HAMMONTON PUBLIC SCHOOLS by f2lTGTk2

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									                             HAMMONTON PUBLIC SCHOOLS
                                 CURRICULUM PROJECT
                          Creating a Student-Centered Classroom

Content Area: World Languages Level 2, Unit 1

Unit Title: Leisure time and travel

Target Course/Grade Level: Spanish, Italian, German
School: Hammonton High School

UNIT SUMMARY
Leisure time


Air travel and places



21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation

21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial   Literacy;     Global      Awareness;        Health      Literacy;
Environmental Literacy
                    STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative
Progress Indicator (CPI): 7.1.NM.A.1, 7.1.NM.A.3,7.1.NM.A.4, 7.1.NM.A.5, 7.1.NM.B.4,
7.1.NM.B.5, 7.1.NM.C.3, 7.1.NM.C.1


Unit Essential Questions:

How will communicating in a second language help make me a more engaged participant in a global
society?


What exactly does overseas travel entail?


What are the similarities and differences between daily life for youth in the U.S. and in the country
of the target language?



Unit Enduring Understandings:
The students will understand.................


          How to use various greetings appropriate to particular regions and times of day
          Various means for expressing likes/dislikes
          Usage and conjugation of the verbs to have and to be, including their use as auxiliaries
          Why there is sometimes a need to use “double” verb forms (modal verbs in German),
          including to want, to need, to be able to, etc.) and how to construct them correctly to make
          oneself understood
         Formation of and proper word order with Interrogatives / Question Words
         Types of irregular verb constructions used in present tense
         What constitutes correct formation of the negative
         How to use vocabulary related to airplane travel (airport, customs & immigration,
          passports, security procedures etc.) and places
         When to use various types of past tense (including irregular) forms such as present perfect
          and simple past


Cultural topics: travel abroad, passports, geography




Key Knowledge and Skills students will acquire as a result of this unit:
  Students will be able to …

         Exchange greetings based on region and/or time of day
         Discuss likes and dislikes
         Read level-appropriate material in the target language and respond to questions
         Talk about school life and the new school year
         Ask for and give information
         Talk about what they did and where they went
         Discuss leisure time
         Comment on airplane travel
         Discuss procedures for passport application




               STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:

Role-play (on topic of airplane travel)


Group Dialogue (including elements such as greetings and asking for information)


Unit Test



Formative Assessments:

Quizzes


Homework assignments
Student Self-Assessment and Reflection: Rubric-based peer assessments


                 STAGE THREE: THE LEARNING PLAN
             Sequence of teaching and learning experiences
Unit Resources:
Deutsch Aktuell, En Espanol II, Oggi , audio tapes, video tapes, overhead transparencies, CDs, DVDs



Instructional Guidelines: Aligning Learning Activities

                                    WHERETO
       Where is the unit headed?
       Hook the learner with engaging work.
       Equip for understanding, experience and explore the big ideas.
       Rethink opinions, revise ideas and work.
       Evaluate your work and adjust as needed.
       Tailor the work to reflect individual needs, interests, and styles.
       Organize the work flow to maximize in-depth understanding and
        success at the summative tasks.


In English, ask the students how many of them have traveled by plane or been in an airport, and
draw on those who have experienced these. Discuss what it is like to travel to a different country:
What must be planned for in advance? What steps must be taken? What documents are
necessary? What is the flight like? What is meant by ‘jet lag’? Tell students that they will perform
a skit based on travel and leisure time.


In the target language the students will:


1. Study and review transportation words before creating a dialogue based on travel or leisure time
activities; conduct related research on the Internet.


2. Create passports and tickets to be used during the skit, using digital tools.


3. Perform the skit in front of the class.


4. The students as well as the teacher assess the students’ performances based on a rubric.


Upon completion, the students will have a better understanding of travel and leisure activities.
                            HAMMONTON PUBLIC SCHOOLS
                                CURRICULUM PROJECT
                         Creating a Student-Centered Classroom

Content Area: World Languages Level 2, Unit 2

Unit Title: Childhood activities, art, music

Target Course/Grade Level: Spanish, Italian, German
School:Hammonton High School

UNIT SUMMARY

Art


Childhood


Family



21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation

21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial   Literacy;     Global      Awareness;        Health      Literacy;
Environmental Literacy
                    STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative
Progress Indicator (CPI): 7.1.NM.A.1, 7.1.NM.A.3,7.1.NM.A.4, 7.1.NM.A.5, 7.1.NM.B.4,
7.1.NM.B.5, 7.1.NM.C.3, 7.1.NM.C.1


Unit Essential Questions:

         What defines you as an individual?
         What is the role of the family in US and European society, and how does the individual fit
          into the model?
         How do art and culture affect language?


Unit Enduring Understandings:
Students will understand how to:


         Conjugate and demonstrate subject-verb agreement using stem-changing and irregular
          verbs to be able to communicate in both present and past tenses
         Form imperfect tenses
         Use imperfect on a limited basis for description of continuous actions in the past
         Express how long something has been going on (e.g. "it has been..., “since…,” “for…”)
         Express “knowing" someone vs. something, utilizing the appropriate verb for each situation
       Identify reflexive pronouns and conjugate reflexive verbs in present
       Use double verb constructions
       Use demonstrative and possessive adjectives (and, in German, their accompanying
        endings)
       Recognize and make use of vocabulary pertaining to art
       Recognize and make use of vocabulary pertaining to childhood and family
       Recognize what vocabulary and language skills are necessary for discussing current events



Key Knowledge and Skills students will acquire as a result of this unit:
  Students will be able to …


       Express feelings about the past
       Discuss specific events of the past
       Ask for and give advice and information
       Discuss recognized art and artists
       Comment on foods
       Discuss ways to keep in contact
       Describe childhood experiences
       Discuss family relationships
       Elaborate on procedures for passport application



               STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:

       Role play / Dialogues
       Completed application
       Project / Presentation
       Unit Test



Formative Assessments:
    Quizzes
    Homework
    Misc. classroom activities



Student Self-Assessment and Reflection: Rubric-guided peer assessments, peer editing


                  STAGE THREE: THE LEARNING PLAN
             Sequence of teaching and learning experiences
Unit Resources: Deutsch Aktuell, En Espanol II, Oggi, audio and video tapes, overhead
transparencies, Power Point presentations, CDs / DVDs
Instructional Guidelines: Aligning Learning Activities

                                    WHERETO
       Where is the unit headed?
       Hook the learner with engaging work.
       Equip for understanding, experience and explore the big ideas.
       Rethink opinions, revise ideas and work.
       Evaluate your work and adjust as needed.
       Tailor the work to reflect individual needs, interests, and styles.
       Organize the work flow to maximize in-depth understanding and
        success at the summative tasks.



       In English, the students will discuss what they used to do on a daily basis when they were
        young.


In the target language the students will:


1. Review family vocabulary.


2. Be introduced to new vocabulary and new tenses.


3. Be informed that they will be using digital tools to create a "baby page" for the school yearbook.
(Have them write a description of themselves and also write about what they used to do when they
were young, incorporating old and new vocabulary and verb tenses. They should include pictures of
themselves when they were young.)


4. Share them with the class in the form of an oral presentation.


       At the conclusion of the project it is hoped that the students have a better understanding of
        the vocabulary and language structures (grammar) of the unit.
                           HAMMONTON PUBLIC SCHOOLS
                               CURRICULUM PROJECT
                        Creating a Student-Centered Classroom

Content Area: World Languages Level 2, Unit 3

Unit Title: Celebrations

Target Course/Grade Level: Spanish, Italian, German
School: Hammonton High School

UNIT SUMMARY

Family celebrations


Restaurants/Foods



21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation

21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial    Literacy;    Global       Awareness;         Health      Literacy;
Environmental Literacy
                    STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative
Progress Indicator (CPI): 7.1.NM.A.1, 7.1.NM.A.4, 7.1.NM.A.5, 7.1.NM.B.1, 7.1.NM.B.4,
7.1.NM.B.5, 7.1.NM.C.5, 7.1.NM.C.3, 7.1.NM.C.4, 7.1.NM.C.2
Unit Essential Questions:
    How is my past a reflection of who I am?
    How are holidays and family celebrations observed in different cultures?
    What roles do history, religion and tradition play in the various customs       observed in other
        countries?
Unit Enduring Understandings:

    Within meaningful contexts representing unit themes, students will understand how to. . .


       Form and make proper use of past and present progressive in speaking and writing
       Use focus verbs: to be, to have, there is/are, to want to, to be able to and Spanish verbs
        similar to gustar
       Express there is / there are . . . appropriately
       Utilize suitable vocabulary on the topic of family celebrations
       Utilize additional suitable vocabulary on the topic of restaurants / foods
       Make use of transitional words in conversation and in writing
       Correctly identify direct and indirect objects and pronouns
Key Knowledge and Skills students will acquire as a result of this unit:

       In the target language, students will be able to …

      Narrate in the past
      Discuss family celebrations
      Discuss activities in progress
      Order in a restaurant
      Ask for and pay a restaurant bill




               STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:

      Role play on the topic of ordering food in restaurant
      Oral presentation
      Use digital tools to conduct research and design an authentic menu in the target language
      Unit test


Formative Assessments:

      Quizzes
      Homework
      Projects
      Reading and translation of selected material



Student Self-Assessment and Reflection: Rubric-based peer assessment;
peer editing


                 STAGE THREE: THE LEARNING PLAN
             Sequence of teaching and learning experiences
Unit Resources:

Texts Deutsch Aktuell, En Espanol II, Oggi, Percorsi; audio and/or video tapes, CDs,
DVDs, realia


Instructional Guidelines: Aligning Learning Activities
                                    WHERETO
       Where is the unit headed?
       Hook the learner with engaging work.
       Equip for understanding, experience and explore the big ideas.
       Rethink opinions, revise ideas and work.
       Evaluate your work and adjust as needed.
       Tailor the work to reflect individual needs, interests, and styles.
       Organize the work flow to maximize in-depth understanding and
        success at the summative tasks.


       In English, have the students discuss their favorite restaurants and foods. Discuss foods
        and eating habits of the target country.
       Create a Venn diagram of eating habits and foods eaten in the U.S. and that of the target
        country.


In the target language the students will:


1. Discuss the above with directed questions asked by the teacher.


2. Be introduced to new vocabulary and tenses.


3. Write a dialogue and create menus (using digital tools) using previously-learned and new
vocabulary and tenses.


4. Make a presentation / skit to the class based on a restaurant scene.


5. Individually and collectively assess performances based on a teacher-designed rubric.


       At the conclusion of the unit it is hoped that the students have a better understanding of
        the vocabulary and language structures / grammar necessary to engage in communication
        on the topics featured in the unit.
                                                HAMMONTON PUBLIC SCHOOLS
                                                    CURRICULUM PROJECT
                                             Creating a Student-Centered Classroom

Content Area: World Languages Level 2, Unit 4

Unit Title: Health / Nutrition / Home life


Target Course/Grade Level: Spanish, Italian, German
School: Hammonton High School

UNIT SUMMARY

Health / nutrition / home life


Vacation plans (visiting key regions, cities, etc.)




21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity
and Innovation

21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy;
Global Awareness; Health Literacy; Environmental Literacy
                                STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator (CPI): 7.1.NM.A.1,
7.1.NM.A.4, 7.1.NM.A.5, 7.1.NM.B.1, 7.1.NM.B.4,
7.1.NM.B.5, 7.1.NM.C.5, 7.1.NM.C.3, 7.1.NM.C.4, 7.1.NM.C.2
Unit Essential Questions:

       How can I maintain a healthy lifestyle?
       How can a healthy lifestyle promote success in school?
       How do lifestyles differ in other countries?
       What is my responsibility to myself and my community?



Unit Enduring Understandings:

    Within meaningful contexts representing unit themes, students will understand how to. . .


       Execute acceptable placement of direct and indirect object pronouns
       Conjugate reflexive verbs in present tense and use them in sentences (in German: with accompanying reflexive pronouns while
        recognizing common idiomatic usage of reflexive pairs)
       Utter both formal and informal commands (in both affirmative and negative)
       Utilize suitable vocabulary to compare and contrast healthy and unhealthy lifestyles (including activities, nutrition, habits, etc.)
      Utilize suitable vocabulary on the topic of beach activities




Key Knowledge and Skills students will acquire as a result of this unit:
  In the target language, students will be able to …


      Talk about staying fit and healthy
      Tell someone what to do and what not to do
      Express daily routines and personal care / hygiene
      Ask for and give information
      Discuss beach activities
      Talk about chores



                                         STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:

      Topic-based role-play
      Oral presentation
      Design of a workout schedule
      Design of a healthy menu
      Creation of a chore list for each day of the week
      Unit test



Formative Assessments:

      Quizzes
      Homework
      Project




Student Self-Assessment and Reflection:

Rubric-based peer assessment; peer editing


                                        STAGE THREE: THE LEARNING PLAN
                                    Sequence of teaching and learning experiences
Unit Resources:


Texts Deutsch aktuell, En Espanol II, Oggi, Percorsi; audio/video tapes, CDs, DVDs, handouts
Instructional Guidelines: Aligning Learning Activities

                                                              WHERETO
      Where is the unit headed?
      Hook the learner with engaging work.
      Equip for understanding, experience and explore the big ideas.
      Rethink opinions, revise ideas and work.
      Evaluate your work and adjust as needed.
      Tailor the work to reflect individual needs, interests, and styles.
      Organize the work flow to maximize in-depth understanding and success at the summative
       tasks.

                 In English, In English, prepare students to discuss health, fitness and daily personal care routines in the
                  target country.
                 Hold discussions to compare and contrast fitness routines in the U.S. with those of the target country on a
                  Venn Diagram.


       In the target language the students will:


       1. Brainstorm a list of body parts they already know.


       2. List the healthiest foods from the vocabulary they have studied in previous units.


       3. Be introduced to new vocabulary and tenses.


       4. Create a cartoon, using newly-learned reflexive verbs, about their personal care routines, modeling their own daily
       routine.


       5. Create a cartoon, poster, or commercial (using digital tools) for a personal care product of their choice. They
       must design it, pick a name for it and persuade the audience to buy it. Commands, reflexive verbs and the
       appropriate new vocabulary must be incorporated.


       6. Present the project outlined above to the class.


                 At the conclusion of the unit it is hoped that the students have a better understanding of the vocabulary and
                  language structures / grammar necessary to engage in communication on the topics featured in the unit.

								
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