Saginaw Valley State University



World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Historic Events and Government |

|Benchmark: |2.1.N.H.a: Identify and explain the impact of three major historic events |

|and their impact on the culture of a community or country in which the language is |

|spoken. |

|Assessment (before, during, after): |

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|Before: |

|In preparation for the lesson identify key vocabulary related to a major historic event. |

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|Make sure that the vocabulary provides plenty of contextual details for the event, such as…major figures: 2.1.N.H.b, important places: |

|2.1.N.G.a-d, political issues: 2.1.N.H.c, economic systems: 2.1.N.E.b, holidays: 2.1.N.F.e, natural resources: 2.2.N.E.b and exports: |

|2.2.N.F.b…as well as different parts of speech (nouns, verbs, adjectives). |

| |

|Copy words on laminated, magnetic cardstock in a large font. |

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|During the last five minutes of class ask the students to define the words and assess their prior knowledge. |

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|Example: Cinco de Mayo, Puebla, French army, Mexico, independence, battle, president, outnumbered, soldiers, defend, control, emperor, May, |

|debt, defeat, Benito Juárez, Napoleon III, victory, pride, Veracruz, important, holiday, surprising, invasion |

| |

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|During: |

|Students relate the words to each other in one sentence and assess their developing knowledge (5 min). |

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|Example: “Yes, the victory happened in Puebla.” “Did Mexico achieve independence after the battle?” “No, Benito was not an emperor.” |

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|Students paraphrase your story of the historical event. |

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|After: |

|Students retell the story in one to two paragraphs. Students imagine that they are living during that time period and write a short letter to|

|a friend about the events. Students role play as one of the major figures or groups in the event. |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Teacher dresses up as someone from the era of the historic event. S/he reads a primary source| |

|document translated into English. Students probe the character for major details using question | |

|words such as “Who are you? What are you doing? Where do you live? Why did you do that?” | |

| | |

|2. Teacher chooses a thought-provoking image or video related to the historic event. Students | |

|scrutinize the image or video for details (Who? Where? What? Why? How?). | |

| | |

|3. Teacher chooses several students to be major characters and divides the rest of the class into | |

|major groups in the historic event. Students simulate the event using props. | |

|New Vocabulary: Teacher created vocabulary based on major figures, important places, etc. |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Historic Events and Government |

|Benchmark: |2.1.N.H.b: Name the governmental system(s) and key political figures |

| in a country in which the language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Before the lesson, prepare a brief PowerPoint presentation for a country, region, or city. |

| |

|The presentation could include details such as the head of state, the continent (2.2.N.G.c), the currency (2.2.N.E.c), the climate |

|(2.2.N.G.d), past or present cultural icons (2.2.N.C.a-b), native products (2.2.N.F.b), and major holidays (2.1.N.F.e). |

| |

|Give students a pre-test in the target language with multiple choice answers. |

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|Example: ¿Cómo se llama el rey de España? (Who is the King of Spain?) |

|Felipe Calderón B) José Luís Rodríguez Zapatero C) Juan Carlos I |

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|During: |

|During the presentation, present the information in short chunks and give frequent break-out sessions to aid retention. Ask simple true/false|

|questions and fill in the blank questions, or provide a list of words for students to match to the appropriate category (i.e. Baile: flamenco,|

|Rey: Juan Carlos I). |

| |

|Ej: En España hay montañas y selvas. ¿Cierto o falso? |

|Falso. En España hay montañas, ríos e islas. |

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|Ex: In Spain there are mountains and jungles. True or false? |

|False. In Spain there are mountains, rivers, and islands. |

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|After: |

|Students make a travel brochure for the country in the target language and choose which information to include based on the information they |

|learned. |

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|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students recognize the key information of the target country. Provided a list of names and | |

|corresponding images, students select the correct leader of the country (i.e. laminated pictures or| |

|Jeopardy questions in a PowerPoint). Related information can also be recognized in a similar way. | |

| | |

|2. Students read a short text in the target language and inspect it for errors, which they edit. | |

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|Example: Teacher-created encyclopedia entry on the country contains purposeful factual errors | |

|which students edit in their own electronic or printed copy. | |

| | |

|3. Students calculate differences or ratios relating the target country to their own (i.e. | |

|difference of population, exchange rate for $10, comparative geographic size). | |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Historic Events and Government |

|Benchmark: |2.1.N.H.c: Identify one important political issue in a country in which the |

| language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students arrange a list of potential political issues (poverty, land, lack of water, corruption, immigration/emigration, illiteracy) in a |

|country based on importance. Teacher assesses prior knowledge based on students´ process. |

| |

| |

|During: |

|Students listen to and interpret an authentic or teacher-created testimony related to a political problem in the target language. In the |

|target language students identify the problem and significant details. |

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|Example: Farmer describes crop failure and disease due to the lack of water. |

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|After: |

|Students propose a possible solution in simple target language speech. |

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|Example: The farmer should ask the government for help. The farmer should get water from the river. The farmer should grow different crops. |

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|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students look at a series of photos and infer a relevant political issue by choosing from a list| |

|of terms in the target language. | |

| | |

|2. Students read descriptions of a political problem from two different perspectives or groups. | |

|Students compare and contrast the ideas presented. | |

| | |

|3. Students read a target language newspaper article connected to a political issue. Then they | |

|read a list of possible simple solutions and choose the best solution according to their opinion. | |

| | |

|New Vocabulary: NA |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Historic Events and Government |

|Benchmark: |2.1.N.H.d: Identify and describe significant current events in a country |

| in which the language is spoken. |

|Assessment (before, during, after): |

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|Before: |

|Students schedule times for a TV/Internet-based news source. They choose times for news, celebrity gossip, soap operas, and other programs |

|based on their knowledge of the terms and cultural sensitivity. Teacher could choose to reveal an authentic newsroom schedule afterward. |

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|During: |

|Students read/listen to news headlines in the target language and group headlines according to various topics (entertainment, news, sports). |

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|After: |

|Students read an article from the target country about a current event and summarize the events in one or two sentences in the target |

|language. |

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|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Teacher finds an article in the target language and summarizes the main events in several simple| |

|sentences. Students discuss the event by asking simple questions in the target language. | |

| | |

|2. On a news website in the target language students record the headline titles under various | |

|categories (entertainment, news, sports). | |

| | |

|3. Students survey their peers in the target language about what news articles they found most | |

|inspiring, tragic, or surprising. | |

| | |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Historic Events and Government |

|Benchmark: |2.1.N.H.e: Identify and explain how the language and culture expanded |

| throughout the world. |

|Assessment (before, during, after): |

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|Before: |

|Students view a map of the world and identify all of the countries in which the target language is spoken. |

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|During: |

|Students arrange the list of the target countries (and others) based on the most number of speakers to least number of speakers of the target |

|language. |

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|After: |

|Students dramatize the expansion of the target language/culture. Each student could represent a different country, region, or sub-group. One|

|student uses a timeline with a moving icon for the progression of time or holds up important dates. |

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|Learning Activities/Facts/Information: |Resources: |

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|1. Students read about the expansion of language in the world. Students then recall major events | |

|and figures important to the expansion. | |

| | |

|2. Students locate all of the countries where the target language is spoken based on hemisphere or | |

|continent. | |

| | |

|Example: In the northern hemisphere Spanish is spoken in Spain, Morocco, the United States, and | |

|Mexico. | |

| | |

|In Africa Spanish is spoken in Equatorial Guinea. | |

| | |

|3. Students debate whether or not the target language should be an official language of the United| |

|States. | |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Role of Family and Community |

|Benchmark: |2.1.N.F.a: Describe family structures and the role of friends within a |

| community or culture in which the language is spoken. |

|Assessment (before, during, after): |

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|Before: |

|Students will identify family structures and role of friends in their own community and discuss different aspects that could differ within |

|other communities. |

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|During: |

|Students will examine videos about targeted communities, and record differences they notice between their community and the comparing |

|community. |

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|After: |

|Students will create a Venn diagram comparing and contrasting their own community with a targeted community during the unit. |

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|Learning Activities/Facts/Information: |Resources: |

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|1. Students will write an email to an e-pal describing their community and will include aspects of | |

|their community that might be different than their e-pals. | |

| | |

|2. Students will design and label a community in the target language. | |

| | |

|3. Students will read about different communities and take notes on similarities and differences | |

|between it and their own. | |

| | |

|New Vocabulary: Teacher created vocabulary on family and community life. |

World Language

Assessment/Activity Worksheet

|LEVEL: |Elementary Novice |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Role of Family and Community |

|Benchmark: |2.1.N.F.b: Describe daily routines within a community or culture in which |

| the language is spoken (concept of time, typical activities appropriate to various |

| periods during the day). |

|Assessment (before, during, after): |

| |

|Before: |

|Students will make a schedule of what they do in a typical day. Including when they eat breakfast, lunch, dinner, activities they do |

|throughout the day, and time they go to bed. Students will then communicate what things could be different in another community. |

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|During: |

|Students will read several books about family life in the community and culture where the language is spoken. The class will discuss |

|similarities and differences between the two communities. |

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|After: |

|Students will pretend they are a person living in the target language community and will role play a day in the life of that person focusing |

|on time of day, and activities to various periods during the day. |

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|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will research schedules in different target language communities by reading different | |

|stories about family life in that community (for example, the book Siesta, by Ginger Foglesong | |

|Guy). | |

| | |

|2. Students will recall how to tell time in the target language by looking at various pictures of | |

|clocks depicting time and recording the time in the target language. | |

| | |

|3. Students will communicate how their communities’ daily schedule differs from the schedules in | |

|the target language. | |

| | |

|New Vocabulary: Teacher created vocabulary on daily routines within the target language community. |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Role of Family and Community |

|Benchmark: |2.1.N.F.c: Describe how daily needs are met within a community or |

| culture in which the language is spoken (housing, shopping, food preparation, |

| transportation, health care, access to public services). |

|Assessment (before, during, after): |

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|Before: |

|Students will organize data collected about how they get to school and make a graph using the responses. Students will then read material on |

|how students in the target language culture get to school. Students will then contrast information. |

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|During: |

|Students will paraphrase information collected in videos and books on how and where people in the target language community live, how they |

|prepare food, what they do when they are sick, and how they get to school. |

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|After: |

|Students will show the differences in daily needs between the target community and their own communities by creating a T chart. |

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|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will role play one of the following scenarios: | |

|a) a grocery shopping trip with a partner depicting what they would need to create an authentic | |

|target language dish. | |

|b) a trip to the doctor’s office to treat a common malady. | |

|c) accessing a public service such as a library or passport/visa registration. | |

| | |

|2. Students will plan and record a day in the life of a person in the target language and what | |

|their day consists of. This will include transportation (bus/public transportation routes). | |

| | |

|3. Students will retell a story, for example, My Mexico, in their own words showing the life of | |

|people in the target language. | |

|New Vocabulary: Teacher created vocabulary on housing, shopping, food preparation, transportation, health care, and access to public services|

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Role of Family and Community |

|Benchmark: |2.1.N.F.d: Describe typical leisure activities commonly practiced within a |

| community or culture in which the language is spoken. |

|Assessment (before, during, after): |

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|Before: |

|Given a list of games and sports, students choose the ones most commonly played in the U.S., in the target country, or in both. |

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|During: |

|Students, with their partners, give mini presentations about a new cultural product related to leisure. |

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|After: |

|Students will construct trading cards that illustrate and describe important sports figures from the target culture and in the target |

|language. |

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|Learning Activities/Facts/Information: |Resources: |

| | |

|1. With their partners, students explore a laminated toy box featuring common children´s games from| |

|the target language. They discuss which games they also enjoy and identify items they don´t | |

|recognize. |– futbol mundial |

| | |

|2. Students read about or the teacher reads aloud about famous sports players and leisure |Play with us: 100 games from around the |

|activities. |world |

| |Oriol Rippol |

|3. Students participate in a culturally authentic game (i.e. Domino’s in Puerto Rico, el jaguar y | |

|los perros from Argentina and Chile). |Roberto Clemente |

| | |

| |Maradona: The Autobiography of Soccer's |

| |Greatest and Most Controversial Star |

| |Diego Armando Maradona |

| | |

| |Soccer Stories: Anecdotes, Oddities, Lore,|

| |and Amazing Feats |

| |Donn Risola |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Role of Family and Community |

|Benchmark: |2.1.N.F.e: Explain the practices and significance of an important civil |

| or religious holiday or celebration, regional holiday or celebration, and a personal |

| or family holiday or celebration within a community or culture in which the target |

| language is spoken. |

| Assessment (before, during, after): |

| |

|Before: |

|Students will state different holidays and celebrations they do in their community. Teacher will ask questions about if they have heard of any|

|other holidays that they might not celebrate and have heard about it on television or knows someone who celebrates it. |

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|During: |

|Students will work on Kidspiration and examine different holidays that are celebrated in the target language country. For example, Cinco de |

|Mayo, Quinceanera, Dia de los muertos. |

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|After: |

|Students will create a PowerPoint presentation depicting a holiday of their choice and explain the significance of the holiday, where they |

|celebrate it, how they celebrate, and if they would like to celebrate it if they could. |

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|Learning Activities/Facts/Information: |Resources: |

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|1. Students will summarize a series of “Holiday Histories” books showing several different |Holiday Histories series |

|holidays in the target country. | |

| |Mi abuelita ya no está: Un cuento acerca |

|2. Students will group similarities and differences of holidays of their country and holidays of |de la celebración del Día de Muertos |

|the target country. |Lori Langer Ramírez |

| | |

|3. Students will write a letter to a friend describing a holiday they wish they could celebrate in| |

|the target language country. | |

| | |

|New Vocabulary: NA |

World Language

Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Education, Employment, and Economy |

|Benchmark: |2.1.N.E.a: Identify levels of instruction, courses, and typical daily school |

| schedules and activities in community or culture in which the language is spoken. |

|Assessment (before, during, after): |

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|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). |

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|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 9 months of the year, |

|athletics/extra-curricular activities such as band are not offered at the high school level, etc.). |

| |

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|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 university, etc. |

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|Learning Activities/Facts/Information: |Resources: |

| | |

|Go over the sample class schedules and the answers to the “before” assessment. |Sample class schedules in the target |

| |language and in English (from textbook or |

|Classes, schedule, etc. vocabulary worksheet such as a KIM (Key information (the word), Important |online resources) |

|information (definition), Memory clue (picture or English word) vocabulary chart or a personal | |

|dictionary (the word, definition, picture, and part of speech). |Vocabulary handout |

| | |

|After students learn the vocabulary for school subjects and days of the week, they create a |Sample course catalog in target language |

|personal schedule for their own classes (can use the vocabulary hand out to assist them). |and in English (from a university website |

| |in the target culture) |

|Students study an actual class schedule for a student in the target culture, discussing differences| |

|in the style of scheduling and the use of the 24 hour system of time. |Force field analysis worksheet created by |

| |teacher |

|Students study an authentic report card from a student in the target culture and discuss the | |

|differences between cultures. |Comparison graphic organizer created by |

| |teacher |

|Class discussion follows, identifying any other differences (length of school year, college-bound | |

|schools vs. technical schools, college entrance exams, etc.). |Sample report card from target culture |

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

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Education, Employment, and Economy |

|Benchmark: |2.1.N.E.b: Identify the economic system in a community or culture in |

| which the language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students look at a list of economic systems and identify the economic system of the U.S. Students read descriptions of each system and match |

|with the correct name. |

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|During: |

|Students arrange in the correct order the changing economic systems of an historic timeline of a target country. |

| |

|Example: Cuba |

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|Trade & Bartering (Taino Indians) |

|Mercantilism & Slavery (Spanish Conquista) |

|Capitalism (Independence & U.S. Interests) |

|Communism (Revolution) |

| |

| |

|After: |

|Students read short personal accounts (i.e. Cuban Kids) and identify economic systems. |

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|Learning Activities/Facts/Information: |Resources: |

| | |

|1 Students read a book or watch a movie about the target country and discuss similarities and |Cuban Kids |

|differences in how needs in the community are met versus how those needs are met in their own |by George Ancona |

|community. | |

| |Vamos a Cuba/A Visit to Cuba |

|2. Students are given various goods/money and must match these items to the appropriate economic | |

|system. |The Poet Slave of Cuba |

| |Engle, Margarita |

|Example: cocoa beans, sugar cane, bananas, pearls, gold, wool, American dollars, Cuban pesos | |

| |Soy Cuba (excerpts) |

|3. Students connect famous political leaders and activists to the appropriate economic system. |Post-revolution Russian/Cuba propaganda |

| |showing capitalism at its worst and the |

|Example: Theodore Roosevelt, U.S. president, capitalism José Martí, Cuban abolitionist, |revolution at its most idealistic |

|anti-slavery | |

| |Buena Vista Social Club |

| |American documentary about Cuban musicians|

| |under communist system |

| | |

| |A True Book: Cuba |

| |Describes the history and geography of |

| |Cuba in simple 3-5 grade level terms. |

| | |

| | |

| | |

|New Vocabulary: economic system, currency, barter, capitalism, mercantilism, slavery, communism, revolution, abolitionist |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Practices and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Education, Employment and Economy |

|Benchmark: |2.1.N.E.c: Identify ways in which people of all ages earn money and/or |

| make a living in a community or culture in which the language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students name previously learned professions (i.e. firefighter, nurse, doctor, policeman, teacher, veterinarian) and must match with |

|appropriate pictures or costumes. |

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|During: |

|Students describe the actions of each worker using simple sentences (i.e. La médica cura a los enfermos. The doctor heals sick people.) |

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|After: |

|Students forecast in the target language about what they would like to be when they grow up and provide a simple reason why (i.e. Me gustaría |

|llegar a ser un bombero porque me gusta ayudar. I would like to become a firefighter because I like to help people). |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students list/organize verbs that correspond to each profession. |Mexican Website |

| |with list of professions and descriptions |

|Example: | |

|maestra/maestro |Video showing pictures of a huge range of |

|hablar con los niños |professions. (Probably too many to use |

|enseñar |directly in the classroom, but good source|

|escribir en el pizarrón |of inspiration) |

| | |

|médico/médica |Musical video Cuando Sea Grande |

|curar a los enfermos |Víctor Baeza |

|teclear la computadora | |

| | |

|obrero de la construcción |Must login-in but free |

|construir los edificios |(Professions Games 1-4 plus Professions |

|llevar un casco |Verbs) |

| | |

|cocinero/cocinera | |

|preparar la comida | |

|llevar un delantal | |

| | |

|2. Students put on a profession-related hat/costume and recall a memorized phrase about that | |

|profession. | |

| | |

|3. Students create posters with pictures of various professions in the target culture and several| |

|short descriptive sentences. | |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Geography and Natural Resources |

|Benchmark: | 2.2.N.G.a: Identify countries, their capitals, and major cities in which the |

| language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students will view a map of the world and teacher will ask what capitals and major cities they may recognize from the target language. |

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|During: |

|Students will observe a new capital and major city of the target language each day and answer questions about what country they are the |

|capital of. |

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|After: |

|Students will identify on a world map the different countries and major cities in which the language is spoken. |

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|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Teacher will place a blank map on the overhead and students will tell what states and |Map Activities for Spain |

|capitals, as well as what physical landforms, can be found in these regions. | |

| | |

|2. Teacher will pick a country from the list and give the students a “hint” as to where it is |MapasDeEspaAActividades# |

|located by giving them the direction it is from an already learned country. For example if the | |

|teacher picks Indiana, the “hint” could be that Indiana is directly north of Kentucky. From | |

|there, Illinois is west of Indiana etc… Students in their pairings fill out their individual maps| |

|as they go. Once thinking time is given for each country, have a group tell you where they think | |

|the country in question is. | |

| | |

|3. Students will label the capitals and major cities on a map of the world. | |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Geography and Natural Resources |

|Benchmark: | 2.2.N.G.b: Identify major geographic features (rivers, mountains, |

| deserts, forests) of a country in which the language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students will examine a map of the target language countries and discuss what major rivers, mountains, deserts, and forests they see in their |

|country and then view a map of the target language countries. |

| |

| |

|During: |

|Students will document what major geographic features they see around their area and keep a journal. |

| |

| |

|After: |

|Students will create a brochure of reasons why to visit the country in a target language based on major geographic features. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will work with a partner and play a memory game of matching land features to |Map Activities for Spain |

|the respective country. | |

| | |

|2. Students will match geographic land features with the correct country. |MapasDeEspaAActividades# |

| | |

|3. Students will play interactive games on associated with geographic | |

|land features for countries in the target language. | |

| | |

|New Vocabulary: Vocabulary associated with geographic land features. |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Geography and Natural Resources |

|Benchmark: | 2.2.N.G.c: Identify the neighboring countries and geographic features |

| surrounding a country in which the language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students will make a list of countries that speak the target language and also list what geographic features are associated with that country.|

| |

| |

|During: |

|Students will sketch diagrams of a new country and its geographic features and label the land features each day. |

| |

| |

|After: |

|Students will write a paragraph comparing and contrasting the geographic features of one country to another. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will make a Venn diagram comparing and contrasting two countries and their land | |

|features. | |

| | |

|2. Students will prepare a map of two countries and discuss the geographic features associated | |

|with each country. | |

| | |

|3. Students will pick a country and teach a partner about the land features of that country. | |

|Afterwards, students will summarize what the other person discussed. | |

|New Vocabulary: Vocabulary associated with target language geographic land features. |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Geography and Natural Resources |

|Benchmark: | 2.2.N.G.d: Describe the climate and typical seasonal weather patterns |

| in various parts of a country in which the language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students brainstorm different types of weather and discuss which countries they already know that have this type of climate. |

| |

| |

|During: |

|Students will observe daily weather patterns of target language country using and document the weather each day. |

| |

| |

|After: |

|Students will create a newspaper weather report for a week based on the climate of a target language country. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will complete a teacher created quiz matching climate to certain target language | |

|countries having that weather. | |

| | |

|2. Students will prepare a paragraph describing a target country and its weather. | |

| | |

|3. Students will report the findings of a particular target language country’s weather to the rest| |

|of the class. | |

| | |

| | |

|New Vocabulary: Vocabulary associated with weather in target language. |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Culture and Creative Heritage |

|Benchmark: | 2.2.N.C.a: Identify current cultural icons (arts, music, literature, film, |

| and the creators of these products as well as natural sites). |

|Assessment (before, during, after): |

| |

|Before: |

|Students will discuss what it means to be a cultural icon and relate the definition(s) or idea(s) to current people that are cultural icons in|

|the native language. |

| |

| |

|During: |

|Students will research current cultural icons from the targeted language country. |

| |

| |

|After: |

|Students will identify if a cultural icon is from a targeted language country or another by viewing images, hearing music, reading literature,|

|watching film clips, etc. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will analyze the criteria for being a current cultural icon in the United States to | |

|current cultural icons in a country of the targeted language. For example, evaluating a current | |

|musician or artist in the United States to a musician or artist from the targeted language country.| |

| | |

|2. Students will demonstrate a current cultural icon from the country of the targeted language by | |

|performing a short skit and dressing up like the person. | |

| | |

|3. Students will create a cultural quilt or poster based upon the current cultural icons of those | |

|in the targeted language. | |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Elementary Novice |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Culture and Creative Heritage |

|Benchmark: | 2.2.N.C.b: Identify historical culture icons (arts, music, literature, film, |

| and the creators of these products as well as natural sites). |

|Assessment (before, during, after): |

| |

|Before: |

|Student will discuss historical cultural icons that are from the United States by correlating the reasons the people are considered historical|

|cultural icons. |

| |

| |

|During: |

|Students will acquire knowledge of historical icons from a country of the targeted language through a variety of provided videos, images, and |

|books. |

| |

| |

|After: |

|Students will create a timeline of events, which historical icons are known for. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will research historical icons from the country of the targeted language to associate| |

|these people with the cause for becoming an icon. | |

| | |

|2. Students will present a banner promoting a specific historical icon from the country of the | |

|targeted language. | |

| | |

|3. Students will perform a question/answer interview with another student – one student being a | |

|historical icon and another being someone related to the icon or being a newscaster. | |

| | |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Family and Community Artifacts |

|Benchmark: | 2.2.N.F.a: Describe the products needed to carry out daily routines and |

| meet basic needs within a community, region, or culture in which the language is |

| spoken (housing, stores, foods, transportation, health care, public services). |

|Assessment (before, during, after): |

| |

|Before: |

|Students will talk about products needed for daily routines and to meet basic needs in their community. Discussion will include where they |

|live (house, apartment), ways they get to school, and types of foods they enjoy eating. |

| |

| |

|During: |

|Students will communicate with a pen pal daily in the target country and ask questions on how they get to school, what they eat, and where |

|they live. |

| |

| |

|After: |

|Students will research a country in the target language and do a report on its means of transportation, housing, food, health care, and public|

|services. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will watch a video on different target language countries and learn about basic needs |Video on lifestyle of target language |

|in the communities. |country |

| | |

|2. Students will read a story about a target language country’s style of living and write a brief |Dear Primo: A Letter to My Cousin by |

|paragraph about what they learned. |Duncan Tonatiuh |

| | |

|3. Students will complete a teacher created quiz on how basic needs are met within that community | |

| | |

| | |

| | |

|New Vocabulary: Vocabulary related to modes of transportation, basic needs, health care, food, and public services |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Communication |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Family and Community Artifacts |

|Benchmark: | 2.2.N.F.b: Identify products that were native to a community, region, or |

| country in which the language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students will gather several objects from home and school. Students will then look for where the items were made and create a list. Students |

|will look for objects found in the target language community. |

| |

| |

|During: |

|Students will keep a list of items throughout the unit that are created and come from the target language country. |

| |

| |

|After: |

|Students will write a summary on a country’s native products and explain which they use in their own community. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will read books on products that come from the target language country and compare |Concept map graphic organizer template |

|with products in their country. | |

| | |

|2. Students will complete a graphic organizer to organize their ideas and thoughts of the |Books on products of specific country |

|products made in that particular country. | |

| | |

|3. Students will watch a video on products that are made in Mexico and answer questions on an |Videos on Native products created in that |

|enrichment sheet. |country |

| | |

|New Vocabulary: Vocabulary associated with native products in the target language country |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Family and Community Artifacts |

|Benchmark: | 2.2.N.F.c: Describe the products needed for leisure activities |

| commonly practiced within a community, region, or culture in which the language |

| is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students will take a pre-test on what they already know about products needed for leisure activity in the target language. |

| |

| |

|During: |

|Students will do a quick write on products needed for leisure in their community and compare it with products used in target language country.|

| |

| |

|After: |

|Students will take a post-test on products needed for leisure activities in the target language. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will do a think, pair, share on leisure activities in a specific target language |“Welcome” websites on target language |

|country. |country |

| | |

|2. Students will research on the Internet different things children in the target language country| |

|like to do. Students will visit a welcome site for the target language and research what things can| |

|be done for fun in that country. | |

| | |

|3. Students will complete a teacher created worksheet regarding different activities students do | |

|in the target language country. | |

| | |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Family and Community Artifacts |

|Benchmark: |2.2.N.F.d: Describe and explain the significance of the products |

| associated with an important civil, religious, regional, and personal or family holiday |

| or celebration within a community or culture in which the target language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students will brainstorm ideas of the significance of the products associated with civil, religious, regional, personal, and family history. |

| |

| |

|During: |

|Students will look at various pictures of products and will need to identify whether the picture illustrates an important civil, religious, |

|regional, personal or family holiday. |

| |

| |

|After: |

|Students will take a teacher-created test on products associated with important civil, religious, regional, personal or family holiday. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will give the teacher a thumbs up or thumbs down if she is matching the correct |Websites on holidays in the target |

|product with the correct target language country based on family or religious holidays. |language country |

| | |

|2. Students will come up with a list of products and sort them out based on whether they are | |

|products relating to an important civil, religious, regional, personal, or family holiday. | |

| | |

|3. Students will explain to a partner what they have learned about products based on family or | |

|religious holidays. | |

| | |

| | |

|New Vocabulary: Vocabulary associated with target language holidays. |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Education, Employment, and Economy Artifacts |

|Benchmark: | 2.2.N.E.a: Identify facilities, supplies, and materials needed for |

| schooling and activities in a community or culture in which the language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Show images of schools from target countries and have students match the country/region in which the school is located. Given a box of |

|materials or a collection of images, students organize items according to country of origin (including the United States). |

| |

| |

|During: |

|Students identify facilities and supplies from target culture(s) during a video/teacher-created/student-created presentation. |

| |

| |

|After: |

|Repeat activity and compare degree of success. Students defend choice based on information gathered from videos. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students produce a list of school supplies that they would use within a given budget if they |School supplies in Ecuador |

|lived in the target country. (Incorporates 2.2.N.E.c Currency.) | |

| | |

|2. Students play educational games in the target culture and compare and contrast games to ones |School supplies in Spain |

|they have played in their first language. | |

| | |

|3. Students learn to type using target language keyboard and practice using typing games from | |

|the culture, if applicable. Students write a short paragraph in which they compare and contrast | |

|the keyboards with keyboards with which they are familiar. |Map Activities in Spanish |

| |

| |eEspaAActividades# |

| | |

| |School supplies in Mexico |

| | |

| | |

| |Educational games |

| | |

|New Vocabulary: (frutas colores, formas, el cuerpo, Los Alimientos, Navidad Divertida, Hábitos saludables, Curso de mecánografía, Bombillas, |

|Suma moneda, Encierros, Fútbol mundial |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Education, Employment, and Economy Artifacts |

|Benchmark: | 2.2.N.E.b: Identify the major natural resources, commercial products, |

| services, and industries of a country in which the language is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|The students will read If You Give A Mouse A Cookie (if available, in the targeted language) and discuss the book as it pertains to the mouse |

|wanting goods and services. As a class, the students will create another version of the story and each student will create an image for one |

|sentence to be a part of the story board. |

| |

| |

|During: |

|The students will identify resources, products, and services that the majority of the class uses daily. The students will be challenged to |

|determine where these materials come from as well as the process of getting these materials. |

| |

| |

|After: |

|The students will create a product or service to sell in a country of the targeted language using a written advertisement or commercial. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will compose a list of goods that can be made using the natural resources of a | |

|country in the targeted language. | |

| | |

|2. Students will create a resource map with items of food that come from a country in the | |

|targeted language. | |

| | |

|3. Students will use a country map in the targeted language to identify where crops are grown, | |

|where some industries are located, and areas where products are exported to the Unites States |Modify lesson from: |

|and other countries. |

| |-StateNaturalResourcesIdea24.htm |

|New Vocabulary: |

World Language

Assessment/Activity Worksheet

|LEVEL: |Novice Low |

|Strand: |Cultures |

|Standard: |Products and Perspectives |

|Level of Proficiency/Domain: |Novice Low/Education, Employment, and Economy Artifacts |

|Benchmark: | 2.2.N.E.c: Recognize the currency of a country in which the language |

| is spoken. |

|Assessment (before, during, after): |

| |

|Before: |

|Students will examine coins from the United States with a magnifying glass, listing observations. Then, students will examine coins from the |

|targeted language country in the same manner. Students should notice the symbols, letter, images, and numbers that are familiar to that |

|culture and language. Assign each student a native coin and a foreign coin to compare and contrast in a presentation. |

| |

| |

|During: |

|Students will record the daily exchange rates for the United States and the targeted language country for a few weeks. The students will |

|analyze the results to determine what factors cause the rise and fall of the values. |

| |

| |

|After: |

|Partners are assigned a resource, product, or service. Together they create a poster in the target language showing which country or |

|countries they come from as well as determine the average value per unit in the currency and U.S. dollars. |

| |

|Learning Activities/Facts/Information: |Resources: |

| | |

|1. Students will count a certain amount of money with a set of play money. The teacher will call | (Mexico, |

|an amount of money out loud or write on the board and each student should count out the correct |Central America) |

|amount of money to make that amount. | |

| |el- |

|2. Students will evaluate several money problems to determine the necessary coins and paper money |(Spain) |

|from the target language country. | |

| | |

|3. Students will plan a dinner on a budget using currency from the target language country. |(Peru) |

| | |

|New Vocabulary: |

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