Bensalem Township School District
Curriculum Template – Level II
Standards Link: Goal 1: Communication12.1.S2.A: Know the basic sound system and spelling patterns of the target language.
12.1.S2.B: Know common vocabulary forms and structures used in basic speaking and writing.
12.1.S2.C: Recognize common vocabulary terms through listening and reading
12.1.S2.D: Know simple sentence and question structures in order to communicate.
Big Idea: / Enduring Understanding(s):
Language is essential for
Interpretive and interpersonal communication. / Language connects people.
Speaking is not the only form of communication.
Prior language and communication skills are utilized while learning a new language.
Essential Question(s):
How can I use my existing communication skills and resources to learn a new language?
What skills and knowledge do I need to interact with others in a second language?
What are some good strategies to help us communicate with someone in the language we are studying?
What skills do we need to interpret written, spoken, and non-verbal forms of communication?
How can context help us guess at the meaning of vocabulary that is used in real materials (webpages, stories, videos) from the second-language culture.
Knowledge: / Skill(s):
Vocabulary about people, places, Descriptions of self and others, surroundings
Vocabulary from authentic materials when clearly labeled or shown in context.
Strategies for getting help in understanding or expressing ideas
Process-writing/speaking techniques (e.g., idea-gathering, drafting, revising, final copy) / Speak and write common vocabulary, phrases and structures during activities with the teacher, classmates and family. (Interpersonal Skills)
Nationalities
Occupations
Age groups
Food and beverages
Sports and leisure
School
Anatomy
Comprehend simple spoken and written sentences using an expanded vocabulary in dialogs and short essays.
Question formation
Daily schedules and school schedules
Personal information exchange
Directions and commands
Past tense and reflexive verbs.
Expand on Level I grammar concepts
Negation
Assessment/Evidence of Learning:
Performance assessments (attached)
Quizzes/Tests
a. listening
b. speaking
c. writing
d. reading comprehension
Formative assessments
□ Yes/No cards
□ TPR
Learning Activities: / Resources:
KWL
Graphic Organizers
Group evaluation
Constructive responses
Teacher conferencing
Word Scrambles
Charades
Scavenger Hunts
Reading Logs
Puzzles
Flash cards
Whiteboards / Teacher Observation
Rubrics
Worksheets/templates
Textbook
Internet/websites/webquests
Workbooks
Audio CDs
Video
Dictionary
Newspapers and Magazines
IPODs
Standards Link: Culture
12.1.S2.B: Know common vocabulary forms and structures used in basic speaking and writing.
12.1.S2.C: Recognize common vocabulary terms through listening and reading
12.1.S2.D: Know simple sentence and question structures in order to communicate.
12.3.S2.A: Identify fundamental products and customs of the target culture.
Big Idea: / Enduring Understanding(s):
Culture and language are intertwined; they influence and reflect upon each other. / Language connects people.
Some gestures and expressions are culture-specific.
The target language and English have similarities and differences.
The language we use changes with the situation.
Essential Question(s):
What is culture?
How does where I live shape who I am?
How can I explore other cultures without stereotyping?
Why study another culture?
How can learning about the practices and products of another culture give us insight into the values and viewpoints of the people of that culture?
Knowledge: / Skill(s):
Products, artifacts, and perspectives Students know…Contemporary and traditional artifacts from daily life (e.g., toys, sports equipment, clothing), Songs, dances, visual artwork;
menus, schedules, ads, graphics from target culture.
Social interactions, practices, and perspectives Students know...Expressions of politeness and social amenities (e.g., greetings/leave-taking, apologies, thanks) / Find and share information in authentic materials( internet, magazines, children’s books) about cultural products
Connect products to attitudes and practices of the culture
Find and share information in authentic materials( internet, magazines, children’s books) about cultural products
Role play daily life situations as they would unfold in the target cultures
Standards Link: Communities
12.5.S2.A: Know where in the local and regional community the target language and culture are useful
12.5.S2.B: Know where in the national community the target language and culture are experienced.
12.5.S2.C: Know where the target language is spoken in the global community.
12.1.S2.B: Know common vocabulary forms and structures used in basic speaking and writing.
12.1.S2.C: Recognize common vocabulary terms through listening and reading
Big Idea: / Enduring Understanding(s):
The study of a World Language enables an individual to participate in a global economy and society. / Learning a second language will open doors for you professionally and personally.
Language is the thread that intertwines global cultures, communities, and societies.
Essential Question(s):
Where in the local or world community can we use the second language we are learning?
How may contact with native speakers in the local or world community enhance our language proficiency?
How can we use technology to communicate with native speakers anywhere in the world?
How does studying a language change an individual’s life after leaving school?
Knowledge: / Skill(s):
Interview questions to pose to a native speaker
Informational material before visiting a community venue or internet exchange where the language is spoken / Exchange information with a speaker from the community who visits the classroom or in his/her place of work
Give opinions and react to a performance or field trip where the world language is used
Standards Link: Comparisons
12.1.S2.E: Identify words from the target language that are commonly used in English.
Big Idea: / Enduring Understanding(s):
Comparing and contrasting similarities and differences of one’s native language with the target language enables students to obtain new perspectives about themselves and the world in which they live. / By experiencing another language and culture, students better understand the function of their native language in relation to others.
Essential Questio(s):
How does comparing and contrasting the target language with English help us better understand the structure and vocabulary of English?
Why does comparing and contrasting cultural practices, products, and perspectives in the target culture help us better understand our own culture?
How does appreciation of cultural diversity enhance cross-cultural understanding?
Knowledge: / Skill(s):
Patterns of word relationships between two or more languages as well as false cognates
Words that carry different visual meaning in two or more languages (e.g. “bread” may be translated as “pain” or “pan” or “brot” but its image is of a different product in each culture / Identify how certain products and traditions are important to the second culture and how that may be similar or different in their own (e.g., celebrations, religious practices, arts, foods, work and leisure time
Expand their vocabulary by working with borrowed words, foreign phrases and mottoes, prefixes and suffixes
Connect the meaning of vocabulary with the cultural context of the world language
Standards Link: Connections
12.1.S2.F: Know how the target language has influenced other school curriculum areas.
Big Idea: / Enduring Understanding(s):
The study of World Languages helps students enhance learning and links them to other disciplines and perspectives. / Language connects people through different types of media.
The target and native languages have similarities and differences.
Language acquisition ties student learning to other areas of discipline.
Essential Question(s):
How does second language study help us in other areas of the curriculum?
What knowledge and insight can we gain from world language study that otherwise would not be available to us
What print and non-print resources are available to help us connect with another language and culture?
Knowledge: / Skill(s):
Authentic but highly visual materials that address subject matter from other courses (e.g., Earth Day materials in the target language, food pyramids) / Identify terms in the world language that describe concepts they have learned in other subjects
Performance Assessment
Desired Understanding: Clothing (7)
Goal: The students will create a multicultural fashion show, which will incorporate the native customs of the target language speaking countries.
Role: Your job is as follows: research your target country and their native dress, decide roles (director, model, announcer, fashion designer, sound – authentic target language music, lighting, runner, hair/makeup, etc.)
models - will demonstrate the apparel that is described
director – keeps things moving smoothly, order, fluidity, stage directions
announcer – describing the different clothing of the models
fashion designer – choose the styles, attire, outfits
sound – providing and maintaining sound, authentic target language music
lighting – coordinate strobe lights or other lighting sources as appropriate
Audience: will be judges (to judge authenticity of the clothing of the models), models must convince judges that their presentation is most authentic, contains most authentic, contest of which group presents the most authentic
Situation: a fashion show
Performance: Modeling and presentation of the participants are aligned.
Each student writes a critique/review of the fashion show.
Discuss opinions about the fashion show.
Criteria for Success: Result will be to work together to put on a fashion show production.
Successful result will incorporate clothing, colors, cultural elements (e.g., music), descriptive vocabulary, and presented using standard pronunciation.
Performance Assessment
French 2 Chapter 8
Desired Understanding: Airport and Plane Travel
· Objective: Develop a conversation demonstrating knowledge of airport and travel vocabulary.
· Concepts:
Use of “ir” regular and irregular verbs
Air travel vocabulary.
Use of interrogative question word Quel
Use of adverb “tout”
Review of 24 hour clock
· Process
You are checking in at the airport for your flight to Paris. Have a conversation with the airline agent (your partner) at the ticket counter.
Write as much as you can about your experience at the airport.
· Task
Dialog must include current 20-25 vocabulary words and verbs.
Paper must include at least 2-3 paragraphs.
· Assessment
Check Rubric
Desired Understanding: Train Travel (9)
Objective:
Compare and contrast the advantages and disadvantages of train, bus and plane travel.
Concepts:
Regular and irregular “re” verbs
Train travel vocabulary
Use of demonstrative adjectives (Ce, Ces)
Review of numbers, the metric system, and the 24 hour clock
Process:
After reviewing a train schedule, debate with a friend or acquaintance about the advantages and disadvantages of train, bus and plane travel. Topics of discussion may include time, distance, price, and preferences.
Task:
Dialog must include current 20-25 vocabulary words and verbs.
Paper must include at least 2-3 paragraphs with at least one paragraph detailing advantages and one paragraph detailing disadvantages.
Assessment:
Check Rubric
Performance Assessment
French 2 Chapter 10
Desired Understanding: Sports and Physical Activities/Past Tense
· Objective: Commentate last 3 minutes on a play-by-play action of a chosen sport and interview the MVP of the game. Write a newspaper article of the game.
· Concepts:
Sport and Team Vocabulary
Formation of regular passé compose with avoir.
Conjugation of boire, devoir and recevoir
· Process
In groups of 2 commentate 3 minutes of a live sport. One of you becomes the MVP of the selected sport and the other a sport reporter for a French paper. The reporter will prepare an interview with the MVP about the game. Together, the pair will edit the information and write a report for tomorrow’s paper.
.
· Task
Commentary must include 20 vocabulary words and 5 passe compose. Interview must have 5 questions using vocabulary and passé compose.
Paper must include 10-15 sentences in the passé compose.
· Assessment
Check Rubrics
Performance Assessment
French 2 Summer/Winter Activities (11)
Desired Understanding: Summer and Winter Weather and Activities
· Objective: Choose a culturally authentic beach or winter resort and send a postcard about your vaction.
· Concepts:
Weather vocabulary
Summer and Winter Activities vocabulary
Formation of irregular passé compose with avoir and etre
Formation of Negative statements
· Process
Research and find an authentic location. Write and describe your vacation using real sites.
· Task
Postcard must include 5 sentences with avoir passé composé, 5 sentences with etre passé compose and 10 vocabulary words. The front of the post card must have a drawn picture or clipart with another 10 vocabulary words labeling the scene.
· Assessment
Check Rubrics
Performance Assessment
French 2 Chapter 12
Desired Understanding: Basic Daily activities
· Objective: To create and illustrate a children’s book.
· Concepts:
Reflexive verbs
Toiletries
Daily activity
Passe Compose
· Process
o Create and illustrate a children’s book describing a character’s daily activities.
· Task
12 reflexive verbs
15 vocabulary words
5 regular or irregular household activites.
· Assessment
Check Rubrics
SPANISH PERFORMANCE ASSESSMENTS:
PERFORMANCE ASSESSMENT
Desired Understanding: Airport and Travel
Objective: Create a dialogue about a trip that you and friends/family are taking.
Concepts:
· Minimum of 10 vocabulary words from chapter.
· Minimum 5 Direct object pronouns (DOP).
· Minimum 2 indirect object pronouns (IOP)
· Minimum of 4 lines spoken by each group member.
· Must be memorized!!
· Must use props!!!
· AS ALWAYS CREATIVITY COUNTS!!!!
Task:
a. Something goes wrong at the airport.
b. Someone or Something is left behind.
c. Someone famous is at the airport.
Process:
The scene should take place in the airport either departing for a trip or arriving from a trip. Within the dialogue one of the following must happen:
Assessment:
Check Rubric
PERFORMANCE ASSESSMENT
Desired Understanding: Culture of Mexico - Dia de los Muertos Celebration
Objective: Write a postcard to a friend or family member back home describing your experience to them.
Concepts:
· The postcard must include a letter in English using and explaining the Spanish vocabulary related to the celebration of Dia de los Muertos
· The postcard must include a drawing that depicts an aspect of día de los muertos.
· The letter must include the following:
· An explanation of the holiday:
o A brief history
o Who, what, where, and why it is celebrated
Task:
· A description of your experience celebrating with the locals:
o Must include ALL vocabulary words learned in the documentary.
o Must have a complete description of the festivities in which you took part that day
Process: Pretend that you are a tourist in Oaxaca, Mexico on November 1st and 2nd during the celebration of día de los muertos.