Assessment/Activity Worksheet

World Language Assessment/Activity Worksheet

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Socializing Benchmark: 1.1.N.SL.a: Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking, or introductions.

Assessment (before, during, after):

Before: The students will respond to modeled greetings by mimicking a phrase and/or response.

During: The students will work with a partner and meet, greet, and introduce themselves.

After: The student will perform a short dialogue that includes a greeting, leave taking, or introduction with culturally appropriate gestures.

Project Rubric – on following page: (Use if applicable)

One or more forms of greetings and leave takings One memorized phrase for introduction One culturally appropriate gesture

1 Content/ Fluency Accuracy Pronunciation Presentation Context Students greet, Flow of words Memorized Pronunciation Eye contact, introduce matches native phrases are matches near- gestures, and themselves speed. grammatically native tone of voice 5 [introduce correct with no formation and add to the Exceeds another errors. the meaning is meaning. standard person], and clear. say goodbye with elaboration. Students greet, Flow of words Memorized Pronunciation Eye contact, introduce is approaching phrases are is under- gestures, and themselves near-native grammatically standable but tone of voice 4 [introduce speed and correct with shows one somewhat add Meets another includes one one minor minor influence to the meaning. standard person], and pause. error. of L1 and the say goodbye meaning is appropriately. clear. Students greet, Flow of words Memorized Pronunciation Eye contact, introduce is somewhat phrases are is under- gestures, and themselves choppy and grammatically standable but tone of voice do [introduce broken by a correct with two shows two not add to the 3 another couple of errors. influences of L1 meaning. Approaching person], and pauses. and the standard say goodbye meaning is with the somewhat meaning unclear. somewhat misleading. Students greet, Flow of words Memorized Pronunciation Eye contact, introduce is very choppy phrases are is under- gestures, and themselves and broken by grammatically standable but tone of voice 2 [introduce a number of correct with shows three or obscure the Partially another pauses. numerous more meaning. meets person], and errors. influences of L1 standard say goodbye and meaning is with the obscured. meaning unclear. 1 Sample is not Sample is not Sample is not Sample is not Sample is not Does not measurable. measurable. measurable. measurable. measurable. meet standard

2 Learning Activities/Facts/Information: Resources:

1. The students will practice and memorize “The Hello Activity book with CD from Song” in the target language by listening to the song as Twin Sisters Productions, well as using the song activity sheet. LLC www.twinsisters.com 2. The students will create and present a foldable with greeting words/questions on the top flap and responses Foldable Designs: on the inside flap. http://www.twinsisters.com /onlinecatalog/songsthatte 3. The students will practice introductions and greetings ach/foreignlanguage.htm using flashcards. Each student should have a target language or English flashcard with an introduction or Spanish Learning Cards: greeting word and picture. The students must find the The Complete Book of target language or English match and present Spanish: Grades 1-3 by themselves to the class. Repeat several times so Carson-Dellosa students have the opportunity to use a variety of Publishing, LLC introductions and greetings. www.carsondellosa.com

New Vocabulary: hello; goodbye; see you later; good night; good morning; good afternoon; What is your name?; My name is…

3 World Language Assessment/Activity Worksheet

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Socializing Benchmark: 1.1.N.SL.b: Ask and answer basic questions about the weather, health/physical conditions, self, family, and friends.

Before: The students will respond to modeled questions about weather, health/physical conditions, self, family, and friends by mimicking a phrase and/or response.

During: The students will orally describe the weather forecast for a particular day in the target language using a visual.

After: The students will perform a short dialogue that includes questions about the weather, health/physical conditions, self, family, and friends (for example, a mock doctor/nurse and patient session).

Project Rubric: On the following page (Use if applicable)

A weather report needs to include the weather in five areas with different weather predictions or a five day forecast in one specific city.

A doctor’s visit needs to include two feelings and two physical conditions.

4 Content/ Fluency Accuracy Pronunciation Presentation Context

5 Student included Flow of words Memorized Pronunciation Eye contact, d s r

d more than the matches native phrases are matches near- gestures, and a e d

e requirements for speed. grammatically native formation tone of voice add n c a x the chosen correct with no and the meaning to the meaning. t E s dialogue. errors. is clear. Student met all Flow of words is Memorized Pronunciation is Eye contact, 4

d of the approaching phrases are understandable gestures, and r s a t requirements for near-native grammatically but shows one tone of voice e d e n the chosen speed and correct with one minor influence somewhat add to a M t dialogue includes one minor error. of L1 and the the meaning. s appropriately. pause. meaning is clear. Student met Flow of words is Memorized Pronunciation is Eye contact, 3

g most of the somewhat phrases are understandable gestures, and n i d requirements for choppy and grammatically but shows two tone of voice do r h a c the chosen broken by a correct with two influences of L1 not add to the d a n o

r dialogue couple of errors. and the meaning meaning. a t p

s appropriately. pauses. is somewhat p

A unclear.

2 Student met Flow of words is Memorized Pronunciation is Eye contact, s t

e some of the very choppy and phrases are understandable gestures, and e d

r requirements for broken by a grammatically but shows three tone of voice m a

d y the chosen number of correct with or more obscure the l n l a a dialogue pauses. numerous influences of L1 meaning. t i t s r appropriately. errors. and meaning is a

P obscured. 1 t Sample is not Sample is not Sample is not Sample is not Sample is not e e measurable. measurable. measurable. measurable. measurable. d m r

a t d o n n

a t s s e o D

1. The student will participate in a daily meeting including Weather Poster weather and calendar in the target language. (http://www.schoolplace.c om/ProductDetail.aspx? 2. The students will practice health/physical conditions ProductSKUID=70318) using flashcards set up like, “I Have, Who Has?” in the target language. Example: “I have sad. Who has happy?” “I have happy. Who has angry?”

3. The student will compare pictures of emotions to the target language vocabulary. Then the student will pick the emotion the student is currently feeling, draw a face picture representing the emotion, and present the emotion drawing to the class in the target language.

New Vocabulary: words associated with weather conditions (i.e. cloudy, sunny, rain, snow, sleet, fog, windy, warm, hot, cold); seasons (i.e. spring, summer, fall, autumn, winter); How are you?; How are you feeling?; words associated with feelings/emotions (i.e. good, fine, ok, bad, sick, happy, sad, tired, frustrated, angry, excited); words associated with body parts that may hurt or not feel well (i.e. stomach, head, foot, finger, hand, throat, leg, arm)

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Socializing Benchmark: 1.1.N.SL.c: Recognize and use appropriate register/honorifics in a limited number of simple social situations such as greetings, leave-takings, and introductions.

Before: The students will create a KWL as well as complete a pretest pertaining to greetings, leave-takings, and introductions.

During: The students will use response cards with greeting, leave-takings, and introduction vocabulary.

After: The students will perform a short dialogue/comic strip that includes greetings, leave taking, or introductions with culturally appropriate gestures.

Project Rubric: On the following page (Use if applicable)

5 Student included Flow of words Memorized Pronunciation Eye contact, d r a more than the matches native phrases are matches near- gestures, and d

n requirements for speed. grammatically native formation tone of voice a t the chosen correct with no and the meaning add to the s

s dialogue. errors. is clear. meaning. d e e c x E 4 Student met all Flow of words is Memorized Pronunciation is Eye contact, d r a of the approaching phrases are understandable gestures, and d

n requirements for near-native grammatically but shows one tone of voice a t the chosen speed and correct with one minor influence somewhat add s

s dialogue includes one minor error. of L1 and the to the meaning. t e appropriately. pause. meaning is clear. e M 3 Student met Flow of words is Memorized Pronunciation is Eye contact, d r a most of the somewhat phrases are understandable gestures, and d

n requirements for choppy and grammatically but shows two tone of voice do a t the chosen broken by a correct with two influences of L1 not add to the s

g dialogue couple of errors. and the meaning meaning. n i appropriately. pauses. is somewhat h c unclear. a o r p p A

2 Student met Flow of words is Memorized Pronunciation is Eye contact, d r a some of the very choppy and phrases are understandable gestures, and d

n requirements for broken by a grammatically but shows three tone of voice a t the chosen number of correct with or more obscure the s

s dialogue pauses. numerous influences of L1 meaning. t e appropriately. errors. and meaning is e

m obscured. y l l a i t r a P 1 Sample is not Sample is not Sample is not Sample is not Sample is not d r

a measurable. measurable. measurable. measurable. measurable. d n a t s t e e m t o n s e o D

1. The students will practice greetings, leave takings, and Puppet Patterns introductions with a partner after the teacher models http://www.teacherhelp.or greetings with puppet. g/puppets.htm

2. The students will address “bow-tie” students with the appropriate register/honorifics for greetings, leave Bow Tie Template takings, and introductions. http://www.activityvillage. co.uk/bow_tie_template.p 3. The students will perform a skit in groups of three or df more, in which each student will meet, greet, and introduce themselves and an unknown person to another member of the group.

New Vocabulary: formal and informal titles (i.e., Mr., Mrs., Miss, Dr.), forms of questions and tenses of words associated with formality of the conversation

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Socializing Benchmark: 1.1.N.SL.d: Request, offer, invite, and reply appropriately using memorized phrases.

Before: The students will create a KWL chart using learned memorized phrases. The teacher will model dialogue using yes/no questions (with thumbs up/thumbs down signals) to decipher the content.

During: The students and teacher will participate in questioning on specific invites, requests, and offerings as well as incorporating think/pair/share. The first stage of interpersonal questioning would be a memorized request with a yes/no answer. The second stage of interpersonal questioning would be the same request with a “Yes, I’d love to!”/“No, I can’t” response. An expansion option for interpersonal questioning would be various excuses (i.e. I have to do my homework, I have to walk the dog, I don’t have a ride, etc…).

After: The students will use dialogue performed live in class in various scenarios such as a telephone conversation with either the teacher or with other students.

Project Rubric: (Use if applicable)

One memorized phrase each for an offer as well as one positive and one negative response.

10 Content/ Fluency Accuracy Pronunciation Presentation Context Student either Flow of words Memorized Pronunciation Eye contact, 5

d invites or matches native phrases are matches near- gestures, and r

a responds speed. grammatically native formation tone of voice d

n appropriately correct with no and the meaning add to the a t

s with more than errors. is clear. meaning.

s one memorized d

e phrase. e c x E

Student either Flow of words is Memorized Pronunciation is Eye contact,

4 invites or approaching phrases are understandable gestures, and d r responds near-native grammatically but shows one tone of voice a

d appropriately speed and correct with one minor influence somewhat add n a

t with one includes one minor error. of L1 and the to the meaning. s memorized pause. meaning is clear. s t

e phrase. e M

3 Student either Flow of words is Memorized Pronunciation is Eye contact, d r

a invites or somewhat phrases are understandable gestures, and d

n responds with choppy and grammatically but shows two tone of voice do a t one memorized broken by a correct with two influences of L1 not add to the s

g phrase with the couple of errors. and the meaning meaning. n i meaning pauses. is somewhat h

c somewhat unclear. a

o misleading. r p p A Student either Flow of words is Memorized Pronunciation is Eye contact, 2 s invites or very choppy and phrases are understandable gestures, and t e e

d responds with broken by a grammatically but shows three tone of voice r m a

the meaning number of correct with or more obscure the d y l n l unclear. pauses. numerous influences of L1 meaning. a a t i

t errors. and the meaning s r a is obscured. P

Sample is not Sample is not Sample is not Sample is not Sample is not 1 t measurable. measurable. measurable. measurable. measurable. e e d m r

a t d o n n

a s t e s o D

1. The students will create and present a poster-size invitation to an imaginary event.

2. The students will role-play a situation in which a request, offer, or invitation is being made.

3. The students will create a video of a dialogue between characters incorporating an offer, invitation, or request.

New Vocabulary: Would you like to come over? Would you like to come to my party? Can I come over? You’re invited to my house/party. Can I help you? Can you tell me…? No, I’m sorry. No, thank you. Absolutely! No, I cannot make it. I am busy. I would be happy/love to.

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Identifying and Describing Benchmark: 1.1.N.SL.e: Ask questions about physical appearance, character, and personality traits of friends, family, and classmates and answer using a list of traits.

Before: The students will watch a video where the characters are discussing physical appearance, characteristics, and personality traits.

During: The students will orally read text materials that introduce characters based upon appearance, characteristics, and personality traits.

After: The students will orally present information on a friend, family member, and/or classmate based on physical appearance, characteristics, and personality traits.

One memorized phrase each for a physical appearance, characteristic, and personality trait of a person.

13 Content/ Fluency Accuracy Pronunciation Presentation Context Student included Flow of words Memorized Pronunciation Eye contact, 5

d more than the matches native phrases are matches near- gestures, and r

a requirements speed. grammatically native formation tone of voice d

n exceptionally correct with no and the meaning add to the a t

s well. errors. is clear. meaning.

s d e e c x E

Student met all Flow of words is Memorized Pronunciation is Eye contact,

4 of the approaching phrases are understandable gestures, and d r requirements near-native grammatically but shows one tone of voice a

d appropriately. speed and correct with one minor influence somewhat add n a

t includes one minor error. of L1 and the to the meaning. s pause. meaning is s t

e clear. e M

3 Student met Flow of words is Memorized Pronunciation is Eye contact, d r

a most of the somewhat phrases are understandable gestures, and d

n requirements choppy and grammatically but shows two tone of voice do a t appropriately. broken by a correct with two influences of L1 not add to the s

g couple of errors. and the meaning meaning. n i pauses. is somewhat h

c unclear. a o r p p A Student met Flow of words is Memorized Pronunciation is Eye contact, 2 s some of the very choppy and phrases are understandable gestures, and t e e

d dialogue broken by a grammatically but shows three tone of voice r m a

requirements number of correct with or more obscure the d y l n l appropriately. pauses. numerous influences of L1 meaning. a a t i

t errors. and meaning is s r a obscured. P

a t d o n n

a s t e s o D

1. The students will describe an image of a non-fictional or fictional character using physical appearance.

2. After reading a text, such as Little Miss Sunshine, the The Lovable Little students will create a character that is described by Misses (Mr. Men and personality and character traits. Little Miss) by Roger Hargreaves 3. The students will create and/or play the game “Guess Who?” Guess Who by Hasbro

New Vocabulary: words associated with physical appearance, characteristics, and personality traits (i.e. tall, short, fat, skinny, hair colors, skin colors, funny, athletic, intelligent, caring, adventurous)

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Identifying and Describing Benchmark: 1.1.N.SL.f: Ask questions about feelings, emotions, and health of friends, family, classmates and answer using a list of traits.

Before: The students will create a KWL or brainstorm previously learned vocabulary associated with feelings, emotions, and health.

During: The students will express feelings daily and explain the reasoning.

After: The students will explain the cause-and-effect relationships between feelings/emotions and health conditions.

16 Content/ Fluency Accuracy Pronunciation Presentation Context Student included Flow of words Memorized Pronunciation Eye contact, 5

d more than the matches native phrases are matches near- gestures, and r

a requirements speed. grammatically native formation tone of voice d

n exceptionally correct with no and the meaning add to the a t

s well. errors. is clear. meaning.

s d e e c x E

Student met all Flow of words is Memorized Pronunciation is Eye contact,

4 of the approaching phrases are understandable gestures, and d r requirements near-native grammatically but shows one tone of voice a

d appropriately. speed and correct with one minor influence somewhat add n a

t includes one minor error. of L1 and the to the meaning. s pause. meaning is s t

e clear. e M

3 Student met Flow of words is Memorized Pronunciation is Eye contact, d r

a most of the somewhat phrases are understandable gestures, and d

n requirements choppy and grammatically but shows two tone of voice do a t appropriately. broken by a correct with two influences of L1 not add to the s

g couple of errors. and the meaning meaning. n i pauses. is somewhat h

c unclear. a o r p p A Student met Flow of words is Memorized Pronunciation is Eye contact, 2 s some of the very choppy and phrases are understandable gestures, and t e e

d dialogue broken by a grammatically but shows three tone of voice r m a

requirements number of correct with or more obscure the d y l n l appropriately. pauses. numerous influences of L1 meaning. a a t i

t errors. and meaning is s r a obscured. P

a t d o n n

a s t e s o D

1. The students will match images with feelings/emotions as Feelings BINGO at a worksheet or in a BINGO game. www.carlexonline.com

2. The students will participate in “Simon Says” to enforce the knowledge of body parts in order to express health.

3. The students will read or be read Alexander and the Alexander and the Terrible, Horrible, No Good, Very Bad Day and create a Terrible, Horrible, No personal version including emotions, feelings, and/or Good, Very Bad Day by health. Judith Viorst and Ray Cruz

New Vocabulary: How are you? How are you feeling? How is your ____ doing? Is your ____ ill/doing well? Are you angry/sad/upset/etc..? I am feeling ____. I’m fine. I’m better. My ___ is ill/doing well. Etc…

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Identifying and Describing Benchmark: 1.1.N.SL.g: Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits.

Before: The teacher will guide the students in a class discussion on how objects can be described.

During: The teacher and the students will participate in questioning based upon attributes of places and things described within activities as well as the immediate environment.

After: The students will describe objects based on the sense of touch (i.e. putting objects in a box so some objects may not be seen, but rather felt or heard) using three descriptors (i.e. soft/hard, heavy/light, rough/smooth).

19 Communication Accuracy Pronunciation Presentation Fluency

5 Student Memorized Pronunciation Eye contact, Flow of words d r

a appropriately phrases are matches near- gestures, and matches a slow d

n describes grammatically native formation tone of voice native speed. a t weight, correct with no and the meaning add to the s

s hardness, and errors. is clear. meaning. d

e texture of an e

c object using a x

E memorized sentence.

4 Student Memorized Pronunciation is Eye contact, Flow of words is d r

a appropriately phrases are understandable gestures, and approaching d

n describes grammatically but shows one tone of voice near-native a t weight, correct with one minor influence somewhat add speed and s

s hardness, and minor error. of first language to the meaning. includes one t e texture of an and the meaning pause. e

M object using is clear. memorized phrases.

3 Student Memorized Pronunciation is Eye contact, Flow of words is d r

a describes phrases are understandable gestures, and somewhat d

n weight, grammatically but shows two tone of voice do choppy and a t hardness, and correct with two influences of first not add to the broken by a s

g texture of an errors. language and meaning. couple of n i object but some the meaning is pauses. h c information is somewhat a o missing, unclear, unclear. r p or inaccurate. p A 2 Student tries to Memorized Pronunciation is Eye contact, Flow of words is d r

a describe weight, phrases are understandable gestures, and very choppy and d

n hardness, and grammatically but shows three tone of voice broken by a a t texture of an correct with or more obscure the number of s

s object but most numerous influences of first meaning. pauses. t e information is errors. language and e

m missing, unclear, meaning is y l or inaccurate. obscured. l a i t r a P 1 Sample is not Sample is not Sample is not Sample is not Sample is not d r

1. Using a map, the students will describe the location of Weill, Cynthia. Opuestos: the student’s home to the school. Mexican Folk Art Opposites in English and 2. As a class, the students will participate in “I Spy” using Spanish. (2009) attribute clues, including color. ISBN 1933693568

3. The students will describe attributes of an object/thing Marzollo, Jean. Veo: Un that is lost (i.e. a pet). Libro de Adivinanzas Ilustradas/I Spy (Spanish Edition). (1994) ISBN 0590486357

Keats, Ezra Jack. My Dog is Lost. (1999) ISBN 0140565698

New Vocabulary: words associated with proximity (i.e. far away, close by, on, under, in), words associated with colors, words associated with size (i.e. big, small), words associated with shapes, words associated with quantity, words associated with location, words associated with address/telephone number, words associated with texture (i.e. soft, rough, smooth), words associated with weight/mass (i.e. heavy, light)

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Exchanging Information Benchmark: 1.1.N.SL.h: Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life.

Before: The students will participate in a class discussion on specific topics, such as personal interests and school activities, and create a class graph on specific topics, such as personal interests and school activities.

During: The students will participate in associated activities while the teacher monitors the students’ progress.

After: The students will conduct and present an interview with a partner (i.e. remembering a favorite vacation: where you went, when you went, what you did, who you went with).

22 Communication Accuracy Pronunciation Presentation Fluency Student Memorized Pronunciation Eye contact, Flow of words

5 appropriately phrases are matches near- gestures, and matches a slow d r

a responds with grammatically native formation tone of voice native speed d

n details to all correct with no and the meaning add to the a t questions errors. is clear. meaning. s

s (Where? When? d

e What? Who?) e

c using x

E memorized sentences. Student Memorized Pronunciation is Eye contact, Flow of words is

4 appropriately phrases are understandable gestures, and approaching d r responds to all grammatically but shows one tone of voice near-native a d interview correct with a minor influence somewhat add speed and n a t questions using few minor errors. of first language to the meaning includes one s memorized and the meaning pause. s t

e sentences. is clear. e M

3 Student Memorized Pronunciation is Eye contact, Flow of words is d r a responds to phrases are understandable gestures, and somewhat d

n most interview grammatically but shows two tone of voice do choppy and a t questions using correct with influences of first not add to the broken by a s

g memorized several errors. language and meaning. couple of n i sentences. the meaning is pauses. h c somewhat a o unclear. r p p A

2 Student tries to Memorized Pronunciation is Eye contact, Flow of words is d r a respond to the phrases are understandable gestures, and very choppy and d

n interview grammatically but shows three tone of voice broken by a a t questions but correct with or more obscure the number of s

s most information numerous influences of first meaning. pauses. t e is missing, errors. language and e

m unclear, or meaning is y l inaccurate. obscured. l a i t r a P 1 Sample is not Sample is not Sample is not Sample is not Sample is not d r a measurable. measurable. measurable. measurable. measurable. d n a t s t e e m t o n s e o D

1. The students will read a book and discuss the likes and Videos: dislikes of the characters. Families of the World Series: 2. The students will present an “About Me” poster describing their favorite personal interest, memorable Spanish w/ English experience, and school activity. subtitles: Mexico and More Mexico 3. Using a checklist of provided interests, activities, and experiences, the students will conduct a survey of other English: Costa Rica, students’ interests, activities, and experiences. Puerto Rico, Panama, Guatemala

www.familiesoftheworld.c om

Books: Countries of the World Series (English, follows Social Studies GLCEs):

Argentina, Cuba, Guatemala, Mexico, Panama, Peru, Spain

www.cultureforkids.com

Mi Mundo en palabras: Un material interactivo para aprender vocabulario http://cvc.cervantes.es/ ensenanza/mimund o/

New Vocabulary: words associated with the following topics: personal interests, hobbies, sports, leisure activities, fine arts, travel, memorable experiences, birthdays, holidays, ceremonies, embarrassing situations, vacations, school activities, school subjects, after-school activities, family life, household

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Exchanging Information Benchmark: 1.1.N.SL.i: Ask for and obtain information in everyday situations in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services.

Before: The students will watch a video that introduces dialogue relating to time, place, price, and size in the target language, such as actors shopping or traveling.

During: The students will evaluate a bus or train schedule and identify the size of the transportation, the price of the ticket, the time the transportation is leaving, and the place the transportation is taking the travelers.

After: The students will partner up and take part in a performance (i.e. ask for or give directions to a restaurant or store using a mode of transportation and purchase or sell an item) based on one of two memorized conversations.

25 Communication Accuracy Pronunciation Presentation Fluency Student Memorized Pronunciation Eye contact, Flow of words appropriately phrases are matches near- gestures, and matches a slow asks for/gives grammatically native formation tone of voice native speed. 5 d

r directions and correct with no and the meaning add to the a

d requests/gives errors. is clear. meaning. n

a information t s

about a s

d purchase e

e following c

x memorized E conversation and adding some details. Student Memorized Pronunciation is Eye contact, Flow of words is appropriately phrases are understandable gestures, and approaching

4 asks for/gives grammatically but shows one tone of voice near-native d r

a directions and correct with a minor influence somewhat add speed and d

n requests/gives few minor errors. of first language to the meaning. includes one a t information and the meaning pause. s

s about a is clear. t e purchase e

M following memorized conversation. Student asks Memorized Pronunciation is Eye contact, Flow of words is 3 d

r for/gives phrases are understandable gestures, and somewhat a

d directions and grammatically but shows two tone of voice do choppy and n requests/gives correct with influences of first not add to the broken by a a t s information several errors. language and meaning. couple of

g about a the meaning is pauses. n i

h purchase but somewhat c a some responses unclear. o r are incomplete, p p inaccurate, or A inappropriate.

2 Student asks Memorized Pronunciation is Eye contact, Flow of words is d r for/gives phrases are understandable gestures, and very choppy and a d directions and grammatically but shows three tone of voice broken by a n a requests/gives correct with or more obscure the number of t s information numerous influences of first meaning. pauses. s t about a errors. language and e e purchase but meaning is m

y most responses obscured. l l

a are incomplete, i t r inaccurate, or a

P inappropriate.

26 3. 2. 1. Learning o’clock New Vocabulary

describingthe sizeof the pet/toy. place and waslastthe seenpet/toy as well as missing whichin pet/toy, the poster includes the time The students will create presentand aposterabout a stand. standdiscussingfruit andpriceitems on offruitsize the The students as a will customer and/orowneract of a language.Fox?” the in target The students inwill timeparticipateisit Mr./Mrs. “What Does not meet standard1 measurable. Sampleisnot Activities/Facts/Information: : words associated largewith monetarysmall,and denominations, measurable. Sampleisnot measurable. Sampleisnot 27 measurable. Sampleisnot Resources: measurable. Sampleisnot World Language Assessment/Activity Worksheet

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Exchanging Opinions Benchmark: 1.1.N.SL.j: Share likes and dislikes in the target language with a classmate.

Before: Students raise a thumb up (like) or a thumb down (dislike) as the teacher says and shows various topics on picture flash cards.

During: Students listen to a native speaker presentation or student presentations about likes and dislikes and respond to comprehension questions verbally.

After: Students interview a classmate (or friend/family member fluent in the target language) on five of his/her likes and dislikes.

5 Student asks or Memorized Pronunciation Eye contact, Flow of words d r a responds phrases are matches near- gestures, and matches a slow d

n appropriately grammatically native formation tone of voice native speed a t with details correct with no and the meaning add to the s

s using all five errors. is clear. meaning. d

e memorized e

c sentences. x E

4 Student asks or Memorized Pronunciation is Eye contact, Flow of words is d r a responds phrases are understandable gestures, and approaching d

n appropriately grammatically but shows one tone of voice near-native a t using all five correct with a minor influence somewhat add speed and s

s memorized few minor errors. of first language to the meaning. includes one t e sentences. and the meaning pause. e

M is clear.

3 Student asks or Memorized Pronunciation is Eye contact, Flow of words is d r a responds using phrases are understandable gestures, and somewhat d

n three or four grammatically but shows two tone of voice do choppy and a t memorized correct with influences of first not add to the broken by a s

g sentences. several errors. language and meaning. couple of n i the meaning is pauses. h c somewhat a o unclear. r p p A 2 Student tries to Memorized Pronunciation is Eye contact, Flow of words is d r a respond to the phrases are understandable gestures, and very choppy and d

m unclear, or meaning is y l inaccurate. obscured. l a i t r a P 1 Sample is not Sample is not Sample is not Sample is not Sample is not d r

1. The students will complete a survey on various topics by deciding if it is something they like or dislike. The students will present the results of the survey.

2. The students will participate in the game “Two Truths and Two Truths and One Lie One Lie.” Directions http://www.icebreakers.w 3. The students will create a character puppet and present s/small-group/two-truths- a skit in which the puppet discusses his/her likes and and-a-lie.html dislikes.

New Vocabulary: I like…; I dislike…; I despise…; I find it….; My favorite is…; I hate…;

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Communication Level of Proficiency/Domain: Novice Low/Exchanging Opinions Benchmark: 1.1.N.SL.k: Share opinions and preferences in the target language with their classmates. (Coordinate with 1.1.N.RW.k.)

Before: Students view traditional meals, beverages, and snacks from the target culture. They express whether it looks appetizing or not, choosing from a list of simple phrases (How delicious! How gross!).

During: The teacher, as part of a skit, invites each group (4-6 students) over to his or her house (e.g., a table with a tablecloth, flowers, and laminated or fake food) and students must engage in conversation about their food preferences with their teacher. They must use polite phrases and, if the teacher permits, whisper less polite phrases, in order to introduce humor into the scenarios.

After: Students read and prepare for several scenarios involving food and needing to politely express a preference (date, eating at a friend’s house, being served food at a cafeteria). Then the students, working in teams, randomly select a scenario and must respond appropriately and spontaneously. (Variation: If this appears too difficult, students prepare and present various scenarios ahead of time dealing with the topic of expressing a food preference.)

5 Student asks or Memorized Pronunciation Eye contact, Flow of words d r a responds phrases are matches near- gestures, and matches a slow d

n appropriately grammatically native formation tone of voice native speed a t with details correct with no and the meaning add to the s

s using all five errors. is clear. meaning. d

e memorized e

c sentences. x E

4 Student asks or Memorized Pronunciation is Eye contact, Flow of words is d r a responds phrases are understandable gestures, and approaching d

n appropriately grammatically but shows one tone of voice near-native a t using all five correct with a minor influence somewhat add speed and s

s memorized few minor errors. of first language to the meaning. includes one t e sentences. and the meaning pause e

M is clear.

3 Student asks or Memorized Pronunciation is Eye contact, Flow of words is d r a responds using phrases are understandable gestures, and somewhat d

n three or four grammatically but shows two tone of voice do choppy and a t memorized correct with influences of first not add to the broken by a s

g sentences. several errors. language and meaning. couple of n i the meaning is pauses. h c somewhat a o unclear. r p p A 2 Student tries to Memorized Pronunciation is Eye contact, Flow of words is d r a respond to the phrases are understandable gestures, and very choppy and d

m unclear, or meaning is y l inaccurate. obscured. l a i t r a P 1 Sample is not Sample is not Sample is not Sample is not Sample is not d r

1. Students listen to a native speaker talk about his or her favorite foods and take notes, categorizing each item as a main dish, a snack, or a beverage.

2. Students work with a partner to play the part of the host and the guest. The guest must politely express preferences about the imaginary offered food.

3. Students give (or read teacher-created) mini presentations about food preferences, using preferences in the target country (i.e. In Cuba they like to add sugar to their coffee; in Puerto Rico they like to eat fried bananas, in Argentina they like to eat beef).

New Vocabulary: I like…; I dislike…; I despise…; I find it….; My favorite is…; I hate…

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Reading/Writing Level of Proficiency/Domain: Novice Low/Socializing Benchmark: 1.1.N.RW.a: Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or make introductions.

Before: The students will create a dialogue by filling speech bubbles in a comic strip with greetings and leave-taking (use comic characters from target culture, if possible).

During: Students will read an email message in the target language from a real or teacher- created native speaker of their age. Students will make a list of possible phrases for responding or choose from a list of phrases most appropriate (formal vs. informal, on- topic, off-topic) for responding to the native speaker (peer).

After: The student will write an email to a classmate (copying the teacher) using a greeting appropriate to the time of day, introducing oneself, and using an appropriate good-bye.

34 Cultural Format/ Communication Accuracy Spelling Organization Understanding Visuals Student Memorized Writing Writing is Invitation Format of

5 converses phrases are contains 0-1 organized in demonstrates an writing d r

a appropriately in grammatically error of a logical way understanding of matches the d writing with 4 correct with no spelling, OR that 1 cultural content and n a t memorized errors. punctuation, enhances practice AND 1 includes one s phrases and 1 OR diacritic the meaning cultural product. or more s d or more marks (i.e. á, of the relevant e e additional ñ). content. visual that c x related adds E sentences. meaning. Student Memorized Writing Writing is Invitation Format of

4 converses phrases are contains 2-3 organized in demonstrates an writing d r appropriately in grammatically errors of a logical way understanding of matches the a d writing with 3 correct with spelling, OR that supports 1 cultural content and n a t memorized one minor punctuation, the meaning practice OR 1 includes one s phrases. error. OR diacritic of the cultural product. relevant s t

e marks (i.e. á, content. visual that e ñ). adds M meaning.

3 Student Memorized Writing Writing is Invitation Format of d r a converses phrases are contains 4-5 somewhat demonstrates a writing does d

n appropriately in grammatically errors of disorganized confused not match the a t writing with 2 correct with spelling, OR that makes understanding of content well s

g memorized two errors. punctuation, the meaning 1 cultural OR visual is n i phrases. OR diacritic partly practice OR 1 not relevant/ h c marks (i.e. á, unclear. cultural product. included. a o ñ). r p p A

2 Student Memorized Writing Writing is Invitation Format of d r a converses phrases are contains 6 or disorganized demonstrates an writing does d

n appropriately in grammatically more errors of in a way that incorrect not match the a t writing with 1 correct with spelling, OR detracts from understanding of content well s

s memorized three errors or punctuation, the meaning. 1 cultural AND visual is t e phrase. more. OR diacritic practice OR 1 not relevant/ e

m marks (i.e. á, cultural product. included. y l ñ). l a i t r a P 1 Sample is not Sample is not Sample is not Sample is Sample is not Sample is not d r

a measurable. measurable. measurable. not measurable. measurable. d

n measurable. a t s t e e m t o n s e o D

1. Teacher posts phrases used in interpersonal written Teacher-created or communication (i.e. dear___, how are you?, I am well, authentic emails from sincerely, hey, what’s up? bye) and students must put in target-language a logical order as it would appear in an email or letter. speaking friends.

2. Read various letters from a teacher-created book and answer yes/no questions and comprehension questions. The Jolly Postman (Ahlberg) inspired book 3. The students chat on-line (in a teacher-controlled with letters using various environment) using informal phrases with one another. levels of formality Then each dialogue is printed and revised anonymously by peer groups.

New Vocabulary: dear___, how are you?, I am well, sincerely, hey, what’s up?, bye

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Reading/Writing Level of Proficiency/Domain: Novice Low/Socializing Benchmark: 1.1.N.RW.b: Exchange information by asking and answering basic questions in writing about the weather, health/physical conditions, self, family, and friends.

Before: Students will match images of weather events with weather descriptions in the target language.

During: The students will record a short journal entry daily that describes the weather, their feelings (review), and recent occurrences that have happened to themselves or with family and friends.

el lunes el martes el miércoles el jueves el viernes    Estoy feliz. Estoy más o Estoy mal. menos.

Hoy hace sol. Llueve./Está Hay tormenta. lloviendo.

After: The student will look at weather maps from different countries (home country, various target-culture countries) and write a description of the weather for each cardinal direction. Example: In the northern part of the United States it is cloudy.

37 Cultural Communication Accuracy Spelling Organization Format/Visuals Understanding Student Memorized Writing Writing is Invitation Format of 5 d r describes the phrases are contains 0-1 organized in a demonstrates writing a

d weather for one grammatically error of logical way an matches the n

a cardinal correct with spelling, OR that enhances understanding content and t s

direction and no errors. punctuation, the meaning of of 1 cultural includes one s

d the date. OR diacritic the content. practice AND or more e

e marks (i.e. á, 1 cultural relevant visual c

x ñ). product. that adds E meaning. Student Memorized Writing Writing is Invitation Format of 4 d

r describes the phrases are contains 2-3 organized in a demonstrates writing a

d weather for one grammatically errors of logical way an matches the n

a cardinal correct with spelling, OR that supports understanding content and t s

direction. one minor punctuation, the meaning of of 1 cultural includes one s t error. OR diacritic the content. practice OR 1 relevant visual e e marks (i.e. á, cultural that adds M ñ). product. meaning.

3 Student Memorized Writing Writing is Invitation Format of d r a describes the phrases are contains 4-5 somewhat demonstrates writing does d

n weather for one grammatically errors of disorganized a confused not match the a t cardinal correct with spelling, OR that makes the understanding content well s

g direction with two errors. punctuation, meaning partly of 1 cultural OR visual is n i one minor error OR diacritic unclear. practice OR 1 not relevant/ h c of marks (i.e. á, cultural included. a o communication. ñ). product. r p p A

2 Student Memorized Writing Writing is Invitation Format of d r a describes the phrases are contains 6 or disorganized demonstrates writing does d

n weather for one grammatically more errors of in a way that an incorrect not match the a t cardinal correct with spelling, OR detracts from understanding content well s

s direction with three errors punctuation, the meaning. of 1 cultural AND visual is t e one major error or more. OR diacritic practice OR 1 not relevant/ e

m of marks (i.e. á, cultural included. y l communication. ñ). product. l a i t r a P

1 Sample is not Sample is not Sample is not Sample is not Sample is not Sample is not d r

a measurable. measurable. measurable. measurable. measurable. measurable. d n a t s t e e m t o n s e o D

1. Students choose a conversation partner for each cardinal Teacher-created direction. They ask people to be their partners “North, flashcards for whole yes or no?” and write that person´s name on their map group and small group with each cardinal direction labeled. Then, throughout practice. the unit the teacher will use these partner groups for quick, rotating practice. Example: Practice this dialogue Teacher-created weather with your North partner. Now practice this same dialogue maps. with your East partner. Authentic weather maps 2. In groups, students look at weather maps (varied from target country countries, varied weather) and practice giving a description for each cardinal direction.

3. As a class, in groups and with their partners, students practice flashcards on the cardinal directions, weather descriptions, and the seasons. The teacher holds up flashcards says a word and does the gesture. Students repeat as a class and in groups. Then students practice flashcards in a group with the group leader. The teacher corrects pronunciation and provides feedback. Students pair up according to the cardinal direction partners and one does the gesture and the other says the word.

New Vocabulary: words associated with weather conditions (i.e. cloudy, sunny, rain, snow, sleet, fog, windy, warm, hot, cold), seasons (i.e. spring, summer, fall, autumn, winter), How are you?, How are you feeling?, words associated with feelings/emotions (i.e. good, fine, ok, bad, sick, happy, sad, tired, frustrated, angry, excited), words associated with body parts that may hurt or not feel well (i.e. stomach, head, foot, finger, hand, throat, leg, arm)

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Reading/Writing Level of Proficiency/Domain: Novice Low/Socializing Benchmark: 1.1.N.RW.c: Recognize and use appropriate register/honorifics in limited, simple social correspondence.

Before: The students will compare different ways of saying hello and goodbye in the native and target language by reading along with the teacher the book Hello! Good-Bye! by Aliki, which introduces ways to say hello and goodbye.

During: The students will role play in greeting and leave takings with the teacher and other students daily.

After: The student will create a postcard to a target language speaker (i.e. pen pal).

40 Project Rubric: Cultural Communication Accuracy Spelling Organization Format/ Visuals Understanding Student greets Memorized Writing Writing is Invitation Format of writing

5 and says good- phrases are contains 0-1 organized in demonstrates an matches the d r

a bye grammatically error of a logical way understanding of content and d

n appropriately in correct with spelling, OR that 1 cultural practice includes one or a t writing with one no errors. punctuation, enhances the AND 1 cultural more relevant s

s memorized OR diacritic meaning of product. visual that adds d

e phrase each and marks (i.e. the content. meaning. e

c one extra á, ñ). x

E question or comment. Student greets Memorized Writing Writing is Invitation Format of writing 4 d

r and says good- phrases are contains 2-3 organized in demonstrates an matches the a

d bye grammatically errors of a logical way understanding of content and n

a appropriately in correct with spelling, OR that supports 1 cultural practice includes one t s

writing with one one minor punctuation, the meaning OR 1 cultural relevant visual s t memorized error. OR diacritic of the product. that adds e e phrase each. marks (i.e. content. meaning. M á, ñ).

3 Student greets Memorized Writing Writing is Invitation Format of writing d r a and says good- phrases are contains 4-5 somewhat demonstrates a does not match d

n bye in writing but grammatically errors of disorganized, confused the content well a t meaning is correct with spelling, OR which makes understanding of OR visual is not s

g somewhat two errors. punctuation, the meaning 1 cultural practice relevant/ n i unclear. OR diacritic partly OR 1 cultural included. h c marks (i.e. unclear. product. a o á, ñ). r p p A

2 Student greets Memorized Writing Writing is Invitation Format of writing d r a and says good- phrases are contains 6 disorganized demonstrates an does not match d

n bye in writing but grammatically or more in a way that incorrect the content well a t the meaning correct with errors of detracts from understanding of AND visual is not s

s unclear. three errors spelling, OR the meaning. 1 cultural practice relevant/ t e or more. punctuation, OR 1 cultural included. e

m OR diacritic product. y l marks (i.e. l a i á, ñ). t r a P

1 Sample is not Sample is not Sample is Sample is not Sample is not Sample is not d r

a measurable. measurable. not measurable. measurable. measurable. d

1. The students will prepare a version of the Hello! Good- Hello! Good-Bye! by Aliki Bye! Book with illustrations and greeting/leave taking words in the target language. Grejniec, Michael Buenos días, buenas 2. The students will write a telephone conversation with a noches. (1997) partner using social correspondence vocabulary. ISBN 9781558587175

3. The students will match pictures of people (parents, children, police officer, president, queen, etc…) to the register/honorific words in the target language using flashcards.

4. Half of the students wear teacher-provided bow ties or pearl necklaces (or other culturally-authentic “grown-up” clothing) and the other half of the students wears their normal school attire. The students must greet the “adults” with a formal address and their peers with an informal address. Then the students switch roles and practice again.

New Vocabulary: formal, informal, Mr., Ms., Mrs.

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Reading/Writing Level of Proficiency/Domain: Novice Low/Socializing Benchmark: 1.1.N.RW.d: Request, offer, invite, and reply appropriately in writing using memorized phrases.

Before: The students will compare and contrast common phrases amongst a variety of invitations in the target language.

During: The students will request needed school materials in the target language in writing.

After: The students will create an invitation to a fictional event (i.e. birthday party, holiday party, etc.).

Project Rubric:

43 Cultural Format/ Communication Accuracy Spelling Organization Understanding Visuals Student invites Memorized Writing Writing is Invitation Format of 5 d

r appropriately in phrases are contains 0-1 organized in demonstrates an writing a

d writing with one grammatically error of a logical way understanding of matches the n

a memorized correct with no spelling, OR that 1 cultural content and t s

phrase and one errors. punctuation, enhances the practice AND 1 includes one s

d extra question or OR diacritic meaning of cultural product. or more e

e comment. marks (i.e. the content. relevant c

x á, ñ). visuals, which E adds meaning. Student invites Memorized Writing Writing is Invitation Format of 4 d

r appropriately in phrases are contains 2-3 organized in demonstrates an writing a

d writing with one grammatically errors of a logical way understanding of matches the n

a memorized correct with spelling, OR that supports 1 cultural content and t s

phrase. one minor punctuation, the meaning practice OR 1 includes one s t error. OR diacritic of the cultural product. relevant e e marks (i.e. content. visual, which M á, ñ). adds meaning.

3 Student invites in Memorized Writing Writing is Invitation Format of d r

a writing but phrases are contains 4-5 somewhat demonstrates a writing does d

n meaning is grammatically errors of disorganized, confused not match the a t somewhat correct with spelling, OR which makes understanding of content well s

g unclear. two errors. punctuation, the meaning 1 cultural OR visual is n i OR diacritic partly practice OR 1 not relevant/ h c marks (i.e. unclear. cultural product. included. a o á, ñ). r p p A

2 Student attempts Memorized Writing Writing is Invitation Format of d r

a to invite in phrases are contains 6 disorganized demonstrates an writing does d

n writing, but the grammatically or more in a way that incorrect not match the a t meaning is correct with errors of detracts from understanding of content well s

s unclear. three errors or spelling, OR the meaning. 1 cultural AND visual is t e more. punctuation, practice OR 1 not relevant/ e

m OR diacritic cultural product. included. y l marks (i.e. l a i á, ñ). t r a P

1 Sample is not Sample is not Sample is Sample is not Sample is not Sample is not d r

a measurable. measurable. not measurable. measurable. measurable. d

1. The students will use target language vocabulary to series of Buenos hábitos request in writing the use of certain materials and with Coco and Tula equipment in the classroom. ¡A ayudar!, En la mesa, ¡A vestirse!, En la calle, 2. The students will exchange information in writing on what ¡A limpiarse!, ¡A lavarse they are doing after school and if their classmates would los dientes!, ¡A lavarse!, like to join them. ¡Sentimientos!, Con los niños, Con los mayores, 3. The students will make a list of questions for a friend ¡A dormir!, ¡A comer!, requesting them to do their house-hold chores. ¡Adiós pañal!, ¡Adiós, chupeta!, ¡A curarse!

New Vocabulary: house-hold chores vocabulary, school supplies vocabulary, request, offer, and invite vocabulary (i.e. Would you like to come over? Would you like to come to my party? Can I come over? You’re invited to my house/party. Can I help you? Can you tell me…? No, I’m sorry. No, thank you. Absolutely! No, I cannot make it. I am busy. I would be happy/love to.).

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Reading/Writing Level of Proficiency/Domain: Novice Low/Identifying and Describing Benchmark: 1.1.N.RW.e: Ask questions in writing about physical appearance, character and personality traits of friends, family, classmates, and answer in writing using a list of traits.

Before: Match pictures of people and physical/personality traits. Teacher asks in target language, “Is the girl red-headed? Is the boy hard-working?”

During: Vote for various prizes such as “Most Hardworking” or “Friendliest.” Given a list of positive personality traits, students write the names of classmates under the most fitting category.

Chart data about physical appearances of fellow classmates, such as eye color, curly/wavy/straight hair, or height in centimeters. Identify trends or conclusions from the data, such as “Nearly everyone has curly hair” or “No one has blue eyes.”

After: Create a Facebook-type quiz with questions about the personality of the “perfect friend,” such as “Does the perfect friend like to play soccer? or Is the perfect friend hard- working?”

46 Cultural Communication Accuracy Spelling Organization Format/Visuals Understanding Quiz contains Memorized Writing Writing is Demonstrates Format of writing

5 questions and phrases are contains 0-1 organized in an matches the d r

a reasonable grammatically error of a logical way understanding content and d

n answers about correct with spelling, OR that of 1 cultural includes one or a t the perfect friend no errors. punctuation, enhances the practice AND 1 more relevant s

s using OR diacritic meaning of cultural visuals, which d

e memorized marks (i.e. á, the content. product. adds meaning. e

c phrases and ñ). x

E unique constructions. Quiz contains Memorized Writing Writing is Demonstrates Format of writing

4 questions and phrases are contains 2-3 organized in an matches the d r reasonable grammatically errors of a logical way understanding content and a

d answers about correct with spelling, OR that supports of 1 cultural includes one n a

t the perfect friend one minor punctuation, the meaning practice OR 1 relevant visual, s using error. OR diacritic of the cultural which adds s t

e memorized marks (i.e. á, content. product. meaning. e phrases. ñ). M

3 Quiz contains Memorized Writing Writing is Demonstrates a Format of writing d r

a questions and phrases are contains 4-5 somewhat confused does not match d

n answers about grammatically errors of disorganized, understanding the content well a t the perfect friend correct with spelling, OR which makes of 1 cultural OR visual is not s

g but meaning is two errors. punctuation, the meaning practice OR 1 relevant/ n i somewhat OR diacritic partly cultural included. h

c unclear. marks (i.e. á, unclear. product. a

o ñ). r p p A Quiz contains Memorized Writing Writing is Demonstrates Format of writing

2 some questions phrases are contains 6 or disorganized an incorrect does not match s t

e and answers but grammatically more errors in a way that understanding the content well e d

r the meaning is correct with of spelling, detracts from of 1 cultural AND visual is m a

d y unclear. three errors OR the meaning. practice OR 1 not relevant/ l n l a a or more. punctuation, cultural included. t i t s r OR diacritic product. a

P marks (i.e. á, ñ). Sample is not Sample is not Sample is Sample is not Sample is not Sample is not 1 t measurable. measurable. not measurable. measurable. measurable. e e

d measurable. r m

a t d o n n

a t s s e o D

1. Complete an information gap activity about the Videos: personalities of selected boys and girls (differentiate Families of the World feminine and masculine endings). Series:

Ej: A: Is Marco lazy? B: No, Marco is hard-working. B: Is Spanish w/ English Isabel funny? A: Yes, Isabel is funny. subtitles: Mexico and More Mexico 2. Measure your partner’s height in centimeters and convert to meters. Compare your height to the average in the English: Costa Rica, United States and in various Spanish-speaking countries. Puerto Rico, Panama, Guatemala 3. Describe a Spanish-speaking family using physical and personality traits based on a culturally-authentic picture www.familiesoftheworld.c or video (see resources). om

Websites: www.noticiascadadia.co m Article 5954 “La altura media de los españoles sobrepasa los 1,75 metros, doce centímetros más que a finales del XIX” New Vocabulary: What does ____ look like? S/he has brown/red/blonde/dark/ black hair, is tall/short, eye color, skin color, young/old, pretty/handsome. What is ____ like? S/he is funny/athletic/nice/ smart/shy/kind.

LEVEL: Novice Low Strand: Communication Standard: Interpersonal Reading/Writing Level of Proficiency/Domain: Novice Low/Identifying and Describing Benchmark: 1.1.N.RW.f: Ask questions in writing about feelings, emotions and health of friends, family, classmates, and answer in writing using a list of traits.

Before: The students will take a pre-test by drawing and labeling a picture of body parts using target vocabulary previously learned.

During: The students will use the target language to give information and describe themselves and how they are feeling daily, including emotions and physical ailments in a journal.

After: The students will make a survey about health problems and interview their classmates.

49 Cultural Communication Accuracy Spelling Organization Format/Visuals Understanding Quiz contains Memorized Writing Writing is Demonstrates Format of writing