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): |
| |
|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 |
| |
| |
|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. | |
| | |
| | |
|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): |
| |
|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): |
| |
|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. |
| |
|Learning Activities/Facts/Information: |Resources: |
| | |
|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): |
| |
|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: |
| | |
|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. |
| |
|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. |
| |
| |
|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. |
| |
|Learning Activities/Facts/Information: |Resources: |
| | |
|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): |
| |
|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.). |
| |
| |
|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. |
| |
|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. |
| |
| |
|During: |
|Students arrange in the correct order the changing economic systems of an historic timeline of a target country. |
| |
|Example: Cuba |
| |
|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. |
| |
|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. |
| |
| |
|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. |
| |
| |
|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. |
| |
| |
|After: |
|Students will identify on a world map the different countries and major cities in which the language is spoken. |
| |
|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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