activity is for students to create a generalization about what it takes to have good health from the vocabulary lists they have generated.

8. Once all of the ideas about good habits are listed in categories on the board, each of the small groups must write in Spanish a one to two sentence statement that summarizes what their lists suggest about good health habits. To do this students must decide how to label each of the categories of ideas listed on the board and then incorporate those labels into one or two sentences that summarize what it is important to do to maintain healthy habits. They can begin their statement with the phrase, “Para vivir la vida sana es importante . . . .â€Ω [this language structure as well as any other language you will require Ss to use should be included in the language objectives]. Allow 5 to 7 minutes. The following is a possible summary students might come up with: “Para vivir la vida sana es importante comer bien y hacer ejercicio y descansar y hablar y escuchar y gritar y reÃ∆r y orar. Otra cosa es tener buen higiene [from the example you provide here I can see interesting things in terms of language practice you could have Ss play with: for example the structure "hacer + ___", "es importante + verb in the infinitive form", "tener buen+ _____" . Do your Ss already know these structures? If yes, are you going to remind them to use these or are you going to try to include more complexity? If no, what type of scaffolds are you going to provide? (e.g., write specific examples of structures on the board or else)].

9. Each group then puts their sentences up on the board and the whole class must come up with the final statement using the best parts of the small group sentences. A possible revised statement might be,"Para vivir la vida sana debes comer bien, hacer ejercicio cada dÃ∆a, expresar las emociones y tener buen higiene.â€Ω [Here is another interesting structure you need to include in your language objectives: "Para + Verb in the infinitive, debe(s)+ verb in the infinitive _____". Here is how this could be phrased:
- Ss will practice using infinitives in Spanish with the structure "Para + Verb in the infinitive, debe(s)+ verb in the infinitive _____" to discuss ways to live a healthy life using words and phrases such as "vida sana, ejercicio, comer, beber, etc."

Do the same with the structure below for bad habits.].

10. The process is then repeated for bad habits. The students can begin their statement with the phrase, “Para evitar mala salud es necesario . . . .â€Ω A possible revised statenent might be,“Para evitar mala salud es necesario alejarse de drogas, evitar comida grasienta y de poco valor nutritivo. Es preciso evitar mal higiene y evitar pasar tiempo in actividades sedentarios.

Post Task 1 – Illustrating

The purpose of this task is to illustrate the concepts that they have defined from prior knowledge when they wrote their generalizations.

11. When they have their two statements, each group must create a poster aimed at a junior high audience incorporating the statements and illustrating them with pictures cut from magazines, drawings, or clip art. The poster can be done by hand or by computer. Since my class is small I had them create a bulletin board for my classroom. [I really like your attempt at creating an authentic task with a real purpose for your students. I am a great fan of this! I am wondering if you could not include some elements here to have students practice speaking Spanish while completing the task. You could prepare scaffolds for them to use with expressions compatible with the task or whatever else you might think of. If they use computers to complete the poster, you could have them practice with vocabulry related to computers (if they do not know these yet) like "mouse", "copy/paste" etc in Spanish... just a thought.]

Assessment:

Formative assessments are done through the process of small groups sharing information with the entire class and whole class editing of final statements about healthy habits.

Summative assessment is given by rating the small group illustration on 1) how well the picutres illustrate the statements 2) how well the statement is incorporated  3) appropriateness for intended audience 4) creativity and neatness.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout 1 -- La Vida Sana (example of activity completed by Ss) 
La Vida Sana: Buenos Habitos, Malos Habitos

Submitted by Tamie Morphew

Objectives:

Content:
Students will:

• Demonstrate understanding of the concepts of perspectives, practices, and products as they were learned in the unit “Más allá que el Lago Wobegon.”
• Demonstrate understanding of the definition of culture as learned in the unit “Más allá que el Lago Wobegon."

Cultural:
Students will:

• Identify some of the cultural products and practices of their school.

Language: Content Obligatory
Students will:

• Identify and use the new vocabulary necessary for identification of products, practices, and perspectives of their school, community, and family. Such as: clases, actividades extracurriculares, materiales para educación, deportes, tradiciónes, reglas escolares
• Use previously learned school vocabulary to identify products, practices and perspectives of their school.
  

Language: Content Compatible
Students will:

• Use verbs and expressions in the present tense (1st person singular) to express opinions and agreement/disagreement with phrases such as (No) Estoy de acuerdo…, Creo que...., Pienso que...

Learning Strategies / Social and Skills Development:
Students will:

• Work cooperatively with other students in groups.

Time Frame:

Two 50-minute periods.

Materials Needed:

• Paper for collages
• Pictures for collages
• Glue
• Scissors
• Spanish-English dictionaries
• Rubrics for grading
  

Description of Assessment (Performance Project):

Pre-activity:
Have students review the definitions they learned of products, practices, and perspectives when they described the cultures of their families and the state of Minnesota as they learned in the previous unit, "Más allá que el Lago Wobegon." Students work in small groups to create a poster collage to illustrate their understanding of the products, practices and perspectives of family and state. Students can use the information that they collected during the unit "Más allá que el Lago Wobegon."

There will be six small groups. Duplicate groups can be formed to keep the groups at an optimum number. Each small group creates a collage illustrating either the perspectives, practices, or products of either families or the state. For example, group 1 would create a collage illustrating the practices of their families and group 2 would illustrate the products of the state.

Collages can include pictures from magazines, newspapers, photographs, and other items as identified by the students. Collages should completely illustrate the assigned category. Students should title their collage, attach a list, in Spanish, of the images included in their collage and a definition of their collage topic. For example, the title for group 1 might be "Practicas de nuestras familias," their definition might be "Cosas que nuestras familias hacemos," and their list of practices might include "reglas, tradiciones de la navidad," etc.

After the collages are completed students present them orally, in Spanish, to class by explaining the images included in their collage and include a definition of product, perspective or practice. The students will use the vocabulary from the previous unit. The presentation will use the present tense, 3rd person singular and plural of  "ser."

After the presentations, students can write responses expressing agreement or disagreement using the phrases: Estoy de acuerdo porque ..., No estoy de acuerdo porque ..., Yo creo que..., Yo pienso que...
For example: Yo no estoy de acuerdo porque la comida especial no es una practica es un producto. Es algo que creamos no es algo que hacemos.

At the end of the activity ask the students to respond to the following question for class discussion in Spanish. ¿Qué es cultura? This can serve as an evaluation to check student understanding of what culture is. Students could respond either in writing or orally.

During-activity:
Divide students into small groups. Each group will identify some of the practices and products of the school. (Handout 1)  When working in small groups one student acted as a recorder and recorded the information that the group produced. Two other students worked as language resources using dictionaries. (The final list was to be in Spanish.) One student translated words from English to Spanish and the second student cross-checked the accuracy by translating back into English.

 

When I did this with my students our vocabulary needs spiraled very quickly. The first time we did this I didn't have the students double check the translation and I was treated to some very unique translations. Homecoming = regresar a casa. The students also learned that a literal translation is not always what is needed. Roles in the group should rotate so that everyone can have practice using the translation dictionaries and no one has to have the chore of writing for the entire activity.

 

Post Activity:
Have groups share their lists and create a classroom list of practices and products for the school. Students should take turns reporting their list to the class.

 

Students will respond to their classmates lists by expressing agreement and disagreement using the phrases from the pre-activity. They can also suggest additions to the lists using the phrases: También necesitas ________. or ________ es un producto también.

 

Have students write their responses and also share with class. Points can be awarded for constructive contributions to the other lists as a way to encourage verbal participation in Spanish. The responses from classmates should be used to improve their lists.

 

Students are given a vocabulary list that they have created at the end of this activity. This is a resource that they can use in future activities.

Collect each group's  vocabulary list and student responses for grading. Small group members could also rate each other for a participation score.

Assessment:

The teacher can assess student progress by grading the collages and class presentations, lists of perspectives, practices, and products and from the student's written responses of agreement and disagreement. Included with this unit is a checklist for evaluating the collage and class presentation. (See handout 2) There is also an on-line quiz about identifying products, practices, and perspectives at Quia.com, http://www.quia.com/jq/51765.html

References and Resources:

Aydin, Kate & Harens, Pam; Más allá del Lago Wobegon, CoBaLTT Unit plan, http://www.carla.umn.edu/cobaltt/lessonplans/detail_unit.php?unitID=91

This unit provides students with the background information about practices, products, perspectives, and culture that is used during this unit.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout 1: Prácticas y productos.
Handout 2: Collage and Presentation Checklist

Submitted by Pat Branstad

Objectives:

Content:
Students will:

• Identify characteristics of American high schools

Cultural:

Language: Content Obligatory
Students will:

• Demonstrate knowledge of new and previously learned vocabulary to describe the American high school experience from their personal perspective, including vocabulary dealing with the following topics: ways of getting to school, classes/subjects, grades/classes, extra-curricular activities and vacations/holidays 
• Accurately apply question formation and interrogatives to interview classmates about their high school experience
• Accurately apply new and previously learned time expressions to interview classmates and be interviewed by a classmate
• Accurately apply verb-subject agreement and present tense sentence structure to answer classmate’s interview questions

Language: Content Compatible
Students will:

• Utilize the following phrases for clarification:  Wie bitte? Wie heisst das auf deutsch?
• Utilize previously learned phrases and vocabulary to ask about likes, dislikes and opinions and to respond to the same

Learning Strategies / Social and Skills Development:
Students will:

• Cooperate with one another in activities
• Activate prior knowledge to identify school topics

Time Frame:

As an introductory lesson to the unit, this lesson will take seven to eight 50 minute class sessions.

Materials Needed:

• Die Schule Trackstar – vocab practice/questions to ask students
  http://trackstar.hprtec.org/main/display.php3?track_id=105724
• Trackstar Arbeitsblatt
• Unterschrift Lotto Aktivität

Description of Assessment (Performance Project):

Pre-task

• Students generate list of characteristics, topics and issues important to them in talking about their school experience through a “quick write – pair – share – large group” activity. Because of students’ low proficiency level, this will be done in English.
• Teacher presents new vocabulary through TPR instruction or modeling.
• Students complete a Trackstar activity including a number of reading comprehension activities to practice new vocabulary

During-task

• In pairs, students interview one another about their school experience and take notes on the information learned. 

Post-task

• Teacher uses information to create a “signature lotto” activity for the class.
• Students ask one another questions about information on lotto sheet; those answering yes may sign the appropriate square.

 

Assessment:

• Informal assessment through teacher observation during interview process and “signature lotto” activity
• Assessment through completion of worksheet for Trackstar activities
• Assessment through paragraph essay describing personal school experience.

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

New Vocabulary
Previously Learned Vocabulary
Previously Learned Vocabulary
Unterschrift Lotto

Submitted by Steve Dickinson

Objectives:

Content:
Students will: 

• identify the key issues addressed by the Esquipulas Peace Process in Central America.
• demonstrate understanding of the role played by President Oscar Arias of Costa Rica, as the basis for his winning the Nobel Peace Prize.
• demonstrate understanding of the role of the United Nations in the Esquipulas process.

Cultural:
Students will:

• identify the different ethnic groups affected by the peace process in Central America. 
• demonstrate understanding of the desire for peace among the people of Central America, and of key obstacles to peace.
   

Language: Content Obligatory
Students will:

• use the present tense of the verbs “ser” and “estar” (3rd person singular and plural) to identify the key personalities and issues affecting the quest for peace in Central America (with appropriate descriptive vocabulary). 
• use the past tense (3rd person singular and plural) of the verbs “ser” and “ir” to describe key political and economic issues of Central America during the period of the focus of the study using political, economic, social terms, and the vocabulary of negotiations (see attachment 1).
• demonstrate understanding of the agreement of adjectives and nouns in describing the peacemaking efforts in the region.
• demonstrate the ability to speak and write simple sentences and paragraphs to present a coherent succession of ideas.
• demonstrate the ability to understand and answer questions based on the content of their report.
  

Language: Content Compatible
Students will:

• use the present tense (first person, singular and plural) to express their ideas about the peace process under study, and about the effectiveness of the agreements as a basis for further UN involvement.
  

Learning Strategies / Social and Skills Development:
Students will:

• demonstrate the ability to read and listen strategically through note taking.
  

Time Frame:

5 40 minute periods

Materials Needed:

vocabulary lists for scaffolding
Handouts 1 - 4

Description of Assessment (Performance Project):

Day 1 (Into) -- Present brief overview of the lesson.

Working in groups of two, and using the material provided in English in Handout 1, students engage in a mock UN session as delegates from different countries discussing the progress of peace in Central America from the Esquipulas II agreement of 1987 to December, 2000.  Each group lists on an English word/phrase wall the key ideas and words from their segment.  A discussion in English provides a picture of what the Esquipulas process and the United Nations involvement have accomplished. 

The homework assignment is for each group to find the Spanish words and phrases for what they have placed on the word wall.  Class finishes with the teacher reading an excerpt from a speech by Oscar Arias outlining key points of the Esquipulas Agreement, which are added to the word wall, and why he worked for these (Handout 2).                     

Day 2 (Through)  -- The Spanish word wall is completed by group members, with links to the English words and phrases.  Students write these words and phrases on a notebook page and practice pronouncing and using them in simple sentences using "ser, estar, and ir".   Observing regional maps and overhead outlines students study and take notes on the highlights of the geography and political and cultural history of Central America.  They complete Notes Sheet 1 (Handout 3), which is assessed by observation.

Day 3 (Through)  -- Students watch a section of a video about Oscar Arias and the Esquipulas Peace Process, and during discussion and teacher amplification students complete Notes Sheet 2 (Handout 4), which is assessed by observation during class.  In groups of four, students then discuss the content and their understanding of notes sheets 1 and 2, in preparation for a quiz.

Day 4 -5 (Through and beyond)  -- Each group of four students work together cooperatively to complete the quiz sheet (Handout 5), which will be handed in for a group score.  Each group chooses a spokesperson to be a member of a panel who then presents their group’s answer to one of the questions on the quiz.  Students not on the panel take notes during this part of the class.  After each panelist has spoken, there is panel, and class, discussion of each of the questions. 

Formative assessment is by observation of the presentations and discussion, and by scoring the quiz sheets.  Notes sheets 1 and 2 are also handed in for grading.

Assessment:

Formative assessment is by observation of the presentations and discussion, and by scoring the quiz sheets.  Notes sheets 1 and 2 are also handed in for grading.

References and Resources:

Links:
http://www.un.org/News/Press/docs/2000/20001204.ga9840.doc.html

http://www.arias.or.cr

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

GROUP QUIZ  (short answer) en español
Handout 1:  Creating a Mock UN General Assembly Session about Central America, December 2000
Handout 2:   Excerpt from Oscar Arias' speech
Notes Sheet 1
Notes Sheet 2

Submitted by Heidi Kreutzer

Objectives:

Content:
Students will:

• demonstrate knowledge about basic details about a painting, including the title, artist, style and year it was painted

Cultural:
Students will:

• begin to develop an understanding of art as a form of cultural expression

Language: Content Obligatory
Students will:

• use the following new vocabulary terms accurately in written and verbal communication
     el artista, la obra, abstracto, la pintura, la figura, realista
  
• use the following structures accurately in written and verbal communication
      el artista se llama..., trata de..., es de..., pintó ___Guernica, etc.___ en...
  
• practice / review large numbers to express the year the painting was completed

Language: Content Compatible
Students will:

• use the following expression to describe a particular painting, pintó
  
• review / practice me gusta and no me gusta to express opinions
  

Learning Strategies / Social and Skills Development:
Students will:

• use prior knowledge of vocabulary and language functions to describe a painting

Time Frame:

10 - 15 minutes

Materials Needed:

Each student will need to bring a picture of his/her favorite painting to class.

Description of Assessment (Performance Project):

Into:  As an introduction to art history in general, I will use a few famous paintings to model what I would like students to do in the “through” part of the task (i.e. give the title of the painting, the artist, the year it was painted, mention the style in very general terms [i.e. realista vs. abstracto] and something about the subject matter in each case).

Through:  Previously, I will have asked students to bring in a picture of their favorite painting for this class period (if they don’t have a favorite, any painting they are familiar with is fine).  Using the new vocabulary, they will describe the painting in simple terms in Spanish to a small group.  They will give the title of the painting, the artist, the year it was painted, the artist’s basic style and the subject matter if they are able.  The other students in the group will react to the painting in simple terms (me gusta or no me gusta).

Beyond:  As preparation for the next day’s class, I will ask students to review today’s vocabulary.

Assessment:

The instructor will circulate throughtout the classroom, listening and observing the small groups' discussions, in order to

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Jonathan Voss

Objectives:

Content:
Students will:

• identify the regions of Russia;
• identify prominent geographical features in each region;
• identify on a map of Russia where various geographical features are located.

Cultural:
Students will:

• begin to develop an understanding of the difference between American and Russian culture by examining their geographical differences.

Language: Content Obligatory
Students will:

• identify the location of geographical regions using the present tense of the verb "находится" and directions (north, south, east, west) and vocabulary such as Russia, Siberia, Arctic, Ural, Pacific, Atlantic;
• use "есть" to identify geographical features with terms like mountains, rivers, plains, oceans, desert, sea, forest, tundra, taiga;
• use prepositions "в/на" and the Prepositional Case to identify locations with phrases like "The Volga River is in the west;"
• demonstrate understanding of what/where questions ("Где тайга?", "Что это?").
  

Language: Content Compatible
Students will:

• use "как, тоже, Америка," and state names to express whether a particular geographical feature is similar to that found in the US, and particularly in specific regions (north, south, east, west);
• use the structure "Мне (не) нравится" in the present tense to state which types of landscapes and climates they prefer.

Learning Strategies / Social and Skills Development:
Students will:

• use maps to identify geographical features;
• work cooperatively to collect information.
  

Time Frame:

5 periods of 50 minutes

Materials Needed:

Maps, vocabulary lists (attached)

Description of Assessment (Performance Project):

Pre-task

Activity 1a: Discuss American Geography
Divide students into groups of 3-4. These groups can be made their permanent home group, or "команда". Give each group a map of the US, and assign them a region. Ask them to describe the geography of the region, the basic economic resources, and how the two may be related. Introduce basic vocabulary: север, юг, восток, запад, география, экономика, климат.

During-task

Activity 1b: Vocabulary Building
Divide students into groups of 3-4. Give each group two maps of Russia: one in Russian and one in English. Compare the highlighted words from the Russian map to the same features on the English map and complete the vocabulary organizer.

Activity 1c: Map Questions
Divide students into pairs. Using a blank map of Russia, have students ask each other the following questions:

Что это?  – Это Сибирь.
Где Сибирь?  -- Вот она, на севере, (юге, востоке, западе).
Тебе нравится Сибирь? – Да, очень.

Activity 1d: Region comparison
Return to home groups. Assign each group a region of Russia, and have them identify which features are most prominent in their region, and where those features might be found in America.

Европейская равнина: степь, тайга, чернозем, реки, леса, Атлантический, Балтийское

Западная Сибирь: тайга, тундра, реки, Урал, Северный Лёдовитый океан

Централбная Сибирь: горы, тундра, реки, ресурсы, Аральское море, пустыня

Дальний восток: горы, тундра, Тихий океан, ресурсы

Have each group present the class with information on its region, including comparison to American geography. All students can then complete a graphic organizer comparing regions by geographical features.

Post-task 

Activity 1e: Fly-swatter Game
Divide the board into two sections, and students into two teams. Pick 10 vocabulary words and have each team write the words on their section of the board. Give each team a fly-swatter, and have them line up about 5 steps from the board, so that one person from each team is ready to run to the board with their fly-swatter. Call out a word. The student who is first to hit the correct written word on their side of the board scores a point for the team. Bonus if they can say what it means in English. If not, the other team can steal. Return the fly-swatters to the next pair, and go again. 

Assessment:

Formative assessment: graphic organizers completed, participation in group work.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Submitted by Steve Dickinson

Objectives:

Content:
Students will:

• identify key issues separating the government of El Salvador and the Farabundo Marti para la Liberation National (FMLN), and the key issues in between the government of Guatemala and the groups fighting for a change in government.
• demonstrate understanding of the relationship between these key issues and the political and cultural history of the country.
• demonstrate understanding about how the United Nations’ efforts addressed these issues and aided the parties to reach and sustain a cease fire and establish a democratic process of governance. 
• demonstrate knowledge about the effectiveness of the agreements reached

Cultural:
Students will:

• identify the different ethnic groups in El Salvador and Guatemala. 
• demonstrate understanding of the influence of different cultural and social backgrounds on the political and economic development and structures of El Salvador and Guatemala. 
• identify similarities and differences between these influences and comparable social and cultural influences in Costa Rica and the United States. 
  

Language: Content Obligatory
Students will:

• use the present tense of the verbs “ser” and “estar” (3rd person singular and plural) to identify the cultural, social and political groups of the country under study (with appropriate descriptive vocabulary). 
• use the past tense (3rd person singular and plural) of the verbs “ser” and “ir” to describe key political and economic issues of El Salvador  and Guatemala during the period of the focus of the study (using political, economic, social terms, the vocabulary of negotiations).
• demonstrate understanding of the agreement of adjectives and nouns in describing the peacemaking efforts of the personnel of the United Nations, as in “personas listas para trabajar en condiciones difíciles.“
• demonstrate correct usage of the words of comparison, such as “mas que,” “tan como,” “mejor,” “peor,” etc. in comparing conditions in El Salvador and Guatemala with those in Costa Rica and/or the United States.
• demonstrate the ability to speak and write simple sentences and paragraphs to present a coherent succession of ideas.
• demonstrate the ability to understand and answer questions based on the content of their report.
  

Language: Content Compatible
Students will:

• use the present tense (first person, singular and plural) to express their ideas about the needs of El Salvador and Guatemala and the groups under study, and about the effectiveness of the UN agreements in meeting those needs, using the verbs pensar,  creer, . . . . 
  

Learning Strategies / Social and Skills Development:
Students will:

• apply critical thinking to their comparisons of the political, economic and social conditions of El Salvador and Guatemala with those of the United States, and to their assessments of United Nations efforts in the two countries. 
• learn to identify and make best use of the strengths of each member of the group while working cooperatively to complete a varied list of tasks.
• demonstrate the ability to separate disagreement about issues from respect for one another as human beings.
  

Time Frame:

5 40-minute periods

Materials Needed:

• documents in Spanish and English (handouts)
• websites

Description of Assessment (Performance Project):

Day 1 (Into) --  Present overview of the lesson. Outline the tasks of the next 5 days.
Students review their material from the previous week, and in whole class discussion the background setting for the efforts in Guatemala and El Salvador is clarified and any questions are addressed. 

(Through)  Working in groups of four, students begin research of their topics (handout 1, packet), three groups studying El Salvador and three studying Guatemala (based on a class size of 24 students).

Each group member chooses or is assigned a specific role:  
         1) reader,   2) note taker,   3) translator and timer,   4) idea organizer

Each group will first write a short one paragraph draft answer (three to five sentences en español) to one the three main questions (these are assessed and feedback given in visits by the teacher to the groups as they work): 

1. What did the UN do to help bring an end to the conflict and establish a democratic government? 
2. What did the UN do to help establish and maintain human rights and how has this work progressed in the country?
3. What responses were there by the country and its people to the work of the UN and how did the UN assess its own efforts?

Day 2  (Through) --   While the translator/timer and idea organizer together review and revise the group's paragraph, the reader and note taker read and make general notes on the other two questions to be answered.  The four then share their new information as a whole.  The three Guatemala groups then meet together, and each group teaches the other two the results of its research and writing.  Together they then generate a list of questions and ideas for further research and assign these to individuals or pairs.  The three El Salvador groups meet together using the same process.  

Day 3 (Through)  -- Using the computer lab students research their assignments, beginning with the websites indicated, revise their answers and type, save and print their results.  Then the El Salvador group as a whole, and the Guatemala group as a whole, brainstorm ideas for their final 400 to 600 word report, and assign writing tasks for the completion of the report. 

For El Salvador as for Guatemala six students work on writing a report in Spanish, and six work on writing a separate  report in English (not translated in either direction, except for words and phrases as needed).  The teacher continues to assess and give feedback while visiting the groups.

Day 4 (Through)  --  Groups complete the writing and editing of the Spanish and English reports.

Day 5 (Through)  --  The Guatemala and El Salvador groups present their reports in Spanish to the whole class. After each report there is a general discussion about how well the three key questions are answered, and about other information of interest that has been included.  All reports are collected for grading and use in lesson 3 (which is the Beyond).  Each student then completes a take home essay of 100 to 200 words answering the question:  How well do you think the UN has performed its mission in Central America and what might be done to improve its effectiveness in working for peace?

Assessment:

teacher assessment of written reports and essay question, and teacher assessment of oral presentations.

References and Resources:

United Nations, Guatemala-MINUGUA. United Nations Verification Mission in Guatemala,  http://www.un.org/Depts/DPKO/Missions/minugua.htm , 1997. 
And in Spanish: http://www.un.org/spanish/Depts/dpko/co_mission/minugua.htm

United Nations, El Salvador-ONUSAL.United Nations Observer Mission in El Salvador, Background,  http://www.un.org/Depts/DPKO/Missions/onusal_b.htm , 1996. 
And in Spanish: http://www.un.org/spanish/Depts/dpko/dpko/co_mission/onusal.htm

http://www.arias.or.cr
http://www.un.org/
http://www.un.org/spanish/spatxt.htm
http://www.un.org/Pubs/CyberSchoolBus/spanish/index.asp      

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Submitted by Josephine Books

Objectives:

Content:
Students will...

Cultural:
Students will...

• Explore the significance and importance of art in Olmec society.
  

Language: Content Obligatory
Students will...

•  Acquire vocabulary to describe sculptures
•  Acquire knowledge on the use of the preterite- imperfect verb tenses.

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 minutes class session

Materials Needed:

• Handout with vocabulary to describe art, sculpture
• Handout to describe the presentation
• Illustrations of Olmec sculptures
• Handout on the preterite – imperfect tense
  

Description of Assessment (Performance Project):

Pre-task:

 

During-task:

 Oral

Post-task: 

writing/reading

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Heidi Kreutzer

Objectives:

Content:
Students will:

• identify characteristics of Cubism in the work of Pablo Picasso
• identify the time period and historical significance of the era when Guernica was painted
• identify Picasso as Guernica’s artist and name basic details of his life
• distinguish a Cubist work of art from other types of art

Cultural:
Students will:

• begin to develop an understanding of art as a form of cultural expression
  

Language: Content Obligatory
Students will:

• practice / review the following language structures in order to describe Guernica:
     -descriptive adjectives with accurate gender and number agreement
     -estar with the prepositions of place
     -estar with the present progressive
     -estar and tener with expressions of emotion
• use the following new vocabulary terms accurately in written and verbal communication: el cubismo, distorcionado, el toro, la obra, abstracto, el incendio, el artista, extraño, la guerra, la perspectiva

Language: Content Compatible
Students will:

• use the question ¿Cuál es tu opinion de Guernica? to get classmates’ reactions to the work of art
• use the following expressions to give an opinion:
   -(no) me gusta porque…  
   -me molesta porque…
   -(no) me interesa porque…  
   -me fascina porque…
• review and use adjectives that express opinion: bonito, fascinante, perturbante, violento, feo, extraño, triste, interesante, confuso, horroroso

Learning Strategies / Social and Skills Development:
Students will:

• work cooperatively in groups with each member carrying out his/her role as assigned
• work cooperatively in small groups to compare worksheets / opinions
• use prior knowledge of vocabulary and language functions to describe a painting
• demonstrate an ability to engage in active listening while using prior knowledge and context to infer meaning of unknown words
• gain practice in note taking

Time Frame:

One 50-minute period.

Materials Needed:

Task 1:  Guernica cut up into parts, Guernica graphic organizer and a list of useful vocabulary and expressions (for the language facilitator).

Task 2:  PowerPoint presentation or slides of Picasso's works, graphic organizer to be used daily throughout the unit.

(see attachments)

Description of Assessment (Performance Project):

TASK 1
Into:  In order to familiarize students with the subject matter and new vocabulary associated with Guernica, I will divide the painting into 5 parts.  I will begin by showing one of the 5 parts in isolation and I will lead a class discussion / description in Spanish of what that section depicts (focusing on identification, description, actions, emotions). 

Through:  Students will then move into small groups of three, in which one student is given the role of the recorder, one is the reporter, and one is the language facilitator.   Each group will also be given one of the other 4 parts of Guernica (cut apart), a list of relevant vocabulary and expressions, and a worksheet with a set of questions.   Students in each group must discuss the questions in Spanish as a group (aided as needed by the language facilitator), while the recorder writes down their answers.  The worksheet would include the following types of instructions and questions:  Describe la obra.  ¿Qué o quién es?  ¿Cómo es?  ¿Qué está haciendo?  ¿Cómo está?

After discussion, each group of 3 will meet with another group of 3 who had been assigned the same section of Guernica.  The two groups will compare and discuss their answers and add/modify their answers as necessary.
     
Beyond:  To facilitate a whole class discussion of the painting, the reporter for each group of 3 will report back on his/her group’s findings on each section of Guernica, while all students record the information on a graphic organizer.  A presentation and discussion of the painting as a whole in Spanish will follow.  Students will also be asked what feelings the painting evokes.

TASK 2
Into:  I will follow the discussion of the painting with a basic description of Picasso’s life in Spanish including his birth and death dates, country of origin and other relevant/interesting info.  I hope to do this in combination with a PowerPoint presentation (or slides if I can’t get copyright permission) which at the same time would illustrate his life, as well as the evolution of his style from more realistic to the more abstract.  I would also explain the history of Guernica and the painting to whatever degree possible at the students’ level of Spanish. I would probably have to follow that by a brief English discussion about characteristics of Cubism, the Spanish Civil War and Guernica.  
      
Through:  In Spanish, students meet in small groups and discuss and give their opinions of Cubism and Guernica, incorporating the new phrases such as (no) me gusta porque…, me molesta porque, and descriptive adjectives.   Each student must also record his/her classmates’ reactions to the painting’s subject matter and style on a graphic organizer which will be used daily throughout the unit.  In addition, one student should act as language facilitator, one as recorder and one as reporter.   
     
Beyond:  After the reporter for each group summarizes that group’s opinions about the work,  a brief instructor-led discussion in Spanish of students’ opinions about Guernica would follow.  Afterwards,  I would ask the class to again review the vocabulary and phrases from Days 1 and 2 in preparation for the next day’s class.  I would also ask them to start thinking about their final project (medium and subject matter).

Assessment:

The instructor will circulate throughout the classroom, listening to the reactions, observing what students are writing on their graphic organizers, asking occasional questions and commenting when necessary.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Guernica - Vocabulario útil

Graphic Organizer

Submitted by Ruthanne Weispfenning

Objectives:

Content:
Students will...

• begin to develop an awareness that everyone has a history affected by events outside of themselves. For example: parents' religion will affect whether or not they will have received baptism etc.
  
  

Cultural:
Students will...

• be able to recognize common events in their personal histories as well as identify those that may be different.  For example: all will have a "starting kindergarten" experience; but not all will have "Confirmation"

Language: Content Obligatory
Students will...

• use new vocabulary for documentation to describe events in someone's life using the vocabulary list attachment.  For example:  Mit dem Zeugnis wissen wir, dass Michael in 1983 Kindergarten angefangen hat.
• use the conversational past tense in the 3rd person to summarize events on the example individual's timeline using appropriate auxiliary verbs and past participles.  For example: Mit dem Zeugniss wissen wir, dass Michael in 1983 Kindergarten angefangen hat.

Language: Content Compatible
Students will...

• use the correct verb to know ( a fact).  For example:  Mit dem Zeugniss wissen wir, dass Michael in 1983 Kindergarten angefangen hat.
• use correct word order in both dependent and independent clauses.  For example:  Mit dem Zeugniss wissen wir, dass Michael in 1983 Kindergarten angefangen hat.
• use comparative phrasing to express the differences between the individuals' personal histories.  For example:  Mit den Zeugnissen wissen wir, dass Katie's Noten besser als Mikes waren.
• use descriptive adjectives to summarize information about individuals.  For example:  Katie ist 180 cm. gross mit dunkeln Haar.

Learning Strategies / Social and Skills Development:
Students will ...

• gather information and use background knowledge to understand how to construct a documented timeline.
• cooperate in a group to complete another timeline following the first example; but with a different person’s history.
  

Time Frame:

2 - 50 minute class sessions

Materials Needed:

• A "scrap book" like collection that documents a person's life. I used my oldest son's photo album documenting 1 - 18 years.
• At least 2 other "scrap book" like collections of documents like photos, certificates, report cards. 
• Timeline construction information from http://www.byubroadcasting.org/ancestors/teachersguide/episode1.html 
• Example of documented timeline for students to follow along with during example presentation. Use Das Lebenszeitlinie von Mike W. to follow along with notes
• Personal timeline form that includes a record of documentation - use Zeitlinie Form and Zeitlinie Form Seite 2

Description of Assessment (Performance Project):

Teacher presents a scrapbook/photo album of another student’s and points out events in his/her life with the corresponding document of proof.  For example:  He was in kindergarten at Goodview School in Winona, Minnesota in 1983-1984.  Proof – report card. 

Students then work in small groups to produce a timeline with corresponding documents of proof for another person and then present that personal history to the class.  Students then compare and contrast the 3 individuals histories.

Into:
Using my son’s photo album (from nursery school to high school graduation) I constructed a timeline complete with documentation.  See attached example.

Through:
Using each of my daughters’ photo albums students groups did the same and summarized the information gathered.

Beyond:
see Lesson 02 Construction of a personal timeline.

Assessment:

Each group should complete a timeline with at least 6 events from their example individual’s life and list the corresponding document of proof.
Use Zeitlinie Form document (Timeline Form) and Zeitlinie Form Seite 2 for these notes.

References and Resources:

http://www.byubroadcasting.org/ancestors/teachersguide/episode1.html 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Zeitlinie Form  (Zeitlinie.doc) (Timeline Form)

Geschichte Abenteuer Wortschatz (History Adventure Vocabulary - Proof documents)

Das Lebenszeitlinie von Mike W.

Zeitlinie Seite 2

Submitted by Mary Ludwigson

Objectives:

Content:
Students will…

• demonstrate understanding of specific periods of the political history of Puerto Rico by summarizing the information for their segment of the reading "Puerto Rico: Entre Varios Horizontes.
• demonstrate understanding of their segment of the reading by creating a story board and relating the background information.
• demonstrate understanding of the political history of Puerto Rico by preparing a timeline from pre-colombian to present day commonwealth status.

Cultural:
  Students will…  

•   have a better understanding of the historical factors that impact the political choices for Puerto Ricans

Language: Content Obligatory
 Students will…

• use new and previously learned vocabulary accurately.
• use the present and past tenses to describe historical event (recultar, enriquecer, convertirse, luchar, vencer, proponer, permanecer, aprobarse, garantizar).

 

 

Language: Content Compatible
Students will ...

• use the preterite tense accurately to describe events on their timelines.
• demonstrate accurate subject and verb agreement.
• use accurate word order. 
• demonstrate accurate number/ gender agreement.

 

 

Learning Strategies / Social and Skills Development:
  Students will…

• use context clues to predict the meaning of unknown words.
• use nonfiction resources effectively to complete the assigned task.
• work cooperatively to determine what facts and details are important, and how the information should be sequenced and explained.
• coach each other using constructive criticism.
• carry out assigned roles for group work.
  

Time Frame:

1 80 minute class period

Materials Needed:

• Textbook  Dime! Pasaporte Al Mundo 21, D.C. Heath and Company
• Paper/ poster board, markers, rulers   (for storyboard and timeline)
• Map of Puerto Rico

Description of Assessment (Performance Project):

Students will...

• read a brief history of Puerto Rico with the intention of better understanding its present and future.

Pre-task:  A questionnaire dealing with prior knowledge. This sheet asks students to complete three statements concerning the geography, history, government, people, economy, life, problems and controversies concerning Puerto Rico.   See handout-Antes de  Empezar:  Puerto Rico.  Then read the introductory paragraph of Puerto Rico: Entre Varios Horizontes and have students check their answers.

During-during:   Read Puerto Rico:  Entre Varios Horizontes.  Now do a jigsaw activity with the rest of the reading.  (1) Number students 1 to 6.  All students numbered "1" are responsible for reading and taking notes on the information in the first segment of the reading: La Colonia Española.  Students numbered "2" are responsible for the next segment, etc.  (2)  Students form groups by number –all 1's, all 2's, etc.  Using their notes and their reading, they discuss the significant information in their segment.  Students are instructed to become experts on their segment.  They should determine what facts and details are important, and the information should be sequenced and explained using a story board.  See handout (Important facts).  Language facilitator will be responsible for monitoring correct use of present and preterite tense and provided needed vocabulary definitions when needed.  See handout (Language facilitator)  (3) New groups of six are now formed, including one member from each numbered group—one "expert" on each segment of the reading.  Each expert is now responsible for retelling all the significant facts and details from that segment to the new group, using notes and story board but not text.  Each expert should present information to the group and check to see that all members of the group understand, while group members take notes. 

Post-task:   Each group will create a timeline demonstrating understanding of Puerto Rican history.  See handout (Timeline)_

Assessment:

Informally monitor the students as they complete their timelines

References and Resources:

Textbook  Dime! Pasaporte Al Mundo 21, D.C. Heath and Company

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Magara Maeda

Objectives:

Content:
Students will…

• Identify elements and perceptions of popular music of Japan and the U.S. through various sources such as videos, music CD covers, and the Internet.
• Demonstrate comprehension of the song lyrics to lead a discussion on the use of English in J-pop lyrics.

Cultural:
Students will…

• Develop understanding of the cultural differences in perception of popular music of Japan and the U.S.
• Begin developing an understanding of how English is used in J-pop songs.
• Demonstrate an understanding of the relationship between the practices, products, and perceptions of J-pop.

Language: Content Obligatory
Students will…

•  Use new vocabulary and structures to describe one's perception of popular music of Japan and the U.S. using Kramsch's "Kaleidoscope" Model.
  

  観点 kanten,　見方 mikata (perception) 
  歌手　kashu (singer)
  アーチスト　aachisuto (artists)
  バンド　bando (band)
  実力がない　jitsuryoku ga nai (no talents)
  かわいいだけ　kawaii dake (only cute)
  アメリカのまね　Amerika no mane (copying what U.S. is doing)

• Use new vocabulary to describe one's impression of music.
  歌詞　kashi (lyrics)
  メロディー　merodii (melody)
  歌　uta (song)
  曲　kyoku (music piece)
  リズム　rizumu (rhythm)
• Use various expressions for sharing opinions/impressions, e.g.,
  ～と思います。　～to omoimasu (I think that…)
  ～じゃないでしょうか。　～ janaideshooka (isn't it….?)
  ～かもしれませんね。　～ kamoshiremasen ne (it could be…)
  ～のような気がします。　～ no yoona ki ga shimasu (It seems like…)
• Use passive structure accurately , e.g. J-popには英語がよく使われています。(English is often used in J-pop lyrics.)
• Use the grammar structure accurately to describe what is popular
  XはYに人気があります。　X wa Y ni ninki ga arimasu. (X is popular among Y.)
  Xは人気が出ます。X wa ninki ga demasu. (X gets popular.)
  Xは人気がなくなります。X ha ninki ga nakunarimasu  (X becomes unpopular.)

Language: Content Compatible
Students will…

• Ask to clarify what others' said.
  ～は～ということですか。　～wa ～to yuu koto desu ka? (What you said means…, right?)
• Use polite expressions for asking clarification on unknown words, e.g., Xはどういう意味でしょうか。 What does X mean?

Learning Strategies / Social and Skills Development:
Students will...

• Work cooperatively in pairs to complete the song lyrics task by asking questions.
• Reflect and think critically to investigate one's own perception on J-pop using the "Kaleidoscope" model.

Time Frame:

One 50-minute period

Materials Needed:

• Computer with internet access
• VCR and monitor 
• Japanesed music video/TV program
• CD player
• J-pop musician's CD and her/his song lyrics
• Kramsch's "Kaleidoscope" model handout

Description of Assessment (Performance Project):

Students learn new content vocabulary and review expressions in the context of this lesson such as expressing opinions, asking others for their opinions, agreeing and/or disagreeing, and formulating questions. Students are asked to bring J-pop music CDs/videos/magazines if they have them. Throughout the lesson, students are encouraged to explore unfamiliar Japanese words and linguistic structures or expressions in order to talk about J-pop.

Students need to be familiar with Kramsch's "Kaleidoscope" model.

Pre-task:

The teacher asks if students like listening to music, what kind of music they enjoy, who is their favorite musician/band.

音楽を聴くのが好きですか。どんな音楽が好きですか。好きな歌手・バンドは誰ですか。(Ongaku wo kiku koto ga suki desu ka? Donna ongaku ga suki desu ka? Sukina kashu/bando wa dare desu ka?).

The teacher shows the Kramsch’s "Kaleidoscope" model on the overhead projector (OHP) and asks students’ perceptions about popular music in the U.S.

アメリカのポップスについてどんなイメージを持っていますか。(America no poppusu ni tsuite donna imeeji ga aru to omoimasuka?)

The teacher transforms the students’ perceptions on the OHP sheet by helping and teaching the students new vocabulary and expressions. The teacher reviews (or introduces) the basic structures for stating one’s opinion (～と思います。... to omoimasu. 　～のような気がします。...no yoona ki ga shimasu. 　～じゃないでしょうか。.... janai deshoo ka.) The teacher completes "real C1" by filling in the musicians/bands that students like and "perception of C1" on the model.

*It is very difficult to complete "real CI" because what is observable are perceptions.  The teacher explains this and try to choose with the class several musicians as examples of "real C1" for this activity.

The teacher briefly explains what J-pop is:

J-popは日本のポピュラーミュージックのことで、ロックやラップ、ヒップポップなども含みます。若い人たちに人気があります。 (J-pop wa nihonno popular music no koto de, rokku ya rappu, hippu poppu nado mo fukumaremasu. Wakai hito tachi ni ninki ga arimasu.)

The teacher asks if anyone knows anything about any J-pop musician, have they heard any J-pop music, do they like any J-pop musician? :

だれかJ-pop アーチストを知っていますか。J-popを聞いたことがありますか。誰が好きですか。(Dareka J-pop no aachisuto wo shitteimasu ka? J-pop wo kiita koto ga arimasu ka? Dare ga suki desu ka?)

The teacher plays a couple of J-pop songs. Students are asked to comment and describe each song with adjectives (e.g., 面白い　omoshiroi, ちょっと変　chotto hen, よくわからない　yoku wakaranai, つまらない　tsumaranai, かっこいい kakkoii)

During-task:

Students share their comments/impressions on each J-pop song.

The teacher distributes a handout, song lyrics with some blanks, and plays one entire J-pop song (e.g. "Moving’ on without you" by Hikaru Utada). Students fill in the blanks and complete the lyrics in pairs. The teacher reviews the answers.

Post-task:

The teacher uses Kramsch’s "Kaleidoscope" model on the OHP and asks students’ perceptions on J-pop (J-popについてどんなイメージを持っていますか。J-pop ni tsuite donna imeegi wo motteimasu ka?) The teacher transforms the students’ perceptions on the OPH sheet and assists by teaching students  new vocabulary and expressions. The teacher completes "real C2" by filling in some of the famous J-pop artists and "perception of C2" on the model with the class.

The teacher uses the National Standards' concept on culture, products (J-pop), practices (use of English), and perspectives (English is cool), and asks questions that help students begin to develop an awareness of the relationship between cultural values, for example, (J-popには英語がたくさん使われますが、これについてどう思いますか。J-pop niwa eigo ga tsukawarete imasu ga, kore ni tsuite doo omoimasuka? どうして英語がよく使われるのでしょうか。Dooshite eigo ga yoku tsukawareru no deshoo ka? アメリカのポップスにもこのように日本語や外国語がよく使われますか。America no poppus ni mo konoyooni nihongo ya gaikokugo ga yoku tsukawaremasu ka?)

Other examples of cultural concepts on products-practices-perspectives are:

J-pop-- cute & fashionable with no musical talent-- society values something cute

J-pop-- song lyrics-- what kind of messages do you perceive?

Assessment:

None

References and Resources:

Kramsch's "Kaleidoscope" model handout. CoBaLTT workshop 2002.

Kramsch, C. (1993). Context and culture in language teaching.. NY: Oxford University Press.

Related article on J-pop:

Ma, H. (1999, July). DJ Ma san's recommendation . Nihongo Journal, . 87.

(1999, April). Japan's most popular people. Nihongo Journal, . 13-16.

Lyrics search engine (in Japanese):　http://www.utamap.com/　

List of Japanese musician (in Japanese):  http://kids.yahoo.co.jp/entertainments/music/Musician/

J-pop musician’s homepage (in Japanese);

Hajime Chitose:  http://www.office-augusta.com/hajime/

Ayu Hamasaki:  http://www.avexnet.or.jp/ayu/index.htm

Hikaru Utada:  http://www.toshiba-emi.co.jp/hikki/index_n.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

None

Submitted by Steve Dickinson

Objectives:

Content:

Students will:

• identify websites that can provide pictoral or sound enhancement for their projects about Central America and the work of the United Nations
• demonstrate understanding of attaining necessary copyright permissions for use of web-based materials
• demonstrate understanding of oral reporting and responding to questions about the material in the report

Cultural:
Students will:

• demonstrate understanding of key aspects of Central American culture through describing progress toward peace, democracy and human rights
• identify cultural obstacles to efforts of the UN in Central America

Language: Content Obligatory
Students will:

• use the present tense of the verbs ser and estar (3rd person singular and plural) to identify the cultural, social and political groups of the country under study (with appropriate descriptive vocabulary).  
• use the past tense (3rd person singular and plural) of the verbs ser and ir to describe key political and economic issues of El Salvador during the period of the focus of the study using political, economic, social terms, the vocabulary of negotiations.
• demonstrate understanding of the agreement of adjectives and nouns in describing the peacemaking efforts of the personnel of the United Nations, as in personas listas para trabajar en condiciones difíciles.
  demonstrate correct usage of the words of comparison, such as mas que, tan como, mejor, peor, etc. in comparing conditions in El Salvador with those in the United States.
• demonstrate the ability to speak and write simple sentences and paragraphs to present a coherent succession of ideas. 
• demonstrate the ability to understand and answer questions based on the content of their report.

Language: Content Compatible
Students will:

• use the present tense (first person, singular and plural) to express their ideas about the needs of El Salvador and the groups under study, and about the effectiveness of the UN agreements in meeting those needs, using the verbs pensar, creer, . . . . 
  

Learning Strategies / Social and Skills Development:
Students will: 

• demonstrate understanding of effective team presentations, utilizing the skills and gifts of group members
• identify differentiated presentation strategies for diverse audiences (Spanish students, regular high school students, teachers, parents)
  

Time Frame:

Five 40-minutes periods

Materials Needed:

Group reports, graded and returned, with feedback
computer access
list of web pages

posterboard
powerpoint program

Description of Assessment (Performance Project):

Day 1  --  Whole class discussion about the experience of the previous week (lesson 2).  Several students either read or share from their personal essays about the United Nations' work in Central America.  General discussion about presenting bi-lingually their findings and their conclusions in the most effective way to others through either a poster board or a power point presentation, and about the idea of doing this in pairs.  Also a discussion about appropriate permissions for the use of copyrighted materials.  The two larger groups for Guatemala and El Salvador then meet, to decide who wants to use which medium, and to choose partners.  Using the rubric provided (handout 1) each pair drafts a preliminary sketch based on the group's research and the pair's combined conclusions. 

Day 2  --  Using the computer lab some search for suitable pictures, text, etc. to enhance their presentation while partners organize the written materials.  These are brought together into a first rough draft of the presentation, while the teacher circulates to assess the process, practice speaking in Spanish with the pairs about their presentations and the issues they represent, and offer encouragement and pointers. 

Day 3  --  Pairs begin to finalize their presentations.  During the last part of the class, a general class discussion about how the process is going, about what are difficulties or sticking points, and how to move through them.

Day 4  --  Presentations are finalized.  Posterboards are displayed for the class, and some of the powerpoint presentations are given.  Using the rubric students self-assess their own presentation and one other.  These are assigned so that in addition to the teacher's own assessment there is a student assessment and a team self-assessment for each presentation.  (The students' presentations will also be made to one or more social studies classes, and at a parent - student event, with the oral portion given in English.) 

Day 5  --  Presentations and assessments are completed.  Students begin answering the essay questions on the unit take-home test, to be completed as homework (handout 2). 

Assessment:

Assessment rubric for the poster board and power point presentations:

 

1	2	3	4
Language is difficult to understand and there are more than 20 spelling and grammar errors	Language is understandable but not fluent and there are 10-20 errors in grammar and spelling	Language is fluent but awkward in places with 4-9 grammar and spelling errors	Language is accurate and fluent with fewer than 3 spelling or grammar errors.
The peace process is presented in a confusing way	The peace process is understandable but there are 3 or more errors	The peace process is clear but there are 1 or 2 errors	The peace process is presented clearly and accuartely
The role of the UN is not clear	The role of the UN is understandable but not clearly presented	The role of the UN is presented  accurately  with 1 or 2 elements missing	The role of the UN is presented fully and accurately

References and Resources:

Websites:
http://www.arias.or.cr
http://www.un.org/
http://www.un.org/spanish/spatxt.htm
http://www.un.org/Pubs/CyberSchoolBus/spanish/index.asp   

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout 2              UNIT TAKE-HOME ESSAY QUESTIONS
CENTRAL AMERICA PRESENTATION RUBRIC

Submitted by Heidi Kreutzer

Objectives:

Content:
Students will:

• identify elements characteristic of Kahlo’s work
• be able to explain the significance of the self-portrait in Kahlo’s art
• identify Frida Kahlo as the artist of  The Two Fridas and name basic biographical details of her life

Cultural:
Students will:

• begin to develop an understanding of art as a form of personal, as well as cultural, expression

Language: Content Obligatory
Students will:

• practice / review the following language structures in order to describe "The Two Fridas":
         -descriptive adjectives with accurate gender and number agreement
         -colors
         -clothing vocabulary
         -estar and tener with expressions of emotion and/or physical state
         -estar with a la izquierda and a la derecha
• use the following new vocabulary terms accurately in written and verbal communication: el autorretrato, la pintura, el corazón, la figura, la dualidad, las tijeras, la realidad, simbolizar, la arteria, la fantasía  

Language: Content Compatible
Students will:

• use the following structures to compare and contrast:
        -más / menos….que  
        -tan…como (prob. limit equal comparisons to adjectives)
• review and use the following adjectives (as well as those from Day 2) to compare and express opinions:  realista, reflejo, grosero, masculino, sangriento/a 
• use expressions of emotion (from Day 2) to give opinions and react to the work of art
• practice the possessive adjectives mi and tu

Learning Strategies / Social and Skills Development:
Students will:

• work cooperatively in pairs to compare parts of the painting
• demonstrate an ability to engage in active listening while using prior knowledge and context to infer meaning of unknown words
• gain practice in notetaking
• work cooperatively in small groups to share and record opinions

Time Frame:

One 50-minute class period.

Materials Needed:

Task 1:  a set of The Two Fridas cut in half for each small group and an activity worksheet

Task 2:  PowerPoint presentation or slides of Kahlo's work, the daily graphic organizer (distributed during Lesson 02)

In preparation for Lesson 04:  Dalí reading 

Description of Assessment (Performance Project):

TASK 1
Into: As a preliminary activity to introduce students to The Two Fridas and the new vocabulary, I will begin by showing the painting on an overhead/slide/video projector.  As a class, we will discuss/describe the painting as a whole. 

Through:  Students will then break up into pairs.  One will be given “Frida #1” (on the left of the painting) and the other will be given “Frida #2” (on the right).  They each will have a different worksheet with a list of adjectives related to the picture that are used to compare the two versions of Frida.  For example, if student A has the adjective elegante, she will say “Mi Frida es elegante.”  Student B will look at both pictures and make a comparison like “Mi Frida es menos elegante que tu Frida.” 

Beyond:  Afterwards, the whole class will generate comparisons in Spanish that will be written out and discussed.  Students will also be asked to guess or give an opinion as to what the two Frida’s might represent or symbolize.
 

TASK 2
Into:  As with Picasso, I will then turn to a description in Spanish of Kahlo’s life including basic biographical information, the significance of her relationship with Diego Rivera, her accident and other relevant / interesting info.  Again, I would like to use a Power Point presentation that illustrates both Kahlo’s life and artistic style to show as I discuss her life in Spanish.  Afterwards, a short discussion in English of her life and the specific painting (folk art influences, the duality, etc.) will follow. 

Through:  Students will meet in small groups to give and record their opinions of The Two Fridas on the graphic organizer distributed the previous day.  They should state whether they like or dislike the subject matter and style, as well as use the new adjectives to give reasons why.  In each group, one student will act as language facilitator, one as recorder and one as reporter. 

Beyond:  After the reporter in each group reports back in Spanish as to opinions in his or her group, a short discussion in Spanish will follow summing up the overall class impression of the painting.  I would ask students to continue to review the vocabulary used in the chapter and to continue thinking about their final project and what style they might be interested in using.  I would also assign a reading about Dalí and questions in Spanish as homework and preparation for the next day’s class. 

Assessment:

As students discuss the painting, the instructor will circulate through the room listening and commenting when necessary.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Graphic Organizer  (first used in Lesson 02)

Actividad de Dos Fridas

Torreador Reading

Submitted by Kara Scheid

Objectives:

Content:
Students will...

• demonstrate their understanding of the six primary parts of an insect.
• demonstrate their ability to locate and label each of these six parts of an insect.
• show an understanding of the steps in the process of inserting graphics and text in a power point presentation.

Cultural:

Language: Content Obligatory
Students will...

• use correct article/noun gender and number agreement when labeling the body parts. (i.e. la cabeza not el cabeza, or las patas, los ojos, not la patas, las ojos)
• accurately use nouns to name the parts of an insect with words such as cabeza, tórax, abdomen, patas, alas
• use location phrases/prepositions (i.e. está arriba de, está al lado de) to describe where each body part is located

Language: Content Compatible
Students will...

• interpret technology-related nouns and verbs correctly to follow instructions such as “Usando el ratón, haz clic en insertar y busca donde dice 'caja de texto' en el menú.” (“Using your mouse click on insert and find text box in the drop down menu”)
• use question words and verbs in simple present to request information about steps to prepare their presentation. E.g. “¿Qué paso sigue? ¿Cómo muevo la imagen? ¿Cómo cambio el cuadro de texto?” (What step is next?, How can I move the image?, How can I change the text box?)
• use simple present verbs to indicate what information is missing in a classmate’s image with phrases such as Falta el/la …  No está el/la…”(The… is missing, There is no …)
• use adjectives to judge classmate’s work with phrases such as Está bien. Está mal. ¡Qué bonito!  ¡Qué completo!  ¡Qué creativo! (It is right, It is wrong, How beautiful!, How complete!, How creative!)
• use correct subject/verb gender and number agreement when indicating what parts’ labels are missing with phrases such as Faltan las patas, not Falta las patas. (The legs are missing not the legs is missing)

Learning Strategies / Social and Skills Development:
Students will…

• demonstrate their ability to import a graphic from a folder.
• demonstrate their ability to resize the graphic.
• demonstrate their ability to type text in text boxes.
• demonstrate their ability draw lines. · cooperate with a classmate to check each other’s work.
• activate their background knowledge about insects to prepare for the tasks.
• use images to show their knowledge about insect body parts.

Time Frame:

In the computer lab: two 45 min. lab sessions

Materials Needed:

• Web quiz - http://lang.swarthmore.edu/match/matchmaker.htm
• Computers with Power Point software
• File of insect graphics saved to a local folder - use insect graphics from http://www.iconbazaar.com/animals/arthropods/insects/index.html

 

Description of Assessment (Performance Project):

It is assumed that the students have already been taught the basic parts of an insect and the terms for these parts.  This lesson is an application of the information already learned about insect anatomy and the focus is on using the language and technology to make a diagram.

Pre-task:
In order to remind students of the basic parts of an insect, they will complete a short matching activity.  Here they will have a list of the body parts and a list of definitions.  They will need to match up each part with the correct definition.

During-task:
Here the students will be creating a page in a Power Point Presentation.  As a whole class we will go over the correct steps for importing and resizing a graphic.  Students will watch the process on the projector screen.  Students will then chose a graphic image of an insect and resize it to fit the slide.  They will need to draw straight lines from the appropriate parts of the insect and label with the correct vocabulary.  When labeling the parts of the insect they need to be using correct article/noun agreement.

In Power Point, students will follow this path: New slide - Insert – Picture – from folder of saved graphics– insert.  They can then grab the corners of this graphic with the mouse and drag it resizing the image to fit the slide.  To type in the terms students will again go to Insert and then to Text box – horizontal.  They may change the font style, color and/or size.

Post-task: 
Students will be paired with another student with a different insect.  Here they will be able to look at other classmates’ work and check to be sure all parts are identified.  During this time students will be using phrases (Está arriba de...) to explain the location where the parts are on different insects.  (*See example page attachment)

Assessment:

Student’s work will be assessed using two separate rubrics – one for science and one for language.  There will also be a checklist for the technology components.  (See attachments)

References and Resources:

Foss Science Kit - http://www.delta-ed.com/teachers/science/fossmodules.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Example PowerPoint
• Technology Checklist & Science/Language Rubrics

Vocabulary - Lesson 1

Submitted by Heidi Kreutzer

Objectives:

Content:
Students will:

• identify characteristics of Surrealism in the work of Salvador Dalí
• identify the time period and historical significance of the era when The Hallucinogenic Toreador was painted
• identify Dalí as "The Hallucinogenic Toreador" artist and name basic details of his life
• distinguish a Surrealist work of art from other types of art

Cultural:
Students will:

• begin to develop an understanding of art as a form of cultural expression
  

Language: Content Obligatory
Students will:

• use the following new terms accurately in written and verbal communication:  el surrealismo, el sueño, el sombrero, el toreador, el toro, la estatua, las moscas, la imagen doble, el subconsciente
• use the following descriptive words with accurate gender and number agreement:  distorsionado, irracional, irreal, extraño, como un sueño, yuxtapuestas

Language: Content Compatible
Students will:

• review and use new adjectives listed above (as well as those from Days 2 and 3) to compare and express opinions
• use expressions of emotion (from Lesson 2) to give opinions and react to the work of art

Learning Strategies / Social and Skills Development:
Students will:

• work cooperatively in groups with each member carrying out his/her role as assigned
• work cooperatively in small groups to compare worksheets / opinions
• use prior knowledge of vocabulary and language functions to describe a painting
• demonstrate an ability to engage in active listening while using prior knowledge and context to infer meaning of unknown words
• gain practice in note taking

Time Frame:

One 50-minute period.

Materials Needed:

Task 1:  PowerPoint presentation or slides of Dalí's works

Task 2:  daily graphic organizer (distributed during Lesson 02)

 

Description of Assessment (Performance Project):

TASK 1 (note:  this task is based in part on the lesson prepared by Amy Buttner in Lesson 1:  Características del Surrealismo)

Into:  Students will be initially introduced to surrealism by looking at some of the works of Dalí using an internet site that showcases many of Dalí’s works (or with slides or PowerPoint). 

Through:  In Spanish, the I will present a variety of Dalí’s works and then returns to a few individually to discuss the subject matter, colors and qualities the works have that make them surrealistic.  I will focus on target vocabulary words that the students will later be expected to use (e.g. imágenes distorsionados, irreales, irracionales, extrañas, etc.).

After comparing Dalí’s earlier works to those that represent surrealism, in small groups students will make a list of important characteristics of surrealism (found in the vocabulary list above and mentioned by the instructor) which would be written down by each group.  One student should act as language facilitator, one as the recorder and the other as reporter.

Beyond:  Each group’s reporter will report back and the instructor will make a master list of all the characteristics of surrealism.  A short discussion of the reading assigned for this lesson will follow.

TASK 2

Into:  As in the other lessons, the instructor will follow the previous activities with a brief description in Spanish of Dalí’s life, accompanied (if possible) by a Power Point presentation with other works of art by Dalí. 

Through:  I will display the Hallucinogenic Toreador.  In small groups (again with a language facilitator, recorder and reporter), the students will describe the painting, its subject matter and style, using the new and previously learned vocabulary.  They will record their observations and opinions on the graphic organizer distributed during Lesson 02. 

Beyond:  After a brief discussion in Spanish of the students’ opinions with the reporters giving information from each group, I would ask students again to review vocabulary and continue work on their final projects.

 

Assessment:

The instructor will circulate throughout the small groups in the classroom, monitoring student discussions.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Graphic Organizer (first distributed during Lesson 02)

 

Submitted by Kara Scheid

Objectives:

Content:
Students will...

• demonstrate their understanding of bee, ant, and butterfly habitats through a written description.
  

Cultural:

Language: Content Obligatory
Students will...

·         accurately use the learned vocabulary to describe the habitat

·         use the appropriate form of verbs in present tense according to the subject to describe how animals prepare their habitats with phrases such as “las mariposas viven…” “la abeja tiene…” “las hormigas hacen…”

·         demonstrate their ability to use location phrases (i.e. está arriba de, está al lado de) to describe different areas of the selected habitat.

·         use the impersonal verb “hay” (there is/there are) to describe the things that can be found in a certain habitat with phrases such as “Hay mucha tierra… hay árboles altos…”

 

Language: Content Compatible
Student will...

·         demonstrate their understanding of the language used in reference to the technology tools used in PowerPoint (Usa el lápiz para dibujar la colmena.  Seleccione la parte que quiere colorear, haga clic en el cubo de pintura y elige el color que quiere.)

·         use the modal auxiliary “puedes” and verbs in present tense to give suggestions with phrases such as “Puedes escribir de dónde ponen los huevos” “Puedes decir…” (You can write about… You can say…)

·         use accents correctly

·         Use the verbs “lleva, se escribe” (it is written with, it takes) to indicate language corrections that need to be made to a classmate’s work with phrases such as “Lleva tilde”, “se escribe con mayúscula.”

·         use simple present verbs to indicate what punctuation, accents or parts of the sentence are missing in a classmate’s text with phrases such as “Falta el/la …” “No está el/la…” (The… is missing, There is no …)

·         use simple present questions to verify that the information on the habitat is correct with questions such as “¿Es cierto que…?” “¿Esto es correcto?

 

Learning Strategies / Social and Skills Development:
Students will…

·         use technological tools in Power Point to replicate an insect habitat

·         demonstrate the ability to cut and paste images on a PowerPoint slide.

·         demonstrate the ability to use correct key combinations when typing to add appropriate accents and other necessary characters.

·         cooperate with a classmate to check each other’s work.

·         use images to brainstorm about the characteristics of habitats.

·         use an illustration to demonstrate their knowledge about habitats.

 

Time Frame:

In the computer lab: 2 - 45 min. lab sessions

Materials Needed:

·         Computers with Power Point software

·         Projector

·         Transparencies about the habitats 

Description of Assessment (Performance Project):

It is assumed that the students have already learned about and had experience with bee, ant and butterfly habitats.  This lesson is an application of what the students have learned.  The focus is on using technology to recreate and summarize their understanding of the specific habitat.  The focus is technological applications and correct language usage.

Pre-task: 
To review what students have already learned in science class we will look at an image of each of the three habitats on the projector. Students will be asked to explain the habitats utilizing the obligatory vocabulary.  Emphasis will also be placed on responding in complete and grammatically correct sentences describing the habitat.  (e.g. La reina vive en una cámara del hormiguero or  Las abejas hacen panales en su colmena.)

During-task:  Students will create a slide on an insect habitat.  They will need to select insert from the menu and new slide.  They will then use the pencil button  to draw the insect’s habitat.  To add colors they will need to use the mouse to select the area they wish to color and click on the paint bucket to choose the color.

To add an image of the appropriate insect they will need to open a file that was previously set up.  In this file, there is a variety of graphics of bees, ants, and butterflies.  They will need to select, copy and paste the graphic to their slide.  They may then resize the graphic if necessary. 

Finally they will add a text box using the Insert menu.  (Insert - text box – horizontal).  In the text box they write a description of the habitat using the verbs included in compatible language.  The paragraph should describe what the habitat is and what it contains in at least four sentences.  The students will need to use appropriate key strokes to add necessary accents, tildes, and/or punctuation.
Example: Las hormigas viven en un hormiguero.  El hormiguero normalmente está debajo de la tierra.  El hormiguero tiene muchos túneles.  Hay cámaras para la comida, los huevos, la larva, las obreras y la reina. 

Post-task: 
When the students have finished with their slide they will be paired up with another student to edit.  Their responsibility will be to check to make sure the information on the habitat is correct.  They will then check for appropriate language use, checking that sentences have subject/verb agreement and all of the parts of a sentence (subject, verb, predicate). 

The manner of peer-editing will first need to be modeled:  Me gusta lo que hiciste.  ¿Es cierto que ______________? 

Student partners will use a generated list of structures to suggest change:

• Puedes __________________________.
• Necesitas cambiar__________________.
•  _________ se escribe con ____________.
• ___________ lleva acento/tilde/mayúscula.
• Le falta puntuación.

They will be able to make necessary changes and then save their work.

Assessment:

Students’ work will be assessed using two separate checklists – one for technology and another for science.  They will be assessed for language using a rubric. (See attachments)

References and Resources:

Websites in Spanish on insects:
http://insected.arizona.edu/espanol/info.htm
www.urbanext.uiuc.edu/bugreview_sp/index.html
http://cariari.ucr.ac.cr/~insectos/Grupos/veci.htm

Foss Science Kit

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Example of Final Product
• Technology/Science Checklists and Language Rubric

Vocabulary - Lesson 2

Submitted by Kara Scheid

Objectives:

Content:
Students will…

• demonstrate and apply their knowledge of the four stages of an insect’s life cycle.
  

Cultural:

Language: Content Obligatory
Students will...

• use articles appropriately to introduce nouns with phrases such as el huevo, la larva
• use verbs in present tense in correct agreement with the subject to describe the stages in the life cycle with phrases such as la oruga come…, las orugas comen… (the caterpillar eats, the caterpillars eat)
• demonstrate their ability to use new vocabulary related to life cycles. (See attachment)
• demonstrate their ability to implement el/la with the appropriate noun.
• demonstrate their ability to write sentences using present tense verbs that agree with the subject
• sequence the stages of an insect’s life cycle with words such as primero, segundo, próximo, luego, entonces (first, second, next, afterwards, then)

Language: Content Compatible
Students will...

• demonstrate their ability to write complete sentences including subject, verb and predicate
• use adjectives to compliment their classmates’ work with phrases such as que bonito…, que completo… (what a nice…, how complete…)
• use verbs to express their opinion about their classmates’ work with phrases such as Me gusta (I like it)
• use modal auxiliaries and verbs in simple present to make suggestions (of new key words or ways to compliment each other’s work) with phrases such as Podríamos agregar…, Podemos escribir…, Podemos decir...
• interpret technology-related nouns and verbs correctly to use Power Point tools (e.g. diapositiva, comprobar)
• demonstrate understanding of technological vocabulary.

Learning Strategies / Social and Skills Development:
Students will...

• use technological resources to demonstrate their understanding of an insect’s life cycle and communicate their knowledge
• demonstrate their ability to use technology to sequence the stages in an insect’s life cycle
• use technological tools to check spelling and modify fonts to improve the quality of their text
• demonstrate their ability to check their spelling using Spell Check
• use font tools to change the size, color, and/or style of the text
• personalize their knowledge about insects’ life cycles by creating their own representation of it
• use images to represent and communicate the information they know about insects’ life cycle
• cooperate with other classmates to brainstorm and complete list of key vocabulary

Time Frame:

In the computer lab: 3 or 4 - 45 min. lab sessions

Materials Needed:

·         computer lab with Power Point software

·         prepared files for each insect with a variety of graphics on life stages  

Description of Assessment (Performance Project):

It is assumed that the students have already been given information on and have had experiences with the life cycles of insects including the bee, butterfly and ant.  This lesson is an application of that knowledge.  The focus here is on technology and language.  The technological components are hyperlinking and spell checking, while the language components are new vocabulary and correct grammatical structures.

Pre-Task: 
Students sit in groups of four and recall the names of the 4 stages of the life cycle of those insects (bee, ant and butterfly). Each of the four students writes on the top of a piece of paper the name of one of the stages and has the responsibility to brainstorm for key words that would serve to describe that stage (key verbs, nouns and adjectives) for one or two minutes. Each group of four students gets back together and shares the words that each member has brainstormed. Any member can add new words to a classmate’s list.

During Tasks:
Once those lists have been reviewed within the group, each member can start writing his/her own paragraphs describing each stage for the slides. They can use the lists as reference.

In this lesson students will be creating a slide for each phase in the insect’s life cycle.  Since their choice of insects is limited (to bee, butterfly or ant) there will be four phases:

1. El huevo (the egg)
2. La larva/ la ninfa (the larva/ the nimph)
3. La pupa (the pupa)
4. El adulto (the adult)

In the “pre” phase, they will be mapping out the correct sequence of the life cycle of the insect.  The will also need to write one or two sentences about this stage of life.

The teacher will show the students a demonstration of the kind of slides they will be creating, complete with action buttons to make the presentation interactive. 

In this part of the lesson the students will be creating four slides on the life cycle stages.  Each slide needs to include the title (El ciclo de vida de una mariposa) and a sub-title (El huevo) which is the actual stage.  In order to do this they will need to insert a text box in which to write the title and sub-title and another text box in which to write their sentence(s).  They may change the text size, style, and/or color by utilizing the correct buttons on the toolbar or by selecting from the font drop-down menu. 

When they are finished writing their text portion they will need to select comprobar (Spelling) from the Herramientos (Tools) menu.  This will take them through a computer generated edit and they may choose to change or ignore the suggested errors.

Then, in order to import the graphic, they will need to open the previously prepared file named after their insect.  Here they will find a variety of graphics depicting the various stages of life.  They will need to apply their knowledge of selecting, copying and pasting (from previous lessons) in order to import the graphics to their slides.

Finally, the students will use the slide view button to go to a layout of all of the life cycle slides.  They will be adding action buttons to each slide to make the presentation interactive.  Each time they add an action button from the auto-shapes drop-down menu, a menu of options will pop up.  Students will select to “hyperlink” and then select “to slide.”  At this point the menu will show them all of their own slides and they will need to select the appropriate slide.

Example:
Action Buttons  (La Larva)
They will start with the first slide (the egg) and add three buttons at the bottom.  Each button will have the name of one of the other three stages. This is done by right clicking on the button and selecting “add text.”

In the subsequent slides, they will follow the same process of adding buttons, however, the buttons will be linked in this order: El huevo, La larva (oruga), La pupa (crisálida), and El adulto (mariposa).

Post-Task: 
After the students have completed the four slides with hyperlinking buttons and have saved their work, they will be able to try out the interactive presentation.  They will first experiment with their own slide show, and as other students finish they will be able to try working with theirs as well.  As students interact with classmates presentations they will be expected to give at least one positive comment as feedback to their classmate.

Assessment:

Assessment of students’ basic technological awareness and/or capabilities may be assessed by teacher’s visual observations during the work time.  Students’ work will also be assessed using two separate checklists – one for technology and another for science, as well as a language rubric.

References and Resources:

• Websites with insect graphics for folder - http://www.iconbazaar.com/animals/arthropods/insects/index.html
• Foss Science Kit

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Example slide 1
• Technology/Science Checklists & Language Rubric

Vocabulary - Lesson 3

Submitted by Magara Maeda

Objectives:

Content:
Students will…

• Generate interview questions using vocabulary and structures covered in Lesson 1 and Lesson 2.
• Practice interviewing each other to identify difficulties or possible problems during the interview and modify interview questions.

Cultural:
Students will…

• Develop understanding of culturally appropriate ways of interviewing Japanese native speakers.

Language: Content Obligatory
Students will...

• Use formal honorific expressions (keigo) accurately to interview, e.g., First question is…, next question is… Could you repeat what you said? Thank you for your time, I see, etc.
  すみませんが、もう一度おっしゃっていただけませんか。Sumimasen ga mooichido osshatte itadakemasen ka? (Could you repeat what you said?)
  Xについてどう思われますか。X nitsuite doo omowaremasu ka? (What do you think about x?)
  今おっしゃったことについてもう少し説明していただけないでしょうか。Ima osshatta koto ni tuite mousukoshi kuwashiku setsumei shiteitadakenaideshooka. (Could you elaborate more on what you just said?)
  それについて、具体的な例を挙げてくださいませんか。Sore ni tsuite gutaiteki na rei wo agetkudasaimasenka. (Could you give me some concrete examples on that?)
  今日はお忙しい中どうもありがとうございました。Kyoo wa oisogashii naka doomo arigatoo gozaimashita. (Thank you for your time.)
  なるほど。Naruhodo. (I see.)
  まず、Mazu…. (My first question is….)
  次に、Tsugi ni…. (My second question is….)

Language: Content Compatible
Students will…

• Ask to clarify what others' said.
  ～は～ということですか。～wa ～to yuu koto desu ka? (What you said means…, right?)
• Use expressions for asking help on unknown words,
  Xは日本語で何ですか。　X wa nihongo de nan desu ka? (How do you say X in Japanese? )
  Xって、どういう意味でしょうか。X tte dooyuu imi deshooka? (What does X mean?)

Learning Strategies / Social and Skills Development:
Students will…

• Work cooperatively in pairs/small groups to generate interview questions.
• Develop interview skills
• Develop listening skills
• Develop note-taking skills

Time Frame:

One 50-minute period

Materials Needed:

Description of Assessment (Performance Project):

This lesson is a preparation for the guest speakers in class activities, which consists of 2 tasks: 1)  small group interview and 2) a panel discussion on their perceptions of American pop music, favorite J-pop musician, etc. First twenty minutes, students will conduct a small group interview.  Based on the small group interview, each group will generate one question for the panel discussion.  The next twenty minutes, students ask their questions and listen to the panel discussion by the guest speakers.

Pre-task:

The teacher and class brainstorm sample interview questions for the small group interview and writes them down on the blackboard.

The teacher forms small groups (depending on the number of students in the class and number of guest speakers available). The teacher explains interview procedure by going over expressions in honorific form (keigo) : e.g., My first question is…. Could you repeat what you said?  I see. Thank you for your time. etc.

まず、Mazu… (My first question is…)

すみませんが、もう一度おっしゃっていただけませんか。Sumimasen ga mooichido osshatte itadakemasen ka? (Could you repeat what you said?)

Xについてどう思われますか。X nitsuite doo omowaremasu ka? (What do you think about x?)

なるほど。Naruhodo. (I see.)

今おっしゃったことについてもう少し説明していただけないでしょうか。Ima osshatta koto ni tuite mousukoshi kuwashiku setsumei shiteitadakenaideshooka. (Could you elaborate more on what you just said?)
それについて、具体的な例を挙げてくださいませんか。Sore ni tsuite gutaiteki na rei wo agetkudasaimasenka. (Could you give me some concrete examples on that?)
今日はお忙しいところどうもありがとうございました。Kyoo wa oisogashii naka doomo arigatoo gozaimashita. (Thank you for your time.)

During-task:

In small groups, students generate interview questions.  Each student should take turns interviewing and taking notes to practice different skills.   Teacher walks around the class to monitor each small group and provide necessary support and feedback.

Students in the small groups will decide who is going to ask which interview questions and who is taking notes.

Students practice interviewing and taking notes small groups and provide feedback to each other. Students modify the interview questions if it is necessary.

Post-task:

Teacher discusses difficulties and possible problems during the interview and panel discussion, and offers advice.

Assessment:

Teacher collects the small group interview questions from the students and provides feedback on the interview questions (Jpop task sheet, see the attachment).  

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Jpop_tasksheet.doc (This is a class handout for the guest speaker task created by MS word)

 

Submitted by Mary Ludwigson

Objectives:

Content:
Student will ...

• list  and discuss the advantages and disadvantages of Puerto Rican Statehood, Commonwealth, and Independence.

Cultural:
Students will...

• develop an initial awareness that political parties in Puerto Rico are primarily driven by status preference, rather than by socioeconomic action plans or ideological platforms on how to run the island.

Language: Content Obligatory
Students will...

•  be able to define the three different political systems
•  able to identify the three main political parties in Puerto Rico.
•  be able to list the advantages and disadvantages of the three political options and which parties support each option.

  

Language: Content Compatible
Students will...

• use new and previously learned vocabulary accurately.
• use the present, past and future tenses to describe Puerto Rico's political options.
• use the present subjunctive to express the views of the different political parties and keypals. ( piensa/n que, cree/n que, quiere/n que, sugiere/n que, prefiere/n que, duda/nque,es evidente que)

Learning Strategies / Social and Skills Development:
Students will.

•  use contextual clues to predict meaning of unknown words.
•  use nonfiction resources effectively to complete assigned task.
•  work cooperatively to collect information, share data, and organize  materials for power point presentation.
•  coach each other using constructive criticism

 

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Magara Maeda

Objectives:

Content:
Students will…

• Identify elements and perceptions of popular music of Japan and the U.S. through small group interview and a panel discussion.
• Conduct a small group interview with a native speaker of Japanese.
• Listen to the panel discussion by the native speakers of Japanese.

Cultural:
Students will…

• Develop understanding of differences in perception of popular music of Japan and the U.S.
• Begin developing an understanding of how English is used in J-pop songs.
• Gain understanding of different ways of interaction, stating one's opinions, listening to the discussion by the native speakers of Japanese.

Language: Content Obligatory
Students will…

• Use honorific expressions (keigo) accurately to interview, e.g., First question is…, next question is… Could you repeat what you said? Thank you for your time, I see, etc.
  すみませんが、もう一度おっしゃっていただけませんか。Sumimasen ga mooichido osshatte itadakemasen ka? (Could you repeat what you said?)
  Xについてどう思われますか。X nitsuite doo omowaremasu ka? (What do you think about x?)
  今おっしゃったことについてもう少し詳しく説明していただけませんか。Ima osshatta koto ni tsuite mousukoshi kuwashiku setsumeishite itadakemasenka. (Could you elaborate more on what you just said?)
  それについて具体的な例を挙げていただけないでしょうか。Sore ni tsuite gutaitekina rei wo ageteitadakenaideshouka. (Could you give some concrete example on that?)
  今日はお忙しいところ中どうもありがとうございました。Kyoo wa oisogashii naka doomo arigatoo gozaimashita. (Thank you for your time.)
  なるほど。Naruhodo. (I see.)
  まず、Mazu…. (My first question is….)
  次に、Tsugi ni…. (My second question is….)

Language: Content Compatible
Students will…

• Ask to clarify what others' said.
  ～は～ということですか。…wa …to yuu koto desu ka? (What you said means…, right?)
• Ask unknown word in Japanese.
  Xというのは何のことでしょうか。X toyuu no wa nan desu ka. (What does X mean?)

Learning Strategies / Social and Skills Development:
Students will…

• Work cooperatively in a small group to conduct a small group interview.
• Develop note-taking and interview skills during the small group interview.
• Develop listening and note-taking skills during the panel discussion.

Time Frame:

One 50-minute period

Materials Needed:

Volunteer native speakers of Japanese.  Preferably one guest speaker to three students.

Description of Assessment (Performance Project):

Pre-task

The teacher explains the two sections of the class task; 1) small group interview and 2) panel discussion. The teacher asks guest speakers and students to introduce themselves briefly.

Teacher reminds students to practice different skills; interview skills and note-taking skills during the small group interview

During tasks

Small group interview:

Students break up in small groups and begin the interview.  Teacher assigns a native speaker to each group.  Teacher walks around the classroom and monitors each group's interview and provides support if it is necessary. 

Teacher notifies the students 5 minutes prior to the completion of the interview .  Based on the interview, each group generates one question for the panel discussion.

Panel discussion:

The teacher stops the small group interview and begins the panel discussion.  A representative of each group will ask the generated panel  discussion question to the guest speakers. Students are asked to take notes.

Post-task:

Teacher wraps up the panel discussion.  Teacher tells students to complete the J-pop task sheet as homework and prepare for the debriefing for the following class period.

Assessment:

Teachers walks around and monitors each group during the small group interview.  Teacher monitors students' participation. 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Magara Maeda

Objectives:

Content:
Students will…

• Identify elements and perceptions of popular music of Japan and the U.S.
• Participating in a class discussion.
• Generate a summary of the small group interview and identify the key points.
• Report a summary of the small group interview to the class.

Cultural:
Students will…

• Demonstrate an understanding of cultural values embedded in J-pop music by comparing and contrasting popular music of the U.S. and Japan.

Language: Content Obligatory
Students will…

• Use honorific expressions (keigo) accurately to report back to the class from the small group interview:
  ～さんは～とおっしゃっていました。～san wa ～to osshatteimashita.  (According to Mr./Ms. so and so, it is....)
  インタビューの中で面白かった点は～です。Intabyuu no nakade omoshirokatta ten wa ～desu. (Interesting points from the interview are....)
• Use expressions to state one's opinions and to participate in a discussion.
  私の意見は～ですが、皆さんはどう思いますか。Watashi no iken wa ～desuga, minasan wa doo omoimasu ka.  (My opinion is ～ but what do you think?)
  ～じゃないでしょうか。～ja nai de shooka.  (Isn't it～?)
  ～のような気がします。 ～no yoona ki ga shimasu.  (It looks like～)
  ～かもしれません。～kamo shiremasen.  (It could be～)
• Use expression to indicate agreement/disagreement, to support, and to share opinions.
  Xさんと同じ意見です。X san to onaji iken desu.  (I agree with X)
  Xさんの意見に賛成です。X san no iken ni sansee desu.  (I agree with X)
  Xさんの意見に反対です。X san no iken ni hantai desu.  (I disagree with X)
  そうかもしれませんが、私はそうは思いません。Sookamo shiremasen ga, watashi wa soo wa omoimasen.  (That could be true, but my opinion is different.)
  確かにXさんのおっしゃるとおりですが、私は違う意見です。Tashikani X san no ossharu toori desuga, watashi wa chigau iken desu. (What Ms./Ms. X said is right, however, I have a different opinion.)

 

Language: Content Compatible
Students will…

• Ask to clarify what others' said.
  ～は～ということですか。～wa ～to yuu koto desu ka?  (You mean ～, right?)
• Ask politely to repeat what others' said.
  もう一度おっしゃっていただけないでしょうか。Moo ichido osshatte itadakenaideshooka?  (Could you repeat that again?)

Learning Strategies / Social and Skills Development:
Students will…

• Use critical thinking and compare and examine U.S. and Japanese cultural values as portrayed in popular music.
• Demonstrate respect for others' opinions.

Time Frame:

Two 50-minutes periods

Materials Needed:

• J-pop task sheet
• Kramsch's "Kaleidoscope" Model, which is completed in lesson 02.

Description of Assessment (Performance Project):

Context:
This is the last lesson of J-pop.  Students have acquired knowledge about J-pop and J-pop musicians.  Students debrief the small group interview and panel discussion as well as participate in the class discussion about cultural values embedded in J-pop. 

Pre-task:
As homework, students are given the following discussion questions and asked to write down their opinions.
1) どうしてJ-popは人気があるのでしょうか。Dooshite J-pop wa ninkiga aru no deshooka?  (Why is J-pop popular?)
2) どうして英語がよくJ-popに使われるのでしょうか。Dooshite eigo ga yoku J-pop ni tsukawareru no deshoo ka?  (Why is English often used in J-pop lyrics?)
3) J-popはアメリカでも人気が出るでしょうか。J-pop wa Amerika demo ninki ga deru deshoo ka?  (Can J-pop become popular in U.S. as well?)
4)J-popにはどのような文化的な価値観が反映されているのでしょうか。 J-pop niwa donoyoona bunkatekina kachikan ga hanei sareteiru no deshoo ka?  (What cultural values are embedded in J-pop?)

Students are asked to prepare additional discussion questions on J-pop. 

In class:

During-task:

1) Debriefing on the small group interview

Teacher asks the class to reflect and share what was successfull and what was deficient during the small group interviews. 

Students use the Jpop task sheet that they filled out during the small group interview.  Students reform into their original small groups from the previous lesson.  Students discuss the interesting and key points from the small group interview and write down the key words on the board.  Each group shares a summary of the small group interview with the rest of the class.

2) Debriefing on the panel discussion
Students used the J-pop task sheet that they filled out during the panel discussion.

Teacher asks the class to reflect;

• what were difficult/challenging issues during the panel discussion?
• how did you do in terms of note-taking?
• did you recognize any interesting non-verbal communications such as gestures, facial expression, and interactions among the native speakers?
• what was the most interesting/surprising opinion during the panel discussion?

Post-Task:
Class discussion
The teacher facilitates the discussion on the following discussion questions:

Why is J-pop popular?
Why is English often used in J-pop lyrics?
Can J-pop become popular in U.S. as well? 
What cultural values are embedded in J-pop?

Assessment:

Informal assessment:
The teacher can create a diagram to monitor students' answers to questions, and students' participation during the class discussion to assess students' preparation and language use. 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Magara Maeda

Objectives:

Content:
Students will ...

• demonstrate understanding of the content in the assigned text by creating a diagram and responding to reading comprehension questions
• identify characteristics of the music industry of Japan
• identify problematic issues about the music industry of Japan
• identify the changes in the music industry of Japan
• generate a list of similarities and differences between the Japanese music industry and the US music industry.

Cultural:
Students will ...

• compare and contrast the music industry cultures of Japan and of the US
• generate a list of cultural similarities and differences of the two music industries  

 

Language: Content Obligatory
Students will ...

• use relevant vocabulary to respond to questions and describe differences and similarities, e.g., the terms "類似点," and "相違点" , which are used in an academic context.
• use relevant structure to respond to questions and describe causes or reasons;
  原因は～だ genin wa ～da  (The reason why is....)
  ～からだ ～kara da  (Because..)
• learn key words applicable to the music industry:
  音楽産業　onngakusangyoo (music industry)
  音楽業界onngakugyookai (music business)
  増加する    zooka suru (to increase)
  減少する   genshoo suru (to decrease)
  傾向が見られる keikoo ga mirareru (there is a tendency...)
  著作権      chosakuken (copy right)
  売り上げが伸びる uriage ga nobiru (to increase sales)
  売り上げが下がる uriage ga sagaru (to decrease sales)
  社会的現象  shakaiteki genshoo (social phenomena)
  若者層　　wakamono soo (young generation)
  中高年層  chuukoonen soo (middle age generation)
  普及  fukyuu  (to spread, become popular)
  変化をもたらす henka wo motarasu (to bring a change)
  質　shitsu (quality)
  マーケティング戦略 maaketengu sennryaku (marketing strategy)
  特徴　tokuchoo (characteristics)
  

  市場規模 shijoo-kibo (size of the consumer market)

  生産 seisan (production)

  中小 chuushoo (small and middle size)

  音楽配信 ongaku-haishin (music distribution)

  現状 genjoo (current status)

  課題 kadai (issue)

 

Language: Content Compatible
Students will ...

• ask and clarify their reading comprehension, e.g.,
  ２行目について、もう少し説明してもらえませんか。Ni-gyoome ni tsuite, moosukoshi setsumeishite moraemasenn ka  (Could you explain more about line 2?)
  それは何行目に書いてありますか。Sore wa nann-gyoome ni kaitearimasu ka.  (Where does it say?/Where can I find that in the text?)

Learning Strategies / Social and Skills Development:
Students will ...

• use prediction skills
• utilize reading strategies that include identifying key words and scanning for specific information in the text
• use context clues to predict the meaning of unknown words
• use visual organizer to check the reading comprehension
• interpret and synthesize statistical information from graphs and charts

Time Frame:

Three 50-minute periods

Materials Needed:

OHP sheet for pre-reading activity materials (statistical data/information)

Text summarizing music industry of Japan as adapted from http:dandoweb.com/backno/20021121.htm (see attachments)
Overhead projector
Computer with internet access

Description of Assessment (Performance Project):

This lesson is designed for a University foreign language classroom context.

Pre-reading
See the attachment, "Pre-reading activity"

During-reading
*Students are given the following article on the music industry of Japan as homework. Students are expected to read the article and prepare for  discussion before they come to the class. 

衰退する日本の音楽産業　(The weakening Japanese music industry)

 

Explain to students that they will be reading text that describes the nature and issues of the music industry of Japan.  Explain that there are two problems; 1) structure and market strategy of the industry, and 2) the quality of the music. While reading, students are asked to focus on the following questions:

• 日本の音楽産業の衰退原因を二つ挙げてください。
  (Identify two reasons why the Japanese music industry is weakening.)
• なぜ、日本の音楽産業は若者層をターゲットにしているのですか。
  (Why does the Japanese industry target the young generation?)
• 団藤記者は音楽の質の問題についてどんな点を挙げていますか。
  (According to the newspaper correspondent, what are the problems of the Japanese music in terms of its quality?)
• カラオケ人口が減少した理由を二つあげてください。
  (Identify two reason why the karaoke population has decreased.)
• 団藤記者は日本の音楽産業はどうあるべきだと述べていますか。

  (According to the newspaper correspondent, how should the Japanese music industry be operating?)

The remainder of the first article reading task should be covered and completed in a second lesson due if there is insufficient time in the first lesson.

Post-reading
A discussion with the class on Japan-US music industry comparison should take place by going over the assignment (task sheet: Japan-US music industry comparison), and the teacher should clarify any misunderstandings that emerge.

Assessment:

The teacher can use the diagrams, reading comprehension tasks, and the student's participation during the class discussion to assess student's comprehension of the text.

References and Resources:

Text summarizing the music industry of Japan was adpated from texts in:
http://dandoweb.com/backno/20021121.htm

 

 

 

 

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Article: Text and reading comprehension questions (music_industry.doc)

Pre-Reading Activity

Submitted by Heidi Kreutzer

Objectives:

Content:
Students will:

• identify Carmen Lomas Garza as the artist of Curandera
• identify the folk art influences and other elements characteristic in Lomas Garza's work
• explain the role and significance of the curandera in Chicano culture

Cultural:
Students will:

• begin to develop an understanding of art as a form of cultural expression

Language: Content Obligatory
Students will:

• use the following new vocabulary terms accurately in written and verbal communication:
  el tema, el incienso, el arte folklórico, la rama, la curandera, la limpieza

Language: Content Compatible
Students will:

• review and use adjectives (from Days 1-3) that express opinion
• use expressions of emotion (from Days 1-3) to react to the work of art
• practice / review the following language structures in order to describe Curandera: estar with prepositions of place, colors, furniture vocabulary
• use the following expressions to express opinion or hypothesis:
  -creo que ...
  -me parece que ...
  -a lo mejor ...

Learning Strategies / Social and Skills Development:
Students will:

• work cooperatively in small groups with each member carrying out his/her role as assigned
• use context clues to enhance reading comprehension
• demonstrate an ability to engage in active listening while using prior knowledge and context to infer meaning of unknown words
• gain practice in note taking work cooperatively in small groups to share and record opinions

Time Frame:

One 50-minute class session

Materials Needed:

Task 1:
- Curandera activity worksheets (picture of Curandera, picture of empty room with cut out objects and vocabulary sheet)
- the book Cuadros de Familia

Task 2:
- PowerPoint or slide show of Lomas Garza's art
- graphic organizer (first distributed during Lesson 02)

Description of Assessment (Performance Project):

TASK 1

Into: To familiarize students with Curandera and its related vocabulary, I will first briefly review furniture vocabulary, colors, prepositions of place and the new vocabulary as a class.

Through: After giving students a reference sheet containing the new vocabulary, I will have them work in groups of three with one student acting as the language facilitator. One student will be given a copy of Curandera. The other will be given a picture of a room with a bed and a dresser in the center and a set of objects (copied on paper) from the painting. Student A will take an object and ask where it should be placed (e.g. ¿Dónde está ___(la lámpara)__?). Student B will respond using a preposition of place (e.g.: La lámpara está a la izquierda de la cama.). Student A will then place the object in the room and then go on to the next object. At a certain point, after comparing pictures, they can trade roles.

Beyond: Students will then be asked to discuss what they think is taking place in the painting, using the new expressions. After discussion in small groups, students will read the Spanish text that accompanies the picture in the book Cuadros de Familia), underlining words that interfere with comprehension. After discussion as a small group, in English we will discuss the meaning of the text as a class, while also hypothesizing on the meaning of unfamiliar past tense forms.

Task 2

Into: As with the other artists, I will follow the previous activities with a brief description in Spanish of Lomas Garza's life. Again, as on previous days, I would like to use a Power Point presentation to show her other works of art as I speak. I would place particular emphasis on how and why Lomas Garza has focused on Chicano culture.

Through: Students meet in the same small groups as on previous days to discuss their opinions of Curandera in Spanish and record reactions on the graphic organizer distributed on Day 2, again with a language facilitator, recorder and reporter. They will also state whether they like or dislike the subject matter and style and use adjectives and expressions from previous days to give their reasons why.

Beyond: The reporters will report back about each group's opinions and reactions to Curandera and then a brief class discussion will follow in which we discuss Lomas Garza's style and more specifically Curandera. I will tell students to start thinking about what style they will use for their individual projects and why that style might best express the struggle they've chosen to illustrate.

Assessment:

As on previous days, I will circulate through the classroom, watching, listening and commenting when necessary.

I would also collect students' graphic organizers summarizing the information and opinions about the 4 works of art studied during the unit.

References and Resources:

Lomas Garza, Carmen. Family Pictures / Cuadros de Familia. San Francisco: Children's Book Press. ISBN 0-89239-050-6

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Curandera - Vocabulario útil
Graphic Organizer (first distributed during Lesson 02)

Submitted by Heidi Kreutzer

Objectives:

Content:
Students will:

• identify elements and/or subject matter characteristic of the four artists studied (Picasso, Kahlo, Dalí or Lomas Garza)
• correctly identify the artist of unfamiliar works (not previously viewed in class)
• explain the reasons for the identification above (using appropriate vocabulary from previous lessons)

Cultural:
Students will:

• begin to develop an understanding of art as a form of cultural expression

Language: Content Obligatory
Students will:

• use the new vocabulary terms from Lessons 1-4 accurately in written and verbal communication to describe a painting's subject matter and style
• use the following structures to compare and contrast:  más/menos...que, tan...como (limit equal comparisons to adjectives)
• review / practice adjectives from previous days in the unit to compare and contrast

Language: Content Compatible
Students will:

• use adjectives and expressions of emotion from Lessons 1-4 to react to paintings and give opinions

Learning Strategies / Social and Skills Development:
Students will:

• work cooperatively in groups with each member carrying out his/her role as assigned
• work cooperatively in groups to compare and contrast paintings

Time Frame:

One 50-minute class session

Materials Needed:

• Task 1: daily graphic organizer (instructor will hand back)
• Task 2: PowerPoint presentation or slides of other paintings by the four artists studied
• Task 2: graphic organizer to record information about new paintings

Description of Assessment (Performance Project):

TASK 1

Into: After I return the graphic organizers (with my comments) that I collected yesterday, students will work in small groups with one student acting as language facilitator, one as recorder and one as reporter. With their graphic organizer from the past days as a reference, they will compare and contrast the various works of art studied in this unit and give their opinions of each work and style.

Through: The reporter from each group will give his/her group's results, with some class discussion led by the instructor.

Beyond: To sum up the discussion and as preparation for the next task, the class will generate a list of typical elements/subject matter for each of the 4 artists studied. The instructor will record these items in a way that is visible to the whole class (on the board, on a transparency, etc.).

TASK 2

Into: Using a Power Point presentation (or slides), I will show a variety of other paintings by the four artists studied. In Spanish, the whole class will discuss the subject matter and style of the painting, as well as who they think painted it and why.

Through: Students will be divided into small groups and given a picture. As a small group, they will discuss the painting's subject matter, analyze the style, and determine who they think the artist is (as was done as a class above). All students in the group will record the information on a graphic organizer. After a set period of time, individual members move into a new group in which each member will present his or her picture to the group. Students will also record the information given by each group member on the graphic organizer.

Beyond: After a brief recap of the previous activity, I will lead a class discussion of students' favorite artists / paintings and styles. We will also discuss the final project in more detail.

Assessment:

The instructor will circulate throughout the classroom looking at the graphic organizers, listening to discussion and commenting when necessary.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Graphic Organizer (first distributed during Lesson 02) 
Day 6 - Graphic Organizer 

Submitted by Heidi Kreutzer

Time Frame:

One 50-minute class period.

Materials Needed:

- Each student will bring his/her original work of art.
- The instructor may want a video camera or tape recorder so as to assess students' presentations at a later time.
- Rubric for Written Preparation for Oral Presentation.
- Rubric for Oral Presentation.

Description of Task:

Students create an orginal work of art that reflects a personal or global issue that is important to them.

A checklist for students gives more details of the process and requirements of the project (see below).

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Rubric for written part of project
Rubric for oral part of project 

Project Checklist

Submitted by Michiko Kato Dressen

Objectives:

Content:
Students will:

• identify the musical instruments by listening to the sound of some orchestra or band music.
• identify the music genres, the name of musical instruments, the name of composers and players, and what time frame in the history they were active.
• familiarize themselves with specific historical events by comparing it to that time in the U.S.

Cultural:
Students will:

• develop understanding of how universal music is.
• develop understanding of how culturally unique music can be in the different regions of the world.

Language: Content Obligatory
Students will:

• use expressions in Japanese to ask and answer the questions such as what musical instruments they heard, which instrument they (can) play or they want to play (showing desires).
• use Plain - form of Verbs and Adjectives to express Modifying (nouns with entire) Clause such as "A person who can play Cello skillfully is Joy." "Who is the person that can play Violin?" "A musical instrument which I heard now was an oboe."
• use expressions to describe likes & dislikes and why they think they like or dislike using the form of reasoning with Plain-statement.
• use expressions to show desires to learn musical instruments and why they think they would like to learn using the form of reasoning with Plain-statement.
• use expressions to compare the historical background of the classical music to that time in the U.S. 

Note: Vocabulary words are listed in an attachment (below)

Language: Content Compatible
Students will:

• use proper question formation with proper question pronoun and in the proper tenses.
• demonstrate understanding of questions in the proper sentence structures and tenses to ask historical back ground of the composers.
• use proper post position markers/particles to create complete sentences.
• demonstrate their Japanese oral comprehension by discussing with each other in Japanese what kind of music they usually listen to, which musical instruments they heard, what instrument they can play and want to play by using known and unknown musical vocabulary word as an introduction.

Learning Strategies / Social and Skills Development:
Students will:

• use prior knowledge and listening skills to infer meaning of unknown words.
• demonstrate understanding of note-taking skill when they interview with each other.
• use technology to gain more information, connect with resources and community using the target language.
• work cooperatively in pairs to compare and complete worksheets.

Time Frame:

Two to three 50 minutes classes

Materials Needed:

• Pictures of musical instruments in a band and orchestra
• A handout sheet with a list of music genres, musical instruments, key sentences for students to fill in or match together.  A few blank question columns can be added for students to create extra additional questions.
• CDs of orchestra and band music
• Website that students can visit to explore, research (in Japanese) and actually listen to some sample music.

Description of Assessment (Performance Project):

Introduction:
First, students will discuss in Japanese the different genres of music they frequently listen to and musical instruments surrounding them.  They listen to some classical music pieces the teacher selected because high schools in the U.S. as well as high schools in Japan have their orchestras and bands.  Then, they will discuss in Japanese what musical instruments they heard, whether they play or want to play some instruments, how they felt about them and why they felt like that.

Pre-task:
Introduction to music and musical vocabulary:

1.  Most of the young people like to listen to some type of music and carrying CD music players.  The teacher will brainstorm with the whole class to create a list of questions they could use in the pair activity.  The teacher can add these questions when this activity is going on.    

Note: Vocabulary words, sample sentences and worksheets used in this Lesson are in an attachment. 

2.  Genres & Musical Instruments:  The teacher will choose and introduce one classical music piece (played by a Japanese conductor or a symphony orchestra if possible) as an introduction.  Students will listen to this music sample and identify in Japanese the musical instruments "What musical instrument did you hear in this music?" and "What music genre do you think this music belongs to?", etc.  Flash cards of different genres and instruments can be used when the teacher ask the whole group, " Is this jazz, techno, or classical music?"

3.  The teacher will debrief and introduce some new musical vocabularies right after this activity is completed. 

During-task:

4.  Students will interview and write in Japanese with each other going over the questions they generated during their pre-task asking what type of music they usually listen to, what musical instruments they can play or want to play, who they think this composer is and what happened in the US around that time when he was active.  A handout with a list of music genres, musical instruments, the name of composers and some questions they use for the activities will be provided.  A few blank question columns can be added for students to create later as their extra questions that are usually interesting.

5.  Students will visit some websites to explore and gather the information on music genres, musical instruments, musicians, composers and his/her historical background by comparing it to that time in the U.S in order to describe their music preferences and the reasons of their own and the partner later as their post-task.

6.  Students will discuss whether or not they can play certain musical instrument using two verb forms of capability, "Can you play a musical instrument?" "Yes, I can." or "No, but I can play other instrument."

Note: Vocabulary words, sample sentences and worksheets used in this Lesson are in an attachment

7.  The teacher will ask students who can play a musical instrument using a sentence structure with Plain - form of Verbs and Adjectives to express Modifying (nouns with entire) Clause such as "Who is the person that can play Violin?" "A person who can play Cello skillfully is Joy."

8.  Students will express their desire, "I think I want to play/to learn to play (a musical instrument)."  Later, they describe about their partner with "S/he is thinking/is saying/that s/he wants to learn to play." And "It seems that ---. / I heard that ---."

9.  Students will guess what the title of this sample classical music that the teacher chose, who composed this, which time frame in the history this composer was active and what happened in the U.S. at that time.  They will research on these items visiting some Internet sites.
 
Post-task:
10.  Students as a pair will describe briefly in Japanese their own musical preferences of genre(s), musicians or composers and the reasons why they like/dislike them, what musical instruments they play or they desire to play / to learn to play using their gathered information.  Then they describe their partner's interviewed description of music preferences using varieties of previously and newly learned sentence structures and the vocabulary words.  They will also add their historical background of their favorite musicians or composers by comparing them to the same time in the U.S.

Presenters will also answer the questions in Japanese asked by other students.

11.  The teacher will debrief what the students researched on and explain briefly about the next lesson after this activity is completed.

Assessment:

Formative assessment of this lesson will be done by students themselves and the teacher to assess with a checklist when they present the post-task activity.

The Checklist for Lesson 1 is in the Handouts section below.

 

References and Resources:

Classical Net: Classical music source
http://www.classical.net/music/welcome.html

Musical Instruments of Orchestra
http://www.yamaha.co.jp/edu/student/museum/index.html

Classical Net: Dvorak
http://www.classical.net/music/comp.lst/dvorak.html

Classical Music Theatre: Antonin Dvorak
http://www.fsinet.or.jp/~mfujimot/music/Dvorak/

Japan Information Network: Music
http://web-jpn.org/webjapan/search/Culture_Music_00.html

Japanese Anime & J-pop Store
http://www.japan-guide.com/e/e2069.html

Entry Port for Japanese Kids Sites
http://web-jpn.org/kidsweb/index.html

Entry Port for various Kids related Sites
http://kids.yahoo.co.jp/

World Factbook 2002: Japan
http://www.odci.gov/cia/publications/factbook/geos/ja.html

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

L1 worksheets (pdf)
L1-2 Vocabulary lists (pdf)
L1 sample sentences (pdf)

Checklist for Lesson 1

Submitted by Michiko Kato Dressen

Objectives:

Content:
Students will:

• develop understanding of Japanese traditional music genre, "邦楽; Hogaku" by listening to "三味線; Shamisen" music.
• research and identify the name of other musical instruments of "Hogaku" besides "Shamisen".
  

Cultural:
Students will:

• develop understanding of Japanese traditional music, "邦楽; Hogaku" and what types of musical instruments are used for "Hogaku".
• develop understanding of historical background of "Hogaku" music.
• reflect why certain "三味線; Shamisen" musicians became so popular among young people in Japan and how the traditional culture of music and performing arts are passed over to youth in Japan.

Language: Content Obligatory
Students will:

• use the phrase and verbs for Past Experience: "Have you listened to "三味線; Shamisen" music before?： Verb Plain-form Past + ことがありますか。" "Yes, I have.  はい、あります。No, I have not yet.  いいえ、まだ　ありません。"
• use the phrase and verbs for Modifying (nouns with entire) Clause:  バンジョーを弾(ひ)く人; a person who plays Banjo
• use the phrase and verbs for Stating Opinions - "Plain Statement" +  と 思(おも)います。
• use the phrase and verbs for Stating what I heard - "Plain Statement"  +  と 聞きました。
• use the phrase and verbs for Explaining and Reporting/ what was said/ what was written:
  "Plain Statement" +  そうです／んだそうです／んですって。
  "Plain Statement" +  と 言(い)っています。   "Plain statement" と 書(か)いてあります。
• demonstrate understanding of stating opinions and reasons using Verb-Plain +  からです。

Language: Content Compatible
Students will:

• demonstrate understanding of proper tense formation to carry and complete the conversation.
• demonstrate understanding of Plain - Form of Verbs and Adjectives in the present and past tense to help stating opinions and reporting what was said/written.
• use Intransitive Verbs, 聴(き)こえる (is heard) Vs. Transitive Verb, 聴く (a person hears) using in a sentence when the students' language levels reached high enough.

Learning Strategies / Social and Skills Development:
Students will:

• use prior knowledge and listening skills to infer meaning of unknown words.
• use prior knowledge and listening and speaking skills to complete each conversation.
• use technology to explore more in the web site about Japanese traditional music, "邦楽; Hogaku" and its other musical instruments.
• work cooperatively in pairs to compare and complete worksheets.

Time Frame:

Three 50 minutes classes

Materials Needed:

• One of the most popular music shows on the New Year's Eve in Japan called, 紅白歌(こうはくうた)合戦(がっせん) (Kohaku Utagassen: singing battle between red & white teams)
  Note: Look for some Japanese resources in your community.  There are already quite a few people in your community in the U.S. receive TV Japan program that you can watch this program.
• Pictures of musical instruments of Japanese traditional music, "邦楽; Hogaku"
• A handout sheet with questions and answers for students to fill in or match together.  A few blank question columns can be added for students to write extra questions.  These answers can be used later for their presentation. 
• CDs of "三味線; Shamisen" and "Hogaku" music.
• Website that students can visit to explore, research (in Japanese) and actually listen to some sample music.
  

Description of Assessment (Performance Project):

In this lesson, students will watch the Japanese popular TV music show shown on the New Year's Eve called 紅白歌合戦  (Kohaku Utagassen: singing battle between red & white teams) and try to find out what Japanese genre each song belongs to as vocabulary review.  They will also listen to another popular "三味線; Shamisen" music played by Japanese young "Shamisen" musicians whose appearances show pop/rock cultures but have been mastering Japanese traditional music, 邦楽; Hogaku skillfully, then discuss how they felt/thought about this type of music.  Students will explore "Hogaku" web site to find other "Hogaku" music and its musical instruments, also reflect the tradition of "Hogaku" passed over to youth in Japanese music culture.

Secondly, they experience listening to Japanese popular music by watching the Japanese popular TV music show on the New Year's Eve.  They also experience listening to Japanese traditional and ancient music, compare and discuss in Japanese the uniqueness of sound, instruments, rhythm and cultural characteristics they were able to identify.  Recently, certain young "Shamisen" musicians in Japanese traditional music became very popular among youths in Japan.  Students will further research cultural and historical facts in Japanese traditional music: 邦楽; Hogaku & ancient music: 雅楽; Gagaku by visiting web sites and reflect how the traditional culture of music and performing arts are passed over to youth in Japan. 

 

ActivitiesActivities
Pre-task:
Vocabulary Review:  Genres & Musical Instruments

1.  Students will watch one of the most popular music shows on the New Year's Eve in Japan called, 紅白歌合戦(Kohaku utagassen: singing battle between red & white teams) and guess what genre each song belong to, then discuss what they thought that was and why.

Note: Vocabulary words and sentences used in this Lesson are in an attachment.

Students will pair up and continue to do activity 1 by discussing and writing down what genre each song belongs to and what they heard and saw in a show. 

The teacher will debrief and introduce some new vocabularies right after this activity is completed.

2.  They also discuss about musical instruments they heard using Intransitive verbs, "What sound of musical instrument was heard (did you hear)? ( 聴こえる: Intransitive verb; is heard is often used instead of using 聴く: Transitive verb; I hear.)

Grammar:  The teacher will explain Intransitive Verb,聴こえる(is heard) vs. Transitive Verb, 聴く(a person hears) using in a sentence when the students' language levels reached high enough.

During-task:
3.  Students as a pair will discuss whether they have listened to certain music of Japanese genres before or not using a sentence structure, "Have you ever listened to "琴(こと); Koto" music?   Yes, I have.  It's also "邦楽; Hogaku"

Students will experience to listen to Japanese traditional music "邦楽; Hogaku" by listening to "Shamisen" music, then they discuss how they felt/thought about this type of music and explore "Hogaku" web site to find other Japanese traditional music and musical instruments. They also reflect the tradition of "Hogaku" passed over to youth in Japanese music culture.

4.  The whole class will go to the computer room one day and research on "邦楽; Hogaku", its musical instruments and historical, traditional cultural background.  They also visit some Internet sites, about "三味線; Shamisen" musicians, Yoshida Brothers (NIPPONIA), Young Performers Carry On Ancient Traditions (NIPPONIA) in order to prepare for a discussion and a brief presentation later.

Post-task:
5.  Each student will write a short passage about "邦楽; Hogaku" and one of the "Hogaku" instruments, then give a short presentation in Japanese to inform other students what they found through their research on "Hogaku" and its instruments while using newly and previously learned sentence structures.  They also reflect why certain "三味線; Shamisen" musicians became so popular among young people in Japan and how the traditional culture of music and performing arts are passed over to youth in Japan.  Presenters will also answer the questions in Japanese asked by other students.

6.  The teacher will debrief about what the students researched on "邦楽; Hogaku" including Hogaku instruments and reflected how the traditional culture of music and performing arts are passed over to youth in Japan, then explain briefly about the next Lesson after this activity is completed.

Assessment:

Formative assessment of this lesson will be done by students themselves and the teacher with a checklist when they present the post-task activity.

The Checklist for Lesson 2 is in the Handouts section below.

References and Resources:

Music show on the New Year's Eve called 紅白歌(こうはくうた)合戦(がっせん) (Kohaku utagassen: singing battle between red & white teams) in Japan: Japan Network Group, Inc.  New York.
http://www.tvjapan.net/eng/index_e.asp & http://www.tvjapan.net

Tsuchiya, K. (2002). The Yoshida kyodai. Nipponia, No. 22.
http://web-jpn.org/nipponia/nipponia22/en/interview/index.html

Columbia: Japanese traditional music; Shamisen: You can listen to 津軽じょんがら節http://jtrad.columbia.jp/jpn/k_shamisen.html

Columbia Music Entertainment, Inc. (2002). Japanese traditional musical instruments in Japanese & English
http://jtrad.columbia.jp/jpn/inst.html & http://jtrad.columbia.jp/eng/inst.html

Tokunaga, K., Tsuchiya, K., Komatsu, M., Sakata, S., & Torikai, S. (2002). Young performers carry on ancient traditions. Nipponia, No. 22.
http://web-jpn.org/nipponia/nipponia22/en/feature/index.html

Japanese Culture general
http://web-jpn.org/index.html

Entry Port for Japanese Kids Sites
http://web-jpn.org/kidsweb/index.html

Entry Port for various Kids related Sites
http://kids.yahoo.co.jp/

World Factbook 2002: Japan
http://www.odci.gov/cia/publications/factbook/geos/ja.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

L1-2 Vocabulary Lists  (pdf) - from Lesson 1
L2 Sample Sentences  (pdf)

Checklist for Lesson 2

Submitted by Michiko Kato Dressen

Objectives:

Content:
Students will:

• develop understanding of the music scale of Japanese traditional music and compare to the scale of the western and modern Japanese music.
• identify the various culturally different root music embedded in the "癒し系：Iyashi-kei; Healing music".
• identify the name of musical instruments in the different types of music.
  

Cultural:
Students will:

• develop understanding of differences in music scales between Japanese traditional music, western music and other cultural music, and reflect why differences formed.
• develop understanding of cultural, historical and geographical differences in embedded music of some "癒し系:Iyashi-kei; Healing" music.
  

Language: Content Obligatory
Students will use the following expressions:

• Asking and Answering questions - "Who do you think ---? / What do you think ---?"
  As answers:  "I think it's (Name)'s. / I think it's ---."
• Do to see what it's like: Te-form of Verbs + みる
• Passive voice of Verbs: 集(あつ)められて いる (be collected)／よく 使われる (be often used)
• Causative of Verbs:  聴(き)かせ ましょう。(will let/have you listen)／聴かせて 下(くだ)さい。(Please let/have me listen.)
  Note: Vocabulary words, sentences used in this Lesson are in an attachment.
  

Language: Content Compatible
Students will use the following expressions:

• Transitive / Intransitive Verbs:  聴(き)く／ 聴こえる
• Answering for Why questions: Plain statement + からです／からだ。
• Describing opinion - "I think that is Adjective."
• Plain - form of Verbs and Adjectives in the present and past tense to state opinions.
• The country names in カタカナ：KATAKANA to discuss about the root music.
• Previously learned vocabulary words and sentences to complete conversation.
  

Learning Strategies / Social and Skills Development:
Students will:

• use technology to gain more information, communicate, connect with its resources and community and present their research using the target language.
• develop their own reading strategies for challenging Japanese materials in publication using their own vocabulary list and a dictionary.
• use prior knowledge and listening skills to infer meaning of unknown words.
• use prior knowledge, listening and speaking skills to complete their presentation and each conversation.
• work cooperatively in pairs/groups to complete assigned tasks.
  

Time Frame:

Three to four 50 minutes sessions for activities

Materials Needed:

• Any video tape of "邦楽: Hogaku" (JPN traditional music) & "雅楽: Gagaku" (JPN ancient court music),
• Internet web site sources students can visit to listen to the Japanese traditional music, 邦楽; Hogaku: "春の海：Haru no Umi", "桜：Sakura; cherry blossoms" and "a variation of Sakura", and JPN ancient music, 雅楽; Gagaku: "越天楽：Etenraku" (in Lesson 03) to trace the music scale
• CDs of "feel": 癒し系：Iyashi-kei & New Age music
• Japanese essay, "日本の音楽 2002：Music in Japan 2002/ "Healing; 癒し系: Iyashi-kei" Music & Japanese Traditional Music" in an attachment.
• Other Internet web sites for students to visit music sources

Description of Assessment (Performance Project):

In this lesson, students will listen to some traditional Japanese songs, "越天楽：Etenraku" in Lesson 03, "春の海：Haru no Umi", "桜：Sakura; cherry blossoms" and "a variation of Sakura" and trace the scale of Japanese traditional music that is different from the scale of western music.  They will read latter half of the Japanese essay, "日本の音楽 2002：Music in Japan 2002/ "Healing; 癒し系: Iyashi-kei" Music & Japanese Traditional Music" and summarize it.  After that they will discuss in Japanese about the content.  Students in pairs will also identify the root music of the different regional culture or ethnicity of the world that is embedded in the healing music.  They will discuss in Japanese why they think they are. 

Activities

Pre-Task:
1.  Students will listen carefully to some traditional Japanese songs, Togi Hideki's "越天楽：Etenraku Fantasia" (from Togi's CD) in Lesson 03, "春の海：Haru no Umi", "桜：Sakura Sakura; cherry blossoms" and "Sakura Variation" on the Miyagi Michio website and trace the scale of traditional Japanese music which is different from the scale of western music such as "Do Re Mi song". 
Sample sentences are in an attachment:  Lesson 04 Activity -1

2.  Music Matching Game: Students as a pair will listen to some music pieces of "癒し系: Iyashi-kei (Healing) music" and guess the titles of the song and the musician written in Japanese.  
Activity Title:  この音楽の､演奏者(えんそうしゃ)と曲名(きょくめい)を当(あ)ててみましょう。(Let's try to choose the musician and the title of each music piece?)  
Sample sentences:  Lesson 04 Activity -2

3.  The teacher will debrief about the scale of Japanese music that students traced together and discuss that they may possibly be able to find other scales in other regional music, then explain briefly about the next activity.

During-Task:
4.  Students will work in pairs to read, summarize and discuss about the latter half of Japanese essay, "日本の音楽 2002: Japanese Music 2002" in which some embedded root music of different cultures are described. L3 & L4 Essay: Music in JPN 2002

5.  Students will listen to some of the "Healing; 癒し系: Iyashi-kei" Music pieces on a CD of "feel", and work in pairs to discuss and try to identify what type of root music of different cultures, groups, ethnicities, ages and religions are embedded in some music pieces and why they thought so while listening to the characteristic sound, the timbre and the rhythm. 

Activity Title:  この曲(きょく)の中に､どんなルーツ音楽が聴(き)こえますか。(What type of root music can be heard in this music piece?)

Sample sentences:  Lesson 04 Activity -5

6.  The teacher will debrief about some of the embedded root music from the different culture or ethnicity of the world that students found and develop understanding the creation of beautiful music is integrated with many different cultures, groups, ethnicities, ages and sometimes religions.

Post-Task:
7.  Students experienced to listen to Japanese music in different genre and compare and discuss some uniqueness of sound, rhythm and cultural characteristics they identify.  They also listen to some healing "癒し系: Iyashi-kei" music, new genre in Japan, which are composed with integration of Japanese traditional music or instruments and new characteristics, then compare the original Japanese ancient court music, "雅楽：Gagaku, 越天楽：Etenraku" with newly arranged "Gagaku, Etenraku Fantasia" as some "Iyash-keii" music.  They listen to other music pieces of Japanese "Iyashi-kei" music to identify musical characteristics and the cultural timbre presented in them. 

Assessment:

Formative assessment of this lesson will be done by students themselves and the teacher with a checklist when students present the post-task activity.

The Checklist for Lesson 4 is in the Handouts section below.

References and Resources:

Miyagi Michio website:
http://www.miyagikai.gr.jp/music.htm
Go to 作品目録 to go to his music chart, then click (1924) to listen to "Haru no Umi: 春の海", click (1923) to listen to "Sakura Variation: さくら変奏曲", click (1928) to listen to "Etenrak Variation: 越天楽変奏曲"

Kamisango, Y (2002). The Color of Traditional Japanese Music. NIPPONIA, No. 22.
http://web-japan.org/nipponia/nipponia22/en/topic/index.html

Tsuchiya, K. (2002). The Yoshida kyodai. Nipponia, No. 22.
http://web-japan.org/nipponia/nipponia22/en/interview/index.html

Tokunaga, K., Tsuchiya, K., Komatsu, M., Sakata, S., & Torikai, S. (2002). Young performers carry on ancient traditions. Nipponia, No. 22.
http://web-japan.org/nipponia/nipponia22/en/feature/index.html

Columbia: Japanese traditional music; Shamisen: You can listen to 津軽じょんがら節http://jtrad.columbia.jp/jpn/k_shamisen.html

Columbia Music Entertainment, Inc. (2002). Japanese traditional musical instruments in Japanese & English
http://jtrad.columbia.jp/jpn/inst.html & http://jtrad.columbia.jp/eng/inst.html

Japanese Culture general
http://web-japan.org/today/culture.html

Modern Music:

Toshiba-Emi. Ltd.,  CD: "feel" (2000). /  Another CD: "feel" (2001).
http://www.toshiba-emi.co.jp

Kitaro 喜多郎: New Age Music: Silk Road / Sacred Journey of Kukai, etc
http://www.showtime.jp/kitaro_guest/mizuniinorite/index.html  &
http://www.kitaro.net/

Silk Road Project: Yo-Yo Ma
http://www.silkroadproject.org/music/

Himekami 姫神：New Age Music
http://www.himekami.jp

Kazumasa Oda 小田和正: Japanese Pop Music
http://www.bmgjapan.com/oda/pr/index.html
http://music.yahoo.co.jp/special/bmg/oda_kazumasa/oda_kazumasa_20020424.html

Hikaru Utada website
http://www.toshiba-emi.co.jp/hikki

Entry Port for various Kids related Sites
http://kids.yahoo.co.jp/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

L4 Vocabulary  (pdf)

L4 Sample Sentences  (pdf)

L3&4 Essay:  Music in JPN,  2002 (pdf) - from Lesson 3
 

Checklist for Lesson 4

Submitted by Kara Scheid

Objectives:

Content:
Students will...

• show an understanding of the characteristics of a studied insect
• demonstrate their understanding of the similarities and differences between the insects that they have studied using a graphic organizer.

Cultural:

Language: Content Obligatory
Students will...

• demonstrate their ability to implement correct article/noun agreement to describe insects
• demonstrate their ability to implement correct subject/verb agreement in the present tense to describe insects
• use coordinating conjunctions to compare and contrast characteristics among insects with phrases such as Las mariposas tienen… mientras que las abejas tienen…, Ambos…, Los dos insectos…, Ninguno…(Butterflies have… while bees have… Both… None…)
• demonstrate their ability to use specific sentence structures to compare and contrast.
  Una mariposa tiene _______________ pero una abeja tiene _____________. Una abeja hace _________________ pero una hormiga hace ___________. Los dos insectos ________________. Ambos _______________.

Language: Content Compatible
Students will...

• use indefinite adjectives to suggest similarities and differences between two insects with phrases such as una diferencia…, otra similitud…”(one difference…, another similarity…)
• use question words to request information about how to use the technological tools to create their Venn Diagram with words such as ¿Cómo…? or ¿Qué…?

Learning Strategies / Social and Skills Development:
Students will...

• demonstrate their ability to use a Venn Diagram (graphic organizer) to organize information.
• demonstrate their ability to synthesize learned information.
• demonstrate their ability to work cooperatively to complete the task.
• activate their background knowledge about insects to list characteristics and explore similarities and differences.

Time Frame:

In the computer lab: 1 or 2- 45 min. lab sessions

Materials Needed:

• Computer lab with PowerPoint installed
• Example Powerpoint slide with Venn Diagram (see attachments)

Description of Assessment (Performance Project):

It is assumed that students have learned sufficient information about a variety of insects to be able to compare and contrast two selected insects. The focus of this lesson is using a graphic organizer on the computer to synthesize information. They will also be expected to use appropriate and grammatically correct language.

Pre:
In the classroom students will use what they have learned to create a list about all that they know about one insect. They will then be paired up with another student who has selected a different insect. Each student has a list of sentences written about their particular insect.

Working together, the students will need to decide what the two insects have in common and what information is exclusive to the particular insect. They should come up with at least three sentences for how the insects are different and three sentences for how they are similar.

The teacher will then show the students a demo using the projector. She will draw the two intersecting ovals, changing them to 3D to show the intersection. She will also demonstrate how to add a text box for the title and how to type in the ovals using appropriate key strokes to add special characters (i.e. opción+e, a = á).

During:
In the computer lab each student will use Power Point to draw a Venn Diagram. This will be done as a new slide.

First they will use the oval button to create two overlapping ovals. They will then need to use the appropriate buttons (the 3D boxes on the tool bar) to change these to 3-D.

They will also need to create a text box in which to write a title for their diagram. They will then write the information about the two insects in each circle, or about both in the intersection. In their writing, they must implement correct article/noun and subject/verb agreement in the present tense.

The information that they are typing in their graphic organizer comes directly from the work they completed in the pre phase. One oval contains sentences about the insect that the student selected. The other oval contains sentences about the insect her partner selected. The intersection contains sentences on information relevant to both insects.

Post:
After the students have finished creating the graphic organizer, they will print out this slide. The students will then be grouped according to the insects they selected. In these groups students will share, compare, and evaluate the information contained in their Venn Diagrams.

Assessment:

The technological component will be assessed based on the final print out – whether or not students were able to create a Venn Diagram containing the fitting contrast and comparisons.

The teacher will also be observing and assessing students’ ability to work cooperatively during the students’ work time.

Finally, students’ work will be assessed using a rubric for language.

References and Resources:

Foss Science Kit

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Example
• Language Rubric

Vocabulary - Lesson 4

Submitted by Kim Wieber duSaire

Objectives:

Content:
Students will ...

• demonstrate their knowledge of the shapes by identifying them upon hearing their names.
• demonstrate their knowledge of basic shapes by comparing and contrasting characteristics of the shapes.
• demonstrate their knowledge of basic shapes by working in small groups to form shapes with yarn.

Cultural:

Language: Content Obligatory
Students will...

• use new vocabulary to identify each shape by name with the correct article, repeating the teachers' prompts when necessary, with words like:

triangle / un triángulo, square / un cuadrado, rectangle / un rectángulo, oval / un óvalo, circle / un círculo, trapezoid / un trapezoide, rhombus / un rombo, hexagon / un hexágono, and diamond / un diamante

• use present tense (3rd pers sing) to answer questions with the verb tener ("El cuadrado tiene cuatro lados.", "El triángulo tiene tres lados.")
• use comparative structures to compare the sides of the shapes using "más que", "menos que" ("El ___ tiene más lados que el ___." , "Los dos tienen ___ lados." , and "El ___ tiene ___ lados y el ___ tiene ___ lados." Students fill in the blanks with the names of the shapes.)
• use the new chunk "Nosotros hicimos un/a _______." after forming a shape to identify its name 

Language: Content Compatible
The students will...

• use the new chunks "Estamos listos." and "Nosotros terminamos." to share that they have completed forming the shapes in groups.
• demonstrate knowledge of vocabulary related to the computer, e.g. computadora, ratón, teclas, pantalla, borrar, abrir, apretar el botón, guardar, cerrar, and archivo, by responding appropriately to instructions involving these terms.

Learning Strategies / Social and Skills Development:
Students will...

• demonstrate active listening skills during the powerpoint presentation.
• cooperate in small groups to form basic shapes. 
• interact with the Formas Powerpoint game.

Time Frame:

One class period of 45 minutes; plus additional time in the computer lab

Materials Needed:

• PowerPoint presentation (see attachments)
• geometric pattern blocks
• ball of yarn
• PowerPoint software
• computer lab, if possible. If not, the students will need to take turns interacting with the PowerPoint game.

Description of Assessment (Performance Project):

Pre:
PowerPoint presentation created and presented by the teacher. Use only the introductory screens of the Formas Powerpoint for this introduction. During and after the presentation the teacher should ask questions to extend student thinking. Examples of questions are:

Which shape has three sides? Which shapes have four sides? Which shape has the most sides? the least sides? How is a circle different from a square? How are a circle and an oval the same? different? How are a square and a trapezoid are the same? different?

To assist students who are unsure about the answers, have the students answer each question in small groups. Ask a student from each group to share the group's answer with the class. The teacher should model the phrases listed in the content obligatory objectives, and have students use those phrases to answer the questions.

During:

• Each group of students receives a container of shape blocks. Each container should have no less than one of each shape for each student in the group.
• Allow students to "play" with the shapes for a few minutes.
• After that time, ask students to return all of the shapes to the containers.
• The teacher will call out the name of each shape, giving students time to pick out of the container the shape that is named.
• The students should repeat the name of the shape when they place it in front of them.
• The teacher can watch for students who may need more practice in identifying the shapes.
• After storing the geometric shape blocks, students form groups of three or four.
• Each group is given three feet of yarn.
• The groups will use the yarn to form the shapes as the teacher names them. Students will need about 30 seconds to a minute to form each shape, although some groups will need longer depending on how well they work together.
• Guide the students in using the chunk Nosotros hicimos un/a _______ when they complete a shape.
• To increase language use, engage the groups in conversation about the shapes they are creating.
• If applicable, have a discussion about team work during or after this activity.

Post:
During computer time, the students will interact with the game part of the Formas Powerpoint to review the shapes presented in this lesson.

Assessment:

Observe students as they interact with the shapes in the identification activity, the yarn activity, and the Formas Powerpoint game.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

formas.ppt - PowerPoint introduction to shapes lesson 1 and shapes game

Submitted by Kim Wieber duSaire

Objectives:

Content:
Students will ...

• demonstrate knowledge of the characteristics of shapes by identifying and creating shapes.
• demonstrate knowledge of patterns by creating and explaining a pattern using three or more shapes.

Cultural:

Language: Content Obligatory
Students will...

• demonstrate understanding of sentences used to describe shapes, such as "La forma misteriosa tiene cuatro lados."
• use the phrase "Es un _____." to identify the mystery shape.
• use the term "patrón" when talking about patterns.
• use the phrases "Mi patrón tiene ___, ___, y ___." or "Mi patrón es ___, ___, ___, ___, ___, ___..." to tell which shapes are in their patterns.
•  use the word "repita" or "repitan" in a sentence to explain why their configuration of shapes is a pattern, such as "El grupo de formas repita."
• use phrases such as "Mi forma tiene ____ lados.", and "Mi forma tiene lados iguales" to describe their mystery shape, in consequent reviews.

Language: Content Compatible

Learning Strategies / Social and Skills Development:
Students will demonstrate understanding of a pattern by creating patterns that repeat.

Time Frame:

One class period of 45 minutes

Materials Needed:

• shape blocks
• shape stencils
• long strips of paper
• pencils
• crayons

Description of Assessment (Performance Project):

Pre:
Each student needs one of each of the shape blocks. The teacher gives a clue about the mystery shape. After each clue the students choose which shape might be the mystery shape. Based on the continuing clues, students may change their choice if needed. For instance, if the shape is the rectangle, clues might be: "The mystery shape has four sides.", "My shape has two long sides and two short sides.", and "The long sides of the mystery shape are equal". After three or four clues, the students may call out the name of the mystery shape using the phrase "Es un ______." Continue this activity for several more shapes, and on other days, as a quick review. For these reviews, have students think of, and present clues for the mystery shapes.

During:
The students will then use the shapes to create patterns at their seats. Students create three different patterns, each having three different shapes and/or characteristics in the section that repeats. The teacher can move about the room asking students to use the phrases listed above to explain their patterns.

Post:
They can then use stencils to draw one of their patterns on a long piece of paper. Upon completion, they should explain to the teacher or teaching assistant their pattern, using the phrases listed above.

Extension:
Some students will be able to write the names of the shapes on their pattern. Have them do this if time allows.

Assessment:

Formative Assessment:
Pattern checklist for student patterns on paper - see Attachments below

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Pattern checklist for student patterns on paper (Word doc)

Mystery Shape and Patterns

Submitted by Kim Wieber duSaire

Objectives:

Content:
Students will demonstrate their knowledge of the structure of basic shapes by drawing them and labeling them.

Cultural:

Language: Content Obligatory
Students will...

• use the words la forma, los lados, los vertices, and the names of the shapes when labeling and describing the shapes.
• use the present tense, third person singular of tener and ser when describing their shapes.
• spell the names of the shapes correctly in writing.

Language: Content Compatible
Students will...

• demonstrate knowledge of vocabulary related to the computer, e.g. computadora ratón, teclas, pantalla, borrar, abrir, guardar, cerrar, and archivo, by responding appropriately to instructions involving these terms.
• use color and size words to describe their shapes.
• demonstrate their knowledge of adjective agreement and placement by describing the shapes with adjectives such as grande, pequeño, largo, corto or colors; e.g. "El círculo es rojo." or "El rectángulo es largo."

Learning Strategies / Social and Skills Development:
Students will...

• demonstrate understanding of the Kidpix program by using the tools necessary to draw the shapes.

Time Frame:

One class perios of 45 minutes in the computer lab, plus 30 minutes minimum in the classroom

Materials Needed:

• Poster of labeled shapes
• Kidpix program (or other shape-drawng program - MS Word, PowerPoint, etc.)
• computer lab
• lined writing paper
• construction paper

Description of Assessment (Performance Project):

Pre:
Before students begin working on the computers, provide them with a simple review of the shapes. This can be done while demonstrating to them how they will draw the shapes using KidPix. As the teacher draws a shape, students can name it, assist in labelling it, and suggest a color for the shape.

During:
Students are to draw and label, using the correct articles, the basic shapes using Kidpix. They may add color or designs to the shapes. Print the students' work.

Post:
After the computer lesson, students will write about the shapes they created. Possible sentences might include Mi círculo es rojo. or El rectángulo es grande. To make a class book, glue each students' shapes and written work onto a piece of construction paper and bind them.

Assessment:

Formative Assessment:
Students' shapes and written sentences

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Kara Scheid

Time Frame:

4 - 45 minute class periods; 1/2 class in classroom and 1/2 class in lab (or use mobile notebook lab)

Materials Needed:

• computers
• encyclopedias, books and magazines on insects
• research guide
• diagrams, posters, videos

Description of Task:

Pre:
Students will be given a research guide to aid them in finding the necessary information about an insect that they have selected (one that has not been studied in class). The questions on the research guide are:

• What does the insect look like/physical features?
• What is its habitat?
• What are the stages of its life cycle?
• Other interesting characteristics about this insect?

The expectation is that students will be able to write two to three sentences on each topic area.

Students will work in groups according to the insect that they have selected. Students will use the Internet and other resources to research insects with their group. They will also be using encyclopedias, books, and magazines to find the information.

Students will need to consult with their classmates to help them find information that they could not find. In this information search, they will be expected to use appropriate questioning structures to get information from others in the group.

During:
Once the students have gathered sufficient information to assist in the writing of their report, the teacher will give the instructions for writing a Word document. Each student will need to use his own research guide to write a report containing a title and four paragraphs (each consisting of two or three sentences) on physical appearance, habitat, life cycle, and unique characteristics.

Students will be reminded of the key stroke expectations regarding accents, tildes, punctuation and spaces in their writing. (how to make accents, tildes, punctuation, two spaces after punctuation, etc.).

Sentences need to include subject, verb and predicate. All reports should also show consistent use of subject/verb and article/noun agreement as well as proper usage of science vocabulary.

When the report is completed student will also be asked to use spell check as a final editing step.

Finally the students will copy and paste this document to a new slide in their Power Point presentation.

Post:
The culmination of this unit is in the presentation of all of the slides to the class. Students will be able to show all of the slides that they created. In order to do this, they click on the projector button on the tool bar and the presentation will begin using the full screen. The students will need to use the mouse to click to the next slide. They will only need to narrate their research report. At the conclusion of their presentation, students will be expected to answer questions asked by their classmates using fitting responsorial structures.

References and Resources:

• List of books used in the classroom
• Websites in Spanish on insects
• Foss Science Kit

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Research guide
• Report Rubric

Vocabulary - Unit Assessment

Submitted by Kim Wieber duSaire

Objectives:

Content:
The students will demonstrate knowledge of shapes by identifying shapes in the classroom and in the hallway.

Cultural:

Language: Content Obligatory
Students will...

• use Yo encontré ____ while finding and tallying shapes.
• use Yo veo un ____ upon finding a shape for their photograph.
• understand Es casi como un _____ when discussing shapes that look similar to the geometric shapes being studied.

Language: Content Compatible
Students will...

• demonstrate knowledge of comparisons by using phrases such as Encontramos más ___ que ___,  Encontramos menos ___ que ___, Hay muchos ____ en la clase, Hay pocos ___ en la clase to discuss the results of the shape search.

Learning Strategies / Social and Skills Development:
Students will...

• demonstrate knowledge of tallying to record the shapes found during the shape search.
• demonstrate knowledge of counting by 5's to determine the total of each shape found.

Time Frame:

One class period of 60 minutes

Materials Needed:

• shapes tally page
• graph poster or transparency
• digital camera

Description of Assessment (Performance Project):

Pre:
Each student will receive a tally page which includes a list of the shapes to look for in the classroom. Talk about shapes that look "is almost like a ___", and decide if those shapes will be counted or not.

During:
Students will move about the room, making a tally in the appropriate column for each shape they find. While students are doing the shape search, call small groups into the hallway to take their photos. Each student should choose a shape and pose next to it, in front of it, below it, etc. Each photo should have just one student in it.

Post:
After photos have been taken and students have had time to find the shapes, each student should count their tallies and write the totals in the final column. The teacher models how to report the totals using the phrase Yo encontré _____.  Discuss the totals, listing general conclusions in a visible space, possibly on a graph, if students have experience with reading graphs.

Assessment:

Formative Assessment:
Correspondence of students' tallies with shapes in the room.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

La búsqueda de las formas

Submitted by Kim Wieber duSaire

Time Frame:

One class period of 60 minutes, including time for writing in the classroom and transferring the information to the PowerPoint page; additional time needed for sharing the PowerPoint presentation

Materials Needed:

• photographs from lesson 4
• flashcards or a poster with shapes and their names
• list of adjectives used to describe shapes
• lined paper
• pencils,
• shape blocks
• puzzle pages
• computer lab with PowerPoint

Description of Task:

1. Each student will be writing about the shape in his or her photograph. They write about the shape by filling in the blanks in the two sentences: Yo veo un/a __________ and El/La _____(shape) es _____ (adj.). Students capable of doing so should be encouraged to add another adjective to the second sentence or to write another sentence.

2. The students will type their sentences from the previous lesson onto a PowerPoint page. Each child will type his or her name and the sentences describing his or her shape.

3. The students will read aloud their pages to the class or others. The teacher needs to set up the PowerPoint design and import the photos before students type in their information. After students complete their pages, the pages need to be sequenced and put into the presentation.

Note: The final PowerPoint presentation should be displayed during parent teacher conferences or at Open House.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Rubrics

Submitted by Kim Wieber duSaire

Objectives:

Content:
Students will ...

• demonstrate their knowledge of a shape by describing it in writing.

Cultural:

Language: Content Obligatory
Students will...

• use the following phrases to name shapes: "Yo veo un ______.", "Yo encontré un _____."
• demonstrate their knowledge of adjective agreement by describing the shapes with adjectives such as grande, pequeño, largo, corto or colors; e.g. "El círculo es rojo." or " El rectángulo es largo."
• include in their writing more information about vertices, sides, and angles, e.g. "El cuadrado tiene cuatro vertices."or " El rectángulo tiene dos lados largos y dos lados cortos."

Language: Content Compatible
Students will ...

• use "Me puede(s) ayudar por favor?" to ask for assistance when needed.
• demonstrate knowledge of sentence structure by writing a complete simple sentence.
• demonstrate knowledge of shape names by spelling them correctly.
• demonstrate understanding of letras mayusculas y minusculas and punto by including these components in their sentences.

Learning Strategies / Social and Skills Development:
Students will...

• demonstrate handwriting skills by writing the letters correctly and neatly.

Time Frame:

One class period of 60 minutes

Materials Needed:

• photographs from previous lesson
• flashcards or a poster with shapes and their names
• list of adjectives used to describe shapes
• lined paper
• pencils
• shape blocks
• puzzle pages
• computer lab

Description of Assessment (Performance Project):

Pre:
Each student will be writing about the shape in his or her photograph. This is most easily done by working with students in small groups. Have students think about the shape with which they were photographed. Ask them to think about two words to describe their shape.

During:
They then write about the shape by filling in the blanks in the two sentences: Yo veo un __________ and El _(shape)_ es _(adj.)_. Students capable of doing so should be encouraged to add another adjective to the second sentence or to write another sentence.

Post: 
Mix up the students from each group into new groups. Lay out the photos for each new group together.  Have students read their sentences to each other and identify which photo is being described. 

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Michiko Kato Dressen

Objectives:

Content:
Students will:

• Develop understanding of Japanese ancient music, 雅楽:Gagaku  and research on cultural and historical facts in this type of music.
• Identify the name of musical instruments of  Gagaku and be able to explain briefly about them.

Cultural:
Students will:

• Develop understanding of cultural and historical facts in Japanese ancient music, 雅楽:Gagaku .
• Develop understanding of Japanese ancient music, Gagaku which was integrated as a foundation of new style of Japanese Healing music.
• Identify the name of musical instruments of Gagaku and be able to explain in Japanese briefly about them.

Language: Content Obligatory
Students will use the following phrases and verbs:

• Question formation with these expressions of : about when/ what type of situation; いつ頃／どんな時に, which place; どんな場所／所 で, what type of musical instrument; どんな楽器 
• Asking about Experience - Have you ever listened ---?  Yes, I have. / No, I have not." Verb-plain (aff. past) + ことが あります。
• Passive voice of Verbs: 演奏される; to be played  Vs.  演奏する; to play
• Asking Questions - How do you feel about this music? / Why do you think so? 
• Answering for Why questions with the reason:  Plain-form statement + からです。
• Offering Explanation:  Plain-form statement + のでしょう／のです／のだ & んでしょう／んです／んだ。
• Expressing Obligation:  Pre-ない form + なければ なりません。

Language: Content Compatible
Students will:

• Describe opinions with Adjectives, interesting, boring, beautiful, slow, fast, quiet, etc.
• Describing opinion – “I think that ---.”
• Use modifying Clauses
• Use new vocabulary words and sentences to discuss about “雅楽:Gagaku ” and share the information in the class.
• Use some dictionaries/ Internet dictionaries to look up new vocabulary words to read an essay, articles in Internet.
  Note: Vocabularies used in this Lesson are in an attachment-3.

Learning Strategies / Social and Skills Development:
Students will:

• Use technology to gain more information, communicate and connect with its resources and community using the target language.
• Develop their own reading strategies for challenging Japanese materials in publication using their own vocabulary list.
• Use prior knowledge and listening skills to infer meaning of unknown words.
• Use prior knowledge and listening and speaking skills to complete each conversation.
• Work cooperatively in pairs/groups to complete assigned tasks.
  

Time Frame:

Four to five 50 minute sessions

Materials Needed:

• Any video tape of “雅楽:Gagaku ”(Japanese Ancient Court Music), “舞楽：Bugaku”(JPN Ancient Court Music & Dancing) and the new composition, “New Asia” with ancient instruments.
• Pictures of musical instruments of Japanese ancient music, “Gagaku”
• A handout sheet with questions for students to fill in or write in.  A few blank question columns can be added for students to write extra questions.
• CDs of “feel”: Iyashi-kei music, “New Asia” & “HIKARI NO JO; 越天楽(え　てんらく)幻想曲;(げんそうきょく) Etenraku Gensoukyoku ( Fantasia)” by Hideki Togi.
• A Japanese essay, "日本の音楽 2002：Music in Japan 2002/ "Healing; 癒し系: Iyashi-kei" Music & Japanese Traditional Music" in an attachment
• Internet web sites students can visit to explore, research (in Japanese) and actually listen to some sample music.
  

Description of Assessment (Performance Project):

In this lesson, students will listen to one of the Japanese "Healing; Iyashi-kei" music, "New Asia" composed by a musician of Japanese ancient court music, "Gagaku", a few original "Gagaku" music and modern arrangement, then develop understanding of how Japanese young musicians carry on ancient traditions and create some new style of music.  Students will read first half of a Japanese essay, "日本の音楽 2002：Music in Japan 2002/ "Healing; Iyashi-kei" Music & Japanese Ancient Music" and summarize it. Further research on cultural and historical facts in Japanese ancient music, " Gagaku" visiting web sites and write a short descriptive passage in Japanese about the old "Gagaku" music, the new version and the integrated music piece, "New Asia" and how they feel about them by using a handout sheet used in activity 4,5,6.  Then, they will present in their class also to JPN II and JPN I classes.  Each student will write a short E-mail letter in Japanese to Mr. Togi who is the composer of "Etenraku Fantasia" and “New Asia”. 

Activities
Pre-Task: Introduction to Japanese " Iyashi-kei ( Healing) music":
1.  Students will work in pairs to listen to music samples of "Iyashi-kei (Healing)" music pieces and discuss and write down which musical instruments are in the music and what characteristics of sound or melody they found in the music.  Then the teacher will ask in Japanese what types of traditional or regional music, not all necessarily originated in Japan, are integrated in each music piece. 
Note: A handout, vocabulary list and sample sentences are in an attachment.
Sample sentences are in an attachment:  Lesson 03 Activity -1

Note: The teacher may have to explain what traditional/regional music such as typical Japanese festival music or Irish/Russian music, etc. is integrated if students can not guess.

2.  Students will read a Japanese essay, "日本の音楽 2002：Japanese music 2002" in which music samples were grouped into three characteristics.  At first, they will work in pairs to read the first half of the essay, summarize and answer the questions by writing on a handout.  The vocabulary list that they can look up and fill in using a dictionary/ an Internet dictionary will be given.  Attachment:  L3 Japanese music 2002- New Words

During-Task:
3.  The teacher will focus on one of the music pieces called "New Asia" newly arranged by Hideki Togi.  This piece was used for TV program "The Discovery of New Asia".  Since Togi has been actively creating new style of music based on Japanese ancient court music, "Gagaku".  The teacher will lead students' attention into the Japanese ancient music, "Gagaku". 

4.  The class will listen to Togi's "  Etenraku Gensoukyoku (Fantasia)" on CD, then listen to original Japanese Gagaku piece, "  Etenraku" by going to the Trackstar website that I set a track as an assignment for the students.  They will explore to research on Japanese ancient court music, "Gagaku".  Later they will compare to Togi's new creation, "Etenraku Fantasia".  Students are given their own vocabulary list prepared ahead of time to read some portion of the web article written in challenging Japanese.  The teacher will instruct students a few reading strategies such as reading thoroughly especially the first and the last two, three sentences of each paragraph, then they will try to develop their own learning strategies to read the content written in Japanese. 

Attachment:  L3 Gagaku - New Words / L3 Gagaku Q& A

Sample Sentences:  Lesson 03  Activity - 4

Post-Task:
5.  Students will pair up to do further research on cultural and historical facts in Japanese ancient music, in which era, where "Gagaku" was played, when it was listened, and what was the life style like when this type of music was played by visiting the trackstar web assignment and other web sites.  They will answer the questions of activity 4,5,6 on a handout sheet, L3 Gagaku Q & A in Japanese, then later use them to write a short descriptive passage about the ancient "Gagaku" music, the new version and the integrated piece, "New Asia".

6.  Students will compare and discuss in Japanese how they think about the new composition, "; Etenraku Fantasia" and the old original, "; Etenraku" using sample sentences.  Sample Sentences:  Lesson 03  Activity - 5, 6

 The teacher will debrief by quickly going over the activity 4,5, and 6 questions, then explain about the final activity in this Lesson.

7.  Students will write a short descriptive passage in Japanese about the original "Etenraku (Gagaku)" music, the new version and the old & new integrated music piece, "New Asia" by using questions & answers of activity 4,5,6, besides their own researched content, then send E-mails to Mr. Hideki Togi to ask more about "Gagaku", his new compositions, how he think about creating the new music while carrying on ancient tradition on his Internet bulletin board.

Assessment:

Formative assessment of this lesson will be done by students themselves and the teacher with a checklist when students present the post-task activity.

The Checklist for Lesson 3 is in the Handouts section below.

References and Resources:

Assignments on trackstar      Track # 125598
http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=125598

Columbia Music Entertainment, Inc. (2002). Japanese traditional music: Gagaku in Japanese & English
http://jtrad.columbia.jp/jpn/g_gagaku.html & http://jtrad.columbia.jp/eng/g_gagaku.html

Toshiba-Emi. Ltd.,  CD: "feel"(2000). 
http://www.toshiba-emi.co.jp

Sakata, S. (2002) Gagaku: Young Performers Carry On Ancient Traditions
http://web-jpn.org/nipponia/nipponia22/en/feature/feature06.html

Columbia Music Entertainment, Inc. (2002). Japanese traditional musical instruments in Japanese & English
http://jtrad.columbia.jp/jpn/inst.html & http://jtrad.columbia.jp/eng/inst.html

Japan Information Network: Museum, Japanese Music
http://web-jpn.org/museum/music/music.html

Toshiba-Emi. Ltd.,  Hideki Togi website:   To send E-mail to Mr. Togi
http://www.toshiba-emi.co.jp/togi/

Musical instruments in Gagaku
http://web-jpn.org/museum/music/music01/music01.html
http://www.gagaku.net/index.html

Note: The website http://jtrad.columbia.jp/jpn and http://web-jpn.org/nipponia/nipponia22/en/ contain many other sources of Japanese traditional music such as Noh music, Kabuki music, Koto: Japanese thirteen-stringed, half-tube plucked zither music and musical instruments, Tsuzumi & Taiko: drums, Hue/Fue: Asian flute, Shakuhachi: bamboo clarinet, etc.  This site will be very useful for the possible next year activities to spiral up.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

L3 Vocabulary (pdf)
L3 Sample Sentences (pdf)

L3 Gagaku - New Words  (pdf)
L3 Gagaku Q&A  (pdf)

L3 JPN Music 2002 - New Words  (pdf)
L3-4 Essay:  Music in JPN,  2002  (pdf)
L3 JPN Music 2002 questions  (pdf)

Checklist for Lesson 3

Submitted by Tamie Morphew

Objectives:

Content:
Students will:

• Identify some of the cultural perspectives of their school.

Cultural:
Students will:

• Demonstrate understanding of the concepts of perspectives, practices, and products as they were learned in the unit "Más allá que el Lago Wobegon."
• Demonstrate understanding of the definition of culture as learned in the unit "Más allá que el Lago Wobegon."

Language: Content Obligatory
Students will:

• Understand and use the vocabulary necessary for identification of products, practices, and perspectives of their school, such as: clases, actividades extracurriculares, materiales para educación, deportes, tradiciónes, reglas escolares
• Use the present tense (3rd person singular/plural) of the verb ser and the conjunction porque to describe the cause and effect relationships between práctices, products, and perspectives with the expression: _________ es una perspectiva del colegio porque __________ es una práctica y ___________ es un producto.
• Accurately use adjective and noun agreement to describe some of their school's perspectives with adjectives such as: importante, serio, fácil, difícil, bueno, malo.
• Use cause and effect structures to express perspectives and express doubt in others perspective statements, using vocabulary such as por que, porque, pero, y, ni...ni, si, por causa de, and o.
• Use the present subjunctive (3rd person singular/plural) to express doubt in the validity of another student's statement with phrases such as: No estoy seguro que (subjunctive verb)..., Dudo que (subjunctive verb)..., and verbs like apoye, apoyen, sea, sean, haga, hagan.

Language: Content Compatible
Students will:

• Use the present tense (1st person singular to express opinions and agreement/disagreement with verbs like creer, opinar, pensar and expressions like no/estoy de acuerdo.

Learning Strategies / Social and Skills Development:
Students will:

• Work cooperatively in groups.

Time Frame:

Three 50-minute periods

Materials Needed:

• Index cards, in 2 different colors if desired or white
• Copies or transparency of handout 3
• Computers with word processing program, (optional)

Description of Assessment (Performance Project):

Students create a list of perspectives based on the list of practices and products that they identified in the previous lesson.

Pre-activity:
Have students predict what the perspectives will be based on the perspectives, for family and state, that they identified in the previous unit, "Más allá que el lago Wobegon." Class discussion/brainstorm what the perspectives for their families were and what the perspectives for the state were. Students could look back at the collages created during lesson about the perspectives for family and the state. Based on those perspectives, have students predict what the perspectives for the school might be. 

Because these predictions will be vague and uncertain there is an opportunity to teach the students to use the present subjunctive verb forms. Using the present subjunctive in the following unanalyzed chunks would make it easier for students to use. Whenever the students want to express doubt about a perspective statement they would use the present subjunctive.      

• Yo dudo que... followed by the subjunctive.
  Yo dudo que los estudiantes hagan su tarea. No veo buenas marcas.
• No estoy seguro que ...followed by the subjunctive.
  No estoy seguro que las prácticas y los productos apoyen esta perspectiva.
  No estoy seguro que los libros sean un producto.
• Es posible que... followed by the subjunctive.

Used in a subordinate phrase, the endings could be limited to the Él/ella/Ud. endings (-ar verbs -e; -er and -ir verbs -a) and the ellos/ellas/Uds. endings (-ar verbs -en; -er and -ir verbs -an). The main clause would be the statement of doubt in the present indicative - Yo dudo que... The subordinate clause would contain the present subjunctive because of the uncertainty of its validity -los estudiantes hagan su tarea.

One way to help students to use these phrases would be to print the complete or partial phrases on red paper. The student would hold up the red paper when they want to indicate, Stop! I doubt what I have just heard. Then they can read and complete the phrase that they want to use. Or you could have them write the phrases in their notes and just use the red paper as an indication that the student will be using the present subjunctive. Then they can read the phrase from their notes.

Students will need language structures that enable them to make cause and effect statements in the during activity. Present compare and contrast structures to the students. Require that they record the language structures in their notebooks for future use. If you want you can grade student notebooks at the end of the unit. Language can include: por qué, porque, and a causa de.

One way to practice these language structures would be to have students write cause and effect statements to support the perspectives that they described for their families and their state in the previous unit, "Más allá que el lago Wobegon."

During activities:
Students will identify perspectives by categorizing practices and products. Using the lists of practices and products created in the previous lesson, have students write the products on rectangular shapes and the practices on triangular shapes. Have students sort the perspectives and practices into loose categories, such as sports and education. Having the products and practices in manipulative form will make it easier for students to see what perspectives are supported by which practices and perspectives. If a practice or product needs to be used in more than one category write it on more than one shape. In preparation for this activity cut paper into rectangles and triangles. Shapes do not have to be exact. Cutting index cards in half produces rectangles of an appropriate size and cutting index cards from corner to corner produces triangles. Not an isosceles triangle but a recognizable triangle. Additional visual support could be given by making the rectangles and triangles in two different colors. Students will work in small groups to identify the cause and effect relationships between products, practices, and perspectives. Have students create a graphic organizer showing how the perspectives are linked to the products and practices. See attached graphic organizer examples. (Handout 3) Organizers can be created either on paper in the classroom or on computers using a drawing program, such as the one in Microsoft Word.

Once the cause and effect relationships have been identified, students will then use the graphic organizer and collaborate with their small group to write a statement for each identified perspective. Each statement about a perspective will need to be supported with evidence about related practices and products. Such as: La educación es importante en el colegio de JCC porque tenemos muchos profesores calificados. Small groups will share their sentences with the rest of the class by passing their statements to the other groups. Every group will read the sentences of the other small groups.

Small groups should edit perspective statements for evidence of support by practices and perspectives and edit them for accurate language use. The teacher should encourage students to see alternate interpretations from the data. Small groups should write their alternative perspective statements and share them with the class.

Post Activity-Assessment:
Divide the perspective statements equally among the small groups. The small groups will then write a paragraph for each perspective statement describing the culture of JCCHS. Each paragraph will support a perspective statement. Each group will be responsible for writing and typing one or more paragraphs. The students can use the statements, graphic organizers, and categorized practice and product cards to support their writing. The paragraphs will be written using a word processing program. Students will collaborate within their small groups and as a class to write the introductory and conclusion paragraphs. Make sure the drafts are saved to a shared file that all members of the class/small groups/teacher can access. Alternatively students could email drafts to the teacher/group email or post drafts to an electronic bulletin board. This will save a lot of printing before the final draft is ready.

Assessment:

Collect paragraphs, doubt statements and webs for assessment and future use in the web page students will produce as a summative assessment for the unit. Paragraphs can be evaluated for noun/verb and noun/adjective agreement and use of cause and effect statements. Doubt statements can be evaluated for use of the subjunctive. Webs can be evaluated for student understanding of how practices and products are evidence of perspectives.

References and Resources:

Merriam, S. (1998). Qualitative Research and Case Study Application in Education. San Francisco: Jossey-Bass Publishers. 

The idea of categorizing the practices and products into related groups to discover what perspectives emerge from the data is loosely based on the Constant Comparative Method of data analysis as developed by B. G. Glaser and A. L. Strauss (1967) and described in Merriam's book.

Tarquin, P. & Walker, S. (1997). Creating success in the classroom! Visual organizers and how to use them. Englewood, CO: Teacher Ideas Press. 

This book contains many graphic organizers and ideas for how to incorporate them into the classroom.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout 3: Culture web (example)

Submitted by Tamie Morphew

Objectives:

Content:
Students will:

• Demonstrate understanding of the concepts of products, practices, and perspectives.

Cultural:
Students will:

• Identify some of the products, practices, and perspectives of a Spanish-speaking school.
• Identify some of the differences and similarities in the products, practices, and perspectives between their school and a school in a Spanish-speaking country

Language: Content Obligatory
Students will:

• Understand and use vocabulary related to school to describe products, practices, and perspectives from a Spanish-speaking school web site.
• Use present (tense third person singular and plural) of ser, tener, and hay to describe a Spanish-speaking school web site.

Language: Content Compatible
Students will:

• Use the present tense of ser and hay to describe web sites of Spanish-speaking schools.

Learning Strategies / Social and Skills Development:
Students will:

• Demonstrate understanding of reading strategies such as: activating previous knowledge, scanning for specific information, and cognates.
• Present oral and written reports of their findings about schools in Spanish-speaking countries.

Time Frame:

Two 50-minute periods

Materials Needed:

Computers with internet access.
Copies of handouts.

Description of Assessment (Performance Project):

Students will visit the web sites of some Spanish-speaking schools and identify some of the products, practices, and perspectives of those schools.

Pre-activities:
In class discussion, identify the purpose for visiting the Spanish-speaking high school web sites. The purpose of the activity is to learn about the culture of Spanish-speaking high schools and for students to eventually compare and contrast those schools to their own high school. Have students predict what type of information that they will find on these Internet sites.

During activities:
Students will visit web sites of Spanish-speaking schools. They will answer specific questions at each site, as given at the Trackstar worksheet, and identify some of the perspectives, practices, and products evident at the web sites. A handout to record practices, products, and perspectives is given in Handout 4. A Trackstar worksheet of school web sites is available at http://trackstar.hprtec.org/main/display.php3?track_id=132309 As an alternative to having all students answer all question at each sites, assign each student one site. The student answers the questions and completes the handout for their assigned site.

Post-activities:
After each student has answered the questions and identified some of the products, and practices for that school, have the students form small groups by school sites. Students should compare what they listed as the products and practices for that school and help each other write perspective statements about that school. Students can then use Handout 5 to help them prepare for presenting the high school they investigated to the next small group. Because of the students' language level they may need some support for an oral report. Handout 5 provides them with an outline that they can fill in with the information that they have gathered. Then form small groups that include a student from each school web-site. Each student will share, in Spanish, with the new small group, an oral presentation of what they learned about the school's practices, products, and perspectives. The other members of the group should listen and take notes, completing the note taking form in Handout 6. They should note the name of the school, the perspectives mentioned in the report, and whether or not they agree that the evidence supports the perspectives and why or why not. (See Handout 6)

Conduct a class discussion, in Spanish, to help students reflect on the cultural beliefs that underlie the products, practices, and perspectives of the Spanish-speaking high schools. Have students write a paragraph, in Spanish, reflecting on the differences and similarities between their own school and the Spanish-speaking school web sites that they visited and learned about during the presentation. Students can use information they noted in handouts 5 and 6. Students should successfully use the present tense forms of ser, tener, and hay.

Assessment:

Collect the completed handouts, perspective statements, and the answers to the questions for each web site. The check list on handout 7 can be used to evaluate student's progress.

References and Resources:

Trackstar worksheet: http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=132309

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout 4: Trackstar worksheet: Colegios en países donde hablan Español.
Handout 5: Presentation Outline
Handout 6: Tabla para notas
Handout 7: Reflection paragraph checklist.

Submitted by Tamie Morphew

Objectives:

Content:
Students will:

• Demonstrate understanding of the concepts of products, practices, and perspectives.

Cultural:
Students will:

• Identify some of the products, practices, and perspectives of a Spanish-speaking school.
• Familiarize themselves with the structures and practices of Spanish-speaking schools.

Language: Content Obligatory
Students will:

• Use school related vocabulary such as: materias, clases, requisitos, facilidades, actividades, estudiar, advansar, universidad, trabajar, in order to describe their own school, ask questions about another school, and understand descriptions of another school.
• Use interrogative words such as: Quién, cuándo, cuánto/a/os/as, dónde, de dónde, adónde, qué, por qué, cómo, para qué, to interview Spanish-speaking students in person or through email.
• Use verb first word order to write questions without question words. ¿Verb + subject + rest of the sentence? (when expressed) (if any)
• Use tag question words such as, ¿no? and ¿verdad?, to write questions. Noun + verb + rest of sentence + tag question word (when expressed) (if any) (¿no? ¿verdad?)
• Use appropriate vocabulary, such as: me llamo..., soy de..., voy al colegio..., to introduce and describe themselves and their school to others.
• Use verbs such as: entender, repetir, comprender, and poder, to ask for clarification when they do not understand.

Language: Content Compatible
Students will:

• Use the present tense to ask, understand, and answer questions about school.

Learning Strategies / Social and Skills Development:
Students will:

• Use the present tense to ask, understand, and answer questions about school.

Time Frame:

Four 50-minute periods.
This does not reflect the time waiting for the epals to respond.

Materials Needed:

• Computers with internet access.
• Email partners from a Spanish-speaking school.
• Copies of handouts

Description of Assessment (Performance Project):

Pre-activities:
Teach students how to write questions using question words and without question words, using a verb first word order. You could use a word wall to reinforce usage of question words. Students could play 20 questions to practice asking questions and understanding the answers. An activity of scrambled questions would reinforce the word order of questions. (Handout 8: Interrogativos) (Handout 9: Scrambled questions)

Have students prepare questions to use in e-mail exchanges with students in a Spanish-speaking country or in an interview with an international student from a Spanish-speaking country. The questions should help students uncover practices and products of the Spanish-speaking high schools.

Have students exchange questions with a partner and edit questions for language accuracy and comprehensibility. Also have students evaluate whether or not the questions will elicit the information desired about practices and products. See handout 10 for peer editing checklist.

During activities:
Students will exchange e-mail correspondence with students from a Spanish-speaking school about school culture. Correspondence should include questions to uncover some of the products, practices, and perspectives of that school. Various penpal sites are listed in the resources section.

The teacher will set up the classroom exchanges using one of the epal services listed in the teacher reference section. Have the students introduce themselves in the first letter and explain the purpose of the correspondence. If all students are corresponding with students from the same school, you may want to divide the questions up so that the students are not receiving answers for the same questions. This will allow you to have class sessions where the students share the responses that they have received to their questions. It will also be interesting to see if different correspondents give different answers to the same questions and will allow for class discussion about why that happened. There will be a wait time between sending the emails and receiving responses.

If epals are not an option, it may also be possible to have students conduct interviews of international students attending classes in your district. This can be structured in different ways, depending on the number of international students and the size of your class. I had a small class (ten students) do this with two international students, from Ecuador and Spain, as a panel discussion. My students took turns asking previously written and assigned questions and took notes on the answers for use in the next lesson.

Post-activity:
After the students have either received responses to their e-mail questions or completed the interviews, have them collaborate in small groups to list some of the products, practices, and perspectives of the schools they corresponded with. Students should keep their lists for use in the next lesson.

Assessment:

Student progress in question writing can be checked by collecting the questions that they write after they have been edited by a peer. The teacher can evaluate student progress by assessing the emails that are sent for grammar usage and student comprehension can be checked when email responses are received. Speaking and listening comprehension can be checked during class discussions about the responses to their questions.

References and Resources:

Epals from http://www.epals.com

Keypals@teaching.com
Site to find other classrooms to collaborate with.

Epals at http://www.iecc.org

http://languagecenter.cla.umn.edu/lc/surfing/email.html
Many links to epal Internet sites.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout 8: Interrogativos

Handout 10: Peer Editing Checklist for questions.
Handout 9: Scrambled questions

Submitted by Tamie Morphew

Objectives:

Content:
Students will:

• Identify some of the products, practices, and perspectives of a Spanish-speaking school.

Cultural:
Students will:

• Demonstrate understanding of the concepts of products, practices, and perspectives.
• Identify some of the differences and similarities in the products, practices, and perspectives between their school and a school in a Spanish-speaking country.

Language: Content Obligatory
Students will:

• Use vocabulary related to school.
• Use the present tense (3rd person singular/plural) to describe their school and a Spanish-speaking school with the verbs, ser, estar, and tener and using vocabulary such as: clases, actividades, clubes, reglas, permitirse, and prohibirse.
• Compare and contrast similarities and differences between their school and a Spanish-speaking school using vocabulary such as: mas que, menos que, igual que, tan...como, tanto/a...como.

Language: Content Compatible
Students will:

• Demonstrate understanding of simple sentence structure.
• Demonstrate understanding of the present tense accurately.

Learning Strategies / Social and Skills Development:
Students will:

• Prepare and present written and oral reports.

Time Frame:

Two 50-minute periods.

Materials Needed:

• Computers with internet access
• E-mail partners for students
• Copies of Handouts

Description of Assessment (Performance Project):

Pre-activities:
Using the lists that students created of the products, practices, and perspectives, students should make two lists. One of similarities and the other of differences between the two high schools. This can be done as a graphic organizer similar to handout 2 with similarities and differences having visual ties to the statements that the students are going to write in the next activity. (See Handouts 11 and 12 for examples.)

Spanish III students will already have learned to use compare and contrast vocabulary, but they will probably need to review how it is used. Students will need comparison vocabulary such as: más que, menos que, tan ... como, mayor, menor, and tanto/a...como. Students could practice the needed vocabulary by comparing their families using information that they collected during the previous unit, "Más allá que el Lago Wobegone."

During activities:
Have students collaborate with a partner to write a compare and contrast paragraph about the two schools. Students will need comparison vocabulary such as: más que, menos que, tan ... como, mejor, peor, mayor, and menor. This activity will help prepare the students for the unit assessment by clarifing the products, practices, and perspectives that Spanish-speaking students new to the U.S. school system might find new and confusing. The differences that the students identify will be some of the areas that they will want to include in the web page about their school.

Post activities:
After students have completed their paragraphs, have them share their comparisons in a class discussion. Students should be using the cause and effect language from lesson two to make their statements and the vocabulary learned to express their doubt in other students conclusions.

Assessment:

Collect the paragraphs and organizers to evaluate student understanding of products, practices, and perspectives and for accurate use of compare and contrast structures.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout 11: Figura de comparaciones y contrastes.

Handout 12: Tabla de comparaciónes.

Submitted by Tamie Morphew

Time Frame:

Six 50-minute periods.

Materials Needed:

• Computers with Microsoft Word, Power Point or Front Page.
• Copies of handouts.

Description of Task:

Students will collaborate in small groups to decide what information about their high school to include in their web site. Lists will be generated in Spanish. Students should go back to their lists of perspectives, practices, and products that they identified for their home school, the Spanish-speaking school that they visited on the Internet, and the information from their interviews or email correspondence. They can use this information to decide what information that they want to include in the Spanish school web page and what information should be highlighted because it is different from the Spanish-speaking school. The school web page should clearly reflect the perspectives of their school through the practices and products that the students choose to include in the web site.

Using the lists that students generated, assign students a topic for the Spanish school Internet site. Students will be responsible to design and write one or more pages for the Internet site depending on the number of students in the class. Students can use assignments from previous lessons to help complete their Internet site. This would include the list of products and practices from lesson one, the essay about school perspectives from lesson 2, and the comparison report and organizer from lesson 5. The web page will be written in Power Point or Microsoft Front Page. The final result can be linked to the school web site.

In my district, competition for time in the computer lab is pretty stiff. So all writing and design work was completed in the classroom. Students made storyboards to show what they wanted their page layout to look like. This also provided me a chance to proof read and edit. Students were also assigned a partner for peer editing. Students should complete the peer review form to help them be successful in editing their partners work. (Handout 14) The class periods in the computer lab can then reserved for completing the Internet pages. All writing and design decisions had to be completed ahead of time.

Students will peer edit another student's web page. They will use an evaluation rubric and try to view the page as if they are students new to the district. I tried this with a small class and had them evaluate all the pages. You could also limit how many pages are to be evaluated by assigning specific pages to each student. An alternative form of evaluation would be to ask the students with whom they previously corresponded with by e-mail to view and evaluate the Internet site using the rubric. (Handout 13: Evaluation rubric)

References and Resources:

http://rubistar.4teachers.org/index.shtml

This site has templates for rubrics that you can customize for your objectives. The rubrics are even in Español!

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout 13: Evaluation Rubric for Website
Handout 14: Peer Editing Form for web pages.

Submitted by Ruthanne Weispfenning

Objectives:

Content:
Students will...

• begin to develop an awareness that they have a history
• understand how events outside of themselves affected their history as they complete a personal timeline.

Cultural:
Students will...

• be able to recognize the differences and similarities in their personal histories when they orally present their own timeline to the class.

Language: Content Obligatory
Students will...

• use new vocabulary for documentation and where these documents are to be found to summarize events in their life using the conversational past tense in the first person.

Language: Content Compatible
Students will...

• use comparative phrasing to compare the history of a class member with their own using dependent and independent clauses.
• use descriptive adjectives to summarize information about themselves using their personal timeline as a reference.

Learning Strategies / Social and Skills Development:
Students will...

• use prior knowledge to organize a composition about events in their lives and
• illustrate in a poster form the main events in their lives for which they can provide authentic documentation.

Time Frame:

2 - 50 minute periods

Materials Needed:

• Example timeline (produced in Lesson 1) for students to be able to read and follow.
• Form for a personal timeline with record of documentation.
• Documentation from home to share with class.

Description of Assessment (Performance Project):

Students will fill out a personal timeline with at least 4 major events other than their birth.  Each event must have a listing for a document that proves the date.  These documents must be brought to school in order for students to prove their timeline and for the class to scrutinize further what other kinds of information we may be able to learn. 

Students then write a composition describing their life story and present this autobiography to the class in the target language. 

Assessment:

Written compostion in the past tense at least 12 sentence long in the target language.

Completed Personal Timeline with documentation shared with the class.

References and Resources:

of documentation (i.e. award) and where these forms of documentation can be found (i.e. drivers license). 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Zeitlinie Form.doc  Timeline form for this Lesson 02.

Vocabulary List (Geschichte Abenteuer Wortschatz - History Adventure Vocabulary - Proof documents) for words having to do with sources of documentation (i.e. award) and where these forms of documentation can be found (i.e. drivers license).  First used in Lesson 1

Parents' Letter

Submitted by Ruthanne Weispfenning

Objectives:

Content:
Student will...

• begin to develop an understanding that their personal history began well before they were born by researching their family tree and organizing a pedigree chart.

Cultural:
Student will...

• be able to recognize that to learn more about their own history they have valuable resources to tap into in their living relatives by asking for help filling out the family pedigree chart.

Language: Content Obligatory
Student will...

• use expanded family tree vocabulary to complete a pedigree chart with appropriate correct, verifiable information.

Language: Content Compatible
Student will...

• explain their pedigree chart to the teacher using appropriate vocabulary for relatives relationships to them
• express dates as for birthdates etc. 

Learning Strategies / Social and Skills Development:
Student will...

• ask questions for clarification.
• group both paternal and maternal lines appropriately
• follow the correct pattern for filling out a pedigree chart, for example females written on odd numbers and males on even.

Time Frame:

2 - 50 minute periods

Materials Needed:

Example of teacher's pedigree chart.

Pedigree chart.

Geschichte Abenteuer Wortschatz (History Adventure Vocabulary - where to find proof)

Geschichte Abenteuer Wortschatz (History Adventure Vocabulary - family tree words)

Description of Assessment (Performance Project):

After being introduced on how to fill out and read a pedigree chart, students will be guided on how to fill in their own information, starting with themselves and continuing with mother, father, and grandparents on each side.  Students are to record where the information came from and only record information that is certain.

Assessment:

An appropriately filled out personal pedigree chart at least through living grandpartents and extended as much as possible through great grandparents.  This is followed by an interview with the teacher at which time the student explains in the target language the information on his or her chart.

References and Resources:

Website for Ancestors.com Lesson 203 -
http://byubroadcasting.org/ancestors/records/compiled/

A teacher's pedigree chart as an example.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Pedigree Chart

Geschichte Abenteuer Wortschatz (History Adventure Vocabulary - Family Tree words)
Geschichte Abenteuer Wortschatz (History Adventure Vocabulary - Where to find proof?

Submitted by Ruthanne Weispfenning

Objectives:

Content:
See Lesson 03

Cultural:
See Lesson 03

Language: Content Obligatory
See Lesson 03

Language: Content Compatible
See Lesson 03

Learning Strategies / Social and Skills Development:
See Lesson 03

Students will...

• use prior knowledge to find and access sites on the Internet to help further complete their pedigree charts.
• share with classmates information and helpful sites they find while working on the Internet as well as coach each other with helpful suggestions.
• use such skills as skimming, reading selectively, scanning for key words, and refining searches.
• make rules for themselves to be more efficient accessing information and to avoid being sidetracked.  For example stay focused on one ancestor for whom they have more complete information and work backwards from that person instead of skipping all around their chart.

Time Frame:

4 - 50 minute periods

Materials Needed:

• See Lesson 03
• Listing of possible helpful sites on the Internet
• www.CyndisList.com
• www.familysearch.org
• www.ancestry.com
• ftp.rootsweb.com
• www.geneaologienetz.de
• Internet search form to keep track of research (see handouts below)

Description of Assessment (Performance Project):

Using the family pedigree chart begun in Lesson 03 the students will be attempting to complete it using sources beyond living relatives.  Student will visit recommended sites on Internet to find compiled family records.  Compiled records are those that someone, usually a family member, has already started for the family.  For example at http://ftp.cac.psu.edu/~saw/royal/royalgen.html one can find a compiled record for the royal families of Great Britain.

Students will keep a record of sites they have visited and note what information they have learned there or whether the site was not helpful and therefore not necessary to be visited again.  Students will continue to describe their family pedigree chart to me in the target language using words for relations and expressing dates properly.

Assessment:

Students will complete a personal pedigree chart at least through living grandparents and extended as much as possible through great grandparents including their record of documentation.  The students will present of their pedigree chart to me in a short interview giving relatives names, their relationship and important dates in the target language as well.

References and Resources:

See Lesson 03

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Internet Research Log - Forschung im Internet Journal

Submitted by Ruthanne Weispfenning

Objectives:

Content:
Students will...

• demonstrate their understanding of how to conduct a personal history interview by first interviewing a volunteer in the target language and then a classmate.

Cultural:
Students will...

• recognize that others have a personal history by using the interview techinque.

Language: Content Obligatory
Students will...

• use question words to gather information from our example subject and later from a classmate.
• use complex statements to restate answer given  them by the classmate they are interviewing.

Language: Content Compatible
Students will...

• summarize or paraphrase what the interviewed person has said using the past tense and the 2nd person formal with our example subject
• summarize or paraphrase what the interviewed person has said using the 2nd person informal with the classmate that they interview.
• make use of rejoiners in order to help the person being interviewed expand on their thoughts.

Learning Strategies / Social and Skills Development:
Students will...

• plan and conduct interviews using the following techniques:
• knowing how to write open ended questions as opposed to yes/no
• brainstorming questions beforehand
• sequencing questions for maximum specific information gathering
• arranging an interview - time, place, materials needed
• checking for comprehension of information - hear, repeat, write
• note taking
• questioning for clarification
• setting the right atmosphere
• reflection on what you have learned

Time Frame:

3 - 50 minute periods

Materials Needed:

• Adult volunteer who is an immigrant
• Questionaire for Interview preparation - prepared by students

Description of Assessment (Performance Project):

Into:
Students with teacher will brainstorm about what makes a successful interview.  Together the Worksheet for Interview preparation is filled out by class. 

In class students brainstorm interview questions for adult volunteer (target language speaker) about the volunteer's life and especially their immigration expericence. 

Through:
Students interview the adult volunteer

Beyond:
Following the interview with the volunteer each students using his or her notes to write a summary of the interview using 3rd person and the past tense. 

Students then will be ready to prepare an interview with a classmate using the Worksheet and brainstorming the questions they will ask their classmate about an event in their life that appeared on that student's personal timeline. This interview will be summarized in a 10 sentence 3rd person narrative account by the student who is doing the interview.

Assessment:

All in the target language:
Notes taken from class interview with adult volunteer.
Written summary of class interview with adult volunteer.
Questions and notes from interview with classmate.
Written summary of above interview.

References and Resources:

Internet site Ancestors.com Lesson 202
http://byubroadcasting.org/ancestors/records/family/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Worksheet for Interview Preparation

Submitted by Ruthanne Weispfenning

Objectives:

Content:
Students will...

• demonstrate an understanding of the causes of German speakers immigration to the United States by researching and writing a famous German speaking immigrant's biography.
• compare and contrast each German speakers time of immigration on a historical timeline depicting events in German history that caused immigration.

Cultural:
Students will...

• list reasons for German immigration to the United States from our famous biographies and how these reasons affected from where, when and to where they immigrated as well as the occupations these German speakers pursued upon arrival in the US.

Language: Content Obligatory
Students will...

• use vocabulary pertaining to historical events in German history.
• use the imperfect past tense accurately to describe the events in their famous German speakers life.

Language: Content Compatible
Students will...

• use a vary of words to start sentences.
• express dates accurately.

Learning Strategies / Social and Skills Development:
Students will...

• use prior background knowledge of Internet use and accessing printed word resources to help them gather information for the biographies. 
• share with classmates information and helpful sites they find while working on the Internet as well as coach each other with helpful suggestions.
• use such skills as skimming, reading selectively, scanning for key words and refining searches.
• use note taking skills as they gather information.

Time Frame:

4 - 50 minute periods

Materials Needed:

• Beruehmte Immigranten (Famous German-speaking Immigrants)
• Immigranten Zeitlinie 1600 bis heute 
• Zeitlinie Form und Zeitlinie Form Seite 2 (Timeline form and Timeline form page 2)-from Lesson 1
• Grabstein Projekt (Tombstone Project)
• Was sollst du heraufinden? (What should I find out w/questions in German)
• Grabstein Quiz

Description of Assessment (Performance Project):

Into:
As an introduction to the research part for the biographies I will first lecture (in the target language) on major events in European history which lead to immigration by German speakers. Students will take notes on this information on the provided timeline. 

Through:
Then each student will receive one name of a German speaking immigrant to the United States, who attained some measure of fame.  Using techniques for researching family history acquired in the previous lessons the students will take notes and using their notes fill out a timeline for this person's life, paying particular attention to the year of immigration. 

Beyond:
To summarize the information gathered students will prepare a tombstone-like project depicting their person's life.

Assessment:

All in the target language:

• Famous individual's timeline from Lesson 1(Beruehmte Deutsche Immigranten) 
• Grabstein Projekt (Tombstone Project questions)
• Grabstein Quiz (Tombstone Quiz)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Beruehmte deutsche Immigranten (Famous German-speakers immigration)
Das Grabstein Projekt (Tombstone Project)
Grabstein Quiz
Immigranten Zeitlinie 1600 - heute
Was sollst du herausfinden? (What should I find out? w/questions in German)

Submitted by Ruthanne Weispfenning

Time Frame:

5 - 50 minute periods

Materials Needed:

• Biography notes (personal timeline, pedigree chart, history notes and timeline
• Worksheet for Interview Prep
• Questions for Interviewee

Description of Task:

Into:
After gathering (Internet etc.) and summarizing information (Tombstone project) about their individual immigrant the students will "become" that person and will then interview each other using the interview process.  

Through:
Students will refer to questions brainstormed in Lesson 05 to prepare for both sides of this final assessment, that of interviewer and interviewee. 

Beyond:
After completion of the interview the interviewer will present his or her famous interviewee to the class using interview notes in the target language. 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Checklist for Family and Immigrant History Unit

Checklist and rubric for oral work

Rubric for Written Work listed in Checklist

Submitted by Steve Dickinson

Time Frame:

1 40-minute period

Materials Needed:

Lesson 3, handout 2:  Unit take home essay questions

Description of Task:

This formative unit assessment tool is a take home essay test that each student will complete.  It will be evaluated by the teacher using the following criteria:

• Students will demonstrate understanding of the desires for peace of the people of Central America.
• Students will  be able to identify key geographical, political and economic factors in Central America.
• Students will identify contributions made by the United Nations to the peace process in Central America.
• Students will be able to reflect thoughtfully about their own possible roles in this process. 

References and Resources:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Unit Take-Home Questions

Submitted by Martha Johnson

Objectives:

Content:
Students will...

• identify a topic related to global interdependence for their 5 paragraph essay
• develop a basic understanding (based on our basic needs as human beings) of how we are interconnected as global citizens
• recognize that some of the ways we are interdependent mean/signify unequal relationships between countries or groups of people

Cultural:
Students will...

• begin to develop an awareness of the immense economic gap existing between the northern and southern hemishpere and its impact on people's way of life
• recognize that people have multiple perspectives related to the many different themes of global interdependence and that these perspectives are directly linked to their cultural-geographical life experiences 

Language: Content Obligatory
Students will...

• use comparative adjectives to compare and contrast products and countries using words like: similar, semejante, diferente, distinto, etc.
• use the present tense of various expressions to say "seems like" : parece que... se me hace que, etc. to describe their reactions to their partners soccer ball descriptions
• use comparison words like tan(to) como, mas que, menos que to compare and contrast the two sets of soccer ball descriptions
• Use question format (question words, appropriate punctuation and inverse noun verb order) and vocabulary from day 1 and day 2 to identify in writing what they want to know about global interdependence

Language: Content Compatible
Students will...

• be able to identify how individuals who submit newspaper articles about global themes use the following: describir, discutir, debatir, explicar, and mostrar to convince their audience of the importance of their topic

Learning Strategies / Social and Skills Development:
Students will...

• do pair work (share soccer ball descriptions and complete KWL chart)
• gain an understanding how to do advanced internet research and list source information to make a bibliography 
• develop note-taking skills
• use decoding skills to identify themes, ideas, concepts and new vocaubluary when reading their article
• identify and use key words in Spanish to do an "advanced search" of the internet to look for an article related to global interdependence

 

Time Frame:

This lesson will take one 84 minute class period. Note: Depending on students' experience doing internet research, this lesson could take two class periods. Students who finish early could help others or have class time to read their articles in class.

Materials Needed:

•  Handout of a KWL chart for Activity 6 (attachment #3). If students work in pairs, you need half as many. I made a an overhead of this so we could co-create it together before I let the students do it in pairs. The one we made together as a class is on page #2 of attachment #3.
• Overhead of the topic for their 5 paragraph essays, how to choose a topic, steps to follow and how to organize a 5 paragraph essay for Activity 5. I made a few copies of this as well to hand out to students who I identified as needing some extra help based on their soccer ball descriptions. (see attachment #2) 
• Handout for recording bibliography information for Activity 5 (see page #2 of attachment #2)
• You may also want to make an overhead and a handout of attachment #4: how to do an Advanced internet search in Spanish for Activity #7. I also included a list of newspapers and links to newspapers in Spanish on the backside of this handout (see page #2 of attachment #4 or the resource section below).
• You will also need the laptop lab with Internet access and a printer for students to be able to do internet research in class and if available for the next 3-4  days to write the draft of their essays.
• A laptop and projection panel to model how to do an advanced search in Spanish.
• You may want to have a review sheet of pertinent vocabulary from the first two lessons for Activity #1. (see attachment #1 Vocabulario).
• Copies of La Prensa de Minnesota (or other newpapers in Spanish) to share with students. You may use the websites from the resource section below if you do not have access to print newspapers in Spanish (for Activity #4).

Description of Assessment (Performance Project):

Pre-task: 

1. Review and reflect on new vocabulary, issues,  topics discussed, etc. from Day One and Day Two. You may want to have a review sheet of pertinent vocabulary from the first two lessons. (see attachment #1 Vocabulario) You may want to assign certain words for students to discuss and present definitions or examples to the class.

2. Hand back corrected work from the first two days with written feedback/comments. 

3. Students share and reflect on their first and second descriptions of the soccer ball. Ideally, they would share both descriptions with another student and compare the similarities and differences between the first and second descriptions and the two sets of work.

Language note: Remind students of the comparison words from Lesson 2, mas que, menos que, tan(to) como, the comparative adjectives distinto, diferente, parecido, similar and the different expressions we have been using to say "seems like" to help them share their thoughts about their partners soccer ball descriptions.

During:

4. The teacher will introduce the writing prompt: Escribe un ensayo de cinco párrafos donde examines algún aspecto de la interdependencia global. This writing assignment will be the summative assessment for the unit. Students will do some internet research, use the 5 butcherblock sheets we created in class yesterday and make a KWL chart (Activity # 6 today) to help them choose a specific topic related to global interdependence.

After a brief introduction to the writing assignment, the teacher will have samples of the local newspaper (in this case, La Prensa de Minnesota) available to share with students. The teacher explains that the essays they are going to write, will be submitted to the editor of La Prensa for possible publication in a future issue. Have students look at  articles that have been submitted by individuals. Discuss the style these authors use. The teacher can highlight how these authors use the following: describir, explicar, discutir, debatir y mostrar to convince the reader of the importance of the topic. Note: If there are no local newspapers available, there are many newspapers available on the web (see resource section below or page 2 of attachment #4) for students to preview tone and writing style in Spanish. These newspapers may also be a possible source for publication of student work as well. All of my students presented their completed essays to the class as well.

Note: Their essays could also be published in an immersion journal at the school or shared with other immersion students in other grades/classes. In the past, my students have shared their work with junior high Spanish Immersion US History and World Geography classes. Ideally, there should be an authentic audience/purpose for their writing whenever possible!  The authentic audience should be presented clearly at this stage to movtivate students to do their best! 

Language note: Check in with students to make sure they understand the following: describir, explicar, discutir, debatir y mostrar. Ask students to give examples where the author of the article they read uses these strategies.

5. Using an overhead, the teacher will re-introduce the writing prompt (tema), some ideas on how to choose a topic using the KWL chart, (see activity #6), steps to follow and a brief explanation of the format of a 5 paragraph essay and the information you need to complete a bibliography. All of this can be found in attachment #2. Students may practice their note-taking skills as needed.

6. Students will do a think-pair-share activity using a KWL chart to brainstorm ideas about a topic they are thinking of using for their 5 paragraph essay. The teacher will model this process first for the students using an overhead transparency of a blank KWL chart and encouraging input from the students. They may want to look at the butcherblock papers again for ideas too.  They could also refer back to the vocabulary review page (attachment #1)  for vocabulary reinforcement as they complete the chart. See attchment #3 for a  blank KWL chart and a sample of one we made together as a class.

7. Using a laptop and an overhead projection panel, the teacher will model (encouraging the students to follow along) how to do an advanced search in Spanish for an article using key words (see attachment #4). It is also important to explain to students the variety of different reading levels, quality of work, etc. that is available on the web. They need to skim their article (before printing) to make sure that it is quality information and an appropriate reading level.

8. Students will have the remainder of the class period to do internet research on the topic of their choice. Each student should find at least one article related to a topic or sub-topic on their K-W-L chart that they can print out and take home to read. They must do an advanced search using key words they choose. The article(s) they select must be in Spanish. After they have done at least one advanced search, they may decide to use one of the web newspapers in Spanish to search for an article as well (see resources section below or page #2 of attachment #4). Note: They will probably have to search within those sites using key words as well. Remind students to use the "Hoja para la bibliografia" to record the information they will use later to create a bibliography. (see page #2 of attachment #2). They must have at least one source for their bibliography for this essay.

Post Task

9. Check-in with students about their research and topics. Did everyone find at least one article? Did everyone remember to write down the citations for the bibliography on the worksheet? Have students share the main idea, title, or author of their article. You may want to ask them to describe the key words they used to successfully find their information. You may also ask them to share what they perceive as the author's perspective about the topic.

Language note: You may want to review different expressions used to say "seems like" to help students express their perceptions about the author's perspective.

10. Tarea: Leer el artículo que encontraste hoy y apuntar las ideas principales del autor. Subrayar palabras o conceptos nuevos.

Assessment:

Formal Assessment:
The teacher could formally assess the K-W-L chart, however, I believe it is more of a pre-writing tool to help them focus their research. I would read them over, give them some feedback and give them points for doing the work. Perhaps the biggest assessment aspect for today's lesson is whether or not they found an appropriate article.

Informal Assessment:
The teacher can informally assess student responses during whole class discussions, small group and individual work time.

References and Resources:

You may want to refer the students to the following websites while they are doing their research. Note: This list was compiled by students in a Spanish Immersion Current Events class. Students added new sites to this list daily throughout the course like a giant word wall. It is also included as the second page of attachment #4.

Sitios en el Web que pueden ser útiles para encontrar noticias actuales (periódicos en el Web)

www.prensalibre.com (Guatemala)

http://www.mcps.k12.md.us/schools/wjhs/mediactr/forlangpathfinder/span_eve/

www.thepaperboy.com (Acceso a diferentes periódicos en el mundo en diferentes idiomas.)

www.elmundo.com.es

http://news.bbc.co.uk/hi/spanish/news/

http://www.cnn.com/espanol/

www.laopinion.com

www.periodismo.com  (se puede conectarse con muchos otros sitios)

http://www.azcentral.com/lavoz/

www.laraza.com

www.terra.com/redirect/google/actualidad/htm

www.efe.es

www.americas.org

http://www.mcps.k12.md.us/schools/wjhs/mediactr/forlangpathfinder/span_eve#Internet (se puede conectarse con muchos periódicos en español de diferentes países)

www.abc.es

http://expansion.recoletos.es

www.cope.es/paginas/home2.asp

www.onlinenewspapers.com/spain.htm

www.holahoy.com

www.elperiodico.com/default.asp

www.lavanguardia.es/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. Vocabulario. (Vocabulario.doc) This includes a review of vocabulary from Days 1 and 2 and maybe used for a review during Activity 1 or to help students complete the KWL chart during activity #6)

2. The writing prompt (Tema.doc), Como seleccionar un tema, pasos a seguir, un ensayo de 5 parrafos y hoja de la bibliografia. For use during activity #5. The hoja de la bibliografia should also be used to write down citations during Activity #8.

3. KWL chart: blank and sample (KWL_Chart.doc) for use during activity #6.

4. How to do internet research (Busqueda.doc) and a list of newspaper sites and links in Spanish for use during activity #7.
 

Submitted by Jennifer Christiansen

Objectives:

Content:
Students will... 

• Identify different overwintering strategies of Minnesota animals.
• Demonstrate an understanding of the reasons that animals need to adapt different overwintering strategies.

Cultural:

Language: Content Obligatory
Students will...

• Use the first peron "Voy a ____________" construction to indicate future actions.
• Use descriptive verbs to describe various overwintering behaviors. (invernar, migrar, buscar un nuevo lugar, dormir, ahorrar comida, buscar hogar, viajar).

Language: Content Compatible
Students will...

• Use the first and third person future tense to describe the various actions of various animals.

Learning Strategies / Social and Skills Development:
Students will...

• Activate prior knowledge about animal species that are found in Minnesota.
• Work cooperatively with group members to complete the assigned task.

Time Frame:

Two 50-minute periods

Materials Needed:

• Pictures of animals and insects found in Minnesota (1 per student)
• Resource books and websites for students to research information about their animals

Description of Assessment (Performance Project):

Pre-task:
Give each student one picture of a mammal, bird, fish or insect found in Minnesota. Tell them to close their eyes and listen to the following passage that you read. While they listen they should imagine themselves as that creature and think of what they would do in this situation.

Es el otoño. El sol sale más tarde y se pone más temprano cada dáa. Los días son más frescos cada día, y el aire cada mañana parece más frío. Alrededor todas las hojas están cambiando de color. La neblina se forma sobre los lagos y ríos mientras sale el sol y desaparce cuando el sol sube más alto en el cielo. Necesitas comer tanto posible y estas ahorrando lo que comes en tu cuerpo. Con cada día, las noches son más largas y más frías. Cristales de escarcha cubren las plantas, y las hojas se ponen marrón, sin vida. No hay mucha comida, pero estás usando más comida y energía para estar caliente. Los lagos se están congelando y tienes que viajar más lejos cada día para conseguir agua. ¡Pronto viene el invierno! En pocos días caerá la nieve y será muy difícil encontrar comida. Eres una criatura salvaje y está llegando el invierno. ¿Qué harás para sobrevivir?

Discuss student answers and make a list of overwintering strategies as a class (hibernate, migrate, remain active, finding a sheltered area, living in a resting stage like an egg.) Let students use descriptive words to describe the actions and introduce the scientific terms as they come up (invernar, migrar).

Task:
Have students divide into groups of 3 or 4 and have them choose at least 2 of the animal pictures they have from the previous activity to look up in reference books or websites to find out what that animal does over the winter.

Post-Task:
Have each group share their answers and bring up the picture of the animals they chose. Group the animals according to the overwintering strategy that they practice. Have each group make 2 comparison statements about the different animals and their behaviors.

Los __________ y los ______________ son semejantes porque los dos inviernan durante el invierno.

Los _____________ y los _____________ son diferentes porque uno migra y el otro se queda en Minnesota durante el invierno.

Assessment:

Collect each group's statements comparing and contrasting at least 2 different animals' overwintering strategies.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Submitted by Barbara C. Anderson

Objectives:

Content:
Students will:

• Identify the time period of the Middle Ages in France
• Demonstrate prior knowledge about the Middle Ages by sharing their ideas about people and events
• Develop familiarity with important people, events, artistic and cultural creations and dates from the Middle Ages in France
• Demonstrate the ability to read a timeline

Cultural:
Students will:

• Develop familiarity with some cultural products of the Middle Ages in France, such as art, literature and cathedrals.

Language: Content Obligatory
Students will:

• use the third person singular and plural forms of past tense verbs to read and write statements about events, people and artistic creations from the Middle Ages in France using the content obligatory vocabulary words.  (Students already know past tense forms from previous lessons.)
• Content obligatory vocabulary: la chute, le roi, l'Empire romain , le royaume, un empereur, un envahisseur, le pouvoir royal, la féodalité, une bataille, une guerre, la peste noire, l'église, le christianisme, le baptême,  un chrétien, une croisade, le pape, un évêque; couronner, élire, regner, sacrer, libérer, condamner, achever, écrire, construire.

Language: Content Compatible
Students will:

• use structures such as Je pense que (I think that) to express opinions about key events, people and creations from the Middle Ages in France using the content obligatory vocabulary.
• Use numbers to identify years in order to report events on the timeline

Learning Strategies / Social and Skills Development:
Students will:

• Work cooperatively in groups of four or five.
• Practice creating concept maps (with or without using computer technology) to develop thinking skills necessary to perform academically
• Utilize a timeline to organize dates, events and historical figures from the Middle Ages in France.
• Use a graphic organizer to organize information about the Middle Ages in France

Time Frame:

Two to three 50-minute classes

Materials Needed:

• Large poster paper entitled: What do we know about the Middle Ages in France? (Que savons-nous du Moyen Âge en France?)
• Large timeline of important dates from the Middle Ages in France
• Cards listing important events from the Middle Ages in France
• Computers (if desired and/or available)
• Concept mapping software if available
• Graphic organizer for categorization of information (Post task)

Description of Assessment (Performance Project):

Pre-Task:
The teacher will organize class into groups of four students.

The teacher will access prior knowledge of students about the Middle Ages in France by asking students to brainstorm the answers to the question below in their groups: 

What do you know about the Middle Ages (e.g., leaders and governance, challenges, cultural and artistic products, values and beliefs)?

Groups will share their ideas with the class.

A class secretary will note the ideas on the large poster paper. In the course of this activity the teacher will provide French equivalents as needed, thus introducing some of the content obligatory vocabulary for the unit.  A lexicon will be established for the class, and the keywords will be written on another poster. Words will be added to the list in the course of the unit.

The teacher will introduce and model the timeline task (see below).

The teacher will indicate chapters in textbooks (and websites if computers are also being used) where students can locate the information required for completion of the task. Students may also consult websites if computers are available.

Possible variation if teachers have access to computers and web mapping software such as “Inspiration”:

A variation of this activity can be done with one computer loaded with the software.  Each group of students can brainstorm and then share their ideas with the class.  The groups could then be engaged in negotiation to construct one concept map representing all categories they have come up with.  This initial concept map will serve as a backbone to frame the entire unit, providing students with a visual representation of what they will be learning about and helping them connect this with their background knowledge.  This graphic organizer can be easily modified during the course of the unit so as to incorporate new information/categories that seem to be either missing or necessary to expand further if one desires to expand his or her knowledge in a particular area (this could be include in the form of questions identifying grey areas and mysteries to be further explored).

During Task:
Teacher will distribute two cards to each group.  Each card has an event on it.  Groups must do the following:

• Use computers and the Internet (or a textbook if computers are not available) to find the date that corresponds to the event listed on the card.
• Write several sentences in the passé composé (or passé simple if preferred) and the imparfait to introduce their event, using their textbooks (and websites if desired) as a resource. 
• Copy their information in large letters on an 8 1/2 x 11 piece of paper to place on the timeline (students will type their information if computers are available)
• Present their information orally to the class.

Post-Task:
Students will use the information on the timeline to create a graphic organizer. They will categorize the information on the timeline.  The categories will be:

• leaders (les leaders ou les chefs),
• challenges (les conflits et les défis) and
• artistic creations (les créations artistiques).

Discussion:
What is the relationship between the three categories? (Quel est le rapport entre les leaders, les défis tels que la guerre et la peste, et les créations artistiques?)

In your opinion, given the constant wars and other challenges, what was the role/responsibility of medieval leaders? (À votre avis, étant donné les guerres continuelles et les autres défis de l'époque, quelle était la responsabilité des leaders au Moyen Âge?)

Assessment:

Objective quiz based on timeline.
(Pairs of students use the timeline posted in the classroom to answer multiple choice questions prepared by the teacher).

References and Resources:

• Lenard, Yvonne (1997). Trésors du temps. Woodland Hills, CA:
  Glencoe/McGraw-Hill, 53-66, 82-104. 116-119.
• Nembrini, Jean-Louis (1996). Histoire. Paris, France: Hachette Livre. 20-57
• http://his.nicolas.free.fr/Histoire/Panorama/MoyenAge/MoyenAge.html 
• http://his.nicolas.free.fr/Histoire/Liens/LiensHMAge.html 
• http://perso.wanadoo.fr/jean-francois.mangin/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• (L1 listev)  List of events to use for Task.
• (L1 tltemp) Template to photocopy for creating timeline.
• (L1 grorg) Graphic organizer to use for organizing events on timeline into categories during Post Task 

Submitted by Jennifer Christiansen

Objectives:

Content:
Students will:

• Demonstrate an understanding of why and when monarchs migrate to Mexico.

Cultural:

Language: Content Obligatory
Students will:

• Use descriptive language to write about the sights and sounds from the video. (Adjectives: delicadas, suspendidas, ligeras, pequeñas, hermosas, anaranjadas. Nouns: las hadas, la naturaleza, la belleza).

Language: Content Compatible
Students will:

• Use the singular and plural present progressive tense of verbs with estar) to describe their observations from the video tape (está(n) volando, está(n) bailando, está(n) subiendo, está(n) bajando, está(n) flotando, bailando, viajando, migrando, buscando, descansando, girando, moviéndose, migrando, comiendo, moviendo agitando, revoloteando, agrupándose, pegándose, girando, dando vueltas, zambulliéndose).

Learning Strategies / Social and Skills Development:
Students will:

• Use a graphic organizer to take notes of sights, sounds and feelings while viewing a video of migrating monarchs.
• Work cooperatively with a partner to complete the assigned task.

Time Frame:

Two-three 50-minute periods

Materials Needed:

• VCR
• Mariposas videotape (see Resources below)
• post-it notes
• chart paper for word lists
• markers
• concept map (see Attachments below)
• animal picture cards of migrating and non-migrating animals

Description of Assessment (Performance Project):

Pre-task:
Students will receive picture cards with the names of different animal species. They will work with a partner to sort the animals that migrate from those that do not. Review the answers as a class.

During-task:
Show students an excerpt of the videotape "Mariposas" in which monarchs migrate to the sanctuary regions in Mexico. Turn off the volume on the tape and have students work in pairs to record the sights, sounds, and feelings that they imagine a butterfly would experience on a concept map.

Introduce the third person singular and plural tenses with several examples of possible answers (Las mariposas están volando en el cielo. Está descansando en las ramas de los árboles. Están buscando comida.)

Have students highlight 1-2 words or phrases that they will share will the class. Give each student post it notes on which to write down those words and use them to create a class word bank of nouns, adjectives and verbs which students will refer to when they write their poems.

Post-task: Review the format of a haiku poem by writing a class poem about the school or another subject which the students know well.
Line 1: 5 syllables
Line 2: 7 syllables
Line 3: 5 syllables
Have each student use the words and phrases to write a haiku about the monarch.

Assessment:

Students' haiku poems will be collected.

References and Resources:

La Leyenda. 2000. [Video tape], Bramaro Films, Mexico City. (Or another video tape showing monarch sanctuaries and migration),

 

Dirigido por Pacho Lane
Un viaje a las mariposas monarca (57 minutos), nos lleva al Santuario de las mariposas de El Rosario, municipio de Angangueo, Michoacán. Allá conocemos ampliamente el Santuario, y la vida de estos insectos maravillosos.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Sights, sounds, and feelings concept map

Submitted by Jennifer Christiansen

Objectives:

Content:
Students will:

• Demonstrate an understanding of the reasons that monarchs migrate.
• Identify the characteristics of a monarch habitat both in Minnesota, while migrating and in Mexico.

Cultural:

Language: Content Obligatory
Students will:

• Use key vocabulary words in the story to retell the main events ( Nouns: la mariposa, el bosque, la estrella, la luna, Canadá, la luz , el viaje , la dirección, el calor, el camino, las orugas, los capullos, las alas; Verbs: volaron, bailaba, dijo, llegaron, se convirtió).
• Use sequence words to retell the story events in order (Primero, luego, antes, un día, después, entonces, finalmente, por fin, el próximo día).
• Use the imperfect and preterit forms of the verbs (3rd person singular and plural) accurately to retell story events. (volaban, llegaron, había, era, danzaba, soñaba, dijo, contó, estaban, fueron, preguntaron, contestó, apareció, vino, fue, vio, volaron, vivían).

Language: Content Compatible
Students will:

• Use language to describe the similarities and differences between the story and the video. (Son diferentes porque . . , Son semejantes porque, En el video las mariposas ____________ pero en el cuento ________________. . . )

Learning Strategies / Social and Skills Development:
Students will:

• Demonstrate the ability to differentiate between fact and fiction.
• Use story illustrations to predict the main events, problems and solutions that will take place in La Mariposa Bailarina.
• Work cooperatively to complete the assigned task.
• Use listening skills to infer meaning of new words in the story.

Time Frame:

4-5 50-minute periods

Materials Needed:

• Book: La Mariposa Bailarina (see Resources below)
• chart paper
• preterit/imperfect worksheet (see Attachments below)
• story pyramid
• monarch video, VCR
• sentence strips
• pocket chart
• Monarch "double bubble" template using Inspiration software - or Venn diagram using Word, etc. (example in Attachments below)
• transparencies of Bailarina book
• sentence strips.

Description of Assessment (Performance Project):

Pre-task:
Have students share the poems that they began yesterday. Begin a "Monarchs need" list of the things that monarchs must have when in Minnesota, while migrating and in Mexico.

During-task:
---Day 1---
Read the book La Mariposa Bailarina by Carlos Ruvalcaba to the class one time. Have students make statements comparing the story to the video that they saw yesterday. (Son diferentes porque . . , Son semejantes porque, En el video las mariposas ____________ pero en el cuento ________________. . . )

Introduce the terms hecho and ficción. Discuss the fact that sometimes ficticious stories can be based on facts. Have students work in pairs to create a "double bubble" chart to list 5 things that the real monarchs and the monarchs in the story have in common as well as 4 things that are different for each of them.

---Day 2---
Read the book again, this time showing the first several pages on transparencies which have the past tense verbs highlighted. Make a chart listing both the imperfect and preterit of the following verbs in both singular and plural third person tenses from the story: ser, decir, contar, vivir, ver, comer. Discuss patterns that they notice in the different ways that the verbs end and begin a list separating the preterit and imperfect verbs.

Continue reading the story, showing the pages as each is read. Have students write down the verbs in the past that they see and hear.

After finishing the stories, have the each group of 3-4 students choose 6-8 different verbs that they recorded and write each one on a separate sentence strip. Have the students decide which category their verbs fit into and bring them up to the chart.

Explain that Spanish uses two different types of past tense verbs; one is used for events that happened and are done, and the other is used for things that continued over a longer period of time. Show students the following examples from the story and discuss why each tense is used:

Hace ya muchísmos años, miles y miles de hermosas mariposas llegaron a un bosque de Michoacón, en México.

Cuando empezaba a atardecer y las mariposas se preparaban para dormir en las ramas de los árboles, Lucero danzaba para ellas y todas aplaudían la belleza de sus movimientos.

Y sin decir más, la Luna se ocultó misteriosamente detrás las nubes.

Ya se terminó el néctar de las flores, se quejaron unas.

Have students work in pairs to choose the correct verb to complete each sentence on the preterite/imperfect worksheet which also contains sentences from the story.

---Day 3---
Have students generate a list of 7-8 activities they have done as a class that week. Write them on sentence strips, and have each of the following sequence words prepared on sentence strips as well: primero, luego, antes, un día, después, entonces, finalmente, por fin, el próximo día. As a class, work to place the events in order and add an appropriate sequence word to the sentence. Explain that they will use those sequence and transition words to retell a shortened version of La Mariposa Bailarina. They will choose at least 4 of the sequence words to use during the next activity.

Have students work in pairs to complete a story pyramid following these instructions:

Story Pyramid
Line 1. Write the name of the main character.
Line 2. Write two words describing the main character.
Line 3. Write three words to name three things that the character does at the beginning of the story.
Line 4. Write four words to describe the setting.
Line 5. Using five words, write a sentence that tells about the first important event that happened to the character.
Line 6. Using six words, write a sentence that tells about the second important event that happened to the main character.
Line 7. Using seven words, write a sentence that tells about the third important event that happened to the main character.
Line 8. Using eight words, write a sentence to explain the solution to the problem.

Post-task:
After completing the story map, the partners will get together with another pair of students and practice retelling the story to each other, making sure that they are using both transition/sequence words as well as the correct form of the past tense.

Assessment:

The students' story pyramids and double bubble will be collected.

Pairs of students will tape record a retelling of the story to be assessed.

References and Resources:

Monarca "La Leyenda" (2000) [Video tape], Mexico City.

Ruvalcaba, Carlos. (2000). La Mariposa Bailarina. Miami: Santillana. Order from Amazon.com

See the CoBaLTT Strategies module for an editable Venn Diagram graphic organizer

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 "Double Bubble" (Venn Diagram) (Word doc)

or alternate concept map
  - Example (jpg)
  - Blank template (jpg)

Preterite/imperfect worksheet (Word doc)

Submitted by Jennifer Christiansen

Objectives:

Content:
Students will:

• Identify the location of Minnesota and Michoacán, México on a political and a physical map.
• Identify potential migratory routes of monarchs.
• Identify state and country borders along a possible migration route.
• Demonstrate an understanding of the distance a monarch must travel on its migratory journey. Identify the needs and possible problems a monarch might have on its journey.

Cultural:

Language: Content Obligatory
Students will:

• Use first person (singular and plural) preterit and imperfect verbs to describe trips (ir, vijar, tener, necesitar, quedarse, comer, comprar, ver, manejar, volar, estar, ser).
• Demonstrate an understanding of vocabulary needed to understand political and physical maps (fronteras, norte, sur, oeste, este, países, estados, continentes, norteamércia, al lado, cercano, lejos, entre, hacía el __________, alrededor)
• Use present tense verbs correctly to describe the needs of migrating monarchs. (necesitan, deben tener, es importante que, es necesario que, tienen que encontrar algodoncillo, ...)
• Use expressions in the present tense to compare human travel and monarch migration. (Ambos los humanos y las monarcas necesitan . . . ,Son diferentes porque, Una diferencia entre los viajes de los seres humanos y la migración de las monarques es________., (no) pueden)
• Use key vocabulary to identify the travel and migration needs of humans and monarchs (dinero, coches, aviones, casas, hoteles, maletas, ropa, carreterras, mapas, juegos, descanso, comida, un ambiente caluroso; soportar el frío, orientarse, seguir el camino, protección de los vientos, la lluvia, la nieve y tormentas; lugar de invernación, emigrar al norte, combustible, energía, salvar los bosques, destrucción de plantas y bosques, aplastado por coches y camiones, comida para pájaros, ratones y ranas, cansancio, néctar).

Language: Content Compatible
Students will:

• Use phrases for expressing indirect speech. (Antes de viajar se necesita, Uno se necesita, ...).

Learning Strategies / Social and Skills Development:
Students will:

• Work cooperatively in small groups to complete the assigned task.
• Classify concepts into the appropriate areas while constructing a Venn diagram.
• Use prior knowledge to recall details about trips they have taken.
• Relate information about migration to previous knowledge about human travel.

Time Frame:

Four 50-minute periods

Materials Needed:

• Cloze passage about a trip with first person preterit verbs eliminated
• sentence strips
• pocket chart
• human/monarch travel and migration Venn diagram (see Attachments below)
• blank outline maps of North America

Description of Assessment (Performance Project):

Pre-task:
---Day 1---
The teacher gives students a blank cloze passage about a personal trip he or she has taken which has the preterit and imperfect verbs deleted. They listen to the teacher's story and fill in the missing words. Correct the passage as a group and have each student make a 2 column chart in order to categorize each verb as preterite or imperfect.

---Day 2---
Review the preterit and imperfect verbs from the cloze passage yesterday. Each student will tell a small group of 3 -4 about trip that they have taken, using first person verbs in both the preterite and imperfect. As each student listens to his group members tell their story, they will make a list of the verbs in both tenses that they hear. Each group will use a Venn diagram to compare the similarities and differences between human travel and monarch migration.

During-task:
Students study a physical map of North America, and as a class locate their state and city and then Mexico and the monarch sanctuary region in Michoacán. Each student will receive a blank map of North America. They then will trace the path they would take from St. Paul to Mexico if they were a migrating monarch. Have the students look at a political map and work in groups to list the borders that they cross as they migrate. Point out that monarchs travel freely across borders and that they are resources that are shared by many people. Therefore everyone is responsible for their safe passage from one point to the other.

Students look at an actual migration map from the Journey North web site. As a class calculate the approximate mileage between St. Paul and Michoacán. Students will receive another blank map on which they will use the Journey North website to track the monarchs' progress on their way to Mexico. They will use another map in the spring to record their progress as they return from Mexico.

Post-task:
As a class, make a chart indicating what we as humans do that both harm and hurt monarchs while they are in their Minnesota habitat, while they are migrating and when they are in Mexico. Post-task: Students will then use the sentence starters (Ambos los humanos y las monarcas necesitan . . . , Son diferentes porque, Una diferencia entre los viajes de los seres humanos y la migración de las monarcas es________., (no) pueden ) which will be posted as well as given to each group to make comparison statements about human travel and monarch migration.

Assessment:

Students' Venn diagrams and maps

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Human/monarch travel and migration Venn diagram

Submitted by Jennifer Christiansen

Objectives:

Content:
Students will:

• develop an understanding about Mexican communities by participating in the symbolic migration.

Cultural:

Language: Content Obligatory
Students will:

• use present and past first and third person verbs to communicate ideas clearly in the form of a friendly letter.

Language: Content Compatible
Students will:

• use verbs and phrases requiring the present subjunctive to make predictions and estimations. (Creo, pienso, tal vez, quizás . . .)

Learning Strategies / Social and Skills Development:
Students will:

• Plan how to decorate the symbolic monarchs.
• Use the writing process to write a friendly letter to accompany symbolic monarchs.
• Relate knowledge about the symbolic migration to actual monarch migration.

Time Frame:

2 or 3 50-minute periods

Materials Needed:

• Paper and art materials
• the Symbolic Migration checklist - from the website (see References below)
• instructions from the Journey North website

Description of Assessment (Performance Project):

Pre-task:
Brainstorm messages that they would like to send to the people in the sanctuary region of Michoacán to thank them for caring for the monarchs.

During task:
Explain that the students will create paper monarchs which will be distributed to Mexican schoolchildren who will care for them over the winter. In the spring, the butterflies will be sent back with information about where they came from and who took care of them. Students will include message of friendship and gratitude for caring for the monarchs. They should keep thinking about how the message they write on the butterfly will help it to serve as an ambassador of goodwill and how it can represent the student and his or her appreciation to the people of Mexico.

Post-task:
Have students predict how far the monarchs will travel before reaching their destination in Mexico as well as how many symbolic monarchs they think will be sent from children in the United States and Canada this year. Contact the Journey North web site for other challenge questions and information related to the progress of the monarchs' journey.

Assessment:

Students' letters and symbolic monarchs

References and Resources:

Journey North: A Global Study of Wildlife Migration. Retrieved March 2, 2003, from http://www.learner.org/jnorth.

Symbolic Migration page from Journey North:
http://www.learner.org/jnorth/sm/index.html

Registration for Symbolic Migration
http://www.learner.org/jnorth/reg/index.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Submitted by Barbara C. Anderson

Objectives:

Content:
Students will:

• Demonstrate an understanding of the causes and/or effects of events such as the fall of the Roman Empire, barbaric invasions, the Crusades, the 100 Years' War and the black plague that challenged medieval French people.
• Demonstrate an understanding of the role of political and religious leaders and institutions in protecting medieval French people and establishing order in the Middle Ages.
• Demonstrate an understanding of the universality of the problems of the Middle Ages, i.e., similar challenges still exist throughout the world.

Cultural:

Language: Content Obligatory
Students will:

• Use the third person singular and plural of the present and past tenses (présent, imparfait and passé composé) to read about and describe events in the Middle Ages using the content obligatory vocabulary.
• Vocabulary: conquérir, écraser, repousser, voler, brûler, piller, massacrer, interdire, délivrer, couronner, conduire, la subordination, une flotte, un musulman, un pélerinage, un pèlerin, une croix, une croisade, une bataille, la Terre Sainte, la couronne, le dauphin, une épidémie, une famine, effroyable, désastrueux, un conflit, un défi

Language: Content Compatible
Students will:

• Use a variety of expressions indicating cause and effect to describe their topics using the content obligatory vocabulary and structures.
• Vocabulary: parce que, à cause de, peut-être que, la/les raison/s pour laquelle/lesquelles, le résultat est..., ce qui s'est passé.

Learning Strategies / Social and Skills Development:
Students will:

• Summarize
• Use grphic organizers
• Work cooperatively
• Do research and take notes

Time Frame:

Five 50-minute sessions

Materials Needed:

• Computers used for research (if available)
• Overhead transparency of list of topics (conflict and challenges) and resources (see Attachments below)
• Graphic organizer (see Attachments)

Description of Assessment (Performance Project):

Pre-Task:
Class will review the list of conflits et défis established at the end of the Introductory Lesson.

Students will predict possible causes and effects.

Teacher (or a student) will take notes on an overhead transparency.

During Task
Teacher will divide students into groups of four students (numbers may be adjusted depending on the size of the class). 

Each group will have a topic to research (chosen randomly from the list of conflicts and challenges). If computers are available, class time will be dedicated to online search.  Students will be encouraged to explore historical web sites to explore their topic and complete the task (completing a graphic organizer).

After researching the topic, groups must list possible causes and effects for their event on a graphic organizer and write a one-paragraph summary in the past tense. 

Then the class will meet in four larger groups (six per group), and do a jigsaw, that is, one person from each small group will present to the others.

Following the presentations, each group must list three similarities and three differences among the events described and answer the question: Why was this event a challenge for people living in the Middle Ages in France? (Pourquoi est-ce que cet événement représentait un défi pour les Français au Moyen Âge?)

Post-Task:
The speaker from each group will present the group's list of similarities and differences as well as their answer to the discussion question (see pre-task).

Class will brainstorm a list of current events that have similar causes and/ or effects.  

Possible extension (additional activity):  students could be asked to communicate with experts of the historical timeframe studied.  One possible activity would be to ask students to consult an online expert available at one of the following web sites which provide a free resource to learners around the world.  They will then need to include the information they have learned from those communications in their reports.

Assessment:

Multiple choice test created by students. Each group (the original groups) writes 4 questions about their topic. Teacher will edit them and compile them into a test.

References and Resources:

Caselli, Giovanni, (1998). La Vie privée des Hommes: "Des Celtes aux Chevaliers du Moyen Age...". Paris: Hachette Jeunesse.

Lenard, Yvone, (1997). Trésors du temps. New York: Glencoe/McGraw-Hill.

Miquel, Pierre, (1983). La Vie privée des Hommes: Histoire des Français. Paris: Hachette.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

(L2 grorg) This graphic organizer to show causes and effects will be used by each group during the task.

(L2 liste&res) This list of challenges and resources (books and websites) will be distributed to students or displayed on an overhead during the pre-task.

Submitted by Jennifer Christiansen

Time Frame:

5 50-minute periods

Materials Needed:

• computers with Hyperstudio, KidPix or Appleworks software
• reference materials on monarchs
• Project Checklist (see Attachments below)
• Project Rubric (see Attachments)

Description of Task:

Each pair of students will create an electronic diary which describes a monarch's migratory route from Minnesota to Mexico in the form of a hyperstudio slide show.

Before giving students the checklist, brainstorm a list of questions as a class that they would ask someone who had just gotten back from a trip. The diary needs to be told from the first person point of view of the monarch and needs to include the following information:

• Describe diet and habitat along the way
• Mention the starting and stopping points and the approximate number of miles traveled
• Tell about problems/enemies that the butterfly may have encountered on the journey, what was done to overcome those problems and what could be done to avoid those problems in the future
• Explain why she decided to migrate and tells how she knew where to go
• Include pictures collected from along the journey (Picture of butterfly habitat in MN, along the way and in Mexico)
• Include interesting facts discovered along the journey
• Show map tracing migratory route

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Project checklist

Project Rubric 

Submitted by Cristobal Alvarez

Objectives:

Content:
Students will...

•  identify the characteristics of the Lion Dance.

Cultural:
Students will...

• demonstrate awareness of typical dances in other cultures to compare and contrast them with the Lion Dance.

Language: Content Obligatory
Students will...

• Use the present tense (3rd person) in singular and plural to identify the characteristics of the dance with verbs like moverse, turnarse,tragarse, copiar, escupir, arroja and asegurarse.
• Use adjectives (eg. bonito, colorido, and especial) to describe the different features of the performance and the music.
• Use the new vocabulary words: el/la bailarin/a, la cola, el movimiento, el paso, apertura, cinabrio, vino, mezcla, fuegos artificiales, humo, tiras detriquitranes, comerciantes.
• Use different connectors such as luego, más tarde, and después to sequence the different parts of the dance.
• Use of different adverbs (rápido, lento, and suavemente) that describe the different actions in the dance.

Language: Content Compatible
Students will...

• Review and use the body parts as they describe how the Lion Dance is being perfromanced (la cabeza, los ojos, el cuerpo, la cintura).
• Review and use the different colors(rojo, amarillo, verde, azul, dorado ,and negro) that take part in the performance of the lion dance.
• Use the following expressions: "en el baile______ mientras que, pero, sin embargo en el baile del leon________" to compare the Lion dance to other dances.
• Use different expressions such as tienes que moverte asi, no es así, ïntenta de esta manera to improve the performance of the lion dance..

Learning Strategies / Social and Skills Development:
Students will...

• Work cooperatively to perform the Lion Dance.

Time Frame:

Four to five 50-minute periods.

Materials Needed:

• Book, "La Danza del León"
• The website of the video of the Lion Dance is: http://www.liondancer.com
  • internet and Real Player program
  • a computer lab for all the students
• a graphic organizer to compare and contrast  the Lion Dance and other dance of a different celebration. (See handout)
• lion masks for each group
• lion music (see resources)
• Checklist to assess the lion dance performance

Description of Assessment (Performance Project):

Pre-task:
Students will brainstorm names of dances that different communities have to celebrate important events. They will also discuss why dances are important in different communities to celebrate some events.  The teacher will explain the origin of this dance.

During-task:
Part 1. Students will read as a group the book "The Lion Dance". They will discuss the different features and parts of the dance. The student will answer these questions:

Qué se hace durante la preparación de la ceremonia?
Cúales son los movimientos y pasos más importantes del baile?
Qué otros aspectos del baile del león puedes ver?

They will compare this dance with other dances that they know. To compare and contrast the dances, the students will use a graphic organizer.

Part 2. Students will click on the web site to see a Lion Dance performer. The students will be in a computer lab and each one of them will have headphones to listen to the music. The students will describe the performance in the video, writing a paragraph. The students will need to focus on:

a. The different parts of the dance.
b. The description of the clothes and materials used for the dance.
c. The description of the music.

Post- Task:
The students will perform the Lion Dance. The students will be in groups of 6 for this task. The groups will take turns performing the dance. The teacher will provide a Lion mask and the music for the dance. One of the students will be the narrator of the dance and describe the different parts of the dance and the music.The teacher will select a student by drawing the names of the students in each group. The teacher and the students that are participating as an audience in each performance will assess the narration and the performance using a checklist. The student that is assessing needs to write his/her name in the sheet. The teacher will collect all the checklists to grade their work and knowledge of the performance.

Follow Up
The students in the audience will share their comments after each group performance .

Assessment:

*The teacher and the students that are not participating will use a checklist to assess the narrator in each group of students during the narration. See handout.

References and Resources:

Lion Dancer: Ernie Wan's Chinese New Year
by: Madeline Slovenz-Low, Kate Waters
Illustrator Martha Cooper
Purchase from Scholastica

For the lion masks and music:
From your local stores, you can find supplies to make masks yourself, or do it as a project with your students.
Find a number of different percussion instruments and teach the students how to use them.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Gráfica para organizar las semejanzas y diferencias entre la danza del león y otro baile de otra celebración.
La danza del leon

Submitted by Martha Johnson

Objectives:

Content:
Students will...

• identify the various origins from where the things we use every day come
• develop a basic understanding (based on our basic needs as human beings) of how we are interconnected as global citizens
• recognize that some of the ways we are interdependent mean/signify unequal relationships between countries or groups of people

Cultural:
 

Language: Content Obligatory
Students will...

• be able to give an example of or define the following terms: la exportación, la importación, el embargo,el intercambio, la interdependencia global, la cooperación, los políticos del poder, el colonialismo, el nacionalismo, el tribalismo, el neocolonialismo, los movimientos pacifistas, el crecimiento de la población, la migración, la inmigración, la diáspora, la sostenibilidad, el medio ambiente, la globalización de la economía, los productos
• use the present tense to write a brief description of a soccer ball using verbs like tener, haber, etc.
• use descriptive adjectives like: blanco, negro, rojo, pentágano, redonda, sucia, usada and other vocabulary like tiene grietas to write a description of the soccer ball        

Language: Content Compatible
Students will

• use expressions like: Mi opinón es..., Estoy convencida..., Estoy de acuerdo con...He oido que... Yo opino...Yo creo...to express their opinions during the whole group and small group discussions using vocabualry from the list above.
• use the conditional tense to describe what life might be like for the person who made the soccer ball using verbs like: ser, tener, querer, asistir, tener que, vivir, trabajar, etc.

Learning Strategies / Social and Skills Development:
Students will...

• develop brainstorming skills
• improve their ability to work in groups

Time Frame:

This lesson will take one 84 minute class period.

Materials Needed:

• soccer ball
• writing paper
• political world outline maps (see resources)
• a piece of large construction paper for each student
• a sample of homework assignment (see attachment #4 Mapa de Productos)
• graphic organizer (T chart - hand out for discussion groups). For a blank T-chart see page 1 of attachment #3 for a sample completed T-chart see pg. 2 of attachment #3.

Description of Assessment (Performance Project):

Note: Students will have completed a Me Map, "How are we connected?" and presented these to the class to build community and get to know one another prior to the beginning of this unit. (see attachment #1 called Mapa Personal for a handout of this assignment). 

Set-up:
Below are the five headings of the five main units of the course. As an introduction to global interdependence and the main units of the course, the teacher should post 5 pieces of large butcher block paper around the room with the following headings:

1. Los políticos del poder (el colonialismo, el nacionalismo, el tribalismo, el imperialismo)
2. La sostenibilidad del medio amibiente y de la población
3. La población: la migración y la diáspora
4. El conflicto y la cooperación (y los movimientos pacifistas)
5. La globalización de la economía

In addition the teacher may want to make a word wall for the week. New terms could be added as they come up in discussions, etc. My word-wall started with the following words: la exportaciόn, la importaciόn, el intercambio, la interdependencia global, y  los productos. By the end of the day, we had added: tiene grietas, el pentágono, la cooperación, los políticos del poder, el colonialismo, el nacionalismo, el tribalismo, el neocolonialismo, los movimientos pacifistas, el crecimiento de la población, la migración, la diáspora, la sostenibilidad, el medio ambiente, la globalización de la economía. My word wall was divided into 4 different categories:conceptos nuevos, términos relacionados con los estudios globales, vocabulario general y expresiones.

Pre-tasks:
1. Soccer ball activity (Adapted and used with permission from Bill Bigelow and Rethinking Schools). The teacher places a soccer ball in a prominent location in the front of the classroom.

Instructions for the students (this could be posted on an overhead transparency): Haz una descripción detallada del objeto que tu profesora tiene enfrente de la clase. Explica que es y para que se usa. Asegurate que incluyes todos los detalles importantes. También debes usar tu creatividad. Tienes 10 minutos para escribir.

Language note: While they are working, they may need some help with vocabulary. My students wanted to know how to express that the ball has cracks. As they made requests, I put these words up on the overhead for them. Later they were added to the word wall.

*Note: See attachment #2 below for samples of what my students came up with for this activity.

2. After about 10 minutes, ask students to stop writing and share what they have written. This could be done in pairs or as a large group. Sharing could go on for 5-10 minutes. After some sharing time, the teacher should ask: Did anyone include where the soccer ball was made in their description? If not, ask a student to come forward and read it from the ball. (My soccer ball says: "Made in Pakistan."). Briefly ask students to share with the class how we are connected to the people who made this soccer ball. Ask them to imagine what their lives might be like.

Language note: When you ask students to imagine what their lives might be like, you are asking them to think/share in the conditional tense. You may want to review the conditional tense as needed and post the following verbs for them to use: ser, tener, querer, asistir, tener que, vivir, trabajar, etc. 

Language note: You may also want to review the words on the word wall and check-in to make sure all students understand the meaning of the words.You may want to randomly ask different students to give you an example or a definition of the terms. Most of my students appreciated the review, but could already do this activity with no difficulty.

3. Remind them of the Mapa Personal (see attachment #1) they made and presented to the class. Ask them to share (briefly) how we are inter-connected to others both as individuals and as a community keeping in mind the soccer ball description they just wrote and considering where the ball was made.

During task: 

4. Ask students to discuss in small groups how we are interdependent as individuals and as a community. What are our needs as people that make us connected to others? Each group will fill out a simple graphic organizer, a T-chart with how we are interconnected as individuals on one side and how we are interconnected as a community on the other. As a group, students will record their thoughts and each group will report their thoughts back to the whole class. See attachment # 3 for a blank T-chart and a sample of one that a group of my students made.

Language note: You may want to have an overhead of different expressions the students could use to express their ideas. Maybe students could add more ideas to the list. My overhead includes the following: Mi opinión es, Yo creo que, Opino que, Estoy convencido/a que, Estoy de acuerdo con, He oido que...

5. Mini-lecture that includes some thoughts about interdependence and weaves in the students' ideas as well. Some ideas: global interdependence is not a new concept. It has been around since before recorded history. It has often meant an unequal relationship between people/countries (ask for examples and discuss them). What we call "global interdependence", often ends up being simply global "dependence." The "inter" refers to a two-way process that is not always present. Trade and trade agreements are not always fair. Briefly mention or point out the headings on the butcher block paper (the 5 headings listed in "set-up" section above) and check in to see what students think these terms mean. Give explanations and examples as needed. Add new terms to the word wall as needed. (20 minutes).

Post-task
6. Have everyone look at their shoe or t-shirt label to see where they  were made. Go around the room and have everyone call out a country. Ask the students what this tells us about global interdependence.

Pre-task for tomorrow:
7. Introduce the terms import and export in Spanish. Announce that tomorrow we will be doing an international trade simulation to illustrate global interdependence.

Homework:
8. Explain homework assignment and handout outline world map and large black construction paper. See References and  Resources section below for links to sites with world maps. Have an example of the finished map ready to show students. (See attachment #4  Mapa de Productos for a sample of a complete map made by one of my students). This assignment will be completed individually at home.

Tarea: Busca 10 cosas en tu casa y averigua donde están hechas. Haz una lista de las 10 cosas y los nombres de los países donde están hechas. Utilizando revistas o dibujos como símbolos, marca en el mapa el país de donde viene cada objeto. Ejemplos de productos que podrías utilizar son: zapatos, ropa, juguetes, radios, pelotas, comida enlatada, etc. Debes tratar de incluir una variedad de productos (como está demostrado en el ejemplo). No olvides de incluir el título, la fecha y el autor en tu mapa. Fecha de entrega: manaña.

Assessment:

Formal assessment: The teacher will assess the first soccer ball descriptions and the group work on the T chart. Since this is the beginning of a new course, this will be a chance for the teacher to get an idea of the variety of writing skills of the students. I made each of these worth 10 points and gave students full points for effort. Since it is so early in the semester, I am not trying to assess specific language/content areas at this time.

Informal assessment: The teacher will informally assess students oral responses during small group and whole class discussions.

References and Resources:

The soccer ball activity is adapted and translated from "The Lives Behind the Labels: Teaching about the Global Sweatshop and the Race to the Bottom" by Bill Bigelow and published in Rethinking Globalization: Teaching for Justice in an Unjust World, 2002, page 128-145. This activity is used with permission of the author. Some of the articles in this book will be available in Spanish soon.

See also: www.rethinkingschools.org (look especially for the section on Rethinking Globalization).

Political World Outline Maps for the homework assignment can be found at http://www.lib.utexas.edu/maps/world.html   or
http://www.eduplace.com/ss/maps/pdf/world_country.pdf

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. Mapa Personal (Me Map) ¿Cómo estamos conectados? Students will do this activity and present their "Me Maps" to the class immediately before this lesson.
2. (L1_Ejemplos.doc) Sample student work 1st descriptions of soccer ball for Activity #1.
3. T-Chart  (graphic organizer) for Activity #4 . The handout is on page 1 and a sample of student work is on page 2. 
4. Sample of completed homework assignment, Activity #8: Mapa de Productos that is due at the beginning of Lesson Two. You may want to show this to students so they can visualize what the completed homework assignment will look like.

Submitted by Martha Johnson

Objectives:

Content:
Students will...

• recognize the variety of products that come to the US from many different countires
• develop a basic understanding that certain types of products come from certain countries
• identify some of the different complex factors that impact world trade
• identify two ways global interdependence impacts each of the following themes: globalization of the economy, conflict and cooperation, population growth and sustainability of the environment, migration and diaspora, and colonialism/imperialism
• develop a basic understanding of how complicated the global economy is and how susceptible it is to things like embargos, tarifs, and civil war

 

Cultural:
Students will...  

• understand that the products we buy were made by people who may be very different but who have hopes and dreams just like we do and often just the same as we do (to live a life of happiness)

Language: Content Obligatory
Students will...

• be able to give an example or a definition of the terms: el embargo, la guerra civil, la tarifa, el conflicto global, la cooperación, la demanda, el consumo, los bienes during the discussion of the string trade simulation
• use the present tense to describe their maps to their classmates using words like: nouns of products, producto, viene de, name of country
• use words like tan(to) como, mas que, menos que to compare and contrast what kinds of products come from what kinds of countries using words like países industrializados y países en vías de desarrollo and productos textiles, electrónicos, comestibles, productos agrícolas etc.
• use the present tense of the verbs exporta and importa to communicate with classmates to complete the string trade simulation
• write short phrases to describe ways we are interdependent in relation to the five categories: globalization of the economy, conflict and cooperation, population growth and sustainability of the environment, migration and diaspora, and colonialism/imperialism

Language: Content Compatible
Students will...

• use the present tense to decribe their maps using words like importa/exporta
• use comparative adjectives to compare and contrast products and countries using words like: similar, semejante, diferente, distinto, etc.
• use the present tense of various expressions to say "seems like" : parece que... se me hace que, etc. when they share their analysis of their maps and where their products come from

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively in small groups and as a class

Time Frame:

This lesson will take one 84 minute class period.

Materials Needed:

• A class set of the map-walkabout handout for Activity #2  (see attachment #1).
• Items for string simulation activity #5: scissors, a large ball of string and one copy of the list of each country's imports and exports (see attachment #2 String trade).
• A soccer ball 
• Some examples of the second description of the soccer ball activity (see handout: Ejemplos de la segunda descripción de la pelota de fútbol). I chose to have a few paper copies and an overhead transparency of the examples.
• You will also need the five butcher block papers with the headings from Lesson One and the word wall.

Description of Assessment (Performance Project):

Pre-Task

1. Quick review of the vocabulary on the word wall from yesterday. I would quickly assign a word or two to each student. Then in pairs they need to discuss a possible definition and/or an example. After a few minutes they share ideas with the whole class. Other students may add their ideas or disagree if they have a different meaning/example to present about that word. Ask students to take out their homework assignment (Mapa de Productos).

Language note: Review ways to say similar and different: similar, semejante, diferente, distinto, etc. You may also want to review seems like: parece que...These words could go on the word wall as well. I often have two word walls. One is divided into two sections for expressions and general vocabulary and the other is for specific social studies concepts and terms.

During Task

2. In small groups, students share with each other their maps and notice what is similar and what is different about their maps. After a few minutes, students post their maps on the walls around the classroom. Students do a "walk-about." Students will literally have the opportunity to "walk-about" the room comparing and contrasting each other's maps to complete the handout called "Map - walk about" (see attachment #1).

Post Task

3. Students share their finds with the class (quick debriefing) and turn in their walk-about worksheets. Encourage them to use the vocabulary on the word wall to share what they found was similar and different while they were analyzing and comparing each other's maps. 

Pre-Task:

4. Language Note: Before the simulation, you may want to review some key terms: la exportación, la importación, los recursos naturales, los productos manufacturados, el embargo, la guerra civil, las tarifas, el intercambio internacional/global. You may also want to review ways students can ask each other questions about their respective countries (who imports/exports what products). While reviewing these terms, you may want to help students connect these terms with the maps they just finished analyzing as a way to transition from that activity to the string trade simulation.

During Task:

5. The simulation is adapted from  "String Trade" found at http://www.frontiernet.net/~mikef/lessonplans/lesson1a.htm
While the instructions for this activity are all in English. It is very easy to modify the activity and have students carry it out in Spanish. Divide the class into five groups. Assign each group a country from the simulation. You may want to cut up and hand out one copy of the String Trade kit in Spanish (see attachment #2 String Trade). Each group gets only their country's information so students have to use more language to find their trade partners. Explain the directions in Spanish: Each county exports 2 products and imports 2 products. Their group's job is to find their trading partners. Encourage students to use vocabulary and phrases from activity #4 about how to ask each other who exports/imports specific products. For example: Yo soy de Colombia. ¿De dόnde es Usted? ¿Cuáles productos exportan Ustedes? Nosotros exportamos café y bananas e importamos granos y textiles. Once a group has found all their trade partners, they should gather in a circle in the middle of the room. 

6. After students have found their trading partners and joined the circle, using a large ball of string students will connect the groups/countries with their respective trade partners. For example, a piece of string will go between the group representing Colombia and the group representing the US because Colombia exports coffee to the US.  (I have found it is helpful if I ask the groups who their trading partners are and then help them pass the string to this group). The string makes a wonderful web showing the interconnectedness of these 5 countries who import and export a total of 4 products each. Then I ask students to take a step backwards. What happens to the string? It becomes taut. What is something that could happen in the real world to make the relationship between these countries strained (tariffs, political tensions, etc.) Next, I cut all the strings around one country and ask, "Now what happened?" Often someone says, "An embargo." How does this effect all the countries? How does this effect the country who has an embargo against it? What countries either currently or historically have endured an embargo? How did they fare economically? Politically? How does an embargo impact global trade?

Language note: When we make the web together it is essentially a repeat of what they asked each other to find their trading partners. This time I ask the questions. What products do you import? What country exports this product? What products do you export? What country imports this product? I have found it to be too confusing to simply let students pass the string around. By asking the questions myself, I can also call on students who I noticed were not as actively involved in finding their trading partners and reinforce/model the present tense language structure using import/export.

Post task:

7. After the simulation, lead a brief discussion using the following questions: 1. Basada en esta actividad, ¿cómo podemos describir la interdependencia global? 2. Define los siguientes términos: tarifa, embargo, exportar, importar, bienes, intercambio.  3. ¿Si los EEUU decidiera subir la tarifa para los autos japoneses, cuáles serían algunas de las consequencias económicas para los EEUU, para Japón, o para el mundo? These questions could be part of an oral de-briefing or a written homework assignment or both.

Pre-task:

8. As a transition, briefly discuss how interdependence affects many aspects of our world (not just trade). Try and elicit examples how interdependence impacts population movement. They need to understand some of the reasons that cause people to move (economic, political, and to escape hunger, war or natural disasters). Discuss the meaning of the headings on the five butcherblock papers in more detail. Explain that these will be the 5 main units of the course.

Language note: Students will need to be able to refer to the new vocabulary on the word wall. More words may need to be added as they come up. My students added mano de obra as a new concept at this stage.

During Task:

9. Five groups of students (each group has a different colored marker) discuss and then write their ideas about how we are inter-connected under each sub-heading. Talking together, each group must list at least two items under each subheading. (see attachment #3 called "Interdependencia" to see what my class came up with!)

Language note: Students will need to be able to refer to the new vocabulary on the word wall. More words may need to be added as they come up. My students added many new words to the word wall at this stage.

Post Task:

10. Class dicussion of what is written on butcher block papers. Students took turns reading outloud what was written and we stopped to talk about each one and clarify meanings for anyone who had questions. Next, ask students to begin thinking about which of these topics/subtopics is of interest to them. Ask them to consider if there is a particular topic they already know something about and want to learn more. We will come back to this tomorrow.

11. Students can start homework in class. It may be necessary to share some examples to get them thinking. (see handout: Ejemplos de la segunda descripción). 

Tarea:

Re-hacer la descripción del objeto original (de la pelota de fútbol). Puedes escribir desde la perspectiva de la pelota o puedes hacerle preguntas a la pelota. Quiero que piensen más profundamente en la descripción. No es solamente una pelota de fútbol. Una persona de otra cultura la hizo. ¿Quién era? ¿Cόmo era? ¿Cόmo se sentía elaborando la pelota? ¿Cόmo eran las condiciones laborales? Puede ser un poema, una canción, un lamento, un ensayo, etc. Debe ser algo muy creativo. 

Assessment:

Formal Assessment:
The teacher will evaluate and provide feedback on the second description of the soccer ball and the written analysis of the maps. Again, there is no formal assessment as I am still getting to know the students and their writing style, level and ability. The Mapa de Productos itself can be assessed based on whether or not the students had a variety of products and whether or not they had 10 items. Also, their responses (oral or written) for Activity 7, the de-briefing of the string trade activity could be assessed. My class did this activity orally, so I gave students participation points for sharing (I have a student who keeps track of student responses during the class period).

Informal Assessment:
Will be based on oral interaction and student responses during class discussion, map walk-about activity and string trade simulation. 

References and Resources:

The soccer ball activity is adapted from "The Lives Behind the Labels: Teaching about the Global Sweatshop and the Race to the Bottom" by Bill Bigelow and published in Rethinking Globalization: Teaching for Justice in an Unjust World, 2002, page 128-145. The examples for the second description on page 1 (see handout) are adapted/translated from the article. This activity is used with permission of the author. Some of the articles in this book will be available in Spanish soon. Examples 5 and 6 of the handout of the second description of the soccer ball were written by two of my students  and are also used with permission.

See also: www.rethinkingschools.org (look especially for the section on Rethinking Globalization

"String Trade" can be found at http://frontiernet.net/~mikef/lessonplans/lesson1a.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. Map - walk about (Activity #2)

2. String trade handout (Activity #5) This handout was translated and adapted from “String Trade” found at http://frontiernet.net/~mikef/lessonplans/lesson1a.htm 

3. Interdependencia. This is an example of Activity # 9. 

Ejemplos de la segunda descripción de la pelota de fútbol

Submitted by Kathy Walcott

Time Frame:

This activity will take approximately 5 45 minute class periods.

Materials Needed:

Materials needed:

• access to Kidspiration
• poster board, markers, glue (supplies for making a poster)

Description of Task:

Pre-task:

• Teacher will demonstrate/review with students how to use Kidspiration. Students will need a session in which to experiment with Kidspiration if they are not already familiar with this program.
• Teacher will share with students the criteria Final Assessment Rubric (see attachment).
• Explain to the students that the "REQUIRED PARTS" of the rubric will have double value.  It is expected that each section of the poster relate to Immigration and each category will be assessed on its connection to the theme of immigration.

 During Task:

• Students will work in pairs in order to create a poster which meets the requirements of the rubric.
• Students will rehearse oral presentation.
• Students will present poster to the class.

Post-Task

• Students and teacher will celebrate completion of unit with a Pen Pal Picnic.  This picnic will include the pen pals from previous lessons and also the people that were interviewed.  At the picnic, students will have an opportunity to share their posters with visitors.

 

 

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Making Poster Rubric (poster rubric.xls and poster rubric.htm) 

Submitted by Aaron Arredondo

Objectives:

Content:
Students will:

• identify Europe and the Middle East on the map
• demonstrate understanding on how to write an acrostic poem using the letters in Hanukkah

Cultural:
Students will:

• gain an appreciation for the holiday known as Hanukkah that is practiced by many Jewish families
• identify products/practices commonly associated with Hanukkah

Language: Content Obligatory
Students will:

• Demonstrate understanding of key vocabulary words: los judíos, la menora, el milagro
• Use the verb ir  (third person present tense) and para to brainstorm words for acrostic poem.  Ex: ___ es para. . .    ___ es para. . .    ___ es para. . .
• create questions with the following words: ¿Qué. . . Cómo. . . Por qué. . .?

Language: Content Compatible
Students will :

• use the following types of nouns to create acrostic poem.  Ex: la noche, el humo, el amor, ustedes, etc.
• use the verb gustar (in past tense) to make comments about presentation
• use first person singular and plural present tense verbs to explain assignment/expectations to each other

Learning Strategies / Social and Skills Development:
Students will:

• work independently to read, write, and complete assigned work
• practice phonemic awareness by thinking of words for the acrostic poem
• interpret the meaning of new words from presentation by using visual clues (posterboard used by guest speaker)

Time Frame:

45 - 50 minutes

Materials Needed:

• large map of the world
• cassette with song Hanukkah (they sang this in Kindergarten)
• blank paper, pencils, color crayons, and markers
• Menorah, candles, lighter (provided by guest speaker)

Description of Assessment (Performance Project):

Into:
Students will locate Europe and then Israel on the map. Teacher will let students know that they will have a guest speaker talk about the Jewish holiday called Hanukkah.  They will sing a Hanukkah song they learned in Kindergarten to incorporate prior knowledge into the lesson. Teacher then asks them to think about the things they know about Hanukkah and records their comments by using a K-W-L chart.  Teacher records their comments about Hanukkah and adds information they omit.  By recording their comments, they will have a bank of words and phrases to use when it is time for questions/comments for the speaker. Teacher tells students:

Después de la presentación, uds. van a hacer preguntas.  Pueden usar. . . ¿Qué?; o ¿Cómo?; o ¿Por qué? para crear las preguntas. 

The teacher stuctures how they should ask a question and checks for comprehension.  The students will then be given fifteen minutes to write some questions they would like to ask the presentor.    

Through:
Guest speaker arrives and shares in Spanish the importance of this holiday. She will talk about how there was only enough oil to provide light for one day, but that a miracle occurred and that they were able to have light for 8 days (she shares her posterboard as she speaks). She asks for questions/comments and the students respond accordingly by asking a question they wrote and/or may refer to our K-W-L chart they generated prior to the presentation. Students will use the verb gustar (in the past tense first person form) to make statements about the presentation. For example: A mí me gustó ___. Me gustaron ___ y ___.

Beyond:
The students will brainstorm more words and phrases and complete the K-W-L chart.  They will then be given the opportunity to use these words and phrases in an acrostic poem.  The teacher will ask ¿Cuáles frases vamos a usar para crear un poema acrostica?  ___ es para. . .  The teacher writes them on board.  The students work with a partner and think of words that begin with "A" and then share with group: A es para. . . This continues until we have a few words for each letter.  The students then receive a sheet to create an acrostic poem.

*Cassette tape with Hanukkah song will be playing in background as they are working. Song mentions some vocabulary they may want to use in their poems.

Assessment:

Each child will share one line of his/her poem with the class while teacher listens for pronunciation and reading fluency.

References and Resources:

For a customizable K-W-L chart:
http://www.carla.umn.edu/cobaltt/modules/strategies/gorganizers/EDITABLE.HTML

Information on acrostic poems
http://www.readwritethink.org/materials/acrostic/

song - order cassette:
http://www.hampton-brown.com/onlinecatalog/products.asp?subID=36&groupID=0

menorah to color:
http://familycrafts.about.com/od/hanukkahcolor/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Independent worksheet of a menorah (see Resources)  to color and place at top of poem or they have the option of creating their own drawing.

Submitted by Aaron Arredondo

Objectives:

Content:
Students will...

• identify Mexico, Central America, and South America on the map
• demonstrate understanding of the story by drawing a picture and writing a corresponding sentence

Cultural:
Students will...

• gain an appreciation for the holiday known as el día de los muertos that is practiced in Mexico, Central America, and South America
• identify the products and practices most commonly associated with this holiday
• begin to develop sensitivity to issues related to death through cultural diversity

Language: Content Obligatory
Students will...

• demonstrate understanding of key vocabulary words: el día de los muertos, el altar, el papel picado, las calaveras de dulce
• use key nouns (Pablo, las hermanas, la mamá, el papá, la abuela) and verbs (tener, estar - present tenses) to retell first part of story.
• use adverbs of time to correctly identify three parts of the story: primero, después, al final
• with a partner, use ver (in past tense first person singular form) and three vocabulary words to say things they remember seeing in the first section of the story. For example: Yo ví A, B, y C.

Language: Content Compatible
Students will. . .

• use the verb gustar (in the past tense first person form) to make statements about the story. For example: A mi me gustó ___. Me gustaron ___ y ___.
• use accurate article agreement with vocabulary lists
• use previously learned words to do group work and to follow directions. (compartir, sentarse, escuchar, el lápiz, las crayolas)

Learning Strategies / Social and Skills Development:
Students will...

• recall/retell part of the story with a partner work in small groups to complete assigned work
• follow classroom rules and procedures.
• interpret the meaning of new words found in book by using visual cues

Time Frame:

1 class of 45 - 50 minutes

Materials Needed:

• large map of the United States, Central America, and South America
• book Pablo Recuerda by Jorge Ancona Díaz
• blank paper, pencils, color crayons, and markers
• activity sheets to color

Description of Assessment (Performance Project):

Pre-task: 
Teacher asks if anyone has ever been to Mexico. He then asks for someone to locate Mexico on the map and asks for another volunteer to write the word Mexico on the board. He reminds them that they will be discussing Celebrations and Traditions and that they are going to hear a story about a boy named Pablo and his grandmother.

Teacher asks them if they have ever lost someone close to them and how that made them feel.  Teacher will say, Me pueden decir: Me sentí muy triste. Me sentí mal. O puedes usar estas frases: Lloré muchísmo. Quería llorar.  O no estaba contento/a. No estaba feliz. Although use of the L2 will be encouraged, the students will be allowed to express themselves in the L1.

Through the use of a concept map, the students brainstorm ideas on how to honor or remember loved ones that are no longer here with us. Although use of the target language (Spanish) is encouraged, it is not required at this time.

During Task:
Teacher begins reading first section of Pablo Recuerda and checks for comprehension as he reads. After first section is finished, teacher closes book and tells class that Part 2 will be heard tomorrow. Teacher asks questions: ¿Cómo comenzó el cuento?  ¿Y después qué pasó? ¿Cómo terminó la primera parte?  By asking these questions, teacher is able to check comprehension.

Teacher writes key words from their responses on board: primero, después, al final. The students are asked to choose partners in order to continue class work. Teacher asks the partners to share three things they remember seeing in the story. Primero yo ví A. Al final, yo ví C. is how the students should respond. Yo ví A, B, y C. will also be accepted. Again, key vocabulary words will be written on the board by teacher.

Expansion:
When they are finished, they will be dismissed to their cooperative groups to draw a picture of what they saw and to write a corresponding sentence. Teaching Assistant and parent volunteers will help them type the sentence on computer to make class book. If necessary, they may look at board to help with the writing activity.

Those that finish quicker may visit the classroom computers (two students per computer/ four computers in class) to view images of el día de los muertos and then color an independent worksheet (See attachment).

Assessment:

During group work, teacher circulates and checks written work the students are producing. He also asks each child: ¿Qué era tu parte favorita? (What was your favorite part?) A mí me gustó _____ or Me gustaron _____. This is how each child will begin their response.

References and Resources:

Díaz, J. A. (1993)  Pablo recuerda: La fiesta del día de los muertos. HarperCollins Children's Books.
Out of print?   Try used books from Barnes and Noble in English or in Spanish or from Amazon.com.

To learn more about el día de los muertos, visit

http://www.azcentral.com/ent/dead/

http://www.azcentral.com/ent/dead/photos/intro.html

http://www.azcentral.com/ent/dead/altar/tradaltar.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Calavera mask downloaded from internet http://www.azcentral.com/ent/dead/teachers/
Download the "education packet" which includes the mask

Submitted by Aaron Arredondo

Objectives:

Content:
Students will:

• identify Africa on the map
• demonstrate their understanding of the food pyramid by creating a pyramid with a partner

Cultural:
Students will: 

• gain an appreciation for the holiday known as Kwanzaa that is practiced by many African-American families
• compare the food pyramids of America and an African country
• identify the foods most commonly associated with this holiday

 

Language: Content Obligatory
Students will:

• demonstrate understanding of key vocabulary words: la pirámide, los vegetales, las frutas, los granos, las grasas, las proteínas
• use the verb ir (in present tense third person singular/plural) to place food items in the correct category.  Example: La manzana va con las frutas.
• use ser (in present tense third person singular form) and categories of food pyramid to place items. Ex: Un panqueque es un grano. Una cebolla es un vegetal. Una naranja es una fruta.

Language: Content Compatible
Students will:  

• do a Think-Pair-Share to use the verb gustar (in the present tense first person form) to make statements about the items in the food pyramid. For example: A mí me gusta W. Me gustan X y Z.
• use the verb poner to describe placement of food items.  Ex: Voy a poner el huevo con las proteínas. or ¿Lo pongo aquí?
• use the following adjectives: más, menos, grande, pequeño
• use accurate article agreement with vocabulary lists
• use previously learned words to do group work and to follow directions. (compartir, sentarse, escuchar, el lápiz, el pegamento, las tijeras)

Learning Strategies / Social and Skills Development:
Students will:

• work with a partner to complete assigned work
• recall/retell with a partner the recommended servings for each category of the food pyramid
• interpret the meaning of new words found in books by using visual clues

Time Frame:

50 - 60 minutes

Materials Needed:

• magazines, scissors, glue sticks
• large map of the world
• books Kwanzaa by A.P. Porter and The Story of Kwanzaa by Donna L. Washington
• activity sheets to color (see attachments below)

Description of Assessment (Performance Project):

Into:
Teacher asks each student what his/her favorite food is. Their responses get written on a T chart. He lets them know that they are going to hear a story about an African-American celebration. Although there are many important aspects to this holiday, the kids are going to focus on the role food plays. Teacher asks a student to locate Africa on the map. He asks if any of the students celebrate Kwanzaa at home. Discussion follows or teacher redirects students to stories asking them to keep count of the different food items they hear or see in the stories.

Through:
Teacher shares the books Kwanzaa and The Story of Kwanzaa . The students look particularly at the pages that discuss the food items. After the stories, he asks ¿Cuántas comidas habían en los cuentos? ¿Cuáles comidas habían? The different foods get recorded on the other side of the T-chart. The topic is then transitioned to the food pyramid and why the foods appear in the order that they do. As a class, they place some of the food items (pre-cut from magazines) from the stories onto a food pyramid. Teacher asks the students to tell a partner as the food items are being placed on the pyramid if s/he likes that food. ¿Dónde vamos a poner el elote? ¿Es una fruta? ¿Es un grano? ¿Hay más frutas o más proteínas? ¿Te gustan los elotes? Tienes que compartir con una pareja. Díle: Me gustan los elotes. o No me gustan los elotes. These are a few examples of the kinds of questions/conversations that should be heard during this time. This continues until several items have been place on the pyramid.

Beyond:
Teacher then says to students: Amigos, ahora uds. van a construir una pirámide usando la cena que comiste anoche o con tu cena preferida. Después van a terminar la pirámide con las fotos de una revista o con dibujos. O si quieren, van a constuir una pirámide con la cena que comiste anoche y van a llenarla con algunas fotos o algunos dibujos que representan las comidas de los cuentos que hemos leído. También, un grupo va a trabajar con _________ (Teaching Assistant) para construir una pirámide con las comidas de Africa. ¿Los Africanos comen las mismas comidas de los Americanos? Vamos a ver. ¿Tienen preguntas? Entonces, cuando has terminado, vas a escribir sobre tu comida favorita. Queiro saber por que es tu comida favorita; el color; el tamaño; etc.

Children will be then be dismissed by partners and given three choices: 1) create a pyramid of the dinner they had last night and then complete the pyramid using magazine cutouts; 2) create a pyramid of the dinner they had last night and then complete the pyramid using the food items found in the stories; 3) work with the TA to create a food pyramid from a particular African country that would be quite different from an American food pyramid. (They can use cutouts from magazines or they may draw the food items). When they are finished, they will write about their favorite food. For those that finish more quickly, an independent worksheet will be available to complete (see attached).

A parent volunteer will also call two kids at a time to view images on computers that reinforce the traditions of Kwanzaa.

Assessment:

During group work, teacher circulates and checks progress of students. He also asks each child: ¿Cuál es tu comida fovorita? Mi comida favorita es. . . o Mis comidas favoritas son. . . is how each child will begin their response

References and Resources:

http://www.tike.com/celeb-kw.htm

http://www.terra.com/navidad2000/tradiciones/kwanzaa1.html

Kwanzaa by A.P. Porter and The Story of Kwanzaa by Donna L. Washington, and others, from barnesandnoble.com

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Teacher created worksheet on important items related to Kwanzaa

Submitted by Mary Bartolini

Objectives:

Content:
Students will:

• Identify uses of water and its importance for human lives.

Cultural:
Students will:

• Observe how people use water in different contexts.

Language: Content Obligatory
Students will: 

• Use the language chunk "Se usa el agua para ..." (Water is used for…) to express different uses of water.
• Use the infinitive of the verbs lavar, cocinar, nadar, pescar, regar, beber, hervir, apagar, navegar, vivir to indicate different uses of water with the phrase Se usa el agua para… or Yo uso el agua para...

Language: Content Compatible
Students will: 

•  Express why water is important using El agua es importante porque ... or El agua es importante para ... 
•  Use the preposition para to formulate questions (¿para qué se usa el agua?) and to construct answers (para lavar, para cocinar, para limpiar)
• Use the nouns un actor/una actriz, un escritor/una escritora, un lector/una lectora and the present tense of the verb querer to identify different roles for small group work (Yo quiero ser el escritor/ Yo quiero ser la actriz)

Learning Strategies / Social and Skills Development:
Students will:

• Obtain new information from listening to a text.
• Represent uses of water.

Time Frame:

Day 3 (one 45-minute period)

Materials Needed:

• T-chart ( see attachment in lesson 2)
• Books (El agua and Agua)
• Sentence strips, markers, pencils, paper.

Description of Assessment (Performance Project):

Preview Phase

Teacher refers to the T-chart they created the day before (medio artificial/medio natural) and reads the ideas.

After having briefly reviewed the content of the previous lesson, the teacher will ask students to reflect on the importance of water for human beings by asking questions such as: ¿Crees que el agua es importante para nosotros? (do you believe that water is important for us) and ¿Por qué? (why). All answers will be written down by the teacher and will provide a foundation for the next part of the lesson. Teacher writes down students' answers (the answers would be directed to uses of water so they would be linked with the next part of the lesson).

Focused Learning Phase:

Teacher introduces the book “El agua” by saying that the book will also talk about why water is important in humans’ lives and how different persons use water.

Students answer comprehension questions like ¿De qué nos habla este libro? <(What is this book talking about?) ¿Qué información nos da el libro? (What information is the book giving us?) Teacher writes down students' answers and clarifies uses of water at the end.

Expansion Phase:

Representing two uses of water

Teacher explains the steps for the activity:

1. Students form groups of three. Each group should have a writer (un escritor/una escritora), a reader (un lector/una lectora) and an actor/actress (un actor/una actriz) .

2. Students choose between the different roles in the small group using the chunk "yo quiero ser una/un ..." .

3. Students select two uses of water:

The writer will write using sentence strips.
The reader will read them to the whole class.
The actor/actress will act out each use.

4. Each group will present in turn.

5. After the presentation they will paste their sentence strips to a big piece of paper in order to create a class poster.

Assessment:

• Observing students' cooperative work.
• Observing students' written products.

References and Resources:

Solé V., C. & Parramón, J. (1983). El agua. Woodbury, NY: Barron’s Educational Series, Inc.

Morris, A. (1996). Agua. Glenview, IL: Harper Collins Educational Publishers, Inc.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Submitted by Mary Bartolini

Objectives:

Content:
Students will:

• Demonstrate prior knowledge about water.
• Identify different water representations
• Recognize various places where water can be found.

Cultural:
 

Language: Content Obligatory
Students will:

• Use appropriate nouns and articles (el mar, la lluvia, la fuente, la bañera,
  la cocina, el río, el hielo, la nieve, la piscina, la niebla, el charco, el lago) and impersonal form of the verb haber or first person singular of the verb encontrar to name different places where water is present (example: Hay agua en ... [there is water in...]; Yo encuentro agua en ... [I find water in ...])

Language: Content Compatible
Students will:

• use saber (to know) to express their knowledge about water with the expression nosotros sabemos que ... (I know that...)
• Use the first person plural of the verb querer (to want) to express what they want to know with nosotros queremos saber... (I want to know...)
• Use the conditional si and the first person plural of basic verbs to express how are they going to learn about the topic with nosotros aprenderemos si escuchamos/si leemos/si miramos/si atendemos/si preguntamos.
• Use simple questions to find a partner (¿quién eres tú? [Who are you?] Eres tú el hielo/el río? [Are you the ice/the river?])
• Make affirmative and negative sentences using the first person singular of the verb ser (to be) to name different forms of water with Yo soy el hielo / yo soy la lluvia or No, yo no soy el hielo / No, yo no soy la lluvia

Learning Strategies / Social and Skills Development:
Students will:

• Activate background knowledge.
• Ask questions to find a partner.
• Work cooperatively in pairs.

Time Frame:

Day 1 (one 45-minute period)

Materials Needed:

• KWHL chart (Spanish adaptation - see handouts below)
• KWHL chart using Inspiration (see attachments below)
• Written song and song poster (see handouts below)
• Color code flashcards for gender (see attachments below)( yellow card for feminine nouns, green card for masculine nouns)
• Markers, color pencils, crayons, paper.
• Marzollo, J. (1999) Soy el agua. Broadway, NY: Scholastic, Inc.

Description of Assessment (Performance Project):

Preview Phase:

Teacher writes down students’ ideas about water in a KWHL chart.

• In a whole class format, students brainstorm and list what they already know about water.
• Then, students formulate questions or statements about what they want to learn or want to know about water.
• Finally students list same activities that would be necessary in order to learn about the topic like to pay attention, to listen, to experiment, to ask.

This KWHL chart should remain in a visible place during the development of the unit. It would be very beneficial to refer to the chart during future lessons.

* This activity could be done using Inspiration or Kidspiration. With this program you can create a KWHL chart using pictures and words. You can connect your computer to your television and all the class would observe the chart (see attachment and handout).

Focused Learning Phase:

Teacher reads the book Soy el agua (I am water).

* If some students are able to read the book by themselves, maybe one of them could be the reader.

Teacher asks comprehension questions like ¿Cuál es el título del libro? (What’s the title of the book?) ¿De qué nos habla el libro? (What is the book about?) ¿Qué nos dice sobre el agua? (What does it tell us about water?) and writes down the answers.

Teacher ask the question ¿Dónde hay agua? ¿Dónde encuentro agua? (Where is/do you find water?) and as the answers are given he/she revisits the specific pages of the book for verification.

Teacher adds the new ideas to the KWHL chart.

Expansion Phase:

Students sing the song Yo soy el agua (I am water).
Teacher shows the song poster and gives directions for the activity:

• Each student receives a flashcard with different forms of water (la lluvia, el mar, el río, el lago, la nieve, el hielo, el charco, la fuente, la bañera, la piscina).
• Students take turns to present the card saying Yo soy... (yo soy la lluvia/ yo soy el lago/ yo soy el hielo).
• Students look for partners with the same water representation by asking ¿Quién eres tú? or ¿Eres tú el hielo/el río/la lluvia? (Who are you? Are you ice, the river, rain?)
• Students who have the same picture form pairs and get ready to sing by raising their cards.

* The song follows the rhythm of Arroz con leche (see handout and reference below).
* It is a good resource to have a folder of poems and songs. Students could decorate and file the printed material throughout the year.

Assessment:

During the KWPL graphic organizer activity and the reading activity, the teacher informally observes students to check comprehension and language use.

References and Resources:

Marzollo, J. (1999). Soy el agua. Broadway, NY:Scholastic, Inc.

To make a KWHL chart teachers can use:

• Inspiration or Kidspiration: modify a template and personalize the chart.
• Go to CoBaLTT page for an editable KWPL chart: http://www.carla.umn.edu/cobaltt/scaffolds/GO/HGO/11H.pdf

To obtain different pictures for the unit: http://www.ecarboot.net/photolibrary/display.asp

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

KWPL chart (graphic - jpg from Inspiration)

Tarjetas (Word doc with graphics)

Canción: Yo soy el agua
KWPL Handout

Submitted by Mary Bartolini

Objectives:

Content:
Students will

• Differentiate between water in the natural medium and water in an artificial medium.

Cultural:
 

Language: Content Obligatory
Students will:

• Use adjectives natural and artificial to distinguish the medium in which water could be found using the phrases medio natural and medio artificial.
• Create subordinate clauses of cause and effect using the clause porque and the phrase las personas intervienen/las personas no intervienen or las personas lo hacen/las personas no lo hacen (for example: El río es medio natural porque las personas no intervienen/ El río es medio natural porque las personas no lo hace; la piscina es medio artificial porque las personas intervienen/ La piscina es medio artificial porque las personas la hacen).

Language: Content Compatible
Students will:

• Use appropriate nouns and articles (el mar, la lluvia, el río, el hielo, la nieve, la piscina, la niebla, el charco, el lago,la catarata, el arroyo) and impersonal form of the verb haber to name different places where water is present with Hay agua en...  (There is water in…)

Learning Strategies / Social and Skills Development:
Students will:

• Classify different representations of water and create a graphic organizer.

Time Frame:

Day 2 (one 45-minute period)

Materials Needed:

• KWHL chart
• Song chart
• Color code flashcards for gender (yellow card for feminine nouns, green card for masculine nouns
• T-chart "Natural/ Artificial": you can draw the chart on the blackboard or draw it on poster board. (see handouts below)
• T-chart “El agua”: you can draw the chart on the blackboard or draw it on poster board. (see handouts below)

Description of Assessment (Performance Project):

Preview Phase:

Teacher reviews the past lesson by asking questions like ¿Sobre qué hablamos ayer? ¿Qué aprendimos ayer? (What did we talk about/learn yesterday?) and by referring to the KWHL chart.

Students sing the song Yo soy el agua

Teacher announces that they will learn two new words natural and artificial. Teacher writes the terms in a T-chart.

Teacher explains the differences of the terms natural and artificial through analogies (authentic hair color vs. dyed hair color; real vs. artificial Christmas tree). This would be a good time to introduce the idea of human intervention (las personas intervienen/las personas lo hacen) and lack of human intervention (las personas no intervienen/ las personas no lo hacen) in each case. 

Teacher shows pictures with more examples (a river and a pool, a bird and an airplane, a volcano and a stove) and models how to categorize them in the T-chart by saying why he/she chooses that category (e.g., el río es natural porque el hombre no interviene/el hombre no lo hace [the river is natural because humans have not made it]). . Students will be asked to share additional examples of things that might be considered natural vs. artificial.

Focused Learning Phase:

The teacher introduces a new T-chart, this time with Agua (water) as the theme and with two columns: medio natural and medio artificial.

Students form pairs and receive a pair of flashcards. One with a picture of water in an artificial medium the other with a picture of water in a natural medium.

Students need to present the set of flashcards naming the representation of water and explaining the reason why they identify it as natural or artificial

Expansion Phase:

Teacher leads a whole class discussion as students present the work they completed during the focused learning phase. The class classifies all of the examples of natural and artificial sources of water.

Assessment:

Teacher would be able to check on comprehension of the terms natural and artificial by listening to students' examples and by observing how they classify the pictures on the T-chart and explain their reasoning

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

El agua
Natural/Artificial

Yo soy el agua
Lesson 04: Estados del agua (States of Water)

Submitted by Mary Bartolini

Objectives:

Content:
Students will: 

• Identify the three states of water.
• Differentiate examples and non-examples of three states of water. 
• Categorize water representation in three states.

Cultural:

Language: Content Obligatory
Students will:

• Use the adjectives sólido, líquido and gaseoso to name the three states of water with the term estado (estado sólido [solid state], estado líquido [liquid state], estado gaseoso [gas state]).

Language: Content Compatible
Students will:

• Use question word quién (who) and the second person singular present tense of querer plus the infinitive of the verbs to share jobs into small groups with ¿Quieres ...? (¿quieres buscar?, ¿quieres cortar?)
• Use the first person singular of the verb querer (to wish) and the infinitive to accept or refuse a job with yo quiero cortar or yo no quiero pegar.
• Use the contraction del to identify examples, e.g. el río es un ejemplo del estado líquido

Learning Strategies / Social and Skills Development:
Students will:

• work cooperatively in pairs to create a poster.

Time Frame:

Day 4 (one 45-minute period)

Materials Needed:

·        Poster song Yo soy el agua (see attachment in lesson 1)

·        Flashcards

·        Book “Y aún podría ser agua” (see Resources)

·        Magazines, scissors, glue, paper, markers, pencils

Description of Assessment (Performance Project):

Preview Phase

Students sing the song Yo soy el agua. This time students show each representation with body movements.

Focused Learning Phase

Teacher asks if we find water always in the same state ¿Encontramos el agua siempre en la misma forma o en el mismo estado?

Teacher introduces new terminology for the class and presents three posters with the phrases estado líquido (liquid state), estado sólido (Solid state), and estado gaseoso (gas state). The idea is to create a graphic organizer at the end of the presentation (see attachment).

Teacher shows flashcards with examples for each state of water and identifies basic characteristics of each state by asking questions like ¿Cómo es el agua en este estado? (How is water in this state?) ¿Está quieta o está siempre corriendo? (Is it still or moving?) ¿Podemos tocarla/podemos sentirla? (Can we touch it or feel it?) ¿Es suave o dura? (is it soft or hard?) ¿Podemos verla o no? (Can we see it?)

Expansion Phase

Teacher reads the book “Y aún podría ser agua” and emphasizes the importance of water.

When the book starts talking about different states of water, teacher changes the intonation to call students’ attention in the new information and stops to point to the state of water posters that they observed before. Teacher also stops to write new examples of each state under the posters in order to complete the graphic organizer.

Students form pairs and create a poster for display as environmental print (follow example of graphic organizer). Students cut and paste different representations of water from a magazine organizing the pictures into estado sólido, estado líquido and estado gaseoso.

Students make an oral presentation to the class.

Technology extension:
A possible variation for this activity, if technology is available, would be to have learners create their own graphic organizer using a concept/semantic mapping software adapted to the age/grade level such as Kidspiration.  The teachers could select many graphics/images of water ahead of time using the list of web sites provided in the unit overview section.  These images could then be either burned to a CD, stored on each computer, or listed on a TrackStar web page for learners to access in class. http://trackstar.4teachers.org/trackstar/index.jsp 

When the activity is completed, students could simply showcase their graphic organizer to the class.Ultimately, learners would be engaged in completing a similar activity to the paper and pencil one described above but their final product could be published online (using the school network or else) for others to see (family, classmates, and more).  They would also begin to practice using technology to support their learning process, an important skill to develop early.

In the event that the necessary software is not available, the teacher could decide to have students use the multimedia software (Kid Pix) that they will be required to use to complete their final project (if the technology option is selected).  Kid Pix could also be used to develop a graphic organizer and could be used in this lesson as a training session to ensure that learners are familiarized with the software prior to completing their final project.  This would remove the need of having one class period completely dedicated to training on the software. 

Additional ideas:

Teacher shows different representations of water and students record how many examples of each state of water they are observing in a Tally-chart (see attachment)

Students classify different representations of water in a T-chart into two categories: example/ non-example (see attachment)

Assessment:

• Observing students’ interactions into group activities.

References and Resources:

Fowler, Allan (1993). Y aún podría ser agua. Children Press, Inc.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Graphic organizer (example from Inspiration): Estados del agua

Graphic Organizer: Estados del agua
T-chart: Ejemplos y no ejemplos del estado sólido
Tally-chart: Cuadro de tachas

Yo soy el agua
Lesson 05: ¡Cuidemos el agua! (Let's take care of water!)

Submitted by Mary Bartolini

Objectives:

Content:
Students will:

• Identify ways to take care of water. 
• Identify environmental problems related to water (pollution, drought, flood).

Cultural:
Students will:

• Recognize problematic situations related to use of water in different countries.

Language: Content Obligatory
Students will:

• Use the nouns contaminación, inundación and sequía to identify environmental problems with the phrases Hay contaminación, Hay una inundación and Hay sequía.
• Use the first person plural of the verb poder (can) and the infinitive of the verb cuidar (to take care of) to express solutions to a problem with the expression podemos cuidar el agua si ...

Language: Content Compatible
Students will:

• Use exclamation marks to emphasize expressions like ¡Cuidemos el agua! ¡El agua es importante!
• Use past tense first person singular of the verb aprender to express what they learned about water with yo aprendí que ...

Learning Strategies / Social and Skills Development:
Students will:

• Work cooperatively in small groups.

Time Frame:

Day 5 (one 45-minute period)

Materials Needed:

• Pictures
• KWHL chart
• Paper, construction paper, markers, color pencils, glue, scissors, magazines.

Description of Assessment (Performance Project):

Preview Phase

Students sing the song “Yo soy el agua” showing different representations of water with body movements.
Teacher reads the KWHL chart.
Teacher and students go through the chart to recall initial ideas and to write what they have learned during the unit.

Focused Learning Phase

Teacher shows different pictures of places where students could observe lack of water or contaminated water.
Teacher and students talk about these problems:

¿Qué podemos observar en esta figura? (What can we observe in this picture?)
¿Hay algún problema aquí? (Is there a problem here?)
¿Cómo se sentiran las personas que viven allí? (How will the people who live there feel?)
¿Qué pasará con los animales? (What will happen to the animals?)
¿Quién será el responsable de este problema? (Who’s responsible for the problem?)

 Teacher asks students to think about solutions for these problems and writes students’ thoughts

¿Cómo podemos solucionar este problema? (How can we solve the problem?)
¿Cómo podemos cuidar el agua? (How can we take care of water?)
¿Qué debemos hacer? (What should we do?)

Expansion Phase

Students work in pairs to create a "save the water" poster message with a catchy phrase like ¡A cuidar el agua!, ¡Cuidemos el agua!, ¡Viva el agua!, ¡El agua es tu amiga! and to illustrate it showing one way to take care for water.

Students present their poster to the class.

Technology alternative:
A similar activity can be completed with a semantic/concept mapping software such as Kidspiration or a multimedia software such as Kid Pix, or even a word processing application, if available. 

Assessment:

The teacher will observe students’ interactions during discussion and informally check their “save the water” posters to ensure comprehension of concepts and language use.

References and Resources:

Conduct an Internet search to collect appropriate pictures if necessary.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Unit Assessment

Submitted by

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Task:

asdfasdfasdf

References and Resources:

List only References and Resources specific to this assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this assessment.

Lesson 02 - checking things out

Submitted by

Objectives:

Content:
asdfasdfasdf

Cultural:
asdfasdfasdf

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

References and Resources:

this is the webpage that students will use for t;alkj'dkhjasld;fkjds'f;j;ldshg   http://www.carla.umn.edu/cobaltt

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Picture to illustrate an animal (Picture 007.jpg) - asd;lfkjasghas;dlfkjghdk;alksdjfhg

Lesson 03

Submitted by

Objectives:

Content:
still checking to make sure everything works...

Cultural:
asdf;lkag;kjhasdfg

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

why does this confuse people??

Materials Needed:

• I wish this
• didn't make
• such a big gap
• before and after

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

asdfasdgasdfasdfasdf

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Performance through character development
03: Developing Characters

Submitted by Elizabeth Chaigne

Objectives:

Content:
Students will...  

• understand that a character's personality and physical traits help determine its language and vocabulary.
• understand that a character's personality and physical traits help determine its gestures and behaviors.

Cultural:

Language: Content Obligatory
Students will...

• conjugate the conditional form of verbs such as to say (dire) and to do (faire) for the 3rd person singular to discuss behavior and language choices for characters.
• use the following key vocabulary correctly: physical traits (traits physiques), character (le personnage) and behavior and gestures (le comportement et les gestes), to express ideas about characters.

• use adjectives with their proper gender agreement such as gros/se; petit/e; doux/ce; agressif/ve; gentil/le; méchant/e;calme; fort/e; courageux/use; craintif/ive; (voix) grave/aigue; brave; timide; jeune; vieux/vieille to describe a character’s physical and personality traits with a peer.
•  make predictions about their character using the present tense of the verbs to have and to be with expressions such as: il/elle est/a …donc…; sa personalité est…alors…; a cause de…il/elle… ; grâce à son/sa/ses...il/elle ; étant donnée...il est probable que l’animal... 

Language: Content Compatible
Students will...

• review the following animal body parts to discuss and list the physical characteristics of their chosen character: les crocs; la bouche; la guêle; les sabots; les pattes; les oreilles; la fourrure; les poils; le groin; le museau; les moustaches; les cornes; la queue.
• use the verb “to have” with the definite article of animal body parts to discuss characteristics of their assigned character (i.e. le loup a de gros crocs…)
• use the third person singular of the following verbs/verb expressions to talk about their characters with a peer : être; avoir;manger; ressembler; avoir l’air; parler; utliser une voix.

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively with a partner to fill out two graphic organizers.
• use a cause and effect flow chart to list the physical characteristics and personality traits that give rise  to a character’s language and behavior.

Time Frame:

1 - 2 periods of 50-60 minutes

Materials Needed:

A short children's picture book

Overhead transparencies of the graphic organizers (see Attachments below)

Copies of the graphic organizers for the students (one per pair of students)

Description of Assessment (Performance Project):

Pre-task:
Have students meet in partners at the beginning of the lesson to share their 'tirades' from the previous day's lesson.  Collect the 'tirades' for evaluation as your grading system allows.

Using the following questions, the teacher will solicit answers from the class: In what situations in life do our physical traits influence the activities we choose to do? (Comment est-ce que les attributs physiques influencent les activités que nous choisissons à faire?)(i.e. If I am really tall I might decide to play basketball.)  How might these traits help us develop a character? (Comment ces attributs physiques nous aident à créer un personnage à jouer?) (If we have be a spy, we might creep around.instead of walking normally.) Give me some examples as to how you think your physical traits and personality determine the words you choose. (Expliquez-moi comment les attributs physiques et la personalité pourraient influencer le langage qu'on utilise.) (i.e. As a young student, I would ask permission to leave the classroom. I wouldn’t give orders.)  Explain that the students will be examining the physical and personality traits of a character and organizing this information on a chart to develop language and behaviors for that character.

Review some familiar characters from fairytales that students know. For this lesson I have chosen the rabbit character from the children’s story Le loup est revenu, a story that the students have already read from a previous unit. Use this character to model the work for students’ focused learning. (You can use a transparency of the actual worksheet they will use so they can easily transfer the modeling later during their independent work. Ask the question: Which physical traits of this character are the most outstanding and help define the character as a rabbit? (Quels sont les attributs physiques les plus importants de ce personnage?)  (See CO language objectives) The class should come up with two or three physical characteristics (i.e. his long ears, oversized feet, twitching nose). List these on the behavior and gesture transparency mentioned. Solicit some personality traits that this character possesses and list them in the appropriate boxes on the graphic organizer (i.e. his curiosity, fear of being caught by a predator).  Addressing each of the characteristics listed, students are asked how it affects the kind of gesture or behavior that the rabbit might have (i.e. Instead of stroking his chin, he might stroke his long ears; He might have to walk funny because his feet are so big; He might have a nervous twitch or always be looking around nervously because he is afraid of being hunted.) During this classroom discussion, be sure to highlight the CO language objectives regarding this type of language. This will aid in preparing students for using this same language during partner work. List these appropriately on the graphic organizer highlighting how the personality and physical traits lead to or flow into the gestures and behavior.

Then using the word and expression graphic organizer, do the same, this time focusing on what kinds of expressions or words the character might use based on the same physical and personality traits listed by the class for the behavior and gesture graphic organizer. (i.e. The rabbit might say things like, Jumping carrots! when he is excited; he might compare scary things to being caught by a wild animal.)

 

During-task:

Have students get together with a partner and choose a fairytale character to work on. Let them know that they will be using this character over the next two lessons, so they will want to choose one they can explore deeply. They will discuss the character's personality and physical traits in order to fill out the graphic organizers together.  Before beginning their work, go over the content compatible and content obligatory language needed to complete the activity with the whole class. This information should be left on display for student referral during their partner work.  Allow about 10 minutes for students to discuss and begin fillng out the graphic organizers.  

 

(Depending on how quickly things went the first day, you may interrupt the 'during task' activity and save the remaining work for day 2.)

 

Beyond-task:

During the second session, partners will finish their graphic organizers and prepare to talk about their ideas for developing their character to the class. Prior to students presenting their work, remind students of the language necessary to talk about drawing conclusions. (See the content obligatory section on predicting information.)

Assessment:

Students will hand in their completed graphic organizers for informal assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Behavior and Gesture Graphic Organizer

Word and Expression Graphic Organizer

Mission Martinique
Lesson 01 - Premiere Mission - La Martinique

Submitted by Brandon Locke

Objectives:

Content:
Students will...

• Identify Martinique’s location on a map
• Demonstrate understanding of the features of Martinique’s landscape (in general and by region)
• Identify Martinique’s highest point (Mont Pelée)
• Demonstrate understanding of Martinique’s size, climate, and natural geography
• Identify at least three natural landmarks (rivers, bays, mountains) of Martinique
• Demonstrate knowledge (location, landscape, geography) about the island of Martinique through various readings and websites and by recording information on several worksheets

Cultural:

Language: Content Obligatory
Students will...

• Demonstrate understanding of the following verbs (infinitive and/or imperative) when completing mission activities using the Internet or on their worksheets: cliquer, décourvir, lire, décrire, choisir, remplir
• Use the following proper nouns when describing the geography of the island of Martinique: la Martinique, les Antilles, la Caraïbe, la Mer des Caraïbes, l’Océan Atlantique, Fort-de-France, Mont Pelée
• Use the third person singular and third person plural of the verbs être (to be) and avoir (to have) in the present tense to help describe Martinique’s geography
• Use the following nouns to describe Martinique’s landscape: les cocotiers, l’île, les presqu’îles, la terre, le point culminant, le volcan, le paysage, une superficie, la longueur, la largeur, le terrain, le littorel, la forêt tropicale
• Correctly use the expression il y a to describe Martinique’s landscape (ex. Au sud de l’île il y a des plages de sable blanc.)
• Use the second person plural of the verb apprendre (to learn) in the past tense to summarize their general understanding of the Martinique (following a model; ex. Aujourd’hui nous avons visité l’île de la Martinique. Quelque chose que nous avons appris de l’île c’est que c’est dans la Mer des Caraïbes.)
• Learn and use the French idiomatic expression Je donne ma langue au chat (meaning "I give up" when submitting their guess card)

Language: Content Compatible
Students will...

• Demonstrate understanding of the following nouns when the geography of Martinique is described: l’archipel, l’océan, le climat, la mer, la montagne, la chaleur, la baie, la plage, le sable, Département d’Outre-mer (DOM)
• Demonstrate understanding of the following verbs when completing mission activities using the Internet or on their worksheets: visiter, répondre, penser, commencer, trouver, s’élèver
• Demonstrate understanding of the present participle of the verb utiliser (to use) when reading directions on mission worksheets (ex. en utilisant des phrases complètes)
• Demonstrate understanding of the structure "après avoir + past participle" when reading directions on mission worksheets (ex. après avoir visité les six zones…)

Learning Strategies / Social and Skills Development:
Students will...

• Monitor their focus on particular tasks and ignore distractions
• Use prior knowledge to help them complete the task
• Make guesses based on their prior knowledge
• Use images and context to help them decipher meaning of unfamiliar French words
• Focus on key words, phrases, and ideas
• Write down important words and concepts
• Work cooperatively to complete the task, build confidence, and give and receive feedback
• Create a written summary of information by completing electronic postcards and special topic sheet

Time Frame:

One-two 45-minute class periods

Materials Needed:

• Lesson 1 Indices (see resources)
• Guess Card (see resources)
• Lesson 1 Mission Worksheet (see resources)
• Lesson 1 Repos Worksheet (see resources)
• Specialized Topic Sheet (see resources)
• Internet access (Trackstar sites; see resources)
• Overhead projector and transparencies of clues and worksheets (Mission and Repos)

Description of Assessment (Performance Project):

Note to teacher: Prior to teaching the lessons in this unit, it is advised to pre-teach (or review) some key geographical information to activate students’ prior knowledge, such as names of oceans and seas in French, as well as names of different French-speaking islands. Remember that you do not want to give away too much information since the lesson clues are designed to be a game for the students.

Pre:

1. This first lesson is teacher-led, demonstrating how to navigate around the various web sites and complete the worksheets and electronic postcards. While modeling this lesson, the teacher should be overt about incorporating both the content-obligatory and content-compatible language structure objectives. For example, cliquer is a verb that will obviously be used when navigating web sites. The teacher should exaggerate its pronunciation to make sure students understand its meaning.
2. The teacher should make an overhead transparency of the "Indices" for this (and all future lessons) as well as the first mission worksheet and repos worksheet.
3. The teacher divides the class into pairs and explains that they will be working within these groups for the duration of this unit. Also, each pair of students will be assigned a "specialized topic" from the list provided in the Summative Assessment. (The teacher may assign these to each pair, or they may choose, or they may pick randomly. This is up to the teacher).
4. The teacher provides an overview of the unit explaining that the class will be exploring a country within the French-speaking world in depth through a series of web sites, worksheets, note-taking, and finally by creating a class-wide final project. It is also important to explain that this first lesson will be primarily directed by the teacher to provide enough examples and scaffolds for the students to successfully complete the rest of the unit lessons.
5. The teacher projects the transparency of the "Indices" for the entire class to see, making sure to cover the second and third clues, as well as the "guess card" and Trackstar site at the bottom.
6. Each pair should be given one paper copy of the "guess card" to submit to the teacher.
7. Reading the first clue aloud, the students are instructed to make a guess (working only with their partner) as to where in the world they are. If they know, they should complete their guess card and submit it to the teacher.
8. The teacher continues by providing the second, and later the third, clues to the students. By the third clue most students should know that the answer is Martinique. Each pair should complete and submit their guess card, and the teacher then provides the class with the appropriate Trackstar site (#136038). The teacher should clearly model how to complete the guess card using appropriate language so students are able to have an example for future reference.
9. The teacher distributes copies of this lesson’s worksheet (Première Mission) to each student and projects the transparency copy onto the screen.

During:

1. The teacher directs the students to the specific Trackstar site (#136038).
2. The teacher demonstrates how to navigate the site and asks for students to assist with reading directions, providing examples, or providing responses.
3. Students follow along and complete their worksheets while the teacher completes one using the overhead projector. The teacher should be sure to provide appropriate examples as needed.
4. Upon completion of this worksheet, the teacher distributes part 2 of the lesson, Le Repos. Students should be instructed to complete this worksheet with their partner; it is not necessary for the teacher to lead this portion, except to fully explain and provide an example for the electronic postcard (#3). The teacher explains how to complete the postcards by thinking aloud with the students while doing it. This shows students how to glean information from read text and then putting it into writing.

Post:

1. Working with their partner, students should write an electronic postcard that will be sent to their teacher, explaining a little about what they learned about Martinique. It will be important for the teacher to provide an appropriate example and ask students to write a similar postcard using the teacher’s as a model. It is also advised to give students a copy of the postcard scoring rubric so they are aware of what is expected of them in their writing.
   Note to teacher: A more concrete model with specific instructions is found on the "Repos" worksheet. When writing their postcards students should briefly (1-2 sentences) write about each of the sub-topics on the "Repos" worksheet, including: the island, the culture, the history, the geography, and "our presentation subject."
   
2. Students should be given the opportunity to return to Trackstar site #136038 and fully explore it to take adequate notes regarding their specialized topic. The teacher should distribute the "Specialized Topic Sheet" and provide several examples of what type of notes should be taken and why (to prepare the students to write the text for their Powerpoint slides).
3. The teacher should collect the Mission worksheet as well as the Specialized Topic Sheet that will be returned the next day so students can continue their note-taking.

Assessment:

Because this lesson is primarily teacher-led, the teacher will informally observe students to check for comprehension. The assessments for this lesson will include the completion of the Mission Worksheet as well as the electronic postcard submitted to the teacher via E-mail. The teacher should also verify that each pair of students has begun to take notes appropriate to their specialized topic using their "Specialized Topic" sheet complete the "Première Mission Checklist/Rubric" for each pair (see below for checklist/rubric).

References and Resources:

Additional Resources for teacher (Trackstar Site ID#136415)  http://trackstar.4teachers.org/

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Lesson 1 Indices (pdf)
• Guess Card (pdf)
• Lesson 1 Mission Worksheet (pdf)
• Lesson 1 Worksheet Key (pdf)
• Lesson 1 Repos Worksheet (pdf)
• Specialized Topic Sheet (pdf)
• Lesson 1 Checklist/Rubric (pdf)
• Trackstar Site # 136038 (for Mission) http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=136038
• Trackstar Site # 136025 (for Repos) http://trackstar.4teachers.org/

Mission Martinique
Lesson 02 - Deuxième Mission - Fort-de-France 

Submitted by Brandon Locke

Objectives:

Content:
Students will...

• Locate Fort-de-France on a map of Martinique
• Identify when Fort-de-France became Martinique’s capital
• Identify the population of Fort-de-France
• Demonstrate understanding of Fort-de-France’s history appropriate to their proficiency level by using related web sites and completing mission activities
• Acquire knowledge about Martinique’s capital city, Fort-de-France through various readings and websites and recording information on a worksheet

• Identify at least 4 points of interest in Fort-de-France

Cultural:
Students will...

• Demonstrate understanding of several of Fort-de-France’s popular cathedrals, including la Cathédrale Saint-Louis

• Become familiar with the various public markets found in Fort-de-France as well as some local authentic foods

Language: Content Obligatory
Students will...

• Understand the following verbs (infinitive or imperative forms) when completing mission activities using the Internet or when completing their worksheets: devenir, savoir, s’organiser, se trouver, goûter
• Understand and/or use (reading/writing) the following nouns when completing mission activities about Fort-de-France: Office de Tourisme, la côte, les habitants, les Foyalais, l’édifice, une siècle, le patrimoine
• Use the following proper nouns when completing mission activities related to Fort-de-France’s geographic location: le littorel Caraïbe, la baie des Flamands
• Use (in writing) the following physical geography terms when explaining the history of la Cathédrale Saint-Louis: un tremblement de terre, un incendie, un cyclone
• Use (in writing) the following nouns to describe the various markets (and related foods) found in Fort-de-France: le marché, les épices, des pêcheurs, des crustacés, des espadons, des langoustines
• Correctly answer questions in complete sentences by changing the question formation into an appropriate response (ex. Question: Donnez un autre mot pour "les habitants." Response: Un autre mot pour les habitants c’est "les personnes.")
• Review (from lesson 1) and use the expressions il y a and c’est when completing the mission tasks and when taking notes specific to "specialized topic"
• Use the second person plural of the verb apprendre (to learn) in the past tense to summarize their general understanding of Fort-de-France (following a model; ex. Aujourd’hui nous avons visité Fort-de-France. Quelque chose que nous avons appris de la ville c’est qu’il y a beaucoup de marchés, surtout le Grand Marché.)

Language: Content Compatible
Students will...

• Demonstrate understanding of the meaning of the expression à propos de... to mean "about" when reading directions on mission worksheets (ex. …en expliquant un peu à propos de Fort-de-France.)
• Demonstrate understanding of the present participle of the verb utiliser (to use) when reading directions on mission worksheets (ex. en utilisant des phrases complètes)

• Demonstrate understanding of the preposition à when preceding verbs to mean "to" such as à voir, à goûter, and à savoir when using mission web sites

Learning Strategies / Social and Skills Development:
Students will...

• Work cooperatively in pairs to complete their task, build confidence, and give and receive feedback
• Monitor their focus on particular tasks and ignore distractions
• Use prior knowledge to help them complete their task
• Use images and context to help them decipher meaning of unfamiliar French words
• Focus on key words, phrases, and ideas
• Write down important words and concepts
• Create a written summary of information

Time Frame:

One or two 45-minute class periods

Materials Needed:

• Lesson 2 Indices (see resources)
• Guess Card (see resources)
• Lesson 2 Mission Worksheet (see resources)
• Lesson 2 Repos Worksheet (see resources)
• Specialized Topic Sheet (see resources)
• Internet access (Trackstar sites; see resources)
• Overhead projector and transparency of clues

Description of Assessment (Performance Project):

Note to teacher: As in Lesson 1, it will be important to pre-teach some of the verbs and some of the geographical features (see content-obligatory language structures) before asking students to complete the lesson worksheet.

Pre:

1. The teacher should plan to review the navigation strategies using the various Trackstar sites as well as the expectations for completing the assigned tasks while working with their partners.
2. The teacher projects the transparency of the "Indices" for lesson 2 for the entire class to see, making sure to cover the second and third clues, as well as the "guess card" and Trackstar site at the bottom.
3. Each pair should be given one paper copy of the "guess card" to submit to the teacher.
4. Reading the first clue aloud, the students are instructed to make a guess (working only with their partner) as to where in Martinique they are. If they know, they should complete the guess card and submit it to the teacher.
5. The teacher continues by providing the second, and later the third, clues to the students. By the third clue most students should know that the answer is Fort-de-France. Each pair should complete and submit their guess card, and the teacher then provides the class with the appropriate Trackstar site (#136029).
6. The teacher then distributes copies of this lesson’s worksheet (Deuxième Mission) to each student and reminds them of the how the class completed the first mission together the day before. The teacher also redistributes the "Specialized Topic Sheet" from the day before and instructs students to take several important notes about their topic as they explore today’s web sites.

During:

1. The teacher directs the students to the specific Trackstar site and goes over the initial set of directions to get the class started. The teacher should also provide an appropriate example for one of the first three questions using a complete sentence.
2. The students should be given the rest of the class period to complete this mission worksheet, working with their partner.
3. The teacher should circulate around the classroom to assist students who may need help and should also verify that the students are taking appropriate notes that pertain to their specialized topics.
4. Upon completion of this worksheet, the teacher distributes part 2 of the lesson, "Le Repos." Students are instructed to complete this worksheet with their partner; the teacher should review the steps necessary to submit the electronic postcard.

Post:

1. Working with their partner, each pair writes an electronic postcard to the teacher, explaining a little about what they learned about Fort-de-France. The teacher should review the example provided in the first lesson as well as the scoring rubric.
2. The students should be allowed a little more time to take adequate notes regarding their specialized topic.
3. The teacher should collect the Mission worksheet as well as the Specialized Topic Sheet that will be returned the next day so that students can continue their note-taking.

Assessment:

• Completed "Deuxième Mission" Worksheet (see key)
• E-mail postcard to teacher (see rubric)
• Completed "Specialized Topic Worksheet" (see checklist)

References and Resources:

http://trackstar.4teachers.org/

• Trackstar Site # 136029 (for Mission)
• Trackstar Site # 136025 (for Repos)
• Additional Resources for teacher (Trackstar Site #136415)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Guess Card (pdf)
• Lesson 2 Mission Worksheet (pdf)
• Lesson 2 Mission Key (pdf)
• Lesson 2 Repos Worksheet (pdf)
• Specialized Topic Sheet (pdf)
• Lesson 2 Checklist/Rubric (pdf)
• Lesson 2 Indices (pdf)

Mission Martinique
Lesson 03 - Troisième Mission - Saint-Pierre

Submitted by Brandon Locke

Objectives:

Content:
Students will...

• Locate Saint-Pierre on a map of Martinique
• Learn about Martinique’s history starting with the settlement of Saint-Pierre through various web site readings
• Demonstrate understanding of why the Normands and Bretons first came to Martinique

• Identify at least three important facts about Mont Pelée

Cultural:
Students will...

• Identify at least two major landmarks or monuments of Saint-Pierre

• Identify at least 2 nicknames of Saint-Pierre (ex. le Petit Paris)

Language: Content Obligatory
Students will...

• Understand the following verbs (passé composé) when completing mission activities using the Internet or when completing their worksheets: venir, construire, établir
• Understand and/or use (reading/writing) the following nouns when completing mission activities about Saint-Pierre: les ruines, la reine, une perle, un quartier, les normands, les bretons, des phases (successives)
• Review (from lessons 1-2) and use the expressions il y a and c’est when completing mission tasks and when taking notes specific to "specialized topic"
• Use the avoir expression être fière de (to be proud of) when providing examples of why the town of Saint-Pierre is proud
• Correctly answer questions in complete sentences by changing the question formation into an appropriate response (ex. Question: Donnez un autre mot pour "les habitants." Response: Un autre mot pour les habitants c’est "les personnes.")

• Use the second person plural of the verb apprendre (to learn) in the past tense to summarize their general understanding of Saint-Pierre (following a model; ex. Aujourd’hui nous avons visité saint-Pierre. Quelque chose que nous avons appris de la ville c’est que c’est surnommée "le Petit Paris.")

Language: Content Compatible
Students will...

• Demonstrate understanding of the present participle of the verb utiliser (to use) when reading directions on mission worksheets (review from lessons 1-2)
• Demonstrate understanding of the preposition pour when preceding an infinitive to mean "in order to" such as pour commencer means "in order to begin"

• Review the "après avoir + past participle" construction as used in several sets of directions (ex. après avoir visité quelques liens…)

Learning Strategies / Social and Skills Development:
Students will...

• Work cooperatively in pairs to complete their task, build confidence, and give and receive feedback
• Monitor their focus on particular tasks and ignore distractions
• Use prior knowledge to help them complete their task
• Use images and context to help them decipher meaning of unfamiliar French words
• Focus on key words, phrases, and ideas
• Write down important words and concepts
• Create a written summary of information

Time Frame:

One-two 45-minute class periods

Materials Needed:

• Lesson 3 Indices (see resources)
• Guess Card (see resources)
• Lesson 3 Mission Worksheet (see resources)
• Lesson 3 Repos Worksheet (see resources)
• Specialized Topic Sheet (see resources)
• Internet access (Trackstar sites; see resources)
• Overhead projector and transparencies of clues

Description of Assessment (Performance Project):

Pre:

1. The teacher should plan to review the navigation strategies using the various Trackstar sites as well as the expectations for completing the assigned tasks while working with their partners.
2. The teacher projects the transparency of the "Indices" for lesson 3 for the entire class to see, making sure to cover the second and third clues, as well as the "guess card" and Trackstar site at the bottom.
3. Each pair should be given one paper copy of the "guess card" to submit to the teacher.
4. Reading the first clue aloud, the students are instructed to make a guess (working only with their partner) as to where in Martinique they are. If they know, they should complete the guess card and submit it to the teacher.
5. The teacher continues by providing the second, and later the third, clues to the students. By the third clue most students should know that the answer is Saint-Pierre. Each pair should complete and submit their guess card, and the teacher then provides the class with the appropriate Trackstar site (#136031).
6. The teacher then distributes copies of this lesson’s worksheet (Troisième Mission) to each student and reminds them of the how the class completed the first two missions. The teacher also redistributes the "Specialized Topic Sheet" from the day before and instructs students to take several important notes about their topic as they explore today’s web sites.

During:

1. The teacher directs the students to the specific Trackstar site and goes over the initial set of directions to get the class started. The teacher should also provide an appropriate example for one of the first four questions using a complete sentence.
2. The students should be given the rest of the class period to complete this mission worksheet, working with their partner.
3. The teacher should circulate around the classroom to assist students who may need help and should also verify that the students are taking appropriate notes that pertain to their specialized topics.
4. Upon completion of this worksheet, the teacher distributes part 2 of the lesson, "Le Repos." Students are instructed to complete this worksheet with their partner; the teacher should review the steps necessary to submit the electronic postcard.

Post:

1. Working with their partner, each pair writes an electronic postcard to the teacher, explaining a little about what they learned about Saint-Pierre. The teacher should review the example provided in the first lesson (see Lesson 1 and "Repos" worksheet for more concrete examples).
2. The students should be allowed a little more time to take adequate notes regarding their specialized topic.

The teacher should collect the Mission worksheet as well as the Specialized Topic Sheet that will be returned the next day so that students can continue their note-taking.

Assessment:

• Completed "Troisième Mission" Worksheet (see key)
• E-mail postcard to teacher (see rubric)
• Completed "Specialized Topic Worksheet" (see checklist)

References and Resources:

http://trackstar.4teachers.org/

• Trackstar Site # 136031 (for Mission)
• Trackstar Site # 136025 (for Repos)
• Additional Resources for teacher (Trackstar Site #136415)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Lesson 3 Indices (pdf)
• Guess Card (pdf)
• Lesson 3 Mission Worksheet (pdf)
• Lesson 3 Mission Key (pdf)
• Lesson 3 Repos Worksheet (pdf)
• Specialized Topic Sheet (pdf)
• Lesson 3 Checklist/Rubric (pdf)

Mission Martinique
Unit Assessment

Submitted by Brandon Locke

Time Frame:

2-3 45-minute class periods (includes time for teacher to proof student work and for students to rehearse and record their scripts.)

Materials Needed:

• Completed Mission and Repos worksheets for Lessons 1-3
• Completed Specialized Topic Sheet
• Powerpoint explanation sheet (requirements, copy of rubric)
• Internet access (Trackstar sites)

Description of Task:

Pre:

1. The teacher should plan to review the tasks that have been completed to date, as well as the various Trackstar sites used to complete these tasks, and remind students of the final project – the class Powerpoint presentation.
2. Each pair of students should have their completed "Specialized Topic Sheet" as well as their completed Mission worksheets and Repos worksheets in order to continue conducting research.
3. The teacher should distribute the La Présentation explanation sheet to each pair. Since this portion of the unit serves as the final assessment, this sheet is written in English so that the expectations are very clear for all students.
4. The teacher should go over the explanation with the entire class, and provide examples as necessary so students are aware of the expectations and have appropriate examples to follow. (A series of sample Powerpoint slides are provided to assist the teacher).
5. The teacher should also distribute a copy of the checklist and rubric for the final assessment, so students may follow the requirements as guidelines while they complete their Powerpoint slides.

During:

1. Each pair works individually on their specific topic, continuing to reference the Trackstar sites as needed to complete their research.
2. The students should be provided the next 2-3 class periods to complete their series of Powerpoint slides while the teacher circulates around the room to assist pairs who may need assistance, further guidance, etc.
3. Once students have completed the written text for the 4-6 slides, they need to proof their work before submitting it to the teacher.
4. Students may begin to search for appropriate related graphics while they are waiting for the teacher to return their text.

Post:

1. Once the teacher has returned their written text, the students should review the corrections and make revisions as needed. They should also finalize the graphics for each slide.
2. Once the teacher has proofed the students’ written text for their 4-6 slides, each pair should begin practicing (rehearsing) reading their text aloud several times and then should read it aloud for the teacher. Emphasis should be placed on pronunciation and fluency for speaking.
3. Once approved, they should be given the opportunity to record their text and attach to their Powerpoint slides.
4. The final step is for each pair to preview their slides and make sure that their written text is accurate, that their graphics are correct, and that their audio clips (recorded text) is audible.
5. The teacher should collect any paperwork necessary to complete each student’s final evaluation sheet.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Sample Powerpoint.ppt  (pdf)
Unit Evaluation Sheet.doc  (pdf)
Final Assessment Checklist.doc  (pdf)

Comparer le Mississippi aux fleuves dans des pays francophones
Lesson 1: Eau 

Submitted by Carrie Grabowski

Objectives:

Content:
Students will...

• identify the different states of water and where they exist in nature
• identify the two kinds of water
• identify the three parts of the water cycle
• name what forms of life need water to survive
• identify what other planets have water in liquid form
• identify ways that humans use water
• demonstrate understanding of the  history of domesticated water 
• demonstrate understanding of  how water gets polluted
• demonstrate understanding of  how water is purified

Cultural:
Students will...

• begin to develop an awareness/understanding of the importance of water in our culture and in other cultures
• demonstrate understanding of water usage of different cultures by comparing/contrasting them (This is an extension activity.)
• identify the number of people around the world without regular access to potable water (This is an extension activity)
• describe in what ways their own lives would be different if faced with this problem

Language: Content Obligatory
Students will...

•  use the present tense (3rd person singular & plural) to answer questions about the text with verbs like (nettoyer, traverser, transformer, trasnporter, distribuer, épurer, etc).
• use the present tense (1st person plural, 3rd person singular and plural) to summarize article in oral presentation for classmates using some of the above-mentioned verbs.
•  make adjectives agree with the nouns modified according to number and gender. Adjectives include: salé, doux, souterrain, buvable, sec, naturel, polluant, etc.

 

 

Language: Content Compatible
Students will...

• use the present tense (3rd person singular and plural) of pronominal verbs such as se laisser, se nettoyer, se laver, se précipiter.

 

Learning Strategies / Social and Skills Development:
Students will...

• practice reading strategies
  • use context and surrounding images to understand a text
  • guess meanings of words based on prior knowledge of other words
  • learn that un accent circonflexe replaced an "s" to aid in reading comprehension
• review dictionary skills
  • practice looking up verbs in a dictionary (recognizing that the conjugated form is not in the dictionary)
  • practice looking up nouns and using abbreviations to determine if the word is masculine(m), feminine (f), or a noun (n), or a verb (v)
• read and summarize with a partner
• report the section read with visuals for the rest of the class
• take notes

 

Time Frame:

This will take 3 50-minute periods.

Materials Needed:

• The articles L'eau, l'or bleu (pages 6 and 7), L'eau c'est la vie (pages 8 and 9), Au service de l'homme (pages 10 and 11), L'eau se lave (pages 12 and 13) from Wapiti Mensuel 19 mars 2003
• dictionaries

Description of Assessment (Performance Project):

Pre-task
1. The teacher asks questions to activate students' background knowledge and takes notes on butcher paper.

• Où trouve-t-on l'eau? Sous quelles formes?
• Pourquoi est-elle importante?
• Est-elle toujours potable sous toutes ses formes?
• Pourquoi ou pourquoi pas?
• Que savez-vous d'autre à propos de l'eau?

2. Avant de lire (Before reading)

• The class will discuss parts of speech
• The teacher will ask students how they can understand a text if they do not understand all the words and hopefully some students will suggest images, the surrounding text, and cognates
  

During-task

The class is divided into four groups to read the four articles about water and answer comprehension questions written by the teacher. Students also identify examples of subjects and verbs and explain the different verb endings for "er" verbs and être. This should be a review for 5th and 6th graders not an introduction.

Article 1: L'eau l'or bleu!
      

• L'eau qui coule aujourd'hui est-elle l'eau qui a coulé dans le passé?
• Décris les trois parties principales du cycle de l'eau mentionnées. Fais un dessin si tu préfères.
• Quel pourcentage de notre planète est couvert d'eau?
• Quelle est la profondeur moyenne de l'océan?
• Nomme deux réserves d'eau douce.

Article 2: L'eau c'est la vie!

• Y a-t-il une autre planète où l'eau existe sous forme de liquide?
• Qu'est-ce qui commence dans ce précieux liquide?
• Comment est l'intérieur du ventre d'une maman enceinte?
• Un adulte et un bébé ont-ils le même pourcentage d'eau?
• Nomme deux mots qui décrivent la couleur et l'odeur de l'eau?

Article 3: Au service de l'homme

• Que veut dire "au service de l'homme"?
• Qu'est-ce qu'un barrage?
• Qu'est-ce que la sécheresse?
• Nomme les deux activités qui consomment le plus d'eau
• Nomme au moins deux choses que l'eau sait faire..
• Qui a domestiqué l'eau, quand, et pourquoi?
• Les Romains qu'ont-ils fait de spécial?
• Nomme deux choses à faire pour gaspiller moins d'eau.

Article 4: L'eau se lave.

• Explique quand et comment l'eau s'auto-nettoie.
• Nomme trois sources de pollution.
• Combien d'étapes faut-il pour épurer l'eau? Nomme-les.
• Quelle fraction représente le nombre de personnes au monde sans eau potable?
• Nomme trois choses que l'on peut faire afin de moins polluer.

Post-task:

The students use the notes taken to write an oral presentation which will presented to the rest of the class.Read through the grading rubric with the students before they begin writing the presentation. They will use and define essential vocabulary and practice subject/verb agreement by writing original sentences, which the teacher corrects.

Assessment:

Each group summarizes the article read and gives an oral presentation to the rest of the class. Students are evaluated on 1) content and organization; 2) speech; 3) visuals. The listening students take notes, which can be used when playing Jeopardy, a fun way to review what the students learned while reading, listening, and taking notes.

References and Resources:

Wapiti, mensuel 192, mars 2003, pages 6 to 13.
To order copies: http://www.milanpresse.com/Boutique/Index.htm.  (go to "Les anciens numéros", choose "Wapiti", click OK, and then choose the 192 issue). 

French language dictionaries

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Grading rubric to evaluate the oral presentations: (rubrique orale.doc)

Celebrations and Traditions
Chinese New Year

Submitted by Aaron Arredondo

Objectives:

Content:
Students will:

• identify Asia on the map
• identify the twelve animals associated with the Chinese calendar
• demonstrate an understanding of how the twelve months of the Chinese New Year were named after different animals

Cultural:
Students will:

• gain an appreciation for the holiday known as Chinese New Year that is practiced in many parts of the world - compare with New Year customs in the US

Language: Content Obligatory
Students will:

• Demonstrate understanding of key vocabulary words: un buey, un carnero, el concurso de natación, la mata
• Use elegir or querer (in first person present tense form) to choose animal

 

Language: Content Compatible
Students will: 

• use the verbs tener, comer, vivir (in the first person present tense) to write about themselves as an animal.  Ex: Tengo cuatro patas.  Como muchas frutas. 
• use the verb gustar (in the past tense first person form) to make statements about the story and about each presentation. For example: A mí me gustó ___.  Me gustaron ___ y ____.
• Use accurate article agreement with vocabulary lists

Learning Strategies / Social and Skills Development:
Students will:

• work in small groups to read, write, and complete assigned work
• use reading strategies to enhance comprehension

Time Frame:

1 class of 45 - 50 minutes

Materials Needed:

• large map of the world
• Cat and Rat story  
• blank paper, pencils, color crayons, and markers to write stories

Description of Assessment (Performance Project):

Into:
Teacher shares that he just ate Chinese food for dinner and asks who likes Chinese food. Responses are recorded with tally marks (we’ve been studying las marcas de conteo). He shares with the students his placemat and asks someone to locate China on the world map in the class. Teacher says Hay doce animales aquí.  ¿Uds. saben por que hay diferente animales alrededor del mantel individual? Vamos a aprender por que están esos animales."

Through:
Teacher reads Cat and Rat -- checking for comprehension.  When finished reading, they are asked ¿Quién ganó?  Por eso él es el primer animal del calendario.  ¿Cuál animal fue segundo?  tercero? etc. ¿Cuál animal era tu favorito?  They are asked to Think-Pair-Share and choose one of the animals because they are going to write as if they were that animal.

Me van a decir: Elijo la rata. o Elijo el buey.  Ahora vas a pensar como una rata, un buey, o como un mono.  Si tú fuera una rata, ¿qué queremos saber de la rata?  The students come up with information that needs to be included in their sentences and teacher records information/questions in a concept map on large chart paper: ¿Qué comerías?  ¿Adónde vivirías?  ¿Y qué más debemos saber de tu vida como un animal?   They must respond to the questions they generated: What kind of animal are you? What is your name? What do you eat? Where do you live? How old are you? 

After 20 minutes of writing, they can either draw their animal to create a stick puppet or they can use the animal from the Newton website.

Beyond:
Students will be asked to partner with someone to Mejorar tu trabajo (See handout).  When complete, students will head to the computer lab to type final drafts. 

Assessment:

The students will have the opportunity to sit in the Author's Chair and share what they have written and also share the stick puppets that have made.(This will happen over several days to ensure participation by all). The teacher will encourage the students to speak Spanish by asking questions or making comments about each presentation.

References and Resources:

Cat and Rat: The Legend of the Chinese Zodiac (An Owlet Book) can be bought at Amazon.com

Some graphics:
http://www.dltk-kids.com/t/china/bcalendarwreath.htm

http://www.newton.mec.edu/Angier/DimSum/Puppet%20Animals%20work.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Mejorar tu trabajo

Exploring Place: Comparing and Contrasting St. Paul and Manzanillo
Lesson 1:  Introduction to Place: Defining physical and human characteristics

Submitted by Shannon DeLozier-Yee Yick

Objectives:

Content:
Students will...

• identify and use physical maps and their components
• identify major geographic features of the world, and physical characteristics of different places
• identify a variety of human characteristics

Cultural:
Students will...

Language: Content Obligatory
Students will...

• use "hay" (there is/there are) to identify the location of a variety of physical characteristics with the following vocabulary: el oceano, el mar, la costa, el rio, el lago, el bosque, el desierto, la peninsula, las montanas, el llano, el valle, la colina etc.
• use present tense of  "ser" to give examples of human characteristics of a place (Una casa es una caracteristica fisica.) such as la casa, el edificio, el parque, el rascacielo, la calle, la carretera
• use appropriate articles when identifying or labeling physical and human characteristics on a map or in a picture
• use "que" questions (Que es un rio?) to play jeopardy game with physical and human characteristics
• use demonstrative adjectives such as esta, estas, este, estos along with present tense of "ser" to describe physical and human characteristics in picture. For example:  Estas son montanas. Este es un rio.

Language: Content Compatible
Students will...

• use first person past tense of "escoger" to identify characteristics chosen  for picture

Learning Strategies / Social and Skills Development:
Students will...

• collaborate with a partner to complete guided reading activity and graphic organizer
• work with a partner to complete glossary of terms
• work with a team to play jeopardy game

Time Frame:

Four periods of 45 minutes.

Materials Needed:

• Aurora significa amanecer by Scott Russell Sanders
• Estudios Sociales: Comunidades, Harcourt Brace, 2000 (Student Edition)
• Glosario de geografia: caracteristics fisicas (worksheets)
• Examples of physcial maps
• Physical Characteristics Jeopardy

Description of Assessment (Performance Project):

Preview Phase

Part I

Whole group activity

• Teacher explains to students that the physical characteristics of a place include land formations, bodies of water, vegetation and climate. A chart showing these categories will be placed on the board.
• In whole group class will look at two examples of physcial maps. (Students will have already learned about map skills, keys/legends, political and physical maps.) Using map keys/legends students will identify different physical characteristics, decide which category it belongs to, and write it on the chart.
• Teacher passes out  and goes over handout that includes guided questions for the story Aurora significa amanecer and a graphic organizer with physical and human characteristics. (handout)
• Teacher reads aloud Aurora significa amanecer by Scott Russell Sanders
• Students work in pairs to answer questions and fill in graphic organizer.
• Classroom discussion -Where does the story take place?  What are the major physical characteristicsfeatures of Aurora?  (Remind children that physical characteristics include the land formations, water, climate and vegetation of a place.) What human characteristics did the Sheldon family find in Aurora? What human characteristics did they create?
• During discussion teacher and students add to chart/graphic organizer listing both physical and human characteristics of Aurora.

Part II

 Focused Learning Phase

• Teacher passes out handout that contains guiding questions for reading activity. (handout)
• Teacher will help preview text by reading aloud pages 88 - 89 in Estudios Sociales: Comunidades while students follow along.  The driving question is: What makes places different?  (Que es lo que hace que cada lugar sea diferente?) Together, class will come up with answer for first section, and each student will fill in response.
• Teacher will strategically pair up children for reading activity. 
• Students read pages 90 - 95 in Estudios Sociales: Comuidades textbook with a partner and answer guiding questions on handout

Part III

(Focused Learning, cont.)

• Students work in pairs to complete glossary of physical characteristics to use as reference during this unit. (attachment)
• Students work in pairs to complete a glossary of human characteristics of a place to use as reference during this unit. (attachment)

Part IV

(Focused Learning, cont.)

• Students will work in small groups or teams to play a jeopardy game highlighting physical and human characteristics of a place. (attachment)

Part V

Expansion Phase

• Students will randomly draw 4 physical characteristics and 4 human characteristics of a place and create a picture incorporating all of them. After drawing, students will label the pictures with the appropriate terminology.
• Students will share their pictures with the class, naming and pointing out the physical and human characteristics in the pictures

Assessment:

• Students accurately draw, label , identify and describe physical and human characteristics in their drawings.

 

References and Resources:

Aurora significa amanecer by Scott Russell Sanders Estudios Sociales: Comunidades, textbook Physical Maps Handouts Geography Activity Book?

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Glossary of Physical Characteristics Worksheet
• Glossary of Human Characteristics Worksheet
• Jeopardy game (on computer)

Mi vecindario-homework

Chinese New Year
Chinese New Year Introduction

Submitted by Cristobal Alvarez

Objectives:

Content:
Students will...

• demonstrate an understanding of the different characteristics of the celebration of the Chinese New year.

Cultural:
Students will...

• gain knowledge about the differences between the Chinese New Year celebration and other celebrations in the United States.

Language: Content Obligatory
Students will...

• use the present tense in third person plural with the following verbs: llevar, comer, bailar, escuchar, and ir to describe what people do during the Chinese New Year celebration and other celebrations in the United states .
• use the following vocabulary items and expressions like ropa hecha de seda, arroz, palillos,música tradicional, villancico to describe what people do during the Chinese New Year celebration and other celebrations in the United States.
• use the present and conditional time of the verb querer in the first person to express their desire to learn things about the Chinese New Year with vocabulary items/phrases/expressions like como, si... ,porque...

Language: Content Compatible
Students will... 

• use the following conjuctions and expressions sin embargo, a diferencia que and mientras que to express the differences between what people in China and the United States do in both celebrations.

Learning Strategies / Social and Skills Development:
Students will...

• practice their note taking skills during the video about a specific concept
• work in groups to share their notes with the rest of the students in the assigned group.

Time Frame:

3 periods of 50 minutes.

Materials Needed:

• Video: Celebrate with me a Chinese New Year.  (Duration:13 minutes.)
• Graphic organizers (see attachments below):
  1. Want to Know/What I know/ Learned.
  2. Venn Diagram
  3. 5W chart

Description of Assessment (Performance Project):

Prior Knowledge Activity:
The students will complete the Chart What I Know/ What I want to Know/ What I learned by themselves. The teacher will record all the students' sharings in a transparency, leaving the last piece of the chart for the end of the unit.

Pre task:
Students in pairs will use a chart to write a list of different things that people in the United States do to celebrate Christmas, Thanksgiving, and 4th of July.  The students will focus on the following aspects: Clothes, Music, Food, Dance and Family. They will share their findings to rest of the class. The teacher will record their answers in a transparency of the same chart.

During task:
The students will watch the video "Celebrate with me a Chinese New Year".This video of the Chinese New Year celebration shows different aspects of this celebration. The duration of the video is 13 minutes.

Jigsaw Activity:
The students will be in different groups. Each student in the group will look at a different assigned aspect of the celebration. The students will focus on the visual and listening aspects of the video. The students have already worked on the same assigment before. The students will take notes about that specific aspect. The aspects to look at are: Clothes, Music, Food, Dances, and Family. The students that looked the same aspect will meet together to review their findings.

After that review, they will be back to their home group to share their information. The teacher will record the sharings from the different groups.

Post Task: Venn Diagram.
Small groups will develop a Venn Diagram, comparing the chinese New Year with Christmas. The small groups will share their comparisons with the rest of the classroom.

Assessment:

Play Jeopardy Game(Chinese new Year) with Power Point. The categories are:Food, family, dance, music, and clothes.

References and Resources:

Celebrate with Me:  A Chinese New Year
In this video, a nine year old Chinese American girl narrates her family's preparation for and celebration of the Chinese New Year. The extended family celebrates the holiday by gathering for dinner on New Year's Eve and by attending a parade on New Year's Day. The video ends with images of many families sharing special moments in their lives and celebrating important events..

To purchase the video:
Phone:  1-800-848-9500
Reference #:  ISBN 0-382-20796-3
Silver Burdett & Ginn
Morristown, NJ  Needham, MA

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Jeopardy.ppt

Graphic organizers:

1. Chart What I know/What I want to know/ What I learned
2. Venn Diagram
3. 5W Chart 

Chinese New Year
The Chinese Zodiac

Submitted by Cristobal Alvarez

Objectives:

Content:
Students will..

• identify the major components of the Chinese zodiac(e.g. 12 animals)

 

Cultural:

Language: Content Obligatory
Students will... 

• Learn and use the following vocabulary words and expressions: parloteaban, refunfuñar, guiar, riña, estar de acuerdo, partir, de un empujón, and pelaje to describe the behavior of the characters in the story.
• Use connectors such as luego, cuando and de repente to sequence the story.
• Use the past tense in the third person (singular/plural)  of the verbs jugar, comer, sentarse, guiar, tirar al río, empujar, and cruzar to describe the actions of the characters in the story of the Chinese Zodiac.

Language: Content Compatible
Students will...

• Use the first person(singular/plural) in present tense of the following verbs: creer, opinar, pensar(yo pienso, nosotros opinamos...) to predict the different events in the story of the Chinese Zodiac.
• Use connectors such as más adelante, luego and más tarde to sequence the story that they need to write.

Learning Strategies / Social and Skills Development:
Students will...

• Predict facts during the reading of the story of the Chinese Zodiac.

Time Frame:

7 sessions: 2 sessions of 50-minutes prior to the writing post-task activity. Post-task activity: 5 sessions of 40-50 minutes each.

Materials Needed:

• Story of the Chinese Zodiac/ El zodiaco Chino
• Checklist (see handouts below)

Description of Assessment (Performance Project):

Pre-task
Before reading the story El libro del Zodiaco Chino,students will make predictions about this story.The predictions will be based on their prior knowledge on the Chinese Zodiac(the fact that there are 12 animals in the zodiac), the illustrations on the cover of the book, and the tittle of the story. The teacher will record the predictions on the board.  On the board the teacher will record the predictions  in  3 columns. One for the characters in the story. A second for the plot, and the third one for the posible solution in the story.

The teacher will teach the following key vocabulary words from the story: parloteaban, refunfuñar, guiar, riña, estar de acuerdo, partir, de un empujón, and pelaje  prior to the reading for a better understanding of the story.  To do this, the teacher will write key words on the board along with pictures that illustrate the meaning and written sentences that include those key words for a better understanding.  The teacher and the students as a whole group will discuss the meaning and use of those words.

During-task
The teacher will read the story to the students. During the reading the teacher will ask the students as a whole group for predictions and questions related to the reading such as

What do you think that it is going to happen?
What do you think about how the ox feels when the rat pushed the cat off?
Do you think that the rat is doing the correct thing?

The teacher expects that the students use the vocabulary already taught in the pre-task phase to address some of the questions.

Post-task
The teacher will show a sample of a representation of a Chinese Zodiac to the students. The teacher will explain how the Chinese zodiac is used.To do this, the teacher will model that use by asking a few students for their birthdate year.  Then, the teacher will show the description for that specific year and read to the class. The teacher will explain that each animal represents several years and each  animal has a different description.

The students will write a similar story to the story that the teacher just read. That story will explain the formation of a zodiac. The students need to include the following requirements in their story: the plot must be an animal race, 6-12 animals are involved in the race, it needs to include a beginning/middle/ending, problem of the story and solution and it takes in a place. In terms of language,the students need to use sentence connectors that they previously learned such as más tarde, después and luego.

They also need to incorporate in their writings the expression to begin the story - érase una vez.

Assessment:

The teacher will use a checklist to assess the story that the students are writing (see handout).

References and Resources:

Chang, Monica.  (1994) Story of the Chinese Zodiac: English Vietnamese. Pan Asian Publications (USA) .

The book can be found at Amazon.com:  http://www.amazon.com/exec/obidos/tg/detail/-/9573221446/qid=1092169473/sr=1-1/ref=sr_1_1/102-4255947-3134527?v=glance&s=books   

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 Check list

Immigration into the United States
Lesson 1--What is Immigration?

Submitted by Kathy Walcott

Objectives:

Content:
Students will...

• demonstrate an understanding of the concept of immigration and emigration
• become aware of the immigration situation from Latin America to the U.S.
• identify countries from where recent immigrants to the U.S. have emmigrated from

Cultural:

Language: Content Obligatory
Students will...

• use the present tense to define vocabulary with words like significa, quiere decir, es
• use the present or past tense (preterite/imperfect) to write a list of important facts (vocabulary will vary depending upon information selected).  For example,  En 1999 ______ personas llegaron a Nueva York.
• use question words such as cuánto, cuándo, dónde, cómo to write questions to ask to other classmates as created in the HOTLIST.

Language: Content Compatible
Students will...

• use 1st person present of the verb querer (Quiero saber) in order to complete a KWL chart.
• use the preterite tense (1st person singular) to report what they have learned with the verbs  aprender, leer, darse cuenta (Aprendi que .... Me di cuenta que ....)
• use Yo sé (present tense of saber) in order to complete a KWL chart 
• use Quiero aprender 1st/person singular of  querer in order to complete KWL
• use Yo aprendí (1st/person singular preterite) of aprender in order to participate in class discussion and complete KWL

Learning Strategies / Social and Skills Development:
Students will...

• work in pairs to complete assigned tasks
• activate prior knowledge about topic during the brainstorming activity in which a KWL is being completed
• take notes in order to write defenitions of new vocabulary
• use the internet resources (HOTLIST)  to define terms listed in HOTLIST activity

Time Frame:

This lesson will take approximately five 45-minute sessions.

Materials Needed:

• access to the internet
• computers
• HOTLIST - http://www.kn.sbc.com/wired/fil/pages/listimmigratka1.html
• HOTLIST activity sheet (see attachments for this lesson)
• T-chart and KWL templates (see CoBaLTT website - http://www.carla.umn.edu/cobaltt/modules/strategies/gorganizers/EDITABLE.HTML

Description of Assessment (Performance Project):

Pre-task (one 45-minute session)

1.  Explain to the students that they will begin a new unit in Social Studies.  This unit will focus on the concept of Immigration.

2.  Teacher will brainstorm with the class a list of vocabulary that is used when thinking about moving or changing locations and how these terms relate to the topic of immigration.  Teacher will need to guide students into the understanding that changing homes, schools or simply moving from one place to another is NOT immigration.

During the brainstorming session it is suggested that the vocabulary gleaned from the students be listed in a T-chart.

The T-chart could be labeled with the following vocabulary:  Inmigración es....., Inmigración no es...., Inmigración significa que....., Inmigración no significa que.....While students are giving responses, the teacher should rephrase and write on the board or T-chart responses using the vocabulary  significa, quiere decir, and es. The responses from the students should be listed in the correct columns of the T-chart so that students are able to see what is and what is not related to immigration.

3. After the class has developed a brief understanding of vocabulary related to imigration, move the class to a KWL chart.  As a class continue to brainstorm, listing information that students already know about immigration and also forming statements such as, yo sé, and quiero aprender.  If the students do not use these phrases spontaneously, write the phrases on the board and focus attention on them as students give responses.  Continue to encourage students to use questions words such as, cuánto, dónde, cómo, qué significa, when completing the W section of the KWL. 

When the first two parts of the KWL chart are completed, explain to the students that during the next two class periods there will be a computer activity that will help them find the answers to the questions that were posed in the "W" part of the KWL. 

During-task (two/three  45-minute periods):
During these sessions students will be working with a partner completing  tasks as listed in the HOTLIST.  Each students should complete their own HOTLIST ACTIVITY SHEET (see Attachments).  The time will be used searching the websites for information and completing worksheet. 

As students are completing the HOTLIST activities, direct students to use vocabulary as listed in Language Content Obligatory Objectives and complete the worksheet.

At the end of the first session have students share 2 or 3 things that they learned or found interesting.

Prior to students sharing the information that they learned during that session direct students to the method in which you would like them to share. They should use phrases such as:  Yo aprendí que ____, Yo leí que ___, Me di cuenta que ____, Es interesante que ____, and Yo sé que _____.

The next session will be devoted to continuation of the HOTLIST activities. 

To conclude this session, again, have students briefly share using the above statments to share with 2 people 2 things that they learned during this session of computer work.

Post-task (two 45 minute periods):
This session involves students sharing with the class the work that they have done during the HOTLIST sessions. Prior to the time of sharing as a class briefly go over the types of comments that are made when someone shares information.

Guide students in a brief discussion in which positive statments are listed for reference.  Statements such as: Què bueno. Qué interesante, Bueno, Gracias, are possible statements for students' use in group time. 

Sharing Session:

1.  Have the students share with classmates the pictures that were created as part of the HOTLIST activities. Encourage use of appropriate vocabulary and grammatical structures that have been presented in these lessons. Point out to students the lists that are posted to use as a reference while they are sharing.

Display pictures on a bulletin board.

Additional Activity for Sharing Session: 
Have students write a sentence on the bottom of the picture that explains what they have drawn. Have students use one of the sentence stems that was used during group share time.

2.   Have students write answers to 2 of the questions that were asked in the "W" part of the KWL.  Focus should be on language and also the understanding of immigration.  These questions and answers will be collected  for assessment.

Assess answers with a check, check-plus, or check-minus.

3.  Students will hand in the HOTLIST worksheet.  Worksheets will be evaluated on level of completion and time on task during the HOTLIST sessions. 

Assess worksheets with a check, check-plus, or check-minus.

Assessment:

Teacher will evaluate student work by reviewing projects as planned in the internet lesson and observing  technology skills while they are working on the HOTLIST activity. 

The language objectives of this lesson will be assessed in both the oral presentations of pictures that were drawn and also in the HOTLIST worksheet.

References and Resources:

KWL and T-chart explanations and templates are available on the CoBaLTT website under Graphic Organizers

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Worksheet for HOTLIST activities

HOTLIST - students need to access this page online to complete activities included

Immigration into the United States
Lesson 2--Why do people emigrate?

Submitted by Kathy Walcott

Objectives:

Content:
Students will...

• begin to develop an understanding of why people leave their homeland to live in another country.
• identify Latin American countries from which recent immigrants have come 
• demonstrate an understanding of  letter writing skills in order to gather information as to why recent immigrants have emmigrated from Latin American countries into the United States
• begin to understand the concept of directions using North, South, East, and West
• understand the methods and manners that one uses to emmigrate into the United States from a Latin American country

Cultural:
  

Language: Content Obligatory
Students will...

• use the present, preterite and imperfect tenses (2nd per/singular) in order to write letters to recent immigrants.  (See Vocabulary list for Lesson #2 in Attachments)
• use past tense 3rd person singular of the verbs llegar, mudar, and emigrar and preposition de in order to identify the countries from which recent immigrants have come with words/phrases such as llegó  de ______, llegaron de _______, mudó de __________
• use present tense (1st person singular) of the verbs in verb list in order to write letters to recent immigrant (see vocabulary list for Lesson #2 in Attachments)
• use question words to conduct interviews of recent immigrants using: cómo, cuándo, porqué, dónde
• use the verb viajar (3rd person singular) in order to give directions using: norte, oeste, sur, este

Language: Content Compatible
Students will...

• use 3rd person singular (usted --formal) of the verbs listed in the vocabulary list for Lesson #2 in order to complete  interviews 
• formulate questions (present and past) in order to ask questions about each other's penpals in their cooperative groups
• use present tense to ask for clarification with phrases like: còmo, que dijiste, ¿Lo puedes repitir?
• use present tense to give positive responses while sharing in cooperative groups.  Vocabulary such as:  que bueno, que interesante, Me gusta que, es algo bueno que, que bonito, muy bien, trabajaste duro.

Learning Strategies / Social and Skills Development:
Students will...

• activate prior knowledge about the topic of  immigration in order to write letters learning about why a person has emmigrated into the United States
• summarize information and answers from letters and interviews  in order to create a list of reasons why a person has immigrated into The United States
• use resources such as an atlas in order to locate the Latin American country from which the immigrant has come
• work in cooperative groups in order to plan a trip from a Latin American country  to Michigan

Time Frame:

This lesson will take approximately 8 45-minute sessions over a period of 3-4 weeks

Materials Needed:

1. Letter writing materials
2.  Maps on which to locate the homeland of the immigrant student
3.  Bulletin Board with a map of Central America
4.  Overhead transperency maps of Central America
5.  Interview question handout
6.  Computers and access to MapQuest
7.  Video of Newscast with interviews

 

Description of Assessment (Performance Project):

This lesson is a series of letter writing sessions in which the students will be writing letters to immigrants and also conducting an interview of a recent immigrant.  Each letter written has a different focus and purpose. The oral interview is conducted with many of the same objectives, with the exception of introducing students to the 3rd person singular formal (usted).   

These sessions should be completed over a period of time to allow for students to read and respond to letters. 

Between the letter writing sessions, students will be receiving letters from their penpals.  As students receive letters from penpals they will read the letters and reflect both in groups and in journals what they have learned. 

After students receive a letter from their pen pal have them write a journal entry based on the topic of the letter. The journal entry should give information related to the topic of the letter. Notes and journal entries should be saved for use in the Unit Assessment. 

Preparation for Letter Writing Sessions:

Pre-arrange pen pals with a group of recent immigrants.   In this situation the teacher has located a local high school with a number of Latin American Immigrants. 

This could also be done through e-pals which are available through Scholastic.   

At the end of the letter writing sessions, students will choose 2 of the 4 letters that have been written to be assessed. Prior to sending the letters to pen pals make copies of the letters for assessment. 

Assess the letters using the Letter Writing Rubric listed in Attachments for this lesson.

** Session 1 **

Pre-task:
Teacher will begin the lesson by writing a letter to a friend  from another country. Teacher will model appropriate grammar and format for letter writing. 

Next teacher will assign students an "immigrant" that will be their pen pal for the next 4 weeks. Explain that they will write a series of letters to the same "immigrant" and each letter will have a different focus.

It is suggested that a poster of the correct grammatical structures for asking questions be posted in order to help students write letters.

During - task:
Students will write a letter to an immigrant students. This letter will be an introductory letter in which the student introduces himself/herself to his/her pen pal.  Students will use the friendly letter writing format while writing this letter.  Teacher will facilitate delivery of the letters.

** Session 2 **

Pre-task:
Teacher will discuss with students that the purpose of the next letter is to find out why their pen pal has immigranted into the United States. 

Review the question stems and verb usage appropriate to this letter. List the questions on the board for reference while writing letters.  Focus should be on verbs listed in attachment for Lesson #2.

During-task:
Students will write a letter to their penpal.  In this letter students will dialogue with Pen Pals and ask specific questions as to why he/she has immigrated to the U.S. Students will use the friendly letter format.

** Session 3 **

Pre-task:
Teacher will review letter writing and grammar skills with students. 

As a class generate a list of possible methods of transportation or methods that one might use to emmigrate.  List these on the board.

In this discussion also list questions that could be used in the letter.  Question such as  Cómo viajó?, Cómo llegó? Cuál fue la manera de llegar a Los Estados Unidos?  should be posted for students to reference as they are writing the next letter.

Students will write this letter with the purpose of finding out the method/manner that their penpal used to immigrate to the United States.

During-task:
Have students write a letter to pen pals with the focus being on how their penpal arrived or traveled to the United States.

** Session 4 **

Pre-task:
Teacher will direct students to write a letter to their penpal to find out about feelings of immigration. 

Teacher will brainstorm with students vocabulary and structures that should be used in order to write these letters. This should be kept on a chart for students to use a reference when writing their letters.

During-task:

Students will write letters to penpals using vocabulary necessary to find out their pen pal's feeling about their immigration.   

** Session 5 ** 

Cooperative group sharing

1. Prior to having students share in cooperative groups the teacher should review with students the language necessary to use in cooperative groups.  (These were previously taught as part of Lesson #1)  A list of  positive statements such as---que interesante, esto es algo nuevo, quiero aprender mas, gracias por compartir con nostros etc. should be generated.  Post these statements for use during other cooperative group setting.  Teacher and students should also create a list of words/statements that can be used for clarification while sharing in cooperative groups such as--còmo, que dijiste, lo puedes repitir, otra vez por favor etc.  
2. Have students share information about how, why, from where, and pen pals feelings with their group. This information will come from notes and journal entries. 
3. It may be necessary to guide students through this sharing time.  If necessary, give students a format to follow so that all main points are covered.  

Suggestions for Group Sharing:

• List on the board the different topics that need to be discussed in the group.
• Give groups time to answer one question and then give them the next question to answer
• Hand out a check list to each group in which you have listed the questions that need to be answered and what topics you want discussed
• Use Talking Chips (see directions below) as a strategy to facilitate equal sharing. 

Talking Chips: 

• In this strategy each student is given 4 bingo chips.  
• When a student shares he/she must put a chip in the middle of the table.
• The next person to share must put a chip in the middle of the table. 
• This continues until all have used all of their chips.  

Country Labeling:  
Complete this activity in cooperative groups. 

• Have students create a list of countries from which their penpals have immigrated.
• Have students generate a list of reasons why their penpals have immigrated.
• Have students label on a map the country from which their pen pal has immigrated. 

4.  Collect maps and lists for assessment.

5.  Have students label on a Bulletin Board map where their pen pal is from.

** Session 7 **

Map Quest:

Gather transperency maps of different Latin American countries. Show the transparencies to students on the overhead projector pointing out a variety of land forms, roads, bodies of water, cities etc.   Be sure to use directional terms such as oeste, este, norte, and sur.

Have students create a MapQuest of a road trip from their pen pal's homeland address to the address of the school. 

After the Map Quest is created, students will share with a partner the map.  Have students focus on using directional terms norte, oeste, sur, and este.  Encourage students to use phrases such as: ____ viajó de ____, ____ viajó al ____.

Assessment of the MapQuest activity will be based on the MapQuest Checklist (see Attachments). 

Students will also be required to write a descriptive paragraph about their pen pal. In this paragraph the students will describe their pen pal and give information about their immigration. 

** Session 8 **

Pre-task:
Introduce to the students the concept of an interview.  Show them a video tape of a number of interviews.  

Have the class brainstorm a list of important traits in a interview. Note with the class that interviews contain some of the following aspects:  questions and answers, microphones, tape recorders, and notes.

Review with the students that Spanish has two different ways of addressing people.  Remind them that the more formal or usted is used when addressing adults and persons of authority. Explain the difference between tú and usted.  Make a chart of kinds of situations in which the different registers are used. 

Brainstorm what kinds of questions they would ask a person that they are interviewing. Remind them again that since the interviews will be of adults and persons less familiar to them that usted should be used while conducting the interviews.

During-task: 
Students will conduct interviews with recent immigrants from Latin America.  Schedule interviews for students. In this case interviews will be done of staff members that are recent immigrants.  Parents of students have also been asked to be part of the interviews.

In pairs the students will conduct the interviews. Students may use tape recorders and video cameras if they wish.  Have students take notes on handout. (See attachment labeled Interview Handout)   

Post-task: 
Students will round table/summarize the information that they learned from their interviews. 

Have students share the answers that were given during the interview. 

Students will summarize the information in a journal entry.

The interview activity will be assessed on participation in group sharing, completion of journal entry and involvment in the actual interview. 

Assessment:

For these lessons the following assessments should be used:

1.  Letter Writing Rubric (see attachments)

2.  Map Quest Checklist (see attachments)

3.  Involvement, completion and journal entry of Interview 

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1.  Interview Handout

2.  Letter Writing Rubric-- Letter writing rubric.htm, Letter writing Rubric.xls (two versions of the same thing)

3.  Checklist for Map Quest

Vocabulary List for Lesson #2

Appreciation of Music - Traditional Japanese Music & Healing Music
Unit Assessment

Submitted by Michiko Kato Dressen

Time Frame:

2-3 days depending on the number of students. Preparation time may vary, depending on how early the teachers tells the students about this project.

Materials Needed:

• posterboard, markers, etc  - or -
  computer lab and Powerpoint or KidPix
• Presentation Question Chart (see below)
• Presentation Grading Checklist (see below)
• Unit Assessment Rubric (see below)

Description of Task:

Students will present on their favorite music piece(s), music genres, musicians or musical instruments by giving a poster board or PowerPoint (if students are ready) presentations in Japanese.  The information of this presentation should be given to the students ahead of time so that htey can preprsr or think ahead while they are learning different types of traditional Japanese music and other types of music. 

A presentation grading checklist and unit assessment rubrics will also be shown to students ahead of time so that they can plan their presentation knowing what criteria they are to be graded on.

References and Resources:

Two rubrics will be used for assessment purposes for all of post-task activities of this whole unit.  The maximum score each student can earn will be 40 points.   Final Assessment Rubric  (pdf)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Unit Assessment  (pdf)

Presentation Grading Checklist  (pdf)

Presentation Question Chart  (pdf)

Presentation Grading Checklist

Comparer le Mississippi aux fleuves dans des pays francophones
Lesson 2: Rechercher des fleuves et rivières aux pays francophones 

Submitted by Carrie Grabowski

Objectives:

Content:
Students will...

• situate all the rivers studied on a map and the surrounding countries;
• identify basic characteristics of the rivers studied: its length, source, where it empties, its navigability;
• demonstrate understanding of French rivers and the Mississippi by comparing and contrasting

Cultural:
Students will...

 

Language: Content Obligatory
Students will...

•  use the present tense (3rd person singular & plural) to answer questions about the text with verbs like (nettoyer, traverser, transformer, trasnporter, distribuer, épurer, etc).
• use the present tense (1st person plural, 3rd person singular and plural) to summarize article in oral presentation for classmates using some of the above-mentioned verbs.
• make adjectives agree with the nouns modified according to number and gender. Adjectives include: salé, doux, souterrain, buvable, sec, naturel, polluant, etc.

Language: Content Compatible
Students will...

• use the present tense (3rd person singular and plural) of pronominal verbs such as se laisser, se nettoyer, se laver, se précipiter
• recognize the passé simple (3rd person singular and plural ) of some "er" verbs (couler, transformer, couler, transporter, etc), être, faire, avoir
• be exposed to "ne" as a negative expression without "pas."
• use comparative expressions such as plus que..., moins que, autant que..., plus de..., moins de..., autant de...

Learning Strategies / Social and Skills Development:
Students will...

• learn to work cooperatively in group how to manage computer time
• write notes in incomplete sentences and in own words

Time Frame:

Two 50-minute periods

Materials Needed:

• Appropriate worksheet according to reading level for pairs of students
• access to the web
• an atlas so that the students can draw freehand France in order to have a map for labeling

Description of Assessment (Performance Project):

Review

• first what the students know about the Mississippi River and related vocabulary (embouchure, affluent, etc.) by doing a brainstorming and noting their comments on butcher paper which should be saved and posted in class so that students may refer to it when planning their presentations;
• second how to go to a specific web address. Most students already know how to do this;
• third reading strategies with students. Ask them to name good reading strategies. They should name: pictures, surrounding context, cognates (the word resembles an Englsih word) and the dictionary.

Pre:
Next students use a reference book to draw a simple map of France on a sheet of paper or workbook that they will need when doing the research.

The students work with their partners to answer questions and fill out a worksheet which the teacher will assign according to ability. These worksheets are listed in the handout section below and include the Loire, the Seine, the Garonne, le Rhin, the Rhône, the Saône, the St. Laurent, and a few rivers in Belgium. When necessary, they will look up words to ensure comprehension. The teacher circulates and verifies that students are finding the right information.

During-task:
something with the comparison/contrast 

Post-task

 

Assessment:

There is no formal assessment other than the teacher verifying that the notes taken are correct, complete, and written in student language (no plagiarizing). 

References and Resources:

Please, see the web sites associated with each work sheet, which are at different levels of difficulty. Teachers should visit the websites to become familiar with the content in order to evaluate the students' reading and note-taking skills.

Listed below are the websites used for the research. Please note that spaces in the web addresses are actually an underscore (_). It is advised that teachers visit them before asking students to do so as addresses change from time to time:

• http://perso.wanadoo.fr/philippe.arnoux/eveil/fleuves_france.htm
• http://fr.encyclopedia.yahoo.com/articles/s/s0002548_p0.html
• http://www.ac-grenoble.fr/aix/albanais/eau/fleuves_fr_eau.htm
• http://www.cnrs.fr/cw/dossiers/doseau/decouv/rubrique.html
• http://www.ec.gc.ca/water.f_main.html
• http://www.geocities.com/bonjour08816/fleuves
• http://www.formatage.org/branches/decouvertes/fleuves0.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

The following worksheets are used for the research and are at different levels of difficulty:
Challenging website on water issues in France (1 diff.doc)
Average difficulty on the Rhin and Saône (6 moy Rhin Saone.doc)
Easy website on rivers in France and Belgium (7 facile fleuves.doc)
Challenging website on the St. Laurent and water (8 dif canada.doc)
Average difficulty on the Rhône (worksheet 2 moyen Rhone.doc)
Average difficulty on the Loire (worksheet 3 moyen Loire.doc)
Average difficulty on the Seine (worksheet 4 moyen Seine.doc)
Average difficulty on the Garonne (worksheet 5 moyen Garonne.doc) 

Exploring Place: Comparing and Contrasting St. Paul and Manzanillo
Lesson 2 - Características físicas y humanas de Saint Paul

Submitted by Shannon DeLozier-Yee Yick

Objectives:

Content:
Students will...

• identify and distinguish between the physical and human features of a place
• describe a place in terms of its physical features, including land formations, climate, vegetation as well as human characteristics in a paragraph format

 

Cultural:
Students will...

Language: Content Obligatory
Students will...

• use "hay" to
• use proper adjective/noun agreement to write descriptive paragraphs about physical and human characteristics of St. Paul

 

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

4-45 minute periods

Materials Needed:

• digital camera
• paper to creat chart of physical and human characteristics

Description of Assessment (Performance Project):

Preview Phase

Part I

Whole group

• Driving question for lesson:  What makes Saint Paul special/different? (Que es lo que hace que Saint Paul sea diferente?)
• Brainstorm list of physical and human charactertistics of Saint Paul
• Teacher explains that class will be taking a bus tour of Saint Paul with the goal of locating and identifying distinguishing physical and human characteristics of the city.
• Each student creates a chart for Saint Paul Bus Tour

Part II

Focused Learning Phase

• Students participate in Saint Paul bus tour and work together to locate both physical and human characteristics of Saint Paul. They write their findings on charts.
• While on tour students take pictures with digital camera of good examples of both physical and human characteristics including St. Paul landmarks.

Part III & IV

Expanded Learning Phase

• After tour, students use the information/photos they collected to write descriptive paragraphs about Saint Paul. The paragraph will include both physical and human features that make Saint Paul unique.
• Students will use writing process to plan, write, revise, edit and publish their paragraphs.
• Finished products and digital photos will be placed on a bulleting board in the classroom.

 

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

La Revolución Americana
Lesson 01: las trece colonias

Submitted by Myriam R Castro Reader

Objectives:

Content:
Students will..

• Understand the differences and similarities between the colonies, by reading the curriculum book, and writing the information requested in the chart posted on the board 
• Be able to identify the location of the three big groups of colonies in the United States  
• Understand why people from different cultures create their own colony
• --------------------------------
• Identify the thirteen Colonies and organice them in the three big regions, New England, Middle, and Southern Colonies according to their geographical location.
• Compare the Colonies and find out the differences between them

Cultural:
Students will...

• Classify reasons for settlement by understanding the concept of immigration
• Understand in what ways people from different cultures contributed to communities
• Compare and contrast the differences between the Colonies

Language: Content Obligatory
Students will...

• Develop a basic understanding of the information presented
• Practice using present and past tense in a variety of both oral and writen information
• Use all four modalities for meaningful communicative purposes
• Use new vocabulary words to describe the read concepts
• Use present and past tense to describe the caracteristics of each colony
• ---------------------------------
• Use the following vocabulary with increasing accuracy

• Zonas fronterizas, condado, cedula real, puritanos,colonia de propiedad, propietario,colonia real,autosuficiente, haciendas, escasos,presidio, immigrante,refugio,cultivo comercial,indigo,deudores, clasificar 

• Use the present, past and future tenses to describe historical names
• Use names of countries and nationalities in Spanish in order to make the comparisons

Language: Content Compatible
Students will...

• Learn new vocabulary
• Express their feelings about the life at that time using subjuntive mode to discuss "wishing, wanting, hoping
• Understand the differences between the colonies by interpreting the information classified
• Demostrate accurate subject and verb agreement

Learning Strategies / Social and Skills Development:
Students will...

• focus their attention on the information provided
• activate prior knowledge
• Classify information in the three big groups in which the colonies are divided
• Practice reading tables
• Use reading strategies to enhance comprehension of the text
• Work cooperatively in pairs to complete assigned tasks
• Use context clues to guess meaning of new words
• -------------------
• Use context clues to guess meaning of new words
• Compare and contrast the information
• work cooperatively in small groups to complete assigned tasks

Time Frame:

One 50 minutes class periods

Materials Needed:

• Book - Los Cominezos de Estados Unidos
• Diferent color markets, chart paper, tape,stars with questions

Description of Assessment (Performance Project):

Introduction to unit

In order to built students curiosity and enthusiasm for this unit, Ask the student to identify the countries from which their ancestors came.Mention  that the colonies were formed by immigrants from different countries and  invite the student to find the similarities and differences between the colonies that settled in the country. create an environment where students can discuss about the life in the colonies.

Pre-task 1:

Students will use their background knowledge to acquire new knowledge

Provide an overview of the objectives and lesson. Show the big chart of the colonies information and explain what they need to do. Students will transfer the information found in the books and internet into the big chart, using different marker color for each colony. Students will  classify aspects of the thirteen colonies like: location and foundation of the colony, date, language, and industry, type of government, population. They will work in pairs. They will classify the colonies from New England,  Middle, and  Southern colonies.

Task 2:

Students will present to the rest of the classroom their Colony.

the rest of the class will take notes         

----------------------------------------

Introduction to unit: In order to built student curiosity and motivation teacher will ask to the students identify the countries from which their ancestors came mentioning that the colonies were formed by immigrant people from different countries.

Task1:

The teacher conducts a whole class brainstorming session in (Spanish )requesting information students know about the thirteen Colonies. This should be a general information gathering/ vocabulary building session in which  they can offer words or phases that come to mind.Students should take notes on this discussion and present more vocabulary as well in order to make vocabulary available for future use or should be provided with a list after discussion.

Posisible questions to enrich the discussion:

Cuales fueron las ciudades que formaron las colonia de nueva Inglaterra? De donde venian las personas que formaron las Colonias? Por que se formaron las Colonias?De que se alimentaban las personas? Cual era su medio de subsistencia? En donde se localizo la colonia de nueva Inglaterra? por que se les llama Colonias del sur?

Task 2:

Students will work in groups, each team is going to be given a Colony to read about in their curriculum books, and other resources in order to get information regarding the colonies

They will fill in the following information in the chart, posted in the classroom with a different color market, classifying the colonies in the three big groups New England, middle,southern

Finally they will present to the rest of the class their  assigned colony 

   

Assessment:

Throughout this lesson, the teacher can be informally assessing students for comprehension and language use through their interactions in small groups and participation in class discussions.

References and Resources:

Boehm, G. Hoone C.,  McGowan, T. McKinney- Browning ,C. Miramontes, B. and Porter, H.(2000). Los Cominezos de Estados Unidos, Harcourt Brace Estudios Sociales 156-300

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Feature Article
Genre study: Parts of a feature article

Submitted by Concha Fernandez del Rey

Objectives:

Content:
Students will...

• demonstrate understanding of the components of feature articles by reading and analyzing  published feature articles
• classify the components in three parts:  The lead, the body, and the ending

Cultural:
Students will...

• identify differences between feature articles as written in different cultures

Language: Content Obligatory
Students will...

• practice estructures to analyzed the feature articles to label the different parts.

parts of an article: Principio, cuerpo, final.

titulo, anecdota, pregunta, cita literal, descripcion de una persona, hechos, opiniones, datos,categoricos, datos numericos, entrevistas fotos, pie de fotos conclusiones, paginas web, direcciones de correo electronico, pagina web .

columna, ilustracion, grafico, contenido (hecho, opinion), pie de foto, editorial, referencia

Language: Content Compatible
Students will...

• express their findings with the expression: "Yo veo...", "Hay.." "Puedo ver..."
• use conectors of place: to locate their findings: " al lado derecho , encima, debajo, a la izquierda a la derecha.
• Locuciones adverviales de lugar : Al principio, al final, en el medio, en el borde, alrededor
• Use comparative structures regarding in the three degrees (superiory, equal and inferiority)

Learning Strategies / Social and Skills Development:
Students will...

• share ideas with the whole class taking turns.
• learn how to piggy bag their answer with their classmates.
• classify their findings acording to a conceptual map.

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Exploring Place: Comparing and Contrasting St. Paul and Manzanillo
Lesson 3: Características físicas y humanas de Manzanillo, México

Submitted by Shannon DeLozier-Yee Yick

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Exploring Place: Comparing and Contrasting St. Paul and Manzanillo
Unit Assessment

Submitted by Shannon DeLozier-Yee Yick

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Task:

Pre-task / During-task / Post-task (Into - Through - Beyond)

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Exploring Place: Comparing and Contrasting St. Paul and Manzanillo
Lesson 4: Comparando y contrastando los dos lugares

Submitted by Shannon DeLozier-Yee Yick

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Celebrations and Traditions
Unit Assessment

Submitted by Aaron Arredondo

Time Frame:

Each child will be given two to five minutes to explain his poster to the group.

Materials Needed:

The students will be provided with posterboards to take home.  At home they may use photos, markers, crayons, and any other craft items they want to decorate their posterboards.

Description of Task:

Students must create a visual presentation of a celebration that is important to them and their families.  It could be Mother's Day, Grandpa's birthday, a summer vacation, or even a holiday we discussed in this Unit.  This posterboard will be shared with the whole group.  Before the posterboards are handed out to the students, we will brainstorm the types of things that should be included on the posterboard and record these on a concept map.  Items to include in presentation: What is being celebrated?  Why this is important to them/their families?  Who is at the celebration?  Where does the celebration take place?  When does it happen? (Five Ws)

They will be assessed on the Five Ws and on their Oral Presentation Skills: fluency, vocabulary, grammar, content, and volume. 

We will discuss the Five Ws and I will give examples of excellent, good, and poor Oral Presentation Skills.

References and Resources:

http://yahooligans.yahoo.com/ and www.kidlink.org Multicultural calendar of holidays and lesson ideas for teachers

http://rubistar.4teachers.org/index.php (to create your own rubric)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Presentation_Checklist.doc - specifies what students need to have included on the poster

Oral Rubric - for grading the oral presentation

Immigration into the United States
Lesson 3--Comparison of Urban and Rural Life in the U.S. and Dominican Republic

Submitted by Kathy Walcott

Objectives:

Content:
Students will...

• demonstrate an understanding of the major climatic differences among Mexico, the Dominican Republic and the U.S.
• demonstrate an understanding of the differences and similarities among life in rural Mexico and the Dominican Republic and urban United States
• show an understanding of what it means to belong

 

Cultural:
Students will...

• develop an initial understanding of what it means to adapt to a new culture
• identify perceptions and feelings of recent immigrants from Mexico, the Dominican Republic into the United States

Language: Content Obligatory
Students will...

• use adjectives such as mal, triste, alegre, feliz, solo, diferente, extraño, to describe feelings of main characters.
• use descriptive adjectives such as frío, caliente, soleado, nublado, to compare and contrast the climates of the Dominican Republic, Mexíco, and the United States.
• use comparatives such as, màs, menor, menos, and mejor in order to compare and contrast life in the Dominican Republic and the United States.

 

Language: Content Compatible
Students will...

• use phrases such as, a mi me parece que, es posible que, dudo que, yo creo que, mi opiniòn es, in order to compare and contrast life in the Dominican Republic and the United States.

Learning Strategies / Social and Skills Development:
Students will...

• use imagery to evaluate the main differences among climate in the Dominican Republic, Mexico and the United States.
• summarize the feelings of a main character in one of the books in order to write a paragraph.
• work cooperatively and complete a Venn Diagram which demonstrates the differences and similarities of rural life and urban life

Time Frame:

This lesson will require about 8 30-45 minute sessions.

Materials Needed:

These are recommended texts for this lesson.  The texts have been selected based on the reading level of students in this program. Some of the listed titles are excellent resources to use as read alouds. 

An additional list of books is listed in the reference section. 

Argueta,  Jorge.  A Movie in My Pillow / Una película en mi almohada. Children's Book Press, SanFrancisco, CA, 2001

Jimenez, Francisco.  La Mariposa.  Houghton Mifflin, Boston, 1998.

Miller, Elizabeth I.  Just Like Home Como en Mi Tierra.  Albert Whitman & Co., Morton Grove, IL, 1999.

Mohr, Nicholasa.  El Regalo Mágico.  Scholastic, New York, 1995.  (Use this title as a class read aloud).

Montes,Marisa.  Get Ready for Gabí--A Crazy Mixed-up Spanglish Day.  Scholastic, New York, 2003.

Mora, Pat.  Tomás y La Señora de La Biblioteca.  Drangonfly Books, New York, 1997 

Pérez, Amada Irma.  My Diary from Here to There Mi diario de aquí hasta allá. Children's Book Press, CA, 2002.

Description of Assessment (Performance Project):

Throughout this lesson, students will read a number of books that will help them develop an understanding of what it means to belong to a country. The students will also use the books to compare and contrast countries with The United States. 

Each day after students read they will have time to reflect in a journal and share in small groups.

As a Pre-task for each reading day select a book listed in the resource section and read aloud one of the picture books or a portion from a longer book.This will excit students about their own reading and also serve as another avenue to connect with  the theme of immigration.

Conclude each read aloud session with a time of discussion which focuses on vocabulary that describes how the main characters feel about their immigration. The vocabulary from lesson #2 could be used as a starting point.

Create a list of vocabulary throughout the reading sessions.  Make additions to the list each time new feelings are brought up.  These can be new vocabulary or vocabulary that has previously been introduced to the students.

Pre-task:

1. Read aloud one of the picture books listed in the Suggested Reading List  in order to excite students about this next series of lessons. 
2. Wrap up the Read Aloud with a short discussion focusing on the feelings related to immigration. 
3. The first day of this lesson, briefly introduce students to books that they may chose to read independently.   Hold a short Book Talk about each book.  These book talks should entice the students to read the books and become more excited about the topic.

•  Questions such as the following could be used: What does it feel like to move? How do you think you would feel if you had to leave the country where you were born?  What might be some feelings that you would have if you had to move? The teacher may feel comfortable encouraging students to share their own immigration story or feelings involved with immigration.  This could be done in a formal manner, by asking the students to prepare something prior to this discussion or on a more informal  level in which the students answer questions. 
• The vocabulary used in this discussion should come from students prior knowledge.  Look for ways to develop new vocabulary and a variety of  adjectives.
• As the students are involved in the discussion, the teacher will list responses on chart paper.  The teacher will highlight or underline adjectives that are gleaned from the discussion.  This list should be saved for the wrap up of these reading times. 

Students will be directed to choose one of the books that seems interesting and at their reading level. If a student finishes one of the books, then another book can be chosen.

During Task:
Each day give students  time to read.

After the students have read for a 15 - 20 minute period, direct students to respond in journals. Focus the writing session on one of the following topics:

• comparisons and contrasting urban/rural life
• adjectives that describe the main characters
• feelings of main characters
• comparison and contrasting of climates in the two countries

Post Task:
After students have had a chance to respond to reading, have students share their entries with classmates. 

Journals can be shared in a variety of ways: 

• Pair-Share
• Round Table (3 - 5 students)
• whole class sharing with teacher facilitating and listing comments on an overhead or chart paper

Pre-task for 2nd reading session:
Open the session by reading aloud to the students.  Select a poem from the book,  A Movie in My Pillow, a good choice here would be Cuando Salimos de El Salvador. This poem really shows feelings about leaving a home land. 

Another poem from the same book that would help develop the understanding of comparison and contrast between two countries is Barrio lleno del sol. Read this poem prior to silent reading.  

After you have read aloud the book, create a Venn Diagram with the students.  Encourage students to use vocabulary that describes the climate and lifestyles. After students have given a few examples to be placed in the Venn Diagram explain to the students that today they will write statements that compare and contrast the different climates and lifestyles of  the books that they are reading. 

Post the desired vocabulary on chart paper for future reference.

Post-task:
After students have had a number of days to read and share with classmates their comparisons of the different countries and also adjectives that they feel relate to immigration, have them write a short paragraph one of the following topcis: 

1) climatic differences between life in the Dominican Republic and the United States

2) feelings of immigration

3) similarities and differences between rural and urban life. 

These paragraphs will be read aloud to the class on the final day.  

After students have written paragraphs, have a time of sharing, where students read aloud what they have written. 

Then as a class, complete a Venn Diagram which compares and contrasts rural life to urban life. 

Post Session--after El Regalo Mágico is read aloud to the class

Have students individually,  complete a Venn Diagram in which climatic differences between the Dominican Republic and the United States are compared. 

 

Assessment:

Journal entries for During Activity and paragraphs written for Post-Activity will be evaluated on a check-plus, check, or check-minus system.  Check-plus being given for a journal entry that is complete and demonestrates correct use of required vocabulary, check given for partial completion of entry and contains few errors, and check-minus given for little work completed and entry contains many errors.

Venn-Diagrams will be evaluated on student's ability to write sentences that use specified vocabulary and explain similarities and differences of the two countries. 

The work will be assessed using a check-plus, check, or check-minus.

References and Resources:

CoBaLTT website for making the Venn Diagram:
http://www.carla.umn.edu/cobaltt/scaffolds/GO/HGO/20H.pdf

Literature Resources:

Ada, Alma Flor.  Me Llamo Maria Isabel. Scholastic, New York, 1993.

Dorros, Arthur.  Don Radio, Un Cuento en Inglés y Español.  Houghton Mifflin Company, Boston, 1997.

Cameron, Ann. The Most Beautiful Place in the World, drawings by Thomas B. Allen.  Dell Yearling, New York, 1988.

Campos, Tito. Muffler Man / El Hombre Mofle.  Piñata Books, Houston, TX, 2001.

 http://www.amazon.com/exec/obidos/tg/detail/-/1558853189/qid=1082734400/sr=1-1/ref=sr_1_1/103-0548883-9031824?v=glance&s=books

Garay, Luis.  The Long Road.  Tundra Books, Toronto, Canada, 1997.

Jiménez, Francisco.  Cajas de Cartón.   Houghton Mifflin Company, Boton.  2000.

http://www.amazon.com/exec/obidos/tg/detail/-/0618226168/qid=1082734239/sr=1-1/ref=sr_1_1/103-0548883-9031824?v=glance&s=books

Knight, Margy Burns.  Quién es de aquí? Una historia americana.  Tilbury House, Publishers, Gardiner, ME.  1993.

Mohr, Nicholasa.  All For the Better,  A story of El Barrio.  Steck-Vaughn Company, 1993.

http://www.amazon.com/exec/obidos/tg/detail/-/0811480607/qid=1082734303/sr=1-1/ref=sr_1_1/103-0548883-9031824?v=glance&s=books

Muñoz Ryan, Pam.  Esperanza renace.   Scholastic, New York, 2000. (this book is also available in English)

http://www.amazon.com/exec/obidos/tg/detail/-/0439398851/qid=1082734351/sr=1-1/ref=sr_1_1/103-0548883-9031824?v=glance&s=books

Temple, Frances. Tonight, by Sea. Harper Trophy, New York, 1995.

http://www.amazon.com/exec/obidos/tg/detail/-/0064406709/qid=1082734080/sr=1-1/ref=sr_1_1/103-0548883-9031824?v=glance&s=books

Temple, Frances. Grab Hands and Run.   Harper Trophy, New York, 1993.

 http://www.amazon.com/exec/obidos/tg/detail/-/0064405486/qid=1082734198/sr=1-1/ref=sr_1_1/103-0548883-9031824?v=glance&s=books

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Feature Article
Author's use of slant

Submitted by Concha Fernandez del Rey

Objectives:

Content:
Students will...

• learn how to look at topics from different angles

Cultural:
Students will...

• learn how authors make their point depending on the culture of the audience.
• lean what kind of data they use to support their point.

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

two sessions of 50 minutes each (5 50-minutes periods)

Materials Needed:

Articles age appriaptte for students

Articles from different   cultures

 

Description of Assessment (Performance Project):

Pre-task: 

Refer to feature articles used in past lessons. 

During-task: Studnets will take notes that help to define the two views that the author has. 

Post-task

Express on one sentence or question  the author's slant 

Assessment:

Formal: Ask the students to express in their words the definition of slant.

Sample of  feature article whre students need to write the slant.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Feature Article
Different ways of including facts with story weaved into piece. 

Submitted by Concha Fernandez del Rey

Objectives:

Content:
Students will...

• learned how to use facts to support opinion.

Cultural:
Students will...

• learn how different cultures prefer specifict types of facts to support their opinion. 

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Articles

Description of Assessment (Performance Project):

Pre-task =into

Redifine opinon vesus fact

 During-task=Through

Read articles and highlight the date used to support opinion

Post-task =Beyond

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Feature Article
Student choose their topics based on personal experiences looking at it from other possible angles

Submitted by Concha Fernandez del Rey

Objectives:

Content:
Students will...

• lear how to distinguish among: hobbies, interest, concern or issues.

Cultural:
Students will...

Language: Content Obligatory
Students will...

• Interests, hobbies, issues and concerns are express in verbs
• Issues will use transitive vers that required

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Chinese New Year
Unit Assessment

Submitted by Cristobal Alvarez

Time Frame:

5-6 sessions of 50 minutes.

Materials Needed:

• Worsheet #1:Comparacion entre las celebraciones de Estados Unidos y la celebración del año nuevo Chino. (See handouts)
• Worksheet# 2: (El Horóscopo Chino). (See handouts)
• Worksheet #3 (La Danza del León). (See handouts)
• Rubric to assess the Power Point presentations (See handouts)
• Computer lab for the whole classroom  with Internet access
• List of websites for photos and pictures - Chinese New Year and American celebrations. (See handouts) 
• Power Point program (or KidPix, etc.)
• Overhead projector
• Transparencies of the rubric and different samples of slides created by the teacher

Description of Task:

The students will do a presentation about one of the topics learned in the unit using the Power Point program. The students have already knowledge of using this program.

Steps:

1. The students in the class will be divided up in 3 groups(A,B, and C). The teacher will draw names to form the groups. Each group will have around 8 students. Each group will focus on one topic that they have learned in the unit.  The topics are: American celebrations versus Chinese New Year celebration, the Lion Dance, and the Chinese Zodiac.

Group A will do the presentation about American tradition versus Chinese new Year celebration. Group B will do the presentation about the Chinese Zodiac, and group C will do the presentation about the Lion Dance.

2. The students in each group will have the choice to work in pairs or by themselves.

3. Each pair of students or student will fill out a worksheet number depending on the topic that they are studying. The worksheet will help the student as an assistance to include the required information in their slides.

4. The teacher will provide a list of websites for the students to find appropriate photos for the slides of the power point.

5. The students will complete the number of slides for their presentation.

6. Prior to the students presentation, the teacher will show in a transparency the rubric to grade their slides. The teacher will show in transparencies different slides as a samples and the grade that each one of them would receive. The teacher and the classroom as a whole group will discuss this.

7. Each pair of student will present their slideshow.

 

 

References and Resources:

from the previous lessons

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Comparación de las celebraciones del Estados Unidos y la celebración del año Chino
El Horóscopo Chino
La Danza del León
Lista de web sites de imágenes de celebraciones americanas
Lista de websites de imágenes de la celebración del año Chino
Unit assessment checklists

Le Moyen Âge en France
Lesson 03: La féodalité 

Submitted by Barbara C. Anderson

Objectives:

Content:
Students will:

• Demonstrate an understanding of the feudal structure of medieval society in France
• Demonstrate an understanding of the reasons for the existence of feudalism
• Demonstrate an understanding of the role of leaders (e.g.,feudal lords) in the lives of medieval French people

Cultural:
Students will:

• Demonstrate understanding of a château fort
• Identify some of the cultural practices of medieval life in a château

Language: Content Obligatory
Students will:

• Use the third person singular and plural of the imperfect (imparfait) tense of regular and irregular verbs to rewrite texts about feudalism, châteaux forts and feudal lords in medieval France.
• Use the third person singular and plural of the imperfect tense of regular and irregular verbs to answer questions containing the content obligatory vocabulary about feudalism. 
• Use the third person singular and plural of the imperfect tense and passé composé to rewrite and answer questions about a text regarding becoming a knight in medieval France. (Optional task)
• Content obligatory vocabulary: l'inégalité, une hiérarchie, un chevalier, un paysan, un serf, un vilain, une armure, puissant, un vassal, un fief, la féodalité, féodal/e, un seigneur, un suzerain, barbare, Occident, une redevance, un droit seigneurial, une corvée, un domaine, une motte, un fossé, une palissade, l'amélioration, une forteresse, une lingère, la disette, l'approvisionnement, le tir, désintéressé/e, un villageois, le vainqueur, un jongleur, un trouvère, un troubadour, l'entraînement, un veneur, taillé; prier, rendre hommage, suffire, jurer, édifier, livrer, survivre, enrôler.

Language: Content Compatible
Students will:

• Use the third person singular and plural of the present of verbs to express similarities and differences using the content obligatory vocabulary
• Use expressions such as autant… que ,  moins…que, plus…que , tandis que, etc., to express similarities and differences.

Learning Strategies / Social and Skills Development:
Students will:

• Work cooperatively with a partner and with a group of four students
• Make predictions based on prior knowledge
• Work independently on an assignment (monitor task completion)

Time Frame:

Four 50-minute periods

Materials Needed:

• Large sheet of paper and marker for initial notes about feudalism from class discussion (Pre-task)
• Copies of texts and questions for each student (Task 1)
• Transparencies of answers (correct verb forms and answers to questions) (Task 2)
• Large sheets of plain paper for Formative Assessment

Description of Assessment (Performance Project):

Pre-Task:
Class discussion based on the question:

What do you know about feudalism in medieval France? (Que savez-vous de la féodalité en France au Moyen Âge?) 

In the course of this conversation, teacher will introduce relevant content obligatory vocabulary.

During Task:
Task 1: Students will do the following at home (this may be homework for several nights) or in class if preferred:

Read several texts describing the structure of feudalism, a fortified castle and life in a castle in the Middle Ages (See first attachment below).

Teacher may also choose to include an optional text about knights (See second attachment below).

Answer questions about the text and write definitions for words (Reading and writing tasks may be completed over a period of several days).

Rewrite present tense verbs in the imperfect tense (imparfait).

Optional task includes rewriting present tense verbs in either the imperfect or passé composé. 

Search for images and descriptions of châteaux forts on the Internet

Task 2: Students will do the following in a group of four in class (groups have been pre-assigned for this unit) over a period of two days (as needed):

Self-correct the verbs they have written in the imperfect tense. Text with verbs in the imperfect tense will be displayed on an overhead transparency.

Read the texts aloud with verb changes. 

Read and discuss the answers to the questions and the definitions of the words they have previously written.

Post-Task:
Class discussion: (Class may be divided into two or three groups if preferred.)

Review the challenges of the Middle Ages discussed in the previous lesson. How did feudal society and the fortified castle help people meet those challenges?

Find similarities and differences between the role of government and leaders in the Middle Ages and the present.

Assessment:

Groups will create a graphic organizer to explain how society was organized during the Middle Ages. Groups will present their results to the class.

Students will write a paragraph explaining how feudal society and châteaux forts helped people meet the challenges of life in the Middle Ages. They will also analyze the disadvantages of this governance model.

References and Resources:

Barroy, Marie-Hélène et Gérard, (1984). L'Histoire de France par les mots croisés. Paris: Éditions Retz. ISBN 2-7256-1103-2

http://www.webencyclo.com/dossiers/contenu/D98-0001050B.asp?IDDossier=98

http://www.jecris.com/TXT/INFOS/CASTEL/bois.html

http://www.mairie-etampes.fr/visite/texteguinette.htm

http://sabreteam.free.fr/fortif2.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

(L3 feochaseign) This document will be used during the task.

(L3 chev) This document will be used for the optional task.

Submitted by Barbara C. Anderson

Objectives:

Content:
Students will:

• Become familiar with some literary and artistic creations from the Middle Ages in France.
• Understand the role of art in the Middle Ages.

Cultural:
Students will:

• Become familiar with cultural products of the Middle Ages in France.

Language: Content Obligatory
Note: Content Obligatory Language objectives will vary for each group depending upon the topic of each presentation.

Students will:

• Use the third person singular and plural forms of the present tense to tell a story.
• Use the present and past tenses to read excerpts from works of literature silently and then aloud.
• Content obligatory vocabulary: une chanson de geste, un roman courtois, une farce, une tapisserie, une ballade.

Language: Content Compatible
Content compatible objectives may vary depending on the topic chosen.

Students will:

• Use transistion words, such as, alors, puis, ensuite, donc, après que, to tell a story.

Learning Strategies / Social and Skills Development:
Students will:

• Work cooperatively
• Take notes and do research
• Monitor themselves and evaluate their progress as they work in groups 
• Role play

Time Frame:

Five 50-minute periods

Materials Needed:

• Computers to search for texts and background information
• List of literary and artistic creations and websites
• Task description (see Attachments)
• Task rubric (see Attachments)

Description of Assessment (Performance Project):

Pre-Task:
Introductory class discussion: brainstorming.

Students will brainstorm the answers to the questions below in their small groups first, then with the entire class.

• What are some examples of different types of artistic creations?  (e.g., Books--Life of Pi, Films--The Day After Tomorrow; Paintings--Monet's waterlily paintings, etc.)
• Why do people create art? (personal expression, to entertain, to instruct, to celebrate the actions of a famous person, etc.)
• What is the role of art in a society?

During Task:
Students will be divided into groups of three to five students.

Each group will be responsible for a different topic which will be either an excerpt from a work of literature or a work of art (topics may be assigned randomly or groups may choose)

Groups will read or study about their topic.  If computers are available (or session in a computer lab can be scheduled) the students will be engaged in searching the Internet for specialized web sites that could provide examples of/illustrations of Medieval art work.  

They will prepare a dramatic presentation for the class to acquaint the class with their artwork as well as the role and importance of this cultural or artistic creation for society then and now. 

Students will present their artistic creation to the class.

This activity could be done using computer technology and software such as PowerPoint. If this option is selected, students will begin the task of gathering the material in class and then complete the activity outside the class as a group assignment (homework for next class which would then begin with a small presentation of each group PowerPoint presentation). 

Post-Task:
Summary discussion: During a time when famine, the plague, wars and invasions affected the daily lives of people, how did artistic creations improve people's lives?

Assessment:

Students’ performance in skits will be assessed using a rubric (see Attachments).

References and Resources:

Yvone Lenard (1997). Trésors du temps, Deuxième, Troisième et Quatrième Étapes. New York: Glencoe/McGraw-Hill

(See Attachments for list of artistic creations for additional resources)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• (L4 listecre) This document contains a list of possible choices for skits and resources.
• (L4 tskcklst) This document contains a description of the task and checklist.
• (L4 rubrskit) This document contains a rubric for the skit. 

Submitted by Elizabeth Chaigne

Objectives:

Content:
Students will...

• understand how an individual's personality and physical traits are relfected in its environment and behaviors.

• become aware of the important elements of food, shelter, clothing, etc. and how they define specific fairytale characters.

 

Cultural:
Students will...

• develop an awareness of the differences between their cultural environment and that of the French.
• begin to see that differences in culture do not necessarily translate into differences in values.

Language: Content Obligatory
Students will...

• use expressions such as par contre, cependant, tandis que, quant à with the first person plural (nous) and the 3rd person plural (ils, elles) of present tense of verbs to compare cultrual differences.
• construct sentences in the present tense using comparitives and qualifying adjectives such as: plus + adj + que; moins + adj + que; aussi + adj + que to compare cultural differences and similarities.
• recognize and use synonyms for more familiar terms such as abri for maison, aliments for nourriture and habits for vêtements with the correct adjective pronoun (i.e. ses habits  and not son or sa habits) to discuss character traits.

Language: Content Compatible
Students will...

• choose between two forms of  interrogatives in the using the present tense 2nd person singular (tu) with the following expressions to solicitate group conversation and clarify meaning: qu'est-ce tu en penses/qu'en penses-tu? (what do you think?); qu'est-ce que tu veux dire/que veux-tu dire par là? (what do you mean by that?).

• use the present tense interrogatives with following types of language to negotiate meaning with a partner: quel est le mot pour...? (what's the word for...?), comment dit-on...? (how do you say..?), est-ce que tu te rappelles comment on dit...? (do you remember how to say...?). 

Learning Strategies / Social and Skills Development:
Students will...

• take notes while watching a video extract using a structured note taking sheet.
• work collaboratively in pairs or small groups to discuss and share ideas.

Time Frame:

One 50-minute class session

Materials Needed:

• 4 large Venn diagrams drawn up on butcher paper or white board with the following labels to record group comparisons:
• housing (le logement),
• food habits (les habitudes alimentaires),
• activities (les activités)
• clothing (les vêtements)
• French version of the Disney movie Shrek
• DVD or video player
• Transparency of the note taking graphic organizer if desired (to be used to model to students)
• White board or flip chart with markers for class note taking

Description of Assessment (Performance Project):

Pre-task:
Introduce this unit by explaining that students will be learning and practicing some strategies that will help them to define, explore and develop a character to be acted out.  Give them an overview of the unit using the information from the attached handout.  You will want to revisit this outlined structure with the students as you go through the lessons so that they understand how the lessons are tied to gether and to remind them of the overarching goals: understanding and developing characters for performance.

During Task:
(For this section it is assumed that students already understand and know how to use a Venn diagram.)  Initially, students will take a look at how American and French cultures help to determine lifestyle elements such as housing, food, clothing, etc.  This first part of the lesson is to be used as a spring board for students to carry over these same concepts to the study of fairytale characters.  That is to say, that specific personality and physical traits of fairytale characters are reflected in their immediate environment and lifestyles.

Using the prepared Venn diagrams listed in the materials section, explain to the class that they will work in groups of 3-4 to discuss a specific category listed in the Venn diagrams.  Their goal is to use the content obligatory language to discuss differences and similarities between French and American cultures for their assigned category.  Go over the CO & CC language to be used for comparing cultural differences and for soliciting group conversation.  Ask students to intentionally use these language structures while working in groups.  Assign students to groups and give them 5-10 minutes to discuss.  In order to augment classroom participation, let students know that you will randomly call on any member of the group to share with the whole class once their group discussions are completed.  Students are not to take notes at this time.  The focus is on discussion.  Circulate and provide prompts to groups as needed.  After the allotted time, have small groups come back together as a whole class.  Conduct a whole class discussion asking students to share what their group discussed.  Record this information on the Venn diagrams.

Ask students how the cultural differences they discussed influence the two cultural lifestyles (i.e. For the category of food, students might notice that the French place a great importance on taking time to eat. This in turn is connected to how they prepare and shop for foods i.e. open air markets. The students may also start by noticing that the French have more open air markets.  The follow up question would then be, how does this affect other aspects of their life?).  Inform them that this same type of connection between who we are and how we live holds true in fictional situations. Now they will be looking at how a character's physical traits and personality are reflected in its environment and lifestyle. 

Part of today's lesson involves students creating vocabulary banks that represent some typical fairytale characters based on the following categories: descriptive adjectives, clothing, housing, food and activities. At this time it would be good to highlight some of the more uncommon titles for these categories using synonyms that are familiar to students (i.e. most students will know the word for house, so it would be good to highlight other synonyms such as abri or logement. See the other suggestions already listed on the graphic organizers). Using a transparency of the student graphic organizer, the teacher fills out the character title as 'Shrek'. Review who this character is identifying that his food, clothing, house and his activities are greatly determined by the fact that he is an ogre. Explain that students will be filling out the same graphic organizer for Shrek while watching a short clip from the movie. (You will need to choose a short 5-10 minute section of the movie that shows the character in his house. The opening of the movie has some good passages for this.) Play the entire clip once without stopping so students can familiarize themselves with it.  Then play it again stopping occasionally to discuss as a whole group any items they can fill in for the chart. Replay the clip again as needed. (Another way to engage your students during the playing of the clip is to ask them to raise their hand when they come to a part with info that could be used to take notes on.)

Beyond-task
Once students have filled out the graphic organizer, tell them they will be working with a partner to develop another vocabulary bank for a fairytale character of their choice. Using this vocabulary bank helps to Identify the personality and lifestyle of a character and is the first step in being able to act out the character well.  Ask students for typical fairytale characters found in stories and record their ideas on the board (i.e. princess, prince, witch, fairy, wolf, giant, dwarf, etc.). Have students pair up and select one of the characters from the class list. As homework, each student should fill out the categories of information on their chosen character. The teacher should circulate and assist with any unknown vocabulary as time allows.

Assessment:

If time allows, have students present their vocabulary banks to the class. Help clear up any vocabulary confusions. The vocabulary bank on the fairytale character can also be handed in for assessment and/or teacher written comments.

References and Resources:

Order a copy of the French version DVD of the Disney movie Shrek from Amazon-France

To create Venn Diagrams, there is a template on the CoBaLTT website.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Example Venn Diagrams:
Venn_Activities.pdf
Venn_Clothing.pdf
Venn_Food.pdf
Venn_Housing.pdf

Tableau de vocabulaire pour un personnage

Submitted by Elizabeth Chaigne

Objectives:

Content:
Students will...

• understand that a character's specific physical trait can be used to build language (dialogue or monlogue).
• understand how a character's physical trait can be used in a positive way to get the character what it wants. 

Cultural:
Students will...

• understand the cultural iconistic importance of a famous character from French literature by associating him with an American cultural equivalent.

Language: Content Obligatory
Students will...

• use the 3rd person singular present tense of the verb to look like (ressembler à) with a connecting conjunction such as alors or donc to write metaphors.
• use if clauses with the present and conditional tenses with the verbs to have (avoir) and to be able to (pouvoir) to suggest character traits with a partner.  (i.e. If he has big ears, he might say...S'il a de grandes oreilles, il pourrait dire...)
• demonstrate understanding of the expression one defining feature (l'attribut physique le plus important) to discuss character traits with a partner.

Language: Content Compatible
Students will...

• use the imperfect of the verb to say (dire) and conditional of the verb 'can' (pouvoir) with the pronoun on to suggest ideas to a partner. i.e. If we said...then we could...(Si on disait...on pourrait...).

Learning Strategies / Social and Skills Development:
Students will...

• use context clues to deepen comprehension of new vocabulary.
• work collaboratively in pairs to create their own original tirade.

Time Frame:

One 50-60 minute session

Materials Needed:

• Computer access for the class
• writing utinsils for student work
• Transparency of student handout to use for modeling the writing of the 'tirade' (you could also create this same handout on butcher paper or a flip chart)

Description of Assessment (Performance Project):

Pre-Task
Review/go over the assigned homework from lesson 1.  In a very casual manner, ask students to share the vocabulary banks they came up with for their character.  (A fun and creative way to do this is to have volunteer students list off some of the vocabulary they choose for their character and have the rest of the class guess which character the student had chosen.)

In lesson 1 we saw how our own and a fictional character's personality contributed to its environment and lifestyle. In today's lesson we will be exploring how a particular and very famous French character's physical trait influences his behavior and language. 

Using the think-pair-share strategy (see handout for explanation), ask the class to think of some famous iconistic characters (fictional or real) from their own culture (examples might be Shakespeare, Mickey Mouse or Superman). Explore with the class how these personalities, due to their physical traits or personalities, are sometimes used to describe ordinary people. (i.e. When someone refers to a kid who writes well they might call her a 'real Shakespeare' or someone who wins a race a 'regular superman'.)

In French literature there is a similar character named Cyrano de Bergerac. Introduce Cyrano de Bergerac and give some background as to how his nose 'gets in the way' of expressing his love to Roxanne. In French cultures, sometimes people with very large noses are referred to as a ' real Cyrano'. (For the purpose of this lesson, how Cyrano's physical feature influences his actions and words is used as a springboard for student work. Therefore, you can keep the summary of the story to a minimum.) At one point in the story, Cyrano recites a monologue about his big nose and how useful it can be.  Explain that this type of monologue is called a 'tirade' in French. 

Tell the students that they will be listening to this 'tirade' by Cyrano where he makes fun of his nose by making positive comparisons to common objects. Based on this 'tirade', they will create their own mini speech with a partner.  Prior to listening, very briefly go over the following vocabulary: amputasse, un hanap, un cap, un peninsule, pétunez, nez magistral, mistral, pignon sur rue, lotterie and any other vocabulary from the 'tirade' that you think might help in understanding the passage.

During-task
Use the link provided to have students listen to the 'tirade' from Cyrano de Bergerac. The level of French is quite sophisticated and it is not expected that students understand the 'tirade' in depth. One strategy for comprehension is to listen to the enitre 'tirade' as a whole class and then pick out a few lines to focus on. As you listen, stop to check for comprehension with the following type questions: What is he comparing his nose to? How does he make this comparison seem like a positive attribute of his? The pictures and the tone of the recording should help in comprehension.

After listening and briefly analyzing the 'tirade' with the whole class, students will work with a partner to create their own 'tirade' of sorts. Model this using the transparency of the student sheet by choosing a character. For this character development project, use the content obligatory language identified in that section of this lesson.  (I have also chosen to focus on the verb expression ressembler à  because students consistently have difficulty in using this verb with its correct preposition (à). They most frequently revert to using a direct English translation of this expression to look like.) i.e. for the characteristic of an elf's pointy ears you could say: Mes oreilles pointues? Elles ressemblent à des antennes. Alors/donc on peut capter des ondes des satalites!! You may want to do one or two examples for the class as a starting point for their partner work. This way you can highlight the content obligatory and compatible language that you want students to focus on during the task. 

Have students get into the same partners they were with for the end of lesson 1. Working together and using that same character, students choose one defining physical feature (l'attribut physique le plus important) of their character to write a 4-7 line tirade.  Remind students to use the content obligatory structures that are used with metaphors as opposed to using the exact structure of the tirade from Cyrano.  Also, remind students about the CC language objectives.  Students have a difficult time using the pronoun 'on' in discussion so you may want to stress using it.  (Use the handout: Tirade d'un personnage as a guide for this writing activity.) 

Beyond Task
Students should have enough time to create 1-2 lines and finish the remainder of the work as homework.  Circulate to prompt students in discussing and in using the CC and CO language objectives.  You will want to have these written on a board somewhere for students to refer to as they work.

Assessment:

Circulate to assist students in creation of their tirades. Have students perform their tirades as partners in small groups of 6 to 8. Students can hand in the tirade for informal assessment.

References and Resources:

Purchase a copy of Cyrano de Bergerac if desired from Amazon-France.

Connect to the web site with the recording for Cyrano de Bergerac's Tirade du nez.  Go the the part labeled "Colisses" and then click on the third square on the page to get to the recording.

**This lesson can be extended for another session if you choose to elaborate on the tirade.  Here is an excellent link to a site that works on the vocabulary and comprehension of the text:
http://midi.occitanie.org/cyrano/index.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Explanation of Think-Pair-Share
Tirade d'un personnage

Submitted by Carrie Grabowski

Time Frame:

4-8 50 minute periods depending on the project chosen

Materials Needed:

• access to computers with a program to do a slide show (Powerpoint or Appleworks) or a video camera and movie program (such as iMovie) to edit the TV travel show.
• possibly, materials to make posters for the visuals required in the movie.

Description of Task:

NOTE: It is suggested for classroom management purposes that all students in the class do either a video or a slide show project. I have two sections of language arts, so one section did a slide show while the other section made a video. It is advised that teachers practice the slide show or movie programs before asking students to use them. Many students who made the video were interested in using my overhead projector to show maps, but it does not work well. Have students make large posters on white paper, or ask them to scan maps and drop the JPEG into the video as a still shot. The students may record the commentary over the still shot.

Students will create either a slide show presentation or a video to communicate what they have learned about rivers in Francophone countries. Projects should
1) be well-organized and presented in a logical order;
2) include the following content: the rivers studied, a map with the rivers situated on it, tribuataries, where it begins and where it ends, imported images, and a bibliography;
3) be well-written or spoken without notes;
4) include animation and sound effects.

A complete description of the requirements is available in the following worksheets: rubric diapos and rubric tv. The links to these worksheets are below.

Pre-task

1) Read the appropriate grading rubric with the students.

2) Review with students good strategies to work well with a partner. Generated ideas could be written on butcher paper and posted in the classroom.

3) Students plan their project.

• For the slide show presentation students use their notes written on the worksheet from the previous lesson and the worksheet for this lesson (diapos requises) to organize their ideas.
• If the students are doing a video project, they should make an outline of the main themes they will discuss, show it to the teacher, and then write the dialogue. After, they should memorize it, make the necessary visuals (map, for example), bring in any necessary props, and film it.

During-task

Slide Show group makes a presentation which effectively informs others of their topic. The slide show should include text and original drawings and imported images with web addresses.

The video group writes and edits their tv travel show to communicate effectively what they have learned about the rivers in Francophone countries.

Post-task

Students use the note-taking sheet provided to take notes during either the slide show presentation or the TV travel show to learn about rivers in other Francophone countries. Teachers could also give students a written test over the notes taken.

References and Resources:

Listed below are the websites used for the research. Please note that spaces in the web addresses are actually an underscore (_). It is advised that teachers visit them before asking students to do so as addresses change from time to time:

• http://perso.wanadoo.fr/philippe.arnoux/eveil/fleuves_france.htm
• http://fr.encyclopedia.yahoo.com/articles/s/s0002548_p0.html
• http://www.ac-grenoble.fr/aix/albanais/eau/fleuves_fr_eau.htm
• http://www.cnrs.fr/cw/dossiers/doseau/decouv/rubrique.html
• http://www.ec.gc.ca/water.f_main.html
• http://www.geocities.com/bonjour08816/fleuves
• http://www.formatage.org/branches/decouvertes/fleuves0.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

To help students plan and organize the slide show,  use this worksheet: (diapos requises.doc)
To help students plan and organize the video, use this worksheet: (video requises.doc)
For evaluating the slide show, use the following rubric: (rubrique diapos.doc)
For evaluating the TV show, use the following rubric: (rubriques tv.doc)
Use this worksheet when students watch classmates presentations and take notes: (notetaking.doc)

 

Submitted by Mary Bartolini

Time Frame:

2 50-minute periods (three if the option to use technology is selected since this would require some training regarding the use of the Kid Pix software)

Materials Needed:

• Paper, pencils, crayons, markers.
• Questions chart ( attachment 1)
• Rubric chart (attachment 2)

Description of Task:

Students will work in pairs and will create a non-fiction book (question and answer book) about a specific representation of water. The teacher gives students a picture with a representation of water. Then the teacher models how to create a book based on different questions about their pictures (see handouts). The format of the book will be writing the question on the top of the page and the answer on the bottom of the page. The middle could be used to illustrate the book. The teacher also needs to talk about the rubric and checklist (see handouts) so students can understand what is expected of them.

Option using technology:

A similar project can be conducted with multimedia software such as Kid Pix which can be used by students to create multimedia books with texts, images, sounds, voice recording, and so on.  The activity would be pretty similar to the paper and pencil one described above but with a few minor necessary revisions:

1. Even though the software has been specifically designed for this age level, the students would still need to become familiar with the simple interface of the software as well as the many options that are available to them (use the graphics/images available in the software integrated gallery, import graphics/images, spell check, basic text formatting available, and so on).  One session specifically targeted to students’ training in using the software might be necessary if it is the first time learners are exposed to it.
2. Learners will need to be guided in their search for graphics/images.  In a similar way as the paper and pencil activity where the teacher has previously selected and brought material in class for students to use to create their book, the teacher who selects the technological option will need to find appropriate online resources for students to use.  We have provided you (in the Unit Overview) with a list of web sites which provide royalty free images and graphics that learners can use for their project.  This list can be either given to learners in a Word document, in which case learners would simply need to Control+click on each web address (link) to have access to the pre-selected web sites, the web sites could also be included in the favorites folder of the Internet browser used, or included on a TrackStar web page.  This activity might require a bit of training if students do not yet have any skills in using the Internet.  There are three major skills this activity would target: a) extracting images from the web to use for their project (copying and pasting images selected images/graphics from the Internet), b) basic Internet navigation (going back, forward, recognizing and clicking on a web link), and c) using the Internet address window to enter a web address (optional).
3. Students will need to be given the same guidelines as in the paper and pencil activity. The teacher could provide a model/example of what students are expected to do. The teacher could develop one Kid Pix project using a different though compatible topic and showcase it, highlighting important elements learners need to include.

The students will be given some time at the end of the unit to showcase their projects to the class.  The projects will ideally be posted on the Internet to share with family members, school community, or others, and to serve as a model for future projects of this kind. Students complete a checklist as a self assessment and the teacher uses a rubric to assess student performance. If the technology option is used, students can also complete a checklist on their technology use. A checklist to assess technology use is more appropriate than a rubric for the age level of the learners that are targeted in this unit.

References and Resources:

http://rubistar.4teachers.org

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Checklist: KidPix project
Checklist: Mi libro tiene (Spanish version)
Checklist: My book has (English version)
Cuadro de preguntas
Rubric - Mi libro del agua (Spanish version)
Rubric - My Book about Water (English version)

Submitted by Barbara C. Anderson

Objectives:

Content:
Students will:

• demonstrate an understanding of some important facts about Charlemagne as well as an understanding of his importance in French history.

Cultural:
Students will:

• learn about the life of a famous medieval historical figure in France, the Emperor Charlemagne.

Language: Content Obligatory
Students will:

• use the past tenses (passé composé) to complete a dictogloss using the content obligatory vocabulary
• use the third person singular of the -er verbs gérer, fonder, organiser and inspirer; -ir verb réussir; and irregular verbs être, naître, and mourir in the passé composé to describe the life of Charlemagne
• Use the third person singular of the -er verbs se trouver, représenter, s' intéresser, and irregular verb savoir in the imparfait to describe the life of Charlemagne
• use the correct feminine form of adjectives with nouns to complete a dictogloss using the content obligatory vocabulary. (Adjectives includemoral/morale, culturel/culturelle, intellectuel/intellectuelle, religieux/religieuse).
• use the participe présent of the verb envoyer to describe one of the activities of Charlemagne
• Content Obligatory Vocabulary: Les Francs, malencontreuse, occident, une embuscade, le pape, un poème épique, Aix-la-Chapelle, une renaissance, gérer, Missi dominici, une autorité.

Language: Content Compatible
Students will:

• review rules for the formation and use of feminine adjectives.
• learn to use words, such as donc and alors, to connect ideas in a text.
• review rules for the formation and use of present participles
• use previously learned phrases in the present tense, such as Je pense que and À mon avis, to express their opinions during discussions.

Learning Strategies / Social and Skills Development:
Students will:

• monitor and evaluate their learning, i.e., they will check how well they are completing the task.
• think about and use what they already know to help them do the task and students will work in a cooperative group to complete the task.

Time Frame:

Two-three 50-minute class periods

Materials Needed:

• Text for dictogloss (see Attachmenta)
• Overhead write-on transparencies (one for each group)
• Vis-à-vis markers (one for each group)
• Overhead transparency of questions for Expansion (see attachment)

Description of Assessment (Performance Project):

Pre-Task:
Teacher will ask students what they already know about kings and emperors.  What is a king? What is an emperor? What is the difference?

Class will review previous discussions about the role of leaders in the Middle Ages. Teacher (or a student) will record ideas for future reference.

Teacher will ask students what they already know about the French Emperor Charlemagne. 

Teacher will introduce homework assignment: (see below)

• Read a page about the life of Charlemagne in the textbook (the text is somewhat similar to the dictogloss), which will provide background for the next day's work. (Yvone Lénard, (1997). Trésors du Temps. New York:  Glencoe/McGraw Hill, p. 54)
• Write down five main ideas from the text  to share with their groups the following day.

During Task:
Presentation of Content Obligatory Vocabulary

• Teacher assigns students to groups of four. Each person shares his/her list of main ideas (from homework assignment) with his/her small group.  Each group makes a list of ten words based on these ideas. A whole class list is made on a transparency based on words suggested by the small groups.
• Teacher then introduces words for the dictogloss that have not yet been mentioned.

Dictogloss (Because this passage is quite long, teacher may wish to divide it into two parts, and do this activity twice, or s/he may prefer to eliminate half of the sentences.)

• Teacher will read the passage twice at normal speed while students listen. (Sentences in text are numbered, and teacher includes numbers each time.)
• Teacher will read the passage a third time at normal speed while students take notes, writing down key words and phrases.
• Teacher divides class into pairs, and students try to cooperatively reconstruct the original passage they heard.
• Groups of four are formed from two pairs.  They share their results and continue trying to reconstruct the passage. Each person, however, must write his/her own complete dictogloss.
• Groups are given overhead transparencies, and they draw numbers out of a "hat". Each group writes their two (or more, depending on the number of groups)  sentences (based on the numbers they've drawn) on an overhead transparency.
• Each group presents their sentences, and teacher and class make any necessary corrections. Teacher reviews relevant grammar points at this time: present participles, feminine forms of adjectives and agreement, use of past tenses.
• All students check and correct their own dictoglosses during the presentations.
• Students each hand in a completed, corrected dictogloss for teacher verification of accurate completion and correction.

Post-Task:
Discussion- (see attachment for list of questions in French)

(Answering these questions will require students to review and reflect on the facts of Charlemagne's life. This activity will also provide preparation for the final assessment of the unit, which is to prepare a presentation about an important historical figure from the Middle Ages.)

Students return to their small groups to discuss the questions listed below. (The French version is attached). Roles are assigned, e.g., recorder, speaker, task facilitator/time-keeper, and language coordinator. The recorder takes notes for the group.  

• Why do you think that Charlemagne wanted to build a large empire?
• Why did the Pope crown him? Why did he call him "Emperor" instead of "King"?
• Why do you think that he sent missi dominici to the provinces?
• Why do you think that Charlemagne created schools?
• Why do French people remember and respect Charlemagne today? 
• Can you think of people who have made similar contributions in European or American history?

Following the small group discussions, the whole class discusses the questions. First, the speaker from each group can present his/her group's response to one of the questions and then the group will add comments.

Optional activity: Present Maxime le Forestier's song, "Marie, Pierre et Charlemagne"

Assessment:

Teacher verification of correct completion of Dictoglosses.

Multiple choice quiz.

References and Resources:

• Yvone Lenard, (1997). Trésors du Temps. New York: Glencoe/McGraw Hill, p. 54.
• Gibbons, Pauline, (2002). Scaffolding Language, Scaffolding Learning. Portsmouth: Heinemann, p. 143.
• Lyrics to Maxime le Forestier's song, "Marie, Pierre et Charlemagne" http://www.paroles.net/chansons/18104.htm
  Purchase at Amazon.com

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• (L5 Chdictgl) Dictogloss for task.
• (L5 Chquest) Questions for expansion.
• (L5 Chquiz) Assessment.

 

Submitted by Paulino Brener

Objectives:

Content:
Students will...

• be able to identify different stands at open air market.
• be able to use appropriate questions and expressions to buy and sell products.

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

pictures of different stands.
flash cards with products.

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Paulino Brener

Objectives:

Content:
Students will...

• be able able to identify more openair market stands and some products specific for each stand.
• Learn more about differents stands and the products in them.
• Questions for buying and selling
• Bargaining

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Paulino Brener

Objectives:

Content:
Students will...

• Prepare material for market in the class.

Cultural:
Students will...

• undestand how products are presented for sell in hispanic countries (more fress products rather than can or packages)

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

• Paper, scissors, glue, pencils, crayons, etc. (arts materials)

Description of Assessment (Performance Project):

Pre-task

• Assign pairs and assign different stand for each pair.

/ During-task

• Students work in pair contructing the "products" of their stand.
• Teacher walk around monitoring work.

 / Post-task

• Each pair presents what they sell using "Nosotros vendemos ..."

(Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Paulino Brener

Objectives:

Content:
Students will...

• demonstrate understangin of how markets function.

Cultural:
Students will...

Language: Content Obligatory
Students will...

• demonstrate appropriate use of questions and asnwer for selling, buying and bargaining by engaging in a simulation of an open air market in class.

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

1 50-minutes period

Materials Needed:

• Fake products produced previous lesson.
• Fake money (in packages with different amounts)

Description of Assessment (Performance Project):

Pre-task

• If you can have the room arranged with the desk in a circle.
• You can ask the students to arrange the desks.
• Ask all pair of studens to arrange they stands.
• One student of each pair stays in the stand. This student will be the "seller" in the first round.
• The other student of the pair will receive a package of "money" from the teacher. This student will be the "buyer" during the first round.

/ During-task

• First round:  "buyers" will go around and buy from different stands.
• Teacher will monitor that students

 / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Paulino Brener

Objectives:

Content:
Students will...

• Compare "Mercado Central" and "Me gusta place" with markets in México.

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Paulino Brener

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Task:

Students will...

• work in groups of 3 or 4 to put together a poster that describe a stand of the market.
• work individually and write 2 dialogues that reflects what they learnt in this unit. Two bargaining situations.

References and Resources:

List only References and Resources specific to this assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this assessment.

Submitted by Jody Ziemann

Objectives:

Content:
Students will...

• demonstrate knowledge of different types of music currently popular in Spanish-speaking countries by describing the style and instrumentation

 

Cultural:
 

 

Language: Content Obligatory
Students will...

• use basic music vocabulary to discuss different types of latino music with words/phrases such as salsa, merengue, bolero, etc.  as well as specific musical instruments pertinent to the artist/group chosen

Language: Content Compatible
Students will...

• use sequencing vocabulary to order important events such as primero, después, luego, por fin
• use terms for musical instruments applicable to their musician/group such as guitarra, tambores, claves

Learning Strategies / Social and Skills Development:
Students will...

• use a graphic organizer to summarize knowledge of music styles

Time Frame:

One, 70-minute class period

Materials Needed:

CDs or websites with examples of different musical styles.

Description of Assessment (Performance Project):

Pre-Task: 
Ask general questions of students in the target language. 

¿Les gusta la música? 
¿Qué grupos o cantantes les gustan?  ¿Cuáles son tus grupos favoritos?¿Sabes de dónde es tu cantante favorito?
¿A cuáles grupos/cantantes hispanos conocen? 
¿De dónde viene(n)?                   ¿Dónde está el país en el mapa?¿Qué clases de música concoces?  (salsa, tejano, cumbia, etc.)           ¿Qué instrumentos musicales conoces?                                       ¿Tocas un instrumento?

DURING TASK:

Students will answer questions listed above (and any other appropriate questions that come out of the conversation).

 Expansion/conversation activity/game:

Lotería Humana:  The first part of this activity is done in a "mixer" format.  Each student receives a copy of the game board.  Students are to ask others in the class the questions and note their answers and names in each square.  After each student has completed the game board, play bingo with them.  You call the students' names, they cover them with a bingo chip and call "bingo" when they have four in a row.  Then, in order to win, they must report the information to you that they learned from each person.  Give a small prize for each winner.

Next, play examples of various styles of latin music.  Students should describe the music and list any instruments they hear.  If they know the musician/group, they can fill it in too.  From the provided list, see if they can choose the name of the style. 

POST TASK: 

Assignment:  Have the students write a short paragraph  in which they select their favorite latin musical style.  They need to support their choice with why and

Assessment:

References and Resources:

Latin Grammy CD's from the current, as well as previous years.  (Available at most music stores which carry latin music.)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Music style, singer(s), instruments graphic organizer

attachments/214/exact_filename.ext

Excel

Lotería Humana

Submitted by Melinda Reyes

Objectives:

Content:
The students will

• access prior knowledge for talking about the weather and playing and practicing sports. 
• understand and be able to use present tense of jugar and practicar.
• using weather vocabulary with hacer to talk about weather conditions on the maps of Indiana, Puerto Rico and Spain. 
• Use the weather conditions to talk about what sport activity could be practiced in those weather conditions.

 

Cultural:
Students will

• create a ____ diagram to demontrate the different weather conditions, sports interests according to location (Indiana, Puerto Rico and Spain).

Language: Content Obligatory
Students will...

• The students will use hacer and estar to talk about weather conditions in Indiana, Puerto Rico and Spain.
• Talk about different sports that are played during the different seasons in the three locations.
• use maps, internet websites to investigate different temperature

 

Language: Content Compatible
Students will...

• use prepositional phrase "En" + location to talk about place 
• know the months and seasons of the year 
• be familiar with vocabulary for sports

Learning Strategies / Social and Skills Development:
Students will...

• work cooperative to find information that pertains to weather and sports in Puerto Rico and Spain.
• work cooperatively in pairs to match locations and weather and sports activities and connect to the Indiana, Puerto Rico and Spain diagram.

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Barbara Janssen

Time Frame:

Interpretive - 20 minutes Interpersonal - 60 minutes (4 minutes max for 15 groups of 2 students) When not doing the assessment, students work on the presentational aspect. Presentational - 60 minutes (2 minutes max for 30 students)

Materials Needed:

Interpretive - reading

Interpersonal - One painting each by each of the ten artists.  Found on websites or postcards or reprints in books.  

Description of Task:

Interpretive - Students read an authentic description of a painting of a Renaissance artist and one of an Expressionist artist.  Each student then completes a Venn diagram of the two styles. 

Interpersonal - Student pairs look at two paintings, one by a Renaissance artist and one by an Expressionist.  They discuss which one they prefer and why.  The teacher completes a checklist of content-obligatory language and content.  Paintings on the web can be used or ones from books or postcards.  They can be ones we have already studied.

Presentational - Students find another painting by one of the ten artists studied and bring a copy of it for the museum. Size must be at least 8 1/2 x 11 and in color.  Each plays the role of a tour guide and explains the new painting to the rest of the tour group (class).

References and Resources:

List only References and Resources specific to this assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this assessment.

Submitted by Holly York

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

• Use subjonctive mode with impersonal expressions of necessity such as il faut que, il est essentiel que, il est nécessaire que to express the types of action required to preserve the environment.
• Use environmental vocabulary such as recyclage, déchets nucléaire, pollution, ressources renouvelables, effet de serre

Language: Content Compatible
Students will...

• Use word families and cognates to derive meanings of new vocabulary eg.:  recyclage--recycler     pollution--polluer, polluant

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

One 50-minute period

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

formative

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Noriko Fujiokaito

Objectives:

Content:
Students will...

• demonstrate understanding application processes and credit transfers of study abroad programs as well as international student life in Japan. 

Cultural:
Students will...

• learn how to socialize with Japanese students and understand the benefits of participating in extra-curricular activities on university campus in Japan.
• understand advantages of home stay for international students and housing conditions in large cities such as Tokyo.

Language: Content Obligatory
Students will...

• use conditional forms to describe information when students go to Japan to study using words/phrases/expressions such as ~ba~hodo, ~igai-no/~igai-ni, ~zu, Kanarazushimo~to iu wake-dewanai, N bakari, Narubeku, V (plain) beki.

Language: Content Compatible
Students will...

• use complex sentences (e.g., toki) with the conditional forms (e.g., ~ba, ~to, ~tara) to describe the situations where students are in Japan to study.

Learning Strategies / Social and Skills Development:
Students will...

• analyze the system of study abroad and an international  students' life in Japan to comprehend and summarize the reading passage.
• work collaboratively to complete expression exercises and summarize the reading passage.

Time Frame:

 

 

Two 50-minute class sessions and 1-2 hour homework assingments

Materials Needed:

Reading Material:

• Miura, A., & McGloin, N. H. (1994). Ryuugaku Johoo (p. 54) An Integrated Approach to Intermediate Japanese.: Tokyo, Japan: The Japan Times.

Expression Exercises (Attachment 2)

Description of Assessment (Performance Project):

Introduction:

This lesson provides students with fundamental background information so that they can continue to deepen their understanding about study abroad programs and cross-cultural adjustment using other resources. In this lesson, therefore, after their minds are set by a brief discussion on study abroad and going to Japan, students build vocabulary, expressions, and grammar by understanding and getting familiar with the theme of a reading passage. Depending on the students’ abilities, skimming a reading passage could be included in Day 1 lesson or Day 2 lesson. Although research results do not show reading aloud helps develop reading comprehension, the teacher should have students read the reading passage aloud to make sure that they can read Kanji (Chinese characters). In order that they can negotiate language content tasks in the next lesson, students summarize the information using grammar, expressions, and vocabulary, which were explained by the teacher.

(Day 1)

Pre-task :

1. The teacher asks students what they can imagine if they hear "study abroad" or "trip to Japan" and draws a mind-map on the board.
2. Students briefly discuss if they want to study abroad and why they think so.

During-task:

1. To have students familiarize grammar and expressions used in the reading passage (Attachment 1), the instructor explains using the Expression Exercises handout (Attachment 2). After explanations, students work collaboratively to complete exercises and practice the answers orally afterwards.
2. Referring to the vocabulary list which consists of words related to an academic life in the textbook and reviewing the grammatical items and expressions which were covered during Task 1, students listen to instructor’s reading a passage (Attachment 1) and skim it.

(Day 2)

3. To make sure that they can read Kanji (Chinese characters), students read each paragraph together aloud. If

time permits, each student is called and read one sentence. After reading aloud, students understand each

paragraph with instructor’s sentence structure explanations which focus on conditional forms and build basic

ideas about systems of study abroad and international student life in Japan.

Post-task:

Based on the knowledge obtained through during-task activities, students collaboratively summarize the reading passage orally within groups using vocabulary with regard to college life, conditional forms, and expressions covered in the Expression Exercises handout (Attachment 2).

[Homework]

Students conduct their research to collect study abroad information by visiting websites and using books. Two websites are suggested (see References and Resources) and they will then search for additional sites on the topic.

Assessment:

1.                  The expression handout (Attachment 2) is collected and the exercise part is graded to see if the students understand the explanations of grammar and new expressions.

2.                  The oral summary is evaluated to see how much information on study abroad programs students obtained correctly.

References and Resources:

Textbook:

Miura, A., & McGloin, N. H. (1994).  Ryuugaku Johoo (p. 54) An Integrated Approach to Intermediate Japanese: Tokyo, Japan: The Japan Times.

Websites:

StudyAbroad.com Country Home Pages (English)

http://japan.studyabroad.com

Ryugakusei seikatsu-no-tame-no Rinkushu (Links for Foreign Students' Life) (Japanese) http://cfrp.shinshu-u.ac.jp/staff/bao/internat/Life.html

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. Reading Material

2. Expression Exercises

Attachment 2: Expression Exercises

Submitted by Noriko Fujiokaito

Objectives:

Content:
Students will...

• demonstrate understanding about international student life in Japan (e.g., daily life in a dormitory or an apartment) as well as study abroad programs in Japan using their knowledge acquired from a variety of resources they accessed.
• identify the roles of host families and friends for international students.

Cultural:
Students will...

• demonstrate understanding about how international students interact with friends through extra-curricular activities as well as daily life and host families while on vacation.
• gain an insight into yearly events such as New Year's Day in Japan.
•  Identify potential difficulties of cross-cultural adjustment and demonstrate understanding about how to solve the problems which might be caused from cultural differences.

 

 

Language: Content Obligatory
Students will...

• comprehend and use vocabulary related to college life and new idiomatic expressions such as (~ba~hodo, ~igai~no/~igai~ni, ~zu, Kanarazushimo~to iu wake-dewanai, N bakari, Narubeku, V (plain) beki) learned throughout the previous lesson.
• use comparative sentences and vocabulary related to college life (introduced in Lesson 1) to compare and contrast college students' life in Japan and the US and to discuss advantages and disadvantages of study abroad.

Language: Content Compatible
Students will...

• use the conditional forms (e.g., ~ba, ~to, ~tara), complex sentences (e.g., toki) to describe international students' college life and daily life.
• use honorifics (polite expressions/forms) learned in the previous year course to ask questions about the society and the college life in Japan to interviewees.

Learning Strategies / Social and Skills Development:
Students will...

• analyze the cultural differences between the educational systems and the roles of host families and friends by working collaboratively to describe international college life and daily life.
• develop organizational skills by synthesizing data obtained from their research and summarizing information about study abroad programs.
• engage in active participation through the discussion with interviewees.
• foster critical thinking skills by generating pros and cons of study abroad.

 

Time Frame:

Three 50-minute class sessions and 30 minute homework assignments

Materials Needed:

• Videotape: Nihon Shokai Video Series Nihonjin no Life Style  THE WAY OF LIFE IN JAPAN Ryugakusei Daresu to Tahman FOREIGN STUDENT IN JAPAN: DARES AND RAHMAN NHK International Kokusai Koryukikin Kikaku, Seikatsu
• Comprehension Check Worksheet (Handout 1)
• Interview Sheet (Handout 2 )

Description of Assessment (Performance Project):

 Introduction:

 

Lesson 2 is comprised of three-day lesson plans.  On Day 1 and Day 2, students’ views toward study abroad are enhanced by viewing videotapes which shows them real international student life of two college students from Asian countries and interacting with people who actually studied in Japan.  At the same time, students utilize the vocabulary, expressions, and grammar introduced in Lesson 1 to ask questions and comprehend the videotape.  On Day 3, students identify advantages and disadvantages of study abroad and express their opinions during debate, using their linguistic knowledge and  information obtained through resources.  At the end of this lesson, students summarize their opinions based on the viewpoints broadened through oral discussion.

Day 1

Pre-task:

Students briefly discuss the potential problems (e.g., students need to negotiate with their universities to transfer credits in case where students went to study abroad without partnerships; they might not be able to make any friends if they are very busy in studying and cannot participate any extra-curricular activities; or their staying in large cities is too expensive) using basic background knowledge obtained though the reading passage which was introduced in Lesson 1.

During-task:

1. Before viewing the video, the teacher distributes the Comprehension Check Worksheet (attachment 1).  Students read comprehension check questions so as to set their minds for topics of the video.
2. During viewing the video, students use the vocabulary learned in Lesson 1and watch for the answers to comprehension questions on the handout.  By focusing on two main characters in the video, students understand the perspectives of international students in Japan and realize some difficulties of their life (e.g., how to handle time constraints or limited financial budget).
3. After viewing the video, students are paired up and compare their answers of comprehension check questions.  If opinions (especially to Question 8, which elicits students' overall views of international student life during study abroad) are different, they discuss their perspectives of cultural differences between the US and Japan.

Post-task:

The class discussion is conducted to express their opinions about international student life in Japan (e.g., whether or not international student life is easier than they had expected, and if their life is hard, how they should handle the hardship). 

[Homework]

1. Students continue to conduct their research on study abroad by visiting websites and using books (Refer to the section of References and Resources in Lesson 1). 
2. Using the vocabulary and sentence structures learned in Lesson 1, students who have not studied in Japan for more than six months prepare interview questions using the first half of Interview Sheet (Attachment 2).  Students who have studied for more than six months recall their experiences in Japan and get ready for answering the interview questions.

Day 2 

 

On Day 2, students are divided into two groups—students who have never or not studied in Japan more than six months belongs Group 1, and the second group is comprised of those who have studied in Japan for more than six months (if there are not enough students in Group 2, guest speakers who have been to or come from Japan are invited from a community.  Also, the teacher can play a role of an interviewee). 

 

Pre-task:

 

Each student in Group 2 very briefly provides his or her background about college/school life in Japan.  While listening to interviewees' experiences (e.g., place and duration of study), the students in Group 1 decide whom they are going to interview.

 

During-task:

 

The students in Group 1 ask their questions to two or three people in Group 2 so that they can acquire multiple viewpoints about Japanese society.  The discourse of interviews should be extended from each single question so that the students in Group 1 can synthesize deeper views learned through interactions during  their interviews afterwards.  The teacher watches the time and make sure students to interview at least two people.

Post-task:

Students summarize the findings of their interviews by integrating results of their previous research using resources such as websites.  (This activity could be done in writing or as a group discussion.)

 

Day 3

 

Pre-task:

While synthesizing the findings through video-viewing, interviews, websites, etc., students point out positive and negative aspects of college life in Japan.  The instructor lists them in the table which shows the advantages and the disadvantages on the board.

 

During-task:

Students discuss advantages and disadvantages of study in Japan and decide their positions (i.e., whether or not they want to go to Japan to study).  Based on their positions, a debate is conducted.  One of the students whose Japanese proficiency is fairly high leads a discussion as a referee.

 

Post-task:

Students write the short summary paper (Attachment 3) which indicates their positions including the reasons why they want to go to Japan to study or not.  This summary paper is collected and evaluated using the Summary Paper Rubric (Attachment 4) by the instructor after class.

Assessment:

1. The oral summary of a reading passage is evaluated in class according to how well students could obtain information.
2. The Comprehension Check Worksheet (Attachment 1) is collected and used as an evaluation of how well students could understand about international student life.
3. The Interview Sheet (Attachment 2) is collected and evaluated from the perspectives of  grammar and vocabulary accuracy and content.  The first half is evaluated by assessing how well students used expressions and vocabulary introduced in Lesson 1.  Using the last half of the Interview Sheet, how well students developed the insights into international student life in Japan is evaluated.
4.  The first summative evaluation is conducted using the summary paper worksheet (Attachment 3).  This summary is evaluated by using the summary paper rubric (Attachment 4), which consists of five criteria—1) Organization of expressing ideas, 2) Understanding of topic, 3) Accuracy of content information, 4) Completion of work, and 5) Accuracy of language use. 

References and Resources:

Videotape:

Yookoso Nihon e Starting Your Life in Japan--Kaigai Gijutsusha kenshu Kyokai Three A Network.

Websites:

StudyAbroad.com Country Home Pages (English)

http://japan.studyabroad.com

Ryugakusei seikatsu no-tame-no Rinkushu (Links for Foreign Students' Life) (Japanese)

http://cfrp.shinshu-u.ac.jp/staff/bao/internat/Life.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 1: Comprehension Check  Worksheet
Attachment 2: Interview Sheet
Attachment 3: Summary Paper
Attachment 4: Summary Paper Rubric

Submitted by Kimberlie Peterson

Objectives:

Content:
Students will...

• identify emotions they are familiar with.
• recognize the many different emotions people can feel.
• identify different reasons people feel  emotions.

Cultural:
Students will...

• Compare and contrast the way emotions are associated with colors in their native culture with how they are associated in other cultures.

Language: Content Obligatory
Students will...

• Use the present tense form of the verb "to be" to express how they or a classmate is feeling using the following vocabulary words in phrases such as:    "I am sad, She is ecstatic, They are confused."

exhausted, confused, ecstatic, guilty, suspicious, angry, hysterical, frustrated, sad, confident, embarrassed, happy, mischievous, disgusted, frightened, enraged, ashamed, cautious, smug, depressed, overwhelmed, hopeful, lonely, lovestruck, jealous, bored, surprised, anxious, shocked,shy

• use the casual connector "because" to explain how they think a book character or classmate is feeling.  For example, "She is ashamed because she got a bad grade on her report card. He is anxious because he keeps looking at his watch."

Language: Content Compatible
Students will...

• Use second person singular verbs in the present tense to form simple questions to find out how classmates are feeling: "How are you feeling today?  How are you?  Why do you look so sad?  Why are you smiling?"
• Use present tense to indicate agreement/disagreement when identifying emotions with phrases like, "I think ____ because ____" or "I disagree/agree because ____".

Learning Strategies / Social and Skills Development:
Students will...

• Brainstorm emotions using a concept map
• Discuss a story that illustrates a person and their emotions in particular circumstances.
• Work in groups using emotions cards/sticks to practice asking each other how they feel.

Time Frame:

Three lessons of 40 minutes each

Materials Needed:

• Book:  The Way I Feel by Janan Cain (Can be found at 'Barnes and Noble' stores or online)
• Poster "How Are You Feeling Today?"
• "Emotions Web" handout for each student and an overhead copy for the teacher
• rubric for final presentation
• notecards or popsicle sticks with the 30 emotions from the poster written on each one
• Venn Diagram titled "Colors, Feelings and Culture". Make at http://www.carla.umn.edu/cobaltt/scaffolds/GO/EDITABLE.HTM

Description of Assessment (Performance Project):

** Session 1 **

Pre-Task: 
1.The teacher skips into the room with a smile in his/her face humming or whistling and asks, "How do you think I feel today?"  Students are given an opportunity to respond.  Each response is written by the teacher as a line out from their web on the overhead.  Teacher asks more probing questions such as, "how do you know?"  What clues did you use to come to that conclusion?" The answers to these questions are written on the web connecting to that "happy" emotion.  Once students have watched and participated verbally in a discussion about the happy emotion the teacher illustrated with his/her actions, pass out the webs for each student.  Students copy the information from the overhead and then add any additions. 

2.  Do a THINK/PAIR/SHARE to brainstorm more emotions that students are familiar with:  1 minute to think.  1 minute to pair with a partner, whispering what they came up with and adding
any more ideas.  2 minute (MAX) blitz to share with the larger group all the emotions they could think of.  Teacher lists quickly on the board (Not on the overhead sheet - List needs to be orgamized into the web later.) 

During Task:
3.  After the list is complete with emotions the children are familiar with, pick out a few common ones in your head (ie: sad, afraid, mad) ask for volunteers to act out each emotion while the rest of the class watches. 

Once each emotion is acted out, add them to the web, modeling on the overhead while they write them down on their own maps.  Talk about each one as you go. 1.  "When do you feel that way?"  2.  "Why do people feel that way?"

After the actors are done and the information is on the concept map, add the other emotions from the list and talk about them. 1.  "When do you feel that way?"  2.  "Why do people feel that way?"  Responses should be added to the web. 

Post-Task:
4.  At this point introduce the unit:  "Exploring our Emotions" to the students.  Give them an overview of what will happen in the upcoming week: 

• We will be reading a Story called "The Way I Feel," by Janan Cain
• We will be learning more about the many different emotions to create power point/hyperstudio presentations to teach the younger/or newer ESL students about emotions.  You now know you will be making school easier for others.
• Projects will include synonyms, cognates, poems, and stories that illustrate each particular emotion. 

5.  Pass out the rubric and explain the project guidelines and what is expected in detail.  Collect again to distribute closer to the final deadline.  Post one for reference in the room.

Pre-Task:
6. Pass out the graphic organizer titled, "What Color Do you Think of?"  They fill it in for themselves.  What colors do they think of for each emotion?

7.  Introduce the book "The Way I Feel" by Janan Cain. Tell students we will take a picture walk before reading the book.  They will be asked to guess how the main character is feeling based on the pictures.  Student will use the phrase, "I think ______  feels ________ because _____________.    

During Task:
8. After the picture walk, the class will read "The Way I Feel" by Janan Cain together:  If every child can have their own copy to follow along in all the better, but otherwise the teacher can read it aloud to the children stopping along the way to discover, by asking probing questions:

• If our guesses were correct.
• the reasons the character feels the different emotions
• The differences between more hard to distinguish emotions such as angry vs. dissappointed or jealous, happy vs. proud or excited etc. 
• colors that they notice are associated with the emotions:  red = angry, yellow = happy, gray=sad etc. They will fill in the graphic organizer for each emotion illustrated in the book.

Post-Task:
9.  Once the story is finished review the colors used in the story associated with different emotions.  Ask students to share any similarities bewtween the colors they think of and the ones used in the book.   

10.    In the remaining spaces, they can fill in names of people in their family.  At home, students can interview family members to find out what colors they think of for some of the more common emotions. 

** Session 2 **

Pre-Viewing:
1.  Add any new emotions to the web (From yesterday's lesson or emotions they talked about with their family members).

During-Viewing:
2.  Have students take out their homework from the following night.  Using the same graphic oraganizer students used for their homework, introduce the following video clips using a globe or map to indicate where the video was filmed and what culture the people are from.  Ask students to pay careful attention to color during each clip:

• Life is Beautiful, a film by Roberto Benigni.  Culture:  Italian, Focus:  Scene 2. Green.
• It All Starts Today, a film by Bertrand Tavernier.  Culture:  French, Focus:  Scene titled "A Big Party". Multicolored.
• The Road Home, a film by Zhang Yimou.  Culture:  Chinese, Focus:  Scene 28. Red.

**Note to teacher.  These are scenes depicting the emotion of happiness where a focal color stands out above the others.  Try to prepare students to look for this as they watch these scenes. 

Post-Viewing:
3.  After the video, students should be divided into small groups of 3 or 4 to compare their observations with their neighbors.

4.  As a whole group, review the clips again stopping to talk about student impressions.  Compare these color choices with what they discoverd after talking to their families and also reading "The Way I Feel".  What are the differences?  What are the similarities?  What more do students want to discover?  Use a Venn diagram titled:  Colors, Feelings and Culture.

5.  Introduce the poster by Creative Therapy Associates as a reference for students.  Explain that we will be working more with it as the week progresses.  Allow student time to check out all the faces and find the emotion that best fits how they are feeling today.

6.  Once they have picked out a face that fits them, ask them to copy the emotion and write a paragraph explaing how they are feeling for homework in preparation for the next lesson

** Session 3 **

Pre-Task:
1. Review key phrases they will need for the task with them on the board:

• How is s/he?
• s/he is ___________ because _________.
• How are you?/How are you feeling today?
• I am ____________. or I'm ___________.
• I think ____________  because _____________.
• I agree/disagree because ___________________.

2. Break the students into groups of five students.  Each student will receive an emotion card or stick (depending on what you prepared).  Each person will be asked to act out their emotion for their classmates who will then guess what emotion they are "feeling". Once the feeling is guessed, each group will use the assigned roles below, to practice talking about feelings:

• Time Keeper:  This student ensures that only 4 minutes is spent on each emotion.
• Interviewer:  This person will ask each person in the group each of the above questions.  After each person answers the question, "How is s/he?",  The interviewer then asks the actor, "How are you?".   The interviewer will be interviewed last by the first person s/he interviewed.
• Language Facilitator:  Listens carefully to language used by the students.  Helps provide vocabulary and correct structures by monitoring the language with that written on the board.
• Emotion monitors (2): the rest of the people in the group will monitor the understanding of the emotions:  (If Bobby had happy on his stick but frowned when he acted out his emotion, the monitors need to speak up using the practiced language.)

During -Task:
1.  The students form a circle on the floor.  Using four (4) minutes for each emotion, they will act, interview and discuss.  The teacher is circulating to check progress, answer questions and listen for new vocabulary and correct use of expressions.

Post-Task:
1.  (If time) Students will come back to the large group and willing actors will come up to act out their emotion and get students to guess how they feel.  Short discussions will follow each act using the language on the board.

2.  Students share their findings from the interviewing process they did the night before with their families.  Compile the data and look for simmilarities and differences between the two cultures regarding color associations.

3.  Students will add any emotions or describing words to their concept web that they started at the beginning of the lesson.

Assessment:

Students will use their web and the phrases from the board to write what they learned/did today including any new vocabulary and describing the emotions using the phrases practiced in the small group session. 

Completed webs can be turned in to the teacher to see how deep the understanding is of each emotion.  Informal observation should happen as students work in groups.

References and Resources:

Cain, Janan. (2000).  The Way I Feel. Parenting Press 
Purchase at Amazon.com

It All Starts Today  directed by Bertrand Tavernier found at Hollywood Video for a rental fee of approximately $4.00 or purchased online at http://www.cduniverse.com/search/xx/movie/pid/5280933/a/It+All+Starts+Today.htm

Life is Beautiful directed by Roberto Benigni found at Hollywood video for a rental feel of approximately $4.00 or purchased online at  http://www.amazon.com/exec/obidos/tg/detail/-/B00001U0DP/002-6004452-8232020?v=glance

The Road Home directed by Zhang Yimou found at Hollywood Vieo for a rental fee of approximately $4.00 or purchased online at http://us.yesasia.com/en/PrdDept.aspx/pid-1002583107/code-c/version-cn/section-videos/did-106/

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Emotions web

Project Rubric

"What Color Do You Think Of?"    

Submitted by Holly York

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Holly York

Objectives:

Content:
Students will...

• Study commerce équitable
• necessities for future lifestyle habits in order to preserve the human habitat for future generations

Cultural:
Students will...

cross-cultural implications:  attitudes toward nuclear energy, comparisons of consumption of resources

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

one 50-minute period

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Olga Livshin

Time Frame:

2-4 50-minute periods (depending on the number of students) 

Materials Needed:

• A computer with PowerPoint software that supports Cyrillic fonts
• An LCD projector for projecting the PowerPoint presentations
  • Alternatively, if access to this equipment is not possible, the instructor can ask the students to present with other visual materials (for example, posters or handouts).
• A server with enough space for student pairs to store their files in preparation for the presentations, made accessible to students, or one ZIP disk for each pair of students (if ZIP disks are used, computers must have ZIP drives) or another type of memory storage.
  • Note: Floppy disks do not have enough memory storage space to store PowerPoint files.

Description of Task:

Final Presentation in PowerPoint

Basic explanation of the task:

In pairs, students put together a presentation аt least 10 - 12 minutes in length using PowerPoint, comparing and contrasting behavior proposed to either men or women in two advice texts (found online). For a detailed description of the assigment, please see the section entitled "Your Final Presentation" on the Website for this unit (see attachments). Students also receive the rubric for the final presentation during Lesson 2, Day 2 (also attached to the Unit Assessment).

Important points about the task (to be emphasized to the students at the end of the period of Lesson 2, Day 2):

• Students are encouraged to choose websites to be analyzed from the list on the Website for this unit. If they would like to work on sites other than those specified, they must get them approved with the instructor before beginning to work on them.
• Beyond providing the basic knowledge about these two texts (for example, whether each site emphasizes stereotypical masculinity or femininity or departs from the stereotype in some way), students will need to pick a question or theme that will be central to their presentations. The presentation will be focused on that question or theme: compare and contrast how the texts treat this question or theme. Contrast can be due to two authors' contrasting points of view or two dissimilar milieus where gender is understood differently, or both. The idea is to get several varying perspectives on areas of gender in the contemporary Russian society. For example, a presentation can focus on the differences in the behaviors recommended in a text from a Christian site and from a popular advice site to a man in a situation involving extramarital relationships.
• In the comparative analysis, comparisons and contrasts should be concrete, showing work with the actual texts, rather than students' existing ideas about, for example, what a religious group would say about a certain question. The comparisons and contrasts should be made in a meaningful manner, to support the points about the main differences between the sites. Students should specify the importance of the specific comparisons and contrasts to the main points.
• Because this is a group project, partners must be engaged equally in both the preparation and presentation of the task.
• Students should maintain eye contact with your audience whenever possible. They should refrain from reading from a sheet of paper in a monotonous manner.

Using the PowerPoint software to enhance the presentation (points to emphasize to the students during PowerPoint Tutorial/Group Work Day):

Using PowerPoint software, students will have the opportunity to present their comparative analysis of two texts in a clear, easy-to-follow, and engaging manner. They will not be showing anything on the Internet; instead, they will incorporate fragments of the texts and images (where appropriate) from the websites into their PowerPoint Files.

To make the most of the software for this presentation:

• Clarity. During the Tutorial/Group Work Day, when talking to the students about the specifics of using PowerPoint for the presentation, encourage students to use PowerPoint while conceptualizing their presentation. Work with PowerPoint in "Outline" view, which will allow you to focus on the "big picture": the main points that you will make. This way, you will be able to focus your presentation and organize your points around the main idea. Then identify specific comparisons and contrasts that you can make and put them in as subordinate points to the main points that you are making.
• Easy-to-follow format.  Break down complex points into small, easily understandable "bits" of information. Use large font for maximal exposure of your points to your reader.
• Engaging the viewers. Use effective visuals. These can be images from the site that illustrate the text, or PowerPoint ClipArt, or other visual matter that uniquely supports the points made.

Process

Presentations will be made in class. After each presentation, there will be a Q and A period in which students can ask questions. Each student are required to come up with at least two questions throughout a class period in order to receive their participation grade for the presentation periods (see below).

Grading Breakdown: The final presentation vs. other assignments

This unit has a large facet of interaction and presentation by students to other students and the instructor. Therefore, a large percentage of the grade is dedicated to the final presentation and to participation, as follows:

• The final presentation counts as 55% of the final grade for the unit
• Homework counts as 20% of the final grade.
• Participation counts as 15% of the final grade.
• Participation includes the work in small groups. The instructor takes not of student involvement in, and substantive contribution to, the group effort by walking around the small groups and occasionally joining the small groups.
• Participation in Q and A periods after each presentation counts as 10% towards the final grade.
• At least 2 questions during each class period during presentations should be asked by each student. Questions should be of relatively high quality: presenters deserve to be heard and engaged in dialogue. Therefore, students are asked to take notes and ask substantive questions.

References and Resources:

• Liz Perona, "Evaluación," Website for the CoBaLTT project ¡Arriba España! o ¡Viva La República! La Guerra Civil Española. Online at http://www.carla.umn.edu/cobaltt/lessonplans/attachments/95/webquest/webquest.html, viewed January 10, 2005.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Rubric (Rubric), created in Adobe Acrobat
• The website for this unit (attachments/220/index.html) and the English translation of it (attachments/220/index_eng.html)

Submitted by Kimberlie Peterson

Time Frame:

Two periods of 40 minutes each day.

Materials Needed:

• Computers loaded with Hyperstudio or PowerPoint. 
• Projector able to project students powerpoint presentations onto a screen
• Paper and materials to create invitations
• Rubric for grading

Description of Task:

Pre-task: 
Students will compile the unit activities (Graphs, stories, poems, etc), and any other information, pictures or work that will compliment their emotion, into a powerpoint or hyperstudio slide show. 

Students will complete their Hyperstudio project, which will be guided by the rubric. 

Students will spend several class periods practicing with and in front of their peers. 

During Task: 

Students will present their hyperstudio projects to an audience of younger students in a formal presentation.  The teacher can evaluate using the rubric while each student is presenting.

NOTE: Please note that another language activity that will compliment the slide show would be writing formal invitations to younger students.

Post Task:

1.  After their audience has left, the class can debrief and talk about how the presentations went, feeling beforehand and afterwards, observations, etc. 

2.  Students can do a quick write to share their feelings of the project, presentations, give feedback to the teacher etc. 

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Example PowerPoint

Example HyperStudio

Scoring Rubric for HyperStudio (or PowerPoint) project

Submitted by Barbara C. Anderson

Time Frame:

Seven 50-minute periods

Materials Needed:

• Computers
• Attachments (list of historical figures, project description and checklist, rubrics for written and oral presentations)

Description of Task:

Students will demonstrate knowledge of a key figure from the Middle Ages by introducing themselves as that person and presenting their background and importance. They will answer the question "Why am I remembered today?" In answering this question, they will describe their life and accomplishments. If possible, they will do their presentations in the context of a school event to which other classes would be invited.

• Students will choose their historical figure (or names may be drawn at random) from a list provided by the teacher (see attachment). 
• They will then spend several days in class working on the research and writing.
• The remainder of the research and writing will be done at home.
• They will use the attached description of the project, checklist and rubrics to complete their project. (see attachments)
• They will hand in the written version of their presentation.
• They will present their completed speeches to the class.
• Students will take a multiple choice quiz put together by the teacher from questions prepared by the presenters. 

-------------------------
As before, the final presentation might be in the form of a presentation assisted by multimedia (e.g., using PowerPoint).  If computers are available, an important part of the research process and gathering of material for the presentation will be done in computer labs equipped with Internet connection (or at home if all students are equipped, which is rarely the case). If this option is possible then some modifications need to be done to the final assessment and a precise rubric needs to be created to assess the effectiveness of students’ use of technology and multimedia to support their presentation. Also, students will be encouraged to use asynchronous/synchronous communication to try to contact experts in the field (e.g., historians, scholars, etc.), post questions on specialized web sites discussion boards, and to try to benefit from others’ expertise. This will be included in the rubric as a chance to gain extra points (“additional point section”) for those students who always want to do more.  All traces of communication will need to be recorded and presented to the teacher as proof that such attempts have been made. The attempts (successful or not) will be rewarded though only the actual success of the enterprise will qualify for the maximum points.

Finally, students’ final project will be published online (placed on the school server if existing) to be shared with others and stimulate future projects by modeling exemplary work.

References and Resources:

Lenard, Y. (1997). Trésors du Temps, Glencoe McGraw-Hill, New York.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• (SA listepershist) List of historical figures for final task.
• (SA desc&cklst) Project description and checklist.
• (SA rubrorpres) Rubric for the oral presentation. 
• (SA rubrwrpres) Rubric for the written presentation.

Rubric for multimedia presentation

Submitted by Kimberlie Peterson

Objectives:

Content:
Students will...

• Identify possible reasons for human beings to experience different emotions (e.g., "receiving a diploma" = happiness, "death in the family" = sadness, etc)

 

Cultural:
Students will...  

• compare and contrast how different students from different cultures view and express emotions differently.

Language: Content Obligatory
Students will...

• Use "because" and "when" clauses to explain cause and effect such as, "I feel afraid because a snake slithered in front of me." or "She feels confident when she knows the answer."

Language: Content Compatible
Students will...

• Use present tense to indicate agreement/disagreement when identifying emotions with phrases like, "I think ____ because ____. or I disagree/agree because ____."

Learning Strategies / Social and Skills Development:
Students will...

• work in groups or pairs to use emotions and scenarios from the book, The Way I Feel and beyond to do a "feelings sort" and begin their hyperstudio project.
• develop their skills of using Hyperstudio software.
• look for cognates of emotions vocabulary in their home language.  For example:  Anxious = ansioso(Spanish)

Time Frame:

2 periods of 40 minutes

Materials Needed:

• How are you Peeling? by Joost Elffers, Joost Elffers, Saxton Freyman (Illustrator)
• The Way I Feel by Janan Cain for reference
• Exploring Emotions Game (found in the handouts section. Needs to be copied and cut out - emotions only for Feelings Sort activity and all the cards for the Exploring Emotions game)
• website: http://www.do2learn.com/games/facialexpressions/index.htm
• A variety of books dealing with feelings: Stories, poems etc.

Description of Assessment (Performance Project):

** Session 1 **

Pre-task:
Review some of the emotions from the first Lesson.  Have one student say the emotion, then the rest of the class makes a face to demonstrate it.

During-Task:
Students will log onto http://www.do2learn.com/games/facialexpressions/index.htm
Using the corresponding hand out and the programmable face found on this site, students will create faces that correspond with the following emotions:

Happy, sad, amazed, shocked, jealous, angry, irrate, disappointed, etc. 

Post-Task:
Each face they create should be copied onto their handout to be used later in the lesson to compare their perceptions to the majority culture. 

Pre-Task:
Teacher will build background for the story, "How are you Peeling." by reviewing the following vocabulary and expressions:

• Rhyme/meaning:  specifically Peeling/Feeling
• "Friends drop by"

Teacher will lead students on a picture walk.  Students can predict the emotion they think each fruit or vegetable is feeling based on their perceptions.  Predictions can be written down on the handout "How are you Peeling Predictions"

During-Task:
As the teacher reads the book, students can check their predictions.  Teacher and students should be encouraged to stop and talk about differences during and after reading. 

Post-Task:
Teacher leads a discussion about how different cultures express emotions. 

Homework:
Students should bring home their "Facial Expressions" handout with their perceptions of how emotions are expressed.  They will interview their parents to find out their perspectives.  They should complete and report to the class.

** Session 2 **

Homework Review:
In the large group, students share what they found out at home from their parents and share the facial expressions with the larger class.  The teacher can help the students conclude that in some cultures people may express the same emotions differently.  Some on the otherhand may be the same. The differences are OK. 

Pre-Task:
Teacher will explain the opening task: 

• We will be doing an activity called a "feelings sort".  You will be working in small groups to sort the cards into the proper emotions category.  (Show them an example on the board or overhead with one of the more common feelings like happy or sad.)
• We will sue the following to express our opinions: 
  "I think _______  should go _____ because_________.  We should change this emotion to _____ because ______."
• Once your cards are sorted you will display the sort in your work space for others to see.
• You may need to explain your reasons for sorting the cards the way you did.

Assign, number off or allow students to choose groups of three to four students for the "Feelings Sort".

During-Task:
Once students are situated in their groups of 3 to 4 students each, pass out cards to be sorted.  Direct them to find the emotions first, then look for the descriptors and scenarios that go with that emotion.

Once students are underway, circulate and assist or redirect where necessary.  Listen to the language being used and possible language that could be addressed in a later lesson.

Post-Task:
After groups have finished or the twenty minutes has passed, The class will circulate together looking for differences in where they sorted or how they sorted the emotions.  Students should look for differences between groups and  should be encouraged to clarify their reasons for sorting the emotions the way they did and ask questions of their classmates.  Discuss if any of these differences are cultural.

Pre-Task:
In the large group, explain the game "Exploring Emotions"  (See directions on Handout in Handout section.  Game will have to be prepared beforehand) Highlight key language that the game uses:  "I feel ____  because ______."  Students pick partners and pick up materials.

During Task: 
Students play the game, Exploring Emotions. Teacher circulates assisting with understanding and use of the target language objectives.

Post Task: 
Students clean up their area and find their seats.  When they return to their seat they will see an "Emotions Inventory" (in handout section).  Here they can target the language objectives in writing.  Students will complete sentences revealing how they feel during particular circumstances.  This will be a great way to see if they are understanding all the specific emotions that are new to them.

Homework:
Give students a preview of what is to come.  Share the true story, "Afraid" with students. Tell them they will be writing a story of something that is happening in their life, beginning tomorrow.  Their homework will be to think about some significant events in their life and the main emotion that evoked.  Their homework is to write their top three choices on a piece of paper to be ready for the following lesson. 

Assessment:

Informal assessments using the "Emotions Inventory". 

References and Resources:

Freymann, Saxton & Elffers, Joost. (1999). How are you peeling?  Foods with Moods. Scholastic: New York.
Purchase at Amazon.com in English and in Spanish.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Facial Expressions

Afraid Story

Emotions Inventory 
How Are you Peeling Predictions
Exploring Emotions Game

Submitted by Noriko Fujiokaito

Objectives:

Content:
Students will...

• identify advantages of language learning in the targetted language speaking country and the system of exhcnage programs (e.g., awards of scholarships, and credit transfer).

Cultural:
Students will...

• identify culturally different aspects of human relationships with professors and friends in Japanese universities.
• learn how students can adjust themselves in a different culture and how culture shocks should be solved.

Language: Content Obligatory
Students will...

• use the conditional forms, vocabulary related to academic life, and new idiomatic expressions which were learned in the previous lessons.

Language: Content Compatible
Students will...

• use an appropriate speech style (e.g., plain forms vs. polite forms), which is suitable for each students' TV commercial.

Learning Strategies / Social and Skills Development:
Students will...

• develop organizational skills to summarize the obtained information and their opinions in a short period of time during producing TVcommercials.

Time Frame:

Two 50-minute class sessions and 1-2 hour homework assignment

Materials Needed:

Videotape

TV Commercials for Japanese Classrooms 2002: The Japan Foundation Japanese-Language Institute

Video camera and tape

Description of Assessment (Performance Project):

Introduction:

 

This assessment unit consists of one class session as a preparation for making a TV commercial and another class session which has students present their TV commercials.  On Day 1, students are exposed to Japanese TV commercials and learn how effective it is to use colloquial speech/plain forms in the images, music, and sound effects which infer or speculate about the meaning.  The selection of props and music and practice of presentation are done as a homework assignment.  On Day 2, each student presents their TV commercial which will be videotaped and evaluated using the rubric.

Day 1

Pre-task:

1. As a preparation for the Unit Assessment, students view short clips of Japanese TV commercials (no more than ten segments) to learn how they can effectively use the colloquial speech/plain forms, the images, music, and sound effects in the commercials they are going to produce to their target audience, who are college students learning Japanese in the US .  After viewing each segment, students discuss what commercial it is and why it is attractive.
2. Students start to have their ideas of TV commercials they are going to produce through brain-storming with their classmates.  The teacher distributes the TV commercial presentation rubric (Attachment), which consists of five criteria--1) Organization of expressing opinions, 2) Accuracy of content information, 3) Delivery of knowledge, 4) Presentation style, and 5) Accuracy of language use--and explains how their products will be evaluated.

[Homework]

 

Selecting the images, music, and sound effects, which can be incorporated with verbal messages in their commercials, students plan and rehearse their presentations.

 

Day 2

 

During-task:

 

Each student presents his or her TV commercial using visual aids (and/or music/sound effects).  All TV commercials are videotaped by the teacher.  Two native speakers of Japanese evaluate the students TV commercial projects while watching the live commercials (the evaluation sheet [Attachment] was given to the evaluators beforehand, so that they can be familiar with the rubric).  The teacher fills out the evaluation sheets while watching the videotape after class, without looking at two other evaluators' scores. 

 Post-task:

Students discuss what they have learned through this project regarding study abroad programs and cultural aspects of college life and the society in Japan.

Assessment:

The second summative evaluation/final assessment is conducted by videotaping each student’s TV commercial project whose purpose is to promote study abroad programs.  The products of TV commercials should be compiled all findings through research and interviews into in a short period of time.  Each TV commercial is evaluated by using the TV commercial presentation rubric (Attachment), which consists of five criteria—1) Organization, 2) Accuracy of information, 3) Presentation style, 4) Accuracy of language use, and 5) Knowledge.  In order to establish the reliability of this assessment, two native-speakers of Japanese and the instructor evaluate each TV commercial project.  After summing up the scores, students who receive the first to the third highest scores are awarded prizes.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

TV Commercial Presentation Rubric

Submitted by Holly York

Objectives:

Content:
Students will

•  identify threats to their natural environment
•  identify possible solutions to combat these threats

Cultural:
Students will .identify expressions that reflect a cultural viewpoint. Examples: "défendre le droit", "tous les enfants du monde," in the introduction. . express how this viewpoint compares with their own experience of attitudes toward the environment. [examine this document produced by the French Ministry on the Environment to find evidence of a cultural additude. 

For example, in the introductory letter we see Serge Lepeltier, a cabinet-level official addressing schoolchildren, "Respecter la Terre, c'est défendre le droit de tous les enfants du monde à grandir et à vivre dans un environnement préservé." This focuses on a child's duty to act responsibly for the good not just of those around him/her but for that of the larger human community.

In addition, this booklet prescribes self-disciplined behaviors to be practiced during vacation, thus there is a view into what vacations look like and the perceived importance of spending the time meaningfully.

These two points open the door to a discussion of the students' views of their own culture and what attitudes drive their own government's environmental policies.

]

 

 

Language: Content Obligatory
Students will use the affirmative and negative forms, present tense of the verb devoir to express behaviors friendly to the environment using expressions such as recycler, déchets, polluant, effet de serre (see attached vocabulary list.)

Language: Content Compatible
Students will use the present tense to make observations and formulate concerns regarding the environment. Students will use the interrogative adjectives quel / quelle / quels / quelles to pose questions about the resources, problems and practices proposed in the reading.

Learning Strategies / Social and Skills Development:
Students will use context, cognates and word families such as "pollution - polluer - polluant" to derive the meanings of environmental vocabulary encountered in the reading.

Time Frame:

One fifty-minute session

Materials Needed:

Leaflet, "Le p'tit écolo" available for download at http://www1.environnement.gouv.fr/article.php3?id_article=2528

Also attached as a PDF file (if permission is obtained) Graphic organizer table "Les gestes du p'tit écolo"

Description of Assessment (Performance Project):

Pre-reading: Brainstorm with students about vocabulary related to the environment and about their knowledge of environmentally sound and unsound practices they encounter in their daily lives. What resources are affected? What constitutes responsible use? What would be the eventual effect on specific aspects of our daily lives if everyone used resources irresponsibly? What if everyone used them responsibly?

During reading: Divide the class into three "expert groups" in order to participate in a jigsaw activitiy (Kagan, 1989, cited in Shrum & Glisan, 1994). The material has been divided into four sections (Group A, B and C), each charged with First, each group of students is asked to read their section looking for keywords. While reading, students are to focus on the following questions, filling in the table with their answers. They should also make an educated guess to answer the two or three environmental questions located under the image of the p'tit écolo. Quelles ressources sont mentionnées dans votre section? Quel problème est suggéré relatif à cette ressource? Quel geste de conservation devrait-on faire, selon le p'tit écolo? Quelle ressource / quel problème / quel geste a le plus de signification, selon votre groupe?

Post-reading: Students from each "expert group" will form a new "home group" with one person representing each of the original "expert groups." Each student representing the "expert group" will share information from their assigned section (the diagram; answers to the questions) with the newly formed "home group." The other students comprising the "home group" will be encouraged to comment or ask questions to the home group members.

Follow-up: A discussion with the whole class should take place. The teacher should ask students to speculate as to what body published the pamphlet and who is the target readership. They may be surprised to learn that the French government Ministry on the Environment produced it for distribution to school children. Discuss the visibility of environmental concerns in the present U.S. government and the likelihood of that body producing a similar document.

Assessment:

The teacher can use the diagrams, answers to questions, and participation during the whole class discussion to assess students' comprehension of the text.

References and Resources:

Shrum, J.L. & Glisan, E.W. (1994). Teacher's handbook: Contextualized language instruction. Boston, MA: Heinle & Heinle. 149-151. Le P'tit Ecolo

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Le P'tit Ecolo (ptit_ecolo.pdf)

La durabilité de nos ressources: menaces et défenses

Submitted by Holly York

Objectives:

Content:
Students will Expand their knowledge of environmental concerns by asking and answering questions in the card game "Enviro-quiz.

Cultural:
Students will Compare / contrast the concerns voiced in the questions of this game from Québec with those observed in the French booklet.

Language: Content Obligatory
Students will use relevant vocabulary to describe environmental concerns. Students will use interrogative pronouns to ask questions.

Language: Content Compatible
Students will.. use the disjunctive pronouns to designate the order of play within their groups: C'est à moi / toi/ elle / lui Use the expressions avoir raison / avoir tort in the present tense.

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

One 50-minutes period

Materials Needed:

Enviro-quiz cards available for purchase at____________ If lesson is to be done out-of-doors as designed, students are asked to bring a towel to sit on. worksheet for observations (handout)

Description of Assessment (Performance Project):

Preparation: A discussion of the natural environment makes much more sense if it is done out of doors. Scout the campus ahead of time for an appropriate place to hold class. This activity could also be done inside if necessary due to the unpredictable character of outdoor conditions. However, in that case an attractive feature of the lesson would be lost. Going outside provides a break in the normal routine, which can help motivate and also is an excellent opportunity for hands-on learning of environmental vocabulary. Tell the students they will be going outside to observe and describe natural conditions around campus.

Brainstorm vocabulary they will need to talk about their observations: trees, clouds, hills, streams, plantings, the presence or absence of natural areas and green spaces. They will also be listening and sniffing the air so they will need vocabulary for likely sounds and smells. They may also note blots on the landscape, such as construction sites, electrical wires or erosion. Before proceeding outside to the pre-selected site, caution students that all communication en route is to be in French (on pain of returning inside immediately!) even if they pass a friend who is not in the class (Salut!).

During: Have students spread their towels in groups of four. Each group will appoint a secretary to take notes for presentation to the class. The groups will then discuss what characteristics of place they observed on the campus: in addition to buildings and people, what elements of the natural and human-made world did they see? (birds, trees, sky, pavement?) What is the proportion of green spaces to buildings? What sounds are present? Can any odor be detected in the air? Is there visible evidence of environmental concern (recycling bins, botannical labels for trees, etc,) or lack thereof (trash, excessive paper postings, etc.)?

Post-activity Each group will report to the class its observations and findings. To avoid repetition, each group should select the most vivid visual image, sound or smell they observed.

Follow-up: Final question for the group to discuss: Does the natural world occupy an important place in the life of our campus? If so, how? If not, should it? Can the present quality of life be sustained if our institution continues on its present path of growth? What practices, on a day-to-day individual level, could contribute to its sustainability?

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Anne Robertson

Objectives:

Content:
Students will... 

demonstrate an awareness of American values

Cultural:
Students will...

• compare and contrast American values with those of their native culture

 

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

2 90 minute periods

Materials Needed:

Checklist of values Reading from The American Ways

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond) Pretask: Students complete a checklist of values for their native cultures similar to that found in the American Roots text on page xiv (excluding the part on the US. for the time being). Students share their culture's values (with examples!) with the rest of the class in small groups or to the whole group. Next students are asked to think about their knowledge of the American culture relative to this same list of values (now include the US. column as found on page xiv) and then discuss how these values are the same or different from their own cultures. During task: Reading from The American Ways text. Post task:

Assessment:

References and Resources:

Datesman, Maryanne Kearny, and JoAnn Crandall, and Edward N. Kearny. The American Ways: An Introduction to American Culture. New York: Prentice Hall Regents, 1997.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Anne Robertson

Objectives:

Content:
Students will...

• explain the importance of the Constitution
• identify a famous passage from the Constitution and state the dates of ratification for the Constitution and the Bill of Rights 
• define and explain the importance of the Bill of Rights
• list the basic rights protected by the Bill of Rights
• state the historical context  for the creation of the Bill of Rights

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

1 90 minute period

Materials Needed:

Copies of the Constitution with its Amendments

Description of Assessment (Performance Project):

Pre-task: During-task: Read the first 10 Amendments to the Constitution Post-task:

Assessment:

References and Resources:

We the People... Unit 5

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Anne Robertson

Objectives:

Content:
Students will...

• explain the importance of the Declaration of Independence relative to American History and the American value of freedom
• list 3 reasons the American colonies felt betrayed by the King of England
• identify the author of the Declaration of Independence
• write a biographical paragraph about Thomas Jefferson
• identify a famous quote from the Declaration of Independence and the date it was approved by the Continental Congress

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

1 90 minute period

Materials Needed:

The Declaration of Independence

Description of Assessment (Performance Project):

Pre-task: During-task: Read together the Declaration of Independence. Post-task:

Assessment:

References and Resources:

Quigley, Charles N., Smith, Duane E., and Jane G. Sure, eds. We the People... Calabasas, CA: Center for Civic Education, 1988.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Anne Robertson

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

1 90 minute period

Materials Needed:

Video of Martin Luther King's "I have a Dream" speech

Description of Assessment (Performance Project):

Pre-task: Discussion/brainstorm session about who Martin Luther King, Jr. was and his role in the Civil Rights Movement of the 1950's and 1960's. Discuss listening task--set expectations. During-task: View "I have a Dream" speech and complete listening task Post-task: Discuss/correct listening task

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Anne Robertson

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

1 90 minute period

Materials Needed:

Description of Assessment (Performance Project):

Pre-task / During-task / Post-task (Into - Through - Beyond)

Assessment:

References and Resources:

List only References and Resources specific to this lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this lesson.

Submitted by Kimberlie Peterson

Objectives:

Content:
Students will...

• explore one emotion in depth through a story that includes a beginning, middle and end.

 

Cultural:
Students will...

• be sensitive to the difference that may exist between their stories and their peers' stories based on their cultural differences.

Language: Content Obligatory
Students will...

• correctly use past tense as they write about a time when they felt their particular emotion such as:  "I felt sad when nobody would talk to me.  I was ecstatic when I won first prize."
• use connectors such as "then, next, later, in the end, etc" as they write to transistion from one event to the next. For example:  "After, he ran down the hall."  "Finally, she sat down and rested."

Language: Content Compatible
Students will...

• use non-threatening language when giving feedback to their partners during the peer-editing phase, such as:  "What do you mean here?"  "I don't understand this part? " "Who are you talking about?" 

Learning Strategies / Social and Skills Development:
Students will...

• Write a story complete with a beginning, middle and end using past tense correctly.
• Learn from each other as they go through a peer editing process.

Time Frame:

6 periods of 40 minutes each

Materials Needed:

• Copy of the story "Afraid" or your own story
• Overhead transparencies of the "Story Map": One for each group of three to four students. (print landscape)
• Handout of acrostic poem template
• Overhead transparency of Verbs and Tenses (print landscape)
• Peer editing
• Paper, pencils, computers with Hyperstudio or Power point

Description of Assessment (Performance Project):

** Day 1  **

Collect Homework:
The teacher will collect the homework:  the list of the top three choice of what emotion they would like to explore in depth.

Pre-Task:
After receiving these slips,  the teacher will open the lesson by sharing the story that s/he wrote or sharing the sample provided in the hand out section again. 

During-Task:
After students listen to the story a second time, the teacher will divide students into small groups of three to four students.  

Using an overhead transparency of the story map found in the hand outs section, small groups will talk about the story and decide together how to fill out the map.  The teacher will circulate, helping groups where needed.  

After 10 minutes, groups can share with the class, what they decided to write on their map.  The class can help groups decide if things should be changed or added.

Post-Task:
Once the story maps are shared, the teacher will ask students to return to the original story.  Each student will be handed a highlighter. 

The teacher will review what a verb is.  Students can share some of their ideas and these can be written on the chart (which includes home language equivilant if known). (Verbs/tenses - see Handouts section below) 

After the mini-lesson,  they will be given one minute to highlight as many verbs as they can find. (Alone or with a partner) 

After one minute, the teacher will write these verbs on the chart, asking students where they belong:  Present tense?  Past tense?  Past Participle? etc. Keep this overhead chart and leave it up for students to refer to while they are writing.

** Day 1  **

 ** Before day 2, finalize the emotions students will be focusing on for their projects.

Pre-Task:
Review connectives such as before, later, after that, in the end, etc. with students.  Ask students to again take one minute to go through the original story and underline the connectives that they find. (Alone or with a partner)

Make a poster listing all the connectors students find as they share them with the group.  Post it somewhere that students can refer to it while they are writing. 

Talk about how connectors make a story flow better and easier for the reader to understand.  If necessary, read the story to them without the connectors, and ask them to compare it to the original.  

Task-Setup:
Explain the assignment:  Students will write a story using past tense.  It will be about a time when they felt a particular emotion.  The three things they should focus on while they write are:

• making sure the story has a beginning, middle and end.
• using past tense correctly.
• Uses at least three connectives in the story:  later, afterwards, in the end etc.

Announce the emotion students will be concentrating on.

During Task - The Writing Process:

Pre-Writing:
Give students 3 minutes to brainstorm times when they have felt ________ .  They can list them in their notebook.

Once students have written down some ideas, guide them to find the memory on their list that would make the best story. If they cannot think of a specific memory, they can use their imagination to create a ficticious story. 

Writing:
Students are given 15 to 20 minutes of sustained quiet writing time, to get their ideas down on paper.  Spelling, and other writing conventions are not the focus at this point.  They should focus on the three focus areas.

Homework:
Students who do not finish their story in class, should bring it home and be ready for the editing process to begin the following day.

** Day 3  **

Note 1: Students bring their stories with them to class.
Note 2: Teacher should predetermine which students will be partnered together.  Heterogenious pairs work best for peer editing. (for example: A student with more advanced language skills paired with a newcomer)

Peer Editing:
Hand out the peer editing checklist (see handouts below). Review the peer editing process. 

• Students edit/revise one story at a time.  Both students focus on one story at a time. 
• Student reads his/her partner's story aloud to his/her partner.  Both students are looking and listening for unclear parts, missing information, grammatical mistakes, etc.
• Students should fix anything necessary to make a clear, understandable and complete story using a colored pencil. 
• The editing process should take 10 to 15 minutes per story. 

Students should read the collection of emotions books and stories that are available in the class( for the remainder of the time either in partners or individually).

While students are reading, the teacher can begin calling students up for a writing conference.  Students will read their story aloud to the teacher.  The teacher can make suggestions of things to add or take away, ask questions to help students think of pieces that may be missing. 

Homework - Revisions:
Students should make any necessary changes to their story for homework.

** Day 4  **

Students will use the word processor to type their story. 

** Day 5  **

Post-Writing:
Students will share their stories with the class in a campfire style format. 

Pre-Task:
After the discussion, share with students the sample hyperstudio/powerpoint project that the teacher made highlighting the poem that they wrote for the assessment.

Students will discuss parts of the poem and what is expected based on the poem shared.  The teacher will then show the acrostic poem template and go over specifics of what is expected.

During-Task:
Students will spend the remainder of the time writing their poems.

Post-Task: 
Poems will  be posted on the walls around the room or in the hall for others to see. Students will be given time to view the poems and then decide which one they like the best and explain why they like it to a partner or small group.

Assessment:

Stories will be assessed for proper use of the past tense.  They will be corrected for errors prior to the presentation, but errors other than proper tense will not affect their overall grade. 

Poems will be evaluated for descriptive verbs and evidence that students understood the template and organization of this poem.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Afraid Story

Acrostic Poem
Peer editing Checklist
STORY MAP
VERBS - Tenses

Submitted by Marilyn Proulx, Mary Cisar

Objectives:

Content:

Cultural:
Students will:
· compare common exterior and interior features of French and American homes, particularly in relation to the following question: How do the physical characteristics of houses differ in the France and the United States?

Language: Content Obligatory
Students will:
· use vocabulary related to: furniture and rooms of a house · use grammar related to:

Nouns (gender, number)
Articles (gender, number, indefinite vs. partitive vs. definite)
Present indicative verbs
Prepositions of place

Language: Content Compatible
Students will:
· use grammar related to: interrogative structures and pronouns and relative pronouns

Learning Strategies / Social and Skills Development:
Students will:
· use knowledge of cognates to identify new vocabulary (listening)
· use knowledge of context to guess meaning (listening)
· work collaboratively in groups

Time Frame:

one 55 minute class period

Materials Needed:

· Computer with PowerPoint loaded (available through the web, see "Attachments")
· Pencil and paper (optional)

Description of Assessment (Performance Project):

Context:
Students have already learned the floors and rooms of a house or apartment.
Students understand aurally and can produce present tense forms of verbs.

Pre-task:
Students look at pictures of a French apartment, hear, and repeat the vocabulary of lodging (floors of a house, rooms, furniture), and identify each object on the picture.

Task set-up:
Students click through the second portion of the PowerPoint presentation and read the comprehension questions associated with each picture.

During the task:
Students listen to Lucie Differt describe her apartment (sound file contained in the PowerPoint presentation) while looking at the relevant picture of her apartment. The teacher plays the presentation two to three times. Using a printed blank of the apartment layout, students label the pieces furniture mentioned by Lucie.

Post-task:
Students work in pairs or small groups to click through the presentation and answer the questions based on Lucie's description. Alternatively, each group of student is assigned one picture and must answer the questions for that picture only; each group then presents the results of their conversation to another group or to the whole class.

Assessment:

Students produce a floor plan of their own house and label the floors, the rooms, and the furniture. (This product will serve as a resource later, when students will write a letter describing their house.)

References and Resources:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Power Point presentation takes students through the listening comprehension activity. It includes directions, questions, and images, with links to the sound files.

Written text of the description of the apartment, which teachers can print out for students, if desired.

Submitted by Marilyn Proulx, Mary Cisar

Objectives:

Content:
Students will:
· explain the layout of a home in reference to square meters using standard and non-standard measurement
· discuss the differences between perimeter and area
· use their previous experience with one dimensional drawings to understand floorplans for homes and buildings
· activate understanding of use and needs for various spaces in a home or building (i.e. bedrooms - one per child or do they share? kitchen - does space reflect a place where people just work or work and converse?)
· use written text to compare words to physical objects in a home or building

Cultural:
Students will:
· compare common exterior and interior features of French and American homes, particularly in relation to the following questions:

How do the physical characteristics of houses differ in the France and the United States?
How do these physical differences reflect culturally specific behaviors and perspectives?
How are certain characteristics we might stereotypically call French or American actually the result of other factors (for this lesson: regional differences)

Language: Content Obligatory
Students will:
· learn and practice the following vocabulary within the appropiate context: (i.e., floors of a building, rooms of a house)
· learn and apply grammar as related to:

nouns (gender, number)
articles (gender, number, indefinite vs. partitive vs. definite)
present indicative verbs
prepositions of place
presentational expressions - c'est / Il est / Il y a

Language: Content Compatible
Students will:
· learn and practice the grammar related to:

interrogative structures and pronouns
relative pronouns

Learning Strategies / Social and Skills Development:
Students will:
· use knowledge of cognates to identify new vocabulary (reading and listening)
· use knowledge of context cues to guess meaning for new words, phrases, and concepts (reading and listening)
ÔøΩ work collaboratively in groups

Time Frame:

One 55 minute period

Materials Needed:

· Worksheets for the 2 parts of the lesson (See "Attachments")
· Paper, pencil

Description of Assessment (Performance Project):

Context:
Students understand oral statements and can produce present tense forms of verbs.

For beginning levels, teachers can focus on the sections of the unit pertaining to vocabulary acquisition and simplify the vocabulary, the cultural reading and discussions can be completed in English.

For upper levels, especially in post-secondary, students can complete some or all of the preparatory activities outside of class.

Pre-task:
Students search a pre-selected French website that allows them to scan images of different French houses and choose one they like the best. The pictures are printed out for each student. This activity sensitizes students to regional differences as related to housing, and also engages them personally in the activity.

During the task:
After students have chosen their favorite house, the teacher introduces the vocabulary of floors of a house. Students use this vocabulary to label the parts of their favorite house and to decide which features their house does not have.

Students show their picture to a classmate and each student indicates what is and is not a feature of their favorite French house.

Post-task:
The teacher plays the tape of the listening comprehension activity (Thomas, description of house, Activité 4). The audio file is available in the "Attachments" below.

Students listen and, based on the information in the selection, label the rooms of Thomas's house on the floor plan.

Additional activity: (Activité 4)
This is either a reading activity or a listening activity based on an authentic letter written by a French person who is building a new house. The written version is in the handouts and could be given to students. A digitized version for listening is included in the "Attachments" section. The selection is followed by comprehension questions (see the Handout in the "Attachments").

Assessment:

Teacher verifies that students have correctly labeled their own picture and that the words are spelled accurately.

Teacher verifies that students have correctly labeled the floor plan of Thomas's house (see handouts for Lesson1 in "Attachments")

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handouts for Lesson 1

Audio files:

Thomas
Normandin

Submitted by Marilyn Proulx, Mary Cisar

Objectives:

Content:

Cultural:
Students will:
- compare common exterior and interior features of French and American homes, particularly in relation to the following questions:

How do the physical characteristics of houses differ in the France and the United States?
How do these physical differences reflect culturally specific behaviors and perspectives?

Language: Content Obligatory
Students will:
- correctly say and write vocabulary pertaining to a house
- use correctly the following:

Nouns (gender, number)
Articles (gender, number, indefinite vs. partitive vs. definite)
Present indicative verbs
Prepositions of place (ÔøΩ + floor of building)

Language: Content Compatible
Students will:
- use correctly interrogative structures and pronouns, and relative pronouns

Learning Strategies / Social and Skills Development:

Time Frame:

about 15-20 minutes

Materials Needed:

Worksheet (see "Attachments"), which includes directions, questions, image, and link to web site.

Description of Assessment (Performance Project):

Context:
Students have become familiar with the floors and rooms of a house or apartment from Lesson 1. Students understand aurally and can produce present tense forms of verbs.

Pre-task:
Students observe an image of a French apartment building. They hear or read questions that require them to place specific families in specific locations in the apartment building, based on what they learn about what floor the family lives on or which other family they live next to, etc.

During the task:
Students confirm their understanding of the vocabulary and prepositions by placing new families in the apartment building.

Post-task:
Students apply their knowledge of the vocabulary to an authentic apartment building, seen via a web site. They answer specific questions about the location of certain objects/people.

Assessment:

Students examine a French web site that shows an apartment building and answer questions regarding objects/people that are situated on each floor of the building. Teacher checks answers to questions regarding the web site to ensure comprehension (either orally or in writing).

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Lesson 2 Worksheet(It could also be used as a transparency.)

Submitted by Marilyn Proulx, Mary Cisar

Objectives:

Content:
Students will:
· apply knowledge of vocabulary and grammar of the rest of the unit to an authentic reading
· describe the notion of house and home from an anthropological perspective
· compare French and American products, behaviors, and perspectives in the area of housing

Cultural:
Students will:
· compare common exterior and interior features of French and American homes, particularly in relation to the following questions:

How do the physical characteristics of houses differ in the France and the United States?
How do these physical differences reflect culturally specific behaviors and perspectives?

Language: Content Obligatory
Students will:
· understand and use with confidence vocabulary denoting floors of a building, rooms of a house, and furniture
· use correctly the following:

Nouns (gender, number)
Articles (gender, number, indefinite vs. partitive vs. definite)
Descriptive adjectives (form, placement, meaning, linking)
Comparative forms (adjectives, quantities)
Present indicative verbs
Prepositions of place (à + floor of building)
Presentational expressions: c'est / il est / Il y a

Language: Content Compatible
Students will:
· respond appropriately to questions that contain interrogative structures and pronouns
· use relative pronouns qui and que in their writing

Learning Strategies / Social and Skills Development:
Students will:
· use knowledge of cognates to identify new vocabulary (reading)
· use knowledge of context to guess meaning (reading)
· incorporate new vocabulary and structures in a written comparative analysis of French and American houses
· work individually and in small groups to discuss their ideas and reach conclusions, as well as to create an artistic expression

Time Frame:

Two 55 minute class periods

Materials Needed:

Worksheets (see "Attachments") which include the preliminary reading, a group activity, and the main reading of the lesson with pre- and post-reading exercises.

Description of Assessment (Performance Project):

Context:
Students have already learned the floors, rooms, and furniture of a house or apartment.
Students understand oral statements and can produce present tense forms of verbs.
Students have a basic understanding of the way a French house looks.

Pre-task:
Students read a short diary entry that delineates some important cultural differences between French and American houses. (This step can be done outside of class as homework.)

Individually, they decide where certain objects are kept or functions are performed in their own house. (This step can be done outside of class as homework.)

In small groups, they compare the data they have just created about their own house with those of other students and try to generalize the typical"American" way of using a house.

Based on the reading, they indicate how the French use their houses in relation to the same categories.

They compare the French and American experience of "house" and "home."

During task:
In a combination of full-class and small group formats, students complete a reading of an excerpt of Raymonde Carroll's Evidences invisibles. This includes pre-reading activities designed to engage students and help them to focus on the issues that they will encounger and post-reading comprehension activities. (See specific directions on the worksheet, Lesson4.doc) Post-task: In small groups or pairs, students use a Venn diagram (see Attachments) for comparison of French and American houses, incorporating the vocabulary and grammar they have learned/used in this unit and showing comprehension of the different cultural realities of France and the United States.

Assessment:

Use the Venn diagram for an informal assessment.

References and Resources:

Carroll, R. (1987). La maison. Evidences invisibles. Paris: Seuil.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

LessonPlan4.doc This is the file copy of this lesson plan.

Lesson4.doc This is the file that contains the worksheets to be distributed to students and used in class.

need to create a Venn diagram for this one...

Submitted by Marilyn Proulx, Mary Cisar

Time Frame:

Assignment is given as homework

Materials Needed:

Computer and word processor
The Venn diagram completed in Lesson 4
Assignment specifics (see Attachments)
Grading rubric (see Attachments)

Description of Task:

Students will write a two-page letter comparing their own house and a typical French house.

For students preparing for a home stay with a family during a school trip to France, the letter can be sent to an actual French family or used by the students as a resource for later conversation with their French family.

References and Resources:

[none]

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Assessment.doc (the assignment for the unit assessment)

RubricTemplate.doc This is the scoring rubric for the final assessment.

Submitted by Olga Livshin

Objectives:

Content:
  Students will...

• become aware of the difference between the human biological sex (anatomical and physiological differences that bear very limited significance in daily life) and gender (e.g., societal ideas about sex differences that have implications in numerous areas of daily life)
• develop a basic knowledge of how gender norms are maintained in a society (i.e., by family, school, and other social institutions)
• become familiar with the basic idea of biodeterminism (i.e., the belief that major character traits depend on the individual's biological sex)
• begin to develop an awareness of behaviors appropriate to men's and women's sex roles in the U.S.
• conceptualize and articulate their opinions on whether young children should be taught how to behave according to their sex roles

Cultural:
 Students will...

• discuss the relationship between gender norms specific to each culture (as part of the perspectives of this culture) and certain practices of each culture, within the appropriate sex roles, by which gender norms are maintained

Language: Content Obligatory
Students will (new vocabulary is italicized)...

• use the nouns пол and гендер to define what they are, drawing upon an article, in order to become aware of the difference between the human biological sex and gender
• use the expression гендерные нормы (gender norms) in the accusative case to explain how gender norms are maintained in order to develop an initial knowledge of how gender norms are maintained in a society 
• use the expression половыe роли (sex roles) in the genitive case to cite examples of men's and women's sex roles in the U.S. in order to start developing an awareness of behaviors appropriate to men's and women's sex roles in the U.S.
• use the noun, биодетерминизм (biodeterminism) in the accusative case (with the preposition в) to explain that biodeterminism believes that biological sex determines men's and women's psychological characteristics, social roles and activities, in order to become familiar with the basic idea of biodeterminism
• use the expression, гендерные вопросы (gender issues) to state whether or not gender issues appear anywhere in the daily lives of Americans in order to deepen their understanding of the implications of gender in daily life
• use the expression, в рамках своей половой роли (within one's sex role) to articulate their opinion on whether young children should be taught how to behave within according to their sex role

Language: Content Compatible
Students will....

• use the noun различиe (difference) in the plural, nominative case, to state their opinion on whether biological differences between men and women or social ideas about men and women matter more in order to become aware of the difference between the human biological sex and gender
• use the verb поддерживаться (to be maintained; recycled from students' previous knowledge) to explain how gender norms are maintained in order to develop an initial knowledge of how gender norms are maintained in a society
• use the expression вести себя (to behave; recycled from students' previous knowledge) to articulate their opinion on whether young children should be taught how to behave within according to their sex roles

Learning Strategies / Social and Skills Development:
  Students will...

• develop their presentational skills by explaining to the rest of the class pieces of knowledge from an article (such as the mechanisms by which gender norms are maintained in a society)
• develop their ability to connect class material to the cultural experiences that they witness and participate in (by citing examples of gender issues in their daily lives and examples of behaviors specific to each gender in their culture/s )
• work cooperatively to discuss and articulate their opinions (on whether young children should be taught how to behave within according to their sex roles)

Time Frame:

1 50-minute period

Materials Needed:

• Homework handout (students receive it in the preceding class)
• Internet access for students outside of class (to complete the homework assignment)
• Homework handout for Lesson 2

 

Description of Assessment (Performance Project):

Pre-Class Task 1 (Homework)

To prepare for this first lesson, students will have been assigned to:

• Read the text, "Пол и гендер" (Sex and Gender) in the Homework for Lesson 1 and complete the pre-reading activity and the "5Ws" graphic organizer.
  • Note: an English translation is provided for this and all other attachments.
• Read the brief introduction to the unit (“Введение”) on the Website
  • Note: separate webpages in English are provided to supplement the web materials.

Pre-Task 2

In class, ask a student to share with the class the contents of the second column in the "5 Ws" graphic organizer, the response to the question, "What is gender?" After the students presents, go over (and practice with the class, if necessary) the pronunciation of the word гендер (gender), and the adjective гендерный (of or related to gender). Make sure that students are pronouncing гендер with the Russian "г" sound, rather than the "dj" sound in the English gender. Also, the first e is prounced like "ye," the way that e is usually prounounced in Russian, but the second e should be pronounced as [e] (as in the letter "э"). Pronouncing e like "э" is the way Russian handles a lot of recent borrowings from English, such as бренд (brand) and месседж (message): what is spelled as e is pronounced like аn "э." Ask the class, based on this knowledge, whether they think the study of gender is a familiar topic to many Russians. It is not, but not totally new either: cf. the pronunciation of the second e as [ie]. Gender has been studied in Russia since the early 1990s.

To build student interest and background on the unit's topic and the genre studied, tell students that gender is a topic that draws a lot of attention in Russia. Everybody has an opinion about what the opposite sex stands for, and usually has stories to tell. Then ask students if they gender questions (гендерные вопросы) come up in the U.S. (“Гендерные вопросы появляются в США?”). Ask students to think silently and jot down a response, then present it. Lead a brief issue-recognition discussion of gender questions in the U.S. To guide/expand discussion, you may direct students to the following areas: professional life, childbringing, and abortion. If interest lags, to spark further interest, you can bring to the students’ attention to some of the following facts:

• In 2005, Laurence Summers, the president of Harvard University, said that the reasons why there are less woman mathematicians and physicists may be that women are biologically not made for doing well in these fields, that they spend time on bringing up their children, which takes away from work, and that they are themselves brought up differently than men.
• Research shows that American married women still do more housework and childcare than their husbands. This has an effect on women’s careers and their happiness in their lives.
• Historians are now wondering if our history might be the history of men--the accomplishments of armies and rulers, who were mostly male. Not only this, but many historians lately have wondered if traditional ways of writing history focus too narrowly on one particular kind of man, ignoring the lives of ordinary men, who worked and had families in the absence of remarkable national events.

Pre-Task 3

Ask a few students to share with the rest of the class the rest of the contents of the graphic organizer as they filled it out. First ask one student about one column, thank him or her, then ask the rest of the class if they have anything to add. Clarify or correct the pronunciation of any problematic new words. Go on to the next column, and so on. For the question, "Give one example of sex roles for American men and one example of sex roles for American women," ask 3-4 students for different examples (try to collect different ones). Point out the prominence of sex roles in the daily interactions of Americans.

Go over the expression, “навыки поведения в рамках своей половой роли” (behavior skills within one’s sex role). (need to translate this into English). Go over the cases in this phrase (навыки is in the nominative case, поведения, in the genitive, в рамках is in the prepositional, and своей половой роли is in the genitive). Point out the word, поведениe (behavior) and ask students what the verb “to behave” is in Russian (вести себя; students already know the verb). Ask students what those skills of behaving within one’s sex role are: What are children taught in order for them to behave “within their sex role”? (“Чему учат детей, чтобы они вели себя “в рамках своей половой роли”?”)

Task

Ask students to get into groups of two, preferably with a person who was not in their group in the activity in the beginning of the lesson. Ask them to think about the question, "Do you think that boys and girls should be taught the skills of behavior with relation to their sex role? Why or why not?” (“Как вам кажется, мальчиков и девочек надо учить навыкaм поведения в рамках своей половой роли? Почему?”). Students should think silently and jot down a response, then share it with their partner and discuss it, then one partner should present their findings. The response should begin with the phrase (put it on the board), "Мальчиков и девочек надо учить навыкaм поведения в рамках своей половой роли, потому что..."

Post-Task/Homework:
Pass out the homework for Lesson 2, Day 1 with any explanations needed. (See Lesson 2 for Attachments and Pre-task explanations)

The first part of the homework for Lesson 2, Day 1, is designed as expansion of this task. Students are asked to imagine that they are talking to a group of people who have heard vaguely about gender studies but know little about them. They think that gender is something like sex; perhaps it is just a newer term. They also believe that biological sex is a very important difference between human beings, the foundation of all differences men and women, something fixed forever. Write 7 - 9 lines in which you tell these people about gender, (a) describing this concept more precisely and (b) convincing them that gender is an important distinction between people, but not at all fixed to people.

Assessment:

1. Homework is graded credit/no credit, with errors corrected.
2. Throughout the lesson, the teacher informally assesses student participation (including work in small groups) and monitors comprehension and accurate, meaningful language use.

References and Resources:

• The "5Ws" graphic organizer,  in CoBaLTT [Content-Based Language Teaching with Technology] website. Online at the CoBaLTT Graphic Organizers website. Viewed August 20, 2006.
• Dobbs, Michael. "Harvard Chief’s Comments on Women Assailed." Washington Post, January 19, 2005, p. A02
• Garrett, Stephanie. Gender. London and New York: Routledge, 1992.
• Voronina, O. A. "Гендер" ("Gender"), in Словарь гендерных терминов. Online at http://www.owl.ru/gender/010.htm, viewed January 20, 2005.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Website for this unit:  http://db.carla.umn.edu/cobaltt/lessonplans/attachments/220/index.html and English translation of:
  http://db.carla.umn.edu/cobaltt/lessonplans/attachments/220/index_eng.html
• Pre-Homework for Lesson 1 (1_Homework), created in Adobe Acrobat 
• Translation of Homework for Lesson 1 into English (1_Homework_EN), created in Adobe Acrobat

Handout 1A
Handout 1B

Submitted by Olga Livshin

Objectives:

Content:
Students will...

• identify the character traits that constitute the stereotypical American idea of masculinity and those that constitute the stereotypical American idea of femininity
• become aware that many Russian stereotypical ideas about men and women coincide with the American stereotypical ideas about men and women 
• make conjectures about how widespread gender stereotypes are in Russia on the basis of descriptions of clothes for small children with a strong stereotypical gender dimension
• identify behaviors and character traits in a Russian personality quiz as representing stereotypical masculinity and stereotypical femininity
• identify the attitude of the author of a Russian personality quiz as biodeterminism
• become aware that unlike in many areas of the American culture, in Russia certain qualities (assertiveness, compassion, etc.) are openly identified as masculine or feminine
• become aware that Russia did not have a strong feminist movement in the 1960s and 1970s and thus did not experience the social changes experienced in the U.S. and several European countries (such as the move to eradicate gender stereotyping)
• become aware that many Russians are biodeterminists

Cultural:
Students will...

• compare the ways in which traditionally gender-specific character traits are discussed in a Russian website advertising children's clothes and how they are discussed (if any) on an analogous American website
• compare the extent to which gender stereotypes are present in the American culture and in the Russian culture

Language: Content Obligatory
Students will... (new vocabulary items and language chunks are underlined)

• use the nouns signifying character traits, such as хладнокровие (composure) and нежность (tenderness) in the singular form, nominative case, to make two lists identifying personal qualities that pertain to the stereotypical American idea of a man and those that pertain to the stereotypical American idea of a woman in order to correlate these ideas with the Russian stereotypical masculinity and femininity later in the lesson
• use the expression, стереотипы мужественности (the stereotypes of masculinity) and стереотипы женственности (femininity) in the nominative case to make headings for the lists identifying personal qualities that pertain to the stereotypical American idea of masculinity and those that pertain to the stereotypical American idea of femininity, in order to correlate these ideas with the Russian stereotypical masculinity and femininity later in the lesson 
• use the nouns signifying character traits, such as хладнокровие (composure), in the singular form, prepositional case, with the preposition o, to identify the qualities that are being suggested in a personality quiz as pertaining to the traditional (Russian and American ideas) of masculinity or femininity in order to articulate what constitutes traditional masculinity and femininity according to this quiz
• use the nouns мужественность (masculinity) and женственность (femininity) in the singular form, instrumental case, with the preposition o, to identify the qualities that are being suggested in a personality quiz as pertaining to the traditional (Russian and American) ideas of masculinity or femininity in order to articulate what constitutes traditional masculinity and femininity according to this quiz
• use the expression гендерные стереотипы (gender stereotypes) to state their opinions on whether gender stereotypes exist in the U.S. in order to compare the extent to which gender stereotypes are present in the American culture and in the Russian culture
• use the noun, "биодетерминизм" (biodeterminism; recycled from Lesson 1) to characterize the attitude of the author of a personality quiz towards the presence of a "subconscious femininity or masculinity" in every human being in order to identify the attitude of the author of a Russian personality quiz as biodeterminism

Language: Content Compatible
Students will...

• use the expression, "широко распространенный" (widespread) in the nominative case, short adjective form, plural, in order to say what we can tell about how widespread gender stereotypes are in Russia from descriptions of small children's clothing in order to make conjectures about how widespread gender stereotypes are in Russia
• use the expressions, "Я согласен/согласна" (I agree) and "Я не согласен/ не согласна" (recycled from prior learning) to agree and disagree with each other about whether gender stereotypes have been eradicated in the U.S. in order to compare the presence of gender stereotypes in the American culture and in the Russian culture
• use the expression, "речь идет о [the issue is] + noun or pronoun in the instrumental case" (recycled from recent prior learning -- introduced in the 4th year) to identify the behaviors and personal qualities in a personality quiz as representing character traits, in order to be able to identify the recommended personal characteristics in an advice literature text later in the unit
• use the introductory clause, "Как нам кажется,..." (We believe...), recycled from prior learning, to identify qualities / character traits in the personality quiz in order to be able to identify the recommended personal characteristics in an advice literature text later in the unit

Learning Strategies / Social and Skills Development:
Students will...

• use their knowledge of Russian stems to guess the meanings of the nouns мужественность and женственность in order to activate their comprehension of the Russian language
• work cooperatively in small groups to identify the behaviors and personal qualities in the quiz as representing character traits and as pertaining to stereotypical masculinity or femininity
• develop their presentational skills by presenting the findings of their group discussions in front of the class

Time Frame:

2 50-minute periods

Materials Needed:

Day 1

• Homework handout for Day 1
• Transparency for Day 1
• Access to the Internet for all students outside class (i.e., at home, in the computer lab, at the library, etc.).
• In-class access to computers of at least one computer per two students, so that students' computer skills can be tested.
  • If this is not possible, ask the students about their ability to perform the computer-related tasks. For those who do not know how to perform a certain task, offer help on an individual/small group basis in a computer environment outside class (e.g., in your office or a computer lab)

Day 2

• Homework handout
• Transparency for Day 2
• Access to the Internet for all students outside class (i.e., at home, in the computer lab, at the university library or a public library, etc.)
• In-class access to the Internet at two computer stations
  • If access to the Internet in class is not possible, the instructor can skip the part of the Task in which students verify the quiz answers.
• Slips of paper with group discussion questions (each of the three groups gets its own questions; provide a slip  for each student so that students can refer to the questions with ease)

Description of Assessment (Performance Project):

Day 1

In Preparation for the Final Presentation

For their presentations, students will need to know how to use PowerPoint software and how to obtain visual material to incorporate into their presentations.  In general, some undergraduate students know how to put together computer-based presentations and obtain visual materials, while others do not and will need to be trained.  To plan accordingly, in the beginning of this period take a few minutes to evaluate whether students know how to do the following (either by asking students or, if access to computers is available, verifying that students can do this by testing whether students can perform these tasks):

• put together PowerPoint presentations, including the ability to work with the PowerPoint presentations in different "View" modes (for example, "outline view"), so that students can work out of an outline for their comparative analysis;
• obtain ClipArt within PowerPoint software and incorporate it into their presentations;
• obtain visual images elsewhere (e.g., off the Web or by scanning print material or by taking digital photos).

On the basis of this information, you can make the decision to spend the PowerPoint Tutorial/Group Work Day (see Lesson 4) on either training students in these skills (for which you may need to reserve a computer lab in advance) or conferences with student pairs with regard to their final presentation (while students not in conferences work on their presentations). Note: If one or two students lack the skills in question, you can pair them with students who have these skills or have one pair that has PowerPoint/visuals skills act as a "peer tutor" to the pair that does not have the skills.

Pre-task 1

Write the word "стереотип" (stereotype) on the board and practice pronouncing the word with the students (this is a cognate that sounds very much like "stereotype," but the stress in the Russian word falls on и). Teach the students also the adjective стереотипный (stereotypical). Tell the students that the qualities comprising gender stereotypes (гендерные стереотипы) are very similar in the U.S. and Russia. So what are these qualities?

Write two columns on the board. Label one, "стереотипный образ женщины" and the other, "стереотипный образ мужчины." Introduce the word "oбраз," image. Thus, the column headings are "the stereotypical image of a woman" and "the stereotypical image of a man." Ask students to suggest qualities to put in each of the columns. Students should use nouns; they may refer to their list of qualities/character traits in their homework. Make as complete a list as possible. Ask students to copy down the list and hold on to it; we will be returning to it later in the unit.

Then ask students if they notice anything about these two lists (for this question, as an exception you may want to allow students to speak English, since they may lack vocabulary to respond to this question). An interesting distinguishing feature of these lists is that the qualities are each other's opposites: for example, a stereotypical man is resolute, while a woman is indecisive. The Russian word for opposites is противоположности.

Pre-Task 2

Gender stereotypes are similar in different cultures. Something that is different about cultures, however, is how they handle these stereotypes. One question we can ask is whether gender stereotypes are widespread in a country. Teach the students the expression for widespread, (широко распространенный). Point out that this expression is related to the noun распространение (spread or distribution) from the reading for Lesson 1. For example, in some countries, feminists have worked to eliminate ("уничтожить") gender stereotypes. (Note: teach the students the word for feminists, феминистки, while speaking about these matters; students should be able to recognize this word, since it is a cognate). As a result, changes (перемены) were made in some societies; in other societies, this did not happen.

We can learn about how widespread stereotypes are from reading texts from the culture studied, seeing how certain daily activities are handled with relation to gender stereotypes. Have students debrief on the homework questions on pages 2 and 3, as follows: 

• Ask one student to read off a response to one question, ask the rest of the class if they have anything to add, and ask another student the next question.
• When students read adjectives describing little boys and girls' clothing, ask students to convert them to nouns for extra vocabulary practice (students can refer to the list of character traits if needed).
• Emphasize the way that children are described on the Russian website to the adult readers as little men and women -- in texts written for adult men and women (the last question on page 2). Ask the students a guiding question:
  • What can we learn about this about how widespread gender stereotypes are in Russia? ("Что мы можем узнать из этого о том, насколько широко распространены гендерные стереотипы в России?")
• Emphasize the question on the differences between the descriptions of girls' and of boys' clothing on American websites (page 3). Students will have different responses according to the different sites that they saw. Therefore, on this question, ask multiple students. Then ask the students as a group, afterwards, to summarize what we have learned about whether or not boys' and girls' items are described similarly on the American websites.
• After all the questions have been answered, ask students as a group a guiding question:
  • Based on what we saw, in which culture are the gender stereotypes (гендерные стереотипы) more widespread?  ("На основании этих текстов, скажите, в какой из культур более широко распространены гендерные стереотипы?")

Task 1

Tell the students that you would like to expand our knowledge of gender stereotypes in this country. Ask students to get into groups of about four. Ask them to discuss the following questions (in Russian оn the Transparency for Day 1); walk the students through the questions and make sure that all students understand them well:

• Do gender stereotypes exist in the U.S.?  ("Гендерные стереотипы существуют в США?")
  • If you think there are not, how/ by what means do you think gender stereotypes became eradicated? (Did this happen in society? Inside each person?) When did this happen?  ("Если нет, то каким образом их уничтожили? (Было ли это в обществе? В самих людях?) Когда это произошло?")
  • If you think that gender stereotypes still exist in the U.S., did the stereotypes remain the same as they were in the 1950s - 1960s? If not, what stereotypical qualities have been eradicated? Which ones are still there? Where in the U.S. do you think gender stereotypes are widespread? ("Eсли вы считаете, что гендерные стереотипы существуют в США, то oстались ли они такими, какими были в 1950-х – 1960-х? Если нет, то каких качеств не стало? А какие качества остались в стереотипах? В каких частях Америки гендерные стереотипы широко распространены?)

Before students begin discussing, let them know that they don't necessarily have to take one position or the other. What matters is a good explanation that they give when presenting their opinion. Students are asked to discuss in Russian, using the expressions for agreement / disagreement that they already know: "Я согласен/согласна" (I agree) and "Я не согласен / не согласна". Let the students know that they will be presenting their group's point of view to the rest of the class. When they present, they are to precede their presentation with the expression, "Нам кажется, что..." ("It seems to our group that.../ Our groups thinks that...")

Give students 12 - 15 minutes to discuss the questions. Then have one representative from each group present their point of view. After each presentation, give the group a round of applause. Go on to the next group. After all groups have presented, as the class as a group to summarize the gist of what has been said with regard to whether gender stereotypes have been eradicated in this country.

Post-Task 

For Part II their Homework for Day 2, students are asked to think over and write down an essay-form response, two paragraphs long, to the following questions: 

• What needs to happen so that gender stereotypes would stop to exist? Is it changes to society? In people themselves? Why?
• Do you think that gender stereotypes will ever cease to exist in the world?

Homework for Day 2:
Pass out the homework for Day 2 with any explanations needed. (See Attachments and Day 2 Pre-Tasks)

Day 2

Pre-Task

Part III of the Homework for Day 2 is a pre-reading and reading activity with a personality quiz.

In class, begin the period by reminding students that today we will be talking about the relationship between gender stereotypes and masculinity and femininity.  Point out that one of the required features in the students' final presentation will be to identify whether an author of a text is speaking about masculinity or femininity and then identify what kind of masculinity/femininity it is (stereotypical or a revised/ liberalized view of femininity/ masculinity).

Ask students to debrief on their last question of Part III, wherein students say if they saw any differences between this quiz and the questions they would have expected to see on an analogous American quiz. Then ask students what qualities (качества; a word that students will use in the Task) are sometimes  remembered when people speak about men in the U.S. and what qualities are sometimes remembered when speaking about women in the U.S.

Task

Break students into groups of 3-5 students each (fewer or more depending on the number of students; there should be three groups total). Hand out slips of paper with questions (see Attachments for the questions and their English translation) to each group. The questions lead students to find out the quality emphasized by each quiz question and on whether this quality is masculine or feminine. Ask students to discuss the questions in Russian only and come up with answers. Have a tape recorder running near each group to ensure that students use Russian. Tell students that they will be presenting the questions to the rest of the class; for this purpose, encourage them strongly to be writing down all that they intend to be saying (about 7 minutes for the discussion).

Students present their findings on the quality emphasized by each quiz question and on whether this quality is masculine or feminine, as follows:

• After each quiz question is presented upon, check for accuracy; correct any errors (pronunciation and usage); ask the class if they have any alternative answers about the qualities.
• Ask two students to volunteer to be conducting the "verifiers" of our hypotheses as to what this tests for as masculinity and femininity. The students will sit at the computers throughout the presentations. For each question identified as testing for a masculine quality, have one student, the "absolute man," enter into the quiz question the answer "yes" (as corresponds to his quality) and the other student, "the absolute woman," enter on the computer the answer "no" and vice versa. At the end, the volunteers ask the quiz for a grade. If the students' identifications of the questions as testing masculine and feminine qualities are right, the "absolute man" and "absolute woman" are identified as such by the quiz. After the presentations, verify the correctness of the student identifications of the questions as those testing masculinity and those testing femininity by seeing how close we got to the "absolute man" and the "absolute woman" in our responses.

Then ask students if it was easy or difficult to tell "masculinity" questions from "femininity" questions. Lead a class-wide discussion.

• If students say it was easy, ask why. ("Почему было легко?"). Students may say that the qualities in the quiz questions correspond closely to either the stereotype of masculinity or the stereotype of femininity. If so, ask which qualities were particularly similar to the stereotypical qualities of men and women. ("Какие качества на тесте особенно похожи на стереотипные качества мужчин и женщин?")
• If it was difficult, ask why it was difficult. ("Почему было трудно?") Which qualities on the quiz were not easy to recognize as masculinity or femininity? ("Какие качества было трудно узнать как мужественность или женственность?") For example, do you think there was a time in the U.S. when only women were considered to be the only ones that loved romance? When was this?  "Как вы думаете, было ли время в США, когда женщин считали единственными, кто любит романтику? Когда это было?"
• On the basis of what you found out, which culture -- Russian or American -- is more open about about linking men and women to stereotypical masculinity and femininity? ("На основании того, что вы узнали, какая из культур - американская или русская - более открыта к связыванию мужчин и женщин со стереотипной женственностью и мужественностью?")

Post-Task

Аsk the students:

• What would you guess if you were asked whether or not Russia has a strong feminist movement (introduce the expression, феминистическое движение)? ("Kaк вы думаете, в России было сильное феминистическое движение?) Briefly let the students know that in Russia in the 1960s and 1970s, no feminist movement analogous to the American one happened. As a result, there are very clear cultural differences between the two cultures; a lot of people think that men and women correspond to gender stereotypes. There is a feminist movement now, after the fall of the Soviet Union; but it is not very strong, as people firmly believe in gender stereotypes.

If Russia did not experience a strong feminist movement, then what are the beliefs that many Russians hold? We can understand some of this from the instructions to the quiz. Display the Transparency for the Lesson 2 Day 2, which contains these instructions. Ask one volunteer from the students to read the instructions. Then ask the class the following questions:

• What is "subconscious femininity/masculinity"? Do all men and women have? (Yes: the quiz offers us to become assured of the presence of masculinity/ femininity in each of us).
• What do we call this attitude? Where have you seen it before? (This idea is known as biodeterminism (биодетерминизм), because it says that one's biological sex (биологический пол) determines the most important qualities of one's personality. In the U.S., some people believe in biodeterminism as well. They include those who believe in the theory of Sigmund Freud (Зигмунд Фрейд) and those who believe in what John Gray (Джон Грэй) writes in his book, Men Are from Mars, Women Are from Venus (i.e., that every man, deep down, is a man -- a different creature than a woman, with certain definite qualities).
• Thus, despite the fact that the author says that "in reality, it varies," does he or she believe that we all have, biologically, a masculinity or a femininity?

Let the students know that many Russians are, in fact, biodeterminists. They believe that men and women are different creatures  in their social roles and psychological characteristics. There are also some Americans who believe in this.

(If there are students in the class who you think may believe in biodeterminism for religious or other reasons, tell students the following. In this unit we are looking at the differences between men and women from the perspective of gender studies, i.e. taking the perspective that men and women do not have character traits according to their sex differences. On the other hand, many people both in the US and in Russia believe in biodeterminism (the idea that biological sex determines key psychological characteristics and spheres of activity). This is a position that many religious people take. Let the students know that you respect their preference for any beliefs they take, but that this unit takes the point of view of gender studies. Mention that it can be worthwhile for the students to consider this position. If it doesn't coincide with their views, ask them to use tolerance as we consider a position alternate to their views.)

Homework for Lesson 3:
Pass out the homework for Lesson 3, Day 1 with any explanations needed. (See Lesson 3 for Attachments and Pre-task explanations)

In Preparation for the Final Presentation

Part of the homework was to read the description of the final presentation guidelines and the rubric. At the end of the class, allot 10 minutes to any questions that students may have on the rubric for the final presentation.

Emphasize these points about the presentation to the students:

• Students are encouraged to choose websites to be analyzed from the list on the Website for this unit. If they would like to work on sites other than those specified, they must get them approved with the instructor before beginning to work on them.
• Beyond providing the basic knowledge about these two texts (for example, whether each site emphasizes stereotypical masculinity or femininity or departs from the stereotype in some way), students will need to pick a question or theme that will be central to their presentations. The presentation will be focused on that question or theme: compare and contrast how the texts treat this question or theme. Contrast can be due to two authors' contrasting points of view or two dissimilar milieus where gender is understood differently, or both. The idea is to get several varying perspectives on areas of gender in the contemporary Russian society. For example, a presentation can focus on the differences in the behaviors recommended in a text from a Christian site and from a popular advice site to a man in a situation involving extramarital relationships.
• In the comparative analysis, comparisons and contrasts should be concrete, showing work with the actual texts, rather than students' existing ideas about, for example, what a religious group would say about a certain question. The comparisons and contrasts should be made in a meaningful manner, to support the points about the main differences between the sites. Students should specify the importance of the specific comparisons and contrasts to the main points.

Assessment:

1. Homework is graded credit/no credit, with errors corrected.
2. Throughout the lesson, the teacher informally assesses student participation (including work in small groups) and monitors comprehension and accurate, meaningful language use.

References and Resources:

• Anonymous, "Психологический тест 'Познакомьтесь с собой (мужественность и женственность)" [Personality Quiz: Get to Know Yourself [Masculinity and Femininity]). Online at http://internetelite.ru/dosug/test/test_6.phtml, viewed January 3, 2005.
• Descriptions of clothing for young children. The website for a clothing company called Matushka Gusynya. Online at http://www.matushka.ru/index.php?op=cat&sec=4, viewed January 4, 2005.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Homework for Lesson 2 (2_Homework_D1.pdf)
• Translation of the Homework for Lesson 2 (2_HomeworkD1_EN), pdf)
• Transparency with the question for small-group discussion on Day 1 (2_Transparency_D1), created in Adobe Acrobat 
• Translation of the Transparency with the question for small-group discussion on Day 1 (2_TranspcyD1EN), created in Adobe Acrobat 
• Homework for Lesson 2 Day 2 (2_HomeworkD2), created in Adobe Acrobat
• English translation of the Homework for Lesson 2 Day 2 (2_HomeworkD2_EN), created in Adobe Acrobat
• Translation of the personality quiz (the reading for the Day 2 homework) into English (2_Quiz_EN), created in Adobe Acrobat
• Questions for group discussion (2_Discussion_Qs), created in Adobe Acrobat
• English translation of the questions for group discussion (2_Discuss_Q_EN),  created in Adobe Acrobat
• Transparency with the instructions for the quiz (2_D2_Transparency), created in Adobe Acrobat
• English translation of the Transparency with the instructions for the quiz (2_D2_Transparency_EN), created in Adobe Acrobat

Submitted by Olga Livshin

Objectives:

Content:
Students will...

• become aware of two different points of view on what women should do in order to be good managers and executives, both points of view currently enjoying popularity in Russia, by reading two contrasting advice texts
• reflect on whether femininity within the woman's sex role (as a good mother and wife) can be reconciled with being a good manager or executive
• predict the extent to which Russian female managers and executives face difficulties with relation to the existing gender stereotypes
• become aware that currently the number of female managers and executives in Russia is increasing in small and medium-sized businesses, but not in large companies 
• become familiar with structural elements commonly used in short texts of advice literature: outlining an existing, unfavorable situation and its consequences, offering advice on the basis of this information, and detailing the steps for realizing the recommended behavior or developing the recommended character traits
• be able to identify what a text from the genre of advice literature describes as an existing unfavorable situation and its consequences, in order to be able to evaluate broadly what the author wants to change in a social/gender situation (Note: this helps students move beyond identifying specific behaviors recommended in a text to the understanding of the general sense of the author's advice)

Cultural:
Students will...

• become aware that advice literature often reproduces and reinforces a culture's ideas about gender
• become aware that the texts of advice literature (called advice texts hereafter) are sometimes used as forums for voicing their authors' protest against ongoing cultural phenomena
• conceptualize the relationships between the author of an advice text addressed to one gender (men or women), his/her readers, and the culture as a whole

Language: Content Obligatory
Students will...

• use various nouns signifying character traits, such as "нежность" (tenderness; learned in the Lesson 1) in the nominative case, singular, to name the qualities that a good manager/executive should have and those that a good wife and mother should have in order to reflect on whether femininity within one's sex role (as a good mother and wife) can be reconciled with being a good manager or executive
• use the expression "в рамках половой роли" ("within one's sex role"; learned in the Lesson 1) to name the qualities that a good manager/executive should have and those that a good wife and mother should have in order to reflect on whether femininity within one's sex role (as a good mother and wife) can be reconciled with being a good manager or executive
• identify within an advice text the nouns referring to character traits, such as "такт" (tact) (learned in Lesson 2), in the nominative case, singular, in order to familiarize themselves with a set of gender-specific qualities outlined in an advice text, in order to become aware of two different sets of gender-specific qualities in two contrasting Russian advice texts
• use the adjectives "стереотипный" (stereotypical; learned in Lesson 2) and/or "нетрадиционный" (non-traditional; known by the students from prior learning) with the noun "женственность" (femininity; learned in Lesson 2) in the accusative case, to write and say whether the author recommends stereotypical or nontraditional femininity, in order to become aware of two different sets of gender-specific qualities in two contrasting Russian advice texts
• use the expression "нормативные качества" (normative qualities) in the nominative case to make headings for two lists of normative qualities of women as seen by the authors of two advice texts in order to become aware of two different sets of gender-specific qualities currently attributed to women in Russia 
• use nouns and adjective/noun "language chunks" such as "женские хитрости" (learned in Lesson 1) in the nominative case to make two lists of normative qualities of women as seen by the authors of two advice texts in order to become aware of two different sets of gender-specific qualities currently attributed to women in Russia 
• use the verbs "формироваться" (to be formed; recycled from Lesson 1) and "формировать" (to form) to explain diagrams that they drew in order to conceptualize the relationships between the author of an advice text addressed to one gender (men or women), his/her readers, and the culture as a whole
• use the verbs "отражаться" (to be reflected) and "отражать" (to reflect) to explain diagrams that they drew in order to conceptualize the relationships between the author of an advice text addressed to one gender (men or women), his/her readers, and the culture as a whole

Language: Content Compatible
Students will...

• use the expression, "большой психологический груз" (a great psychological burden/ a source of great stressed; learned in Lesson 3) in the nominative case, singular, to predict whether Russian female managers and executives face significant psychological difficulties in order to predict the extent to which Russian female managers and executives face difficulties with relation to the existing gender stereotypes
• use the construction "советовать" (to advise; recycled from prior knowledge) with a noun in the dative case + the infinitive of a verb to summarize in written form what the author of an advice text advises women to do in order to familiarize themselves with a widespread point of view on whether women make good managers and executives
• use the expression, "Как пишет автор..." (As the author says... / According to the author...) to introduce sentences with factual information gathered from an advice text (such as the types of businesses that are open to women becoming managers and executives), in order to become aware that currently the number of female managers and executives in Russia is increasing in small and medium-sized businesses, but not in large companies
• use nouns such as "нефтедобыча" (oil production) in the prepositional case, with the preposition "в" (in), to name (in written form and orally) the types of businesses that are increasingly employing women as managers and executives and those that are not open to this idea, in order to become aware that currently the number of female managers and executives in Russia is increasing in small and medium-sized businesses, but not in large companies
• use the expression, "Автор предлагает предпринять следующие шаги" (The author proposes to take the following steps) tо list the steps outlined by the author of an advice text for woman executives/managers to implement new behaviors in the workplace in order to familiarize themselves with a widespread point of view on what women should do in order to be good managers and executives
• use the noun "различие" (difference; learned in Lesson 1) in the plural to identify differences between the advice given in two advice texts in order to become aware of two different points of view on what women should do in order to be good managers and executives, both points of view currently enjoying popularity in Russia

Learning Strategies / Social and Skills Development:
Students will...

• develop their ability to analyze a text and determine its purpose (in a situation when the purpose is not obvious)
• develop their ability to imagine the outcomes of cultural phenomena by hypothesizing if the readership of an advice text will follow its advice
• develop their ability to compare and contrast the content of two texts by contrasting the two advice texts read in this lesson
• develop their ability to come up with real-life solutions by imagining possible solutions to the existing situation of the Russian women in the business world
• develop their presentational skills by presenting the findings of their group discussions in front of the class
• develop their ability to work cooperatively in groups ranging in size from 2 to 5 (the group size varies by task) by working together on identifying causes and effects within advice texts, identifying factual information in advice texts, completing Venn diagrams with gender-specific normative qualities, and making diagrams of relationships between authors, readers, and the Russian culture

Time Frame:

3 50-minute periods

Materials Needed:

PowerPoint Tutorial Day / Group Work Day

• Homework handout for the Tutorial/Group Work Day
• Access to computers (ideally, one per each student, but two computers per student would suffice) with PowerPoint software that supports Cyrillic fonts
  • Alternatively, if access to this equipment is not possible, or if there is no LCD projector for projecting the presentations, the instructor can ask the students to use other visual materials (for example, posters or handouts) in their final presentations.
• Text Analysis Worksheet: two copies of the worksheet per students (to be handed out to the students at the end of the period)

Day 1

• Homework handout for Lesson 4 Day 1 (containing the text, "Женщина на посту руководителя" and pre-reading/reading exercises)
• Text Analysis Worksheet, with parts A and B filled out by the students as part of the homework

Day 2

• Homework handout 2 (containing a list of expressions that are used to indicate cause and effect and expressions that indicate that somebody must do something, and the text, "Женщина+Бизнес=Бизнес-леди?" with pre-reading/reading exercises)
• "5W's" Graphic Organizer
• Venn diagram
• Cloze exercise

Description of Assessment (Performance Project):

PowerPoint Tutorial Day / Group Work Day

For this day, as per the homework for the day, students (in pairs) will have:

• finalized the selection of the sites that they will be working on for their final presentation
• read the texts on the sites (one text only, as the links to the sites lead to only one text or one chapter of a larger text)
• looked up unfamiliar words and put together a list of these words and their English translations, using a Russian-English dictionary
• identified any colloquialisms and/or specialized words that are not in their dictionary* and put together a list of these words, to ask their instructor

*Note: Most advice texts are written in a conversational style, and some expressions that occur in these tasks are not listed in general dictionaries. Therefore, time should be allotted (see below for how to plan this time) for each student pair to ask questions.

Structuring the tutorial/group work day:

File storing. Start the period by demonstrating to the students where they may store their PowerPoint files as they work on their presentations. Note to the instructor: memory storage space can be a server with enough space for student pairs to store their files, made accessible to students, or one ZIP disk for each pair of students (if ZIP disks are used, computers must have ZIP drives) or another type of memory storage). (Floppy disks do not have enough memory storage space to store PowerPoint files.)  If ZIP disks are used, ask students in advance to bring one blank ZIP disk per pair.

PowerPoint skills and work with visual materials. During Lesson 2, Day 1, students informed you of their ability to work with PowerPoint and locate and incorporate visual materials.  If students do not have these skills, devote most of the period to training students in these skills. Encourage students to help each other out/ consult with each other. In this case, arrange with all pairs to come to your office hours prior to the class period for conferences. In the conferences, student pairs report on their final selection of the websites, show you the list of all unfamiliar words/expressions that they could find in their dictionaries with their English translations, and ask you about the meaning of any colloquialisms and specialized words that they could not locate in their dictionaries.

If students do have PowerPoint skills, give students the period to start doing conceptual (analytical) work on their projects, and come up (pair by pair) to the instructor in order to do conferences, as described in the previous paragraph. Encourage students to do conceptual work on their projects while using the Outline view on their PowerPoint presentations. If you do not have access to computers with PowerPoint software and students are working with different visuals (i.e., posters), follow the same format as described here (i.e., pair work plus conferences with the instructor), except for having students to work on their visuals rather than PowerPoint.

If students are not ready for their conferences with the instructor or skip the conferences, give them a grade of "no credit" for their homework assignment for the day.

Before students leave for the day, be sure to hand out to them the Text Analysis Worksheet -- two copies per student.

Day 1

Pre-task 1

At home, students focus on the text, "Женщина на посту руководителя." Тhey complete the pre-reading activities, read the text, and complete parts A and B of the Text Analysis Worksheet– a worksheet that they will continue to use in class and can use to prepare for their final presentations.

In class, begin the period by reminding the students that by now we have studied gender stereotypes, the differences between these stereotypes and actual behaviors, and different kinds of behavior. We are now on the territory of differences in perspectives (различия во мнениях) and we will be looking at two advice texts with different perspectives on the subject of women as leaders in the workplace.

To speak about contrasting perspectives in an advice text, it is useful first to consider what kind of thing an advice text is. What can we understand from this text? Ask students to get together briefly with a partner and discuss these three questions :

• Can we tell from such a text what norms of behavior the author thinks his or her readers should have? (Мы можем узнать из такого текста о нормах поведения, которым автор хочет, чтобы его читатели себя следовали?)
• Can we tell from such a text how people already behave? (Мы можем узнать из такого текста, как люди себя уже ведут?)
• Can we tell from such a text how people are going to behave? (Мы можем узнать из такого текста, как люди будут себя вести?)

Ask any volunteer pairs to voice their opinions. Guide a brief discussion on what students believe is possible and impossible in an advice text. Emphasize the role of the author: the author wants to emphasize certain things, which are usually sometimes seen in the culture, but we don't know that people will actually follow his or her advice. So we can learn from the article about its author's perspective, and also (somewhat) about the culture and its norms.

Pre-Task 2

Then ask students about their reactions to the text. Field different reactions to the text; some students might be angered by the behavior according to gender stereotypes that are advised by the text. Ask students how they think Russian readers’ reactions may be similar to or different from theirs, based on what they have learned about many Russians' understanding of gender stereotypes. Point out that the author of the article is part of the same culture as those Russian readers. Advice texts do not give so much new information--instead, they are part of a culture. The good thing is that we can study them to learn more about a culture.

Focus on the specifics of the text. Debrief the students about their responses to Parts A and B of the Text Analysis Worksheet. In the debriefing, students do the following:

• identify psychological characteristics of women that the author recommends to preserve (recycling nouns from Lesson 1), such as "такт" (tact)
• determine whether the author is following the stereotypical or non-traditional models of femininity (material from Lesson 1)
• identify in the text the examples of behavior recommended by the author

While students debrief, put their responses on the board. At the end, ask students, on the basis of what they have named, to identify what the author thinks determines one's major traits (biological sex). Ask students what the idea or theory in which biological sex determines major traits is called (biodeterminism). Let the students know that they have just answered the first question of Part D of the Text  Analysis Worksheet; they should write the information just named into that part of the worksheet. Let the students know that we will come back to that part.

Tell the students that by this time, we have determined a basic idea behind this text, and we have identified the basics what the author would like women to do. What we haven't looked at are the strategies or means (средства) of convincing us that the author uses. Let the students know that we can learn both about a text's purpose and about its relationship with the culture by examining closely the means by which it tries to convince us.

One of the means of convincing that is often used in advice texts is writing are cause-and-effect relationships (причинно-следственная связь), followed by directions to do something--the advice itself (совет). For example... Display the transparency flowchart sheet in Attachments, in which this is summarized graphically, and point out the features: cause (причина), effect (следствие) and advice (совет):

• If you don't brush your teeth twice a day (cause), they will become discolored (effect). So remember to brush! (advice) (Если вы не будете чистить зубы два раза в день, они потеряют белизну. Не забывайте чистить зубы!).
• A lot of young mothers do not spend enough time with their husbands, without the kids (cause). This can leads to problems in one's marriage (effect). Try spending at least one evening a week together without your child (advice). (Многие молодые матери не проводят достаточного количества времени со своими мужьями, без детей. Это может привести к проблемам в вашем браке. Старайтесь проводить по крайней мере один вечер в неделю вместе без ребенка.)

In order to understand the purpose of this text, we will look at the cause-effect relationships in the text. This is a text in which there is not one, but many effects of a singular cause; we will examine the effects in detail.

Task

Students get into groups of 3-4 each and receive 1 Flowchart Handout (see Attachments) per each group. They are to scan the text and identify the effects of the central cause in the article, the "dictatorial tendencies" of a woman in power (the cause is already filled in for them). Students should identify the sentences where the effects of the women's harmful  "dictatorial tendencies" are described. Then they should identify the advice that the author gives for each of the effects, if any. Let the students know that sometimes a cause-and-effect relationships is not laid out in one sentence, but spans several sentences. (The directions are on the handout)

Students work for 10 - 12 minutes, in Russian. The instructor walks around, monitoring student work and encouraging them. Then a representative from each group presents: have each group present on at least one effect and consequent advice. After each presentation, note the grammatical and syntactic features of each causal relationship and each advice named. For example, you will encounter:

With cause-effect relationships:

• Expressions showing cause and effect, e.g., это ведет к... + noun in the dative case (this leads to...) (this expression is new vocabulary, glossed in the text; the instructor should go over it explicitly)
• Connectives indicating cause and effect, e.g., поэтому (because)
• The present tense (in pointing out what goes on, habitually, as a harmful effect), e.g. не принимает во внимание человеческий фактор (she does not take actual human situations into consideration)
• Modals to imagine the outcome of a sitiation, е.g. oна может (she can)

With advice:

• Expressions showing condition/concession, e.g. в действительности (in reality)
• Modals, e.g. eй нужны (she needs)
• Indirect expressions indicating that somebody should do something, e.g. [ей] лучше (it would be better if she [does the following])

After the presentations, thank all the participants. Then conduct a discussion with the following guiding questions:

• Ask the class what they notice about the effects of the "dictatorial tendencies." Are there many effects?   Whose lives are in danger? How dangerous are the effects to the existence of a woman's family life? How dangerous are they to the day-to-day life of her co-workers?
  • Now that we have established some of the characteristics of the effects, what do you think may be the purpose of the author to use this strategy in the advice text? (At this point in their language learning, students should be able to offer responses such as, "The author would like for women to fear that they would become 'dictatorial').
  • What, in the Russian culture, do you think the author is reacting to?
• Ask the class on the whole what they think of the advice.
  • Is there a lot of advice, compared to the amount of the text where the author discusses the harmful effects of "dictatorial tendencies"?
  • Is the advice practical? Exactly how does the author expect women to change?
• Given what we know now about this text, how is this advice column being used? Is it a reaction (реакция -- a word that students already know) to something within Russian society? If so, against what is the author reacting? What kind of reaction is it (e.g., careful/ angry, loud/ quiet)? What kind of statement does it make -- in support of what?

Post-Task 1

• Ask students to summarize what we know about how advice texts can be used: as a reaction to changes in society, as a statement of support to certain beliefs (gender stereotypes)
• Ask students whether they think that women in positions of power who read this text would change their behavior. Why or why not?
• More broadly, what do you think an advice text can accomplish for its readership?

Post-Task 2

For their homework, students are given a handout with (1) expressions that are used to indicate cause and effect and (2) expressions that indicate that somebody must do something. This handout is to be used as a reference for this homework and future assignments analyzing the language of advice. Students are asked to read another text giving advice to Russian business women and complete pre-reading/reading exercises, as follows:

• Pre-reading exercises: students are given information about the article: it is written by a consultant of a business consulting company, posted to the website of the company as PR material. Students are asked:
  • What do you think can be the purpose of this article with relation to business women?
  • Not reading the article, predict two possible differences between what the author of the article that they read for Day 1 advises women and what they think the author of the second article may be advising women. Use тогда как аnd советовать + the noun женщинам (in the dative case) + a verb
• Post-reading exercises: 
  • Skim the article and find the following information: What is the existing negative situation for women in Russia? What are its consequences for Russian businesswomen? What does the author recommend? Then fill in the cause-and-effect diagram, in which the existing negative situation for women is the cause and its effects on businesswomen are consequences; note down the general advice
  • Identify 5 instances in which author advises women a certain behavior. Write them down and underline the expressions of needing to do something. Then transform them into sentences with the expression "советовать" (to advise) + the infinitive of a verb in the imperfective (an example is provided).

In Preparation for the Final Presentation

Hand out to the students another copy of the Text Analysis Worksheet, which students can use to better prepare for their final presentations.  Tell students the following about how they can use this worksheet for their final presentation:

1. They can use this worksheet to probe more deeply into the text, by looking at what the purpose of a text is and how it makes its case.
2. Emphasize to the students that with regard to Part E of the worksheet, answering the question, "What means are used by the author to make his or her point?", the author's laying out a cause-and-effect relationship about the current situation and its negative effects is only one, typical way of making one's case. There are others yet; it is up to the student to summarize what the author does to convince his or her readers, drawing on the vocabulary that they know from prior learning.

Day 2

Pre-Task 1

Debrief students on only  the post-reading homework exercise in which students summarize the elements of the existing negative situation for women (cause), its consequences (effect), and the author's advice.

Ask students to point out a few differences between this text and the text read on Day 1. Steer students to point out differences in how the text is structure. Is there more or less time spent on outlining the existing situation? Are there any differences in how the existing situation is described in each of the articles? How much time in the article is spent on advice in each article?

Task 1

Tell students that we will work with the second article more closely to look into how the author describes the existing situation of women in Russia, because it is interesting to learn some factual information from it.  For this purpose, introduce students to the introductory clause, "Как пишет автор статьи,..." ("As the author of the article says,..."/"According to the author of the article"). Let the students know that this clause is commonly used to denote factual information from an article, rather than statements that are clearly subjective.  Give students an example from the article: "Как пишет автор статьи, леди лидеров становится все больше" ("According to the author of the article, the number of female managers is increasing").

Students work in groups of 3-4. Ask students to skim the article again with an eye to the specific information that they are to put into a "5W's" graphic organizer (see Attachments) about the situation of women in the Russian business world, according to the author of the article (e.g., finding information such as the increase in the number of women in the business world and the comparatively small number of women in the large-scale business).  Let the students know that when they present on this information, they will precede each statement with, "Как пишет автор статьи..." Have students work for 10 minutes. Then have a representative from each group present on one "W," making sure that he or she uses, "Как пишет автор статьи...". Ask the rest of the class after each presentation if they have anything to add; try to get as many students involved as possible.

Post-Task 1

Ask students as a group what, on the basis of this information, they would recommend. Students are asked to think silently for a two or three minutes and jot down a response, based on the specific situation at hand. They can either recommend actions to those Russian women who want to be successful or to the Russian society. Remind students that the verb советовать takes on the dative case; thus, "Я советую деловым женщинам + a verb" ("I advise women in large businesses to + a verb) or "Я советую российскому обществу + a verb" (put thеsе models on the board). Then a few students are asked to report their answer to the rest of the class.

Remind the students know that during the final presentation, they will want to vary their word choice (this is one of the categories in their rubric). With regard to saying what an author recommends, we now have two expressions with which to say this:

• "(В тексте) предлагается" + infinitive of a verb ([In the text] it is proposed to...)
• "Aвтор советует" (the author advises) + pronoun or noun in the dative case + infinitive of a verb

With regard to factual information, students can use, "Kaк пишет автор..." (According to the author...)

Ask students what they think of the author's advice. Is it different from the advice just named in the classroom? Why? Which advice do you like better?

Now, does the author of this article believe in a totally different set of normative qualities than the author of the article read on Day 1? Are there still elements of traditionalism there? We can compare the language used to describe the two.

Students work in pairs (choose a different partner than in the activity in the beginning of the lesson) on completing a Venn diagram (see attachments) in which one circle denotes women's normative qualities according to Author 1 (that author is anonymous) and the other circle denotes women's normative qualities according to author of the second article, K. Yu. Smolentsev. Use the expression, "Как пишет 1-й автор.../Как пишет Смоленцев..." ("According to Author 1.../ According to Smolentsev...") Convert any adjectives into nouns; if you are not sure about what a particular noun is, refer to your list of character traits. Ask students to think not only about qualities, but about how an author articulates them. Some qualities might coincide; if they are similar in the articles, write down both qualities and think of how the nuance in the language makes them slightly different.  Be prepared to explain the differences as clearly as possible.

When students present, ask them to explain the significance of each difference or overlapping. Some points that may be made are as follows:

• Whereas Author 1 writes about many stereotypical qualities, Smolentsev believes that some of women's normative qualities are those that are stereotypical male qualities, and he says that women are better at these characteristics than men: for example, he says that women are more goal-oriented and more bold than men.
• Smolentsev refers to many similar normative qualities as Author 1, but interprets them differently, more broadly: no longer are there adjectives such as "feminine" (i.e., "feminine guile," "feminine tact"), but there are qualities that are available to both sexes, i.e. the Russian concept of "social intelligence" or the ability to navigate social situations.

After all qualities have been presented ask the class if there are any fundamental overlappings between the way Author 1 speaks about women as a gender and the way Smolentsev speaks about them. If students do not voice any ideas, ask them what, for Smolentsev, determines people's behavior. It's biological sex; just like Author 1, Smolentsev is a biodeterminist. The difference is that Smolentsev thinks women have an advantage over men in their behavior and leadership style.

Pre-Task 2

Speaking to the class as a group, say the following: Now that we have read two different advice texts about norms of behavior/normative qualities for women, some pressing questions arise. We have learned that gender ideas are formed in a culture. In the same culture, you would expect to expect the same gender ideas. But as we have seen, there are authors in the same culture who have quite different ideas about gender. So what is the relationship between gender normative ideas, the behavior norms recommended by the authors, and the Russian culture?

To be able to speak intelligently about such relationships, we will need to stock up on vocabulary to explain the links. Ask students for useful verbs that could be used to establish such relationships. Put those verbs on the board. Then remind students of the verb "формироваться" (to be formed), which we have seen in Lesson 2, in the phrase, "Гендер формируется через распространение и поддержание социальных и культурных стереотипов и норм" ("Gender is formed by the transmission and maintenance of social and cultural stereotypes and norms").  Point out that it is an intransitive verb. Tell students that there is also a morphologically related transitive verb, "формировать" (to form). Similarly, there is an intransitive and transitive pair of verbs, отражаться  to be reflected and отражать to reflect.

Have student complete a cloze exercise on a transparency (see Attachments), orally, filling in формироваться and формировать (Part 1) and отражаться and отражать, so that students can distinguish them. Then remind students that the Russian intransitive verb for "to change" (изменяться), which students know, also has a transitive counterpart, изменять. Put both verbs on the board.

Task 2

Students are asked to get together in groups of 4-5 students. Each group is asked to come up with a diagram depicting a relationship between some elements. One way to do this is to think of symbolic objects with inner relationships (for example, a threadspool and thread pointing into different directions), or students can do simpler diagrams. Students should be prepared to explain the diagram using verbs such as формироваться, формировать, отражаться, отражать, and изменяться and изменять. Discussion about the diagram should be conducted in Russian.  Students are provided with a transparency and the following elements (put them on the board):

• the Russian culture
• a changes in society: the increase in women managers and executives
• how women are supposed to behave, according to Author 1
• how women are supposed to behave, according to Smolentsev
• the readers of Article 1 ("Женщина на посту руководителя")
• the readers of Smolentsev's article ("Женщина+Бизнес=Бизнес-леди?")

Then two representatives from each group present the drawing and explain it. They should divide the task of the presentation equally, with each partner doing a part of the speaking. This is in practice for the final presentation, the task for which will be shared by two partners.

Post-Task 2

Ask the class as a whole to summarize one important point from the diagram-building activity: what, in general, is the relationship between an author and a culture? Ask students to jot down some notes, then speak up. Collect the ideas of as many students as possible and summarize the ideas (for example, the idea that an author is formed by a culture, but can also make changes in a culture).

Assessment:

1. Homework is graded credit/no credit, with errors corrected.
2. Throughout this lesson, the teacher informally assesses student participation (including work in small groups) and monitors comprehension and accurate, meaningful language use.

References and Resources:

• Anonymous, "Женщина" [The Woman]. In Этикет от а до я, online at http://www.etiket.ru/man_and_woman/woman.html, viewed January 15, 2005.
• Fortune, Tara, and Diane Tedick, "The Six Prototypical Written Text Types (Genres) of Schooling." Handout in the CobalTT Summer Institute for Teachers (August 2004), C-39 – C41. References for the handout: Gibbons, P. (2002) Scaffolding language scaffolding learning (Portsmouth, NH: Heinemann) and Love, K., Baker, G., with J. Hamston (2000), BUILT: Building understandings in literacy and teaching, 2^nd edition [CD-Rom]. University of Melbourne, Melbourne, Australia.
• Kelly, Catriona. Refining Russia: Advice Literature, Polite Culture, and Gender from Catherine to Yeltsin. Oxford, UK: Oxford University Press, 2001.
• Smolentsev, K.Yu. "Женщина+Бизнес=Бизнес-леди?." Online at http://www.regiongroup.org/rus/media/press/woman/, viewed January 15, 2005.
• "The Cause and Effect Flow Chart with Multiple Causes," the CARLA CoBalTT Graphic Organizers, viewed January 9, 2005
• "The 5Ws Information Chart," the CARLA CoBalTT Graphic Organizers, viewed January 1, 2005.
• "Venn Diagram," the CARLA CoBalTT Graphic Organizers, viewed January 1, 2005.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Homework for the Tutorial / Group Work Day (Tutorial_Homework), created in Adobe Acrobat
• English translation of Homework for the Tutorial / Group Work Day (Tutorial_English), created in Adobe Acrobat
• Text Analysis Worksheet (Text_Analysis), created in Adobe Acrobat
• English translation of the Text Analysis Worksheet (Text_Analysis_EN), created in Adobe Acrobat
• Homework assignment for Day 1 with the text and pre-reading, reading exercises (4_Homework_D1), created in Adobe Acrobat
• Translation of the homework assignment for Day 1 into English with the synopsis of the text and pre-reading, reading exercises (4_Homework1_EN), created in Adobe Acrobat
• Flowchart Transparency (4_Transp_Flowchart), created in Adobe Acrobat
• Translation of the Flowchart Transparency (4_Transp_Flow_EN), created in Adobe Acrobat
• Flowchart Handout (4_Flowchrt_Handout), created in Adobe Acrobat
• Homework assignment for Day 2 with the text and pre-reading, reading exercises (4_Homework_D2), created in Adobe Acrobat
• Translation of the homework assignment for Day 2 with the synopsis of the text and pre-reading, reading exercises (4_Homework2_EN), created in Adobe Acrobat 
• "5W's" Graphic Organizer (4_5Ws), created in Adobe Acrobat
• Translation of the "5W's" Graphic Organizer (4_5Ws_EN), created in Adobe Acrobat
• Venn diagram (4_Venn), created in Adobe Acrobat
• Translation of the Venn diagram (4_Venn_EN), created in Adobe Acrobat
• Cloze exercise (to be done on a transparency) (4_Cloze), created in Adobe Acrobat
• Translation of the cloze exercise (4_Cloze_EN), created in Adobe Acrobat

Submitted by Olga Livshin

Objectives:

Content:
Students will...

• familiarize themselves with practices among Russian men that correspond to stereotypical Russian masculinity, for example, hobbies such as hunting
• familiarize themselves with several common practices among Russian men that diverge from the stereotypical Russian masculinity, such as men’s fashion
• identify the normative qualities that diverge from the stereotypical Russian masculinity in a text on the qualities of "a real man" from a Russian website
• familiarize themselves with normative qualities among Russian men that diverge from the stereotypical Russian masculinity, such as the willingness to take care of children in a variety of ways
• develop initial knowledge of the differences between the behaviors of Russian straight women and the behaviors of one social group in Russia whose behavior diverges from the gender stereotype for women, the "butch" lesbians
• develop initial awareness of the social and psychological difficulties faced by butch women in Russia
• develop initial knowledge of the ways of coping with psychological difficulties available to butch women in Russia (i.e., working in professions where individuals are expected to dress and act "creatively" and preparing oneself psychologically for "being a butch," as suggested by Russian butch women)
• develop an initial awareness of the differences between the behaviors (including language) with which Russian butch women define themselves and  stereotypical femininity

Cultural:
Students will...

• develop the initial knowledge that some social behaviors among Russians (i.e. Russians' practices) do not correspond to the Russian gender stereotypes (i.e. some of the beliefs of the Russian culture)
• compare the American modes of diverging from gender stereotypes (by diversity of social group) with the Russian modes of diverging from gender stereotypes (various practices among the general male population)
• develop an initial awareness of the differences between the unity of behavior in a Russian social group (the butch lesbian women) and their varying character traits
• compare the ways in which Russian butch lesbians define themselves to the ways in which American butch lesbians and other homosexual persons in the U.S. define themselves

 

Language: Content Obligatory
Students will...

• use the noun "внешность" (appearance; recycled from Lesson 1) in the nominative case, singular, to articulate in written and spoken form whether appearance has significance for the Russian man according to an advice Website, in order to familiarize themselves with several common practices among Russian men that diverge from the stereotypical Russian masculinity
• use the adjective "мужественный" (masculine; recycled from Lesson 1) in the nominative case, feminine, to articulate in written and spoken form whether winter 2004/2005 season fashion for men is masculine or contains elements of femininity, in order to familiarize themselves with several common practices among Russian men that diverge from the stereotypical Russian masculinity
• use the noun "женственность" (femininity; recycled from Lesson 1) in the genitive case, singular, to articulate in written and spoken form whether winter 2004/2005 season fashion is masculine or contains elements of femininity, in order to familiarize themselves with several common practices among Russian men that diverge from the stereotypical Russian masculinity
• use the expressions “стереотипно женские качества” (stereotypically feminine qualities; recycled from Lesson 1) and “стереотипнo мужские качества" (stereotypically male qualities; recycled from Lesson 1) to identify those qualities that diverge from stereotypical Russian masculinity in a list of qualities of the "real man" on a Russian website in order to learn more about the normative qualities that diverge from the stereotypical Russian masculinity in an authentic context
• use the word "гомофоб" (a homophobic person) in the genitive case, plural, in order to predict whether there are many openly homophobic people in Russia in order to develop initial awareness of the social and psychological difficulties faced by butch women in Russia
• use the word "бучефоб" (a person who dislikes) in the genitive case, plural, in order to predict whether there are many openly homophobic people in Russia in order to develop initial awareness of the social and psychological difficulties faced by butch women in Russia
• use the expressions "натурал" and "натуралка" (colloq. straight [masculine and feminine]) in the nominative case, plural, in order to express their point of view on the question of whether gays and lesbians should dress and act like straight (heterosexual) people at work, in order to develop initial awareness of the difficulties faced by butch women in Russia
• use the expression "натуралка" (straight/feminine) in the genitive case, singular, in order to say what kinds of behavior distinguish butch women and straight women, according to the article that they have read, in order to develop initial knowledge of the differences between the behaviors of Russian straight women and those of Russian butch women
• use the expression "гендерные нормы" (gender norms; recycled from Lesson 1) to name the gender norms at various workplaces in order to develop initial knowledge of the social milieus where the appearance and behavior of Russian butch lesbian women are accepted

Language: Content Compatible
Students will...

• use the expression "иметь значение" (to have significance; recycled from prior knowledge) in the third person singular, present tense, to articulate in written and spoken form whether appearance has significance for the Russian man according to an advice Website, in order to familiarize themselves with several common practices among Russian men that diverge from the stereotypical Russian masculinity
• use the construction, "noun or pronoun in the dative case + предлагается" (it is proposed to), + the infinitive of a verb" to name the behaviors proposed to men and women on American websites in order to compare those American behaviors deviating from the gender stereotypes to the Russian behaviors diverging from gender stereotypes
• use the expression "психологический груз" (psychological burden) in the nominative case, singular, to predict whether Russian butch women face emotional difficulties in order to develop initial awareness of the difficulties faced by butch women in Russia
• use the expression "тогда как" (whereas) to compare the behavioral qualities of a Russian stereotypical woman to those of the Russian butch woman
• use the construction, "noun or pronoun in the dative case + предлагается" (it is proposed to), + the infinitive of a verb" to say what is proposed to the butch woman readers by the butch women quoted in an article in order to develop initial knowledge of the mechanisms of coping with psychological difficulties among butch women in Russia
• use the expression "тогда как" (whereas) to contrast the behaviors with which butch women define themselves with the behaviors and qualities of stereotypical Russian women in order to develop an initial awareness of the differences between the behaviors (including language) with which Russian butch women define themselves and  stereotypical femininity
• use the construction, "определять себя как (define oneself as) + noun/pronoun in the genitive case" (recycled from priod learning) in order to say whether American gay and lesbian individuals openly define themselves as homosexuals, in order to compare the ways in which Russian butch lesbians define themselves to the ways in which American butch lesbians and other homosexual persons in the U.S. define themselves

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively in pairs to find factual information on websites for the Webquest
• develop their presentational ability by reporting to the rest of the class about their responses to the questions about websites
• work cooperatively in small groups to identify the behaviors with which Russian butch women define themselves
• work cooperatively on the K, W, P (Know, Want to Know, Predict) activity to share ideas and identify potential topics for the final presentation

Time Frame:

2 50-minute periods

Materials Needed:

Day 1

• Access to the Internet for half the number of students in class on Day 1 (for example, in a computer lab). Two students will be asked to sit at the same computer and team up on viewing the sites.  Direct each computer's browser to the Website for the unit before students arrive, and make sure that the character encoding turned on Cyrillic for Windows (open the menu View, select Encoding, select Cyrillic (Windows). 
• Worksheet with questions for the Webquest
• Homework for Day 2

Day 2

• Comparison/Contrast Chart
• Homework handout for Lesson 4, Day 1
• Access to the Internet for all students at home (to complete the homework assignment)

Description of Assessment (Performance Project):

Day 1

Pre-Task

In their homework, students complete a worksheet on two American websites: one in which the suggested, described or advertised behavior of men does not fully correspond to the gender stereotype for men, and another, in which such behavior of women does not fully correspond to the gender stereotype for women.

In class, begin class by debriefing the students about their answers (about 12 minutes for the debriefing). Teach students the construction for, "It is proposed that men/ women do X": "(noun or pronoun in the dative case) + предлагается" (it is proposed to), + the infinitive of a verb"; for example, "мужчинам / женщинам предлагается готовить испанскую еду" (men / women are proposed to cook Spanish food).

Ask students to offer their responses in the form, "Mужчинам / женщинам предлагается + the infinitive of a verb". Ideally, each student should contribute the behaviors for either a site for men or a site for women. Ask each student about the social group for which the website is intended. Point out the different social groups present. Point out the diversity of behaviors in different social group; teach students the word разнообразие (diversity).

Tell students that "предлагается" is a word that they can use in their final presentation, when speaking about what a particular text on a website proposed women or men to do.

Let the students know that in this class, we will turn to the ways in which Russian men's behaviors may differ from the gender stereotypes. Ask students to name from memory some qualities of men, according to the stereotype. Write them on the board.

Task

Ask students to sit at the computers and team up in pairs, one per computer. Students are asked to look the Website for the unit and click on the link, "Вебквест: российская мужественность" ("Webquest: Russian Masculinity"); thus they will go to the Webquest. Briefly explain the assignment, which is spelled out in detail on the webquest. (The Webquest elicits knowledge about qualities, behaviors and typical activities in different social contexts and different social groups of Russian men, e.g., "typical" men, as well as gay men). Hand out a sheet with questions on the Webquest; questions are also provided on the Webquest, but on the sheet space is provided to respond to the questions. Ask students to work cooperatively as they search for the factual information requested, using Russian as much as possible.  (20-25 minutes)

Post-Task

Students are debriefed about their findings. Each pair should be able to present on at least one response to the question (there are 5 questions total). Ask students about, and note down on the board, the social groups to which the Russian men belong. If these are general recommendations, write down "Все российские мужчины" (All Russian men). At the end, point out not that there is not so much diversity of the social groups here -- unlike in the American culture -- as there is a diversity of behaviors among "all Russian men." So, many behaviors "normal" that we have identified in Russian society differ from gender stereotypes. Despite the fact that stereotypes remain, behaviors are separate from behaviors.

At the end of the class, ask students to turn their worksheets with the responses.

Homework for Lesson 3:
Pass out the homework for Lesson 4, Group Work Day and Day 1 with any explanations needed. (See Lesson 4 for Attachments and Pre-task explanations)

Day 2

Pre-Task

At home, students are asked to read a short text about a particular kind of lesbian woman, the "butch" lesbian, and complete pre-reading and reading questions.

In class, begin by ask a student to read off his or her responses to the homework Post-Reading question 1, "What types of behavior distinguish butch [women] from straight [women]?" ("Какие виды поведения отличают бучей от натуралок?") Students will use various verbs with the noun буч (butch [woman]) in the plural.

Remind students that we have moved from gender stereotypes to discussing masculinity and femininity in the contexts of real behaviors among Russians. Tell students that we are about to look in further depth into the differences (различия) in qualities between stereotypical femininity and the femininity/masculinity of butch women.

Before embarking on this task, it is important to set some ground rules. Ask the students, on the basis of what they know now, what qualities of a butch woman we can discuss as those that most butch women have, and what qualities we cannot discuss:

• What can we discuss about butch women's differences from stereotypical femininity? ("Что мы можем обсуждать, когда говорим о различиях бучей и стереотипной женственности?")
• Can we discuss the qualities of behavior? ("Мы можем обсуждать качества поведения?")
• The qualities of appearance? ("Качества внешности?")
• Can we discuss character traits? ("Мы можем обсуждать качества характера?")
  • Why or why not? ("Почему?")

One good point that students can make is that not all butch women have the same character traits. For example, butch women are not necessarily unemotional. To guide students to this point, bring the students' attention to how the butch women speak about themselves in the article. The article begins ("It is a great psychological burden to be a butch"), and one of the butch women in the reading says that it is extremely difficult to be a "butch" and that she suffers from it. Other women say that they don't care if they are regarded badly as butch women, and so are not as emotionally vulnerable. Ask students if they can conclude very much about butch women's character; then ask them if we can make conclusions about the qualities butch women's behavior and appearance.

To look in further depth into butch women and stereotypical masculinity/femininity, we also need to stock up on vocabulary. An expression that will be useful to us to make statements of constrast is  "тогда как…" ("whеreas..."). Let the students know that this is an expression that is used for comparing or contrasting two objects or phenomena (для сравнения двух предметов или явлений). This two-word expression is used the same way the one-word expression whereas is used in English. The only difference is that the English whereas can be put either in the beginning or the middle of the sentence, but the Russian тогда как must be put in the middle of the sentence as a connector between two simple sentences. That is, when a statement about one object is made, we append whereas and a contrasting statement about another object. Note that a comma precedes тогда как. Tell students that тогда как is used in formal writing and presentations. Tell students that they may recall that that they will be using тогда как in their final presentations in order to contrast the two websites that they have researched. They are required to use this expression at least twice in their final presentations (this is in the description for their final project).

Let the students know that whereas sentences with the "a" connector are usually built as syntactic parallel constructions (same kind of word order in both simple sentences separated by "a), sentences built with тогда как ("whereas") can be more varied in structure--different word order. Give the students an example (put it on the board):

• Мягкость - кaчество стереотипной женщины, тогда как качество буча - aвторитетность. (Gentleness is a quality of a stereotypical woman, whereas а quality of a butch is аssertiveness).

Ask students to refer back to the list of qualities of the stereotypical woman and the stereotypical, made during the Lesson 1, in class. Ask students to give some examples of the qualities of a stereotypical woman, and then come up with a quality of a butch, and report the two together, using the model above. Field as many qualities as possible. If students point out qualities of character (rather than character), stop and ask the rest of the class, "Do you agree?" ("Вы согласны?"). If students disagree, ask them why.

Task

Sure, we know that butch women are different than straight women. But what does that mean when we speak about these differences (различия, a word from Lesson 1)? Is it just the clothes and gestures? Or something deeper? How do people define (oпределять, a word from Lesson 1) themselves as butch?

Ask students to get into groups of four or five. Hand out оne copy of the Compare/ Contrast Chart to each group. Ask each group to brainstorm on what butch women do to define themselves as butch ("Устройте мозговой штурм. Подумайте о том, что делают бучи, чтобы определить себя как бучей"). Then contrast it to the notion of stereotypical femininity. Refer to the article. The cells on the Compare/Contrast chart ask students to identify the following:

• How they dress: according to what beliefs or cultural ideas?
• How butch women speak about themselves: what language do they use to define themselves?
• Other behaviors noted

Ask students to present their findings according to the model (on the handout),

• Стереотипная русская женщина...., тогда как русские бучи.... (Stereotypical Russian women... whereas Russian butch women...)

Then ask one representative from each group to present on only one contrast/cell (rotate). After each presentation, ask the other groups if they agree, and if they have anything to add.

Students may note the following in the reading:

• The stereotypical Russian woman dresses in a feminine way, because this is what women are supposed to do--whereas butch women say that they have to dress according to "how they really are," so they don't believe in biodeterminism.
• The stereotypical women speak about themselves in the feminine (grammatical gender), and coquettishly, whereas some butch women (like the butch woman with the nickname Takkata Jim, quoted in the article) speak about themselves in the masculine gender: "Надо быть уверенным..."
• Many Russian women speak about themselves with feminine nouns (i.e., "красавица" [beauty], "умница" [smartiepants]), whereas the noun "butch" is masculine.

Remind the students that for their final presentations, one of the requirements is to use both "тогда как" (at least twice) and the connector "a" (at least once). Explain to the students that this requirement is designed to encourage them to vary the language that they use. Thus, they should try not to use several contrast sentences made with "тогда как" in a row, but try to alternate between "тогда как" sentences and "a" sentences.

Post-Task

Ask students what they know about how some American gay and lesbian individuals define themselves as different from other people of their sex. Given the cultural differences between the way Russia and America handles gender stereotypes, are there differences in the behaviors? Ask students to jot down a few notes for a minute and then ask them. To stimulate students to point out more differences, ask them:

• Do American gays and lesbians openly define themselves as different from other people of their sex? ("Aмериканские геи и лесбиянки открыто определяют себя как отличающихся от людей их пола?")
• "What events take place in the U.S. in which some Americans define themselves as gays and lesbians?" ("Какие фестивали, дни и т.д. проходят в США, при которые некоторые американцы определяют себя как геев и лесбиянок?")

After the discussion, ask a student who volunteers to summarize the differences between how Russian and American gays and lesbians define themselves, using тогда как (whereas).

In Preparation for the Final Presentation (at the end of the period)

In the Homework completed for Day 1, the instructor asked students to identify two choices of websites (two constrasting websites in each choice) on which they would like to work. Before the Lesson 2 (at home), the instructor pairs students up according to their interests, as much as possible (if students' interests do not coincide perfectly, pair them up by similar interest). The instructor's pairing of the students allows for students to work with people from the class with whom they may have not previously interacted and develop working cooperative relationships with these people.

At the end of Day 2, announce the pairs. Ask the partners in each pair to get together as a group for the last 10 minutes of the period. The last part of the homework for Day 2 was a K,W,P graphic organizer. Ask students to share their ideas of what they have learned in the unit thus far with their partner and exchange ideas for what they hope to learn in the future, with some idea of what they will learn. This activity is designed to help partners compare ideas that they have had for their project and finalize their selection of sites and potential topic by Lesson 4 Day 1.

Homework:
Pass out the homework for Lesson 4, Day 1 with any explanations needed. (See Lesson 4, Pre-tasks)

Assessment:

1. Homework is graded credit/no credit, with errors corrected.
2. Throughout the lesson, the teacher informally assesses student participation (including work in small groups) and monitors comprehension and accurate, meaningful language use.

References and Resources:

• Vdova and VolgaVolga. "Быть бучем" [To Be Butch]. Online at http://www.lesbiru.com/style/be_a_butch.html, viewed January 2, 2005.
• Website for this unit (including the links to various websites), at http://www.carla.umn.edu/cobaltt/lessonplans/attachments/220/index.html and the English translation of it (http://www.carla.umn.edu/cobaltt/lessonplans/attachments/220/index_eng.html)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Homework for Lesson 3 Day 1 (3_Homework_D1), created in Adobe Acrobat
• English translation of the homework for Lesson 3 Day 1 (3_HomeworkD1_EN), created in Adobe Acrobat
• The website for this unit (http://db.carla.umn.edu/cobaltt/lessonplans/attachments/220/index.html) and the English translation of it (http://db.carla.umn.edu/cobaltt/lessonplans/attachments/220/index_eng.html)
• Worksheet with questions for the Webquest (3_Webquest), created in Adobe Acrobat
• English translation of the worksheet with questions for the Webquest (3_Webquest_EN), created in Adobe Acrobat
• Homework for Lesson 3 Day 2 (3_Homework_D2), created in Adobe Acrobat
• English translation of the homework for Lesson 3 Day 2 (3_HomeworkD2_EN), created in Adobe Acrobat
• Comparison/Contrast chart for Lesson 3 Day 2 (3_Contrast_D2), created in Adobe Acrobat
• English translation of the Comparison/Contrast chart for Lesson 3 Day 2 (3_ContrastD2_EN), created in Adobe Acrobat

Submitted by

Objectives:

Content:
Students will...

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• asdf
• asdfas
• df

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

• asdfasdf
• zsdf
• asdfas
• dfasdf

Description of Assessment (Performance Project):

Pre-task: (or Into / Through / Beyond)

During-task:

Post-task:

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Jody Ziemann

Objectives:

Content:
Students will...

• identify characteristics and categories of the Latin Grammys

Cultural:
Students will...

• demonstrate knowledge of the Latin Grammys as they compare/contrast characteristics and categories with the regular Grammys

Language: Content Obligatory
Students will...

• use the simple past tense (3rd person singual or plural) to discuss the history of the Latin Grammys using verbs from the vocabulary list
• use time sequence words like primero, después, etc. to relate historical facts

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

• deduce meaning from authentic sources
• work cooperatively with a partner 

Time Frame:

One 70-minute block

Materials Needed:

• articles from the internet - probably printed
• sample timeline (see handouts below)
• lists of categories from the regular Grammys and the Latin Grammys

Description of Assessment (Performance Project):

Warm-up: Review vocabulary from lesson (music genres and instruments).  Play 2-3 games of the "Lotería Humana."  Put your past tense "battleship" practice here - but there weren't enough explanations for me to understand how exactly it was played.  How do you know what verb and what subject pronoun to connect?  are they on the board somewhere?

Pre-task: What do they already know about the Grammys?  Have they ever heard of the Latin Grammys?  Why do they think there might be a Latin Grammy?

During-task:
Read the article/articles and make a timeline with dates and places and participation numbers? 

Post-task:
jigsaw compare/contrast

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Jody Ziemann

Objectives:

Content:
Students will...

• identify characteristics of an Hispanic artist or group currently nominated for a Latin Grammy
• demonstrate knowledge of current Spanish-speaking musicians by creating a PowerPoint presentation about an individual artist or group

Cultural:

Language: Content Obligatory
Students will...

• relate  information using vocabulary such as nació/nacieron, tocó/tocaron, empezó/empezaron to summarize biographical facts about a chosen artist/group

Language: Content Compatible
Students will...

• use correct forms of descriptive words to describe a person or group of people

Learning Strategies / Social and Skills Development:
Students will...

• work together cooperatively with partners
• deduce meaning from authentic materials

Time Frame:

2-3 class periods of 70 minutes

Materials Needed:

• handout of requirements (see below)
• powerpoint and internet
• computer lab

Description of Assessment (Performance Project):

Pre-task:
Students are instructed that they will be learning about the current year's Latin Grammys musicians.  Pair up students (according to teacher preference) to research an artist/group from the current year's list of nominees.  It works much more smoothly if you have narrowed down the list from the Latin Grammys website to include different types of music, such as rock latino, salsa, etc.  Also, not all new artists have extensive information available on the Web at the time of nomination.  Each pair must choose a different musician/group.  Their final product will be a PowerPoint presentation to share with the class.

Give students the handout with the specific information they are to find out about each musician

During-task:
Take students to a computer lab and have them research.  This could take 2 or three days to find the information and get the Powerpoint finished.

Post-task:
Questions about interesting things they've found so far at the end of each research period.

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Presentation Rubric

Submitted by Jody Ziemann

Time Frame:

1-2 70-minute periods

Materials Needed:

• Handouts (see below)
• CD of the current year's Latin Grammy nominees (available at any music store which carries foreign music)
• self-made videotape of the network broadcast of the current year's Latin Grammy award show
• computer and projector with Internet and PowerPoint

Description of Task:

The Latin Grammys!

Pairs present their group/artist for the "academy" to vote on.  Votes are turned in to the judges who make the final decision of the winner of each category.

After all presentations have been given the class will watch selected performances from the videotaped show.

If the timing is right, students can make their own decisions on winners and then afterwards compare with the actual winners - ??

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Jaime Miller

Objectives:

Content:
Students will...

• identify characteristics that describe a particular insect.
• show an understanding of what a cinquain poem is.

Cultural:
 

Language: Content Obligatory
Students will...

• use various adjectives to describe an insect with words such as long/ue (long), bleu/e (blue), and petit/e (small). 
• use appropriate verbs to describe the activities of an insect with words such as sauter (hop), voler (fly), and nager (swim). 

Language: Content Compatible
Students will...

• use the sentence J'ai choisi____parce que______. to justify why a particular insect was chosen to be written about.
• use the expressions/questions Je ne comprends pas to ask for clarification when checking their classmate's poem.
• use the modal auxiliary "could" to make suggestions for improvement of a classmate's poem with phrases such as Vous pourriez...

Learning Strategies / Social and Skills Development:
Students will...

• activate background knowledge about the characteristics of true insects to help them complete the tasks.
• analyze different samples of poems to identify similarities among them.
• find and apply the pattern of a cinquain poem.
• brainstorm about possible phrases for the poem.

Time Frame:

1 90-minute period (to be done during Writing Workshop)

Materials Needed:

• Model Cinquain poems
• Overhead projector
• Markers
• White board
• Rough draft paper
• Insect workbook pages 11-13
• Analytic rubric (see Handouts)

Description of Assessment (Performance Project):

Preview: Cinquain poem

• Read a few Cinquain poems aloud (either with overhead or enlarged poems)
• Ask students what similarities they notice about the poems (all have 5 lines, etc.). List these on the white board.
• Explain what a cinquain poem is with the Cinquain explanation sheet (see attachments).
• Read another cinquain poem with the overhead and ask students to come up and underline and say the required components (There is a noun in the first line, etc.)

Focused Learning: Create a poem

• Explain the activity to students:

You will write a cinquain poem about the insect of your choosing. The noun will be the name of your insect. The adjectives and verbs may be ones that we used during the Dichotomous key and Venn diagram activities. You will create complete sentences to describe the insect.

First you will plan for writing your poem using workbook (p. 11), then you will write a rough draft on rough draft paper. After editing your poem yourself, with a friend and finally with a teacher, you will copy a final draft onto page 12 of your insect workbook. When everyone is finished, you will read your poems aloud in small groups.

• Show and explain analytic rubric to students (what they need to pay attention to).
• Students choose an insect and brainstorm possible adjectives, nouns and sentences using page 11 of their insect workbook.
• Students write a rough draft.
• Students revise and edit their poem 1. individually 2. in pairs 3. with the teacher
• Students, after editing the rough draft, copy the final draft onto page 12 of workbook.

Expansion: Reading of cinquain poems

• When all students have completed their final drafts, they will divide into small groups of six and share their poems aloud.
• Students, before reading their poem, need to tell which insect they've chosen and why by using the following language: J'ai choisi____parce que______.

Assessment:

Students' knowledge about the characteristics of insects and their use of French to express those characteristics will be assessed in the creation of the Cinquain poem, through the analytic rubric.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Assessment: Insect Cinquain Poem - Laurent needs to put in French

Submitted by Josephine Books

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Task:

Pre-task: (or Into / Through / Beyond)

During-task:

Post-task:

References and Resources:

List only References and Resources specific to this Unit Assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Unit Assessment.

Submitted by Elizabeth Chaigne

Objectives:

Content:
Students will...

• understand the difference between a scripted play and an improvisation.
• understand that improvisation, while spontansous, must be prepared for.
• recognize that an autobiography must be written in the first person. 

 

 

Cultural:

Language: Content Obligatory
Students will...

• use the first person singular in the present and past tenses with verbs of action/movement such as to go (aller), to leave (partir), to pass through (passer par), to begin (commencer) to write a character autobiography.  
• use expressions such as however (cependant), anyway (de toute façon), next (ensuite), since (depuis), in addition (en plus), luckily/unluckily (heuresement/malheuresement), after that (après cela) to advance the story of their character history/autobiography.
• use the 3rd person singular imperfect tense of the verb to be (être) to describe written generalities such as 'It was...' (C'était...).
• use the following vocabulary: family background (la vie familiale), physical attributes (les caractéristiques physiques), fears and/or passions (les craintes et les passions), major events in the character’s life (les événements principaux du personage) to discuss in cooperative groups.

 

Language: Content Compatible
Students will... 

• use the 1^st and 2^nd person imperative tense with expressions like ‘Let’s hurry up’('Dépêchons-nous); ‘Slow down, I can’t rite that fast’ (Ralentis, je ne peux pas écrire si vite); ‘Tell me what you think.’ (Dis-moi ce que tu en penses.)  to discuss during cooperative group work.
• ask questions such as ‘How do you say...?’ (Comment dit-on...?); ‘What do you call this?’ (Comment s'appelle...?) to negotiate meaning and find appropriate vocabulary to write their autobiography.

Learning Strategies / Social and Skills Development:
Students will...

• make and use a bubble map to create a character autobiography.
• work in small cooperative groups to create lifestyle categories for their character.

Time Frame:

One 50 minute to an hour lesson

Materials Needed:

• Information from the graphic organizers from previous lesson (on hand for reference only)
• Paper and pencil to create/fill out vocabulary web
• Large area to create a class list of interview question categories
• Blank transparency to model the vocabulary web
• Vis à vis pen
• Overhead projector

Description of Assessment (Performance Project):

Pre-task:

Review the strategies covered for character development up to now (Lessons 1 & 2:  A character's personality helps in forming its environment, habits and language.  Lesson 3: We can further develop a character by defining its personality and then creating its gestures and language based on our findings.) Tell students that in today's lesson they will be further developing the character chosen in lesson 3 by creating an imaginary character history using a bubble map. They will then use this bubble map to aid in writing a character autobiography.  In order to get them thinking about the bigger outcomes of today's lesson, you may want to mention that the information gathered and created from this bubble map and subsequent autobiography should be used when acting out the improvised interview of their character in the next lesson. Remind them that improvisation, even though it is a spontaneous speaking activity, must be prepared for.

 

Begin by soliciting a large group discussion with

the following questions: What is the difference between an improvisation and a scripted play? (For scripts the lines must be memorized and we already know the outcome; for improvisation, you must really think on your feet and be attentive to what's going on.) In what situations do we use improvisations naturally? (When we talk on the phone, give directions to someone on the street, try to explain a story or situation.)

 

In preparation for the next lesson's interview, ask students to quickly break into groups of three and number off 1-3.  (You can assign tasks to each of the numbers being careful not to have the same number attributed to the same job as in previous lessons so students have a variety of jobs to do each time there is this kind of group work.) i.e. All the ones are the secretary; all twos the time keepers; and the threes the director of the group to assure that everyone participates.  Each group is responsible for coming up with 3-4 general categories around which an interviewer would formulate his/her actual questions for an interview.  (Examples are, but not limited to:  family background, physical attributes, fears and/or passions, major events in the character’s life.)  Be sure to go over the CC and CO language objectives and explicitly ask students to use this language during their group work.

 

After 5 minutes bring the whole class back together to share their ideas.  Write the ideas in list form on the board for the entire class to see.  You will find that many of the ideas can easily be combined into just a few general categories (as mentioned above), but remain open to students' new perspectives. 

 

During-task:

As independent work, students will be asked to choose 5-6 categories from the class list and create a vocabulary web map that reflects the character's world.  The teacher should demonstrate this with an overhead. (See the attached document: 'web map example' as a guide.) I prefer to have the students create their own web based on the teacher’s model instead of giving the students a copy of an empty web.  If students are creating their web from scratch, then it is a good idea to tell students to first write their words on the paper and after draw the circle around the words. Otherwise, students have a tendency to draw circles that are too small to write inside. The web should have a circle in the middle containing the character’s name or title. Stems are drawn out from this main circle and the chosen categories are written inside.  From each of these circles other stems are drawn and the student fills in words, expressions or experiences about their character for that chosen category. 

 

During this process, students may need to use dictionaries and/or ask vocabulary related questions.  The teacher may want to get the students thinking about possible vocabulary by referring them to the behavior and word/expression graphic organizers from the previous lesson.

 

Beyond-task:

The teacher should now let students know that actors frequently write an autobiography of their character to further develop it. Using the completed web bubble map as a spring board, he/she asks them to do this for their character. You will want to model this informing students that each bubble that contains a 'category' could act as a topic sentence. The information they have created surrounding that category would be supporting sentences. However, the map should not be used as a strict structure for the writing process. Students may include information that is not on the web map and are not required to use all the information recorded on it. 

 

The goal is to use the web map as a tool for further exploration about their character.  What is most important is that students develop a meaningful and personal history of the character that they can draw from when speaking during the subsequent interview. 

 

Their autobiography should use complete sentences and be mindful of spelling. Inform students that an autobiography requires that students use the 1st person singular. They are to write as if they were the character and not as if they were talking about it. This is sometimes harder for young people to do than one would think. Take time to write a few examples on the board utilizing present and past tenses in your examples and paying attention to the CC and CO language objectives of this lesson. (See the attached example: Character Autobiography Example) Allow students time to get started and assign the completion of the autobiography as homework to be turned in the next class session.

 

You may want to take time to go over the rubric for this autobiography so students have a clear idea as to what is required. I suggest  having students turn in both the web map and the autobiography for grading.

Assessment:

Students’ autobiographies will be graded using the attached rubric. Students’ web planning needs to be turned in for evaluation with the autobiography.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Web Map Example

Improvisation Rubric

Character Autobiography Example

Submitted by Elizabeth Chaigne

Objectives:

Content:
Students will... 

• recognize that the ability to speak freely and spontaneously (as in an improvisation) as a character depends on the amount of preparation that they completed
• recognize what consititutes effective interview questions.
• recognize what constitutes good interview responses.

Cultural:
Students will...

• recognize and demonstrate understanding of the formal 'vous' as a singular pronoun . (Because the 'vous' pronoun is used both for the 2nd person plural and formal 2nd person singular, students have difficulty distinguishing between these two usage forms.)

Language: Content Obligatory
Students will...

• use the following question words to formulate interview questions in the present and past tense with the 2nd person singular (formal vous form): qui, quoi/que/quel(les), quand, où, comment and pourquoi (i.e. Where did you grow up? Où est-ce que vous avez grandi?; What is your favorite food? Quelle est votre nourriture préférée?)
• formulate responses to interview questions using the 1st person singular with the present and past tense of action verbs such as: live (vivre); eat (manger); grow up (grandir); walk (marcher); run (courir); etc to talk about themselves as a character.
• use agreeing/disagreeing and explaining expressions such as: exactly (exactement/ en effet); not really (pas vraiment); actually (au fait/par contre); that's to say...(c'est à dire...) with both the present and past tenses to engage in partner interviews.

Language: Content Compatible
Students will...

• utilize question/answer vocabulary such as: ask a question (poser une question); ask for information (demander un renseignement/information); give an answer/response (répondre/donner une réponse) in the conditional tense to contribute to classroom discussions (i.e. Il dirait...; Il répondrait...). 
• use the conditional form of the verb devoir (this verb denotes obligation) with the pronoun 'on' (3rd person singular) to suggest a need for change (i.e. On devrait changer cette question/ce mot....).

Learning Strategies / Social and Skills Development:
Students will...

• reflect and draw from a self-written character history/autobiography to act out an interview.
• practice generating effective interview questions and answers.

Time Frame:

Two 50-60 minute lessons

Materials Needed:

• Paper and pencil for jotting down possible interview questions
• Students' bubble maps from the previous lesson
• Students' character autobiographies from the previous lesson
• White or black board for noting student input during whole class discussion

Description of Assessment (Performance Project):

** Day 1 **

 

Pre-task:

In today's lesson students will be preparing for and conducting improvised interviews as their character. Students will take turns acting both as the interviewer and the interviewee.  The character development work done in all 4 preceeding lessons should feed into this lesson by providing students with all the background knowedge they need to speak freely as their character. Remind students that the overarching goal of this unit is that character development must be a planned out activity so that performances are believable.

 

In the first part of this lesson you will want to review question words (who, what, where, when, why, how; qui, que/quoi/quel(les), quand, pourquoi, comment); interrogative structures (inverting the subject/verb structure, using est-ce que, or raising the voice at the end of a declarative sentence; and formulating effective responses to interview questions. This may seem like basic information, however students have a tendency to utilize a minimum of language in question/answer situations. One of the goals in immersion teaching is to provide students with a maximum amount of extended discourse. See the CC and CO language objectives for specific langauge to target). Going over this kind of language can be done through direct instruction or weaved into previous lessons' content. 

 

To weave this content into previous work for example, you could use the categories from the bubble map from the last lesson (also attached here as Web Map Example). In a whole class setting have students think about the character of Shrek from lesson 1.  Based on these categories (family background, physical attributes, fears and passions, major life shaping events) what additional information would they like to know about him? Let students formulate questions without editing them.  Make a list of these questions as they are proposed. 

 

Then inform students that good interview questions naturally lead the interviewee towards complete sentence structure. Interviewers should avoid questions that result in a yes/no answer. Review the list of questions collected on the board and ask how students might modify them to reflect open ended questions if necessary.  (i.e. 'Do you like carrots?' could be modified to 'What vegetables do you like the most and why?' (You might want to use the think-pair-share strategy explained in lesson 2 for this also attached under the name 'Explanation of Think-Pair-Share'. See the CC language objectives to help guide the kind of language you may want students to focus on during their Think-Pair-Share.) 

 

This same type of analysis for forming questions should be used to go over how to formulate good responses.

 

A good response incorporates the who, what, where, when, why and how into the answer. Again, instead of just providing this information to the students you could follow the Think-Pair-Share strategy asking students how Shrek might respond to one of the earlier generated questions. It has been my experience that students at this age have a tendency to repeat the same vocabulary used in the question in their responses.  While this can be effective in providing complete sentence structure for answers, students have a tendency to depend too heavily on it. The result does not always sound very natural (i.e. The question 'What are you most afraid of?' results in an answer, 'I am most afraid of...' instead of drawing from richer non-repetitive vocabulary such as 'Well, one time I saw a really big spider, but I think what scares me the most are centipedes.') This is a great opportunity to stretch students to think about the autobiography they wrote and pull some information from it into their responses. 

 

Finally, remind students to think about work from previous lessons and how they can incorporate it into this interview.  We should see and hear appropriate gestures and language (lessons 2 & 3) as well as verbal content that reflects the character's life (lesson 4).

 

During-task:

Students will pair up with each other and exchange the web maps they created during the previous lesson.  Based on the categories used on their classmate’s web map and acting as the interviewer they will formulate 8 -10 questions to be used for the improvised interview. Allow students to write out the questions. However, they should not share these questions with their partner. This will keep the interview process spontaneous and keep the spirit of an improvisation at hand. Whatever they do not complete, can be finished up as homework. 

 

** Day 2 During Task (Con't) **

Pairs of students hand back their web maps to their owner.  Given class sizes which may be upwards of 25 students, there may not be sufficient time for each pair of students to perform their interview in front of the class.  If this is the case and space allows, break the class into two groups and have the two groups perform their interviews in front of each other.  The pairs should not rehearse the interview before performing in front of the class.

Beyond Task:
Have the students complete the self evaluation as a homework assignment once they have completed the interview. As a follow up the teacher could summarize the answers for the class to show the overall results for the activity.

Assessment:

Students will self evaluate their performance as their character using a checklist/comment sheet. This evaluation is not to be graded, but to serve as a growth tool for the student. (See the attachment for the checklist/comment sheet.)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Student Self-evaluation

Web Map Example

Think-Pair-Share Explanation

Submitted by Martha Johnson

Objectives:

Content:
Students will...

• identify at least 5 themes related to global interdependence
• develop indepth information about one theme related to global interdependence 
• begin to develop a basic understanding (based on our basic needs as human beings) of how we are interconnected as global citizens
• recognize that some of the ways we are interdependent mean/signify unequal relationships between countries or groups of people

 

Cultural:
Students will...

• begin to develop an awareness of the immense economic gap existing between the northern and southern hemishpere and its impact on people's way of life
• recognize that people have multiple perspectives related to the many different themes of global interdependence
• recognize that the many perspectives people have are directly linked to their cultural-geographical life experiences 

Language: Content Obligatory
Students will...

• use vocabulary from day 1 and day 2 and the KWL chart from day 3 to write a thesis statment about a theme related to global interdependence
• use expressions like: Me gusta, Yo opino que, Pienso que, Hace falta, Estoy de acuerdo con, Creo, He oido que, Parece que, Se me hace, etc. to give feebdack to their peers about their thesis statements
• use words like La idea principal, El autor explica que, Enfoca, Su perspectiva es, etc. and the verbs describir, explicar, discutir, elaborar, mostrar to describe the main ideas presented in the artilce they read for homework
• use connector words like primero, segundo, luego, a continuaciόn, etc. to describe how to do a specific task that has at least 6 steps

Language: Content Compatible
Students will...

• discuss and record new concepts and new vocabulary from the artilce they read for homework
• identify connector words like primero, segundo, luego, a continuaciόn, etc. in the article they read during lesson 3 or the one they read for homework

Learning Strategies / Social and Skills Development:
Students will...

• share their work with others
• develop problem solving skills
• give and receive constructive feedback
• practice creating and using a rubric
• organize their ideas for their 5 paragraph essay using a special gráfico
• develop brainstorming skills

 

Time Frame:

two 84 minute class periods

Materials Needed:

• blank overhead with the heading "La composiciόn superior..." (see attachment #4)
• laptop computer lab with access to the Internet.
• copies of the graphic organizer for their five paragraph essays (see attachment #1)
• an overhead of attachment #2 of sample thesis statements and to demonstrate how to give feedback on sample thesis statements for Activity # 4 and to show students the next steps to take for Activity #5
• handout of Palabras de enlace (attachment #3) for activity #6 and for students to use as a reference when writing their rough drafts
• Blank overheads for activity #11 during Day 5
• A butcher-block poster of La Composiciόn Superior (see attachment #4) for Day 5 Activity #13
• A classroom set of 1 and 3/4 inch curved PVC pipe to be used as reading phones for Day 5 Activity 14

Description of Assessment (Performance Project):

Day Four:

Pre-Task

1.  Give students an opportunity to share what they have found and what problems they are having searching the Internet, finding an appropriate article (reading level, etc.) or choosing a topic. Problem solve together as a group. Make a mental note of students who are having difficulty and those who might be able to help.

2. Quick check-in with students about what they read. To do this, I will have found and read an article. In front of the class, I will describe some of the salient details from the article for about 1 minute. I will also present new words or concepts that were presented in the artilce. I will ask if anyone would like to share something about their article with the whole class. Then, I will ask everyone to share (like I did) but with their partner. They should share main ideas, details, new vocabulary and concepts. After a few minutes, I will ring a bell to indicate they should trade roles. Afterwards, give students a few minutes to write down new vocabulary and concepts from the reading in the student-made glossary in their notebooks. These are the words they should have underlined in the article as they were reading and discussed with their partners just now during the sharing time.

Language note:You may want to do a quick review of the following words and encourage the students to use these words and phrases during their discussion: El autor explica que, Enfoca, La idea principal es, La perspectiva del autor es, etc. You may also want to remind them of the following verbs indicating that these are the things they should be trying to include in their own essay writing: describir, explicar, discutir, elaborar y mostrar.

3. Hand out and discuss with students the graphic organizer they will use to organize their ideas once they have finished their research (see attachment #1).

4. Discuss what is a thesis statement and show examples of some (make overhead from attachment #2). Model for students how to use the KWL chart they made yesterday  (see the sample KWL chart from yesterday) to make a thesis statement and also how to give critical feedback to improve thesis statements (see examples in attachement #2). Try and generate as much student participation in this activity as possible. Make some new thesis statements together. We made a thesis statement together as a class for two students who were really having trouble with this step.

5. Use the overhead (page 2 of attachment #2) to show students what the nexts steps will be after they have written their thesis statement and gotten some feedback from someone else. Some students may want to take notes of these steps or you may choose to have a few copies to hand out to students.

6. Handout the sheet called "Palabras de enlace" (see attachment # 3). Have students read the list outloud and discuss when they might use these words and what they think they mean. In groups of 3, ask students to describe in writing a task that has 6 steps using at least 6 different words from the list. For example, one group might describe the steps you need to make a peanut butter and jelly sandwhich. They should turn these in for points. This is kind of a random activity but my students appreciated the break from their essays and they had some fun doing this. Many students did use a number of the words from the list in their essays. Challenge students to use the Palabras de enlace word list as they write the rough drafts.

Language Note: We use the Palabras de enlcace review sheet in many immersion classes. It has been revised many times as students have reorganized them and brainstormed new words to add to the list. Recycling certain concepts/word lists has been a cornerstone of our program. Other ways to immediately recycle the Palabras de enlace could be to have students unerline these words in the article they reviewed in class yesterday and/or the one they read for homework last night.

During Task

7. Students continue to do research as needed.

8. They will begin to formulate a thesis statement and as time permits, they will work on the graphic organizer they will use to make a rough draft. Once they have a thesis statement, they should check in with at least one other student to get feedback before they start the graphic organizer.

9. Now that they have a good idea what to do and what is expected, as a class students brainstorm ideas for the final rubric. Put a blank overhead up that has the following heading: "La composiciόn superior...." Students will brainstorm ideas about what makes a superior composition. See attachment #4 to see what my class came up with. I believe that whenever possible students should co-create rubrics with their teachers. This helps them understand what the expectations are and, therefore, they are more likely to meet them. Since this is the first time they may have done this, we started by simply making a list together. I then used this information to develop a simple rubric for student feedback and for the final assessment for the 5 paragraph essays. Later on in the course, we will make more sophisticated rubrics, but for now this is a great start.

Post Task

10. Tarea: Terminar el gráfico para organizar tus ideas. Comenzar el borrador de tu composiciόn de 5 párrafos. El borrador tiene que ser listo para entregar al principio de la clase pasado mañana.

(Students will finish the graphic organizer and begin work on creating the rough draft of their 5 paragraph essay. The completed rough draft is due at the beginning of day 6). 

Day Five:

Pre-Task

11. Check-in to see how students are progressing and problem solve together as a whole class. Selected students share their thesis statements with the class. Some students may also share their bibliography with the class. I have these students write what they have to share on a blank overhead and then we can give feedback together as a class. This is a great way to practice their bibliography making skills.

Language note: At this stage it is critical to review how to give quality feedback. You could practice giving constructive and not so constructive feedback. Some words and expressions you may want to recycle are: Estoy convencida, Estoy de acuerdo con, Me gusta, Yo opino que, Pienso que, Hace falta, Creo, He oido que, Se me hace que, Parece que, etc.

During Task

12. Students continue to finish up any last bit of research and work on their graphic organizer and/or rough drafts.They also need to make a rough draft of their bibliography.

13. Informal sharing: In pairs, students share their thesis statements, graphic organizers and whatever they have done so far on their rough draft and ask for constructive feedback. To facilitate sharing, the teacher can play a little segment of music and while the music is playing the students must cross the room and find someone to share their work with. After a few minutes, the music plays again and this time, the person who gave the feedback must find someone who has already received feedback to share their work with. The music could go on and off several times until students have shared with several different students.

Language note: To facilitate effective feedback for the rough drafts, encourage students to use the list we made together as a class called La Composiciόn superior (attachment #4). I put this up on a large piece of butcherblock paper for all to see.

Post Task

14. When students are completely finished with their rough drafts (some will use the most of the class period and still need to finish up at home), they should pair-share their essays with a partner for feedback and auto-correct for mistakes using the (reading phones*). They can also continue to surf the web for appropriate articles that may be useful in the units we will be studying during the semester or they can choose to be peer mentors for other classmates who need some extra help.

*Reading phones are basically 1 and 3/4" curved pieces of PVC pipe. Students use these when self-correcting their work. They read the draft outloud (quietly to themselves) into the "phone" which amplifies the sound into their own ear. Immersion students have trouble self correcting their own grammar mistakes on paper, but if they can "hear" what they have written they are more likely to self-correct. I have found the "reading phones" a useful investment for many different kinds of projects.

15. Tarea: Terminar el borrador de la composiciόn para mañana. (All rough drafts are due at the beginning of the next class period).

 

Assessment:

Students will be assessed on Activity 6 (the group writing assignment using six palabras de enlace). Progress on thesis statements, completing the graphic organizer and beginning work on the rough draft can be assessed informally.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. Graphic organizer for the 5 paragraph essay. (Grafico.doc). This can be used to help students organize their ideas before they begin writing a rough draft. Handout and discuss during activity #3
2. Thesis statements and the next steps. (thesis.doc). I suggest making an overhead of these 2 pages for use during activites 4 and 5.
3. Palabras de enlace. (Palabras.doc) You will need copies of this for Activity 6. I suggest you may want to make these copies back to back with the graphic organizer to save paper!
4. Una composiciόn superior...(checklist.doc) This is an example of what my students came up with during Activity #9.

 

 

 

Submitted by Martha Johnson

Time Frame:

Two 84 minute class periods. 

Materials Needed:

• 3-4 copies of the rubric per student (for peer feedback and self evaluation). I chose to make 4 per student and made them back to back in a packet. (see attachment #1)
• The partially completed student KWL charts that students made in Lesson 3

Description of Task:

DAY SIX

Pre-task

1. Reflection on language learning and the writing process. The teacher will lead a discussion where students will reflect on the process. What have you learned from this writing process? (how to do internet research, how to write a bibliography, drafting, editing, revising, vocabluary, using connector words, giving/recieving feedback, etc. were all things my students came up with). To push all students to continue to improve, ask students what more they need to learn/practice to be better writers. All of their answers should be recorded (maybe by a student so the teacher can facilitate the discussion) on a butcherblock paper that can be added to the wall-collection later.

2. Reflection on content learning. Hand back the partially completed KWL Charts and ask them to complete the chart about what they learned about the topic. Since they did this chart originally with a partner, they will probably want to work with the same person again. To facilitate sharing, they should discuss their responses with their partner before writing.

During task

3. Students will share their rough drafts with at least 3 other students and receive feedback using the rubric (see attachment #1). Students who are having special challenges will share their essays with the teacher and have individual conferences. The reading phones may be used as needed.

Note: Another way to do peer-review would be to have stations. At one station, the students are only looking at the use of Palabras de enlace and transition sentences, etc. If students do not have much experience doing peer editing, this might be a good way to do it. This way only one rubric would be used and the students doing the particular section would sign their names in case there was a question. I find a wholistic peer review to be more useful when possible. In order to prepare the students, you may choose to share the sample essay (see attachment #2 below) and do a group editing process using the rubric together. This could be done as a whole class activity or in pairs. If you do it in pairs, then it'd be helpful for the pairs to share and discuss their results with 2 other pair-groups and then together as a whole class to debrief.

4. Students will review the feedback from other students and decide what changes they want to make to their essays based on student feedback. Students will also use the reading phones to edit their own essay one more time. They will then read their essay again using the rubric as a form of self-evaluation.

Post task

5. Students will work on their final copies of their essay. These are due at the beginning of the following class period.

DAY SEVEN

On Day Seven, the final copy will be turned in to the teacher along with the graphic organizer, the rough draft and the rubrics used for peer editing and self-evaluation. The teacher will use the co-created rubric to give feedback and review the rough drafts and the peer rubrics as well. Day 7 will also be the first day of the new unit (Globalizaciόn de la economía).

DAY EIGHT

*Essays will be returned to students on Day 8. A work day for the new unit is planned for Day 8 so the teacher can conference with students about their essays. Students will then make final corrections and turn in the final final copy the following day. These will then be submitted to the local newspaper for possible publication!

**I have included a sample of one student's completed 5 paragraph essay (see attachment # 2). It is used with permission of the author. It is interesting to note that she is a traditional world language learner. She took Spanish I -V and then Spanish Immersion Public Speaking (a one quarter class). Spanish Immersion Global Studies was her second experience with Spanish Immersion classes.

 

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

1. Rubric. (rubric.doc) This is a rubric made from the list (La composicion superior...) the students brainstormed in class. They should use it for giving peer feedback and for self-correction. The teacher will also use the same rubric as well.
2. Un ejemplo de una composición. (composicion.doc) This 5 paragraph essay was written by one of the students in the class. Interestingly, this student is not a native speaker or an immersion student. She took traditional Spanish I - V and then took Spanish Immersion Public Speaking. This was her second Spanish Immersion class.

Submitted by Elizabeth Chaigne

Time Frame:

Two - three 50-60 minute sessions

Materials Needed:

• One copy of the analyse du personnage for each student (attached handout)
• copies of any of the graphic organizers used throughout this unit for additional student preparation
• copy of the grading rubric for each student (with a transparency if you choose to go over it as a whole class)

Description of Task:

Pre-task:
As a culmination to this unit, students will be asked to choose a character for which they will develop an improvised monologue that they will present to the class.  Students will play their character of choice and introduce themselves to the audience paying particular attention to the elements covered in this unit (behavior/gestures, word/expressions, vocabulary banks, physical attributes, etc.). 

First, go over some of the characters that students have worked with throughout this unit (fairytale characters, Cyrano de Bergerac, any other characters from stories that were used, etc.).  Let them know that the most important part of their performance will be the extent to which their preparation work is illustrated in their performance (i.e. does the character use the kind of language and/or gestures developed during the written preparation and to what extent?).

This would be a good time to go over the scoring rubric for this assessment so students have a very clear idea as to what they should use in their monologue performance.

During-task:
Have them choose a character for which they will perform a short (1 - 3 minute) monologue. This monologue should be informative in nature allowing the audience to get to know the character. Allow them about 10-15 minutes to prepare alone. They should choose at least two of the character-building strategies used throughout this unit(behavior/gesture and word/expression graphic organizers, autobiography and web/bubble maps).

Let them know that during the performance they will not be allowed to use any of their written work. Thus, being thorough with this part of the preparation is critical for their success during the performance.  The more thorough they are with the preparation, the better they will know and understand the character they have developed and the more at ease they will be to speak freely as their character. If it seems to help students to get to know their character better, allow them to work in groups and conduct interviews as they did in lesson 5.  This may get students to think about aspects of their character's life that they hadn't thought of.  Depending on class size, the monologue performances will take at least one entire session.  You may have to spread the preparation and performances out over 2-3 days.

Beyond-task
In order to keep all students engaged, you may want to have the viewing audience members write a quick 1-2 lines of positive feedback citing a specific example from the performance that they liked. This also helps other class members to focus on the elements of good performance for themselves.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Teacher Rubric for student assessment

Projet final: analyse du personnage (Student preparation sheet)

Submitted by Elizabeth Valencia-Borgert

Objectives:

Content:
Students will...

• Recognize that American and Latin American school years are organized differently
• Recognize  differences in number of classes and subjects for a first year student in a Latin American  and an American university. 
• Recognize that a major is needed before being able to register (a littel bit wordy..)
• Understand that particular classes are neede for certain majors

Cultural:
Students will...

• Identify hispanics who have made a difference in  professions that students are considering

Language: Content Obligatory
Students will...

• Use cognates to identify  classes and  majors, such as matemáticas, biología.
• Use 1rst person singular present tense of  tener and  3rd person singular present ser to provide total number of classes and identify majors with phrases such as, tengo 4 clases, mi carrera es ingeniería
• Use new vocabulary for subjects and majors to talk about their studies with phrases such as mi carrera es medicina, la clase de biología
• Use numbers (1-10) to indicate quantity of classes, with phrases such as, Tengo tres clases.
• use the verbs tener and estudiar in present tense singular form in 3rd person singular to provide information with phrases such as tiene dos clases, ella estudia psycología.
• Demonstrate understanding of what/how questions to identify  their classes and majors with phrases such as  tengo tres clases, tengo español  
• Use what/how questions with 2nd person singular present tense with the verbs tener, estudiar to inquire about the classes and majors with phrases such as ¿cuántas clases tienes? ¿Qué  carrera estudias?
• Use cardinal  numbers to describe a semester/year in a latin American university such as, el primer semestre de clases..., el segundo año de clases...

Language: Content Compatible
Students will...

• Use the 1rst person singular present tense of verb saber  to indicate that he/she does not know the with phrases such as no sé
• Use of  1rst and 3rd person singular possesive adjetives to talk about the major in phrases such as mi carrera es biología and to inquire about the major  with phrases such as ¿Cuál es tu carrera?
• Demonstrate understanding of invitations from the teacher to engage in an activity with phrases  such as vamos a.., and  ¿quién quiere compartir?  
• Use the days of the week in phrases such as Yo tengo biologia el lunes
• Use the months of the year to identify the lenght of a semester in phrases such as, el primer semestre es desde marzo a junio...
• Use prepositions of time hasta, desde.. to indicate lenght of semester year in phrases like el  año académico es desde marzo hasta diciembre. Also prepositions such as antes de to indicate that a major has to be declared  before class registration in phrases such as, tengo que escoger una carrera antes de tomar clases 
• Demostrate an understading  of how to provide personal information such as age using phrases such as "tengo ---- años" place of origin using phrases such as "soy de ----"
• Use  verbs in 1st and 3rd person singular present tense od regular verbs  to talk about daily activities  such as, como en la cafeteria, vive en casa.
• Use of  1st person and 3rd person singular present tense for the verb tener que to indicate obligation in phrases such as, tiene que tener una carrera....
• Use the names of the seasons to identify the semester at school in phrases such as,  yo tengo .. clases en el semestre de primavera
• Familiarity with conjunctions such as con and   y  for phrases such as ella vive con su papá y mamá
• Use phrases such as, es necesario escoger...la carrera.. to indicate a requirement.
• Recognize cardinal points in phrases such as Concepción está  al sur de  Chile

Learning Strategies / Social and Skills Development:
Students will...

• Use knowledge of cognates to identify vocabulary
• Use context clues to guess meaning of new words
• Use their background knowledge to correlate professions and majors with famous hispanic people. 
• Use a map of the country to identify an specific region
• Students will work collaboratively in pairs to achieve their goal

Time Frame:

50 minutes

Materials Needed:

• Handouts:
• ¿Qué clases tienes este semestre?
• Horario de clases 
• Carreras y clases 
• Un horario diferente 
• Para ver el video (guia)
• Venn Diagram 
• Transparencies
• Para ver el video  (guia)
• Pictures of famous hispanic people
• Horario de clases 
• Para ver el video
• Un horario diferente
• Venn Diagram   
• Equipment and tools 
• blackboard,chalk
• Computer
• Overhead projector
• Screen
• Fuzzy ball 
• Transparency markers
• Multimedia tools   
• Video clip of Hispanic student

 

 

Description of Assessment (Performance Project):

Pre-task (15 minutes):
Write down the words in two colums "carrera, clase" and write down several majors and classes under each respective colum in L2 on the blackboard.  Asks student to identify them in L1.  Call these words cognados (cognates). At this point, also explain that students could deduce the meaning of cognates by the text. However, they should be aware of false cognates,  i.e parientes vs parents. Next, give students a Carreras y clases handout with the most common classes and majors in Spanish/English. Review with them the list.

Present pictures of  hispanic people that are recognizable by the students, either through PowerPoint or transparencies

Next, write down (or display in PowerPoint) the major under the picture of the person in the first picture. Tell students the name of the famous person:

El se llama ....., su carrera es ....  esta carrera tiene las clases  de ...... 

Ella se llama ....., su carrera es ....  esta carrera tiene las clases  de...... 

Write down all the information given in the transparency for the first two images. 

 For the rest (2-4), present the pictures, ask the following:

¿Cómo se llama? ¿cuál es su carrera?. ¿Qué clases tiene esta carrera?  

Wait for an answer (English or Spanish) and then write it down on the transparency (or display it in PowerPoint). 

Write on the blackboard

Y tú, ¿qué clases tienes, ¿cuál es tu carrera?

Switch to the transparency with a clean class schedule (horario handout). Read out loud the days of week  from the transparency and write down the semester (otoño, primavera), and the major, if known.  Write their Spanish class in the days of the week they meet. 

En este horario del semestre de  otoño /primavera yo voy a escribir cuando tenemos esta clase de español.

También voy a escribir el horario de un estudiante de esta clase (pick somebody).. Ella /él tiene la clase de español los lunes, los martes....   ¿qué otras clases tienes?

Inquire students in general about  their majors. Ask individually ¿qué carrera tienes?

Write them down in the board  or point at them on the board. Also, write down no sé as a potential answer.

Wait for a response and write it on the transparency.

During task (20 minutes):

Pass out the horario handout  to the students and ask them to fill in their schedules. (Uds. van a escribir su horario de este semestre). While they are writing their schedule, write two questions on the blackboard: 

¿Qué clases tienes tú?
¿Cuál es tu carrera? 

and the beginning of the answer:
Tengo ___,_______, ______ 
Mi carrera es________.
no sé

Next, take out the fuzzy happy face ball or its equivalent, and say: Ésta es mi pelota. Then throw it to a student nearby while saying ¿Cuántas clases tienes? Wait for an answer, and then ask the second question. Retrieve the ball and throw it to another student and repeat the same two questions. The third time, make gestures to the student to throw the ball to somebody else while saying tira la pelota y pregunta, showing the questions on the blackboard. The ball will go to a few  more students until the teacher requests the ball back with gestures: necesito mi pelota, por favor. 

Then give the students the ¿Qué clases tienes? handout and tell the students that they need to find another student and ask him/her about their class schedule using this format. They will be notified that they will have to report their findings to the class. Read the questions out loud, and ask if they have any questions (¿preguntas?). 

Suggestion: determine the way to select pairs to assure that not much time is wasted.

Give the students the signal to start (pueden empezar). In the meantime, write the complete conjugation of the verb tener  vs tener que with their definitions in English on the board. 

Ask a couple students regarding their's partners schedule. present at this point the difference in meaning between tener and tener que using their schedules and majors.

Su carrera es física,  él/ella tiene que estudiar matemáticas, cálculos y geometría

Post-task (10 minutes):

Tell students that they will be watching a video of a students from a Latin American university who will be sharing the same information about her school year. Later, they will have to compare their semester schedule with the semester schedule from the studetn in the video

Give them Para ver el video handout (guia) to jot down the information about the student in the video.

Present Para ver el video (guia) transparency, read instructions and go over each line  item to verify comprehension.

Explain that they will watch the video twice.

Vamos a ver el video y luego respondemos las preguntas de la guia.

Once they have seen the video. Ask students to fill up the Para ver el video (guia) handout. They will be doing it individually.

Check comprehension by going over the answers selected.  Place the Para ver el video (guia)  transparency and check each answer with the class as a group.

¿cuál es la respuesta para la  pregunta número 1?

If there are different answers circle the question and ask them to verify that one on the next viewing.

Play the video again, and have them finish the Para ver el video (guia) handout.

Once again go over every single question asking for answers from the students.

Once finished, group students in pairs to work in the next phase: contrast and comparation.

Give the student the un horario diferente handout.

Ask students to work in pairs and answer the un horario diferente handout. Place on the overhead projector un horario diferente transparency, go over each item, and use the structure of comparison (equality and inequality), explain how to use them with the examples from the un horario diferente handout.

Homework

Distribute a  Venn Diagram where students have to find similarities and differences between their class schedules and school year and the Latin American student from the video

Indicate that they need to fill up the blanks with information from the diagram on three sentences on the sheet. The homework will be collected in the next class.

Review the format with students. Use a transparency with the Venn Diagram.

Assessment:

Fuzzy ball activity will be used for assessment .

References and Resources:

http://coloquio.com/famosos/alpha.htm
Get the photos for famous Hispanics from this site.
For example: Cesar Chavez, Ellen Ochoa, Frida Kalho, Geraldo Rivera, Isabel Allende, Jaime Escalante, Jorge Ramos, José Hernandez, Rigoberta Menchú.

Video created by Elizabeth Valencia-Borgert
Video Link: http://mediasite.stcloudstate.edu/mediasite/viewer/?peid=16684435-8b9f-4e1b-9911-4ebfb36b7933

Venn Diagram template from:
http://www.carla.umn.edu/cobaltt/scaffolds/GO/HGO/20H.PDF

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Venn Diagram to compare schedules (PDF format)

Para ver el  video 
¿Qué clases tienes este semestre?
Carreras y clases
Mi horario de clases
Un horario diferente 

Submitted by Catherine Chilton-Werner

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Catherine Chilton-Werner

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Catherine Chilton-Werner

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Catherine Chilton-Werner

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Catherine Chilton-Werner

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Catherine Chilton-Werner

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Catherine Chilton-Werner

Objectives:

Content:
Students will...

Cultural:

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Elizabeth Valencia-Borgert

Objectives:

Content:
Students will...

• Demonstrate an understanding in how the selection of classes is done on a Latin American university.
• Recognize the importance of declaring a major at the moment of admission.
• Demonstrate an understading of the information required for admission
• Identify the steps needed to sucessfully register for classes in a Latin American university

Cultural:
Students will...

• Demonstrate an understanding of the importance of using both last names in the Hispanic culture. when filling up official documents 
• Recognize the proper way to provide an address in the Hispanic culture.
• Identify the adequate way to write phone numbers and dates

Language: Content Obligatory
Students will...

• Use cognates to identify majors such as biología, medicina, educación.
• write simple sentences following the SVO pattern  ( present tense)to indicate a reason to attend La Universidad de Concepción such as, la universidad es buena, mi carrera es biología
• Demonstrate understanding of  university jargon such as, plan común, horario, régimen, diurno, campo ocupacional.
• Use cardinal numbers to identify each phase in the major with phrases such as primer semestre, segundo año
• Use 1st person singular present of necesitar to indicate what classes needed to be taken each semester using phrases such as necesito tomar biología.  
• Use of hay to indicate the number of semesters for each major with phrases such as hay 10 semestres en la carrera de biología.
• Use comparative structures (equality and inequality) such as "tan grande como.." más bonita que..... in order to find similarities and differences between universities.

Language: Content Compatible
Students will...

• Make use of exclamative phrases such as ¡tantas clases! or ¡que semestre tan pesado! to express the overload that a student may feel
• Use of adjetives and nouns to describe the recommended personality characteristics for each major, i.e. para estudiar biología debe ser disciplinado, debe tener disciplina
• Use 3rd person singular present tense of deber to highlight personal characteristics with phrases such as debe ser trabajador
• Use of the verb escoger in the command form in 2nd person singular, present tense in phrases such as escoge un número
• Demonstrate understanding of  new vocabulary such as Cédula de identidad, fono, carrera, nacimiento, postulante to be able to fill out the registration form.
• Recognize cognates to fill out matriculation form.

Learning Strategies / Social and Skills Development:
Students will...

• Show the ability to work in small groups to accomplish tasks
• Use scanning skills to identify relevant information
• Understand date formats addresses, nationalities
• Use authentic material to research information
• Demonstrate an understandng in how to fill up a matriculation form from a hsipanic university

Time Frame:

 2 sessions of  50 minutes each 

Materials Needed:

 Transparencies:

• Brainstorm session form
• S.O. S.message
• Selección de clases  Paso 1 Paso 2
• Solicitud de admisión form
• Venn Diagram (to review grammatical structures)

 

Handouts:

• Solicitud de admisión form
• Selección de clases  Paso 1 Paso 2  
• Checklist

Equipment/tools:

• Transparency marker
• Stamp
• Projection screen
• Overhead projector

Multimedia resources:

• Internet access
• Computer lab
• Computer file of brochure/folleto (Word version)

Description of Assessment (Performance Project):

Pre-task  10 minutes (in the computer lab) Collect  the hard copy of the brochure/folleto

Ask in L2 student to go back to their groups and find a terminal.  

Tenemos que formar el mismo group de tres personas para buscar la información. Por favor,  siéntense frente a una computadora.

Ask them to access the word version of the brochure/folleto.

Present the Venn Diagram  transparency to review the differences and similarities. They can use their word version brochure/folleto as a source of information. 

Primero tenemos que identificar cuales son las diferencias y similaridades entre las dos universidades. 

Inquire about potential comparisons in L2 and gives examples:

•  la universidad american es tan grande como la universidad hispana
• la universidad hispana tiene tantos estudiantes como la universidad americana. 

Debrief the class with this activity by reviewing the comparative structures.

Next, bring the S.O.S.message transparency  to the overhead  to identify what has been done and what else needs to be done. Make a check mark next to the información, and bring their attention to the next task, the matriculation and selection of classes.

Ahora vamos a ver que tenemos aquí.  Nosotros ya vimos el video de la universidad Latinoamericana (make check mark), y  ahora tenemos que llenar el formulario de Solicitud de Admissión  y luego seleccionar las clases"

During-task (40 minutes)

First,  place on the overhead  the Brainstorm session form transparency to help them start some discussion at a group level about the  process in L1. What type of questions could be asked in the Solicitud de Admissión?

Discussion takes place in L1 due to lack of time, and level of proficiency of the students. 

Write down any ideas presented by the class and keep them in a visible place in the classroom(the class will go back to it after they finished their task fro comaprison purposes)

Bring students' attention to the next task in L2

Vamos ahora a llenar la Solicitud de Admisión  de la Universidad  de Concepción

Hand out one form of  Solicitud de admisión form handout for each team. Along with the form students receive a checklist handout that will help them fill up the form correctly.

Announced in L1 :

1. They need to fill up the form correctly and completely
2. They need to verify with checklist handout before turning it in
3. They need to turning in the Solicitud de Admisión and checklist when done
4. They need to receive an approval stamp on the forms before they can move on to the class registration

Go over  both forms and ask students to find cognates

¿Hay cognados aquí?

Place the Solicitud de admisión form  transparency onthe overhead and mention  that they need to fill up the form with their personal information. Show students how to do it  for the first two lines by using his/her imformation. Check comprehension by asking questions such as,

¿Cuáles son tus apellidos? ¿cuál es tu dirección (explain the format) ¿cuál es tu número de teléfono? (explain format)

For the sake of simplicity, the major selected will be biology.

Next, mention  that they need to select the classes for that major.

Después vamos a selecionar las clases para el semestre, y lo vamos a hacer usando la web de la universidad. 

Present the Selección de clases  Paso 1 Paso 2 transparency and go over what is requested.

Go over the steps . 

If there are no questions, students will work in small groups.

 Post-task (15 minutes)

Since students will not have enough time to move on to the Selección de clases  Paso 1 Paso 2 , the next class time will be used only in finishing the forms. Ask students to write their names on the form (s) that have not been completed yet. Collect them and return them  in the next class period.

** Day 2 **

Return the brochure/folleto collected during the last class.

Students will continue working on:

Solicitud de Admisión handout

Selección de clases Paso 1 Paso 2. handout

Homework:

Using all the handouts givento them, students will create a brochure which  will cover three aspects of a Latin American university:

1. information about the university

2. registration  process

3. major and classes.

Also, they  will need to compare the Latin American university with an American university

Students will receive the guidelines they need to follow to create the final product Processo para escribir handout (written in L2). Also they will receive the rubrics handout established  to evaluate their work (L1)  

Assessment:

the brochure/folleto handout

References and Resources:

Admission form based on the Universidad de Concepción Website "Solicitud de Registro"
http://www.udec.cl/dai/asinter.php

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Solicitud de registro,  "solicitud de Admisión" solicitud.doc. created with Microsoft Word 
NOTE: needs a legal size page to print out

Rubric for Brochure
Brainstorm session
Checklist for the matriculation form.
El proceso para escribir (checklist)
Selección de clases  Primer Paso  - Segundo  Paso

Submitted by Elizabeth Valencia-Borgert

Objectives:

Content:
Students will...

• Identify similarities in the way American and Chilean university web site are designed
• Identify differences in the way American and Chilean university web site are designed

 

Cultural:
Students will...

• Develop an awareness of the role that culture plays in the design of navegational layouts and the presentation of information as seen in American and Chilean university websites

Language: Content Obligatory
Students will...

• Demonstrate an understanding of the verb phrase tener que for 1st and 2nd person plural present tense in order to indicate obligation in phrases such as tenemos que explorar la web
• Use the present tense (1st and 3rd person plural) to express an immediate action with phrases such as vamos a presentar..., vamos a buscar 
• Use comparative (equality/inequality )structures  such as tanto...como, tan como, más  que.. to describe differences and similarities between the two school systems such as, la universidad Latinoamericana es tan grande como...

Language: Content Compatible
Students will...

• Use of demonstrative pronouns to identify the parts of a computer with phrases such ésta es la computadora, éste es el ratón
• Use of words such as aquí to talk about  location with phrases like aquí está la computadora...
• Use of prepositional phrases such as para encontrar to indicate purpose of the action
• Demonstrate understanding of commands such as prendan el monitor by following instructions
• Use of cardinal numbers such as Primero, ..... to indicate a series of steps to follow
• Use of  command words to follow directions such as regresa a la página principal, haz clic en la flecha

Learning Strategies / Social and Skills Development:
Students will...

• Use authentic materials to research information
• Develop technology skills by working with web pages
• Use scanning techniques to identify specific information
• Use prior and new knowledge to compare and contrast characteristics of both higher education systems
• Work cooperatively in small groups

Time Frame:

50 minutes

Materials Needed:

Transparency

• Las partes de la computadora
• Brochure "folleto" 
• Venn Diagram  university homework
•  Explorando la web de la universidad

Handouts  

• Partes de la computadora
• Explorando la web de la universidad

Equipment and tools

• Overhead projector 
• Screen
• Clean transparency
• Markers for transparency
• computer terminals with internet access for students and teacher
• A single computer mouse
• A single CD
• A computer keyboard
• A diskette

 

 

Description of Assessment (Performance Project):

Pre-task  (10 minutes): (in the computer lab)
The website will be up but the monitors will be turned off.

Collect the Venn Diagram university homework and ask the students to go back to the same groups from the day before and sit next to a terminal. Ask:

¿Cuáles son las diferencias entre una universidad Americana y una universidad Latinoamericana? 

Wait for answers and write them down in Spanish on the Venn Diagram university homework transparency.

In the same manner, ask

¿Cuáles son las similaridades? 

Re-introduce the forms of equality and inequality   by writing  them in the board and writing their responses using the structures.

During-Task (25 minutes):

Tell the students that they will be exploring the website of  a Latin American university to get more information for the brochure/folleto that needs to be prepared.

Tenemos que explorar la página Web de la Universidad de Concepción en Chile para escribir más información en el folleto.

Explain that they need to know the parts of the computer in Spanish.

Primero, voy a presentarles las partes de la computadora que vamos a usar.

 A mouse, keyboard, CD, and diskette  are shown. The rest of the parts are  presented on  las partes de la computadora transparency 

 las partes de la  computadora handout is distributed.  One for each student. It has blank spaces)

Students will copy the names as the parts  are shown and writen  on the transparency.

Encourage students to touch the parts and repeat the names after they are mentioned.

 Este es el ratón, esta es la pantalla.

the game of "Simón dice" can be played for practice on the new vocabulary.

New vocabulary will be in Spanish/English in the las partes de la  computadora handout.

Next, show in the big screen  the website for the Latin American university  http://www.udec.cl.  Present the Explorando la web de la universidad transparency  and distribute the Explorando la web de la universidad handout to each group.

Esta es la guía para encontrar información en la web.

Go over the handout and review new vocabulary with the students by reading it and showing them what needs to be done.

Aquí dice que tengo que hacer clic con el ratón en el mapa.   Demonstrate by doing it on the big screen. 

Ahora Uds. prendan el monitor. Uds están en la web de la universidad. Pueden empezar a hacer la búsqueda de la información. ¿Preguntas?

Post-task (10 minutes): 

Go over the answers with the students to verify accuracy as a debriefing session. Ask each group about the information they collected. If needed ask them to show the class the steps they followed.

 

Homework:

Ahora que tenemos esta información, vamos a escribirla en el folleto en la columna correcta. 

 

1. Ask students to sort out aspects of the university found in the website that could fit in any of the sections of their brochure/folleto handout. Inform them that a word version of  this handout is available to them so that they can add information on the computer. However, for the next class, they should bring a hard copy of their brochure/folleto handout because it will be collected. Tell students that they need to save their file because they will keep adding to it next class

 

2. They need to identify registration procedure on an American university for next time.

 

l

Assessment:

Venn diagram is collected

 

  

References and Resources:

www.udec.edu.cl

 Suggested link for parts of the computer http://www.eduplace.com/act/SPcomputer.html  Copyright@1997  

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

 

Brochure, brochure/folleto.  brochure.doc, created in Word

Explorando la página Web 1 

Submitted by Elizabeth Valencia-Borgert

Time Frame:

1   50 minute class session

Materials Needed:

• word processor computer
• material gathered during the unit

Description of Task:

Students are asked to create a "folleto" describing three aspects of a hispanic university such as  general information on the university, its registration process, selection of classes and a major. Also it will compare both universities.

The rubric will be explained to them before they prepare the "folleto"

They are also given a checklist that will help them with the writing aspect of the final project. "el proceso de escribir " checklist.

They will use all the information gathered throughout the unit to compose the final " folleto"

This "folleto" will be exhibited in the classroom.

This brochure can be used to provide basic information to potential students  (SCSU students) who might be thinking in going in the Study-abroad program.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Rubric from last lesson

Sample of Brochures (pdf)

Submitted by Jill Pearson

Objectives:

Content:
Students will...

• Increase their awareness of how they use water each day.
• Gain an initial understanding of which household activities consume more water than others.

Cultural:

Language: Content Obligatory
Students will...

• Identify water-using activities using reflexive and non-reflexive infinitive verbs such as laver, nettoyer, se brosser, prendre une douche, faire la lessive, etc.
• Use nouns to identify household uses of water with nettoyage, bain, douche, etc.
• Share information about personal habits using the present tense (1^st person singular) of reflexive and non-reflexive verbs like se laver, se brosser, se baigner, faire la lessive, faire la vaisselle, prendre une douche, boire, nettoyer, etc.

Language: Content Compatible
Students will...

• Make predictions about their own water use using the present tense (1st person, singular) of verbs like croire, penser followed by the relative pronoun que.
• Encourage one another using expressions like très bien, bonne idée, vas-y, etc.
• Ask for clarification with the question Que veut dire...?
• Talk about frequency using the superlative le plus + the adverb souvent

Learning Strategies / Social and Skills Development:
Students will...

• make predictions
• use background knowledge
• work cooperatively

Time Frame:

1- 55 minute period

Materials Needed:

• “riddle” worksheet of water facts
• pie chart transparency of household water usage percentages
• personal water usage tracking worksheet

Description of Assessment (Performance Project):

Preview Phase (Kucer et al, 1997)
I will put students in small groups and give them a “riddle”—a sheet stating many interesting facts about water but the word eau will be removed and the students will try to figure out what these facts are about.  Once groups have an idea/or ideas, they will share them with the class, i.e. Nous pensons qu’il s’agit de l’eau.  After students have shared, I will reveal that these are all facts about water. (Standards 1.1, 1.2)

Next, I will tell students that now that they’ve talked about some scientific facts about water, I want them to think about the associations they make the word eau — what descriptive words come to mind, places, activities, etc.  Students will make a list of words/ideas and then I will ask them to share their ideas as we create a mind map together on the board.  As I see ideas connecting, I’ll ask for students’ help in connecting ideas and words on the mind map.  (Standard 1.1)

Focused-learning Phase
Now we’ll split into two “families” and play a kind of “Family Feud” game.  The category will be Activitiés à la maison qui consomment beaucoup d’eau.  The team winning the coin toss will have the first opportunity to predict a domestic water-consuming activity.  If their activity fits into one of the areas represented on the pie chart illustrating water usage, I will reveal that part of the chart and award them points according to the percentage (20% = 20 points).  I will then alternate between the two teams until all of the answers have been given.  To continue activating knowledge of previously learned vocabulary, there will be a second part to the game.  For the broad categories like Nettoyage, I will ask that the teams list as many specific water-using activities as they can under these headings, and will again alternate between the teams, awarding 10 points per reasonable answer (Je suis la juge de raisonabilité!).

Expansion Phase
In the final stage of the lesson, I will explain their assignment for the next 24 hours, which will be to track their water usage.  I will ask students to scan the sheet and ask any questions they have regarding the language.  Next, I’ll have students make predictions about the activities they think they engage in the most often.   I will model and write on the board, Je pense que je ... le plus souvent, and continue asking students Qu’est-ce que tu fais le plus souvent? (Standard 1.1)

Assessment:

Formative assessment:

The family feud game will not only be an opportunity for the students to re-activate knowledge of previously learned vocabulary but will also help me determine how easily they are able to use these terms and/or how much review they will need of these expressions.  If students are relying greatly on circumlocution to identify water-using domestic activities, I will need to do more explicit review of the terms.  In addition, I may need to provide more scaffolding for the next day’s reading, which includes many of these terms.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Pie chart graphic: Utilisation de léau a la maison

Handout 1: riddle
Handout 2: Mon utilisation d'eau

Submitted by Jill Pearson

Objectives:

Content:
Students will...

• show an understanding of the amount of water different activities use
• demonstrate understanding and the ability to use different systems of liquid measurement
• gain insight into perspectives of water conservation

Cultural:
Students will...

• recognize that other cultures use different units of measurement
• interpret images representative of European products that differ slightly from American products

Language: Content Obligatory
Students will...

• use reflexive, pronominal, and other regular and irregular verbs in the present and past tense to describe their quotidian activities with se laver (les mains, les cheveux, la figure), se brosser les dents, se baigner, prendre une douche, chasser l’eau, laver (les fruits/légumes, etc.), boire, nettoyer, faire la vaisselle, faire la lessive, etc.
• make collective suggestions using the nous imperative with verbs such as fermer, utiliser, se laver, conserver, etc.
• express quantities in liters and gallons using numbers into the hundreds

Language: Content Compatible
Students will...

• narrate past events using the passé composé of verbs such as se laver, se baigner, se brosser, prendre, chasser, boire, faire, etc.
• make predictions using present tense verbs followed by relative pronoun que like je pense que…, je crois que…
• cite a source using selon followed by the source such as selon l’article.
• express surprise or lack of surprise using the 3^rd person singular of “astonishment” verb phrases like ça m’étonne, ça ne m’étonne pas
• share information using emphatic pronouns like moi, j’ai fait la vaisselle…
• discuss possibilities using the first and third person singular present tense of pouvoir + infinitives such as je peux fermer le robinet, on peut conserver…

Learning Strategies / Social and Skills Development:
Students will...

• use background knowledge
• make predictions
• locate and use resources
• personalize language and ideas
• use selective attention in pre-reading task
• find patterns in language structures
• use cognates to help comprehend the reading
• use imagery to understand information in the text

Time Frame:

One 55-minute period + 10 minute follow-up

Materials Needed:

• Water use tracking worksheet:  Mon utilisation d’eau (see attachments)
• liter and gallon bottles
• copies of reading Comment préserver l’eau à la maison (see attachments)
• calculators
• T-chart for reading:  Activités pour conserver l’eau (see attachments)
• Transparency of T-chart

Description of Assessment (Performance Project):

Pre-Reading Tasks:
We will begin by discussing our findings from the previous day’s assignment involving recording how many times we use water in our daily life and for what purposes.  I will begin by sharing some of my results and writing them in sentence form on the board so students are exposed aurally and in the written form to the past tense structure of reflexive and pronominal verbs that take the less common auxiliary être in the passé composé.  (Moi, je me suis lavé les mains 5 fois.) 

After this, I will ask students to share how many times they washed their hands, etc.  After modeling the past tense of a couple different reflexive verbs, I will stop giving my answers first and writing them on the board, so as to begin judging students’ production of these verbs (see formative assessment below).

Next, I will ask students to make predictions about how much water they used.  I will show them examples of a liter bottle and a gallon and ask them to identify which is which.  Then I will ask them which one they are more familiar with and which one a European would be more familiar with. I will ask them to predict how many liters or gallons (whichever they prefer) they used in the last 24 hours. 

Once they have their figure, they will be asked to convert their number to the other measurement.  I will ask if any students know the conversion or can find it (it’s in their school issued planner).  I can prompt by asking, 1 gallon fait combien de litres?  I’ll put the two equations on the board.  After students have made their calculations, they will share them. 

I will model a predicting statement and write it on the board: Je pense que j’ai utilisé ____ litres d’eau ou ____ gallons d’eau.  As students share their predictions, I will write their name and their figure on the board.

If available, it would be great for students to enter their names and numbers in a spreadsheet to be able to see the class numbers as a graph and then compare them visually to the numbers they get in the next activity. (Standard 1.1)
 
During-Reading Task:
I will explain that the article they are about to read will help us learn more about our consumption of water use but will do more than this.  Having students look at the title and the pictures, I will ask them to predict what the article is about and to scan the title and section headings for important words.  I will point out (if a student hasn’t already) that an important word in the title is Comment.  What can we expect in the text (an answer)?  How is the article divided?  Where do we get the answer?  Other questions I might ask include “Who is this article intended for?” and “How do you know?”

We will read the first third of the article aloud (up to La chasse aux gaspillages) “round robin.”  I will make a quick check for comprehension and make sure students understand that the first illustration represents a toilet. Then I will have students evaluate their predictions:  Based on the figures presented, do you think you are close on your predictions of water use?  High or low?  Does anything surprise you? 

I will give students a few minutes to calculate their water usage using the numbers in the article, then I will ask them to share their calculation, asking,  ____ (name) tu pensais que tu as utilisé _____ litres d’eau, mais selon l’article, tu as utilisé combien d’eau?  Each student will share their calculation. (Add these numbers to the spreadsheet in a new column to compare with their predictions.) If there is time, we can discuss who was closest in their prediction (reinforce superlative). (Standards 3.1, 3.2)

For the second part of the article, I will have students read in pairs and ask them to make a list of things in the article they could do today to start conserving water and how much each will conserve, and things the students and their families could do later (using T-chart attached).  As students finish finding suggestions in the article, I will invite them to think of additional ways they could conserve water.

Next we’ll share as a group and I’ll fill in my T-chart on the overhead projector as I solicit students’ answers.  I will then ask which of the items on the list are things they and their classmates could do in school.  Are there other things we could add to the “today” side of the list for the school building?  I will assign students quadrants of the school and have them identify ways in which water is used in that part of the building (locker room, Family and Consumer Sciences student kitchens, etc.) and ways water could be conserved.  For example, Aux toilettes, on peut fermer le robinet quand on se lave les mains.  I will add these to the T-chart as students share answers.

After-Reading Tasks:
We’ll turn our attention to the language used for suggestions in the articles.  I’ll ask students to underline the verbs in the article that seem to be things the author of the article wants us to do or not to do.  I’ll ask what similarities the students see in the forms of many of these verbs.  They will be able to note that there are many verbs ending in –ons and they have no subject and are therefore imperative or command verbs.  I will point out the one verb that seems to be followed by a subject- concentrons-nous.  I will point out that se concentrer is similar to se brosser, se laver, etc. in that it is reflexive.  I will ask students to try to come up with a suggestion involving other reflexive verbs for practice.  I will also ask students to think about the difference between nous and vous or tu imperatives.  What’s the difference between ferme le robinet and fermons le robinet?

Students’ homework will be to come up with a list of two additional suggestions for their classmates and two suggestions they would give to their family to conserve water.  The following day, students will share their suggestions.

Assessment:

As students share their water use in the initial discussion, I will use a checklist to chart students’ use of reflexive verbs.  This will serve as a tool for me as I decide what aspects of reflexive verbs I will need to target with more explicit instruction in the future.

Name	Does not change reflexive pronoun or verb when talking about self	Uses correct reflexive pronoun “me”	Uses verb correctly in the present tense	Uses verb correctly in the past tense

As students share their suggestions for ways we should conserve water, I will be listening to see that they are applying the new vocabulary and using the nous imperative correctly.  This will inform me if more time and attention needs to be devoted to this structure and/or the vocabulary.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Activités pour conserver l'eau

Comment préserver l'eau à la maison
(document from Le Réseau Eco-consommation: http://www.ecoconso.be/)

Submitted by Jill Pearson

Objectives:

Content:
Students will...

• demonstrate an understanding of the cycle of water treatment
• understand why conservationists advocate reducing water waste
• demonstrate the ability to interpret an authentic text
• understand the sequence of causes and effects in terms of water pollution, use, and conservation

Cultural:
Students will...

• consider how Canadian and US perspectives on water use are alike and different

Language: Content Obligatory
Students will...

• express possibility using the 1^st personal singular conditional of the verb pouvoir
• express impossibility using the negative structure ne... pas with the 1^st personal singular conditional of the verb pouvoir
• use reflexive, pronominal, and other regular and irregular verbs in their infinitive forms to express the possibility or impossibility of taking certain actions like réparer, remplacer, laver, fermer, remplir, etc.

Language: Content Compatible
Students will...

• state guesses or predictions using the present tense or near future of verbs like penser, croire, deviner, dire in the 1^st person singular followed by the relative pronoun que
• express truth or fallacy using c’est followed by the adjectives vrai or faux
• express potential causes using Si + a pronoun + a verb in the present or imperfect tense
• express potential consequences following a si clause using a pronoun + a verb in the present, future, or conditional tense (depending on verb tense in the si clause)
• express future actions using the 1^st person singular future tense of verbs like réduire, conserver, fermer, etc.
• express possibility using the phrase c’est possible que followed by the first person singular subjunctive of verbs like faire, réduire, conserver, acheter, fermer, etc.

Learning Strategies / Social and Skills Development:
Students will...

• use background knowledge
• make inferences to guess meaning of vocabulary and passages in the text
• use selective attention to complete reading tasks
• use a graphic organizer
• take notes from reading
• use imagery provided in the reading

Time Frame:

Two 55-minute periods

Materials Needed:

• computers with internet access teacher-generated
• worksheets and graphic organizers (attached)

Description of Assessment (Performance Project):

Preview phase:
(This day’s activities would begin w/ a discussion of the previous day’s assignment)

I will begin the lesson by posting some questions on the board in French and ask students to respond with a guess: 

1. L’eau qui arrive dans ma toilette est de la même qualité que l’eau qui coule du robinet.  Vrai/faux 
2. Les réserves d’eau utilisable restent toujours plus ou moins de la même quantité.  Vrai/faux. 
3. C’est possible qu’on boive plus tard la même eau que je chasse de la toilette.  Vrai/faux 
4. L’eau est une ressource inépuisable* (renewable).  Vrai/faux. 

After students have had several moments to read the questions and jot down answers, we will have a short discussion sharing their guesses.  I will write on the board ways students can share their answers: Je pense que c’est ..., Je crois que c’est..., Je vais dire que c’est..., Je vais deviner que c’est...  The answers to these questions will become apparent as the students read the web material later in the lesson.  (Standards 1.1, 1.2)

In preparation for the reading, we will check comprehension of some important vocabulary words and expressions.  Using the first part of the worksheet I have prepared for the reading activities, students will work in pairs to try to match the chosen words and phrases with an appropriate definition given in French.  We will reconvene as a group and I will call on students to give the definitions they have matched with the words to check for understanding.

Before going to the computer lab, I will explain what website they will be using (Environnement Canada) and how they will fill out their worksheet and graphic organizer.  I will also assign students a particular room -  they will be responsible for finding easy ways to cut down on water usage in that particular room and will later report on this.

Focused learning
In the lab, the students will open the web site listed on their worksheets and will work individually at completing each of the tasks described on the sheet. 

First, they will fill in the graphic organizer, finding the actions and conditions that lead to different consequences associated with water use, re-use, treatment, and conservation. 

When students have completed the cause and effect chart, they are to write their own cause/effect sequence—one involving an action or actions leading to a positive consequence to reinforce the notion that there are steps we can take to improve water over-use/pollution, etc. 

The students also need to research the ways to conserve water in their assigned room and prepare to report back to the class with ways one could easily conserve water in that room.
(Standards 1.2, 2.1, 3.1, 3.2)

Extension Phase
Together as a class, we will revisit the questions asked the previous day and check to see that students came across this information in their reading. 

Next, students will share the ways one could easily save water in each area of the house as the others take notes.  To extend the discussion and reinforce different tenses, I will question students if they will do these things or if it’s possible they’ll do these things (subjunctive), etc. 

We will also discuss their answers to the question about how the perspectives and issues from this website are alike or different than ones we are accustomed to hearing about in the US.  As a segue to the next day’s activities, I will ask students if they think individual daily water use is greater in the US, Europe, or Canada.  (Standard 1.3)

Assessment:

To check students’ reading comprehension and ability to use selective attention in reading, collect their graphic organizers and look for complete and accurate responses in terms of content. Give students check-pluses for sheets that are completed with the correct information and special attention to using correct language.  Checks will go to students with complete information and minor errors/lack of attention to language. Students receive check-minuses for incomplete information and/or incomprehensible language. 

The follow-up discussion will also serve as an informal way for the teacher to gauge students’ comprehension of the text and ability to express themselves orally on these topics.  If students show evidence of struggling with vocabulary related to water use and conservation at this time, the teacher will need to come up with some supplementary activities to review and practice before moving on to the summative assessment. 

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

La chaine des actions et conséquences

Worksheet: avant la lecture (vocabulaire) & la lecture

Submitted by Jill Pearson

Objectives:

Content:
Students will...

• demonstrate an understanding of the wide disparity of per capita water usage across cultures

Cultural:
Students will...

• gain insight into how other cultures’ practices (how they use water)
• demonstrate understanding of cultural perspectives different from their own

Language: Content Obligatory
Students will...

• make comparisons about water usage using the superlative: le plus d’eau, le moins d’eau
• use reflexive, pronominal, and other regular and irregular verbs in the present and to describe others’ quotidian activities with se laver (les mains, les cheveux, la figure), se brosser les dents, se baigner, prendre une douche, chasser l’eau, laver (les fruits/légumes, etc.), boire, nettoyer, faire la vaisselle, faire la lessive, etc.
• express quantities in liters using numbers into the hundreds

Language: Content Compatible
Students will...

• making comparisons using the comparative plus + the adjective proche
• share opinions using structures like à mon avis, je pense que, and je crois que

Learning Strategies / Social and Skills Development:
Students will...

• make predictions
• make inferences
• take notes
• work cooperatively

Time Frame:

One 55-minute period

Materials Needed:

• color copies of pictures for “gallery” hung around the room
• typed captions in French for pictures

Description of Assessment (Performance Project):

Preview Phase (Into):
I will begin the class by asking students to make comparisons concerning the per capita water use in different parts of the world.  I will have the following written on the board: 

un individu au Canada
un individu aux Etats-Unis
un individu en Afrique sub-Saharienne
une personne au Madagascar
un individu en Inde. 

Students will be instructed to put them in order from the top (most consumption) to the bottom (least consumption) in their notebooks.  We will follow with a short conversation as students state who they believe consumes the most water per day (un individu en/au... consomme le plus d’eau) and who consumes the least (un individu en/au... consomme le moins d’eau). 

Next, students will predict the amount of water consumed by the different countries per capita in liters.  Once students have shared their predictions with a neighbor, I will read off the figures found from www.cycledeleau.org (US- 375 litres,  Canada 326, Indian- 25, Sub-Saharan Africa-15, Madagascar 5.4) and the students can determine who was closer-- plus proche—in their predictions. (Standard 4.2)

Focused-learning Phase:
In this phase of the lesson, students will take a “gallery tour” around the classroom, viewing different pictures dealing with water use in Africa from the Peace Corps "World Wise Schools: Water in Africa" project. 

At first, students will write a short reaction to each picture, writing a question that this picture makes them ask, a hypothesis about what is going on, etc.  I will provide a couple of suggestions for ways to begin their reactions:  Je me demande pourquoi... Qu’est-ce que c’est?  Je remarque que...  C’est ...  They can discuss their reactions with a partner as they circulate around the room, but each student will be responsible for writing their reactions. (Standard 1.1, 3.2)

After students have made their first tour, we will come back together as a group and I will ask students to share some of their reactions.  Next, I will give each student a caption or two and they will need to locate the picture that matches their caption.  Once they have been placed, the students will make a final tour, reading the captions. 

Extension Phase
After placing their caption next to the picture and making their tour, the students will prepare another commentary, making a link between what their picture (the one they had the caption for) shows and the discussion of water usage earlier in the lesson.  How does this picture reflect the numbers we discussed earlier?  What do we learn from this picture about West African society and water usage?  What can we as Americans learn from these pictures?  We will finish the class with a discussion as students share their commentaries. (Standard 1.1, 1.3, 2.1, 4.2)

Assessment:

There will be several opportunities during this lesson to informally assess students.  I will primarily be concerned with seeing how easily students are able to match their caption with the appropriate picture as an interpretive task and assessing their ability to communicate somewhat sophisticated thoughts as they interpret the photos and make commentaries. 

If students are struggling to formulate comments on the sentence level, I will respond by offering more examples of language to use to convey their thoughts and walk them through my interpretation of a photo. 

References and Resources:

Galleries d'image de l'Afrique sub-Saharienne:
(use the following sites to collect pictures)

Links to the specific pictures used in this lesson are provided along with links to general sites where more pictures are available.

• http://www.peacecorps.gov/wws/water/africa/countries/mali/maliphotos.html
  by John Bidwell
  --Segou, Mali (1999) http://www.peacecorps.gov/wws/water/africa/countries/mali/ML0101.html

http://www.peacecorps.gov/wws/water/africa/countries/mali/ML0112.html

--Namposella, Mali (1999)

http://www.peacecorps.gov/wws/water/africa/countries/mali/ML0117.html

http://www.peacecorps.gov/wws/water/africa/countries/mali/ML0118.html

• http://www.peacecorps.gov/wws/water/africa/countries/cotedivoire/cotedivoirephotos.html
  by Amy Bailey
  Grand-Brerby, Cote d'Ivoire (1999)

http://www.peacecorps.gov/wws/water/africa/countries/cotedivoire/CI0325.html

• http://www.peacecorps.gov/wws/water/africa/countries/guinea/guineaphotos.html
  by Jennifer Akers
  Boke, Guinea (1999)

http://www.peacecorps.gov/wws/water/africa/countries/guinea/GN0202.html

• http://www.peacecorps.gov/wws/water/africa/countries/gabon/gabonphotos.html
  by Pamela Parsa
  Mbomo, Gabon (1999)

http://www.peacecorps.gov/wws/water/africa/countries/gabon/GA0129.html

• http://www.peacecorps.gov/wws/water/africa/countries/burkinafaso/burkinafasophotos.html
  by Shana Miller
  Bobo Dioulasso, Burkina Faso (1999)

http://www.peacecorps.gov/wws/water/africa/countries/burkinafaso/BF0528.html

http://www.peacecorps.gov/wws/water/africa/about/index.html

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Handout 1: Texte pour les photos

Submitted by Jill Pearson

Objectives:

Content:
Students will...

• show an understanding of the amount of water different activities use
• demonstrate understanding and the ability to use different systems of liquid measurement
• gain insight into perspectives of water conservation
• demonstrate an understanding of ways to cut down one’s water use

Cultural:
Students will...

• recognize that other cultures use different units of measurement
• show an understanding that access to clean water and consumption of water differs across the world

Language: Content Obligatory
Students will...

• use reflexive, pronominal, and other regular and irregular verbs in the present tense to describe quotidian activities with se laver (les mains, les cheveux, la figure), se brosser les dents, se baigner, prendre une douche, chasser l’eau, laver (les fruits/légumes, etc.), boire, nettoyer, faire la vaisselle, faire la lessive, ect.
• make collective suggestions using the nous imperative with verbs such as fermer, utiliser, se laver, conserver, etc.
• advise others using the conditional form with the verb devoir plus the infinitive form of other verbs
• express quantities in liters and gallons using numbers into the hundreds

Language: Content Compatible
Students will...

• discuss possibilities using the first and third person singular present tense of pouvoir + infinitives such as je peux fermer le robinet, on peut conserver…
• use complex sentence structures with conjunctions such as parce que and mais

Learning Strategies / Social and Skills Development:
Students will...

• summarize information learned in the unit in the form of the chosen project
• organize/plan the steps to complete the task
• role play (optional)
• use and/or create imagery to represent information about water use and conservation
• locate and use resources as they prepare their projects
• cooperate with a partner to carry out the assessment task

Time Frame:

3 in-class work days, plus presentation days

Materials Needed:

• Handout: Directions for Students (see Attachments)

Description of Assessment (Performance Project):

Project description: Apprenez aux autres que l'eau est précieuse: "sketch" ou "livre d'enfant"

Please refer to handout "Directions for students" to learn about the task students will be asked to perform.

Logistics
After completion of the four lessons, I will present the choices for their presentation.  Well before this, I will need to coordinate with teachers at one of the French immersion schools to decide on appropriate dates, times, etc. 

Students will be able to choose groups of two to three.  Because I will expect them to do some of the work and rehearsing outside of class time, and because these are all generally diligent students, I feel that allowing them to work with partners of their choosing will result in better projects.  I will let them know that they will be graded together for the content of the project, so they need to choose a partner with whom they know they will work well.  In terms of the performance, I will grade the student separately on criteria such as “effort,” “preparation,” and some of the language mechanics.

I will share the rubrics with students after they have chosen their partners and their project.  This will help guide their creation of high-quality, appropriate presentations.  Students creating a children’s book will be instructed not to begin the final version of their text until it has been reviewed by a peer and/or the teacher. 

I envision three in-class workdays before beginning another unit.  On the second workday, we will discuss the elements of a good oral presentation and how to engage a young audience.  On the third day, students will share what they have with another group who will give them constructive feedback .  The day before the students present in the school, they will present for the class, during which time I will videotape so I can show examples of this project in the future and so I can grade them.  I don’t imagine that I’d be able to grade their actual performances in the school due to logistical issues, so I’ll grade their performances that they present for the French 3/4 class.  In terms of providing written feedback, I find I am able to provide more thorough and accurate comments when I have the ability to rewind and listen and view again.

Meta-reflection
Throughout the creation of this content-based unit, I’ve come to find that developing content-based curriculum appeals to me in many ways.  I think where it is most exciting to me is at the “mapping” stages, where the ideas begin to take form.  I was inspired to embark on the first steps of the unit design after reading Graves (2000) chapter 4 on Conceptualizing Content.  Like the teachers highlighted in that chapter, creating a mind map helped me initially to brainstorm ideas and connections and later to identify a focus for my unit.  I think I can credit the mind-mapping process with helping me pinpoint a topic that lent itself well to a week-long unit as opposed to my vague starting point, the environment.

Another very helpful stage in the developing process was the text analysis (adapted from Fortune, sources:  Chamot & O’Malley, 1994; Kucer et al, 1995).  It was a wonderful starting point for approaching content-obligatory and content-compatible language objectives, concepts, and essential understandings.  Being able to start with the “language”/text and pull out the CC and CO language provided a wonderful scaffold before moving on to a point where I would need to be explicit about the language I would be using and expecting my students to use throughout the activities that I created.

I found that ensuring that my curriculum was standards-based and incorporated the “5 Cs” came very naturally (Sandrock 2002).  I also found that including communication opportunities that were interpersonal, interpretive, and presentational (Sandrock 2002) was something that I was very accustomed to doing.  One thing that I found that really changed the way I conceptualized the lessons was having to write them in terms of “Preview,” “Focused-learning,” and “Extension” (Kucer et al., 1995).  I think my tendency is to jump into thinking of all the activities I can do rather than thinking of creating a focused-learning phase and building the pre- and post-activities around that phase.  I think this helped keep my lessons focused and purposeful.

The only real challenge I find myself acknowledging at the end is how much time and effort it took to create a week-long unit of curriculum.  Even after all of the hours, I know that when I teach the first lesson, I will make changes on the spot and will probably make many changes to the proceeding lessons in response to my learners’ reactions, progress, etc.  Of course this is to be expected, which is why I tend to plan curriculum in terms of rougher outlines, so I have lots of room for flexibility in planning and instruction.  I do see the benefit, though, of being so detailed in the planning of these lessons, especially in terms of the explicitness of the language.  I think in order for CBI to work for me, I will need to find a balance between the way I naturally approach planning and how I created these lessons.

Assessment:

Presentation of the project will be assessed using the 2 rubrics developed for this purpose (see Attachments).

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Rubric (content): présentation pour l'école primaire--contenu
• Rubric (language): présentation pour l'école primaire--langage

Directions for students

Submitted by Dan Dunagan

Objectives:

Content:
Students will... 

• CON 1.  Demonstrate an understanding of the influence of the death penalty in the U.S.
• CON 2.  Demonstrate an understanding of how one early civilization regulated the use of the death penalty.
• CON 3.  Demonstrate an understanding that the U.S. Constitution does not specifically address the death penalty 
• CON 4.  Display an understanding of how the use of the death penalty has changed throughout the course of U.S. history.
  
  

Cultural:
Students will... 

• CUL 1.  Display an understanding of why ancient societies were more punitive and severe in their punishments.  
• CUL 2.  Demonstrate an understanding of the differences and similarities between the concepts of codification of laws (employed by Hammurabi) and jurisprudence (practiced by the U.S. judiciary).
  

Language: Content Obligatory
Students will... 

• Lang CO 1.  Use novel vocabulary related to capital punishment in order to describe basic concepts about the death penalty with nouns (la pena capital, el acusado, el castigo, las fianzas, las multas, el delito, etc.) and adjectives (culpable, inocente, civilizado, prohibido, etc.).  
• Lang CO 2.  Use regular and irregular future tense verbs (at times with the passive voice) to understand and express results with words such as se exigirán, se impondrán, se infligirán, será castigado, irá, hará, arrebatará, sufrirá, probará, volverá, podrá, and restituirá.

Language: Content Compatible
Students will... 

• Lang CC 1.  Use vocabulary to explain methods of execution such as la silla eléctrica, la guillotina, la inyección letal, pelotón de fusilamiento, and arrojarse al río.
• Land CC 2.  Use the preterite verb tense to describe past events with verbs such as exonerar, recomendar, extraditar, castigar, and sentenciar.
• Lang CC 3.& nbsp; Use adverbs, nouns, and prepositional phrases to describe chronological sequence with words such as primero, antes, después, hace algunos años, en el pasado, en el siglo, and década. 
• Lang CC 4.  Use passive voice to identify past actions with chunks such as fueron ejecutadas, fue ajusticiado, han sido ejecutadas, and fue fulminado.
• Lang CC 5.  Use expressions of agreement or disagreement to share and compare information with expressions such as tienes razón, te equivocas de, estoy a favor de, and estoy contra.

Learning Strategies / Social and Skills Development:
Students will... 

• LS 1.  Work cooperatively in groups
• LS 2.  Infer meaning from L2 texts
• LS 3.  Compare and contrast
• LS 4.  Use background knowledge to identify what is known
• LS 5.  Create a visual representation
  

Time Frame:

One 47-minute period

Materials Needed:

•  Appendix 1-1 - Attention grabber – True/False quiz on the use of the death penalty – Curiosidades sobre la pena de muerte.
•  Appendix 1-2 - Reading on Hammurabi’s Code of Laws El Código de Hammurabi
•  Appendix 1-3 - Copy of the 8th Amendment  
•  Appendix 1-4 – Reading on the history of the death penalty in the U.S.
  

Description of Assessment (Performance Project):

Purpose:
To understand the legal and historic roots of the death penalty in the United States

Preview Phase:

Targeted Standards & Objectives

Description of Activities

Standards 1.1, 1.2, 1.3, 2.1, & 3.1 Objectives CON 1 LS 1 LS 2 Lang CO 1 Lang CC 4 Lang CC 5

Introduction to the death penalty in the U.S. – Students complete a seven-question, true-false quiz on the death penalty – Curiosidades sobre la Pena de Muerte. This is an attention grabbing exercise that should take approximately three minutes (Appendix 1-1). All of the questions are correct. Students compare their answers with the members of their groups (Students are assigned seats each quarter.  The seats are arranged in six groups of four to five students each).  As they share, the instructor walks from group to group, listening to the discussion.  After sharing for two to three minutes, the instructor reviews the answers with the entire class.  (Hall Haley & Austin, p. 109 – “Engage students in activities in which they work together and the teacher becomes the facilitator.”)

Focused Learning Phase:

Targeted Standards & Objectives	Description of Activities
Standards 1.1, 1.2, 1.3, 2.1, 3.1, 4.2 Objectives CON 2 CUL 1-2 LS 1-5 Lang CO 2 Lang CC 1 Lang CC 5	Hand out the text El Código de Hammurabi (Appendix 1-2). The students read this document.  In their groups, they extract the following from the text:  two extreme laws and two sensible laws.  They write these four laws onto 3” X 4” sheets of paper that the teacher provides.  The students will have eight to ten minutes to complete this activity. Each group will then present its conclusions.  They will use the 3X4 sheet as a visual aid while they explain their conclusion.  This will last 10-12 minutes (One to two minutes per group).   As they present, the instructor asks which of these laws are still used today.  The instructor also asks if those laws are necessary.
Standards 1.1, 1.2, 2.1, 3.1, 4.2 Objectives CON 3 CUL 2 LS 2-4 Lang CO 1-2	Eighth Amendment – The instructor writes the one phrase of the Eighth Amendment on the board. The instructor then hands out a graphic organizer for the students to complete (see Appendix 1-3). The graphic organizer contains two questions:  Does the 8th Amendment of the U.S. Constitution allow the death penalty? How does the Constitution’s treatment of the death penalty differ from Hammurabi’s code?  Expository – Students take notes on the bottom of the graphic organizer while I explain that Hammurabi’s laws were codified.  The U.S. legal system is based on jurisprudence.  Although the Supreme Court did rule that the death penalty is permissible.  The Constitution leaves the decision of whether to allow the death penalty to the individual states.  If the method of carrying out the death penalty is deemed “cruel and unusual,” it can be denied by the state or federal courts.    The total expository and discussion of the 8th Amendment will last eight to ten minutes.

Expansion Phase: 

Targeted Standards & Objectives

Description of Activities

Standards 1.1, 1.2, 1.3, 2.1, 3.1, 4.2 Objectives  CON 1, 3-4 LS 2 Lang CC 1-3

Each student receives a copy of Appendix 1-4 (Background reading on the history of the death penalty in the U.S.). Students will complete an interpretational activity using the reading.  They will create a timeline of at least ten significant occurrences related to the death penalty in the U.S.  For at all of these occurrences, the students will include a description of the event, the date, the significance, and a small drawing that forms part of the timeline.  The instructor has examples of past timelines to use as anchors.   The explanation of this activity will take the rest of the class period.

Assessment:

• Informal observation of student interaction and participation on the attention grabber true/false quiz.
• Informal observation of student interaction and participation on the activity related to El Código de Hamurabi.
• Informal observation of student answers on the interpretational activity dealing with the 8th Amendment. 
• Collect and review the Homework - timelines of the history of capital punishment in the U.S. history

Assessment - use a checklist to evaluate at least ten different events.  Each item must include:

• a drawing,
• a brief description of the event,
• the date of the event,
• an explanation of the event’s significance. 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Appendix 1-1: True/False quiz on the history of the death penalty in the U.S.
Appendix 1-2: El Código de Hamurabi
Appendix 1-3: Graphic Organizer
Appendix 1-4: Background reading on the history of the death penalty in the U.S. 

Submitted by Dan Dunagan

Objectives:

Content:
Students will...

• CON 1.  Identify which U.S. states allow the death penalty and which U.S. states that prohibit the use of the death penalty.
• CON 2.  Identify which geographic region of the U.S. includes the most states that do not permit the death penalty. 
• CON 3.  Demonstrate understanding of the severity of at least four methods of carrying out the death penalty. 
• CON 4.  Identify arguments for and against the death penalty for minors.

Cultural:
Students will...

• CUL 1.  Demonstrate an understanding that the comparative number of Latino minors on death row in the United States did not correspond to their percentages of the overall U.S. population.

Language: Content Obligatory
Students will...

• Lang CO 1.  Use “inverted” verb constructions in the present tense to describe personal opinions with words like gustar, disgustar, sorprender, molestar, encantar and ofender.
• Lang CO 2.  Use the present tense (3rd person singular and plural) to identify the location of U.S. states with the verb estar and directions al norte, al sur, al oeste, al este, al noreste, etc. 
• Lang CO 3.  Use the present tense and geographic descriptions to identify regions of the U.S. such as el Suroeste, el Noreste, el Medio Oeste/las Llanuras Centrales, el Sur/el Sureste, las Grandes Llanuras, el Noroeste, and las Moñtanas Rocosas. 
• Lang CO 4.  Use present indicative tense and the present subjunctive mood to predict (and explain the predictions) of which parts of the U.S. are more likely to support the death penalty than others with verb phrases such as yo pienso que…, es probable que…, dudo que…, creo/ no creo que…, and tal vez...
  

Language: Content Compatible
Students will...

• Lang CC 1.  Use vocabulary to explain the methods of execution and their severity with nouns such as la silla eléctrica, la guillotina, la inyección letal, pelotón de fusilamiento, ahogamiento, and cámara de gas and adjectives such as cruel e inusual, inútil, disuasivo legítima/ ilegítima and bárbara.
• Land CC 2.  Use the preterite verb tense to describe past legal events and actions with verbs such as calificó, sembraron, restauró, se felicitó, argumentó, prohibió/prohibieron, and repudió.
• Lang CC 3.  Use idioms related to Supreme Court decisions to understand and describe court decisions with words such as anticonstitucional, máximo tribunal, ejecuciones violan la Octava Enmienda, votación 5-4, los magistrados, la mayoría, los votos en contra, and la decisión fue aprobada.
  

Learning Strategies / Social and Skills Development:
Students will...

• LS 1.  Work cooperatively in groups
• LS 2.  Infer meaning from L2 texts
• LS 3.  Compare and contrast
• LS 4.  Use background knowledge to identify what is known
  

Time Frame:

One 47-minute period

Materials Needed:

• Appendix 2-1 – Map of the U.S. with accompanying list of U.S. states which allow legal execution
• Appendix 2-2 - Gustar –sheet to help with this lesson
• Appendix 2-3 - Advanced organizer – Quick matching exercise of types of execution and their definitions – The students would then be asked to rate them for most cruel to least cruel and explain why each is more or less cruel than the previous (grammar – adjectives)
• Appendix 2-4 - Homework – article on Supreme Court ruling the unconstitutionality of death penalty for minors (La Corte prohíbe ejecutar a menores).
• Appendix 2-5 – Interpretational task for the article La Corte prohíbe ejecutar a menores -  SQ3R Method.
  

Description of Assessment (Performance Project):

Purpose:
To understand that, until recently, the death penalty was a reality for some minors convicted of capital crimes in the United States.

Preview Phase:

Targeted Standards & Objectives	Description of Activities
Standards 1.1, 1.3, 3.1 Objectives CON 1 LS 4	The students hand in their timelines.  The instructor reviews the homework and answers student questions. One student per group (selected by the instructor) offers an interesting finding on the history of the death penalty in the U.S. (taken from the reading). The instructor then selects two students to explain the concepts of codification of laws and jurisprudence.  (NOTE - The entire review of the previous day’s work should last no more than two to three minutes.) The instructor now asks the students to predict which region of the country contains the most non-death penalty states.  The instructor also has the students explain why they think their responses are correct.   (NOTE – The instructor selects the students.  In this way, all students are required to participate.)  This activity will last from one to two minutes.
Standards 1.1, 1.3, 3.1 Objectives CON 1-2 LS 1 LS 4 Lang CO 2-3	The students understand that the Eighth Amendment does not specifically address the death penalty.  However, they know that the death penalty is allowed in parts of the U.S. The students now receive a blank map of the U.S. and a list of states that allow the death penalty (APPENDIX 2-1). They have completed a map quiz on the location of U.S. states in a previous social studies unit.  They complete this brief map exercise by coloring states that permit the death penalty in blue.  States that do not allow the death penalty are colored in orange.  At the bottom of the map are two questions.  This activity should last ten minutes.  During the activity, the instructor walks to each group to monitor progress.  The instructor should fully expect the students to be helping one another.  After they complete the exercise and the questions, we will briefly review their conclusions based on the questions.  The students will then hand in the maps to the instructor.  This activity should last ten to fifteen minutes.
Standards 1.1, 1.2, 3.1 Objectives LS 3-4 Lang CO 1	Mini lesson on the use of “inverted verbs” like gustar, disgustar, enojar, sorprender, molestar, encantar, and ofender.  The instructor explains that students love to express extremes of likes and dislikes.  The following activity allows them to present their opinions.  The instructor hands out Appendix 2-2.  The students will first write the names of two foods that they like and two that they dislike.  This should last for one minute.  Then, as a class, the instructor asks for various responses.  At least half of responses should be stated using gustar. For all responses, the instructor will reply with ¿te gusta ____ (name of band)? or A Brad/Jenny le gusta _____ (name of band).  After the calming the students down after the invariable number of arguments over favorite bands, the instructor takes the names of two or three of the more contentious bands.  These bands require a more descriptive type of verb to express pleasure or disdain.  The instructor models me gusta mucho = ME ENCANTA. The instructor also models no me gusta ni un poquito =  ME MOLESTA, ME ENOJA, or ME OFENDE. Finally, the students write the names of two TV shows that they really like.  They also write the names of two TV shows they intensely dislike.  For each, they provide an explanation. (NOTE – Other possibililties include - the students list two bands que les encantan, les molestan, and comida que les disgusta, or if members of their families les ofenden, les molestan, les enojan, etc.  They then share and compare with their group mates in an informal interpersonal task.)  The entire gustar lesson should last for ten minutes.

Focused Learning Phase:

Targeted Standards & Objectives

Description of Activities

Standards 1.2, 2.1, 3.1 Objectives CON 3 LS 4 Lang CC 1 Lang CO 1

The instructor now provides another graphic organizer.  This visual presents a matching exercise listing methods of carrying out the death penalty with corresponding definitions (See Appendix 2-3).  First the students match each method with its definition.  Then students use the same sheet to rate the methods from most to least cruel and unusual using the 8th amendment as guide.  For each, students must list why they rated each as higher or lower than the previous method. Methods of carrying out the sentence - is it cruel and unusual punishment?  Students complete an interpersonal activity using gustar and other similar inverted verbs to declare their support or displeasure with the death penalty. These activities should last for approximately ten minutes.

Expansion Phase:

Targeted Standards & Objectives	Description of Activities
Standards 1.1, 1.3, 2.1, 3.1 Objectives Lang CO 1 Lang CC 1	The instructor shows photos of kids who were sentenced to death and actually received the punishment.  Informally, the instructor asks several students how this makes them feel. Te molesta?, ¿Te disgusta?, Te importa?, etc.  For each answer, the instructor asks for an explanation to support the answer.  (Lasts one minute)
Standards 1.2, 2.1, 3.1 Objectives - CON 4 CUL 1 LS 2 LS 3 Lang CC 2 Lang CC 3	Homework - The instructor supplies the reading La Corte prohíbe ejecutar a menores (See Appendix 2-4).  The Supreme Court ruling on the unconstitutionality of the death penalty for minors. For a pre-reading activity, ask students if any of them had heard about this Supreme Court ruling.  This reading has an accompanying graphic organizer that includes a pre-reading, during-reading, and post-reading activity.  The SQ3R process will be used (Hall Haley & Austin, page 174). The explanation will take the rest of the period.

Assessment:

• Review maps with the groups
• Informal observation of student interaction and participation on the gustar activity
• Review the graphic organizers on death penalty methods.  The organizers are either complete or incomplete. 
• Homework collected and corrected.  The SQ3R activity will be graded on correct answers for the questions. 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Appendix 2-1: Map of the U.S. with accompanying list of U.S. states which allow legal execution

 

Appendix 2-2: Mini lesson on “inverted verbs”
Appendix 2-3: Methods of capital punishment
Appendix 2-4: Article – Elimination of the Death Penalty for Minors
Appendix 2-5: SQ3R Method

Submitted by Dan Dunagan

Objectives:

Content:
Students will...

• CON 1.  Demonstrate understanding of the various factors correlating to the death penalty (crime in states permitting the death penalty, public opinion and the death penalty, ethnicity and the death penalty, death penalty costs, etc.).
• CON 2.  Identify which geographic region of the U.S. includes the most states that do not permit the death penalty. 
• CON 3.  Demonstrate understanding that certain organizations propose strong arguments against the death penalty. 
  

Cultural:
Students will...

• CUL 1.  Demonstrate an understanding that the comparative number of minorities on death row in the United States does not correspond to their percentages of the overall U.S. population.   
• CUL 2.  Demonstrate an understanding that women represent only 1.4 percent of all death row inmates.
• CUL 3.  Identify that the U.S. is in the minority when discussing the number of countries which permit legalized execution. 
  

Language: Content Obligatory
Students will...

• Lang CO 1.  Use statistics-related vocabulary to understand and explain mathematical comparisons of number of individuals on death row with words such as la tabla, el indice, el promedio, por ciento, el porcentaje, las estadísticas, and disminuir/bajar.
• Lang CO 2.  Use questions to predict significant death penalty issues using phrases such as ¿Cuántas mujeres reciben la pena de muerte?, ¿Cuántas personas cumplen sentencias de condena perpetua?  ¿Cuánto cuesta una ejecución?, and ¿Si el condenado es  inocente?
  

Language: Content Compatible
Students will...

• Lang CC 1.  Use "inverted" verb constructions to describe personal opinions with words like gustar, disgustar, sorprender, molestar, encantar and ofender.
• Land CC 2.  Use the past participle phrases to describe past and present legal events and actions with verbs/adjectives such as han fallado, ha sido probado, había sido utilizado, son obtenidos, han sido ejecutadas, han establecido, and han abandonado.
  

Learning Strategies / Social and Skills Development:
Students will...

• LS 1.  Work cooperatively in groups
• LS 2.  Infer meaning from L2 texts
• LS 3.  Reexamine previously acquired knowledge
  

Time Frame:

One 47-minute period

Materials Needed:

• Appendix 3-1 - Packet – “Detalles sobre la Pena de Muerte”
• Appendix 3-2 – Questions to answer from the packet – “Detalles sobre la Pena de Muerte”
• Appendix 3-3 - Amnesty International article - Mitos y Realidades de la Pena de Muerte en Los Estados Unidos
• Appendix 3-4 – Three-column graphic organizer for interpretive activity dealing with the article Mitos y Realidades de la Pena de Muerte en Los Estados Unidos

Description of Assessment (Performance Project):

Purpose:
To understand that statistically, some groups are more affected by the death penalty than other groups.

Preview Phase::

Targeted Standards & Objectives

Description of Activities

Standards 1.1, 1.2, 1.3, 2.1, 3.1 Objectives CON 1, Lang CC 1

Students hand in homework (interpretive activity related to the article La Corte prohíbe ejecutar a menores). Based on their homework and the article on the Supreme Court decision, the instructor reviews the arguments for and against the death penalty for minors.  The instructor asks three students to provide an argument for the death penalty for minors and three students to provide arguments against the death penalty for minors.  The reasons why the Supreme Court ruled against the death penalty for minors would be included in this discussion.  Students predict what other issues are significant in the discussion of the death penalty (possibilities include – women on death row, how long people stay on death row, what if the person is innocent, and the economic costs) This activity will last 2-3 minutes

Focused Learning Phase:

Targeted Standards & Objectives

Description of Activities

Standards – 1.1, 1.2, 1.3, 2.1, 3.1, 4.2 Objectives CON 1-2 CUL 1-2 LS 1-3 Lang CO 1 Lang CC 1-2

The instructor explains that they will be preparing a brief presentation on as issue related to the death penalty.  Hand out the Appendix 3-1 - Text – Detalles sobre la pena de muerte Jigsaw activity – The instructor splits the class into eleven groups.  Each group has two to three students.  Each group has five minutes to answer the questions and prepare to inform the rest of the class about their findings.  Their answers will be written in complete sentences. During the presentation of the answers, the other students will fill in the answers to these questions.  The answers must be written in complete sentences.  The questions are found in Appendix 3-2.  This will be turned in at the end of the class period. This jigsaw is a variation of Roger Johnson’s method (detailed in Tedick, CI 5662 packet, page 93). This activity will take five minutes to prepare and fifteen minutes to present.

Expansion Phase:

Targeted Standards & Objectives

Description of Activities

Standards 1.2, 1.3, 2.1, 3.1, 4.2 Objectives CON 3 CUL 1 CUL 3 LS 2 Lang CO 1 Lang CC 2

Students complete an interpretive task.  Students receive a copy of Appendix 3-3 (It is an Amnesty international article – Mitos y Realidades de la Pena de Muerte en Los Estados Unidos. They fill in a three-column graphic organizer by using the information found in the article (Graphic Organizer is found in Appendix 3-4).  The first column contains the death penalty myth (Mito) which Amnesty International seeks to disclaim.  In the next column entitled Realidad, the students provide two statistical arguments which counter the myth.  The final column is for the student to propose his/her support or opposition to the Amnesty International arguments and explain why. The explanation of this task will take approximately five minutes.  The students will then have the rest of the class period to begin the task.

Assessment:

• Informal observation of student interaction and participation
• Presentation on jigsaw work – verify answers informally; ensure that all class members understand the questions and answers (using “inverted form” verbs)
• Collect and correct the homework assignment (three-column graphic organizer related to the article Mitos y Realidades de la Pena de Muerte en Los Estados Unidos.)

Use a checklist to evaluate the eight myths for the article.  For each myth, the students must include:

• the name of the myth,
• two statistical arguments which counter the myth
• an explanation of support or opposition to the argument.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Appendix 3-1: Artículo – Detalles sobre la pena de muerte

Appendix 3-4: Mitos y realidades de la pena de muerte en los Estados Unidos

Appendix 3-2: Jigsaw Questions – Detalles sobre la pena de muerte
Appendix 3-3: Article - Mitos y Realidades de la Pena de Muerte en Los Estados Unidos

Submitted by Dan Dunagan

Objectives:

Content:
Students will...

• CON 1.  Display an understanding of how, as a group, neither Puerto Ricans nor European-Americans are uniform in their opinions regarding the death penalty.
• CON 2.  Demonstrate an understanding of Puerto Rican citizenship.
• CON 3.  Identify four arguments in favor of the death penalty.
• CON 4.  Identify four arguments against the death penalty. 
  

Cultural:
Students will...

• CUL 1.  Demonstrate an understanding that Puerto Ricans are U.S. citizens.
• CUL 2.  Understand that Puerto Rican opinions about the death penalty are as divergent as the overall U.S. population’s opinions on the death penalty.
  

Language: Content Obligatory
Students will...

• Lang CO 1.  Use present tense verbs to understand and express opinions with chunks such as yo creo que, estoy a favor, hay que, and no debe de haber. 
• Land CO 2.  Use the conditional verb tense to express possibilities with verbs such as exonerar, recomendar, extraditar, castigar, and sentenciar.
• Lang CO 3.  Use nouns (la pena capital, el castigo, la víctima, la justicia, la venganza, etc.) and adjectives (culpable, inocente, vicioso, involucrado, civilizado, prohibido, etc.) related to capital punishment in order to explain points of view about the death penalty. 
• Lang CO 4.  Demonstrate understanding of idioms such as es la debilidad de esta democracia, el fin justifica los medios, es tan fácil como cosechar lo que se sembró, and ciclo vicioso.
• Lang CO 5.  Use nouns to express intra-ethnic group differentiation with concepts like grupo étnico, uniformidad de opinión, consenso general, voces divergentes, unanimidad, oposición, libertad de palabra, etc.
  

Language: Content Compatible
Students will...

• Lang CC 1.  Use verbs in the subjunctive mood to express uncertainty with conjugated verbs such as vaya, tengan, and sea.
• Lang CC 2.  Use vocabulary to explain methods of execution such as la silla eléctrica, la guillotina, and la inyección letal.
• Lang CC 3.  Use "inverted" verb constructions to describe personal opinions with words like gustar, disgustar, sorprender, molestar, and ofender.
• Lang CC 4.  Use descriptions to compare and contrast U.S. and Puerto Rican citizenship with nouns and noun-adjective combinations like el pasaporte, la visa, la ciudadanía estadounidense, las elecciones presidenciales, los puertorriqueños, impuestos federales, reclutados, and el ejército estadounidense.
• Lang CC 5. Use nouns and adjectives to predict the main point of a reading assignment with terms like pena de muerte, castigo, civilizado, prohibido, justicia, merece, Estados Unidos, and Puerto Rico.
• Lang CC 6. Use phrases to identify webchatters and explain agreement/disagreement with a point a view with terms such as según, conforme a, estoy de acuerdo, estoy en desacuerdo, el/ella tiene razón, etc.
  

Learning Strategies / Social and Skills Development:
Students will...

• LS 1. Work cooperatively in groups
• LS 2. Infer meaning from L2 texts
• LS 3. Compare and contrast
• LS 4. Generalize trends from a small population sample
• LS 5. Understand that this population sample may not be representative
  

Time Frame:

One 47-minute period

Materials Needed:

• Appendix 4-1 - Reading on Puerto Rican citizenship
• Appendix 4-2 - Venn Diagram sheet
• Appendix 4-3 - Web resource on the death penalty (http://www.zonai.com)
• Appendix 4-4 - Modified T chart
  

Description of Assessment (Performance Project):

Purpose:
To understand that individual ethnic groups are rarely uniform in their opinions on the death penalty.

Preview Phase:

Targeted Standards & Objectives	Description of Activities
Standards 1.1, 1.2, 1.3, 3.1 Objectives Lang CC 3	Review activity from the previous day.  Briefly compare U.S. death penalty policy with the policy of other countries.  This is done informally by direct questioning from the teacher.  This should last for two minutes.  Students review the inverted form verbs by briefly discussing what they like and dislike about the death penalty (and about European views on the U.S. law allowing the death penalty).   There is no grouping done for this activity.  The students complete this discussion in the permanent seating groups in which they find themselves.   This will take two minutes.
Standards 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.2 Objectives CON 2 CUL 1 LS 1-3 Lang CO 3-5	The instructor states that Minnesota is one of twelve states that does not permit the death penalty.  As a class, we quickly write the remaining states that prohibit the death penalty.  The instructor also mentions that there are two other “state-like” bodies that do not allow the death penalty:  the District of Colombia and Puerto Rico.  During the previous explanation about the District of Colombia and Puerto Rico, the instructor hands out a one paragraph reading on Puerto Rican citizenship.(Attachment 1) As a class, create a Venn diagram on the board comparing U.S. citizenship and Puerto Rican citizenship.  (Attachment 2) The work on Attachments 1 & 2 will take approximately ten minutes. I write the following terms on the board:  pena de muerte, castigo, civilizado, prohibido, justicia, merece, Estados Unidos, and Puerto Rico. I then ask them to take out a sheet of paper.  I direct them to use all of these words in one or two sentences in order to predict the main point of what they will be reading.  After they finish, they share their ideas with the members of their groups.  I wander the room to listen to a few of the ideas. I tell the students that we will be reading opinions about the death penalty from the point of view of various Puerto Rican webchatters. This prediction activity will last for two to three minutes.

Focused Learning Phase:

Targeted Standards & Objectives

Description of Activities

Standards 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.2 Objectives CON 1 CON 3 CON 4 LS 2, LS3 Lang CO 1 Lang CO 3 Lang CO 4

Hand out the Text The students underline all examples of the vocabulary list found in the text (pena de muerte, castigo, civilizado, prohibido, justicia, merece, Estados Unidos, and “Puerto Rico). The instructor reads aloud the first paragraph of the text.  This paragraph is concise and does not need very much additional explanation.  The instructor should explain, however, that this paragraph sets the groundwork for what the rest of the webchatters will be writing.  Students will draw a box around each person’s comments and numbers them in order of entry.  Graphic Organizer – T-chart – Students will read the text individually (Attachment 2).  As they read, students will use a modified T chart to aid in comprehension.  One column for arguments for the death penalty, one column for arguments against the death penalty.  (A third column may be added for “grey area” arguments.).  A fourth column will be described in the Expansion Phase.  (Reading plan generated from Hall-Haley & Austin, pages 170-180.) The entire Focused Learning Phase should last twenty minutes.

Expansion Phase:

Targeted Standards & Objectives

Description of Activities

Standards 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.2 Objectives CUL 2 LS 1, LS 3-5 Lang CO 2-4 Lang CC 6 Lang CO 5

Personalize – Each student takes his/her list of arguments for and against.  In the fourth column of the modified T chart, the students then write if each argument taken from the reading has merit and they explain why (The student identifies the web entry and the author of each argument.).  During this activity, the students use terms such as según, conforme a, estoy de acuerdo, estoy en desacuerdo, él/ella tiene razón, etc. (Will last five minutes) Summarize – in their groups, students share their thoughts on the merits of the text arguments in favor and against the death penalty.  Students also discuss the idea that no one group has a consensus on the merits of the death penalty.  (Will last four minutes) At the end of the period, the instructor explains that beginning on Day 5, they will be participating in a debate versus a classmate.  The topic will be the death penalty (obviously).  The instructor will place the students in pairs.  One student will be defending the death penalty.  The other student will be against the death penalty.  The instructor will also select which side each student will defend.  Thus, every student must know the arguments in favor and against the death penalty.  (Will last one to two minutes)

Assessment:

• Informal observation of student interaction and participation
• Collect and review the T-charts and the written work on the merit of the webchatters’ arguments – this would be evaluated using a content-only rubric (the following rubric based almost entirely on the Analytic rubric model from Fairfax County Schools).
  The points would be weighed x 3

	Trabajo superior	Trabajo completo	Trabajo parcial	Trabajo mínimo
Contenido	cumple con todos los requisitos, con ideas bien desarrolladas y organizadas	cumple con todos los requisitos de forma adecuada, con cierto desarrollo de las ideas	cumple con algunos requisitos de forma adecuada, pero sin desarrollo de las ideas	el contenido es inadecuado, pero legible
	4 puntos	3 puntos	2 puntos	1 punto

References and Resources:

The Analytic rubric model from Fairfax County Schools(http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/sfs2_wrt_an.htm

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Appendix 4-2: Venn Diagram sheet

Appendix 4-3: Web resource on the death penalty (www.zonai.com)

Appendix 4-4: La pena de muerte--opiniones de los Puertorriqueños (modified t-chart)

Appendix 4-1: Reading on Puerto Rican citizenship

Submitted by Dan Dunagan

Objectives:

Content:
Students will...

• CON 1. Identify a political representative in order to address him/her in relation to the topic of the death penalty.
• CON 2. Demonstrate an understanding that the death penalty is legal in the U.S.
• CON 3. Present three arguments in favor of the death penalty or three arguments against the death penalty.

Cultural:
Students will...

• CUL 1. Display an understanding that U.S. citizens are free to express their opinion.
• CUL 2. Understand that their classmates’ opinions about the death penalty are probably as divergent as the overall U.S. population’s opinions on the death penalty.
• CUL 3. Demonstrate an understanding that most technologically advanced, “modern” nations have abolished the death penalty while most third-world, developing nations still permit it.

Language: Content Obligatory
Students will...

• Lang CO 1. Use the conditional mood to express possibilities and uncertainty with conjugated verbs such as podría, sería, exoneraría, recomendaría, extraditaría, castigaría, sentenciaría, and tendría.
• Lang CO 2. Use nouns (la pena capital, el castigo, la víctima, la justicia, la venganza, etc.) and adjectives (culpable,  inocente, vicioso, involucrado, civilizado, prohibido, etc.) related to capital punishment in order to explain points of view about the death penalty.
• Lang CO 3. Use polite introductions to note respect when addressing politicians or professional organizations with phrases like Distinguido Señor Senador, Estimada Señora Representante, Respetable Señor Director, Tengo el agrado de dirigirme a usted, Permítame saludarle, Tengo el gusto de dirigirme a usted, and Tenga la bondad de considerar esta solicitud/este misivo.
• Lang CO 4. Use the subjunctive mood to request with phrases such as espero que (Ud.) considere mi propuesta, quiero que (Ud.) tenga la oportunidad de…, le solicito que (Ud.) vote…, and es preferible que…

Language: Content Compatible
Students will...

• Lang CC 1.  Use present tense verbs to understand and express opinions with chunks such as yo creo que, estoy a favor, estoy contra, and no debe de tener.
• Lang CC 2.  Use vocabulary to explain methods of execution such as la silla eléctrica, la guillotina, and la inyección letal.
  • Lang CC 3.  Use “inverted” verb constructions to describe personal opinions with words like gustar, disgustar, sorprender, molestar, and ofender.
• Lang CC 4. Use nouns and adjectives to describe main points relating to the death penalty with terms like la pena de muerte, el castigo, civilizado, prohibido, la justicia, el delito, inocente, culpable, and merece.

Learning Strategies / Social and Skills Development:
Students will...

• LS 1.  Compare and contrast
• LS 2.  Debate a topic with a peer 
• LS 3.  Paraphrase
  

Time Frame:

Two 47-minute periods

Materials Needed:

• Appendix 5-1 – Instructions for the Presentational task – Letter to a member of Congress or a Hispanic organization
• Appendix 5-2 – Rubric for the Presentational task – Letter to a member of Congress or a Hispanic organization
• Appendix 5-3 – Instructions for the Interpersonal task – Debate about the death penalty
• Appendix 5-4 – Rubric for the Interpersonal task – Debate about the death penalty

Description of Assessment (Performance Project):

Purpose:
To understand there are defendable arguments both for and against the death penalty.

Preview Phase:

Targeted Standards & Objectives

Description of Activities

Standards 1.1, 1.2, 1.3, 2.1, 3.1, 4.2 Objectives CON 2-3 CUL 1 CUL 3 LS 1 Lang CC 3

Review activity from the previous day.  Briefly discuss U.S. death penalty policy and associated statistics.  Compare U.S. death penalty policy with the policy of other countries.  This is done informally by direct questioning from the teacher.  This will take one or two minutes. Students review the inverted form verbs by briefly discussing what they like and dislike about the death penalty.  There is no grouping done for this activity.  The students complete this discussion in the permanent seating groups in which they find themselves.  This will last for two minutes.

Focused Learning Phase:

Targeted Standards & Objectives	Description of Activities
Standards 1.1, 1.3, 3.1, 3.2, 5.1 Objectives CON1-3 CUL 1 CUL 3 LS 1 Lang CO 1-4 Lang CC 1-4	Presentational – Letter to a Congressman or Latino organization Students are required to write a letter to a Spanish-speaking congressperson or a Latino organization in order to present a point of view in relation to the death sentence.  The letter is also meant to convince the congressperson or Latino organization to support the writer’s ideas.  Instructions for this task are found in Appendix 5-1. The instructor will spend the first five minutes of the focused learning phase explaining the requirements and rubric for this task. The students will have two class periods to work on the first drafts.
Standards 1.1, 1.2, 1.3, 2.1, 3.1 Objectives CON 2-3 CUL 1-3 LS 1-3 Lang CO 1-2 Lang CO 4 Lang CC 1-4	Interpersonal task - Debate While the rest of class is creating drafts of the presentational task, two students at a time will be thrust into a situation of having to defend or support the death penalty in a debate against a classmate.  The instructor will decide who will present each side of the argument.  Thus, students must need to know the arguments from both sides.  The instructions are found in Appendix 5-2. The students will be matched based on oral skill level.  Each student will have thirty seconds to present his/her argument.  Then, there will be a one minute “lucha libre” in which each tries to persuade his/her opponent of the strength of the argument.  The debates will last for two class periods.

Expansion Phase:

Targeted Standards & Objectives	Description of Activities
Standards 1.1, 1.3, 3.1, 3.2, 5.1 Objectives CON 1-3 CUL 1, 3 S 1 Lang CO 1-4 Lang CC 1-4	Letter to a congressperson – Draft One is due in two days.

Assessment:

• Interpersonal task – formally assessed (see Rubric in Appendix 5-2)
• Presentational task - initial draft due earlier (see Rubric in Appendix 5-1)

The draft will be peer reviewed in class. The instructor will also review the drafts and provide feedback. (a copy of the peer review is found in Appendix 5-3)

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Appendix 5-1: Instructions for the Presentational task
Appendix 5-2: Presentational task - Rubric
Appendix 5-3: Instructions for the Interpersonal task
Appendix 5-4: Interpersonal Task - Rubric 

Submitted by Mike Smart

Objectives:

Content:
Students will...

• demonstrate an understanding of popular movie genres in the US.

Cultural:

Language: Content Obligatory
Students will...

• accurately use the following comparison expressions to describe their feelings about different movie genres. X yori Y no hou ga suki desu. (I like Y better than X) Y ga ichiban suki desu. (I like Y best)
• accurately use the structure X to Y wa onaji gurai suki desu (I like X to Y equally) in discussing preferences among movie genres.
• accurately use the structure Sumimasen. X mo Y mo dochimo suki ja arimasen (I’m sorry. I like neither X nor Y.) in discussing preferences among movie genres.
• accurately use the following comparison expression to ask questions to classmates about different movie genres. X to Y to dochira no hou ga suki desu ka. (Which do you like better, X or Y?)

Language: Content Compatible
Students will...

• accurately use aizuchi (support language) in reacting to student answers.

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively in pairs and in groups. Each member will carry out his/her role as assigned.

Time Frame:

One 50-minute class

Materials Needed:

Survey handouts (see Attachments)
Vocabulary sheets (see Attachments)

Description of Assessment (Performance Project):

Pre-task:
The teacher explains that the class is going to begin a two-week unit on US and Japanese film, that today will be an introduction to that unit, and that the class will be learning some of the constructions needed to talk about film.

The teacher writes the word eiga (film, movie) on the board and elicits vocabulary from students about the movie industry. It is not necessary at this time to create a comprehensive list, but at some point the instructor should focus on movie genres (horror, romance, comedy, etc.) and create a solid list in this one area.

Once the brainstorming session has run its course and the genre list is fleshed out, the teacher moves to a round of simple questions about likes and dislikes (e.g. Akushon no eiga ga suki desu ka?). Following this, the teacher moves to the first comparison structure X yori Y no hou ga suki desu. (I like Y better than X), and demonstrate how this works.

Once the students can answer questions using this structure, the teacher can move to focusing on the question structure X to Y to dochira no hou ga suki desu ka. (Which do you like better, X or Y?) Once this is done, the class is ready to begin the survey activity.

During task:
The teacher passes out the survey handouts, and asks students to brainstorm three film questions that use the comparison structure. Encourage creativity, but point out that the idea is to practice the comparison structure using the word “like” and to get some work with the different movie genres. While the students are writing, the teacher can monitor the competent, facilitate the confused, and shepherd the lost. After students have finished writing the questions, the teacher assigns pairs so students can check each other’s questions. Once that has been completed, the teacher models a question and answer interaction, and shows the students that they are to record their classmates’ answers on the survey sheets.

Students wander the room, asking survey questions and recording answers. The teacher monitors the activity.

Post-task:
Students return to their seats. The teacher asks students to share their findings by using the forms X yori Y no hou ga ninki ga arimasu. (Y is more popular than X.), and X to Y wa onaji gurai ninki ga arimasu. (X and Y are equally popular.). If there is time, this can be done in small groups before the information is shared as a class.

The teacher passes out the vocabulary sheets and second set of survey sheets. The teacher then explains the homework assignment for the following day. Each student will survey 10 or more non-Japanese students (in English) regarding their favorite movie genres and record the results on the second survey sheet.

Assessment:

The instructor can informally assess student performance when monitoring the activity. Further instruction can be given if students are struggling with specific objectives.

References and Resources:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

L1 Movie Survey handouts (for first activity)
L1 Movie Type Vocabulary
L1 Survey Homework

Submitted by Mike Smart

Objectives:

Content:
Students will...

• demonstrate an understanding of popular movie genres in the US and Japan.

Cultural:
Students will...

• demonstrate knowledge through a cross-cultural comparison of the popularity of various genres of films in the US and Japan.

Language: Content Obligatory
Students will...

• accurately use the correct counter in the following pattern to accurately describe the numbers of people that like certain genres. (number of people) wa Y ga suki desu. ((number of people) like Y)
• use the following structure in asking questions to classify different movies. (movie name) wa donna eiga desu ka. (What kind of movie is (movie name)?).
• use the following structure in expressing opinions on movie classifications. (movie name) wa (movie type) no eiga to omoimasu/omoimasen. (I think/don’t think that (movie name) is a (movie type).
• will use correct Japanese movie vocabulary in discussing movie genres.

Language: Content Compatible
Students will...

• accurately soften disagreement by inserting the following phrase before making statements that disagree with other students. Sore wa sou kamoshirenain desu ga... (That may be so, but…)
• accurately use aizuchi (support language) in reacting to student answers.

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively in groups. Each member will carry out his/her role as assigned.

Time Frame:

One 50-minute class

Materials Needed:

Top-movie lists (see Attachments)

Description of Assessment (Performance Project):

Pre-task:
The teacher asks the students to take out their homework assignment, the survey of favorite movie genres that they asked ten classmates. The teacher then creates on the board a number of columns for the different movie genres, and then presents his/her own survey results using the form (Number of people) ga Y ga suki desu. ((number of people) like Y).

Next, the teacher explains that the class is going to tabulate the results from the survey homework assignment in groups of three to four. First, one sample group is formed, and a questioner is chosen. The teacher then models for the questioner the question Nannin ga Y ga suki desu ka (How many people like Y?), and reviews the counters for people. At this point, the teacher also can model some aizuchi expressions such as Hontou?, Sou desu ka?, etc. to show students the importance of verbal support in Japanese conversations. Groups are assigned, with each group having one questioner, one tabulator, one reporter, and one focus facilitator (to keep the group on task and encourage aizuchi). The teacher models and explains each task.

During-task:
Students tabulate results in groups of four. The teacher monitors the activity.

Post-task:
The groups report their results to the instructor. The instructor (or a volunteer) adds the results to the tallies on the board. At the end, the teacher leads a discussion comparing the results. Students should also make note of the class totals on the bottom of their survey sheets.

** PART II - Presentation of US and Japanese Popular Movie Data. **

Pre-task:
The teacher explains that that the class will now look at some of the most popular movies of all-time, and compare their genres to the survey results to see if high school students are typical of the US population as a whole. The teacher then either passes out the US Top Movies handout to the students or displays the PowerPoint slides for the US Top Movies listings (these are in Japanese), and then asks students to identify as many movies as they can.

During-task:
The teacher then asks the groups to work together to classify the different movies using the question (movie name) wa donna eiga desu ka. The teacher monitors and facilitates where necessary.

After the students have finished, the teacher asks groups for answers and records the various answers. There will probably be some disagreement over the classifications, which can be encouraged to facilitate further discussion.

Next, the teacher asks some questions about what students think will be the most popular movies and movie types in Japan. Following this, the teacher either hands out or displays the movie list ranking all-time top-ten movies in Japan (most are US movies), and helps the students classify them.

Once both lists are up, the teacher leads a discussion on any differences and similarities. Lastly, the class can compare their school’s preferences (based on the student surveys) to the two lists. This should facilitate more complex usage of the comparison structure (e.g., Nihonjin yori Mineaporis no koukousei no hou ga romansu no eiga ga suki desu. (Minneapolis high school students like romance movies more than Japanese people do.)

Post-task:
The teacher concludes the instruction for the lesson and mentions that in the next lesson, the class will discuss what is expected of them for the unit assessment. This will be introduced early in order to allows students to get started early on the project.

Assessment:

During this class, students should be producing a significant amount of speech. The instructor can informally assess student performance while monitoring the activity and while leading the ensuing discussions. Further instruction can be given if students are struggling with certain objectives.

References and Resources:

Well-maintained webpage of all-time US box office receipts:
http://us.imdb.com/Charts/usatopmovies

Well-maintained webpage of all-time Japanese box office receipts:
http://www.generalworks.com/databank/movie/rank03.html

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

L2 Top Movies List (note: both the US & Japanese lists are on this sheet; cut in half if for class use)

L2 Top Movie List in PowerPoint slide format (2 slides)

Submitted by Mike Smart

Objectives:

Content:
Students will...

• display an understanding of the description and characteristics of selected Japanese movies.

Cultural:

Language: Content Obligatory
Students will...

• display an ability to ask and answer basic questions about a movie and its content.
• exhibit increased understanding and competence with key movie industry vocabulary.

Language: Content Compatible
Students will...

• accurately use aizuchi (support language) in reacting to student answers.

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively in pairs. Each member will carry out his/her role as assigned.

Time Frame:

One 50-minute class

Materials Needed:

• Movie Information Activity Sheets A & B (see Attachments)
• Either the teacher’s sample website of a favorite movie, or use the one provided. A computer/LCD projector linked to the internet would be best to display this.
• Vocabulary Sheet (see Attachments)
• Movie Question Sheets (2 per student) (see Attachments)

Description of Assessment (Performance Project):

Purpose:
The unit assessment (lessons 6-10) is an individual project in which the students will create a small website about a Japanese movie they have watched. In order to be ready to make the website in lessons 6-8 of this unit, it’s important that the students have finished watching the movie by the start of lesson 6. Along these lines, the purpose of Lesson 3 is to show the students what is expected of them for their summative assessment, to get them to decide on a Japanese movie to watch, and to let them practice some more of the terms that will be used extensively in the unit.

Thinking linearly, it would make more sense to have this lesson right in front of the unit assessment, but I have purposely moved this lesson forward in order to give the student’s more time to obtain and watch a Japanese movie. Also, with this background in mind, students may find Lesson 4 more helpful in choosing a Japanese movie to watch.

(Note: Alternatively, if a class doesn’t have the resources or skills to make a website, a teacher could make the unit assessment a PowerPoint presentation or a movie poster, and reorganize this lesson along those lines.)

Pre-task:
The teacher explains that for the summative assessment on the movie unit, students will be expected to do four things. First, they are to find and watch one Japanese movie. The movie can watched in whatever language the student wishes, but they can be encouraged to watch it at least once in Japanese. Second, they are to prepare a small website about the movie that contains basic information about the movie. Third, they are expected to be able to answer general questions about the movie they have watched.

The teacher then explains that in this class will listen to a presentation about a sample website to show them what is expected for their final projects. In order to be able to understand the presentation better, the class will first do a warm-up Information Gap activity to help practice the vocabulary. To get this going, the teacher may want to ask the class if they have seen any movies recently, and then ask them a few more questions about the movies. Next, the teacher passes out a Movie Question Sheet & Vocabulary Sheet (attached) to each student. After the students read the question sheets, the teacher can help clear up any confusion.

During-task:
Next the teacher passes out Movie Information Sheet A to half the students and Information Sheet B to the other half. The teacher pairs the students up so that an A is paired with a B. The teacher asks the students to first read their sheets to get familiar with the information.

Once the students understand the questions and the content of their movie sheets, they start to ask each other questions about their partner’s movie, recording the answers as they go. The teacher monitors the activity. After the students have completed the activity, answers are checked as a class.

Now that the class is a bit more familiar with the vocabulary, the teacher explains that he/she will be showing them a sample website and giving a short presentation (attached). The teacher then hands out one more Question sheet, and tells the class to follow along with the website presentation, and fill in the answers to the questions. The teacher then uses the website to make a brief presentation.

At the end of the presentation, students may ask the teacher questions about the presentation to get any answers they missed, or to ask other questions about the movie. The class can then check their answers.

Post-task
Now that the class has seen what is expected of them for the unit assessment websites, the teacher can explains in more detail what they need to do to get ready to make their websites:

Before Lesson 6 (the first lesson of the unit assessment) begins, each student is to find and watch a Japanese movie and to take notes on the key facts about the movie. They will be given three class periods (Lessons 6-8) to work on their websites. The teacher can also explain in a bit more detail how the final assessment will work (see the unit assessment outline for more information) and what students will need to include in the their websites.

To conclude, the teacher explains that the next two lessons will involve a more in-depth look at some of the characteristics of Japanese movies and the Japanese movie industry.

Assessment:

In addition to informally assessing student performance during the oral activity, the teacher may wish to collect and informally review the answer sheets from the movie presentation to get a better sense of student performance.

References and Resources:

These can be given to students to help them find a movie

Japanese film website:
http://www.midnighteye.com/

Reviews of Japanese monster movies:

http://www.godzillatemple.com/index2.htm

GreenCine is an online rental DVD rental website that focuses on animation. It has good synopsizes of movies:

http://www.greencine.com

Website references included in sample website.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

L3 Movie Question and Vocabulary Sheets

L3 Sample Student Website (Seven Samurai, with external links)

L3 Movie Sheets A & B

Submitted by Mike Smart

Objectives:

Content:
Students will...

• display an understanding of some of the characteristics of the different genres of Japanese film.

Cultural:
Students will...

• identify some Japanese movies they would like to watch.

Language: Content Obligatory
Students will...

• display an understanding of vocabulary and basic structures by answering a series of questions on a reading about Japanese movie genres.

Language: Content Compatible
Students will...

• accurately use aizuchi (support language) in reacting to student answers.

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively in groups. Each member will carry out his/her role as assigned.

Time Frame:

One 50-minute class

Materials Needed:

• Japanese Film Genres Reading (see Attachments)
• Vocabulary Sheets (see Attachments)
• Japanese Film Genre Questions (see Attachments)

Description of Assessment (Performance Project):

Pre-task:
The teacher asks the class what types of Japanese movies they have seen, and establishes the idea that there are some unique types of films that originate in Japan. The teacher then explains that today the class will read an article on the different types of Japanese films, and learn some of the characteristics and history of each genre. The teacher passes out a Japanese Film Reading, Question sheet, and Vocabulary Sheet to each student, and goes over it briefly with the class to clear up any confusion.

During-task:
The teacher gives the students approximately 30 minutes to work by themselves at reading the article and answering the questions.

After the time is up, the teacher pairs the students and asks them to compare answers. Once this is finished, the class compares answers as a whole.

Post-task:
Once the main task is complete, the teacher can turn the reading discussion into a discussion about how the students are doing with regards to choosing and viewing a Japanese movie. What type of movie have they chosen or will they choose? Did the reading lead them towards watching a particular type of Japanese movie.

Assessment:

The teacher can informally assess student performance while monitoring the reading activity. Also, the instructor can collect the answer sheets at the end of the lesson for another informal assessment of student performance.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

L4 Japanese Film Genres Reading

L4 Reading Vocabulary Sheets

L4 Japanese Film Genre Questions

L4 Japanese Film Genres Reading English Translation

Submitted by Mike Smart

Objectives:

Content:
Students will...

• display a greater understanding of the movie-viewing habits in the US and Japan.

Cultural:
Students will...

• display a greater understanding of some of the differences in movie-viewing habits in the US and Japan.

Language: Content Obligatory
Students will...

• accurately use frequency constructions such as shuu go kai (five times a week)and tsuki ni kai (twice a month) to describe how often they perform certain activities.
• accurately use the following pattern to compare and contrast the US and Japanese Film Industries: Amerika ni wa (fact, habit) ga, Nihon ni wa, (fact, habit). (In the United States (fact, habit), but in Japan, (fact, habit).

Language: Content Compatible
Students will...

• soften disagreement with another student’s answer with the following phrase: Sore wa sou kamoshirenain desu ga... (That may be so, but…).
• accurately use aizuchi (support language) in reacting to student answers.

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively in groups. Each member will carry out his/her role as assigned.

Time Frame:

One 50-minute class

Materials Needed:

• LCD projector, computer, PowerPoint program installed on computer
• L5 Japanese Movie Industry PowerPoint Presentation (see Attachments)
• L5 Japanese Movie Industry Question Sheet (see Attachments)
• L5 Japanese Movie Industry Vocabulary Sheet (see Attachments)

Description of Assessment (Performance Project):

Pre-task:
The teacher begins the lesson by asking students about their movie going habits. How often do they watch movies? How much do they pay? Do they like the theater they go to? The teacher explains that the class will view a PowerPoint presentation about the movie industry in Japan, and make some comparisons with that of the United States. The teacher then distributes a Japanese Film Industry Question Sheet and a Japanese Film Industry Vocabulary Sheet. The class is instructed to read the questions. Any confusion with the questions should be cleared up before the presentation begins.

During-task:
The teacher then gives a 15-minute presentation on Japanese Film Industry, using the PowerPoint as a base. The class records answers to their questions on the Question Sheet. After the presentation, the class goes can go over the answers in pairs, and then as a group.

Post-task:
Using the questions and answers as a base, the teacher leads a discussion on some of the differences between the US and Japanese film industries and their history. Following that, the teacher can extrapolate further to discuss how the student’s individual viewing habits represent or differ from the US averages.

Assessment:

Although it may be difficult to assess student performance while the teacher is giving the PowerPoint presentation, the instructor can get a good sense of student performance by monitoring the subsequent pair activity, by the class review and discussion, and by collecting the answer sheets for an informal review after the lesson is over.

References and Resources:

PowerPoint references included in PowerPoint presentation

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

L5 Japanese Movie Industry PowerPoint Presentation

L5 Japanese Movie Industry Question Sheet

L5 Japanese Movie Industry Vocabulary Sheet

Submitted by Mike Smart

Time Frame:

3-6 50-minute periods (see discussion below)

Materials Needed:

• Access to computers/Microsoft Publisher to make websites
• Access to computers for half the class for the Movie-Sharing Party
• Assessment Rubrics (two, see Attachments)
• Movie Question Sheet (see Attachments)

Description of Task:

The assessment is broken into two parts: workshop time for students to create their websites; and a “movie-sharing party” where students will get a chance to discuss their websites and the various movies they have watched.

The time frame for the assessment can vary considerably, depending on the students’ technical proficiency and resources. With students that are comfortable with Japanese input and have had some experience working with Microsoft Publisher, two to three classes should be enough for them to create the simple five-page websites. To facilitate things, the included sample site for the Seven Samurai could be used as a template for students to make their websites. More time should be allowed if students need to learn either Microsoft Publisher or basic Japanese inputting.

An alternative to speed up the creation of presentations would be to ask students to make PowerPoint presentations or even movie posters instead of the websites.

In any case, once the websites are complete, the movie presentation party should take two lessons, as described below.

---

The assessment unit consists of two parts. First, the students are given time to work on their websites and prepare themselves to be ready to answer questions about their movie. Second, students will participate in a “movie-sharing party”.

During the course of the assessment unit, students will be assessed in two areas:

1. Their websites
2. Their performance in fielding general questions from the teacher about the movie they have watched.

PART I (WORKSHOP)

At the start of the workshop, the instructor distributes both the rubric and the website checklist. The instructor then leads a short session explaining the various elements of the rubrics, and showing the students how the rubrics can help them prepare for the assessments. Over the course of the next few days, the teacher can help students as necessary with their websites.

Note: The Website Rubric has a column for peer evaluation. This is an optional step that can be used at some point in the workshop. Basically, you ask the students to make pairs and to evaluate each other’s websites.

Once the workshop is complete, it is time for the Movie-Sharing Party.

PART II (MOVIE-SHARING PARTY)

The Movie-Sharing Party will be split up over two periods, although it may by possible to accomplish it in one period if the class is small.

First, the teacher splits the class up into two groups: A & B (this could be done the day before, if the teacher would like). For the first day, Group A is told that they are the presenters and group B is told that they are the viewers.

Group A is asked to load their websites on their computers. Group B is then given a movie question sheet (attached) and told to wander around the computer room, to ask presenters questions about the movies. During this time, the teacher goes to each presenter, asks several questions about the movie he or she has watched, and assesses their performance based on the “Oral Interview” rubric (attached).

For the second day, the procedure is reversed: Group B will present and field questions. Group A walks around and asks questions.

At the end of the second period, the students should make their websites available to the teacher for evaluation using the “Website Rubric”.

Note: Teachers may want to work into their assessments some evaluation of the students as they wander around and ask questions to the presenters. Students could have a question sheet for each student they will interview, take notes on what they find out, and turn the sheets in.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Movie Party Question Sheets

Website Rubric

Oral Interview Rubric

Checklist for Students

Submitted by Mary Bartolini

Objectives:

Content:
Students will...

• Demonstrate their prior knowledge of insects.

Cultural:

Language: Content Obligatory
Students learning through L2 and L1
Students will:

• Use the first person singular of the verb saber (to know) to express their knowledge about insects with the expression yo sé que … (I know that…)
• Use nouns and the corresponding definite articles related to the topic like los insectos, las patas, las alas,el tórax, la cabeza, las antenas, el abdomen, los animales, etc.
• Use verbs in present tense (tener, ser, vivir, cambiar, comer, picar, etc.) and adjectives (pequeños, verdes, rápidos, uno, dos, etc.) to complement statements about their insect knowledge.
• Use the phrases estoy de acuerdo/estoy en desacuerdo/no estoy de acuerdo to express agreement or disagreement about insect knowledge.

Students learning through L1
Students will:

• Use adjectives (algunos, todos, ningún, etc.) to specify insects characteristics like algunos insectos viven en el agua, todos los insectos tienen patas, ningún insecto tiene huesos, etc.
• Use the verb poder to express what insects can do like algunos insectos pueden picar, los insectos pueden volar, etc.
• Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.
  

Language: Content Compatible
Students will:

• use the third person singular of the verb ser to present animal names (es un tigre/ es una vaca/es una abeja, etc.).
• use common nouns and the corresponding indefinite article to name animals (un canguro/una libélula/una mosca, etc.).
• use the adjectives vertebrados/invertebrados to name animal groups (animales vertebrados/animales invertebrados).
• use the conjunction porque, the third person singular of the verb tener, and the plural form of the noun hueso to create affirmate or negative compound sentences (es un animal vertebrado porque tiene huesos/ es un animal invertebrado porque no tiene huesos).
• use complete sentences (usamos voces bajas, compartimos el material, tomamos turnos, escuchamos las indicaciones, somos amables, nos ayudamos) to express rules of working in groups.

Students learning through L1
Students will:

• use the demonstrative adjetives éste/ésta to present animals’ names (éste es un perro/ésta es una abeja).
• use the verb pertenecer and the noun grupo to express belonging to a group like un perro pertenece al grupo de los vertebrados.
• use the phrase porque tiene una columna vertebral to explain the rationale of their choice.
• use the phrases es tu turno or te toca a ti to indicate turns inside the group.
• use the pronouns tú and yo, and the adjectives primero, segundo, tercero, etc. to organize group work like tú primero, tú segundo, yo cuarto.
  

Learning Strategies / Social and Skills Development:
Students will...

• Group/Classify
• Use selective attention
• Use background knowledge
• Use cooperative learning activities

Time Frame:

50 minutes

Materials Needed:

• T-chart (see attachment 1)
• KWHL chart (see attachment 2)
• Checklist (see attachment 3)
• Poster or transparency: Trabajos en el grupo (see attachment 4)
• Poster or transparency: Pasos para el trabajo en grupo (see attachment 5)
• Flashcards or plastic animals.
• Pencils, crayons, markers and paper.

Description of Assessment (Performance Project):

Preview Phase (Into) (Cloud et al.,Kucer et al.):

Activity: La bolsa misteriosa

Students take out plastic animals or animal flash cards from a mystery bag. Teacher asks for animal names and students answer using a complete sentence (es un canguro/ es una abeja, etc.). Teacher presents a T-chart and asks students to classify the animals into two groups: vertebrates and invertebrates (group/classify). Students place animals in the corresponding group and explain their choice with a complete sentence (es un animal vertebrado porque tiene huesos/es un animal invertebrado porque no tiene huesos). Teacher asks students for the name of the invertebrate group (purposely only insects) and writes it down as the title of the KWHL chart. Teacher presents the chart and explains to students that from that day on the class will be learning about insects.

This KWHL chart should remain in a visible place during the development of the unit. It would be very beneficial to refer to the chart during future lessons. This activity could be done using Inspiration. With this program you can create a KWHL chart using pictures and words. You can connect your computer to your television and all the class would observe the chart.

Focused Learning Phase (Through) (Cloud et al.,Kucer et al.):

Activity: Trabajando en grupos

Previously, the teacher forms groups of four students who will work together during the development of the unit. Students will share responsibilities in the group:

- Un director/una directora: a Spanish speaker student who will be the group leader and the language facilitator.
- Un escritor/una escritora: a student who will be in charge of writing ideas of group members.
- Un artista/ una artista: a student who will be in charge of drawing the group’s final product.
- Un lector/una lectora: a student who will be in charge of reading and presenting the final product to the class.

Teacher announces that students will work in groups of four persons during the time of insect study. With visual help, teacher explains the responsibilities of each member and assigns the groups. Teacher asks students to state the rules of working in groups (these should be develop since the beginning of the school year).

Once groups are ready, teacher explains the first group activity: making a poster writing what we know about insects.

1. The group should focus on the word insects (use selective attention).
2. Each member should think about what they know about insects (use background knowledge).
3. The director will assign turns to each member to express his/her ideas and will help with the Spanish.
4. Each student will say what he/she knows and the writer will write down ideas to make a poster with this information.
5. The artist will decorate the poster.
6. While the artist is working, the reader will read the requirements of the checklist presented by the teacher and the rest of the group will revise the poster to address the requirements.
7. The reader will present the ideas to the class and paste the poster on the blackboard.

Teacher walks around the room to observe student interactions and to guide the process.

Expansion Phase (Beyond) (Cloud et al.,Kucer et al.):

Teacher explains to the students that they will choose the ideas that will be included in the first part of the KWHL chart. To do so, teacher will read each idea in the posters and both (teacher and students) will mark the ones that will be included in the KWHL chart. Students could use the phrase estoy de acuerdo/ estoy en desacuerdo/ no estoy de acuerdo while teacher is reading each idea. In case of disagreement, the student who gave the idea could clarify and explain his/her rationale.

If possible, some commonalities could be found between the ideas of each group and could be summarized in the KWHL chart. Teacher can also go through some ideas that could be wrong and clarify them.

Assessment:

Observation of student interactions during group activities to check if Spanish is used, if students are working according to their roles, if students are focused in activity.

Revision of posters to check if the checklist requirements were accomplished.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 1: T-chart
Attachment 2: KWHL chart
Attachment 3: Checklist
Attachment 4: Poster/Transparency - Trabajos en grupo
Attachment 5: Poster/Transparency - Pasos para el trabajo en grupo

Submitted by Mary Bartolini

Objectives:

Content:
Students will...

• Create a definition of insects demonstrating an understanding of characteristics that define insects.
• Identify common insects by name.

Cultural:

Language: Content Obligatory
Students learning through L2and L1
Students will:

• Use the definite article masculine plural los, third person plural present tense of basic verbs tener, vivir and nouns related to the topic insectos, animal, cabeza, tórax, abdomen, antenas, patas to give a definition of insects like Los insectos tienen seis patas.
• Use the first person singular present tense of the verb querer (to want) and the conditional si(if) to express what they want to know about insects with the expression yo quiero saber si… (I want to know if…) and complete sentences with verbs in present tense like hay insectos en el mar, los insectos tienen pelo.
• Use the first person singular present tense of basic verbs observar, leer, mirar, escuchar (to observe, to read, to look, to listen) to express different ways to know more about insects with the expression Yo puedo aprender si leo.
• Use the third person singular of the verb ser (to be…), insect names in singular mariquita, mosca, hormiga, libélula, mariposa and the corresponding indefinite article un, una to identify common insects by name like Es una mariposa.

Students learning through L1
Students will:

• Use the definite article masculine plural los, the third person plural present tense of the verb ser (to be), the conjunction que, third person plural present tense of basic verbs tener, vivir and nouns related to the topic insectos, animal, cabeza, tórax, abdomen, antenas, patas to give a definition of insect like Los insectos son animales que tienen seis patas.
• Use the first person singular of the verb querer (to want) and question words like qué, por qué, cuándo, dónde(what, why, when, where) to express what they want to know about insects formulating questions yo quiero saber por qué los insectos tienen seis patas… (I want to know why insects have six legs?).
• Build compound sentences using the first person singular present tense of the verb poder (I can) and infinitive verbs observar, leer, mirar, escuchar (to observe, to read, to look, to listen) to express different ways to know more about insects with the expression yo puedo leer y observar (I can read).
• Use the impersonal form of the verb se llama (It’s called) and common nouns in singular mariquita, mosca, hormiga, libélula, mariposa to identify common insects by name like Se llama mariposa.
• Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.
  

Language: Content Compatible
Students learning through L2 and L1
Students will:

• Use the first person singular/plural past tense of the verb ver (to see), common nouns in plural or singular moscas, hormigas, libélulas, mariposas, etc. (flies, ants, dragonflies, butterflies) and the corresponding numeral adjectives una, dos, tres, etc. (one, two, three) to express how many insects they saw like yo vi dos moscas, nosotros vimos tres mariposas, etc.
• Use insect names in plural mariquitas, abejas, moscos, moscas, hormigas, escarabajos, mariposas, libélulas, polillas and the conjunction y to sing the song Los insectos.
• Use complete sentences (usamos voces bajas, compartimos el material, tomamos turnos, escuchamos las indicaciones, somos amables, nos ayudamos) to express rules of working in groups.

Students learning through L1
Students will:

• Use the phrases es tu turno or te toca a ti to indicate turns inside the group.
• Use the pronouns tú and yo, and the ordinal numbers primero, segundo, tercero,etc. to organize group work like tú primero, tú segundo, yo cuarto.
• Formulate questions using insects names, question words cuántas/cuántos (how many), second person singular past tense of the verb ver (to see) and personal pronoun tú (you), to ask for how many insects each student saw like ¿Cuántas mariquitas viste tú?.
  

Learning Strategies / Social and Skills Development:
Students will...

• Use/create graphic organizers
• Use selective attention
• Use background knowledge
• Cooperative learning activities

Time Frame:

50 minutes

Materials Needed:

• KWHL chart (see attachment 2)
• Bar graph: Contando insectos (see attachment 6)
• Poster song: Los insectos (see attachment 7)
• Printed song: Los insectos (see attachment 7)
• Magnify glasses
• Pencils, crayons, markers and paper.

Description of Assessment (Performance Project):

Preview Phase (Into) (Cloud et al, Kucer et al.):
Activity: KWHL chart.

• In a whole group meeting, students review in the chart the list of what they already know about insects.
• Teacher promotes the production of an initial definition of insects with the question: ¿Qué es un insecto? Teacher writes down a list of the different characteristics of insects:
  • Son animales.
  • Tienen seis patas.
  • Tienen antenas.
• Then, teacher centers student attention on the next part of the chart and formulates the question: ¿Qué quiero saber sobre los insectos?
• Students create questions about what they want to learn or want to know about insects and teacher writes the questions on the chart.
• Finally, teacher formulates the question ¿Qué puedo hacer para saber más cosas sobre los insectos?
• Students express ways to learn more about the topic (direct observation, reading books, seeing videos, singing songs, etc.) and teacher writes the ideas down.

Focused Learning Phase (Through) (Cloud et al.,Kucer et al.):
Activity: Buscando insectos

• Teacher focuses student attention in the scientific method of direct observation and he/she models how to use the method to look for insects using magnify glasses.
• Teacher explains to students that they will form groups like they did in the last lesson and they will go to the garden to look for insects. Teacher gives students magnify glasses and ask them to review the rules for working in group.
• After they come back, teacher asks them to remain in groups and to give her/his magnify glasses back. Teacher shows flash cards of insects and asks students for the name of the insects: ¿Alguien sabe cómo se llama esto? ¿Qué es esto?
• After identifying the name of the insect, teacher asks students who saw each kind of insects: ¿Quién vio mariquitas? Students raise hands to answer.
• Once insects are identified by name, teacher explains the second part of the group activity: in groups, students will complete a bar graph counting the insects they found (use/create graphic) and they will present their findings to the class. They will follow the routine and the roles of the last group activity.

Expansion Phase (Beyond) (Cloud et al.,Kucer et al.):
Students sing the song Los insectos (Insects).

• Teacher shows the song poster and gives directions for the activity: each student receives a flashcard with an insect (mariquitas, abejas, moscos, moscas, hormigas, escarabajos, libélulas, polillas, mariposas) to show it when singing.
• Students form groups with the same pictures and sing together.
• After this, students receive a page with the song and illustrate the song drawing an insect next to the name.
• It is a good resource to have a folder of poems and songs where students could decorate and file the printed material throughout the year.

Assessment:

Observation of student interactions during group activities to check if Spanish is used, if students are working according to their roles, if students are focused on the activity.

Observation of oral presentation to see if students are using insect names correctly and if they are able to get information from the graph (vimos cinco libélulas, vimos más mariquitas que abejas, no vimos mariposas).

Decoration of the song by drawing the appropriate insect below the insect’s name to check if students can identify common insects.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 2: KWHL chart
Attachment 6: Bar graph - Contando insectos
Attachment 7: Poster/printed song - Los insectos

Submitted by Mary Bartolini

Objectives:

Content:
Students will...

• Identify insect body parts and its function.

Cultural:

Language: Content Obligatory
Students learning through L2 and L1
Students will:

• Use the personal pronoun yo, the first person singular past tense of the verb aprender (to learn) to express what they learned the day before with the expression yo aprendí … (I learned…).
• Use the third person singular/plural present tense of the verb tener (to have), common nouns (insect names and insect body parts) and numeral adjectives to identify insect body parts like los insectos tienen seis patas, los insectos tienen un tórax, etc.
• Use third person singular/plural present tense of the verb ser (to be), definite articles las, los, la, el, common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón to identify insect body parts like son las antenas, es la cabeza,etc.
• Use third person singular/plural present tense of the verb ser (to be) or sirve (to use to), definite articles las, los, la, el, common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón, the preposition para and infinitive verbs oler, mirar, volar, comer, picar to express the function of inect body parts in phrases like las antenas son para oler, los ojos son para ver.

Students learning through L1
Students will:

• Use the personal pronoun first person singular yo, the first person singular past tense of the verb aprender (to learn), adjectives algunos, ciertos and the comparative como (like) to express what they learned the day before like yo aprendí los nombres de algunos insectos como mariquitas y abejas.
• Use adjectives algunos, todos, ningún, etc., third person plural/singular of the verb tener (to have), numeral adjectives and common nouns to specify insects characteristics like algunos insectos tienen alas, todos los insectos tienen seis patas.
• Use demostrative adjectives eso, esa, esos, esas, possessive adjectives su, sus, third person singular/plural present tense of the verb ser (to be), definite articles las, los, la, el, common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón and the contraction del to identify insect body parts like esas son las patas del insecto, esos son sus ojos.
• Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.
  

Language: Content Compatible
Students learning through L2 and L1
Students will:

• Use common nouns in plural mariquitas, abejas, moscos, moscas, hormigas, escarabajos, mariposas, libélulas, polillas and the conjunction y to sing the song Los insectos.
• Use demostrative adjectives eso, esa, esos, esas, the chunk puede ser/pueden ser and common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón to designate materials for insect body parts like eso puede ser la cabeza, esas pueden ser las antenas,etc.

Students learning through L1
Students will:

• Use definite articles la, las, el, los, the chunk puede servir para/pueden servir como and common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón, palitos, cajitas, cañitas to designate materials for insect body parts like la cajita puede servir para la cabeza, los palitos pueden servir para las antenas,etc.
• Use the phrases es tu turno or te toca a ti to indicate turns inside the group.
• Use the pronouns tú and yo, and the adjectives primero, segundo, tercero,etc. to organize group work like tú primero, tú segundo, yo cuarto.
  

Learning Strategies / Social and Skills Development:
Students will...

• Organize or plan group activities.
• Use selective attention at listening or reading for specific information.
• Use resources to build an insect.

Time Frame:

50 minutes

Materials Needed:

• KWHL chart (see attachment 2)
• Poster song: Todos los insectos (see attachment 8)
• Egg cartons, pipe cleaners, boxes, etc.
• Pencils, crayons, markers and paper.

Description of Assessment (Performance Project):

Preview Phase (Into) (Cloud et al.,Kucer et al.):
Singing the song Los insectos

• In a circle, students sing the song Los insectos choosing appropriate movements to represent different insects.
• Then, teacher shows graphs of the "looking for insects" activity and refers to the next part of the KWHL chart (Yo aprendí…) to write what they have learned the day before (name of common insects).
• Teacher posts new questions: ¿Qué hace que un insecto sea un insecto? ¿Qué debe tener un insecto para que sea un insecto?¿Cuáles son las características de un insecto?¿Cómo es su cuerpo?
• Teacher writes down students’ answers.

Focused Learning Phase (Through) (Cloud et al.,Kucer et al.)::

• Teacher shows students a big picture of an insect (or a big three dimensional insect) and asks students to look for the insect’ body parts and to say the name of each part.
• Teacher writes answers creating a diagram of the insect by labeling the body parts.
• Teacher reinforces the idea of characteristic of insects according with body parts.
• Teacher asks what each part is for and writes it down.
• Teacher shows the poster song Todos los insectos and students sing the song showing insect body parts with movements.

Expansion Phase (Beyond) (Cloud et al.,Kucer et al.):
Students form groups to build an insect

• In groups, students make an insect from egg cartons or other materials. The insect should have all body parts.
• Students will present the insect to the class saying the name of each body part and the function.
  

Assessment:

Observation of student interactions during group activities to check if Spanish is used, if students are focused in activity.

Observing students’ final product and oral presentation to check if all insect body parts are present, if name of insect body parts are using correctly and if the function of each body part is identify.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 2: KWHL chart
Attachment 8: Transparency/Poster song: Todos los insectos

Submitted by Mary Bartolini

Objectives:

Content:
Students will...

• Identify insect body parts and their function.

Cultural:

Language: Content Obligatory
Students learning through L2 and L1
Students will:

• Use third person present tense plural of the verb vivir (to live), preposition of place en (in/on), common nouns árboles, flores, agua, colmena, jardín, tierra and definitive articles el/la/los/las to identify places where insects live with expressions like los insectos viven en el agua.
• Use definitive articles el/la/los/las, common nouns mariposas, mariquitas, abejas, hormigas, third person present tense plural of the verb vivir (to live), adverbs of mode solos, en compañía to identify how insects live using sentences like las abejas viven en compañía, los saltamontes viven solos.
• Use the third person singular/plural present tense of the verb tener (to have), common nouns and numeral adjectives to identify insect body parts like los insectos tienen seis patas, los insectos tienen un tórax, etc.
• Use third person singular/plural present tense of the verb ser (to be) or sirve (is used to), definite articles las, los, la, el, common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón, the preposition para and infinitive verbs oler, mirar, volar, comer, picar to express the function of inect body parts in phrases like las antenas son para oler, los ojos sirven para ver.

Students learning through L1
Students will:

• Use third person present tense plural of the verb vivir (to live), preposition of place en (in/on), common nouns árboles, flores, agua, colmena, jardín, tierra, definitive articles el/la/los/las and adjectives algunos, todos, ningún, otros to identify places where insects live with expressions like algunos insectos viven en el agua otros viven en el jardín.
• Use definitive articles el/la/los/las, common nouns mariposas, mariquitas, abejas, hormigas, third person present tense plural of the verb vivir (to live), adverbs of mode en soledad,por sí solos, en comunidad to identify how insects live using sentences like las abejas viven en comunidad, los saltamontes viven por sí solos.
• Use collective nouns colmena, comunidad, enjambre to express how some insects live.
• Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.

Language: Content Compatible
Students learning through L2 and L1
Students will:

• Use the personal pronoun yo, the first person singular past tense of the verb aprender (to learn) to express what they learned the day before with the expression yo aprendí … (I learned…).
• Use complete sentences (usamos voces bajas, compartimos el material, tomamos turnos, escuchamos las indicaciones, somos amables, nos ayudamos) to express rules of working in groups.

Students learning through L1
Students will:

• Use the personal pronoun first person singular yo, the first person singular past tense of the verb aprender (to learn), adjectives algunos, ciertos and the comparative como (like) to express what they learned the day before like yo aprendí los nombres de algunos insectos como mariquitas y abejas.
• Use the phrases el título del libro es … or este libro se trata de … to indicate the topic of a non-fiction book.
• Use future tense vamos a… (going to) and infinite verbs escuchar, mirar, escribir and the adverbs primero, luego, después, etc. to organize group work like primero vamos a mirar, luego vamos a escuchar.
• Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.

Learning Strategies / Social and Skills Development:
Students will...

• Organize or plan group activities.
• Use selective attention at listening or reading for specific information.
• Use graphic organizers to compile information.
• Use background knowledge to complete a KWHL chart.
• Use cooperative learning activities.

Time Frame:

50 minutes

Materials Needed:

• KWHL chart (see attachment 2)
• Graphic organizers (see attachment 10).
• Pencils, crayons, markers and paper.

Description of Assessment (Performance Project):

Preview Phase (Into) (Cloud et al.,Kucer et al.):

• Students sing the song Todos los insectos with movements.
• Teacher refers to the diagram they created the day before.
• Teacher encourages students to add ideas to the KWHL (Yo aprendí …) chart about insect body parts by asking ¿Qué aprendiste ayer sobre los insectos?
• Teacher writes students’ thoughts in a KWHL chart.

Focused Learning Phase (Through) (Cloud et al.,Kucer et al.):

• Teacher asks ¿Qué necesitan los insectos para vivir?
• Teacher writes students answers at the chart.
• Teacher asks ¿Dónde viven los insectos? ¿Cómo viven los insectos?
• Teacher refers to the KWHL chart to the part of how to investigate about insects. Teacher will center attention in reading a book.
• Teacher will choose an insect and model how to look for information in the book and how to create an answer with his/her own words.
• Teacher presents the group activity to students: investigating an insect and use of graphic organizers.
• Students form groups and listen to directions

Bueno, yo te he mostrado como extraer información de un libro. Ahora es tu turno. Vamos a formar nuestros grupos de estudio y cada grupo investigará un insecto.

Ahora que los grupos están formados necesito un representante de cada grupo. Cada uno sacará un papel de esta cajita y leerá el nombre del insecto que su grupo va a investigar.

Bien, ahora que cada grupo tiene a un insecto voy a explicarles lo que vamos a hacer. Hoy vamos a centrarnos en dos preguntas:

• ¿Dónde viven los insectos?
• ¿Cómo viven los insectos

Para responder a estas preguntas cada grupo tendrá un libro de información sobre su insecto. El lector deberá leer el libro y los demás amigos deberán escuchar y dar la respuesta a cada pregunta. El escritor deberá escribir la respuesta.

Para escribir las respuestas vamos a usar diferentes gráficos. Mira los gráficos que voy a presentar y escucha con atención.

• I will present each graphic organizer and explain how to use them.

Bueno, levanten la mano si quieren usar este gráfico. ¿Quién quiere usar este otro gráfico?

• Students will decide which graphic organizer will use.

Expansion Phase (Beyond) (Cloud et al.,Kucer et al.):
After the group activity is finished, groups will be divided and students will form new groups. In each new group there will be students with different insects. Each student will share information about the insect he/she had investigated before.

Ahora que hemos terminado la primera parte de nuestra investigación vamos a compartir lo que aprendimos. Formaremos nuevos grupos y cada grupo debe tener una persona con un insecto diferente.

Bien, los grupos están ya formados, ahora compartan lo que aprendieron sobre su insecto. Tenemos 10 minutos para esta actividad.

Assessment:

Observation of student interactions during group activities to check if Spanish is used, if students are working according to their roles, if students are focused in activity.

Observing interactions during jigsaw activity to check if appropriate information is shared in each group.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 2: KWHL chart
Attachment 10: Graphic Organizers

Submitted by Mary Bartolini

Objectives:

Content:
Students will...

• Demonstrate understanding of the stages of life cycle.

Cultural:

Language: Content Obligatory
Students learning through L2 and L1
Students will:

• Use third person present tense plural of the verbs nacer/salir (to born, to come out), preposition de (in/on), common nouns huevo, mariposas, mariquitas, abejas, hormigas and definitive/indefinitive articles el/la/los/las/un to identify how insects born with expressions like los insectos nacen de un huevo.
• Use third person present tense plural of verbs cambiar/ser (to change, to be), adverbs of time primero, segundo, tercero, luego, después, al final, common nouns huevo, larva, pupa, capullo, adulto, oruga to express changes of the insect life like primero es un huevo, luego es una pupa.
• Use third person preson tense singular of verbs salir, comer, crecer, convertir, envolver, volar, definite articles la, el, common nouns mariposas, mariquitas, abejas, hormigas to identify stages of an insect’s life like la oruga sale de un huevo, la oruga come.

Students learning through L1
Students will:

• Use third person present tense plural reflexive of the verbs nacer/transformar/convertir (to born, to become), preposition en, common nouns huevo, mariposas, mariquitas, abejas, hormigas and definitive/indefinitive articles el/la/los/las/un to identify how insects change with expressions like la oruga se transforma en mariposa.
• Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.
  

Language: Content Compatible
Students learning through L2 and L1
Students will:

• Use the personal pronoun first person singular yo, the first person singular past tense of the verb aprender (to learn), preposition que, definite articles los/las and third person present tense plural of the verb vivir/necesitar to express what they learned the day before like yo aprendí que los insectos viven en comunidad/yo aprendí que los insectos necesitan comida para vivir.
• Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.
• Use complete sentences (usamos voces bajas, compartimos el material, tomamos turnos, escuchamos las indicaciones, somos amables, nos ayudamos) to express rules of working in groups.

Students learning through L1
Students will:

• Use the phrases el título del libro es … or este libro se trata de … to indicate the topic of a non-fiction book.
• Use future tense vamos a… (going to) and infinite verbs escuchar, mirar, escribir and the adverbs primero, luego, después, etc. to organize group work like primero vamos a mirar, luego vamos a escuchar.
  

Learning Strategies / Social and Skills Development:
Students will...

• Organize or plan group activities.
• Use selective attention at listening or reading for specific information.
• Use background knowledge to complete a KWHL chart.
• Use graphic organizers to compile information.
• Use cooperative learning activities.

Time Frame:

50 minutes

Materials Needed:

• KWHL chart (see attachment 2)
• Poster song Partes de los insectos (see attachment 9)
• Graphic organizers (see attachment 10).
• Books (see references and resources)
• Pencils, crayons, markers and paper.

Description of Assessment (Performance Project):

Preview Phase (Into) (Cloud et al.,Kucer et al.):

• Teacher refers to the diagram of the insect body parts and teaches a new song Partes de un insecto
• Teacher refers to the graphic organizers students worked on the day before.
• Teacher encourages students to add ideas to the KWHL chart (Yo aprendí …) by asking ¿Qué aprendiste ayer sobre los insectos?

Focused Learning Phase (Through) (Cloud et al.,Kucer et al.):

• Teacher announces that students will work in the same way they did yesterday and presents the two new questions students will work on today: ¿Cómo nace un insecto? ¿Cómo crece un insecto?
• Teacher models how to take information from the book and how to formulate the answer. At this time teacher could ask students for directions for this process.
• Students form groups and start investigating the new questions like the day before.
• Teacher goes around the room to guide the process.

Expansion Phase (Beyond) (Cloud et al.,Kucer et al.):

• Once the group is ready with the answers, they will illustrate the life cycle of an insect and make a poster to present to the class (assessment).
• Students will be asked to use a checklist to guide the presentation.

Assessment:

Observation of student interactions during group activities to check if Spanish is used, if students are working according to their roles, if students are focused in activity.

Observing students’ final poster and oral presentation to check if each stage of a life cycle is identify, if the sequence is appropriate, if the vocabulary is used correctly and if the requirements of the checklist are followed.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 2: KWHL chart
Attachment 9: Poster song - Partes de los insectos
Attachment 10: Graphic Organizers

Submitted by Mary Bartolini

Time Frame:

Two 50-minute periods

Materials Needed:

• Graphic Organizers (see Attachment 10)
• Guía para la investigación de un insecto (see Attachment 11)
• Criterios de evaluación para el uso de la guía de investigación (see Attachment 12)
• Guía para el trabajo en grupo (see Attachment 13)
• Criterios de evaluación para el trabajo grupal (see Attachment 14)
• Criterios de evaluación para la presentación oral (see Attachment 15)

Description of Task:

At the end of the unit, I expect students to understand insect characteristics and to recognize common insects. I will ask them to choose one insect to investigate, choose a graphic organizer to present the information about the insect, and finally, to present the results of the investigation orally to a group of Kindergarten students. I will use two periods of 50 minutes to do the assessment.

• For the first period, students will use an investigation guide and they will complete it independently without help. The teacher will use the guide as an assessment tool.
• For the second period, students will form groups of four to prepare an oral presentation about a specific insect. The teacher will use a rubric to evaluate the activity.

First Period:
After the last lesson, I will meet with students as a whole group and I will give an investigation guide to each one. I will review insect knowledge and I will give them instructions for the task:

Bueno entomólogos y entomólogas, nosotros hemos estado estudiando a los insectos por varios días. Sabemos que los insectos son …
Que el cuerpo de los insectos tiene tres partes que son …
Que los insectos pueden vivir en …
Que los insectos cambian desde que nacen. Primero son …, luego se convierten en …, después …, finalmente …
Ahora cada uno de nosotros vamos a investigar a seis insectos diferentes. Para esto vamos a usar una guía para la investigación de un insecto. Esta guía nos va a ayudar a pensar y dirigir nuestra investigación. Vamos a leer esta transparencia que es igual a la guía que tú tienes y yo voy a modelar o voy a mostrar como usar la guía:

- Mi nombre es Srta. Bartolini.
- Yo voy a estudiar a las mariposas.

I will go over the first two parts of the guide and then I will ask students to choose an insect they have not investigated before and to complete these parts. After this, I will place baskets with books at the tables (each basket with books about one insect) and students will look for information in these books.

Ahora vamos a ubicarnos en mesas junto a las canastas que tienen los libros que hablan sobre el insecto que vamos a investigar. En esta mesa están los librosque hablan sobre las libélulas. Los amigos que investigarán sobre las libélulas pueden sentarse en esta mesa. En esta mesa están los libros que hablan sobre…

Once the students are located at the tables, I will read the questions of the third part, I will explain how to investigate and look for information at books or magazines.

Bien, vamos a la siguiente parte de la guía. Aquí hay algunas preguntas que tú debes responder sobre tu insecto. Para esta parte tenemos algunas reglas:

1. Si tú sabes las respuestas puedes escribirlas en las líneas.
2. Si no, necesitas leer algunos libros de información o revistas que están en estas canastas.
3. No olvides que las respuestas deben tener una idea completa, letra mayúscula al inicio, espacios y puntos.
4. Aunque estemos en la misma mesa, recuerda que la actividad es independiente, tú respondes y trabajas solo, no puedes pedir ayuda.
5. Tenemos aproximadamente30 minutos para trabajar.
6. Cuando termines, entrégame la guía y lee un libro de tu canasta en silencio.

Once students are engaged in the activity, I will go around the room observing the work they are doing.

Second Period:
Students investigating the same insect will be grouped in threes or fours. I will ask them to organize an oral presentation about the insect in groups following the questions and answers of the guide. For this they will have to share responsibilities and choose a graphic organizer (the teacher will give them different options to choose from, some of these options have already been used in past activities) to present information.

Ayer nosotros investigamos sobre un insecto que era desconocido para nosotros. Hoy formaremos grupos que deberán convertirse en maestros o maestras y preparar una presentación para nuestros amigos de inicial.

Para esto tenemos 20 minutos y en esos 20 minutos vamos a reunirnos en nuestros grupos de estudio y haremos un sorteo para saber que insecto investigará cada grupo: un representante de cada grupo debe venir y sacar de esta bolsa un papelito con el nombre del insecto.

Ahora que cada grupo tiene su insecto voy a entregarles la guía de investigación. Esta guía es muy similar o parecida a la guía de investigación que usamos antes. Las preguntas son las mismas pero esta vez cada persona del grupo investigará una pregunta. Así que ahora es el momento de decidir quien investigará cada pregunta. El escritor del grupo debe escribir los nombres de los responsables al lado del número de la pregunta.

Ahora que ya sabemos nuestras responsabilidades, quiero mostrarles algunos gráficos que pueden usar para escribir la información de sus insectos. Mostraré los gráficos y el grupo debe decidir qué gráfico usará. Estos gráficos son parecidos a los que usamos anteriormente. El escritor de cada grupo debe escribir el nombre del gráfico en la guía.

Bien, ya cada grupo sabe que gráfico usar, ahora vamos a investigar. Cada grupo tiene una canasta con libros, cada persona debe buscar la respuesta a su pregunta y escribirla en el gráfico.

Cuando piensen que han terminado, vean la lista de requisitos para un buen gráfico y verifiquen si han cumplido con todos los requisitos.

I will explain the guide and clarify some questions. After this I will observe students interactions.

Si el gráfico está listo, debemos empezar a preparar la presentación para nuestros amigos de inicial. En la siguiente parte de la guía hay una lista de requisitos para la presentación oral. Vamos a leer la lista juntos:

• Usamos voces de maestros.
• Miramos a los amigos.
• Esperamos nuestro turno
• Usamos palabras adecuadas.

Vamos a usar 10 minutos para preparar y practicar la presentación y luego iremos a la clase de inicial para ser los maestros de nuestros pequeños amigos.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 10: Graphic Organizers

Attachment 11: Guía para la investigación de un insecto

Attachment 12: Criterios de evaluación para el uso de la guía de investigación

Attachment 13: Guía para el trabajo en grupo

Attachment 14: Criterios de evaluación para el trabajo grupal

Attachment 15: Criterios de evaluación para la presentación oral

Submitted by Nancy Schrank

Objectives:

Content:
Students will...

• identify the primary geographic features of Mexico
• display an understanding of Mexico's location in relation to surrounding countries and bodies of water
• display an understanding of the location of one geographic feature in relationship to another

Cultural:

Language: Content Obligatory
Students will...

• use "hay" and "tiene" to describe the geographic features of Mexico using: las montañas, las junglas, las playas, las valles, los desiertos, los lagos, los bosques, el mar, el golfo, y el continente.
• use the present tense (3rd person singular and plural) to describe the location of geographic features with the verb estar and directions: Example: "Las Sierra Madres estan en el oeste de Mexico."
• use comparison / contrast expressions to make comparisons between the geographical features of Mexico and the United States using ser, estar, hay, and tiene and conjunctions such as "pero" and "y."

Language: Content Compatible
Students will...

• use expressions of like and dislike to communicate preferences for geographical features with prefiero, me gusta(n), no me gusta(n).
• use comparative adjectives (más grande, más pequeño, etc.) to compare the size of Mexico's mountain ranges, deserts, and lakes to those in the United States
• use additional vocabulary words to extend their ability to discuss Mexico including: la frontera, la peninsula, el golfo, el estado (i.e: la jungla está en el estado de Chiapas);

Learning Strategies / Social and Skills Development:
Students will...

• work effectively in small groups to complete an assignment using effective communication and solid leadership and organizational skills.
• employ a graphic organizer to sort out characteristics of U.S. and Mexican geography using logic and sorting skills.
• make predictions about the presence of land features in Mexico based on what they know about similar patterns in geography using "Pienso que" y "Creo que."

Time Frame:

Two 50-minute sessions

Materials Needed:

• Picture cards with photographs of each of the following features: mountains, desert, lakes, jungle, beach, sea, coast, etc.
• Venn Diagram graphic organizer taken from www.carla.acad.umn.edu/cobaltt
• Text "La Geographia de Mexico" found at: www.paises.com.mx/mexico
• Relief map of Mexico found at: www.esterobeach.com/baja/images/mexico
• Slide show of Mexico found at: www.away.com/travel_photo_gallery

 

Description of Assessment (Performance Project):

Day 1 of 2:

Into:

To activate students' knowledge of landform vocabulary, we will brainstorm (as a large group) the major landforms of the United States. As we come up with features (ex. montañas, desiertos) students will put these words into one circle of a Venn Diagram.

 

Next, I will draw upon students' experience traveling in Mexico and ask where they have gone. I will ask students to find first the country of Mexico and then their city on our class map. I will then ask what all these cities have in common: (they are on the coast, have beaches, etc.) I will stress that beaches are just one natural wonder of Mexico, and challenge students to "see" the rest of the country with us.

 

Through:

In the first part of this stage students will predict what other landforms Mexico has, oceans and beaches aside (LS 3). To get them going, I will ask them to think of the land features and climate of Texas. (hay desierto, es seco) and point out to them on a relief map that this dry region is colored yellow on a relief map. I will then point out that northern Mexico is the same color and ask what we may expect to find in this region. Students will express their ideas using: "Pienso que" or "Creo que" . . . hay desierto (LC0 4).

 

In the next stage of the lesson the class will engage in a modified "Think-Pair-Share" activity in order to integrate writing, speaking, and listening modalities.

 

1.      Think: Students will read the paragraph silently and reflect on what they are reading. They will fill in features of Mexican geography in the appropriate circle of the Venn Diagram (LS 1). 

2.      Pairwork: Students will pair up and exchange the information that they have gathered. I will put three possible structures on the board, from which students may choose. The choices will be: “México tiene _______” ; “Hay ______ en México” and  “En Mexico hay ________” (LCO 1). Each student will take a turn being the person who shares and the one who records the features. 

3.  Large group sharing: I will have pairs share a couple sentences that they have generated and I will fill in the Venn diagram on the front board. Together we will compile a list of features that the two countries share (montañas, lagos, desiertos, playas) in order to complete the 3rd circle of the Venn Diagram. Students will also make sentences about  what Mexico has that our country doesn’t (jungla/selva) and vise versa.

 

Beyond:

I will wrap up our day by reminding students what we have done so far today: "We made predictions about what the geography of Mexico is like based on what we already knew. Then we learned through our reading that Mexico's geography includes deserts, jungle, mountains, rivers, and ocean.

 

The last thing we are going to do today is to work together to compare the features of our country to those of Mexico." I will teach students two conjunctions that are used to compare and contrast two things: "pero" and "y," and then I will model a sentence of each type: “Mexico tiene jungla pero los Estados Unidos no tiene jungla.” I will ask for volunteers to use the common circle on the Venn diagram to construct more sentences of this type (LCO 3).

 

As homework, students will write 8 complete sentences of comparison /contrast using conjunctions "y" and "pero" (LCO 3). They will refer to their class notes and my model sentence in doing their work.

 

Day 2 of 2:

Into:

When students come into the room today there will be a large paper outline of Mexico taped to the front board. There would also be a slideshow on Mexico playing on the front screen. Once students have seen the various geographical features at least two times, I will ask them to  share: "Qué hay en México?" As they name each feature I will ask a volunteer to come to the front of the room and

 

 

Assessment:

The assessment for this lesson will be a cooperative learning project that integrates three modalities. Groups will do two things: First, they will fill in a blank outline of Mexico, including all geographic features and appropriate labels (Sierra Madres Occidental / Oriental, etc.) without the aid of notes or classroom maps. Second, they will work together to write a five-sentence paragraph describing Mexico employing the answers to these questions: "Cómo es Mexico? Qué tiene Mexico? Qué hay en Mexico?"

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Jeffrey Kase

Objectives:

Content:
Students will...

• familiarize themselves with features on a map of the Russian Federation
• locate major cities on a target-language map of Russia

Cultural:
Students will...

• use authentic material (that produced for native speakers of Russian) to produce meaning

Language: Content Obligatory
Students will...

• match Cyrillic letters with their approximate Latin equivalents to decode geographic names with the Russian and English alphabets
• use sounds of the Cyrillic letters to verbally produce Russian letter sounds with a Russian/English alphabet sheet
• decode Russian place names using vocabulary from a Russian map

Language: Content Compatible
Students will...

• transliterate their names from English to Russian
• descriminate between pairs of Russian words using the following city names:
1. Уфа и Улан-Удэ,
2. Москва и Магадан,
3. Псков и Пермь,
4. Суздал и Сочи,
5. Волгоград и Великий Новгород,
6. Саратов и Самара,
7. Казань и Калининград, 
8. Якутск и Яросдавль,
9. Новосибирск и Петрозаводск,
10. Иркутск и Якутск

Learning Strategies / Social and Skills Development:
Students will...

• work cooperatively (in pairs) to determine the specific sounds of Cyrillic characters
• use cognates to assist in letter identification
• use cognates for identification of Russian city names
• categorize Cyrillic letters into three groups based on difference between/familiarity with/similarity to Latin characters

Time Frame:

1-50 minute session

Materials Needed:

• sets of Cyrillic letter flashcards (1 set for each pair of students)
• instruction sheet "Открыть для себя алфавит русского языка"
• map of Russia, Russian labels (1 per student pair)
• map of Russia, English transliterated labels (1 per student pair)
• Alphabet/sound equivalency worksheets (1 per student)
• Listening/sound descrimination quiz sheets (1 per student)
• "Russian Cognates Crossword Puzzle" (1 per student)

Description of Assessment (Performance Project):

Pre-Task:
1. Students divide into pairs.  Each pair will receive a pack of Cyrillic letter flashcards.

2. Teacher instructs students to divide the pack into 2 stacks: one with letters they encounter in the English/Latin alphabet, a second stack of letters that do not occur in the English alphabet.

3. Teacher monitors student pair work.  After each pair has divided its flashcards, the teacher explains that some letters from the English alphabet will make the same (or close to the same) sound in Russian.  Others will make a different sound.  (Students will determine what sound every letter makes in the main task of this lesson).  At the end of the lesson, students will divide the stack of letters they recognized into two additional stacks: one with letters whose sound is similar in both English and Russian, the second with letters that look like letters in English but have different sounds.

During Task:
1. Student pairs receive two maps of the Russian Federation: one labeled in Russian/Cyrillic, the other labeled with English/Latin character transliterations (i.e. Псков is rendered as Pskov). 

2. Every student will complete a work sheet that shows each Cyrillic letter followed by a space.  The students fill in the letters' corresponding sound once they have negotiated what sound they believe a Cyrillic letter represents.

3. Once the alphabet worksheet is completed, student pair groups come back to the large group and review their findings from the completed alphabet worksheets.  Cyrillic alphabet sounds are reviewed and verified by the teacher.  Teacher corrects pronunciation of letters as needed.

4. Teacher collects the transliterated maps and replaces them with the same Russian language map (so every student has their own copy).  Teacher calls on students to sound out/pronounce several city names correcting pronunciation of names as needed.

5. Listening/sound discrimination quiz: Using their Russian maps and alphabet worksheets as a guide, students circle the word they hear the teacher say on the pre-printed quiz sheet.  (Teacher reads from a list of city names also found on the maps).

Post-Task:
1. Student pairs return to their stacks of flash cards to divide the stack of familiar letters into two additional stacks: one with letters whose sounds are similar in both English and Russian, the second with letters that look like letters in English but have different sounds.  (This last group of letters needs particular attention to minimize first-language interference).

2. Students are instructed to spell out their full names on a name card that will be placed on their desks for future lessons.

3. Extension/homework task: Teacher hands out the "Russian Cognates Crossword Puzzle," defines the concept of "cognates" and how they can help the language learner, and gives instructions for completing the crossword before Lesson 2.

Assessment:

1. Teacher monitors student pair work when they divide letter flashcards into first two groups

2. Teacher monitors students' pronunciation of both letter sounds and city names

3. Teacher corrects sound discrimination quiz

4. Teacher monitors student pair work when they divide letter flashcards into second two groups

5. Teacher verifies correct spelling of student names on their nametags

6. Teacher corrects "Russian Cognates Crossword Puzzle" homework

References and Resources:

Website http://puzzlemaker.school.discovery.com/CrissCrossSetupForm.html

Website
http://www.visitrussia.com/russia-map.htm
(Original Unmodified Russia Map)

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Russian Map (RussiaMap_Ru.JPG)

English Map (RussiaMap_En.JPG)

Russian Cognates Crossword Puzzle
     (Crossword_Cognates.doc) MS Word or
     (Crossword_Cognates.pdf) PDF

Открыть для себя алфавит русского языка
Alphabet Worksheet
Cyrillic Flashcards
Russian Cognates Crossword Puzzle
Sound Descrimination, Word Pair Quiz

Submitted by Barbara Janssen

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Jeffrey Kase

Objectives:

Content:
Students will...

• identify the two continents Russian occupies (Европа, Азия)
• name and locate the natural geographic feature that separates Europe from Asia within Russia (Уральские горы)
• identify 2 oceans bordering Russia and in which direction they can be found (Тихий океан--in the east, Ледовитый океан--in the north)
• name the country that is geographically the largest on earth (Россия)
• name the capital of the Russian Federation (Москва)
• identify 5 bodies of water (seas, lakes, and rivers) inside Russia

Cultural:
Students will...

• use authentic materials to produce meaning (maps and street signs)
• read environmental signs recognizable to English speakers
• identify what Russians commonly refer to as the "Northern Capital" of Russia (Санкт-Петербург)

Language: Content Obligatory
Students will...

• use это + a noun to identify points and features on a map
• understand and use the question что это? ("what is this?")
• recognize new vocabulary of basic geographic terms to express topographical features using the vocabulary река, озеро, океан, море, город, столица, Уральские горы, Россия, Азия, Европа, континент, страна
• identify and label Russian city and geographic feature names including direction names (север, юг, восток и запад)
• properly pronounce stressed and unstressed vowel "о" using the word Москва as one example
• decline geographic directions using preposition на + prepositional case
• decline nouns using preposition в + prepositional case

Language: Content Compatible
Students will...

• use the 1st person pronoun я + 1st person conjugation of жить to express where they live
• recognize 2nd and 3rd person conjugations of жить to answer questions about where people live

Learning Strategies / Social and Skills Development:
Students will...

• use congnates as a strategy for decoding/reading Russian geographic names and signs
• use familiar logos/trademarks to assist in word recognition

Time Frame:

2 50-minute periods

Materials Needed:

• large Russian-language map of Russia or the world
• computer with MS PowerPoint
• LCD projector
• crossword puzzle: Crossword 2 Map of Russia
• compass points handout (1 per student)
• compass points key
• map of Russia, Russian labels from lesson 1 (1 per student)
• overhead projector and word list

 

Description of Assessment (Performance Project):

** Day 1 **

Pre-Task:
1. Introducing это and что это?  Teacher uses vocabulary from lesson 1 and это to make simple sentences indicating to students what various objects in the room are (i.e. teacher indicates Russia on a map and states, Это Россия.  Teacher indicates the United States on the map and says, Это Америка.  Teacher indicates a computer in the room and states, Это комрютер, and so on).  Teacher will monitor student comprehension after several statements by allowing students to finish  the statement, Это... while indicating something a student can easily identify in Russian (i.e. teacher points to a student and states, Это... and waits for another student to fill in the indicated student's name).

2. Once students have understood the use of это as "this is," Teacher can begin posing the question Что это (what's this?) in much the same way as s/he introduced это above.  Students will answer the teacher's questions by using это + the noun indicated.

3. PowerPoint Jeopardy.  Teacher divides class into 3 teams.  Students will play "Jeopardy" using the PowerPoint presentation "Jeopardy Russian Cognates."  (As a point of interest, Jeopardy is a game show in Russia as well.  There it is called Своя игра which the teacher can mention to the class).  In each turn, each team will choose a category and point value.  A photograph of a Russian street sign will appear.  Students decode what they see on the screen and receive points for correct answers.  The difficulty in decoding words increases with increased point values.  In addition, the environmental clues present in the photos (i.e. the "Golden Arches" of McDonalds or other easily recognizable branding) decrease as point values increase.  As photos appear on the screen, the teacher can repeat the question, что это? to reinforce students' recognition of the question.

During Task:
1. Alternating statements and questions, teacher will indicate and ask about various geographic features on a Russian map widening the students' vocabulary to include both a review of lesson 1 vocabulary, appropriate vocabulary from the cognates crossword puzzle, and new vocabulary for this lesson: север, юг, восток, запад, река, озеро, океан, море, город, столица, горы, Россия, сибирь, Азия, Европа, горы, континент, страна.  A list of these words can be projected onto a screen at the front of the room next to the map the teacher uses.  (See content and language objectives for vocabulary and specific features that students will identify.  These objectives should inform the teacher's choice of vocabulary to use and statements and questions to pose to students).  All students will have an opportunity to answer questions что это? using это + names of cities, bodies of water, geographic landmarks, and countries from the printed materials they have.

2. Using their Russian labeled maps from lesson 01, students label what they hear the teacher indicate on a larger map.  Students can use the projected list of vocabulary to help them properly spell the geographic features indicated by the teacher.

3. Teacher hands out the blank compass directions sheet for students to fill in.  Using a combination of gestures and verbal language the teacher shows students the eight compass direction points.  The direction sheet will be used as a reference for future use.

4. Students take turns indicating compass directions on the map in response to teacher's questions.

Post-Task:
1. Teacher hands out the catagorization chart.  Students fill in the chart writing down 5 geographic features (cities, bodies of water, mountains, regions, etc.) that can fit into each of the eight direction categories.  Students will see the prepositional case for the first time in the chart headings. Teacher will pronounce each heading and highlight the ending change on the direction name, however a detailed explanation of prepositional case will follow in day 2 of this lesson (see tasks below).  This chart will be due at the beginning of the next class session.

2. Teacher hands out crossword puzzle "Crossword 2 Map of Russia" for students to complete before the next class session.  This time, clues are in English but answers for this puzzle must be written in Russian.

** Day 2 **

Pre-Task:
1. Using the eight directions organization chart from the previous day's post-task, teacher begins by asking students the questions что на севере? что на северо-востоке? etc.  Each student answers a question.  (Each compass direction should be used to generate questions).

2. Teacher can switch questions by asking where a particular feature is thus eliciting a response by students using the prepositional case phrase from the charts headings (i.e. teacher asks, Где Чёрное Море?  Student answers На юго-западе.

During Task:
1. Introducing предложный падеж with compass directions.  Teacher uses the PowerPoint presentation Предложный падеж to show function and form of prepositional case.

2. As students view the presentation they are required to write their own rules governing the use and form of prepositional case.  There are two rules they will write governing the two ending changes they will see in the presentation: --е and --ии.  Students need only write rules that they can remember and understand.  There can be class consensus of the wording of the rule (which the teacher can then type into the presentation), but it is preferable for individual students to use their own metalanguage to create the rules governing what they have observed occurring in the language.

3. At the end of the presentation students are given questions and answer prompts which allow them to practice uttering sentences that answer the question, где? (where?).

4. Using their Russian labeled maps from lesson 1, students answer the question где...? using на + a cardinal direction + the proper prepositional case ending.  For example, teacher asks Где Тихий Океан?  Student will answer, На востоке.  Teacher poses questions for each student to answer.  Questions should be varied and eventually elicit each cardinal direction declined in prepositional case preceded by the preposition на. (See content objectives for the geographic features that students will identify).

5. Students then work in smaller groups taking turns asking and answering where a particular geographic feature is located.  These short conversations are monitored by the teacher as s/he circulates from group to group.

Post-Task:
1. Teacher states the phrase, Я живу в Миннеаполисе (or any other city).  Teacher can use famous people's names and where they live to help students understand the verb жить and become accustomed to hearing the 1st, 2nd, and 3rd person singular conjugations.  (Detailed instruction on the conjugation of verbs should be taught in a subsequent lesson).

2. Students then answer the question, Где ты живёшь? when prompted by the teacher.  (This question elicits an answer containing a preposition and a noun in the prepositional case).

3. Teacher hands out homework assignment: Где это?  Где он живёт?  Где она живёт?  Students will complete this assignment using the prepositional case for the place names listed in nominative case at the top of the sheet.  The teacher collects this work at the beginning of lesson 3.

Assessment:

1. Teacher monitors student comprehension with informal observation of large and small group discussion/dialogs and question/answer sessions

2. Teacher monitors students' decoding progress during PowerPoint Jeopardy game

3. Teacher collects student maps and corrects accuracy of student labeling

4. Teacher collects and corrects worksheet Где это, где он живёт, где она живёт?

5. Teacher uses the attched rubric for the lesson's final formal assessment

References and Resources:

http://community.middlebury.edu/~beyer/RT/pages/signs/signs.shtml

http://puzzlemaker.school.discovery.com/CrissCrossSetupForm.html

http://rubistar.4teachers.org

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Compass points worksheet (Compass_Points.doc, or Compass_Points.pdf)

Compass points key (Compass_Points_Key.doc, or Compass_Points_Key.pdf)

Своя игра--Russian Jeopardy (Jeopardy_Cognates.ppt, PowerPoint)

Предложный падеж--Prepositional Case Presentation (Prepositional_Case.ppt, PowerPoint)

Rubric Lesson 2 (Rubric_L2.xls, MS Excel or Rubric_L2.pdf)

Crossword 2 map of Russia
Crossword2_Map_Russia.doc
Crossword2_Map_Russia.pdf

Где это?  Где он живёт?  Где она живёт
Chart--Eight Directions

Submitted by Jeffrey Kase

Objectives:

Content:
Students will...

• transfer knowledge of country geography gained in previous lessons to a smaller-scale dealing with city geography
• form ideas of the necessities of Russian daily life based on the geography of a Russian city

Cultural:
Students will...

• view typical landmarks of a Russian city
• identify places of business/leisure commonly used by Russians in daily life/activities
• compare/contrast locations and daily needs of Russians living in a city with their own experiences in an American city/suburb

Language: Content Obligatory
Students will...

• answer the question где? with prepositional case of place names (use prepositional case declension of singular nouns)
• use the prepositions в and на in appropriate contexts
• say where someone lives or where something is done with new vocabulary and prepositional case grammar structure
• indicate the gender (masculine, feminine, neuter) of nouns and adjective/noun combinations

Language: Content Compatible
Students will...

• identify objects (nouns) associated with landmarks in a Russian city, i.e. письмо=почта, продукты=продуктовый магазин, памятник=площадь, фонтан=парк, etc.

Learning Strategies / Social and Skills Development:
Students will...

• use pictures to help associate new vocabulary to meanings/definitions
• engage in a discussion comparing their daily activities to those of Russians living in a typical city or town

Time Frame:

1 50-minute period

Materials Needed:

• Flashcards
• Any useful artifacts to reinforce vocabulary: letters, packages, products found in a grocery, tickets for transportation, etc.
• Vocabulary List Worksheet
• Story Script
• Listening Comprehension Worksheet

Description of Assessment (Performance Project):

Pre-Task:
1. Teacher introduces the theme of daily life in a Russian town/city by indicating landmarks/means of transportation found in the city.  Teacher asks students to compare which of the landmarks/transportation are also found in their home city/suburb.

2. Students use vocabulary handout to make two lists: one of the landmarks the teacher shows in the Russian city, and one of the landmarks also found in their own city.

3. Students view flashcards of objects/nouns and/or actual artifacts (letters, packages, products found in a grocery, tickets for transportation, etc.) that are commonly associated with the landmarks previously viewed.

During Task:
1. Teacher introduces the 3 genders with their corresponding nominative case noun endings and nominative case adjective endings using vocabulary from this lesson (Санкт-Петербург, Москва, Чёрное море, Тихий океан, северная столица, etc.); мужской: --ый, --ий, женский: --ая, --яя, средный: --ое, --ее

2. Using the Russian Cognates Crossword Puzzle Clues sheet from lesson 1 as a word list, students mark gender М, Ж or C next to each word to indicate one of three genders.  Teacher reviews answers after students complete the list.

3. Teacher reads a short story script of activities a Russian person completes in the course of his day.  As students listen, they mark off which landmarks/means of transportation are visited/used by the person in the text.  Students then write the second half of the exercise in which they complete sentences using prepositions and prepositional case of the vocabulary used in the story.

Post-Task:
1. Teacher asks each student questions eliciting prepositional case answers using vocabulary from this lesson, i.e. Где можно послать письмо?  Answer: На почте.

2. Teacher reviews students' answers on the listening comprehension sheet students completed while listening to the story.

Assessment:

1. Teacher monitors Pre-Task comprehension and answers elicited during comparing/contrasting exercise and collects the vocabulary list/comparison sheet at the end of the task

2. Teacher collects Russian Cognates Crossword Puzzle Clues sheet with students' indications of noun/adjective gender categories

3. Teacher collects Listening Comprehension Worksheet with answers to During-Task listening comprehension activity

4. Teacher will monitor student answers in the Post-Task question and answer session

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Flashcards (City_Pictures_Flashcards.doc MS Word)

Listening Comprehension Work Sheet
Story Script
Vocabulary List and Comparison Sheet

Submitted by Gladys Williams ,  

Objectives:

Content:
Students will...

Convert the customary system measurements,

Solve word problems,

Practice customary system conversions

• Analyze,measure and compare using the customary system.

Cultural:
Students will...

• Analyze,measure and compare using the customary system.

Language: Content Obligatory
Students will...

• Relate the vocabulary words, such as, length, capacity, weight/mass, time and money, when communicating customary system problems.

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

60 minutes

Materials Needed:

Conversion Chart, paper, pencil, and calculator

Description of Assessment (Performance Project):

Learning Objective:  To select and use appropriate problem-solving strategies to solve single and multi-step problems.

Direct Teaching:  Explain the Customary System Chart and model how to calculate the old unit for the new unit.

Display the word problem:  Clara is having an ice cream party. She can buy__1_gallon of ice for $6.97 at Bi-Lo.  Her favorite ice cream at Baskin Robins sells 1 pint of ice cream for $3.79 and 1 quart for $7.80.  Which ice cream should Clara buy if she needs 1 gallon of ice cream, and she wants to spend the least amount of money possible?

Solve the word problem as a whole group.

Students will reread the word problem.  Discuss as a class, how to determine the answer.  Students share their ideas aloud.  Introduce the customary system conversion chart.  Give students time to determine another solution.

Teacher will point out that the system used to help Clara to decide which ice cream to buy uses a procedure with customary units.  Teacher show students how to convert from one unit of measurement to another using multiplicationby a conversion factor that's equal to one.  Teacher show students to write a conversion factor by expressing it like a fraction with the new unit above the old unit.

Guided Practice:  Students work several examples as a class with converting 1 gallon = how many pints? 1 gallon = how many quarts? 

Independent Practice: Convert measurements using the customary system for the following;

1.  4 miles = _______ Feet    2.  18 inches = _____ feet   3. 36 yards = _____ inches   4.  8 pints = _____ gallons

5.  8 ounces = _____pounds  6.  3 tons = ____ pounds

Teacher discuss each example as a class.

Assessment:

Distribute copies of Customary System Conversions assessment. 

References and Resources:

Lesson 150 Customary System Conversions.doc

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

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Customary System Conversions Assessment

Submitted by Gladys Williams ,  

Objectives:

Content:
Indicators: 

Predict where in the human body does skeleton bones move.

Create a model joint

Distinguish which joints in the body move like the model created.

Graph skeleton system bones.

Write an expository piece of writing.

Use internet

Cultural:
Students will...

Create categorical graphs to display bone names and location

Describe the function of the human skeletal system.

Use research methods to investigate injuries and healthy ways to repair bones in the body.

Language: Content Obligatory
Students will...

Research common names and scientific names for skeleton system.

Language: Content Compatible
Students will...

Use internet to research skeleton names both common and scientific.

 

Learning Strategies / Social and Skills Development:
Students will...

Body movements in as many ways as possible

Share what was noticed when moving

Use model clay to create a joint

 

Time Frame:

60 minutes

Materials Needed:

computers and internet

model clay

Description of Assessment (Performance Project):

Task Demands:

Teacher run into the classroom and have the class stand up and start moving in anyway that they know how.  While the class is moving, ask the students "Have you ever wondered what part of your body permits movement of the skeleton?"  Have the students sit to down and then ask, "What would happen if all of your bones were fixed in place?"  You move many times everyday, we need to find out what structure allows movement of your skeleton to help you better understand how you move.  Today we are going to explore focus on movement of the skeleton system.

Students will be grouped into pairs

Each pair will use clay to model a joint.

Each pair will examine their own body and predict where in the human skeleton bones move in a similar way to your model.

Have students to take a seat and discuss what they have discovered.  Allow volunteers to share what they noticed about where the bones are located determine how they were able to move.  For example, the arms move easier than the hips.

Explain that the place where to bones meet is called a joint.  Ask students what they can infer about the functions of joints?  Wait for student's responses.

Direct students to the internet site : www.kidshealth.org/kid/body/bones_ read about joints.   

  Closure, have the students to write about how the skeleton system helps the body.

Assessment:

The students will locate a movable joint on their body and research to find out the common and scientific name of the bones that meet to form the joint. 

References and Resources:

courses.dsu.edu/eled320 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

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Submitted by Gladys Williams ,  

Objectives:

Content:
Science Indicator: Describe the weather and relate how it affects our decisions.

Science Indicator:  Distinguish the instruments used to describe weather conditions.

Math Indicator:  Create a weather chart for a week.

 

Cultural:
 

Language: Content Obligatory
Vocabulary words: thermometer, windvane, rain gauge, barometer

Language: Content Compatible
Compare and contrast instruments used to predict weather.

Compare and contrast  video on Weather for Children:  All about Wind and Clouds by Schlessinger Science Library.

Learning Strategies / Social and Skills Development:
 

Time Frame:

60 minutes

Materials Needed:

weather instruments such as, thermometer, rain gauge, barometer, anemometer and hygrometer

construction paper, markers, pencils

Description of Assessment (Performance Project):

Task Demands:

 Ask questions:  How is the weather outside?  Will a hurricane strike today?  How fast is the wind blowing outside?  What is the name of our local meteorologists?  What do you think when you hear the word "weather"?

After student responses, explain that weather is the state of the atmosphere at any given time and place.  Some factors to help predict weather conditions are temperature, precipitation, fronts, clouds, and wind.  The severe weather conditions are hurricanes, tornadoes, and thunderstorms.  Weather systems occurs because the atmosphere is in constant motion from the Sun's energy reaching the surface.

Display five weather instruments and have students to predict instrument is used to measure a weather factor.

Discuss the weather instruments as thermometer is used to measure the temperature.  There are two types of temperature scales: Fahrenheit and Celsius.  The rain gauge is used to measure rainfall.  The Hygrometer is used to figure out the relative humidity.  The barometer is used to measure the amount of air pressure.  The anemometer is used to read the wind speed.  The weather vane is used to provide the direction of the wind.

Arrange students into groups of fours, then go outside to use the instruments to measure weather factors.  On a day when its not raining, the students can still measure water into a container using the rain gauge. Groups will rotate the instruments until all students have measured the factors of a weather system.

Closure is bringing the students back inside to create a graph or chart of the weather instruments.

 

Assessment:

Homework:  Students will need to watch the local weather channel, use the internet, or newspaper to construct a week long weather prediction.  

References and Resources:

Boardman, Idaho National Lab 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

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Submitted by Gladys Williams ,  

Objectives:

Content:
Social Studies Indicators:  Compare world religions and belief systems focusing on geographic origins, founding leaders and teaching including: Buddhism, Christianity, Judaism, Hinduism and Islam.

Reading/Language Arts Indicators:  Read text and identify the main idea and write supporting details.

Reading/Language Arts Indicators:  Compare and contrast information from a text.

Cultural:
Students will become familiar with the belief systems of other cultures.

Language: Content Obligatory
Analogies

Language: Content Compatible
Vocabulary Words:  religion, belief system, Islam, Hinduism, Christianity, Judaism, Buddhism, Five Pillars of Islam, 10 Commandments, Eight Fold Path, Four Noble Truths, reincarnation, nirvana, kharma, hajj, pilgrimage, temple

Learning Strategies / Social and Skills Development:
Cooperative grouping

Comparing and Contrasting belief systems

 

Time Frame:

50 minutes

Materials Needed:

Pre-Assessment Test on Belief Systems

Computer/Internet

Description of Assessment (Performance Project):

Task Demand:

Provide students with Belief Systems Pre-Assessment Test.

Provide students list of key vocabulary words.

Provide class discussion of the Pre-Test.

Assessment:

Pre-Assessment on Belief Systems 

References and Resources:

Ohio Department of Education 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

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Belief Systems

Submitted by Gladys Williams ,  

Objectives:

Content:
Social Studies Indicators:  Compare world religions and belief systems focusing on geographic origins, founding leaders, and teachings including: Buddhism, Christianity, Judaism, Hinduism, and Islam.

Writing Indicators:  Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas with facts, details, examples from multiple sources and create an organizing structure appropriate to the purpose, audience, and context.

Cultural:
 

Language: Content Obligatory
religion

belief systems

Vocabulary words:

reincarnation

dharma

pilgrimage

nirvana

temple

hajj

Language: Content Compatible
 

 

Learning Strategies / Social and Skills Development:
Engaged in kinesthetic activity.

Generating mental pictures

Graphic Organizers

Drawing pictures and pictographs

Time Frame:

50 minutes

Materials Needed:

textbook, reference books or encyclopedia or internet/computer

Description of Assessment (Performance Project):

Task Demands:

Students arranged into four cooperative groups to determine responses to each part of the Religions and Belief Systems Summary Notes handout; each student produce their own copy.

Instruct groups to use their textbooks, reference book or encyclopedia or internet to locate information to complete handout.  Monitor students written responses to evaluate examples and details.

Using the Jigsaw approach, organize new groups with one student from each of the five cooperative groups.

Have each student act as a reporter from their original group and share their notes from Summary Notes handout.  This provides each group to hear about the other belief systems.

Instruct students to complete the Religions and Belief Systems Summary Chart as each student presents their information.

Assessment:

Complete the Religious and Belief Systems Summary Chart using pictures and words. 

References and Resources:

Ohio Department of Education 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

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Religions and Belief Systems Summary Chart

Submitted by

Objectives:

Content:
Reading/Language Arts Indicators:  Use a variety of communication techniques to present information about a topic.

Visual Art: Historical, Cultural and Social Contexts Indicators:  Research the role of visual art in selected periods of history using primary and  secondary sources.

Math Indicator:  Draw geometrical shapes made of two and three dimensions.

Cultural:
To become familiar with color systems and their representations.

To become familiar with geometrical shapes and its meaning.

To become familiar with colors and shapes have been used in historical times.

Language: Content Obligatory
Vocabulary words:

balance, proportion, symbolism, symmetry

Language: Content Compatible
Describe and use primary colors and secondary colors to create an art piece.

Illustrate 2 and 3 dimensional geometrical shapes to create a symbolic meaning.

Write an explaination about the colors and geometrical patterns used in their art work.

Learning Strategies / Social and Skills Development:
Brainstorming techniques

Using color schemes and describe their meanings.

Present information

 

Time Frame:

50 minutes

Materials Needed:

Dry erase board and marker, paper, color pencils, crayons, or markers

Description of Assessment (Performance Project):

Task Demand:

Provide a Pre-Assessment Test on "What is a symbol"?

Repeat aloud student resonse to what is a symbol.

Ask students to brainstorm examples of symbols and discuss each one. 

Record the student's answers on the dry erase board.

Discuss with students what do they know about symbolism in art.

Ask students how artists express more than "literal meaning" in their art work and record their responses.

Assessment:

Informally assess what students know based on their contributions during class discussions. 

References and Resources:

Ohio Department of Education

Attachments:

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Submitted by

Objectives:

Content:
Observe color symbolism used in artist work, such as, Vincent Van Gogh.

Select favorite colors then use the color symbolism guide to determine its meaning.

Research picture books that use color as symbolism.

Cultural:
To become familiar with color symbolism as the foundation of meanings which comes from religion, culture, socio-economic structure and regional factors.

To become familiar with different ways colors are interpreted.

Language: Content Obligatory
There are two categories for colors: primary and secondary.

Language: Content Compatible
Analyze the color symbolism for life events such as weddings, funerals, birthdays, and seasonal holidays.

 

Learning Strategies / Social and Skills Development:
Create a piece of art work using some of the color symbols.

Write an expository to describe their art work.

Time Frame:

50 minutes

Materials Needed:

Construction Paper, scissors, glue, computer, picture books

Description of Assessment (Performance Project):

Task Demands:

Display a chart of color symbolism, picture books, and samples of art work in the classroom.

Explain how symbolism has been used in art in a variety of ways throughout history.

Write the word"color" on the dry erase board, and explain how artists use color to convey symbolic meanings.

Write various colors, selected by students, on the dry erase board. Ask students to write down the color word and describe what that color means to them.

Divide students into cooperative groups of fours.  Ask students to discuss what thoughts, feelings, emotions or things they relate certain colors with and why.

After students discussed a few colors, provide a copy of the color symbolism sheet and discuss what various colors have symbolized historically. 

Students will compare their meanings to the color symbol guide.

 

Assessment:

Homework:  Select 3 picture books or 3 types of art work and write about how the color symbols were used to convey meaning. 

References and Resources:

Ohio Department of Education

Attachments:

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Submitted by

Objectives:

Content:
Science Indicator:  Select 3 types of scientist and describe how they contribute to society.

Math Indicator: Create a bar graph to show kind of scientist and thier job.

Technology Indicator: Use the internet to search for topics.

Cultural:
To become familiar with jobs in the field of science.

To become familiar with search engines on the internet.

Language: Content Obligatory
Vocabulary words:

contribution

technology

databases

Language: Content Compatible
 

Learning Strategies / Social and Skills Development:
Stragies for collecting information about a topic.

Creating a visual bar graph to display information.

Using the internet to obtain specific information.

Time Frame:

50 minutes

Materials Needed:

paper, pencil, computer/internet,

Description of Assessment (Performance Project):

Task Demands:

Discuss with students aobut famous scientists and their contributions to the field of science. 

Explain that each student will research a scientist.

Take the students to the library for a lesson on note-taking and the Internet. 

Demonstrate how to copy and paste word processing techniques and write important information in their own words.

Ask the students to brainstorm elements needed for a note-taking sheet.

Record their suggestions then provide students with the Note-Taking Guide Sheet.

Have students to work into pairs to research Sir Issac Newton.

Ask the students to research how Sir Issac Newton contribute to science.

Ask students can they use the system of science process to narrow one of his contributions.

Students will use the Note-Taking Guide Sheet to determine which information should be copy and paste and phrased into their own words.

 

 

Assessment:

Research a scientist and using the note taking skills, describe in writing how the scientist contribute to society.

Create a bar graph of 5 scientist and their job description. 

References and Resources:

Ohio Department of Education

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

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Note Taking Guide Sheet 

Submitted by Gladys Williams ,  

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

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Submitted by Jeffrey Kase

Time Frame:

1 50-minute period

Materials Needed:

• Blank city map
• City map pictures
• City map key
• Glue stick (1 per student)
• Overhead projector or computer and LCD projector

Description of Task:

Pre-Task:

1. Teacher reviews vocabulary using flashcards (the pictures for the flashcards will be the same as those used by students when they construct their Russian city maps.

 

2. Teacher reviews words and phrases previously used and familiar to students when eliciting answers for the flashcards and for locations (i.e. что это, здесь концерт, здесь студенты, это место гулять, на севере, на юге, etc.)

 

3. Teacher hands out blank city maps and pictures of landmarks and transportation and tells the students to listen to the instructions and construct their city maps using the blank maps, pictures, and glue.

 

During Task:

1. Teacher reads a description of where each street, avenue, landmark, building, and transportation spot is located on the map.  Teacher will use the city map key to describe the city's layout.

 

2. Students glue pictures onto the blank map and write in the names of the streets and avenues in their proper location as described by the teacher.

 

Post Task:

1. Teacher may project the city map key with the use of an overhead projector and transparency or project the city map key file via an LCD projector and computer.

 

2. Students compare their city maps to the projected key and self correct their maps.

 

3. Teacher collects maps for assessment of the accuracy of the map project.

References and Resources:

Clip art (included in the attachments section) or photo images of actual landmarks may be used for this performance assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

City_Map_Blank.doc
City_Map_Blank.pdf

City_Map_Key.doc
City_Map_Key.pdf

City_Map_Pictures.doc
City_Map_Pictures.pdf

Submitted by Lisa Marie

Objectives:

Content:
Students will...

• Learn how to formulate questions for information needs

              -help identify and organize the information you need to find for your project

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 minutes

Materials Needed:

journals

Bubble map

Description of Assessment (Performance Project):

Purpose:

            Easier to know what information to look for

            Questions

                        What you want to know about the theme

                        Interesting things to know         

                        Important for other people to know

 

 

Pre-activity

Journal : Write about your cultural heritage. This may include things like the language spoken in your home, what country are your parents from, foods that are associated with your heritage, holiday celebrations and traditions, religious beliefs/practices,

 

T: In today's lesson you are going to learn how to prepare questions before you begin researching your topic. This strategy is called formulating (or developing/coming up with) questions for information needs. When you formulate questions, you decide which questions you want to ask and prepare the question about a topic you are going to study. This will help you identify and organize the information you need to find for your project.

WHY do I need to learn this strategy?

T: Purpose:

            Easier to know what information to look for

            Questions

                        What you want to know about the theme

                        Interesting things to know         

                        Important for other people to know

Example: If you were doing a project about the school, would you be interested in finding out what color the walls are in the cafeteria? Is this question interesting? What information would you like to know?

Students respond with suggested questions and the group comments on whether these questions would provide interesting and important information.

 

Activities

Teacher will explain WHAT students will study in the lesson and WHY they need to learn/use the strategy. Since students were asked to write about their cultural heritage in their journals for homework, the teacher asks a student to say which country he/she wrote about. Student replies, for example, Mexico.

Activity 1: Say, “When we want to plan what information we want to find out about a particular subject, we can use a graphic organizer to organize our ideas.” Teacher places a bubble map transparency on the overhead. “Today we are going to use a bubble map. The bubble map has a place for us to write the name of the theme we are going to study. Since our example theme is Mexico, we write the word ‘Mexico’ in the center bubble.” Teacher completes the center bubble.

Say, “Imagine you are going to study Mexico for a class project. What information would you like to know about Mexico?” For example, students say they want to know what food people eat in Mexico. Say, “Because you want to know about food, I'm going to write the word ‘food’ in one of the adjacent bubbles.” ‘Food’ is written in an adjacent bubble on the teacher's transparency.

Say, “What questions do you have about food? Remember, we need to think carefully about whether the questions we ask are interesting and important to understanding life in Mexico.” Students are given examples of focused and less focused questions they may be interested in asking. Focused example questions: What is the typical dish in Mexico? How many meals do Mexico eat a day? Less focused example questions: What food do pets eat? How long does it take to cook the typical dish?

Students share ideas with the class and common questions are noted on the teacher's transparency, around the bubble containing ‘food’.

Say, “Can you see how I have organized the information I want to know about Mexico?” Teacher reviews the words completed on the bubble map and how they relate to what they want to know about the country.

  Activity 2:

Say, “What else would you like to know about Mexico?” Students discuss in pairs other interest areas and complete the bubble map as demonstrated previously. Say, “Now, what questions do you have about that subject? Discuss your ideas with your partner and complete the map with questions as we did before.” Students add suggested questions to the map and read out their ideas for peers to decide if the questions are important and interesting enough to be included on the map. If there is disagreement about a question, students are asked to provide alternative questions. The teacher's transparency map is completed with example questions taken from student pairs.

Activity 3: In pairs, students are asked to complete the remaining bubbles with themes they would like to obtain information about for Mexico. They complete the bubble map as demonstrated previously unassisted. When finished, each pair shares his/her map with another pair for comments to be made concerning the appropriateness of questions. Students edit their maps if desired.

Differentiated Learning: Additional practice is provided for challenged students with an additional central theme and topic areas. Wh- question words will be provided as prompts.

Lower English proficiency students will be paired with more proficient students and/or will complete the bubble map with one-word questions. For example: climate – rain? winter? temperature?

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

journal

bubble maps

References and Resources:

List only References and Resources specific to this Lesson.

website of formulating questions lesson plan

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

 

 

Submitted by Lisa Marie

Objectives:

Content:
Students will... read along with power point presentation of the story of each wall

Cultural:
Students will... be introduced to other cultures via takling walls that are found in those cultures

Language: Content Obligatory
Students will... practie adjective use

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will... use strategy of brainstorming to come up with what they know record what they know and later what they learned

Time Frame:

50 minutes

Materials Needed:

overhead transparencies Journals poster paper (4) talking walls book power point

Description of Assessment (Performance Project):

Lesson 1 Introduce lesson: give students a road map of next few days White board direction: 1. Put books underneath desk 2. Get journal 3. Open to clean page and put today’s date 4. Write down journal questions Journal activity: Think about a wall in your house – maybe one in your room. Describe what it looks like. What color is it? What is hanging up on it. What does it feel like? A. Brainstorm walls What do we know about walls? What do they do? What is their pupose? What do they look like, feel like, smell likeâ€≈.? Focus on using adjectives 1. Journal (2 minutes) 2. Groups of three combine answers on poster paper divided in half one side saying what we know the other side saying what we learned B. Read 2-3 stories from Talking walls Power point (power point) with words on screen – music representing culture – Always start with map of world, focus in on where we are and where we are going Could do some sort of grammar exercise with this activity as well-Focus in on how walls are described (adjectives)maybe cloze activity filling in the adjectives. C. go back to brainstorm and fill in under what we learned

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc. journal adjective cloze activity poster paper

References and Resources:

List only References and Resources specific to this Lesson. Talking Walls by Margery Burns Knight

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson. Cloze exercise

Submitted by Lisa Marie

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 minutes

Materials Needed:

Description of Assessment (Performance Project):

• Journal: Cinquain 4 line poems 1 Noun 2 adjectives describing the noun 3 “-ingâ€Ω words descrcibing the action of the noun Synonym for the initial noun • Haiku-three line poem 5 syllables 7 syllables 5 syllables • Go to computer page: What is a talking wall? Explain page is from a school project out in Maine and we will be using their definition -pick names to call on readers of each section – tell students there will be a -short worksheet to fill out -Hand out worksheet – students fill out • Have students work in groups on maps to find the walls around the world. • pin point locations on world map Do walls talk? Do they tell stories? Wall word poemâ€≈. Name important walls in their city Famous walls around the world Read talking walls and brainstorm again and compare thoughts • Brainstorm local/world walls students can think of

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Lisa Marie

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 minutes

Materials Needed:

journals

bubble maps from previous day

Description of Assessment (Performance Project):

Review the walls power point

Review bubble map before moving on to activity 1

 

Purpose

Journal: journal about the country and the wall they have chosen to research

 

Activity 1: All questions listed on the bubble map are revisited and the common question words what, where, when, and why are pointed out in students' example questions/teacher's transparency. Say, “What words do you see that many of your questions have in common? (Wh- question words are highlighted in questions). These are typical words that questions begin with. When you begin your class projects later, I want you to use the strategy we have practiced today for preparing information questions about your topic. Remember these typical question words we have found in our sample questions today, and you can use those words to help you make questions. What are those words again? Let's repeat them together (students repeat wh- question words together). So, if we are going to do a study on Puerto Rico, what questions would we want answering about this country?” Class elicits possible questions using strategy practiced in lesson and using wh-questions words to formulate questions.

Following the procedure from day one, the teacher explains WHAT strategy the class is going to study today, and WHY they are studying this. For example, the teacher says, “In today's lesson you are going to learn how to prepare questions before you begin researching your topic. This strategy is called formulating questions for information needs. When you formulate questions, you decide which questions you want to ask and prepare questions about the topic you are going to study. This will help you identify and organize the information you need to find for your project. By learning how to prepare questions about your topic before you begin your investigation, you will find it easier to know what information to look for.”

Activity 2: Students are asked HOW they would begin to formulate pre-reading questions regarding the  lifestyles of the Mayans during a focused study on ancient civilizations of Latin America. The steps for completing a bubble map are modeled with student/teacher think-alouds. Students note main theme, topic areas and research questions on the graphic organizer (bubble map or KWL). Students use the questions they generated and wrote on the graphic organizer to find information about the Mayans in a sample expository text about the Mayan culture which is provided by the teacher

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

journal

bubble maps

References and Resources:

List only References and Resources specific to this Lesson.

question formulation website

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Lisa Marie

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 Minutes

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Lisa Marie

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 minutes

Materials Needed:

Description of Assessment (Performance Project):

Journal

 

G. teach note taking and different types using samples and exercises

Power point presentation

 

Plaigirism and quiz

 

H. briefly teach citing book sources followed by mini quiz

 

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

note taking activities

plaigirism quiz/activity

citing resources quiz

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

note taking exercise

quiz (citing)

Submitted by Graciela Zuniga

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Graciela Zuniga

Objectives:

Content:
Students will...

• Demonstrate understanding of the science lesson content in the target language

Cultural:
Students will...

• Compare and contrast

Language: Content Obligatory
Students will...

• learn the name of insects in Spanish
• describe insects using colors and adjectives
• describe insects' habitat

Language: Content Compatible
Students will...

• Demonstrate noun - adjective agreement

Learning Strategies / Social and Skills Development:
Students will...

• use context clues to predict the meaning of unknown words

Time Frame:

5 20 minutes lessons

Materials Needed:

visual aids

smart board presentation

united streaming video

Description of Assessment (Performance Project):

introduce vocabulary

describe insects

hands on activity

Assessment:

 a checklist, worksheet, and self-assessment

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Graciela Zuniga

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Graciela Zuniga

Time Frame:

5 20 minutes period

Materials Needed:

• worksheets

Description of Task:

Pre-task: find out what students know about insects.
During-task:Introduce insects names and descriptions in the target language

Post-task: Review

References and Resources:

List only References and Resources specific to this Unit Assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Unit Assessment.

Submitted by Lisa Marie

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 minutes

Materials Needed:

Description of Assessment (Performance Project):

Journal:

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Lisa Marie

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 minutes

Materials Needed:

Description of Assessment (Performance Project):

Journal:

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Lisa Marie

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 minutes

Materials Needed:

Description of Assessment (Performance Project):

Journal:

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Lisa Marie

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

50 minutes

Materials Needed:

Description of Assessment (Performance Project):

Journal:

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Heidi Altman

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Jake Knaus

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Amie Colcord

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Amie Colcord

Objectives:

Content:
Students will...

• review map skills such as latitude and longitude, locating the 7 continents and 4 oceans
• do a John Collins type 1 writing, 3-4 minutes, 2 lines: List as many landforms as you know or have seen. If you don't know a word in Spanish, write it in English.
• be exposed to a wide variety of landforms in the form of a Power Point presentation
• do a John Collins type 2 writing, 6-7 minutes, 4 lines: Using complete sentences, list all the landforms you remember from the presentation. Include those that you already knew about as well.

Cultural:
Students will...

• be exposed to images of landforms from around the world, including images from the United States

Language: Content Obligatory
Students will...

• write the names of as many landforms in Spanish such as isla, volcan, bosque, rio, montana, etc.
• become familiar with landform vocabulary such as bahia, mesa, glaciar, canal, etc.
• have to read and recall meaning of adjectives in descriptions of each landform such as largo, corto, grande, pequeno, delgado, etc.

Language: Content Compatible
Students will...

• possibly write about personal experience using "He visto..." or "Una vez yo vi..."
• ask questions using words such as "Hay...?", "Tienen...?", etc.

Learning Strategies / Social and Skills Development:
Students will...

• pay attention to presentation in order to absorb visual and auditory information
• write in the type 1 and type 2 formats
• ask relevant questions using new landform vocabulary 

Time Frame:

50 minutes

Materials Needed:

Computer, projector, window shade, John Collins sheets (36),  

Description of Assessment (Performance Project):

Assessment:

John Collins type 2 writing immediately after presentation. Later on, test on map skills and landforms.

References and Resources:

Power Point presentation provided by Meg Hernandez and modified by Amie Colcord

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Katelyn Amorin

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Magara Maeda

Time Frame:

1 50-minute period

Materials Needed:

• Notes from previous class information

Description of Task:

Writing assignment: 
Students are asked to write an essay on their opinion about J-pop by synthesizing the information from the small group interview, panel discussion, and the class discussion. Students will revise the essay once and end the final piece to "Look Nippon", Japanese newspaper's opinion section via email (tousho@yominet.ne.jp) for the real audience in Japan.

In class, the students are given 5 minutes to write a email letter to the "Look Nippon", Japanese newspaper's opinion section. Teacher demonstrates a sample email letter focusing on Japanese formal letter format and style and what information to include. Students compare their letter and the teacher's letter and discuss the differences.

Students revise their email letter.

If there is any extra time left, teacher holds a brief individual conference with students to go over the draft essay and its feedback.

Students send the revised essay along with the email letter to the Japanese newspaper company via email.
 

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

essay_rubric.doc (created by MS word)

toukou_email.doc (sample email letter to the newspaper company, created in MS word)

Submitted by Teri Valdes

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by name??

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by name??

Objectives:

Content:
Students will...

• Learn about fairy tales and their purposes around the world.
• Evaluate the differences in  

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by name??

Objectives:

Content:
Students will...

• Learn about fairy tales and their purposes around the world.
• Evaluate the differences in  

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Waadookodaading

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Waadookodaading

Objectives:

Content:
Students will... Be able to locate the seven continents and four oceans on a flat map and a globe from different perspectives.

Cultural:
Students will... compare samples of early Native American maps (birch bark, animal hides, etc) with contemporary paper maps.

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Waadookodaading

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Andrea Henderso

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Andrea Henderso

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:
Students will... ewaqe

• ewaqeewqa

Cultural:
Students will...

• ewqe

Language: Content Obligatory
Students will...

• ewq

Language: Content Compatible
Students will...

• ewq

Learning Strategies / Social and Skills Development:
Students will...

• ewqe

Time Frame:

ewqf3

Materials Needed:

2wq3qg2w

Description of Assessment (Performance Project):

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Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc. reawbw3qbarw3e

References and Resources:

List only References and Resources specific to this Lesson. ewqb3wbw3e

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Lekesha Lalla

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Gytis Liulevicius

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Gytis Liulevicius

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Gytis Liulevicius

Objectives:

Content:
Students will...

define "geography" as "learning about places".

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Gytis Liulevicius

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Jodi James

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Jodi James

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Seu Struckman

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Seu Struckman

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Seu Struckman

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Seu Struckman

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Task:

Pre-task: (or Into / Through / Beyond)

During-task:

Post-task:

References and Resources:

List only References and Resources specific to this Unit Assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Unit Assessment.

Submitted by Julie Gloss

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Julie Gloss

Time Frame:

Please state in terms of X number of periods of X-minutes. (5 50-minutes periods)

Materials Needed:

Description of Task:

Pre-task: (or Into / Through / Beyond)

During-task:

Post-task:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by JULIE GLOSS

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by JULIE GLOSS

Time Frame:

 

Materials Needed:

• copies of L5 unit test

Description of Task:

Pre-task: (or Into / Through / Beyond)

During-task:

Post-task:
All activities will lead up to the final written exam

References and Resources:

List only References and Resources specific to this Unit Assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Unit Assessment.

Submitted by JULIE GLOSS

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by JULIE GLOSS

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by GarcÃ∆a Ana

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by

Objectives:

Content:
Students will...

• but no WYSIWYG editing on the Mac...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Brunella Brunetti-Colatruglio

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Brunella Brunetti-Colatruglio

Time Frame:

Cinque minuti per ogni lezione

Materials Needed:

Questionario con risposte vero/falso da compilare individualmente.

Description of Task:

Pre-task: (or Into / Through / Beyond)

During-task:

Post-task:

References and Resources:

List only References and Resources specific to this Unit Assessment.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Unit Assessment.

Submitted by Ashley Hernandez

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Submitted by Ashley Hernandez

Objectives:

Content:
Students will...

Cultural:
Students will...

Language: Content Obligatory
Students will...

Language: Content Compatible
Students will...

Learning Strategies / Social and Skills Development:
Students will...

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Describe how this lesson will be assessed. It can be very informal: a checklist, worksheet, self-assessment, homework, etc.

References and Resources:

List only References and Resources specific to this Lesson.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

List only Attachments specific to this Lesson.

Submitted by Jay Lanham

Objectives:

Content:

Cultural:

Language: Content Obligatory

Language: Content Compatible

Learning Strategies / Social and Skills Development:

Time Frame:

Materials Needed:

Description of Assessment (Performance Project):

Assessment:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

A Lesson from the CoBaLTT Project
/cobaltt
Center for Advanced Research on Language Acquisition
University of Minnesota