FAYETTE COUNTY PUBLIC SCHOOLS
District Curriculum Map for World Languages: NH/NM21
Thematic Unit 21 (NH/NM21) / LET'S MAKE PLANSBig Ideas
What enduring understandings are essential for application to new situations within or beyond this content? / Learners communicate about themselves, their immediate environment, and their daily lives.
Learners investigate, reflect on, and begin to explain cultures.
Essential Questions
What questions will provoke and sustain student engagement while focusing learning? / How do I make plans with my friends?
What do friends do for fun around the world?
Enduring Standards
Which standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level? / Communication
Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Cultures
Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
Connections
Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Comparisons
Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
Communities
School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
Supporting Standards
Which related standards will be incorporated to support and enhance the enduring standards? / NH.IL I can often understand words, phrases, and simple sentences related to everyday life. I can recognize pieces of information and sometimes understand the main topic of what is being said.
NH.IR I can understand familiar words, phrases, and sentences within short and simple texts related to everyday life. I can sometimes understand the main idea of what I have read.
NH.IC I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short social interactions in everyday situations by asking and answering simple questions.
NH.PS I can present basic information on familiar topics using language I have practiced using phrases and simple sentences.
NM.PW I can write lists and memorized phrases on familiar topics.
N.CPP I can identify some products and practices of cultures.
N.CP I can identify some basic cultural beliefs and values.
N.CIA I can function at a survival level in an authentic cultural context.
Instructional Outcomes
What must students learn by the end of the unit? / NM.PW.2 I can write about myself using learned phrases and memorized expressions.
NM.PW.3 I can list my daily activities and write lists that help me in my day-to-day life.
N.CPP.2 I can identify some common practices related to home and community life of other cultures and my own.
N.CP.3 I can identify ways in which cultures are globalized. / NH.IL.1 I can sometimes understand simple questions or statements on familiar topics.
NH.IL.2 I can understand simple information when presented with pictures and graphs.
NH.IL.3 I can sometimes understand the main idea of conversations that I overhear.
NH.IR.1 I can usually understand short simple messages on familiar topics.
NH.IR.2 I can sometimes understand short, simple descriptions with the help of pictures or graphs.
NH.IR.4 I can understand simple everyday notices in public places on topics that are familiar to me.
NH.IC.2 I can exchange information using texts, graphs or pictures.
NH.IC.4 I can make plans with others.
NH.IC.5 I can interact with others in everyday situations.
NH.PS.1 I can present information about my life using phrases and simple sentences.
NH.PS.2 I can present a familiar experience or event in simple terms using phrases and simple sentences.
Performance Expectations
What must students be able to do by the end of the unit to demonstrate their mastery of the instructional outcomes? / SGG IC.NH Responds to questions about predictable survival functions, such as personal information, basic objects, limited activities, some preferences, and some immediate needs. Begins to ask questions beyond memorized ones.
SGG IL/IR.NH Comprehends phrases, many simple and sometimes connected sentences, and main ideas in short passages on familiar topics.
SGG PW/PS.NM Presents information about self and other very familiar topics using memorized words and phrases. Attempts to use an occasional simple sentence. Usually communicates using lists or memorized phrases. Attempts to communicate using simple sentences.
N.CP I can identify some basic cultural beliefs and values.
Essential Vocabulary
What vocabulary must students know to understand and communicate effectively about this content? / (All vocabulary should be taught in the context of the target culture.)
Leisure activities
Opinions (It's fun, it's boring)
Time to the minutes
Q: Would you like to... / Do you want to...?
Fayette County Public SchoolsAugust 7, 2017C,I,A: WLs
FAYETTE COUNTY PUBLIC SCHOOLS
Instructional Planning Guide: A Curriculum Map Companion for Teachers
Subject and Grade LevelUnit Title
Summative Assessment of Learning
In what way will students meet the performance expectations to demonstrate mastery of the standards?
Instructional Outcomes
How will the instructional outcomes be sequenced into a scaffolded progression of learning? / Learning Activities
What well-designed progression of learning tasks will intellectually engage students
in challenging content? / Formal Formative Assessments
What is the evidence to show students have learned the lesson objective and are progressing toward mastery of the instructional outcomes?
Integration Standards
What standards from other disciplines will enrich the learning experiences for the students?
Resources
What resources will be utilized to enhance student learning?
Fayette County Public SchoolsAugust 7, 2017C,I,A: WLs
FAYETTE COUNTY PUBLIC SCHOOLS
Glossary for Use with FCPS Curriculum Maps
Big Ideas
Big Ideas are overarching understandings that are essential for application to new situations within and beyond the content. An idea is “big” if it helps students make sense of how the material fits into the broader context. When used effectively, Big Ideas have the power to guide inquiry-based learning, providing a lens through which students can formulate and explore questions. Grant Wiggins (2011) says, “An idea is ‘big’ if it helps us make sense of a lots of otherwise meaningless, isolated, inert, or confusing facts. A big idea is a way of usefully seeing connections, not just another piece of content.”
Resources
Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: Association for Supervision and Curriculum Development.
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99
Framework for Teaching Connections
Domain 1, Component A: Knowledge of Content and Pedagogy
Domain 1, Component C: Setting Instructional Outcomes
Domain 3, Component A: Communicating with Students
Enduring Standards
Enduring Standards are a priority set of essential standards and expectations that are critical for student success. They are a small subset of standards that represent the most important concepts, content, and skills of the curriculum. Enduring Standards, also known as Power Standards or Essential Standards, meet three criteria:
1. ENDURANCE – Does it provide students with knowledge and skills that last beyond a single test date and have life-long value?
2. LEVERAGE – Does it provide knowledge and skills that are of value in multiple disciplines?
3. READINESS – Does it provide students with essential knowledge and skills that are necessary for their success in the next grade level?
Enduring Standards are explicitly taught and intentionally assessed through summative measures. Student mastery of the Enduring Standards is the primary focus of instruction, providing a guaranteed and viable curriculum that allows for equal access to opportunity for learning for all students.
Enduring skills are found embedded within Enduring Standards. Enduring skills are what the Kentucky Department of Education has identified as the basis for setting annual local Student Growth Goals.
Resources
Ainsworth, L. (2003). Power standards: Identifying the standards that matter most. Englewood, CO: Lead+Learn Press.
Reeves, D. B. (2007). Power standards: How state leaders add value to state and national standards. The Jossey-Bass Reader on Educational Leadership (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.
Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.
KDE Enduring Skills: http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx
Framework for Teaching Connections
Domain 1, Component A: Knowledge of Content and Pedagogy
Essential Questions
Essential Questions are designed to stimulate students’ thinking and to provoke inquiry and insight. They are provocative and do not have pat answers. McTighe and Wiggins (2013) offer seven defining characteristics of good Essential Questions:
(1) OPEN-ENDED – it does not have a single, final, or correct answer
(2) THOUGHT-PROVOKING and INTELLECTUALLY ENGAGING – it sparks discussion and debate
(3) HIGHER-ORDER THINKING – it requires analysis, inference, evaluation and/or prediction and cannot be answered by recall alone
(4) IMPORTANT, TRANSFERABLE IDEAS – relates to concepts within and often across disciplines
(5) ADDITIONAL QUESTIONS – it sparks further questioning and inquiry
(6) SUPPORT AND JUSTIFICATION – it requires the student to defend their response
(7) RECURS OVER TIME – the question can and should be revisited multiple times
Essential Questions spark curiosity, sustain engagement, and provide a focused means for students to explore and discuss the big ideas and enduring skills and standards. They motivate students to find the answers needed to achieve the learning outcomes and master the enduring standard.
NOTE: The Essential Questions provided in the FCPS curriculum maps are examples and are not all-inclusive lists. Essential Questions are most powerful when they are developed in collaboration with the students. Teachers are encouraged to go beyond this list of essential questions and work with students to develop your own! (See the link to the Wordpress.com article and the Brainstorming Essential Questions PD360 link below for more ideas).
Resources
McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: Association for Supervision and Curriculum Development
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53
http://usergeneratededucation.wordpress.com/2013/03/24/learners-should-be-developing-their-own-essential-questions/
PD 360 Video Links
The Guiding/Essential Question Elementary: http://www.pd360.com/index.cfm?ContentId=2514
The Guiding/Essential Question Secondary: http://www.pd360.com/index.cfm?ContentId=2523
Brainstorming Ideas/Essential Questions: http://www.pd360.com/index.cfm?ContentId=1910
Framework for Teaching Connections
Domain 3, Component B: Questioning and Discussion Techniques
Domain 3, Component C: Engaging Students in Learning
Essential Vocabulary
Essential Vocabulary words are content-related terms for which students must have a deep understanding if they are to comprehend and master the enduring standards and instructional outcomes. There may be other words students need to know, but the Essential Vocabulary provide a priority list of words to incorporate in instruction. These vocabulary provide a common language for both teachers and students across content areas and grade levels. According to Robert Marzano (2013), “Students’ vocabulary knowledge is directly tied to their success in school . . . Knowing what words mean and how they interconnect creates networks of knowledge that allow students to connect new information to previously learned information.” Marzano outlines six steps of effective vocabulary instruction in his books Building Academic Vocabulary and Vocabulary for the Common Core:
(1) Provide a description, explanation, or example of the new term.
(2) Ask students to restate the description in their own words.
(3) Ask students to construct a picture, symbol, or graphic representing the term.
(4) Engage students periodically in activities that help them add to their knowledge of the terms.
(5) Periodically ask students to discuss the terms with one another.
(6) Involve students periodically in games that allow them to play with terms.
Resources
Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA. Association for Supervision and Curriculum Development.
Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the common core. Bloomington, IN: Marzano Research Laboratory.
Silver, Strong & Associates. (n.d.) Word works: Cracking vocabulary’s CODE. The Thoughtful Classroom Portfolio Series. Thoughtful Education Press.
Framework for Teaching Connections
Domain 1, Component A: Knowledge of Content and Pedagogy
Domain 3, Component A: Communicating with Students
Formative Assessment for Learning
Formative Assessment, also referred to as “assessment for learning,” is a process through which teachers and students gather evidence for the purpose of making instructional adjustments to improve learning. It is on-going and occurs throughout the lessons and unit. Sometimes it is referred to as a check for understanding. Formative Assessment can be either informal or formal. In the classroom, we assess the group informally through intangible means such as questioning, dialogue, observation, or other anecdotal evidence. Formal Formative Assessments typically require tangible evidence of learning from each individual, such as quizzes, exit slips, performance tasks, or a product of some sort. It is important to remember that it is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the formative label. Formative Assessment, therefore, is essentially feedback, both to the teacher and to the student about present understanding and skill development in order to determine the way forward. There should be a direct and aligned connection between instructional outcomes, lesson activities, and the formative assessment measures used to gauge learning progress.