New Jersey Core Curriculum Content Standards
Classroom Application Document – World Languages
Presentational – Novice-Mid
Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. / Proficiency Level:Novice-Mid
Strand C. Presentational
Essential Questions / Enduring Understandings
K-5:
What will help my classmates, my teacher, and others understand me better?
6-12:
How do I make myself clearly understood when speaking and writing? / K-5:
Using pictures, movement, and acting words out can help my classmates, my teacher, and others understand me.
6-12:
The way I choose to organize and present my ideas helps my audience better understand what I am trying to say.
Content and Cumulative Progress Indicators (CPIs) / Classroom Applications
Content
What is perceived as “basic needs” varies among and within cultures. / Instructional Guidance
To assist in meeting this CPI, students may:
· Create a digital product for posting in which they compare items found in their backpacks with those belonging to a student from the target culture. (K-5)
· Create a digital product for posting in which they compare homes in the target culture with homes in the home culture. (6-12)
CPI
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. / Sample Assessments
To show evidence of meeting this CPI, students may complete the following performance assessments:
1. Students from your sister school in the target culture have asked you to share how you celebrate special days in your culture. Create a digital product for posting in which you describe a special celebration. Include activities that take place during the event and gifts that are typically given. (K-5)
2. As a way to help students from the target language culture understand American perspectives, create a digital product for posting in which you list items that you could not live without and tell why you need them. (6-12)
Resources
· Students create their own presentations using the applications below:
o www.voicethread.com allows students to respond to a question or comment posted by their teacher or another student.
o http://www.voki.com/ allows students to create their own speaking avatar by typing in text.
o http://comiqs.com/editor/ allows students to create comics while pulling in flickr photos.
o http://edu.glogster.com/ allows students to create posters and embed sound and video files.
o http://www.pikistrips.com/ allows students to create comic strips from their photos.
o http://www.scrapblog.com/ allows students to create an online scrap book.
o http://www.toondoo.com/ allows students to create their own comic characters and comic strips.
o http://www.xtranormal.com/ allows students to create a web-based animated movie.
o http://www.makebeliefscomix.com/ allows students to create their own comic strips.
o http://www.bubbleply.com/default.aspx allows students to add text bubbles to a video clip.
o http://prezi.com/ allows students to create an online presentation.
o http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx allows students to create a multimedia presentation.
· Teacher creates a class wiki where teacher and students can post content. The link below is for educators
http://www.wikispaces.com/site/for/teachers
· Click Teaching Foreign Languages K-12 Workshop to view a video o the Presentational Modes. Scroll down to video #3.
· Click Wisconsin Project: Modes of Communication for information related to the modes of communication.
· Go to http://www.state.nj.us/education/atoz.htm#W and click on World Languages Standard in Action. The following documents provide additional guidance for integration of the three modes at the Novice-Mid Proficiency level: Sport Safety, Video Tour: World Tourism Organization, Travel Podcast, Friends of Teen Art, Communities, Legends Puppet Show, and Sing a Song.
Content and Cumulative Progress Indicators (CPIs) / Classroom Applications
Content
Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. / Instructional Guidance
To assist in meeting this CPI, students may:
· Perform a target culture song for an audience. (K-12)
ü Note: Choose a song that relates to a targeted theme, contains a good deal of repetition, and can be understood through the use of gestures and visuals.
CPI
7.1.NM.C.2
Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. / Sample Assessments
To show evidence of meeting this CPI, students may complete the following performance assessment:
1. In celebration of Discover Languages month, your school is sponsoring an international day. Choose a children’s song to perform that day. Be sure to use visuals, realia, and gestures to help the audience understand the meaning. (K-5)
2. In celebration of Discover Languages month, you have been asked to memorize and present an authentic legend to a group of younger children who are also studying your new language. Use dramatization, gestures, and visuals in order to help the younger students understand. (6-12)
Resources
· Go to http://www.state.nj.us/education/atoz.htm#W and click on World Languages Standard in Action. The following documents provide additional guidance for integration of the three modes at the Novice-Mid Proficiency level: Sport Safety, Video Tour: World Tourism Organization, Travel Podcast, Friends of Teen Art, Communities, Legends Puppet Show, and Sing a Song.
· Click Teaching Foreign Languages K-12 Workshop to view a video on the Presentational Modes. Scroll down to video #3.
· Click Wisconsin Project: Modes of Communication for information related to the modes of communication.
Content and Cumulative Progress Indicators (CPIs) / Classroom Applications
Content
Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. / Instructional Guidance
To assist in meeting this CPI, students may:
· Complete a Google survey requesting personal information (e.g., name, address, classes studied, and preferences). (3-12)
CPI
7.1.NM.C.3
Copy/write words, phrases, or simple guided texts on familiar topics. / Sample Assessments
To show evidence of meeting this CPI, students may complete the following performance assessment:
1. Your teacher has been working with a teacher from the target culture to set up an e-pal exchange. Complete the form that the teacher gives you. The information will be used to match you with someone who is like you. (K-5)
ü Note: Some of the information on the form may include: name, age, size of family, personality description, family makeup, and pets. Early elementary students complete the survey orally.
2. You are investigating the possibility of hiring a mariachi group to perform at an upcoming family celebration. Go to: http://www.mariachisemblanza.com/es/contacto.php and complete the information request. (6-12)
ü Note: To find an appropriate form in another language use a search engine such as: http://www.google.com/language_tools?hl=en. In the target language, enter “request additional information.” You may want to add additional words. For example, if you would like students to fill out information related to travel, put in the word hotel.
Resources
· Click Teaching Foreign Languages K-12 Workshop to view a video on the Presentational Modes. Scroll down to video #3.
· Click Wisconsin Project: Modes of Communication for information related to the modes of communication.
· Go to: http://www.state.nj.us/education/atoz.htm#W and click on World Languages Standard in Action. The following documents provide additional guidance for integration of the three modes at the Novice-Mid Proficiency level: Sport Safety, Video Tour: World Tourism Organization, Travel Podcast, Friends of Teen Art, Communities, Legends Puppet Show, and Sing a Song.
Content and Cumulative Progress Indicators (CPIs) / Classroom Applications
Content
Healthy eating habits and fitness practices may vary across cultures. / Instructional Guidance
To assist in meeting this CPI, students may:
· Create a shopping list that includes a well-balanced representation of foods from a culturally authentic food pyramid. (K-5)
· Develop a fitness and diet plan for yourself that will help you reach your fitness goal. (6-12)
CPI
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials orally or in writing. / Sample Assessments
To show evidence of meeting this CPI, students may complete the following performance assessment:
1. Classmates from your sister school are interested in what type of foods are served in your school cafeteria. Share that information with the students and indicate which foods you like from the menu and which ones are most healthy. (K-5)
2. While in (country) you visit a local school that invites you to spend a few days with them. They ask you to provide them with a preferred breakfast and lunch menu for the days that you will be there. (6-12)
3. A new exchange student will be arriving at your school next month. He needs to know what items he should bring for each class. After reviewing an authentic ad for school supplies, prepare a list for him to be sent via e-mail. Include which items are needed for specific classes. (6-12)
Resources
· http://www.state.nj.us/education/frameworks/worldlanguages/appendc.pdf - Scroll to page three.
· Click Teaching Foreign Languages K-12 Workshop to view a video on the Presentational Modes. Scroll down to video #3.
· Click Wisconsin Project: Modes of Communication for information related to the modes of communication.
· Go to: http://www.state.nj.us/education/atoz.htm#W and click on World Languages Standard in Action. The following documents provide additional guidance for integration of the three modes at the Novice-Mid Proficiency level: Sport Safety, Video Tour: World Tourism Organization, Travel Podcast, Friends of Teen Art, Communities, Legends Puppet Show, and Sing a Song.
Content and Cumulative Progress Indicators (CPIs) / Classroom Applications
Content
Healthy eating habits and fitness practices may vary across cultures. / Instructional Guidance
To assist in meeting this CPI, students may:
· Match culturally authentic food items to the written word. (3-12)
· Identify culturally authentic foods items by naming and describing them in the target language. (K-12)
· Name and label pastimes that are practiced in the target culture. (3-12)
CPI
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the target culture(s). / Sample Assessments
To show evidence of meeting this CPI, students may complete the following performance assessment:
1. In celebration of Discover Languages month, your teacher has planned a luncheon celebration for your class. She has asked for your help in selecting foods to serve. Provide her a list of healthy foods representative of the target culture. (K-5)
2. After conducting a SKYPE call about healthy practices with your sister school in the target culture, prepare a presentation that shows practices that are similar in both cultures and practices that are unique to each culture. (6-12)
Resources
· Click Teaching Foreign Languages K-12 Workshop to view a video on the Presentational Modes. Scroll down to video #3.
· Click Wisconsin Project: Modes of Communication for information related to the modes of communication.
· Go to: http://www.state.nj.us/education/atoz.htm#W and click on World Languages Standard in Action. The following documents provide additional guidance for integration of the three modes at the Novice-Mid Proficiency level: Sport Safety, Video Tour: World Tourism Organization, Travel Podcast, Friends of Teen Art, Communities, Legends Puppet Show, and Sing a Song.
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