Carmen Ortiz

“Essential Questions/Enduring Understandings and Classroom Applications” South Brunswick

Content Area: Personal identity and Home
Grade: 8 Spanish Level 1 Novice Mid
Standard 7: Communication & Culture for the 21st Century
All students will be able to communicate, to understand and be understood in real world contexts, in at least one world language in addition to English.
Descriptive Statement:
Students will use language to understand and interpret spoken and written language (interpretive), engage in meaningful conversation and negotiate meaning (interpersonal), and present information, concepts and ideas (presentational) as they gain understanding of the perspectives of the culture(s)while experiencing its products and practices, make connections with other content areas, compare the language/culture studied with their own, and participate in home and global communities in or outside a school setting.
Strand: Interpretive Interpersonal Presentational
Essential Questions / Enduring Understanding
You may leave this space blank.
The essential questions can be taken directly from the standards document. First determine the proficiency level of your students. Then select the appropriate grade level band. Next, select the questions that are appropriate for each of the three tasks: interpretive, interpersonal, and presentational. Copy and paste the appropriate questions in this space. / You may leave this space blank.
The enduring understandings can be taken directly from the standards document. First determine the proficiency level of your students. Then select the appropriate grade level band. Next, select the questions that are appropriate for each of the three tasks: interpretive, interpersonal, and presentational. Copy and paste the appropriate questions in this space.
Content / Cumulative Progress Indicators (CPIs)
You may leave this space blank.
Personal Identity self, friends, family, pets and home. / Interpretive: / Interpersonal: / Presentational:
N-M 3: Identify familiar people, places, and objects based on oral and/or simple written descriptions.
N-M T: View a podcast, video clip, on-line video, on-line audio clip, or other emerging on-line vehicle; or, read a blog, a social networking site, or an on-line site related to targeted themes. / N-M 4: Exchange information using words, phrases, and short sentences practiced in class on familiar topics or topics studied in other core content areas.
N-M T: Exchange information through a video/phone/on-line conference, texting, IMing, e-pal, or other emerging on-line vehicles. / N-M 3: Present orally or in writing information from age-appropriate, culturally authentic selections
N-M T: Create a podcast, videocast, video clip, multimedia presentation, electronic poster, or use other emerging technologies to create a product for posting on a social network, educational, or personal webpage, or to be sent to a target language audience via e-mail.
Instructional focus
Students experience the opportunity of living as an exchange student in Spain. They have to talk about their trip and experiences on their first day of school. Their task is to create a presentation of the family that they live with and their house. They can choose a power point or voice thread if available to create their presentation.
To do this they need the vocabulary pertaining to the house and family. Verbs ser to express origin, nationality, relationship, physical appearance .
Interpretive mode: Show a video clip of a Spanish-speaking family event. Show a power point with pictures of famous people and their families.
Interpersonal mode: Students will talk about family photos, describe their appearance, personality , origin and in what part of the house are in the house, also how are they related.
Presentational mode: Student will bring two pictures of their families and put them on a power point to present them to the class.
______
Interdisciplinary/Assessment Implementation Strategies
·  Interdisciplinary Connections
·  Technology Integration Students can present different family members members to the class using power point . Presentation will include captions and sound.
·  Global Perspectives
Summative:
Here you should indicate what your three final assessments will be. Your interpretive task should lead to an interpersonal task which should lead to a final presentational task. Keep in mind that there should be a real-life purpose for the communication.
Interpretive mode: Students read about the Royal family and identify family members. They complete a worksheet identifying name, age, origin and relationship. Teacher will use a power point presentation to present vocabulary and students will watch a video to present vocabulary.
Use pictures from the royal family to describe their likes and dislikes
Interpersonal mode: Students have te opportunity to travel to Spain and to Interview some members of the royal family. They will ask basic questions to obtain, name, age, origin, personality, likes and dislike. Favorite room of the house and description of the room.
One student play the role of a reporter another student the role of a member of the royal family. Pictures can be taken.
Presentational mode: Students will use pictures to create a story using voice tread and present it to the class family member about the
You may leave this section blank or you may provide some “along the way” assessment strategies that you will employ to make sure that your students are “getting it.”
Formative:
Interpretive:
Interpersonal:
Presentational:
Content Area: World Languages
Grade: Novice Mid Proficiency
Standard 7: Communication & Culture for the 21st Century
All students will be able to communicate, to understand and be understood in real world contexts, in at least one world language in addition to English.
Descriptive Statement:
Students will use language to understand and interpret spoken and written language (interpretive), engage in meaningful conversation and negotiate meaning (interpersonal), and present information, concepts and ideas (presentational) as they gain understanding of the perspectives of the culture(s)while experiencing its products and practices, make connections with other content areas, compare the language/culture studied with their own, and participate in home and global communities in or outside a school setting.
Strand: Interpretive Interpersonal Presentational
Essential Questions / Enduring Understanding
K-5:
How can I better understand when I do not know everything?
6-12:
How do I understand what I hear and read when I am just beginning to learn a new language? / K-5:
I will understand that…
Listening for familiar words and watching the speaker for clues may help me figure out what the speaker is saying.
Even though I don’t know all the words that are written, I can figure out the main idea by paying attention to titles, pictures, and familiar expressions.
6-12:
I will understand that…
Actively thinking about what I already know helps me better understand.
When listening, watching the speaker closely or examining other visual clues help me to understand more.
When reading, looking at pictures, charts, titles and other visual cues will help me to better understand.
Content / Cumulative Progress Indicators (CPIs)
Content includes: Personal Identity (self, friends, family, pets), Home and Community, Basic Needs, Geography and Climate (Social Studies and Science Connection), Wellness and Leisure Activities (Health Connection) within the context of the home and target cultures. / Interpretive: / Interpersonal: / Presentational:
NM 4 - Comprehend brief oral and written messages on familiar topics. / N-M 3: Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. / N-M 3: Present orally or in writing information from age-appropriate, culturally authentic selections.
Instructional Focus
Interpretive mode: Comprehensible input prepares students for the summative assessment.
·  Set the context for the unit by coming to class dressed as a traveler complete with sunglasses, a camera, passport and a packed suitcase. Use multimedia presentation tool to showcase what students will do and the places they will visit during the trip.
·  Scaffold activities so that students acquire the vocabulary and language functions.
Interpersonal mode: Information Gap activities and Role Plays prepare students for summative assessment.
You and your brother are packing your suitcases to go to summer camp. To check that you each have what you will need, compare what you have put in your suitcases.
Presentational mode: Graphic Organizers prepare students for the summative assessment task.
Ø  Use a KWHL chart as students work through the unit. This will help them to organize what they are learning throughout the unit.
Interdisciplinary/Assessment Implementation Strategies
·  Interdisciplinary Connections
Geography (locations, map skills)
Science (weather, temperature)
Math (Currency conversion)
Language Arts Literacy (Comprehension & Communication strategies)
·  Technology Integration
Internet searches (interpretive)
Digital voice recording (interpersonal)
Pod-cast and/or Multimedia presentation tools (Presentational)
·  Global Perspectives
Take a virtual trip
Research products and practices of target culture (food, meal times, schedules, 24 hour clock)
Sample Assessment Items
Summative:
Interpretive:
You have traveled to the target country and are getting ready to decide what to do for the day. In order to help you decide, you will look at the weather forecast on the Internet to help you decide how you should dress and where you will go. (Teacher provides students with an authentic weather forecast from a target language country – this can be in either print or audio-visual format.)
Interpersonal:
While traveling from one city to another, you leave your suitcase in the train. You go to the police station to file a report. The officer asks you very specific questions about yourself and the contents of your suitcase.
Presentational:
Create a Podcast, or any type of multimedia presentation for posting on your social networking site. Describe what you now know about the people, places, and things to do in the target language culture.
Formative:
Interpretive:
Ø  Name the person/Point to the person who has a picture, manipulative of…
Ø  Signaling Thumbs up if the answer is ‘yes’; thumbs down if the answer is ‘no’.
Ø  Cover your eyes. I will remove a picture/item. Open your eyes. What is missing?
Interpersonal:
Ø  Teacher circulates and monitors students’ completion of task by having a rubric for assessing students’ participation in this activity.
Presentational:
Ø  Teacher periodically checks students’ organizers to assess student learning.