Essential Questions/Enduring Understandings and Classroom Applications

Essential Questions/Enduring Understandings and Classroom Applications Kathleen J. Natalizio East Windsor Regional School District Content Area: World Languages

Grade: Proficiency Novice Mid (9-12)

(Spanish 1)

Standard 7: Communication & Culture for the 21st Century

All students will be able to communicate, to understand and be understood in real world contexts, in at least one world language in addition to English.

Descriptive Statement: Students will use language to understand and interpret spoken and written language (interpretive), engage in meaningful conversation and negotiate meaning (interpersonal), and present information, concepts and ideas (presentational) as they gain understanding of the perspectives of the culture(s)while experiencing its products and practices, make connections with other content areas, compare the language/culture studied with their own, and participate in home and global communities in or outside a school setting.

Strand: Interpretive Interpersonal Presentational

Essential Questions Enduring Understanding

I will understand that…

Interpretive Interpretive How is speaking a second language a form of risk-taking? When reading, looking at pictures, charts, titles and other visual cues will help me to better understand.

Interpersonal Interpersonal How does where we live affect where we vacation? When listening, watching the speaker closely or examining other visual clues help me to understand more.

Presentational Presentational Actively thinking about what I already know helps me communicate better. Why are culture and language inseparable when traveling in a foreign land?

Content Cumulative Progress Indicators (CPIs) Essential Questions/Enduring Understandings and Classroom Applications Kathleen J. Natalizio East Windsor Regional School District Thematic Unit: Health and Wellness Interpretive: Interpersonal: Presentational: Unit: One week Content:

Via PowerPoint slide or movie maker, teacher will N-M 1: Demonstrate comprehension of simple, oral and N-M 1: Give and follow simple oral and written directions, N-M 2: model the typical items consumed in the US for written directions, commands, and requests through commands, and requests for participating in age-appropriate familiar topics. breakfast, lunch and dinner, their calorie count and fat appropriate physical response classroom and cultural activities. content for a typical teenager. The teacher will then N-M 3: compare the daily eating habits of an American N-M 4: Comprehend brief oral and written messages from N-M 4: Exchange information using words, phrases, and appropriate, culturally authentic selections teenager with those of a Spanish teenager. Students age-appropriate, culturally authentic selections on familiar short sentences practiced in class on familiar topics or topics topics. studied in other core content areas. N-M T: C will be able to see the differences in food choices, presentation, electronic poster, or use other emerging health content, eating times, with which the peers eat N-M T: View a podcast, video clip, on-line video, on-line N-M T: Exchange information through a video/phone/on- technologies to create a product for posting on a social and the overall benefits/ negative aspects of each line conference, texting, IMing, e-pal, or other emerging on- network, educational, or personal webpage, or to be sent to a audio clip, or other emerging on-line vehicle; or, read a blog, peer’s eating habits. line vehicles target language audience via e-mail. a social networking site, or an on-line site related to targeted Students will present to the class and in small groups themes student created surveys, brochures and pamphlets regarding good eating habits, a well balance diet and the benefits/negative aspects of eating habits. .

Instructional Focus

Acquire vocabulary dealing with wellness, eliminating stress and maintaining a healthy life style in conjunction with informal commands. Students will watch as the teacher models an exemplary commercial. Create a final product that will be informative and easy to follow by their target audience.

Interpretive mode:

 They will keep Cornell notes writing important information that will help them with their final project. Comprehension question will be their assignment for the next class.  Students will acquire knowledge of formal and informal tú/vosotros vs. Ud./Uds when addressing the topic. Students will understand the varying set of subject pronouns employed throughout the Spanish speaking Essential Questions/Enduring Understandings and Classroom Applications Kathleen J. Natalizio East Windsor Regional School District world  Continue to autonomously acquire vocabulary dealing with wellness, eliminating stress and maintaining a healthy life style in conjunction with informal commands

Interpersonal mode:  Students will wrap up any loose ends for their presentations.

 The presentations entails that students create a pamphlet which markets the wellness center they are opening up here in town. In the pamphlet students had to incorporate adequate vocabulary, commands, reasons that cause stress, solutions to these reasons, a questionnaire and the various types of services their prospective clients can encounter at their facility.

 Students will learn how does health and wellness affect our interaction with elders, people of authority or peers and friends. Practice Interpretive mode: By linking vocabulary to pictures, videos, power points, movie makers and our wikispace.  Practice Interpersonal mode: Communication using correct grammar structure informing an audience of the benefits/negative aspects of a well balance diet.

Presentational mode:

 Students had to create a commercial, PowerPoint, DVD movie maker, brochures and website advertising their new place of the business.  Students must speak for no less than three minutes and must base their presentation on the information found in their pamphlets power point, movie maker or website. ______

Interdisciplinary/Assessment Implementation Strategies

 Ongoing integration of/connection to lessons with all other content areas  It will connect and reinforce other core subjects- for example Science/research available within the health field; Math/ use of Nutrition logs for calories, foods, etc.; Social Studies/ Health issues in other countries, culture aspect of wellness; Language Arts/reading and writing skills and the use of authentic stories regarding positive role models in fitness and wellness.

Technology Integration http://njwltech.wikispaces.com/Kathleen+Natalizio-Werther

Interpretive mode:  Delicious – allow students to tag websites as they find them  Use of listening center , library, LCD projectors,  United Streaming Essential Questions/Enduring Understandings and Classroom Applications Kathleen J. Natalizio East Windsor Regional School District  Use of wireless network/laptop videos, recorded material  Use of Tell Me More if available or Rosetta Stone.

Interpersonal mode:  Language Lab activities  Wiki – using the teacher-generated website as a springboard, students will use wikis to communicate information to one another as they research. They will also use wikis to complete group work outside of the classroom and coordinate their group efforts.  Student and teacher generated Power Point presentations  Cultural videos.

Presentational mode:  Voicestream, Slidebuilder – Students will create a PowerPoint/Movie Maker presentation with narration that they will present to the class. These will also then be available for review by the other students. In Voicestream, students would be able to comment on one another’s presentation and provide feedback.

Global Perspectives  Compare American eating habits and wellness practices with that of other countries  Research the impact of current health issues on the rest of the world

Accomodations Adaptations include but are not limited to:  Differentiate as needed for individual students as required by their Individualized Education Plan or 504 Accommodation.  Preferential seating – to include near the front of the room, low-distractibility work area, near student role model, etc.  Work area, near student role model, etc.  Adding time as needed for assignments, assessments, and activities.  Providing frequent breaks  Breaking assignment into parts.  Repeating, clarifying, or rewording directions and/or questions.  Providing written directions to support verbal instruction.

Formative Assessment Essential Questions/Enduring Understandings and Classroom Applications Kathleen J. Natalizio East Windsor Regional School District

Alternative Assessments Anchor Activities Appointment Clocks Centers/Stations

Cubing Curriculum Compacting Homework Options Jigsaw Interpretive: KWL Charts Learning Contracts Literature Circles Menus/Agendas Orbitals Question Choices Reading Buddies Reflection/Response  Write words on whiteboards as teacher dictates them Scaffolding Think-Tac-Toe Think-Pair-Share Tiered Activities  Students will portray their understanding of the Nutrition logs by Tiered Rubrics Varied Organizers Varied Products Varied Texts using thumbs up or thumbs down.  Distinguish between different forms of –ER verbs in listening comprehension exercises

Interpersonal:

 Students work in pairs preparing for their presentations  Work cooperatively to create illustrations to accompany a story, description or sequence of events that you are given  Work in pairs with color coded sentence strips to create sentences focusing on subject pronouns and conjugated v. infinitive verb forms  Play Concentration /Memory, Dice Games, Pictionary to practice vocabulary and verbs  Work in pairs to recreate or rewrite a story timed game: use flash cards, transparencies or text illustrations to help you describe or ask what others do during their leisure time. The team with the most and best correct sentences wins

Presentational:

 Conduct a survey of the class mood, asking how everyone is, present the results as a pie chart or bar graph  Create and present songs or poems to use as memory aids for new vocabulary  Final Project

Summative Assessment

Interpretive:

Situation 1: Essential Questions/Enduring Understandings and Classroom Applications Kathleen J. Natalizio East Windsor Regional School District Students will create and present to the class a brochure of their ideal diet plan. This brochure must include all the information you need to know to plan your diet. Students will have to convince the class why this will be the best plan to use. At the end of the presentations the class will vote for their favorite and most convenient diet plan or student can create surveys using www.docs.google.com. Students will be taken to the computer lab to work in this project. Students will be graded against a rubric.

Situation 2:

Students will make a collage of different kinds of food groups. Students will label all the calories of each item and will describe the health benefits. Student will present to class. Students will be taken to the computer lab to work in this project. Students will be graded against a rubric.

Interpersonal:

Situation 1: Set up a class health office. Distribute index cards to students with instructions to create specific menus including appetizers, entrée, desserts and drinks from a target country. Encourage students to “chat with other customers” as they would in a store while they are deciding which plan to use. Conduct interviews to learn about various menus of the different countries.

Situation 2: Create a classroom store where students can choose food to give as gifts to send to a relative who lives in a Spanish speaking country. They discuss with a partner who is also purchasing a gift which foods to purchase. Another group of students receives the gift, identifies it and then writes a note to thank the sender. The students then switch roles so that everyone is giving and receiving, speaking and writing.

Presentational:

Situation 1: Divide the class into 3 groups; breakfast, lunch and dinner assign each group to research one of the countries of the Spanish countries. Students prepare a presentation covering all aspects of each country’s dietary habits and customs. Including holiday celebrations.

Situation 2: Via PowerPoint slide or transparency, students will model the typical items consumed in the US for, their calorie count and fat content for a typical teenager. The teacher will then compare the daily eating habits of an American teenager with those of a Spanish teenager. Students will be able to see the differences in food choices, health content, eating times, with which the peers eat with and the overall benefits/ negative aspects of each peer’s eating habits. Essential Questions/Enduring Understandings and Classroom Applications Kathleen J. Natalizio East Windsor Regional School District