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					                                  World Language
                                 Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Historic Events & Government Systems
Benchmark:      2.1.M.H.a: Explain the chronology of major historic events and their
   impact on the culture of a community or country in which the language is spoken.

Assessment (before, during, after):

Before:
Students list historical events that have had a significant impact on their culture or on
another culture. Students are given a list of important historic events that have
happened in the target culture and mark whether or not they have ever heard of it
before.

During:
Students each research and present a brief summary of an important period in the
country’s history.

Exit Cards: Which historical event do you believe had the greatest impact? Why?

Jeopardy Game: If enough information is available to fill several categories (i.e. 1800’s,
early 1900’s, current period, etc), divide students into teams to play Jeopardy.

After:
Multi-media presentation of a historical event. Students have a choice of creating a
video of a newscast detailing a major historical event of the target culture, a graphic
display of the historical origins of a current cultural practice, or writing a journal entry
from the perspective of a historical person explaining his/her role in one of the country’s
historical events. If possible, each student or pair of students will be given a different
country where the target language is spoken. Presentation will be in English.

Project Rubric:
The multi-media presentation should include: the specific time period of the historical
event, the people involved, the events that preceded, a description of the event, and an
explanation of why the event was important in that country’s history.
   – Content 50%
   – Use of media 20%
   – Presentation 30%



                                                                                            1
Learning Activities/Facts/Information:                  Resources:

1. Students read a comprehensive history of the         Comprehensive reading about
   target country selected by teacher. Divide the       the country’s history
   reading into historical periods and assign
   students to each part (or assign specific sites on   Timeline graphic organizer for
   the Internet).                                       students to complete

2. Students take notes on the presentations and all     www.teachertube.com
   students complete a timeline with information
   learned (date, brief description of the event, why   www.youtube.com
   it was important to that country’s history).
                                                        http://www.superteachertools.co
                                                        m/jeopardy/




New Vocabulary: history, government, names of important historical events, names of
important historical figures, timeline




                                                                                         2
                                  World Language
                                 Activity Worksheet


LEVEL:         Intermediate
Strand:        Cultures
Standard:      Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Historic Events & Government Systems
Benchmark:     2.1.M.H.b: Describe three important features of the governmental/
   political system(s) in a country in which the language is spoken.

Assessment (before, during, after):

Before:
Students complete a KWL chart about different types of government throughout the
world (democracy, monarchy, dictatorship, theocracy, etc.). Students will fill in what they
already know.


During:
Students will complete a comparison chart of the U.S. government with that of the target
country after participating in learning Activity 3 (see below).


After:
Essay question: “Do you believe that the target country’s governmental system is more
similar to that of the U.S., or more different?” State at least three supporting facts to
support your argument.




                                                                                        3
Learning Activities/Facts/Information:                  Resources:

1. Before filling out the “Want to Know” portion of     Teacher created KWL chart
   the KWL chart, students will be introduced to the
   target country (name, location, population           News article in the target
   demographics, etc.). Students generate “Want to      language about a political event
   Know” questions about the target government
   and share with the teacher.                          Essay rubric & peer editing
                                                        worksheet
2. Teacher prepares a mini-lesson based on the
   questions the students created in the “W” portion    Country profile report
   of the KWL chart.                                    (bbc.co.uk) used to research
                                                        the governmental system
3. Students read a target language
   newspaper/periodical that focuses on a major
   political event or election in the target country.
   Students identify the type of government and
   leadership as well as other key elements.
   Teacher will scaffold the lesson: (1) Study the
   pictures and make predictions, (2) identify
   cognates and answer simple questions about the
   content, (3) use target language dictionary to
   interpret main ideas.

4. Interdisciplinary activity with Social Studies
   department: Debate the benefits and
   disadvantages of the target country’s
   governmental system.


New Vocabulary: democracy, monarchy, dictatorship, theocracy, president, prime
minister, dictator, etc. in the target language




                                                                                       4
                                  World Language
                                 Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Historic Events & Government Systems
Benchmark:      2.1.M.H.c: Explain important political issues in a community or
   country in which the language is spoken.

Assessment (before, during, after):

Before:
Students brainstorm and compile a list of political issues that are currently affecting the
United States.


During:
Sorting Activity: Students decide whether statements made about a political issue
pertain to their own country or to the target culture.


After:
Campaign poster: Students choose one of the current political issues occurring in the
target culture and create a campaign poster for an upcoming election. Students will
include a brief explanation of the issue, show a pro or con point of view, and include
phrases and/or slogans typical to a campaign poster.

Rubric:
  – Content of campaign poster: 75%
  – Organization: 25%
  – Format/mechanics: 25%




                                                                                          5
Learning Activities/Facts/Information:                   Resources:

1. Students are divided into three groups and watch      Newspapers or magazines from
   a video clip of a current political event in the      the target culture
   target culture. One group is responsible for
   determining the type of governmental system,
   another group identifies the parties involved, and
   the final group focuses on the conflict. Students
   share information following the clip.

2. Students evaluate several political cartoons that
   correspond with the political topic viewed in the
   video. Students will be responsible for identifying
   the parties involved, the conflict, and diverse
   points of view. Class discussion will follow.




New Vocabulary: If the political cartoons are in the target language, key words
necessary to understanding of the main idea/issue




                                                                                   6
                                   World Language
                                  Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Historic Events & Government Systems
Benchmark:      2.1.M.H.d: Explain the importance of significant current event(s) in a
   community or country in which the language is spoken.

Assessment (before, during, after):

Before:
Students journal about a current event that they have seen on the television or read
about in a newspaper that they are particularly interested in or concerned about. They
will give a brief description of the event and explain why it affects them and/or the
impact that it has on their own lives.


During:
Following the skit presentations, students are divided into several groups. They will
give a five sentence summary of the current event (who, what, where, when, how) and
then give their observations about the event. Was it an event that affected an individual,
a specific group of people, or the entire target country? How would it affect that
particular group?


After:
Letter of Explanation: Students chose one of the current events depicted in the student
skits, in the newspaper articles, or the video first-hand account with a survivor. They
will write a letter to a friend/child, as if it were 25 years later, about the event, starting
with the opening sentence, “Twenty-five years ago, my life changed.” The letter should
include the “who/what/where/when/why” as well as how the event changed their life and
affected them and/or the lives of the people/country around them.




                                                                                           7
Learning Activities/Facts/Information:                     Resources:

1. Teacher selects 4-6 of the better journal entries to
   be read to the class. At the end of the reading,
   students are polled as to whether the current
   event is also of interest to (or has impacted) them.

2. Introduction of a lead-in statement from an actual
   article about a current event from the target
   country in the style of a news report that promises
   additional information at later time (“Fire destroys
   a wing of the presidential palace. Tune into the
   news at 5, 7 or 11”). In pairs, students create a
   skit in which one student plays the reporter and
   the other student plays the part of a survivor or
   eyewitness. The reporter will create five questions
   to be used in an interview with the
   survivor/eyewitness. The person interviewed will
   supply actual information about the event.

3. Students view a first-hand account with a survivor
   of a catastrophic event (hurricane, earthquake,
   etc.) or with a participant in a major event (winning
   of the World Cup, joining the European Union,
   etc.) that has recently occurred in the target
   country.

4. Students perform skits in class.


New Vocabulary: current event, vocabulary specific to the chosen current events to
discuss in class




                                                                                     8
                                 World Language
                                Activity Worksheet


LEVEL:         Intermediate
Strand:        Cultures
Standard:      Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Historic Events & Government Systems
Benchmark:     2.1.M.H.e: Analyze the influence of linguistic and cultural expansion on
   indigenous populations or within different communities, regions or countries.

Assessment (before, during, after):

Before:
Students brainstorm the changes that might occur when one culture begins to colonize
another region in which an indigenous culture lives. Students will record ideas on poster
paper and share with the class.


During:
Students present research project from the learning activity mentioned below.


After:
Alternative history account in which students are given a “What if…?” situation to
consider and answer in English in one or more paragraphs. (What if Christopher
Columbus had landed in Maine instead of the Caribbean? What if the French had won
the French and Indian War? What if Quebec had been successful in separating the rest
of Canada? What if Montezuma had overpowered the Spanish conquistadores?)




                                                                                      9
Learning Activities/Facts/Information:                    Resources:

1. Using the ideas generated in the before                Graphic organizer created by
   assessment, students organize the ideas into           teacher
   influence groups – linguistic, social, agricultural,
   technology, etc. – and give a specific example for     Readings about colonization
   each.                                                  and the contributions of
                                                          indigenous cultures
2. Students research contributions that the
   indigenous population shared with the colonizing
   culture and explain the importance of each.
   (Either by teacher provided websites or readings).

3. Students take notes and create a concept map
   where they list the causes and effects of major
   occurrences in the colonization.




New Vocabulary: Work is done in English.




                                                                                         10
                                    World Language
                                   Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Family and Community
Benchmark:      2.1.M.F.a: Compare family structures and the role of friends within two
   or more communities or cultures in which the language is spoken.

Assessment (before, during, after):

Before:
Students will complete a cultural trivia quiz (in English) concerning family or friends.
Cultural trivia will contain 10-25 facts concerning the family and friends. The statements
may or may not reflect actual customs and traditions practiced by the target culture and
students label them as true or false.


During:
Students create a family tree that includes: self, one brother/sister, parents, aunt and
uncle, cousins, and both sets of grandparents. Students have the option of creating a
real family tree for their own family or a fictional family tree. Pictures, clip art, or photos
can be included for each family member. Students then present their family tree to the
class.

Students learn about the role of relationships or other family customs, such as the role
of Godparents, through an informational reading. Following the reading, students will
complete a fill-in-the-blank quiz.


After:
Following the “Find Your Family” Game, students prepare an oral presentation in which
each student introduces a member of the family. (Students cannot introduce
themselves). Statements should include the name of the family member, the
relationship to the family, age, and residence. Must be done without looking at the index
card.

Rubric: Introduction to Family
  – Pronunciation 50%
  – Able to construct sentences regarding name, age, profession, family relationship
      40%
  – Fluency, preparedness 10%


                                                                                              11
Learning Activities/Facts/Information:                   Resources:

1. Highlight and discuss the actual target culture       Pictures of family members
   practice following the “before” assessment.
                                                         Vocabulary hand out or
2. Students learn kinship terms. If necessary, a         worksheet
   mini-lesson will be taught about surnames in the
   target culture.                                       Clip art pictures

3. Teacher created family tree modeled to the            Index cards with the
   students.                                             relationship facts on it created
                                                         by teacher
4. “Who am I?” statements. Following the creation
   of the family tree, students create statements of     Sample family tree from
   relationship between the various members on           previous year or teacher
   the family tree (John is the cousin of Mary. His      created
   aunt and uncle are….). Follow up the next day
   could be other “Who am I?” statements using the       Informational reading in English
   family tree (I am the sister of your father- Who      from internet or textbook about
   am I?).                                               other types of relationship such
                                                         as Godparents
5. “Find Your Family” Game: Create sets of cards
   that give 4-5 facts about a family member (name,
   relationship to family, age, residence, and name
   of another family member.) Example:
           Name: John Smith
           Relationship: Father
           Age:48
           Residence: Berlin, Germany
           Family Member: Wife-Mary Smith
   All information on cards should be in the target
   language. Link 4-6 family members in each set.
   (FatherMotherSonDaughterFather)
   Make sets of 5-6 members to accommodate
   classes that are not divisible by four by adding
   an extra son and/or daughter. Students must
   move around the room and find the other
   members of their family by using the target
   language.

6. Students will gain knowledge about other types
   of relationships such as Godparents and friends
   through an informational reading.

New Vocabulary: Family kinship terms (brother, sister, father, mother, younger, older,
youngest, oldest, middle child, grandparents, niece, nephew, cousin, husband, wife,
grandchild, step-brother, sister, mother, father, half-brother, sister, Godparent terms,
friendship terms

                                                                                        12
                                  World Language
                                 Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Family and Community
Benchmark:      2.1.M.F.b: Compare daily routines within two or more communities or
   cultures in which the language is spoken (concept of time, typical activities
   appropriate to various periods during the day).

Assessment (before, during, after):

Before:
Students create a KWL chart detailing the practices that they already know about a
typical day in the target culture. Students will also create questions they would like to
know the answer to about the topic.


During:
Introduce students to vocabulary through a TPR activity. Next, show the students
pictures of this vocabulary and make statements about the pictures. Students will match
the picture of the activity to the correct statement about it.

Vocabulary quiz


After:
Students will complete their KWL chart with what they learned. Students orally present
five activities in the target language about their day (without using any notes).


Daily routine rubric:
   – Pronunciation 50%
   – Able to construct sentences regarding name, age, profession, family relationship
       40%
   – Fluency, preparedness 10%




                                                                                            13
Learning Activities/Facts/Information:                   Resources:

1. Students will review time expressions and             Sample daily routines from
   practice making statements about various times        target culture
   during the day, if necessary.
                                                         Teacher created KWL chart
2. Teacher will demonstrate 10-15 activities
   commonly practiced in the target culture using
   the TPR method (pantomime with statements in
   the target language).

3. In pairs, students will present a typical day using
   the TPR method. While one student is making a
   statement about a routine (using notes), the
   other student acts it out, and then the roles
   switch. Recommendation: minimum of ten
   statements.




New Vocabulary: Time expressions, verbs relating to daily activities




                                                                                      14
                                 World Language
                                Activity Worksheet


LEVEL:         Intermediate
Strand:        Cultures
Standard:      Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Family and Community
Benchmark:     2.1.M.F.c: Describe how daily needs are met within two or more
   communities or cultures in which the language is spoken (housing, shopping,
   food preparation, transportation, health care, access to public services).

Assessment (before, during, after):

Before:
Students list how daily needs are met in their own culture.


During:
After researching the target culture, students prepare a five sentence summary on a
given topic (see list below in activities).


After:
Students present their five sentence summary on a given topic along with a PowerPoint
presentation (minimum of 5 slides) to present their topic to their classmates.

From the presentations, the class creates a comparison chart using the facts
researched and what they had listed in the before assessment.


Comparison chart rubric:
  – Organization 30%
  – Summary includes a minimum of five sentences, and is accurate 70%




                                                                                      15
Learning Activities/Facts/Information:                    Resources:

1. Divide the class into two groups; one group            Train schedule, housing
   represents adults age 40 and over and the other        advertisements, menus,
   group represents adolescents/university students.      recipes, health care policies
   Further divide students into six topic areas:          from target culture, public
   housing, shopping, food preparation,                   services offered in target
   transportation, health care, access to public          culture
   services. Students brainstorm 3-5 questions about
   their topic area, keeping in mind their respective     Teacher created graphic
   age groups. Example: Where would I be living?          organizer for the comparison
   How much would I be paying? What type of               chart
   dwelling? Minimum of five statements about how a
   person of their age group would be affected in that    Teacher created web quest
   area.                                                  worksheet

2. Research: Web quest worksheet to fill out with
   specific questions about each topic. Each group
   receives a different web quest worksheet to fill out
   depending on their topic.


New Vocabulary: housing, food, transportation, health care, public services




                                                                                          16
                                   World Language
                                  Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Family and Community
Benchmark:      2.1.M.F.d: Describe leisure activities associated with a particular
   community, region, or culture in which the target language is spoken.

Assessment (before, during, after):

Before:
Students create a list of leisure activities that they personally participate in and ones
that they would like to learn about in the target culture. Students identify which of the
activities from the list they created they think would also be popular in the target culture.


During:
Teacher prepares a list of ten typical leisure activities. Students read the description of
six different characters and try to determine which leisure activity the character would
like. (Tom is a serious person. He does not like physical activities. He prefers to stay in
the house, etc. …)


After:
Students create a picture presentation in which they choose ten leisure activities that
they enjoy doing. (Use of photos, clip art or magazine pictures should accompany
statements using the verbs of preference). (I prefer to play video games) Additional
information such as season could be added. (I prefer to play video games in winter).
Students will present to the class.


Comparison chart rubric: (20 points total)
  – Organization (4 points)
  – Inclusion of pictures (6 points)
  – Accuracy/grammar of content; minimum of ten leisure activities (10 points)




                                                                                          17
Learning Activities/Facts/Information:                        Resources:

1. The teacher adjusts the list from the before               Reading in the target language
   assessment until it is culturally correct for the          in which leisure activities are
   target culture. Teacher presents any leisure               mentioned
   activities practiced in the target culture that the
   students may have overlooked or were unaware               Pictures of leisure activities
   of.

2. Seek and Find Activity: Students find ten leisure
   activities from a reading in the target language.

3. Students learn verbs of preference such as “I like”,
   “I don’t like”, “I want to”, “I prefer”, etc. Using an
   overhead transparency of pictures of leisure
   activities, students practice making sentences of
   preference. (I like to ski, I don’t like to read, etc.).

4. Students complete a like/dislike list of personal
   leisure activities (using notes). In pairs, students
   question each other about the activities that they
   prefer/don’t prefer.


New Vocabulary: leisure activities vocabulary, verbs of preference/like and dislike




                                                                                               18
                                 World Language
                                Activity Worksheet


LEVEL:         Intermediate
Strand:        Cultures
Standard:      Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Family and Community
Benchmark:     2.1.M.F.e: Compare the practices and significance of an important civil
   or religious holiday or celebration, AND a regional holiday or celebration, AND a
   personal or family holiday celebration across multiple communities or cultures in
   which the target language is spoken.

Assessment (before, during, after):

Before:
True/False pre-test covering the definitions of a civil, religious, regional, or
personal/family holiday. Include a section in which students classify American holidays
in one of the four categories: civil, religious, regional, or personal/family.


During:
Students prepare a presentation from their research about a holiday from the target
culture (explained below). Give a brief description of the holiday, describing costumes
and/or other products used in the celebration. Minimum of twenty sentences.


After:
After presenting, students write a comparison to an American holiday that is most like
the holiday celebrated in the target culture with an explanation of five sentences or more
showing how they are similar and how they are different.


Holiday presentation rubric:
   – Organization 20%
   – Inclusion of pictures 20%
   – Adequate description of target holiday 30%
   – Comparison to American holiday 30%




                                                                                          19
Learning Activities/Facts/Information:                    Resources:

1.   A list of typical holidays and celebrations in the   Teacher created pre-test with
     target culture is presented to the students. The     important American holidays
     students match them to simple sentence
     descriptions while using their notes (Three Kings    Teacher created list of holidays
     Day a holiday in which Spanish children             and celebrations in the target
     receive gifts).                                      culture

2.   Teacher modeled presentation of a holiday in         Video about different holidays
     the target culture while students take notes (in     and celebrations in the target
     English).                                            culture

3.   Show a video to go along with the teacher
     presentation of a holiday. Following the video,
     discuss the holiday with the class.

4.   Students select from a list of civil, religious,
     regional, or personal/family holidays and
     celebrations in the target culture to research and
     present on. Students will research the topic in
     class.

New Vocabulary: holidays, celebrations, names of specific holidays (Easter,
Christmas, Independence day, etc.), religion




                                                                                          20
                                  World Language
                                 Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Education, Employment, & Economy
Benchmark:      2.1.M.E.a: Compare the educational systems in a community or
   country in which the language is spoken with one or more other communities or
   countries.

Assessment (before, during, after):

Before:
Students are given sample schedules and are asked a series of questions about the
types of classes each student has (schedule in the target language, questions in
English).


During:
Students complete a force field analysis in which they classify statements about the
educational system as either applying only to the target culture, applying to their own
culture, or applying to both cultures (“Students attend school for approximately nine
months of the year. Athletics/extra-curricular activities such as band are not offered at
the high school level, etc.”).


After:
Students complete a comparison of the target culture educational system and their own,
answering questions about school year sequence, sequence of schooling, number of
classes in a day, courses taken during a particular year, entrance into a university, etc.




                                                                                            21
Learning Activities/Facts/Information:                    Resources:

1. Go over the sample class schedules and the             Sample class schedules in the
   answers to the before assessment.                      target language and in English
                                                          (from textbook or online
2. Classes, schedule, etc. vocabulary worksheet           resources)
   such as a KIM (Key information (the word),
   Important information (definition), Memory clue        Vocabulary handout
   (picture or word English) vocabulary chart or a
   personal dictionary (the word, definition, picture &   Sample course catalog in target
   part of speech).                                       language and in English (from
                                                          a university website in the
3. After students learn the vocabulary for the            target culture)
   subjects of a school and days of the week, they
   will create a personal schedule for their own          Force field analysis worksheet
   classes. Students may use the vocabulary hand          created by teacher
   out for assistance
                                                          Comparison graphic organizer
4. Students study an actual class schedule for a          created by teacher
   student in the target culture, discussing
   differences in the style of scheduling and the use     Sample report card from target
   of the 24 hour system of time.                         culture

5. Students study an authentic report card from a
   student in the target culture and discuss the
   differences between cultures.

6. Class discussion follows, identifying any other
   differences (length of school year, college-bound
   schools vs. technical schools, college entrance
   exams, etc.).


New Vocabulary: Class/Subject vocabulary, 24 hour time system, days of the week




                                                                                       22
                                 World Language
                                Activity Worksheet


LEVEL:         Intermediate
Strand:        Cultures
Standard:      Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Education, Employment, & Economy
Benchmark:     2.1.M.E.b: Compare the economic system in a community or
   country in which the language is spoken with one or more communities or countries.

Assessment (before, during, after):

Before:
Matching activity of products in the target language and where it would be purchased
(for example meat  meat market).


During:
Students role-play the purchase of a common item in English using bargaining
techniques.

Students are given a list of ten common items which have already been priced in the
target culture currency. They must decide whether the item has been priced
appropriately or whether the price is much too high for that product. Can be done in a
“Price is Right” game style.


After:
”Shopping Trip 2” – Students re-visit the shopping trip completed at the beginning of the
lesson. This time, they must explain where to purchase the item (open-air market,
specialty shops, etc.) and the cost of the item in the target culture currency.




                                                                                         23
Learning Activities/Facts/Information:                  Resources:

1. “Shopping Trip:” Working in pairs, students are      List created by teacher of items
   given a list of various items to purchase. They      to purchase
   must explain where they would go to purchase
   the item, and how much they would                    Sample currency from the
   approximately pay for it. The list should include    target culture
   items that could be purchased in a target culture
   open-air market, and items that would be             Overhead transparency/
   purchased in that culture’s specialty stores.        PowerPoint presentation of
   (Fresh vegetables, seafood, bread, dairy,            pictures of different stores,
   clothing, school supplies, music CD’s, etc.)         open-air market, etc.

2. Students are shown overhead transparency             Video showing bargaining
   pictures of the following situations common to       happening in the target culture
   the target culture: open-air market, department      (online resource)
   stores, specialty stores (bakery, women’s or
   men’s clothing, butcher, fish market, etc.),         Sears advertisement in target
   customers bargaining, and pictures of the            language with prices listed for
   currency of the target culture. They make            discussion about appropriate
   observations about the customs and practices         pricing
   involved in each situation. A follow-up mini-
   lesson may follow to cover areas not mentioned.      Currency conversion chart

3. In a mini-lesson about bargaining, students learn
   where bargaining for a product is acceptable, the
   process of bargaining and how to complete the
   transaction.

4. In a mini-lesson about currency, students learn
   about the currency used in the target culture and
   how to convert American dollars into that
   currency. Students convert the cost of ten
   common items into the currency of the target
   culture (students can use the currency
   conversion chart).

5. Students learn the vocabulary necessary for
   bargaining in the target culture in direct
   instruction and then, in pairs, students create a
   skit in which one student is the buyer and the
   other student is the seller. They must bargain for
   the price of the product. Minimum of seven
   sentences per student.

New Vocabulary: Vocabulary common to bargaining (I would like to buy, It costs… that
is too much, etc.), and names of different types of specialty stores (supermarket, open
air market, meat market, pastry shop, etc.)


                                                                                        24
                                 World Language
                                Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Practices and Perspectives
Level of Proficiency/Domain: Intermediate/Education, Employment, & Economy
Benchmark:      2.1.M.E.c: Compare the role of work within a community or culture in
   which the language is spoken with that of one or more other communities or
   countries.

Assessment (before, during, after):

Before:
Put pictures of different professions on the overhead/PowerPoint and have students
guess the profession in the target language.


During:
Think Pair Share: Ten popular professions in the U.S. Board activity. Students make a
list of ten common professions in their own culture and then compare the list with
another student’s. The students will decide on a new list of the ten most important
professions, choosing from each personal list.


After:
Students will write an essay comparing the role of work within a target language
community with that of another community in English. Students will also take a quick
quiz on professions vocabulary.




                                                                                       25
Learning Activities/Facts/Information:                    Resources:

1. Students learn the vocabulary for professions in       Pictures of professions
   the target language. In the activity that follows, a
   piece of paper with a profession printed on it is      English and Target language
   attached to the back of a student. Students must       dictionaries
   circulate the classroom asking “Am I a doctor/a
   lawyer/teacher/etc.?” in the target language.
   Other students must respond with “Yes, you are
   a….”, or “No, you are not a…..”.

2. Using the list from the during assessment, the
   class makes a master list of the ten most popular
   professions in the U.S.

3. Using a dictionary or list of professions in the
   target language, students print the list from
   Activity 2 on a piece of paper in the target
   language.

4. Students are divided into two teams. Each team
   is given a minimum of twenty slips of paper on
   which statements about customs and practices
   in the workplace have been printed. These
   should include practices found in their own
   country and in the target culture. (Statements
   should be printed on two different colors of
   paper). In a relay style race, students must place
   the statement in the correct category listed on
   the board (practiced only by their own culture,
   practiced only by the target language culture, or
   practiced by both). Teammates may offer advice.
   At the end of the race, each team is evaluated
   for the number of correct responses they have.
   Students return to their partners from the
   previous day, and list ten observations about
   work in the target culture. (Statements should
   include the number of hours in a workday, the
   number of hours in a workweek, length of
   breaks/lunch/vacations, perceptions about work
   vs. free time, beliefs about the rights of a worker,
   etc.).

New Vocabulary: Profession vocabulary (doctor, nurse, teacher, scientist, engineer,
lawyer, businessmen, construction worker, factory worker)




                                                                                        26
                                  World Language
                                 Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Products and Perspectives
Level of Proficiency/Domain: Intermediate/Geography & Natural Resources
Benchmark:      2.2.M.G.a: Identify and describe regions and their distinctive
   characteristics within the countries where the language is spoken.

Assessment (before, during, after):

Before:
Students take a pre test matching regions to the country (i.e. Basque country to Spain,
Normandy to France, etc.).


During:
Poster board/PowerPoint presentation describing a region where the target language is
spoken. Each student is given a different region within the country where the language
is spoken or different countries if they are smaller. Presentation will be done in English.


After:
Quiz in the target language about basic facts from the presentations about the regions
(What country is it in?, What is it known for?, etc.).




                                                                                         27
Learning Activities/Facts/Information:                  Resources:

1. Matching activity where students are divided into    Teacher created pre-test
   pairs (Student A and Student B). Student A has all
   of the even questions about the various regions of   Teacher created matching
   the country on their paper (*What mountain range     worksheet
   divides France and Spain?”) and Student B has all
   of the even answers (The Pyrenees Mountains”).       Teacher created graphic
   Student A has all of the odd answers and Student     organizer
   B has all of the odd questions. Students engage in
   a conversation together to share the information.

2. Teacher modeling of the PowerPoint presentation
   students are required to do.

3. Students write down the most important facts from
   the student presentations on a graphic organizer.




New Vocabulary: regions, regional, names of places, important vocabulary pertinent to
the specific region (such as specific exports or customs)




                                                                                   28
                                 World Language
                                Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Products and Perspectives
Level of Proficiency/Domain: Intermediate/Geography & Natural Resources
Benchmark:      2.2.M.G.b: Identify and describe major geographic features (rivers,
   mountains, deserts, forests) of additional countries or regions in which the language
   is spoken.

Assessment (before, during, after):

Before:
Listing in English of 5-10 geographic features that would be typical to any country
(mountain ranges, rivers, deserts, oceans, plains, lakes, forests, etc).


During:
Target language vocabulary/descriptive sentences.


After:
Student presentation, geographic mapping.


Rubric:
  – Content of regional presentations 50%
  – Presentation/Participation of group members 50%




                                                                                      29
Learning Activities/Facts/Information:                     Resources:

1. Divide the class into four groups. Assign the           List of geographic vocabulary
   students in each group a specific geographic            provided by teacher
   region of the country—rivers, mountains,
   deserts, forests. Each student will illustrate his or   Pictures of the geographical
   her concept of what that region may look like.          features and their names in the
   Students should include plant and animal life, the      target language
   type of home, and other characteristics typical to
   that area.                                              Geographical maps

2. Students are taught key geographic vocabulary
   and three simple sentences in the language (“I
   live here, This is the ______ river/mountain/
   desert/forest, It is in the north/south/east/west of
   the country”). Each student is given the specific
   name of one of the geographical features of one
   of the target country (i.e. Andes Mountains,
   Seine River, Atacama Desert, etc.). Each
   student will write a 3-sentence description of that
   feature.

3. Reorganize students into four new groups. Each
   group must contain a student who has drawn the
   mountain, a student who has drawn the river,
   etc. As each student presents his/her 3-sentence
   description, the other students must locate/label
   that feature on a geographical map.

New Vocabulary: vocabulary pertaining to geography of a country (rivers, mountains,
rainforest, plateau, ocean, names of these geographical features)




                                                                                           30
                                 World Language
                                Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Products and Perspectives
Level of Proficiency/Domain: Intermediate/Geography & Natural Resources
Benchmark:      2.2.M.G.c: Identify and describe the neighboring countries and
   geographic features surrounding additional countries in which the language
   is spoken.

Assessment (before, during, after):

Before:
World map in which all countries that speak the target language and the surrounding
countries are highlighted. Students identify the countries using a provided word bank.


During:
Symbol map of a neighboring country, class presentation.


After:
Relay Race: The teacher will prepare two sets of identical symbols used during the
presentations. Two new blank, large maps will be attached to the board. Students are
divided into two teams. The symbols are placed on a table in front of each team. At the
given signal, the first student of each team picks up a symbol and places it on the map.
If the symbol has been placed correctly, the next student in the team may advance,
placing a second symbol and so on until all the symbols have been located correctly. If
the symbol has not been placed correctly, it is removed from board map and returned to
the table pile. That student must go to the end of the line and the next student attempts
to place another symbol correctly. Students may discuss among themselves the correct
location. The team who correctly places all the symbols on their map first is declared
winner. A grade may be assigned, at the discretion of the teacher.


Rubric:
  – Content of regional presentations 30%
  – Presentation/Participation of group members 30%
  – Relay race assessment 40%




                                                                                         31
Learning Activities/Facts/Information:                    Resources:

1. The teacher prepares a virtual “tour” in which         World map with country word
   scenes of important areas of the target country        bank
   and neighboring countries are featured. (Power
   point, DVD, YouTube video, etc.)                       Map of the target country &
                                                          neighboring countries with
2. Students are given a regional map of the target        names blotted out
   country and its surrounding neighbors. To begin,
   they must label each country.                          A handout with the different
                                                          geographical symbols for
3. Students are then divided into small groups and        examples
   assigned one of the neighboring countries. Using
   research provided, students must determine the         Blank, large maps (projected or
   capital of the country, important geographic           pull down)
   features of the country, and a minimum of two
   interesting facts about the country.

4. Students will design a circular symbol to represent
   each fact. (A discussion should take place prior to
   the creation of the symbols, deciding as a class,
   how each category will be represented. Example –
   the symbol for the capital must have a star, the
   symbol for a geographical feature would be
   outlined in a certain color with symbol within, etc.
   Each country should also be assigned a specific
   color. Example: target country is yellow, a
   neighboring country is outlined in blue, another
   country outlined in red, etc). These symbols will be
   added to their regional map and a key provided.

5. Students will present their findings to the class,
   attaching their map to a larger map on the board.
   Each member of the group must have an active
   role during the presentation. Students listening to
   the presentation must add these features to their
   own smaller regional maps.

New Vocabulary: vocabulary pertaining to geography of a country (mountains, rivers,
capital, lake, ocean, sea, landscape, forests)




                                                                                         32
                                  World Language
                                 Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Products and Perspectives
Level of Proficiency/Domain: Intermediate/Geography & Natural Resources
Benchmark:      2.2.M.G.d: Describe the climate and typical seasonal weather patterns
   in various regions in additional countries in which the language is spoken.

Assessment (before, during, after):

Before:
Students will watch a weather forecast in the target language. Students will make 4-5
statements in English about the weather conditions that were described.


During:
Completion of the rubrics/research outline.


After:
Students will present their weather board, true/false quiz.


Rubric:
  – Content of regional presentations 30%
  – Pronunciation 20%
  – Preparation/completion of true/false statements 20%
  – Presentation/Participation of group members 30%




                                                                                        33
Learning Activities/Facts/Information:                         Resources:

1. Using a variety of pictures that show different             Live Internet broadcast of weather
   weather conditions during different times of the year,      in the target country
   students practice pronunciation of the terminology of
   weather.                                                    Collection of pictures depicting
                                                               weather conditions during different
2. Students are given a vocabulary list of weather             seasons
   phrases. As the teacher shows the pictures again,
   students match the phrases to the English.                  Overhead transparencies/
                                                               PowerPoint presentation showing
3. Discussion follows highlighting any idiomatic or            the differences in weather
   cultural differences in weather phrases. (For               expressions, notes about
   example: the use of “hacer” to form weather                 idiomatic/cultural differences
   expressions such as “It is hot/cold” in Spanish, the
   use of “faire” in French, the difference in seasons         Teacher-generated rubric
   below the equator, how to calculate the temperature         sheet/research outline
   in Celsius, etc.). Students will also learn simple
   phrases for expressing the future tense (“Tomorrow,         True/false quiz
   the temperature is going to be…..”)

4. Divide students into groups of 2-3 and assign various
   target language countries. Students will research the
   weather in the country assigned for different
   seasons, gathering information about temperature
   and typical weather patterns for each season of the
   year.

5. Students will create a 5-section weather board. In
   four of the sections, students will describe the
   weather for each of the four seasons, including at
   least three typical weather patterns (“In the spring, it
   is rainy. It is sometimes cold. It is not snowing”) and
   the average temperature (“The temperature is 15
   degrees Celsius”). At least two graphics depicting
   those conditions should be included. In the fifth
   section, students will tell the weather for today in that
   country and give the forecast for tomorrow). At least
   two graphics will be included.

6. Students prepare 5-10 true/false statements in
   English about the weather in their assigned country.
   The teacher will review the statements and combine
   statements from all the groups in one handout that
   students will complete during the presentations of the
   weather boards.

New Vocabulary: Weather vocabulary – It is hot/cold/fair weather, It is
snowy/rainy/sunny/windy/foggy/cloudy/stormy/clear/freezing, The temperature is __ degrees
Celsius, It is snowing/raining, It is going to be…., In the spring/summer/fall/winter…,




                                                                                               34
                                 World Language
                                Activity Worksheet


LEVEL:         Intermediate
Strand:        Cultures
Standard:      Products and Perspectives
Level of Proficiency/Domain: Intermediate/Cultural & Creative Heritage
Benchmark:     2.2.M.C.a: Describe the significance of current cultural icons (arts,
   architecture, music, literature, film, media, TV, newspapers) and the creators of
   these products.

Assessment (before, during, after):

Before:
Show pictures of current cultural icons and ask students to identify them and what they
are famous for.


During:
Students will complete and submit their research outline.


After:
Using a template provided by the teacher, students create a “Who’s Who” page for a pop
magazine. Key vocabulary in the target language will already be added to the template.
Any cultural differences, such as how to express height in centimeters should be taught.
Students must provide a picture of the icon and complete a minimum of 8-10 statistics.


Rubric:
  – Research (notes, print-outs, etc.) 20%
  – Content 50%
  – Visual/Creativity 15%
  – Grammar 15%




                                                                                       35
Learning Activities/Facts/Information:                  Resources:

1. Students learn the vocabulary for the categories     Pictures of cultural icons
   of current cultural icons. Using pictures, the
   teacher will describe each icon in two sentences     Vocabulary handout
   (“This is ______. He/she is an important person
   in the area of architecture/music/literature/        Teacher created template for
   film/media/TV/newspaper, etc.”).                     “who’s who” activity.

2. In pairs, students select a category to research.    Pop culture magazines (e.g.
   They must find the names of at least two current     People)
   icons in that field. Following approval by the
   teacher, students will conduct research of the
   chosen individual. They will provide biographical
   information as well as two interesting facts about
   the icon in the target language – name, category
   of fame, occupation, birthplace, current
   residence, birthday, age, height, hair/eye color,
   likes/dislikes, famous work, etc. (All research
   must be submitted to teacher).


New Vocabulary: category titles – architecture, music, literature, etc./template
vocabulary such as name, occupation, birthplace, current residence, birthday, age,
height, hair color, eye color, likes, dislikes, famous work, etc.




                                                                                       36
                                    World Language
                                   Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Products and Perspectives
Level of Proficiency/Domain: Intermediate/Cultural & Creative Heritage
Benchmark:      2.2.M.C.b: Describe the significance of historic cultural icons (arts,
   architecture, music, literature, film, media, TV, newspapers) and the creators of
   these products.

Assessment (before, during, after):

Before:
Categorization Relay: The teacher has written these categories on the board: arts,
architecture, music, literature, film, media, TV, and newspaper. Students are divided into
groups and given the names on slips of paper of 1-2 historic cultural icons for each category.
Each group receives the same list, but on different color paper. Students are given five
minutes to discuss where they think each character will fit. When the teacher says “go”, each
group attaches the names of the icons in the category in which they belong. The teacher
removes all incorrect answers.


During:
Completion of the rubric listing the important information about the icon.


After:
“Wax Museum” Presentations: Students prepare their character by both creating a poster
board presentation and dressing as the character by using costumes and other props to
represent the character. The poster board contains the facts learned through the research
and a paragraph about why the character was chosen and how the character could inspire
us today. On the first day of presentations, half the students will “model” their character in a
wax museum. The other half of the class completes an assessment of assigned group,
following the assessment form provided by the teacher. The teacher will also complete an
assessment of each group. On the second day, the roles are reversed.

Rubric:
   – Visual props/aides/costumes 40%
   – Content of presentation 30%
   – Assessment of another group 10%
   – Presentation board 20%




                                                                                              37
Learning Activities/Facts/Information:                  Resources:

1. Using a graphic organizer, students check the        Graphic organizer
   correct category of the historic icon during a
   discussion of the pre-test.                          Crossword template

2. The teacher prepares a crossword puzzle that         Rubric for research
   contains the names of at least 25 important
   historical characters of the target language.
   Using cognates and vocabulary that is familiar to
   the students, a clue of 2-3 sentences is given for
   each character in print on the crossword paper.
   (He was a famous ______. He discovered
   _____.). Using the overhead or strips of paper
   with an icon’s name, the teacher will repeat the
   clues, this time using the icon’s name in the
   sentences. (#1 – Miguel de Cervantes Saavedra
   was a famous writer. He wrote the novel about a
   famous knight, Don Quixote.) Students write that
   character’s name in the crossword.

3. In pairs, students choose an icon to research.
   They must find information concerning the icon’s
   birth date, birthplace, age at death, important
   discoveries or historical contributions to the
   target country, and two interesting facts. The
   students will present the researched information
   in English.

New Vocabulary: N/A, this project will not be presented in the target language &
vocabulary used by teacher will have already been introduced




                                                                                   38
                                     World Language
                                    Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Products and Perspectives
Level of Proficiency/Domain: Intermediate/Family & Community Artifacts
Benchmark:      2.2.M.F.a: Compare the products needed to carry out daily routines and
   meet basic needs within two or more communities, regions, or cultures in which
   the language is spoken (housing, stores, food preparations, transportation,
   health care, public services).

Assessment (before, during, after):

Before:
Students take a trivia quiz of a minimum of 25-30 statements about a topic important to
the daily life and routine of the target culture (i.e. housing). Statements should include
facts that are culturally true for the target country, true for the student’s native country,
true for both countries, and false for both countries. Students should begin by working
alone but after a short period of time, they should compare their answers with a partner.


During:
Students create a page from a daily planner in which they list 10-15 activities that would
reflect a typical day (time of day, meals, work, school, social activities, appointments,
personal grooming, etc.).


After:
A post-quiz follows in which the students must identify the true statements about the
topic from a list of 25-30 sentences. Students will be graded on post-quiz improvement.




                                                                                          39
Learning Activities/Facts/Information                 Resources:

1. Discuss the cultural differences of the products   Teacher created trivia quiz
   needed to carry out daily routines. If possible,   about culture (in English)
   products or visuals should accompany the mini-
   lesson.                                            Products or pictures from
                                                      Internet of cultural
2. As a class, students revisit the pre-quiz,         products/customs
   discussing the answers focusing on a typical day
   in the life of a target language speaker.          Daily planner template

                                                      Teacher created post-quiz




New Vocabulary: Topic presented in English.




                                                                                    40
                                 World Language
                                Activity Worksheet


LEVEL:         Intermediate
Strand:        Cultures
Standard:      Products and Perspectives
Level of Proficiency/Domain: Intermediate/Family & Community Artifacts
Benchmark:     2.2.M.F.b: Compare the products that are native to a community, region
   or country with those of one or more other communities, regions, or countries.

Assessment (before, during, after):

Before:
On an overhead transparency, the teacher shows 15-20 products that are native either
to the target culture or to the student’s own culture. If possible, pictures should show
items that are similar in nature (example, a leather wine bag and a wine bottle, a metric
ruler and an inch ruler). Students are asked to identify the items native to the target
culture.


During:
Quiz in which students match the item to its importance/use.


After:
Items are displayed on the overhead one-by-one. Students must write the name of the
item in the target language and explain its use or importance.


Rubric:
  – Assessment quiz 70%
  – Participation in the concentration game 30%




                                                                                       41
Learning Activities/Facts/Information:                Resources:

1. In the next lesson, only the products typical to   Pictures of cultural products
   the target culture are used. Students discuss an
   item and determine its use or importance.          Vocabulary handout

2. After teaching the vocabulary, a concentration     Individual pictures of the items
   game is played in which the students are           for the concentration game and
   encouraged to identify the items shown on the      the assessment activity (take
   overhead in the target language. The products      one item off and have students
   are covered and one or two are removed. The        say what is missing)
   display is shown again and students guess
   which item(s) has been removed, using the
   target language. The game is played until
   students have a firm grasp of the vocabulary. A
   visual list of the vocabulary would be helpful.




New Vocabulary: vocabulary determined by the teacher based on the products native
to the culture of the target country (for example: wine, baguette, cheese, perfume,
paella, sangria, churros)




                                                                                      42
                                   World Language
                                  Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Products and Perspectives
Level of Proficiency/Domain: Intermediate/Family & Community Artifacts
Benchmark:      2.2.M.F.c: Compare the products needed for leisure activities within two
   or more communities, regions, or cultures in which the language is spoken.

Assessment (before, during, after):

Before:
Students complete a 20-question pre-quiz about information shown in 4-5 examples
taken from media sources (TV guide, movie guide, social page, Facebook page,
Website, etc.). Questions should include asking about the topic of the article, times that
may be listed, location of an event, etc.


During:
Students create a graphic organizer in which they must list a minimum of five
characteristics that they believe are culturally-specific (i.e. the use of the 24-hour clock
for TV and movie guides, etc.). The students will use the graphic organizer to explain
what is used in the target culture and what is used in their native culture.


After:
Each student will prepare a mini-poster or flyer that advertises some event that is
culturally relevant to the target country. The name of the event, time, date, cost, brief
description of the event, location, and a visual graphic must be included.


Rubric:
  – Content 50%
  – Creativity 20%
  – Effort 15%
  – Cultural relevance 15%




                                                                                            43
Learning Activities/Facts/Information:                             Resources:

1. If possible, multiple copies of multi-media resources           Pre-quiz of 20 questions
   should be made available to the students to peruse.             about information given in
   Samples should include a TV guide, movie guide,                 selected printed media
   Facebook pages, Websites, advertisements for
   nightclubs and restaurants, other entertainment, such as        Print advertisements,
   amusement parks, vacation spots, and other cultural             entertainment schedule
   events like plays and concerts.
                                                                   Graphic organizer
2. Using a selected collection of media articles, students
   and teacher discuss each in detail, focusing not only on
   specifics (time, location, prices, etc.) but also on cultural
   differences (24-hour clock, currency, how a culturally
   accurate address is written, values, etc.).

3. Prior to creating the mini-poster or flyer, teacher and
   students will discuss the rubrics (graphics, color,
   inclusion of time/date/price/location/etc., font size, etc.).


New Vocabulary: Topic presented in English.




                                                                                         44
                                  World Language
                                 Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Products and Perspectives
Level of Proficiency/Domain: Intermediate/Family & Community Artifacts
Benchmark:      2.2.M.F.d: Compare the significance of the products associated with an
   important civil or religious holiday or celebration, AND regional holiday or celebration,
   AND personal or family holiday or celebration across multiple communities or
   cultures in which the target language is spoken.

Assessment (before, during, after):

Before:
Students fold a piece of paper into 4 quadrants. The quadrants are labeled “civil
holiday”, “religious holiday”, “regional holiday”, and “personal/family holiday”. With a
partner, students brainstorm a definition of each type of holiday as well as an example of
that type of holiday in the United States.


During:
Students prepare a PowerPoint presentation that covers the information included in the
detailed analysis, adding graphics to enhance the text.


After:
Students receive a graphic organizer that is divided into 4 quadrants. The quadrants are
labeled “civil holiday”, “religious holiday”, “regional holiday”, and “personal/family
holiday”. At the first station, students choose the correct names (from a list of 10) of the
four types of holidays given in the presentations. At the second station, students pick the
correct dates of the holidays (from a list of 10). At the third station, students pick the
correct activity that occurs during holiday. Subsequent stations could include the colors
typical to the holiday, the type of decorations, costumes, people involved, etc.


Rubric:
  – Content of PowerPoint presentation 50%
  – Participation 10%
  – Creativity and effort of PowerPoint presentation 40%




                                                                                         45
Learning Activities/Facts/Information:                     Resources:

1. Students will share their graphic organizer with        Student created graphic
   the class and add any new ideas to it.                  organizer

2. Using provided research materials or specific           Rubric sheet for information
   Internet sites (one civil holiday, one religious        needed for PowerPoint
   holiday, one regional, and one personal/family          presentation
   holiday), a group of four students will create
   another 4-part graphic organizer. This time,            Template for the stations quiz
   students will describe the four types of holidays
   relevant to the target culture, identifying the type
   of holiday (civil, religious, regional, or
   personal/family) and providing a brief description
   of that holiday. Each student will be responsible
   for one of the types of holidays.

3. In the following lesson, the class is re-distributed
   according to their type of holiday. (All students
   who researched the civil holiday would form the
   new group, etc.) In this activity, the students will
   discuss the definitions that were created and
   come to a consensus about what information will
   be used for the presentation. In addition, they will
   complete a more detailed analysis of the holiday
   in which they will identify – the date, the location,
   the costumes, the colors associated with the
   holiday, specific practices of the holiday, typical
   foods or entertainment, and anything else
   necessary for its celebration. As an additional
   assessment, students can assess each other’s
   contribution to the group.

New Vocabulary: Topic presented in English.




                                                                                          46
                                 World Language
                                Activity Worksheet


LEVEL:         Intermediate
Strand:        Cultures
Standard:      Products and Perspectives
Level of Proficiency/Domain: Intermediate/Education, Employment, & Economy Artifacts
Benchmark:     2.2.M.E.a: Compare the facilities, supplies, and materials needed for
   schooling in a community or country in which the language is spoken with one
   or more other communities or countries.

Assessment (before, during, after):

Before:
Students examine a target language class schedule or report card and identify important
aspects of it such as student name, times, locations, dates, class level, course names,
grades, etc.


During:
Students complete a 25-statement assessment in which they identify whether the
statement applies to the target language country only, the United States only, or to both
countries (Example: “Kindergarten is required for all students”, “Classes are more
lecture-based than student-involved”, “Uniforms must be worn”, “Students are required to
study their own language”)


After:
Student-Generated Quiz: During the reading days, students will be responsible for
creating a 20-item true/false assessment quiz about the various facets of the target
culture’s educational system and practices. The teacher will review each quiz, picking
five questions from each to use in combination with the questions from other groups as
the final assessment.


Rubric:
  – Reading comprehension points 50%
  – 20-item true/false quiz creation 30%
  – Final assessment quiz 20%




                                                                                       47
Learning Activities/Facts/Information:                  Resources:

1. In a class discussion, students identify the         Report card, class schedule,
   various aspects of education in the US or in their   course catalogue from the target
   own community, identifying the type of building,     culture
   the way in which K-college education is divided,
   requirements for proficiency and advancement,        25-statement mid-quiz
   how assessment is done, types of classes and
   courses available, etc.

2. In pairs, students use a prepared packet of
   relevant materials needed for schooling (report
   card, class schedule, list of classes offered,
   descriptions of different types of schools in the
   target language, etc.), to answer guided
   questions about the material. This can be a
   multiple-day project or an on-going weekly
   reading activity.



New Vocabulary: Project presented in English




                                                                                     48
                                 World Language
                                Activity Worksheet


LEVEL:         Intermediate
Strand:        Cultures
Standard:      Products and Perspectives
Level of Proficiency/Domain: Intermediate/Education, Employment, & Economy Artifacts
Benchmark:     2.2.M.E.b: Compare the major natural resources, commercial products,
   services and industries in a community in which a language is spoken with one
   or more other communities or countries.

Assessment (before, during, after):

Before:
Force-field analysis marking whether natural resources, products, services, and
industries are part of different communities (mark yes or no on the paper next to the
country and item).


During:
In pairs, students make a poster that lists the natural resources, commercial products,
services, and industries in a community where the target language is spoken.


 After:
Students will write an essay comparing the information from the during activity with
information about the United States in the same categories.




                                                                                        49
Learning Activities/Facts/Information:                Resources:

1. Discuss answers to the before assessment.          Teacher created force-field
                                                      analysis
2. In pairs, students will research an assigned
   country in which the target language is spoken.    Graphic organizer created by
   They will research the natural resources,          teacher
   commercial products, services, and industries of
   that community.

3. Teacher modeling of student presentations about
   the information above for the U.S.

4. Students take notes in a graphic organizer from
   the student presentations.




New Vocabulary: Natural resources, environment, oil, water, minerals, commercial
products, coffee, food, chocolate, services, industries (oil, cotton, mining)




                                                                                     50
                                  World Language
                                 Activity Worksheet


LEVEL:          Intermediate
Strand:         Cultures
Standard:       Products and Perspectives
Level of Proficiency/Domain: Intermediate/Education, Employment, & Economy Artifacts
Benchmark:      2.2.M.E.c: Compare the value of a currency in a community or country
   in which the language is spoken with one or more other communities or countries.

Assessment (before, during, after):

Before:
Students read a menu in the target language with prices in the target currency and try to
guess how much they think it would be in U.S. dollars.


During:
In pairs, students look at a menu with prices in U.S. dollars and convert the price to the
target currency.


After:
Students will take a two-part quiz:
 1) Students look at a list of products and their prices from an advertisement in the
     target culture and give the approximate cost in U.S. dollars.
 2) Students are given a budget of 100 U.S. dollars to spend. Students state the items
     they would buy from the advertisement.




                                                                                        51
Learning Activities/Facts/Information:                  Resources:

1. Discuss answers to the before assessment.            Advertisement in the target
                                                        language
2. Teacher modeling of sample currency.
                                                        Sample currency
3. Teacher created list provided to students of
   different currencies and exchange rate.              Pictures of products with prices
                                                        in the target currency
4. Online exchange rate calculators that students
   can use to do quick currency conversions.            List of 10-15 tourist items

5. Practice with doing mental currency conversions
   (don’t have to be 100% accurate- just
   approximate).

6. Put up pictures of products with prices in the
   target currency and have students individually
   convert them mentally. Play a game with the same
   activity after students have sufficient practice.

7. Give students a list of 10-15 items that tourists
   could buy in the target culture with prices in the
   currency of the target country. Students must
   decide whether the item has been “fairly priced”,
   “over-priced” or “under-priced”.

New Vocabulary: names of currencies used in the target culture (Euros, pesos, etc.),
exchange rate, money, numbers




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