Mount Laurel Township Schools
World Language Curriculum
Grade 1-8
Adopted by the Mount Laurel Board of Education on
September 27, 2011
Mount Laurel Township Schools
World Language Curriculum Guide
Grade 1/Novice-Mid
Unit: Myself...
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
All students will be able to use a world
language in addition to English to engage in
meaningful conversation, to understand and
interpret spoken and written language, and to
present information, concepts, and ideas, while
also gaining an understanding of the
perspectives of other cultures. Through
language study, they will make connections
with other content areas, compare the
language and culture studied with their own,
and participate in home and global
communities.
Modes of Communication:
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate
cultural contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about the culture and language of the target country (Spain),
so that in the future, on your own, you will be able to communicate in Spanish about yourself
and understand the cultural differences.
Enduring Understanding(s):
•
•
•
•
Using words that I have learned,
pictures, movements, and acting words
out can help my classmates, my
teacher, and others understand me.
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.
I can better understand other cultures
by listening and relating other peoples’
experiences to my own.
Essential Questions:
•
•
•
•
How can I communicate with someone
in another language?
How can I understand a different
language and culture?
What can you learn about a person’s
identify through their experiences?
How does my way of life compare to
other cultures?
Students will know that…
Content Statement
LINGUISTIC
Interpretive Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can independently identify and
recognize memorized words and
phrases that bring meaning to text.
Interpersonal Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can use memorized words and
phrases independently to:
• Respond to learned questions.
• Ask memorized questions.
• State needs and preferences.
• Describe people, places, and
things.
Presentational Mode: The NoviceMid language learner understands
and communicates at the word level
and can use memorized words and
phrases independently to:
• Make lists.
• State needs and preferences.
• Describe people, places, and
things.
CULTURAL
• Personal identity is developed
through experiences that occur
within one’s family, one’s
community, and the culture at
large. (Topics that assist in the
development of this
understanding should include,
but are not limited to: self,
body parts, colors, shapes,
and number through 10.)
• Observing and participating in
culturally authentic activities
contribute to familiarization with
cultural products and practices.
Students will be able to…
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.1
Recognize familiar spoken or written
words and phrases contained in
culturally authentic materials using
electronic information sources related to
targeted themes.
7.1.NM.A.3
Recognize a few common gestures
and cultural practices associated with
the target culture(s).
7.1.NM.A.5
Demonstrate comprehension of brief
oral and written messages using ageand level-appropriate, culturally
authentic materials on familiar topics.
7.1.NM.B.3
Imitate appropriate gestures and
intonation of the target
culture(s)/language during greetings,
leave-takings, and daily interactions.
7.1.NM.C.2
Imitate, recite, and/or dramatize simple
poetry, rhymes, songs, and skits.
•
•
(Topics and activities that
assist in the development of
this understanding should
include, but are not limited to:
greetings/polite words, the
celebration of Las Posadas,
other authentic celebrations,
songs, and dances from the
country of Spain.)
Maps, calendars, graphs, and
other graphic organizers
facilitate understanding of
information on a wide range of
topics related to the world and
global issues. They make
complex concepts more
accessible to second-language
learners who have limited
proficiency in the language.
(Content areas that assist in
the development of this
understanding should include,
but are not limited to: days of
the week, history, economics,
science, and geography.)
Learning about age- and
developmentally appropriate
content that is of high interest
to students and has a direct
connection to the cultural
contexts of the target language
cultivates an awareness of the
shared human experience.
(Content that assists in the
development of this
understanding should include,
but is not limited to: all content
areas and popular culture.)
Stage 2: Assessment Evidence
Performance Task:
Other Assessments:
You are an artist at an amusement park. A
child sits down behind your canvas to get his
portrait painted. Your goal is to draw an
accurate picture of the child using describing
words given to you by your teacher. The
challenge is your teacher will be using some
Spanish words to describe the child. If the
parents think you painted an accurate picture,
they will be sure to pay you for all your hard
work!
Stage 3: Learning Plan
Suggested Learning Activities:
Greetings and Polite Words Activities:
• “Hola” Means Hello song (Teach them
Spanish Pre-K/p. 38)
• “Adios” Means Goodbye song (Teach
them Spanish Pre-K/p. 38)
• Daily Practice—while passing out
supplies, say “please”, “thank you”, and
“you’re welcome” in Spanish.
Numbers Activities:
• Use Number Poster to introduce
numbers 1 through 10. (Teach them
Spanish Pre-K/p. 63)
• Count numbers 1-10 by tossing
beanbags into a basket.
• Create “My Numbers Book” (Teach
them Spanish Pre-K/p. 42)
• YouTube Video—Sing, Laugh, Dance,
and Eat Tacos: Numbers
• Roll dice and count dots in Spanish
• Read Three Friends/Tres Amigos by
Maria Cristina Brusca and Tona Wilson
Days of the Week Activities:
• Complete “Seven Days Worksheet”
(Teach them Spanish Grade 2/p. 25)
• Complete “Puzzle of the Week” (Teach
them Spanish Grade 2/p. 26)
• “Los dias de la semana” song (Teach
Shapes and Colors Activities:
•
YouTube Video—Sesame Street
Shapes in Spanish
•
YouTube Video—Sing, Laugh, Dance,
and Eat Tacos: Colors
•
Reinforce names of shapes in Spanish
during Math
•
Examine crayons to find color names in
Spanish
•
Read What Color/Que Color? by Alan
Benjamin
•
“Colors” mini-book (Teach them
Spanish Pre-K/p. 45)
•
“Colors” song (Teach them Spanish
Pre-K/p. 39)
•
Find things in the classroom and label
by colors
•
“Find the Color” game (Teach them
Spanish Pre-K/p. 15)
The Body Activities:
•
YouTube Video—Spanish Sesame
Street Body Part Song
•
“The Face Song” song (Teach them
Spanish Pre-K/p. 40)
•
•
them Spanish Grade 2/p. 75)
Calendar Game (Teach them Spanish
Grade 2/p. 27)
Daily Calendar Routine
•
My Face Book (Teach them Spanish
Pre-K/p. 50)
•
“Simon Says” using body parts in
Spanish
•
“Body Chant” (Grade 2/p. 78)
•
Head to Toe Worksheet (Grade 2/p. 44)
•
Body Parts Bingo (Grade 2/p. 43)
Las Posadas Activities:
•
Read Uno, Dos, Tres Posada! by
Virginia Kroll
•
Read Las Posadas by Diane HoytGoldsmith
•
Make a piñata
(www.kinderart.com/seasons/dec1.shtm
l)
•
Read Carlos, Light the Farolito by Jean
Ciavonne and Donne Clair
•
Celebrate La Posada in Mexico!
www2.scholastic.com/browse/lessonplan.jsp?i
d=67
•
www.mexconnect.com/articles/1945feliz-navidad-making-merry-in-mexico
Suggested Technology Integration:
http://dotsub.com/ has a wide range of language videos
www.google.com/google-d-s/tour1.html create surveys for your students on the Spanish
language and culture
www.youtube.com search for videos of Spanish language using targeted theme key words
www.voicethread.com allows students to respond to a question or comment posted by teacher
or another student
http://prezi.com allows students to create an online presentation
www.epals.com allows teachers to search for a classroom connection throughout the world and
request specific connection needs
www.hello-hello.com allows students and teachers to learn about different languages and find
others to communicate with
www.skype.com software to download that allows your class to talk and video call with
classrooms across the world
http://www.123teachme.com/learn_spanish/spanish_for_children has great resources for
teachers and games for the students
http://www.storyplace.org/ listen to interactive children’s stories in Spanish and English
http://www.learn4good.com/kids/index.htm interactive website with games for students and
resources for teachers
www.curriculum21.com/clearinghouse includes links to many sites that make integrating
technology easy
Spanish Reproducible Little Books CD-ROM series (Alfabeto, Numeros, Colores, Formas,
Temas)
Suggested Literacy Integration:
Books to Teach Foods:
Los alimentos de Maisy by Lucy Cousins
Frutas y vegetales by Glady Rosa Mendoza
Books on Friendship:
Margaret and Margarita/ Margarita y Margaret by Lynn Reiser
My Way/A mi manera – A Margaret and Margarita Story by Lynn Reiser
Books that Show Spanish Culture:
The Story of Ferdinand by Munroe Leaf
The Day it Snowed Tortillas by Joe Hayes
Books on Family:
In My Family/En Mi Familia by Carmen Lomas Garza
I Love Saturdays y domingos by Alma Flor Ada
Abuela by Arthur Dorros
Papa and Me by Arthur Dorros
Books on Immigration:
My Diary from Here to There by Amanda Irma Perez
I Hate English! by Ellen Levine
Book on Thankful Phrases:
Gracias/Thanks by Pat Mora
Book on Colors:
My Colors, My World/Mis colores, mi mundo by Maya Christina Gonzalez
Mount Laurel Township Schools
World Language Curriculum Guide
Grade 2/Novice-Mid
Unit: Myself, My Family...
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
All students will be able to use a world
language in addition to English to engage in
meaningful conversation, to understand and
interpret spoken and written language, and
to present information, concepts, and ideas,
while also gaining an understanding of the
perspectives of other cultures. Through
language study, they will make connections
with other content areas, compare the
language and culture studied with their own,
and participate in home and global
communities.
Modes of Communication:
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and written
communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners or
readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about the culture and language of the target country
(Mexico) so that in the future, on your own, you will be able to communicate in Spanish about
yourself and your family and understand the cultural differences.
Enduring Understanding(s):
•
•
•
•
•
Using words that I have learned,
pictures, movements, and acting
words out can help my classmates,
my teacher, and others understand
me.
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.
I can better understand other cultures
by listening and relating other
peoples’ experiences to my own.
It is important to study other cultures
and languages, so I can better
understand the world I live in.
Essential Questions:
•
•
•
•
•
How can I communicate with someone in
another language?
How can I understand a different language
and culture?
What can you learn about a person’s
identify through their experiences?
How does my way of life compare to other
cultures?
Why is it important to communicate in
other languages and experience other
cultures?
Students will know that…
Students will be able to…
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
LINGUISTIC
Interpretive Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can independently identify and
recognize memorized words and
phrases that bring meaning to text.
7.1.NM.A.1
Recognize familiar spoken or written
words and phrases contained in
culturally authentic materials using
electronic information sources related to
targeted themes.
Interpersonal Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can use memorized words and phrases
independently to:
• Respond to learned questions.
• Ask memorized questions.
• State needs and preferences.
• Describe people, places, and
things.
7.1.NM.A.3
Recognize a few common gestures
and cultural practices associated with
the target culture(s).
7.1.NM.A.5
Demonstrate comprehension of brief
oral and written messages using ageand level-appropriate, culturally
authentic materials on familiar topics.
7.1.NM.B.3
Imitate appropriate gestures and
intonation of the target
culture(s)/language during greetings,
leave-takings, and daily interactions.
Imitate, recite, and/or dramatize simple
poetry, rhymes, songs, and skits.
Presentational Mode: The Novice-Mid 7.1.NM.C.2
language learner understands and
communicates at the word level and
can use memorized words and phrases 7.1.NM.C.3
independently to:
• Make lists.
• State needs and preferences.
• Describe people, places, and
things.
CULTURAL
• Personal identity is developed
through experiences that occur
within one’s family, one’s
community, and the culture at
large. (Topics that assist in the
development of this
understanding should include,
but are not limited to: self, body
parts, colors, shapes, and
number through 10.)
Copy/write words, phrases, or simple
guided texts on familiar topics.
•
•
•
Observing and participating in
culturally authentic activities
contribute to familiarization with
cultural products and practices.
(Topics and activities that assist
in the development of this
understanding should include,
but are not limited to:
greetings/polite words, the
celebration of Las Posadas,
other authentic celebrations,
songs, and dances from the
country of Spain.)
Maps, calendars, graphs, and
other graphic organizers
facilitate understanding of
information on a wide range of
topics related to the world and
global issues. They make
complex concepts more
accessible to second-language
learners who have limited
proficiency in the language.
(Content areas that assist in the
development of this
understanding should include,
but are not limited to: days of
the week, history, economics,
science, and geography.)
Learning about age- and
developmentally appropriate
content that is of high interest to
students and has a direct
connection to the cultural
contexts of the target language
cultivates an awareness of the
shared human experience.
(Content that assists in the
development of this
understanding should include,
but is not limited to: all content
areas and popular culture.)
Stage 2: Assessment Evidence
Performance Task:
Other Assessments:
Your teacher has created a new game. The
goal of the game is to describe something
(person, pet, thing) in your house and have
your classmates guess what it is using 4 clues
that you give them. The challenge involves
changing English words to Spanish. Your job
is to choose an object from your house and
think of 4 Spanish words to describe it. You will
create 4 clues and each clue must contain a
Spanish word. Then, you will read your clues
to your classmates. To win the game, your
classmates must guess correctly!
Stage 3: Learning Plan
Suggested Learning Activities:
Greetings and Polite Words Activities:
• Daily attendance and Morning Meeting
• “Hola” Means Hello song (Teach them
Spanish Pre-K/p. 38)
• “Adios” Means Goodbye song (Teach them
Spanish Pre-K/p. 38)
• “New Greetings” worksheet (Teach them
Spanish K/p. 7)
• Create a poster showing various Spanish
greetings
• Picture book: Say “Hola” to Spanish by
Susan Middleton Elya
Numbers Activities:
• YouTube Video—Sing, Laugh, Dance, and
Eat Tacos: Numbers
• Spanish Number Bingo (Teach them
Spanish Grade 2/p. 74)
• Use Spanish Numbers during math
instruction/calendar/Morning Meeting
• Picture book: Count Your Way Through
Mexico by Jim Haskins
• Number Dictation—students listen and write
numbers that are said aloud.
Days of the Week Activities:
• “Days of the Week Song” (Teach them
Spanish Grade 2/p. 75)
• Use Spanish days of the week during
calendar and Morning Meeting
• www.spanish.bz/days.htm
“Hands Off” game ((Teach them Spanish
Grade 2/p. 21)
Family and Pets Activities:
• “Family” song (Teach them Spanish Grade
1/p. 50)
• “Animals” song (Teach them Spanish
Grade 1/p. 50)
• Family mini-book (Teach them Spanish
Grade 1/p. 79)
• Graphs/surveys about family members
• Label a family photograph
• Spanish Bee (Teach them Spanish Grade
1/p. 69)
• “Use the Clues” (Teach them Spanish
Grade 1/p. 41)
Rooms in a House Activities:
• Picture book: My House/Mi Casa by Gladys
Mendoza
• Picture book: Esta Casa, Esta hecha de
lodo by Ken Buchanan
• YouTube Video—Handy House Vocab 2Around the House
• Create your dream house and label the
rooms
• Create a Venn diagram and
compare/contrast your house with a house
in Mexico.
Cinco de Mayo Activities:
• Picture book: Celebrate! It’s Cinco de Mayo
by Janice Levy
• Picture book: Celebrate Cinco de Mayo with
the Mexican Hat Dance by F. Isabel
Campoy
• www. Kaboose.com for holiday resources
You Tube Video—Mexican Hat Dance
Suggested Technology Integration:
http://dotsub.com/ has a wide range of language videos
www.google.com/google-d-s/tour1.html create surveys for your students on the Spanish
language and culture
www.youtube.com search for videos of Spanish language using targeted theme key words
www.voicethread.com allows students to respond to a question or comment posted by teacher
or another student
http://prezi.com allows students to create an online presentation
www.epals.com allows teachers to search for a classroom connection throughout the world and
request specific connection needs
www.hello-hello.com allows students and teachers to learn about different languages and find
others to communicate with
www.skype.com software to download that allows your class to talk and video call with
classrooms across the world
http://www.123teachme.com/learn_spanish/spanish_for_children has great resources for
teachers and games for the students
http://www.storyplace.org/ listen to interactive children’s stories in Spanish and English
http://www.learn4good.com/kids/index.htm interactive website with games for students and
resources for teachers
www.curriculum21.com/clearinghouse includes links to many sites that make integrating
technology easy
Spanish Reproducible Little Books CD-ROM series (Alfabeto, Numeros, Colores, Formas,
Temas)
Suggested Literacy Integration:
Books to Teach Foods:
Los alimentos de Maisy by Lucy Cousins
Frutas y vegetales by Glady Rosa Mendoza
Books on Friendship:
Margaret and Margarita/ Margarita y Margaret by Lynn Reiser
My Way/A mi manera – A Margaret and Margarita Story by Lynn Reiser
Books that Show Spanish Culture:
The Story of Ferdinand by Munroe Leaf
The Day it Snowed Tortillas by Joe Hayes
Books on Family:
In My Family/En Mi Familia by Carmen Lomas Garza
I Love Saturdays y domingos by Alma Flor Ada
Abuela by Arthur Dorros
Papa and Me by Arthur Dorros
Books on Immigration:
My Diary from Here to There by Amanda Irma Perez
I Hate English! by Ellen Levine
Book on Thankful Phrases:
Gracias/Thanks by Pat Mora
Book on Colors:
My Colors, My World/Mis colores, mi mundo by Maya Christina Gonzalez
Mount Laurel Township Schools
World Language Curriculum Guide
Grade 3/Novice-Mid
Unit: Myself...My Family...My Friends
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
All students will be able to use a world
language in addition to English to engage in
meaningful conversation, to understand and
interpret spoken and written language, and to
present information, concepts, and ideas, while
also gaining an understanding of the
perspectives of other cultures. Through
language study, they will make connections
with other content areas, compare the
language and culture studied with their own,
and participate in home and global
communities.
Modes of Communication:
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate
cultural contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about the culture and language of the target country (Puerto
Rico), so that in the future, on your own, you will be able to communicate in Spanish about
yourself, your family and your friends and understand the cultural differences.
Enduring Understanding(s):
•
•
•
•
•
Using words that I have learned,
pictures, movements, and acting words
out, can help my classmates, my
teacher and others understand me.
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.
I can better understand other cultures by
listening and relating other peoples’
experiences to my own.
It is important to study other cultures and
languages so that I can better
understand the world I live in.
Essential Questions:
•
•
•
•
•
How can I communicate with someone
in another language?
How can I understand a different
language and culture?
What can you learn about a person’s
identity through their experiences?
How does my way of life compare to
other cultures?
Why is it important to communicate in
other languages and experience other
cultures?
Students will know that…
Content Statement
LINGUISTIC:
Interpretive Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can independently identify and
recognize memorized words and
phrases that bring meaning to text.
Interpersonal Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can use memorized words and
phrases independently to:
• Respond to learned questions.
• Ask memorized questions.
• State needs and preferences.
• Describe people, places, and
things.
Presentational Mode: The NoviceMid language learner understands and
communicates at the word level and
can use memorized words and
phrases independently to:
• Make lists.
• State needs and preferences.
• Describe people, places, and
things.
CULTURAL:
• Personal identity is developed
through experiences that occur
within one’s family, one’s
community, and the culture at
large. (Topics that assist in the
development of this
understanding should include,
but are not limited to: self,
friends, family, pets,
physical/personality
descriptions, and school.)
Students will be able to…
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A1 Recognize familiar spoken or written
words and phrases contained in culturally
authentic materials using electronic
information sources related to targeted
themes.
7.1.NM.A.2 Demonstrate comprehension of simple,
oral and written directions, commands,
and requests through appropriate
physical response.
7.1.NM.A.4 Identify familiar people, places, and
objects based on simple oral and/or
written descriptions.
7.1.NM.B.4 Ask and respond to simple questions,
make requests, and express preferences
using memorized words and phrases.
7.1.NM.B.5 Exchange information using words,
phrases, and short sentences practiced
in class on familiar topics or on topics
studied in other content areas.
7.1.NM.C.3 Copy/write words, phrases, or simple
guided texts on familiar topics.
7.1.NM.C.5 Name and label tangible cultural
products and imitate cultural practices
from the target culture(s).
•
•
•
•
•
Observing and participating in
culturally authentic activities
contribute to familiarization with
cultural products and practices.
(Topics and activities that assist
in the development of this
understanding should include,
but are not limited to:
greetings/polite words, the
celebration of 3 Kings Day,
authentic celebrations, songs,
and dances from the country
of Puerto Rico.)
Healthy eating habits and
fitness practices may vary
across cultures. (Topics that
assist in the development of
this understanding should
include, but are not limited to:
foods, fruit, eating at home or
in restaurants, and wellness
practices.)
Many products and practices
related to home and community
are shared across cultures;
others are culture-specific.
(Topics that assist in the
development of this
understanding should include,
but are not limited to: home
life, objects in a home, places
in the community.)
What is perceived as “basic
needs” varies among and within
cultures. (Topics that assist in
the development of this
understanding should include,
but are not limited to: food and
shelter.)
Maps, calendars, graphs, and
other graphic organizers
facilitate understanding of
information on a wide range of
topics related to the world and
global issues. They make
complex concepts more
accessible to second-language
•
Learning about age- and
developmentally appropriate
content that is of high interest to
students and has a direct
connection to the cultural contexts
of the target language cultivates an
awareness of the shared human
experience. (Content that assists
in the development of this
understanding should include, but
is not limited to: all content areas
and popular culture.)
Stage 2: Assessment Evidence:
Performance Task:
Other Assessments:
EXCITING NEWS! You are going to switch
places with a student who lives in Spain.
Before you go, you need to help the Spanish
student find his way around your house. To do
this, you will need to create a map of your
house and label the map. The hard part of
making the map is going to be telling about
your American house in Spanish words. Your
map must include the following: Spanish
labels of all rooms, Spanish labels for five
objects found in your house, and Spanish
labels for five foods found in your refrigerator.
Stage 3: Learning Plan:
Suggested Learning Activities:
3 Kings Day Activities:
• Informative Website with Authentic
Pictures at
www.studioporto.com/diadelostresreyes
magos/
• Video of Dora the Explorer “Dora Saves
The 3 Kings Day” www.nickjr.com/kidsvideos/dora-saves-the-three-kingsday.html
• Picture book: Hurray for Three Kings’
Day! By Lori Marie Carlson
Greetings and Polite Words Activities:
• Picture book: Say Hola to Spanish by
Susan Middleton Elya During Morning
Meeting Greeting use Spanish phrases
for: What’s your name?, My name
is____________________., How old
are you? and I am _______years old.
• Match Illustration to Polite Phrase in
Teach them Spanish Book
• “Hola Means Hello Song” (Teach them
Spanish Grade 1/P. 48)
Foods and Fruits Activities:
• “Food Song” (Teach them Spanish
Grade 1/P. 49)
• Food Riddles (Teach them Spanish 1/P.
25)
• Food Flash Cards (Teach them Spanish
Grade 1/P. 83-85)
• Find the Food Game (Teach them
Spanish Grade 1/P. 61)
• YouTube video: Classic Sesame Street
Film – Spanish Market song
•
•
•
“The Name Chant” (Teach them
Spanish Grade 1/P. 48)
When leaving the room practice using
different Spanish Goodbye phrases
While passing out supplies use the
phrases “Por Favor”, “Gracias” and “De
Nada”
Things Found in a Room of a House Activities:
• YouTube – Angry House Vocab 2 –
Around the House
• Around the House worksheet (Teach
them Spanish Grade 2/P. 54) Change
Seasons and Weather Activities:
English to Spanish labels of objects
• Read poem Seasonal Verses (Teach
• Draw pictures of household items on
them Spanish Grade 4/P. 85). Have the
index cards and label them in Spanish
students either read and illustrate it or
on the other side.
memorize a verse and recite it
• On ACTIVboard, create a map without
• Create a weather poster using Spanish
labels and let the students label the
weather expressions to illustrate and
map with Spanish words
label the poster
• In Morning Meeting label classroom
• Que Tiempo Hace? (What’s the
objects with Spanish descriptors
Weather Like?) worksheet (Teach them
• Create a map of your bedroom and
Spanish Grade 4/P. 75) where students
label it with Spanish words
translate Spanish weather phrases to
• Play “Home Sweet Home” Bingo (Teach
English
them Spanish Grade 2/P. 4)
• During Morning Meeting, talk about
what season it is and what the weather
is like outside. Compare our weather to Basic Places in the Community Activities:
• Play “Name that Place” game (Teach
the weather in Puerto Rico. Use
them Spanish Grade 2/P. 42)
Spanish weather words as descriptors
• Play “Drawing Challenge” game (like
• Have students draw and write what their
Pictionary about the community) (Teach
favorite season is and why using
them Spanish Grade 2/P. 53)
Spanish weather descriptors (Teach
• Create a map of your community
them Spanish 4/P. 29)
• Pull up Google Earth map of the Mount
• “Adios Means Goodbye Song” (Teach
Laurel community and label landmarks
them Spanish Grade 1/P. 48)
Use clues to figure out places written in
Spanish on A Place for Riddles worksheet
(Teach them Spanish Grade 1/P. 43)
Suggested Technology Integration:
http://dotsub.com/ has a wide range of language videos
www.google.com/google-d-s/tour1.html create surveys for your students on the Spanish
language and culture
www.youtube.com search for videos of Spanish language using targeted theme key words
www.voicethread.com allows students to respond to a question or comment posted by teacher
or another student
http://prezi.com allows students to create an online presentation
www.epals.com allows teachers to search for a classroom connection throughout the world and
request specific connection needs
www.hello-hello.com allows students and teachers to learn about different languages and find
others to communicate with
www.skype.com software to download that allows your class to talk and video call with
classrooms across the world
http://www.123teachme.com/learn_spanish/spanish_for_children has great resources for
teachers and games for the students
http://www.storyplace.org/ listen to interactive children’s stories in Spanish and English
http://www.learn4good.com/kids/index.htm interactive website with games for students and
resources for teachers
http://www.curriculum21.com/clearinghouse includes links to many sites that make integrating
technology easy
Suggested Literacy Integration:
Books to Teach Foods:
Los alimentos de Maisy by Lucy Cousins
Frutas y vegetales by Glady Rosa Mendoza
Books on Friendship:
Margaret and Margarita/ Margarita y Margaret by Lynn Reiser
My Way/A mi manera – A Margaret and Margarita Story by Lynn Reiser
Books that Show Spanish Culture:
The Story of Ferdinand by Munroe Leaf
The Day it Snowed Tortillas by Joe Hayes
Books on Family:
In My Family/En Mi Familia by Carmen Lomas Garza
I Love Saturdays y domingos by Alma Flor Ada
Abuela by Arthur Dorros
Papa and Me by Arthur Dorros
Books on Immigration:
My Diary from Here to There by Amanda Irma Perez
I Hate English! by Ellen Levine
Book on Thankful Phrases:
Gracias/Thanks by Pat Mora
Book on Colors:
My Colors, My World/Mis colores, mi mundo by Maya Christina Gonzalez
Mount Laurel Township Schools
World Language Curriculum Guide
Grade 4/Novice-Mid
Unit: Myself…My Family…My Friends…My Community
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world
Strand A: Interpretive Mode: Students
language in addition to English to engage in
demonstrate understanding of spoken and
meaningful conversation, to understand and
written communication within appropriate
interpret spoken and written language, and to
cultural contexts.
present information, concepts, and ideas,
Strand B: Interpersonal Mode: Students
while also gaining an understanding of the
engage in direct oral and or/written
perspectives of other cultures. Through
communication with others.
language study, they will make connections
Strand C: Presentational Mode: Students
with other content areas, compare the
present, orally and/or in writing, information,
language and culture studied with their own,
concepts and ideas to an audience of listeners
and participate in home and global
or readers with whom there is no immediate
communities.
interaction.
Transfer Goal: I want you to learn about the culture and language of the target country
(Columbia), so that in the future, on your own, you will be able to communicate in Spanish about
yourself, your family, your friends and your community and understand the cultural differences.
Enduring Understanding(s):
•
•
•
•
•
Using words that I have learned,
pictures, movements, and acting
words out can help my classmates,
my teacher and others understand
me.
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.
I can better understand other cultures
by listening and relating other
peoples’ experiences to my own.
It is important to study other cultures
and languages so that I can better
understand the world I live in.
Essential Questions:
•
•
•
•
•
How can I communicate with someone in
another language?
How can I understand a different
language and culture?
What can you learn about a person’s
identity through their experiences?
How does my way of life compare to
other cultures?
Why is it important to communicate in
other languages and experience other
cultures?
Students will know that…
Content Statement
LINGUISTIC:
Interpretive Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can independently identify and
recognize memorized words and
phrases that bring meaning to text.
Students will be able to…
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.1 Recognize familiar spoken or written
words and phrases contained in
culturally authentic materials using
electronic information sources related to
targeted themes.
7.1.NM.A.2 Demonstrate comprehension of simple,
oral and written directions, commands,
and requests through appropriate
physical response.
Interpersonal Mode: The Novice-Mid
language learner understands and
communicates at the word level and
7.1.MN.A.4
can use memorized words and phrases
independently to:
• Respond to learned questions.
7.1.NM.B.1
• Ask memorized questions.
• State needs and preferences.
• Describe people, places, and
things.
7.1.NM.B.5
Presentational Mode: The NoviceMid language learner understands and
communicates at the word level and
can use memorized words and phrases 7.1.NM.C.1
independently to:
• Make lists.
• State needs and preferences.
• Describe people, places, and
7.1.NM.C.4
things.
CULTURAL:
• Personal identity is developed
through experiences that occur
within one’s family, one’s
community, and the culture at
large. (Topics that assist in the
development of this
understanding should include,
but are not limited to: self,
friends, family, pets,
community,
physical/personality
descriptions, and school.)
Identify familiar people, places, and
objects based on simple oral and/or
written descriptions.
Use digital tools to exchange basic
information at the word and memorizedphrase level related to self and targeted
themes.
Exchange information using words,
phrases, and short sentences practiced
in class on familiar topics or on topics
studied in other content areas.
Use basic information at the word and
memorized-phrase level to create a
multimedia-rich presentation on
targeted themes to be shared virtually
with a target language audience.
Present information from age- and
level-appropriate, culturally authentic
materials orally or in writing.
•
•
•
•
Observing and participating in
culturally authentic activities
contribute to familiarization with
cultural products and practices.
(Topics and activities that assist
in the development of this
understanding should include,
but are not limited to:
greetings/polite words,
direction words, the
celebration of New Year’s,
other authentic celebrations,
songs, and dances from the
country of Colombia.)
Healthy eating habits and fitness
practices may vary across
cultures. (Topics that assist in
the development of this
understanding should include,
but are not limited to: foods,
fruit, shopping, eating at home
or in restaurants, and wellness
practices.)
Many products and practices
related to home and community
are shared across cultures;
others are culture-specific.
(Topics that assist in the
development of this
understanding should include,
but are not limited to: home life,
objects in a home, places in the
community, seasons and
weather within the community.)
What is perceived as “basic
needs” varies among and within
cultures. (Topics that assist in
the development of this
understanding should include,
but are not limited to: food and
shelter.)
•
•
Maps, calendars, graphs, and
other graphic organizers facilitate
understanding of information on a
wide range of topics related to the
world and global issues. They
make complex concepts more
accessible to second-language
learners who have limited
proficiency in the language.
(Content areas that assist in the
development of this
understanding should include, but
are not limited to: months of the
year, history, economics,
science, and geography.)
Learning about age- and
developmentally appropriate
content that is of high interest to
students and has a direct
connection to the cultural
contexts of the target language
cultivates an awareness of the
shared human experience.
(Content that assists in the
development of this
understanding should include, but
is not limited to: all content
areas and popular culture.)
Stage 2: Assessment Evidence:
Performance Task:
You are going to be meeting new Spanish friends
over the Internet. They want to see what your
community looks like. Your task is to show them
where you live and what your community looks like
by creating a map of your community (use real
pictures of landmark places within Mount Laurel)
and labeling it in Spanish. After your map is
created, your challenge will be to present your map
using the Spanish language to your new Internet
friends. Making your new friends understand what
your community looks like and the things found in
the community will mean that you have
successfully completed this task.
*Note to Teacher: Before starting Performance
Task, you need to find another school to Skype
with to share the end community maps. A
suggested website to visit to find this class is
www.epals.com.
Other Assessments:
Stage 3: Learning Plan:
Suggested Learning Activities:
•
Read poem Seasonal Verses (Teach
them Spanish Grade 4/P. 85). Have the
students memorize a verse and recite it
Create a calendar in Spanish and post
important Colombian holidays on the
calendar
Greetings and Polite Words Activities:
• YouTube video: Spanish 1.1 –
•
Greetings and Introductions
• Have a conversation practicing asking
and answering questions using a script
from (Teach them Spanish Grade 2/P.
Foods and Fruits Activities:
79-81)
• YouTube video: Handy Food Vocab 1 –
Meals
• Introduce new greetings (Teach them
• Translate a menu from Spanish to
Spanish Grade 2/P.9) and practice
English or create your own Spanish
using them during Morning Meeting with
menu (Spanish menu:
intonation
http://cafe50s.com/café• Sing “Hola Chicos” (Teach them
50s.php?mod=spanish-menu)
Spanish Grade 2/P. 75)
• Watch Spanish cooking show on
• Give Phrases: “Good Night”, “Good
YouTube: Spanish TV Cooking Shows
Morning” and “Good Afternoon” in
and then have the students create a
Spanish and have students illustrate
video of their own
what happens during those times of day
•
Look at recipes from Columbia and
• Use Spanish greetings to greet the
translate to English
children in the morning and say
(www.mycolumbiarecipe.com)
goodbye at the end of the day
• Play the game “Me Gusta Comer”
• Play Si, No game (Teach them Spanish
(Teach them Spanish Grade 3/P. 35)
Grade 4/P. 7 and 9)
Direction Word Activities:
• Introduce direction words using the
compass (Teach them Spanish Grade
4/P. 77)
• Play Directions Word Bingo (Teach
them Spanish Grade 4/P. 76 and 82)
• YouTube video: Handy Vocab –
Positions and Directions Video
• Play Spanish Bee game in (Teach them
Spanish Grade 4/P. 76) where students
complete Spanish sentences using
direction words
• Every Which Way word search (Teach
them Spanish Grade 4/P. 78)
• Direction Puzzle (Crossword Puzzle)
(Teach them Spanish Grade 4/P. 79)
Places to Go Activities:
• Match Spanish words to pictures in the
Around the Town Activity found (Teach
them Spanish Grade 3/P. 39)
• Up the Street Word Search (Teach
them Spanish Grade 3/P. 40)
• Show pictures comparing places in
Colombia to Mt. Laurel places
• Use GoogleEarth to zoom in on places
in the communities of Mt. Laurel and
Colombia to show the differences
• Picture book: Family Pictures/Cuadros
de Familia by Carmen Lomas Garza
Months of the Year Activities:
• Review months of the year during
calendar at Morning Meeting daily
• Label classroom calendar with Spanish
labels above the English month labels
• Write the name of the months and draw
pictures of what happens during the
months using chart (Teach them
Spanish Grade 3/P. 29)
• Sing “Happy Birthday” in Spanish
(Cumpleanos Feliz) (Teach them
Spanish Grade 3/P. 81)
New Year’s in Colombia Activities:
• Informative Website (Teachers Only):
http://raisingcolumbiankids.blogspot.co
m/2010/12/Columbian-new-yeartraditions.html
• Complete a Venn Diagram comparing
New Year’s celebrations in the United
States to celebrations in Colombia
• Informative Website about New Year’s
traditions in Colombia:
www.123newyear.com/newyeartraditions/columbia.html
• Picture book: Happy New Year,
Everywhere! by Arlene Erlbach
• Replicate a Colombian New Year’s Eve
celebration
Suggested Technology Integration:
http://dotsub.com/ has a wide range of language videos
www.google.com/google-d-s/tour1.html create surveys for your students on the Spanish
language and culture
www.youtube.com search for videos of Spanish language using targeted theme key words
www.voicethread.com allows students to respond to a question or comment posted by teacher
or another student
http://prezi.com allows students to create an online presentation
www.epals.com allows teachers to search for a classroom connection throughout the world and
request specific connection needs
www.hello-hello.com allows students and teachers to learn about different languages and find
others to communicate with
www.skype.com software to download that allows your class to talk and video call with
classrooms across the world
http://www.123teachme.com/learn_spanish/spanish_for_children has great resources for
teachers and games for the students
http://www.storyplace.org/ listen to interactive children’s stories in Spanish and English
http://www.learn4good.com/kids/index.htm interactive website with games for students and
resources for teachers
http://www.curriculum21.com/clearinghouse includes links to many sites that make integrating
technology easy
Suggested Literacy Integration:
Books to Teach Foods:
Los alimentos de Maisy by Lucy Cousins
Frutas y vegetales by Glady Rosa Mendoza
Books on Friendship:
Margaret and Margarita/ Margarita y Margaret by Lynn Reiser
My Way/A mi manera – A Margaret and Margarita Story by Lynn Reiser
Books that Show Spanish Culture:
The Story of Ferdinand by Munroe Leaf
The Day it Snowed Tortillas by Joe Hayes
Books on Family:
In My Family/En Mi Familia by Carmen Lomas Garza
I Love Saturdays y domingos by Alma Flor Ada
Abuela by Arthur Dorros
Papa and Me by Arthur Dorros
Books on Immigration:
My Diary from Here to There by Amanda Irma Perez
I Hate English! by Ellen Levine
Book on Thankful Phrases:
Gracias/Thanks by Pat Mora
Book on Colors:
My Colors, My World/Mis colores, mi mundo by Maya Christina Gonzalez
Mount Laurel Township Schools
World Languages Curriculum
Grade 5 – Unit 1
Unit: Do You Remember......?
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world
Strand A: Interpretive Mode: Students
language in addition to English to engage in
demonstrate understanding of spoken and
meaningful conversation, to understand and
written communication within appropriate
interpret spoken and written language, and to
cultural contexts.
present information, concepts, and ideas, while Strand B: Interpersonal Mode: Students
also gaining an understanding of the
engage in direct oral and or/written
perspectives of other cultures. Through
communication with others.
language study, they will make connections
Strand C: Presentational Mode: Students
with other content areas, compare the
present, orally and/or in writing, information,
language and culture studied with their own,
concepts and ideas to an audience of listeners
and participate in home and global
or readers with whom there is no immediate
communities.
interaction.
Transfer Goal: I want you to review what you have learned about Spanish and build upon it so
that in the future, on your own, you will communicate to native speakers about their world.
Enduring Understanding(s):
•
•
•
•
Essential Questions:
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
True communication involves a balance
of both verbal and non-verbal cues.
Cultural perspectives are gained by
using the language and through
experience with its products and
practices.
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and
beliefs.
Students will know that…
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
• Is a wide array of languages in the
world a good thing?
• Why is it important to communicate in
other languages?
• How can I communicate effectively in
another language?
• How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
• How does the content of the world
languages classroom help me
understand who I am and the world in
which I live?
Students will be able to…
•
Content Statement
CPI #
LINGUISTIC:
7.1.NH.A.2
Interpretive Mode: The Novice-High
language learner has progressed from
understanding and communicating at the
Cumulative Progress Indicator (CPI)
Demonstrate comprehension of a
series of oral and written directions,
commands, and requests through
appropriate physical response.
word level to understanding and
communicating at the sentence level
and can use words, lists, and simple
sentences independently to:

Identify the main idea and some
supporting details when reading.

Understand the gist and some
supporting details of conversations
dealing with everyday life.

Infer the meaning of some
unfamiliar words when used in familiar
contexts.
Interpersonal Mode: The Novice-High
language learner has progressed from
understanding and communicating at the
word level to understanding and
communicating at the sentence level
and can use words, lists, and simple
sentences independently to:

Ask and answer questions related
to everyday life.
 Handle simple transactions related to
everyday life:

Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and make
arrangements.

Extend, accept, and decline
an invitation.

Express an opinion and
preference.
Presentational Mode: The Novice-High
language learner has progressed from
understanding and communicating at the
word level to understanding and
communicating at the sentence level
and can use words, lists, and simple
sentences independently to:
 Handle simple transactions related to
everyday life:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
7.1.NH.A.4
7.1.NH.A.5
7.1.NH.C.3
7.1.NH.B.4
7.1.NH.B.5
Identify people, places, objects, and
activities in daily life based on oral or
written descriptions.
Demonstrate comprehension of short
conversations and brief written
messages on familiar topics.
Describe in writing people and things
from the home and school
environment.
Ask and respond to simple questions,
make requests, and express
preferences using memorized words
and phrases
Exchange information using words,
phrases, and short sentences practiced
in class on familiar topics or on topics
studied in other content areas.
Performance Task:
Stage 2: Assessment Evidence
Other Assessments:
You are a student in a Spanish speaking
country. It is the first day of school. You will
conduct a random conversation with another
student, incorporating both verbal and
nonverbal cues, utilizing one another as your
audience. You will ask any 3 questions from
your learned vocabulary and be able to
respond to your partner’s questions. A
successful conversation will occur when each
of you understands and communicates with
one another.
Stage 3: Learning Plan
Suggested Learning Activities:
•
•
•
•
•
Model general greeting vocabulary,
animating each intonation with different
non-verbal cues
Students compose mini introduction
describing themselves, their
likes/dislikes, opinions and cultural
preferences.
Students choose names from list
provided, and conduct individual
introductions, in target language
Students answer question cues
concerning new names of classmates;
emphasis is on gender difference in
target language
•
•
•
Students respond to daily instructions in
target language.
Students participate in oral rotation
game, involving question & answer
session for introductions.
Students create email messages
introducing themselves to their
counterpart target language classmate,
asking introductory questions, and
inviting them to a future Skype session.
This dialogue can be corrected and
revised according to objectives.
Students listen /record individual &
class responses to questions, using
ActivStudio Record options & Voice
Thread
Suggested Technology Integration:
Use of ActivBoard to integrate vocabulary daily; and to record conversations - Promethean
ActiviStudio
Use of VoiceThread to create mini self introduction for class : http://ed.voicethread.com/
Use of Epals to introduce oneself to classmates from counterpart target language class http://www.epals.com/
Mount Laurel Township Schools
World Languages Curriculum
Grade 5 – Unit 2
Unit: Understanding our World
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world
Strand A: Interpretive Mode: Students
language in addition to English to engage in
demonstrate understanding of spoken and written
meaningful conversation, to understand and
communication within appropriate cultural contexts.
interpret spoken and written language, and to Strand B: Interpersonal Mode: Students engage
present information, concepts, and ideas,
in direct oral and or/written communication with
while also gaining an understanding of the
others.
perspectives of other cultures. Through
Strand C: Presentational Mode: Students
language study, they will make connections
present, orally and/or in writing, information,
with other content areas, compare the
concepts and ideas to an audience of listeners or
language and culture studied with their own,
readers with whom there is no immediate
and participate in home and global
interaction.
communities.
Transfer Goal: I want you to learn about the many different cultures of the target language world so
that, in the future, on your own, you will be aware and accepting of the world's cultural differences;
and you will be able to communicate to native speakers about their world.
Enduring Understanding(s):
•
•
•
•
Essential Questions:
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
True communication involves a
balance of both verbal and non-verbal
cues.
Cultural perspectives are gained by
using the language and through
experience with its products and
practices.
Members of one culture may make
assumptions about other cultures
based on their own attitudes, values
and beliefs.
•
Students will know that…
Content Statement
LINGUISTIC:
Interpretive Mode: The Novice-High
language learner has progressed
from understanding and
communicating at the word level to
•
•
•
•
•
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
Is a wide array of languages in the world a
good thing?
Why is it important to communicate in other
languages?
How can I communicate effectively in
another language?
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s social
practices and products?
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will be able to…
CPI #
Cumulative Progress Indicator (CPI)
7.1.NH.A.1
Recognize familiar words and phrases,
understand the main idea, and infer the
meaning of some highly contextualized,
unfamiliar spoken or written words
contained in culturally authentic materials
understanding and communicating at
the sentence level and can use words,
lists, and simple sentences
independently to:
 Identify the main idea and some
supporting details when reading.
 Understand the gist and some
supporting details of conversations
dealing with everyday life.
 Infer the meaning of some
unfamiliar words when used in
familiar contexts.
Interpersonal Mode: The NoviceHigh language learner has progressed
from understanding and
communicating at the word level to
understanding and communicating at
the sentence level and can use
words, lists, and simple sentences
independently to:
 Ask and answer questions related
to everyday life.
 Handle simple transactions related
to everyday life:

Initiate, maintain, and
end a conversation.

Ask for and give
permission.

Express needs.

Give reasons.

Request, suggest, and
make arrangements.

Extend, accept, and
decline an invitation.

Express an opinion and
preference.
Presentational Mode: The NoviceHigh language learner has progressed
from understanding and
communicating at the word level to
understanding and communicating at
the sentence level and can use
words, lists, and simple sentences
independently to:
using electronic information sources related
to targeted themes.
7.1.NH.A.5
7.1.NH.A.6
Demonstrate comprehension of short
conversations and brief written messages
on familiar topics
Identify the main idea and other significant
ideas in readings from age- and levelappropriate, culturally authentic
materials.
7.1.NH.C.3
Describe in writing people and things from
the home and school environment.
7.1.NH.B.2
Give and follow a series of oral and written
directions, commands, and requests for
participating in age- and level- appropriate
classroom and cultural activities.
Imitate appropriate gestures, intonation,
and common idiomatic expressions of the
target culture(s)/language during daily
interactions.
Converse on a variety of familiar topics
and/or topics studied in other content
areas.
Recognize some common gestures and
cultural practices associated with target
culture(s).
7.1.NH.B.3
7.1.NH.B.5
7.1.NH.A.3
7.1.NH.C.1
Recombine basic information at the word
and sentence level related to self and
targeted themes to create a multimedia-rich
presentation to be shared virtually with a
target language audience.
7.1.NH.C.5
Tell or write about cultural products
associated with the target culture(s), and
simulate common cultural practices.
Handle siple transations
related to everyday life:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
CULTURAL:
Maps, graphs, and other
graphic organizers facilitate
understanding of information on
a wide range of topics related
to the world and global issues.
They make complex concepts
more accessible to secondlanguage learners who have
limited proficiency in the
language. (Content areas that
assist in the development of
this understanding should
include, but are not limited to:
history, economics, science,
and geography.)
•
•
The study of another language
and culture deepens
understanding of where and
how people live and why events
occur. (Content areas that
assist in the development of
this understanding should
include, but are not limited to:
history, science, economics,
and geography.)
Many products and practices
related to home and community
are shared across cultures;
others are culture-specific.
(Topics that assist in the
development of this
understanding should include,
but are not limited to: home life,
places in the community,
activities within the community,
and travel.)
Stage 2: Assessment Evidence:
Performance Task:
Other Assessments:
You will research facts on a chosen cultural
aspect of a particular target language country.
You will act as a cooperative group member or
work individually to accumulate knowledge,
verify accuracy and construct a visual, oral and
written, multimedia-rich project of your particular
country’s cultural nuance(s) to present to the
community. You will be conducting yourself as
a global ambassador for that particular country
at the World Culture Fair. Your success will be
measured by your fellow classmates' enriched
understanding of your country's culture, and, if
possible, the target country students'
verification.
Stage 3: Learning Plan
Suggested Learning Activities:
• Intro Nationality Vocabulary, using maps,
globe, & ActivBoard / Discuss importance
of Global Communication
• Play Google Earth tour of target language
countries as students practice answering
question based on location.
• Students listen to instructions on project
given in target language.
• Students conduct preliminary research on
countries and choose a particular target
language country and cultural nuance.
• With Webquest, students conduct
thorough research on the target language
country through access to media center
website links.
•
•
•
•
•
•
•
With Webquest, students conduct
thorough research on the target language
country through access to media center
website links.
Via webquest and internet research,
students will read, research, summarize
and write information on cultural
differences.
Compose and conduct culture survey
questions to utilize via email
communication and Skype to target
language country
Email and Skype counterpart target
language students to compile answers to
culture questions for the presentation.
Students present projects to classmates,
before the WCF event.
Students compose exit cards and instruct
fellow classmates to complete an exit card
of questions based on the presentation.
Suggested Technology Integration
Activboard to display maps/ record nationality vocabulary - Promethean ActivStudio - Create pages
for vocabulary introduction & maps
Google Earth to conduct tour of target language countries - Google Earth Application - Create tour
for students
Webquest to research for information on cultural differences. Via the Hartford Media Center:
http://destiny.mtlaurelschools.org/common/servlet/presenthomeform.do?l2m=Home&tm=Home&l2m
=Home
Potential other websites to use for this:
http://www.thinkquest.org/en/
http://www.globalschoolnet.org/gsh/pr/
http://globalcollaborations.wikispaces.com/
http://globaleducation.ning.com/
Epals email system to send inquiries about culture. - http://www.epals.com/http://www.epals.com/
Skype to conduct conversation on culture of target language to native speaker of that language. http://www.skype.com/intl/en-us/welcomepage
Mount Laurel Township Schools
World Languages Curriculum
Grade 5 – Unit 3
Unit: Getting to Know Me: What's my role in the world?
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret spoken
and written language, and to present information,
concepts, and ideas, while also gaining an
understanding of the perspectives of other
cultures. Through language study, they will
make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Modes of Communication:
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate
cultural contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about the ways you can describe yourself & others, so that in the
future, on your own, you will communicate with someone in the target language, describing you,
your wants and your needs.
Enduring Understanding(s):
•
•
•
•
•
Learning a different language/culture leads
to greater understanding of one’s own and
other languages/cultures and why people
think and act in different ways.
True communication involves a balance of
both verbal and non-verbal cues.
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
Members of one culture may make
assumptions about other cultures based on
their own attitudes, values and beliefs.
Essential Questions:
•
•
•
•
•
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
Is a wide array of languages in the world
a good thing?
Why is it important to communicate in
other languages?
How can I communicate effectively in
another language?
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
How does the content of the world
languages classroom help me
understand who I am and the world in
which I live?
Students will know that…
Content Statement
LINGUISTIC:
Interpretive Mode: The Novice-High
language learner has progressed from
understanding and communicating at the
word level to understanding and
communicating at the sentence level and
can use words, lists, and simple sentences
independently to:
Students will be able to…
CPI #
Cumulative Progress Indicator (CPI)
7.1.NH.B.1 Use digital tools to exchange basic
information by recombining memorized
words, phrases, and sentences on
topics related to self and targeted
themes.
7.1.NH.B.5 Converse on a variety of familiar topics
and/or topics studied in other content
areas.
Identify the main idea and some
supporting details when reading.

Understand the gist and some
supporting details of conversations
dealing with everyday life.

Infer the meaning of some unfamiliar
words when used in familiar contexts.
Interpersonal Mode: The Novice-High
language learner has progressed from
understanding and communicating at the
word level to understanding and
communicating at the sentence level and
can use words, lists, and simple sentences
independently to:

Ask and answer questions related to
everyday life.
 Handle simple transactions related to
everyday life:

Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and make
arrangements.

Extend, accept, and decline
an invitation.

Express an opinion and
preference.
7.1.NH.A.3 Recognize some common gestures and
cultural practices associated with target
culture(s).

7.1.NH.C.2 Create and present brief messages,
poems, rhymes, songs, short plays, or
role-plays using familiar vocabulary
orally or in writing
7.1.NH.C.3 Describe in writing people and things
from the home and school environment.
7.1.NH.C.5 Tell or write about cultural products
associated with the target culture(s),
and simulate common cultural
practices.
7.1.NH.C.4 Tell or retell stories from age- and levelappropriate, culturally authentic
materials orally or in writing.
7.1.NH.C.1 Recombine basic information at the
word and sentence level related to self
and targeted themes to create a
multimedia-rich presentation to be
shared virtually with a target language
audience.
Presentational Mode: The Novice-High
language learner has progressed from
understanding and communicating at the
word level to understanding and
communicating at the sentence level and
can use words, lists, and simple sentences
independently to:
 Handle simple transactions related to
everyday life:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
CULTURAL:
• Personal identity is developed
through experiences that occur within
one’s family, one’s community, and
the culture at large. (Topics that
assist in the development of this
understanding should include, but are
not limited to: self, friends, family,
pets, physical/personality
descriptions, school, likes/dislikes,
and pastimes.)
• The study of another language and
culture deepens understanding of
where and how people live and why
events occur. (Content areas that
assist in the development of this
understanding should include, but are
not limited to: history, science,
economics, and geography.)
• Current trends and issues influence
popular culture. (Topics that assist in
the development of this
understanding should include, but are
not limited to:
fashion, style, popular music, art and
pastimes.
Stage 2: Assessment Evidence
Performance Task:
Other Assessments:
You are a global ambassador for your school.
You will compose a song, rap, essay or poem
introducing yourself to a counterpart student of
the target language. You will imbed this creation
into a Wikipage, which will be shared with fellow
US and target language classmates. Your
introduction should include the following topics:
physical description, popular cultural preferences,
likes/dislikes, family, pets, and where you live.
Stage 3: Learning Plan
Suggested Learning Activities:
•
•
•
•
•
•
Reading student biographies from target
language
Reading/ Viewing other student
biographies posted on wikipages
Compose a questionnaire via epals for a
counterpart student of the target language
Students present a picture that is relevant,
describing in the target language the
reasons that they have chosen this picture
to share.
Via epals, students communicate with
target language students, by drafting an
interview for the target language student.
•
•
•
•
Students write a rough draft of selfintroduction
Students peer review self-introductions
with target language students via epals
email system.
Students use Skype and ActivStudio
Record to practice for their Voki embed
voices.
Create a wikipage presenting selfintroduction information
Create a Voki recording of autobiography
information to use in final presentation
Suggested Technology Integration:
Student created Wikipages: http://www.wikispaces.com/content/for/teachers
Student created Voki or Voice Thread embedded in wikipage, recording voice reciting information:
http://www.voki.com/
Or: http://ed.voicethread.com/
Epals communication to ask and answer information with counterpart student
:/http://www.epals.com/
Skype for practice of oral presentation: http://www.skype.com/intl/en-us/welcomepage
Mount Laurel Township Schools
World Languages Curriculum
Grade 6 – Unit 1
Unit: Bonjour!
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language Strand A: Interpretive Mode: Students
in addition to English to engage in meaningful
demonstrate understanding of spoken and
conversation, to understand and interpret spoken written communication within appropriate
and written language, and to present information, cultural contexts.
concepts, and ideas, while also gaining an
Strand B: Interpersonal Mode: Students
understanding of the perspectives of other
engage in direct oral and or/written
cultures. Through language study, they will
communication with others.
make connections with other content areas,
Strand C: Presentational Mode: Students
compare the language and culture studied with
present, orally and/or in writing, information,
their own, and participate in home and global
concepts and ideas to an audience of listeners
communities.
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about France, the French language and the other Francophone
countries, and build upon that knowledge so that in the future, on your own, you will communicate to
native speakers about their world.
Enduring Understanding(s):
•
•
•
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
True communication involves a balance of
both verbal and non-verbal cues.
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
•
•
•
•
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
Is a wide array of languages in the world
a good thing?
Why is it important to communicate in
other languages?
How can I communicate effectively in
another language?
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Content Statement
LINGUISTIC:
Interpretive Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can independently identify and
recognize memorized words and
phrases that bring meaning to text.
The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at the
sentence level and can use words, lists,
and simple sentences independently to:

Identify the main idea and some
supporting details when reading.

Understand the gist and some
supporting details of conversations
dealing with everyday life.

Infer the meaning of some
unfamiliar words when used in familiar
contexts.
Interpersonal Mode: The Novice-Mid
language learner understands and
communicates at the word level and can
use memorized words and phrases
independently to:
• Respond to learned questions.
• Ask memorized questions.
• State needs and preferences.
• Describe people, places, and things.
The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at the
sentence level and can use words, lists,
and simple sentences independently to:

Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and make
arrangements.

Extend, accept, and decline
an invitation.
Students will be able to…
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.2 Demonstrate comprehension of simple,
oral and written directions, commands,
and requests through appropriate
physical response.
7.1.NH.A.2 Demonstrate comprehension of a series
of oral and written directions, commands,
and requests through appropriate
physical response.
7.1.NM.A.3 Recognize a few common gestures and
7.1.NH.A.3 cultural practices associated with the
target culture(s).
7.1.NM.A.4 Identify people, places, objects, and
7.1.NH.A.4 activities in daily life based on oral or
written descriptions.
7.1.NM.A.5 Demonstrate comprehension of short
7.1.NH.A.5 conversations and brief written
messages on familiar topics.
7.1.NM.B.2 Give and follow simple oral and written
directions, commands, and requests
when participating in age-appropriate
classroom and cultural activities.
7.1.NH.B.2 Give and follow a series of oral and
written directions, commands, and
requests for participating in age- and
level- appropriate classroom and cultural
activities.
7.1.NM.B.3 Imitate appropriate gestures and
7.1.NH.B.3 intonation of the target
culture(s)/language during greetings,
leave-takings, and daily interactions.
7.1.NM.B.4 Ask and respond to simple questions,
7.1.NH.B.4 make requests, and express preferences
using memorized words and phrases
7.1.NM.B.5 Exchange information using words,
7.1.NH.B.5 phrases, and short sentences practiced
in class on familiar topics or on topics
studied in other content areas.
7.1.NM.C.3 Copy/write words, phrases, or simple
guided texts on familiar topics.
7.1.NH.C.3
Describe in writing people and things
from the home and school environment
Express an opinion and
preference.
Presentational Mode: The Novice-Mid
language learner understands and
communicates at the word level and can
use memorized words and phrases
independently to:
• Make lists.
• State needs and preferences.
• Describe people, places, and things
The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at the
sentence level and can use words, lists,
and simple sentences independently to:
 Handle simple transactions related to
everyday life:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
CULTURAL:
Personal identity is developed through
experiences that occur within one’s family,
one’s community, and the culture at large.
(Topics that assist in the development of
this understanding should include, but are
not limited to: self, friends, family, pets,
physical/personality descriptions, school,
likes/dislikes, and pastimes.)

Stage 2: Assessment Evidence
Performance Task:
You are a student in a French speaking country.
It is the first day of school. You will conduct a
random conversation with another student,
incorporating both verbal and nonverbal cues,
utilizing one another as your audience. You will
ask any 3 questions from your learned
vocabulary and be able to respond to your
partner’s questions. A successful conversation
will occur when each of you understands and
communicates with one another.
Other Assessments:
Stage 3: Learning Plan
Suggested Learning Activities:
•
•
•
•
•
Model general greeting vocabulary,
animating each intonation with different
non-verbal cues
Students compose mini introduction
describing themselves, their likes/dislikes,
opinions and cultural preferences.
Students choose names from list
provided, and conduct individual
introductions, in target language
Students answer question cues
concerning new names of classmates;
emphasis is on gender difference in target
language
•
•
•
Students respond to daily instructions in
target language.
Students participate in oral rotation game,
involving question & answer session for
introductions.
Students create email messages
introducing themselves to their
counterpart target language classmate,
asking introductory questions, and inviting
them to a future Skype session. This
dialogue can be corrected and revised
according to objectives.
Students listen /record individual & class
responses to questions, using ActivStudio
Record options & Voice Thread
Suggested Technology Integration:
Use of ActivBoard to integrate vocabulary daily; and to record conversations - Promethean
ActiviStudio
Use of VoiceThread to create mini self introduction for class: http://ed.voicethread.com/
Use of Epals to introduce oneself to classmates from counterpart target language class http://www.epals.com/
Mount Laurel Township Schools
World Languages Curriculum
Grade 6 – Unit 2
Unit: Understanding our World
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret spoken
and written language, and to present information,
concepts, and ideas, while also gaining an
understanding of the perspectives of other
cultures. Through language study, they will make
connections with other content areas, compare
the language and culture studied with their own,
and participate in home and global communities.
Modes of Communication:
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate
cultural contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about the many different cultures of the target language world so
that, in the future, on your own, you will be aware and accepting of the world's cultural differences;
and you will be able to communicate to native speakers about their world.
Enduring Understanding(s):
•
•
•
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different ways.
True communication involves a balance of
both verbal and non-verbal cues.
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
•
•
•
•
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
Is a wide array of languages in the world
a good thing?
Why is it important to communicate in
other languages?
How can I communicate effectively in
another language?
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
How does the content of the world
languages classroom help me
understand who I am and the world in
which I live?
Students will know that…
Content Statement
LINGUISTIC
Interpretive Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can independently identify and
recognize memorized words and
phrases that bring meaning to text.
Students will be able to…
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.1 Recognize familiar words and phrases,
7.1.NH.A.1 understand the main idea, and infer the
meaning of some highly contextualized,
unfamiliar spoken or written words
contained in culturally authentic materials
using electronic information sources
related to targeted themes.
The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at
the sentence level and can use words,
lists, and simple sentences
independently to:

Identify the main idea and some
supporting details when reading.

Understand the gist and some
supporting details of conversations
dealing with everyday life.

Infer the meaning of some
unfamiliar words when used in
familiar contexts.
Interpersonal Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can use memorized words and phrases
independently to:
• Respond to learned questions.
• Ask memorized questions.
• State needs and preferences.
• Describe people, places, and things.
The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at
the sentence level and can use words,
lists, and simple sentences
independently to:

Ask and answer questions
related to everyday life.
 Handle simple transactions related
to everyday life:
7.1.NM.A.3
7.1.NH.A.3
Recognize some common gestures and
cultural practices associated with target
culture(s).
7.1.NM.A.5
Demonstrate comprehension of brief oral
and written messages using age- and
level-appropriate, culturally authentic
materials on familiar topics.
Demonstrate comprehension of short
conversations and brief written messages
on familiar topics
Identify the main idea and other significant
ideas in readings from age- and levelappropriate, culturally authentic
materials.
7.1.NH.A.5
7.1.NH.A.6
7.1.NM.B.2
Give and follow simple oral and written
directions, commands, and requests when
participating in age-appropriate classroom
and cultural activities.
7.1.NH.B.2
Give and follow a series of oral and written
directions, commands, and requests for
participating in age- and level- appropriate
classroom and cultural activities.
7.1.NM.B.3
7.1.NH.B.3
Imitate appropriate gestures, intonation,
and common idiomatic expressions of the
target culture(s)/language during daily
interactions.
7.1.NM.B.5
Exchange information using words,
phrases, and short sentences practiced in
class on familiar topics or on topics studied
in other content areas.
7.1.NH.B.5
Initiate, maintain, and end
a conversation.

Ask for and give
permission.

Express needs.

Give reasons.

Request, suggest, and
make arrangements.

Extend, accept, and
decline an invitation.

Express an opinion and
preference.
Presentational Mode: The Novice-Mid
language learner understands and
communicates at the word level and
can use memorized words and phrases
independently to:
• Make lists.
• State needs and preferences.
• Describe people, places, and things
The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at
the sentence level and can use words,
lists, and simple sentences
independently to:
 Handle simple transactions related
to everyday life:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.

CULTURAL:
• Maps, graphs, and other graphic
organizers facilitate
understanding of information on
a wide range of topics related to
the world and global issues.
They make complex concepts
more accessible to secondlanguage learners who have
limited proficiency in the
language. (Content areas that
assist in the development of this
Converse on a variety of familiar topics
and/or topics studied in other content areas.
7.1.NM.C.1 Use basic information at the word and
memorized-phrase level to create a
multimedia-rich presentation on targeted
themes to be shared virtually with a target
language audience.
7.1.NH.C.1 Recombine basic information at the word and
sentence level related to self and targeted
themes to create a multimedia-rich
presentation to be shared virtually with a
target language audience.
7.1.NH.C.3
Describe in writing people and things from
the home and school environment.
7.1.NM.C.5 Name and label tangible cultural products
and imitate cultural practices from the target
culture(s).
7.1.NH.C.5 Tell or write about cultural products
associated with the target culture(s), and
stimulate common cultural practices.
•
understanding should include,
but are not limited to: history,
economics, science, and
geography.)
•
The study of another language
and culture deepens
understanding of where and
how people live and why events
occur. (Content areas that assist
in the development of this
understanding should include,
but are not limited to: history,
science, economics, and
geography.)
•
Many products and practices
related to home and community
are shared across cultures;
others are culture-specific.
(Topics that assist in the
development of this
understanding should include,
but are not limited to: home life,
places in the community,
activities within the community,
and travel.)
•
Observing and participating in
culturally authentic activities
contribute to familiarization with
cultural products and practices.
(Topics and activities that assist
in the development of this
understanding should include,
but are not limited to: authentic
celebrations, songs, and
dances.)
What is perceived as “basic needs”
varies among and within cultures.
(Topics that assist in the development
of this understanding should include,
but are not limited to: safety, food,
shelter, and purchase and sale of
goods such as toys, games, travel, and
luxury items.)
Stage 2: Assessment Evidence
Performance Task:
Other Assessments:
You will research facts on a chosen cultural
aspect of a particular target language country.
You will act as a cooperative group member or
work individually to accumulate knowledge,
verify accuracy and construct a visual, oral and
written, multimedia-rich project of your particular
country’s cultural nuance(s) to present to the
community. You will be conducting yourself as
a global ambassador for that particular country
at the World Culture Fair. Your success will be
measured by your fellow classmates' enriched
understanding of your country's culture, and, if
possible, the target country students'
verification.
Stage 3: Learning Plan
Suggested Learning Activities:
• Intro Nationality Vocabulary, using maps,
globe, & ActivBoard / Discuss importance
of Global Communication
• Play Google Earth tour of target
language countries as students practice
answering question based on location.
• Students listen to instructions on project
given in target language.
• Students conduct preliminary research
on countries and choose a particular
target language country and cultural
nuance.
• With Webquest, students conduct
thorough research on the target language
country through access to media center
website links.
•
•
•
•
•
•
With Webquest, students conduct thorough
research on the target language country
through access to media center website
links.
Via webquest and internet research,
students will read, research, summarize
and write information on cultural
differences.
Compose and conduct culture survey
questions to utilize via email
communication and Skype to target
language country
Email and Skype counterpart target
language students to compile answers to
culture questions for the presentation.
Students present projects to classmates,
before the WCF event.
Students compose exit cards and instruct
fellow classmates to complete an exit card
of questions based on the presentation.
Suggested Technology Integration:
Activboard to display maps/ record nationality vocabulary - Promethean ActivStudio - Create pages
for vocabulary introduction & maps
Google Earth to conduct tour of target language countries - Google Earth Application - Create tour
for students
Webquest to research for information on cultural differences. Via the Hartford Media Center:
http://destiny.mtlaurelschools.org/common/servlet/presenthomeform.do?l2m=Home&tm=Home&l2m
=Home
Potential other websites to use for this:
http://www.thinkquest.org/en/
http://www.globalschoolnet.org/gsh/pr/
http://globalcollaborations.wikispaces.com/
http://globaleducation.ning.com/
Epals email system to send inquiries about culture. - http://www.epals.com/http://www.epals.com/
Skype to conduct conversation on culture of target language to native speaker of that language. http://www.skype.com/intl/en-us/welcomepage
Mount Laurel Township Schools
World Languages Curriculum
Grade 6 – Unit 3
Unit: Getting to Know Me: What's my role in the world?
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language Strand A: Interpretive Mode: Students
in addition to English to engage in meaningful
demonstrate understanding of spoken and
conversation, to understand and interpret
written communication within appropriate cultural
spoken and written language, and to present
contexts.
information, concepts, and ideas, while also
Strand B: Interpersonal Mode: Students
gaining an understanding of the perspectives of
engage in direct oral and or/written
other cultures. Through language study, they
communication with others.
will make connections with other content areas,
Strand C: Presentational Mode: Students
compare the language and culture studied with
present, orally and/or in writing, information,
their own, and participate in home and global
concepts and ideas to an audience of listeners
communities.
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about the ways you can describe yourself & others, so that in the
future, on your own, you will communicate with someone in the target language, describing you,
your wants and your needs.
Enduring Understanding(s):
•
•
•
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
True communication involves a balance
of both verbal and non-verbal cues.
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
•
•
•
•
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
Is a wide array of languages in the world
a good thing?
Why is it important to communicate in
other languages?
How can I communicate effectively in
another language?
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Content Statement
• LINGUISTICS
Interpretive Mode: The Novice-Mid
language learner understands and
communicates at the word level and can
independently identify and recognize
memorized words and phrases that bring
meaning to text.
The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at the
sentence level and can use words, lists,
and simple sentences independently to:

Identify the main idea and some
supporting details when reading.

Understand the gist and some
supporting details of conversations
dealing with everyday life.

Infer the meaning of some
unfamiliar words when used in familiar
contexts.
Interpersonal Mode: The Novice-Mid
language learner understands and
communicates at the word level and can
use memorized words and phrases
independently to:
• Respond to learned questions.
• Ask memorized questions.
• State needs and preferences.
• Describe people, places, and things.
The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at the
sentence level and can use words, lists
and simple sentences independently to:

Ask and answer questions related
to everyday life.

Handle simple transactions related
to everyday life:
Students will be able to…
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.3 Recognize some common gestures and
7.1.NH.A.3 cultural practices associated with target
culture(s).
7.1.NM.B.1 Use digital tools to exchange basic
7.1.NH.B.1 information by recombining memorized
words, phrases, and sentences on topics
related to self and targeted themes.
7.1.NM.B.5 Exchange information using words,
phrases, and short sentences practiced in
class on familiar topics or on topics
studied in other content areas.
7.1.NH.B.5 Converse on a variety of familiar topics
and/or topics studied in other content
areas.
7.1.NM.C.1 Use basic information at the word and
memorized-phrase level to create a
multimedia-rich presentation on targeted
themes to be shared virtually with a target
language audience.
7.1.NH.C.1 Recombine basic information at the word
and sentence level related to self and
targeted themes to create a multimediarich presentation to be shared virtually
with a target language audience.
7.1.NM.C.2 Imitate, recite, and/or dramatize simple
poetry, rhymes, songs, and skits.
7.1.NH.C.2
Create and present brief messages,
poems, rhymes, songs, short plays, or
role-plays using familiar vocabulary orally
or in writing
7.1.NM.C.3 Copy/write words, phrases, or simple
guided texts on familiar topics.
7.1.NH.C.3
Describe in writing people and things from
the home and school environment.
7.1.NM.C.4 Present information from age- and levelappropriate, culturally authentic materials
orally or in writing.
Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and
make arrangements.

Extend, accept, and decline
an invitation.

Express an opinion and
preference.
Presentational Mode: The Novice-Mid
language learner understands and
communicates at the word level and can
use memorized words and phrases
independently to:
• Make lists.
• State needs and preferences.
• Describe people, places, and things
The Novice-High language learner has
progressed from understanding and
communicating at the word level to
understanding and communicating at the
sentence level and can use words, lists,
and simple sentences independently to:
 Handle simple transactions related to
everyday life:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.

CULTURAL:
• Personal identity is developed
through experiences that occur
within one’s family, one’s
community, and the culture at
large. (Topics that assist in the
development of this understanding
should include, but are not limited
to: self, friends, family, pets,
physical/personality descriptions,
school, likes/dislikes, and
pastimes.)
7.1.NH.C.4
7.1.NH.C.5
Tell or retell stories from age- and levelappropriate, culturally authentic materials
orally or in writing.
Tell or write about cultural products
associated with the target culture(s), and
simulate common cultural practices.
•
•
The study of another language and
culture deepens understanding of
where and how people live and
why events occur. (Content areas
that assist in the development of
this understanding should include,
but are not limited to: history,
science, economics, and
geography.)
Current trends and issues
influence popular culture. (Topics
that assist in the development of
this understanding should include,
but are not limited to:
fashion, style, popular music, art
and pastimes.)
Stage 2: Assessment Evidence:
Performance Task:
Other Assessments:
You are a global ambassador for your school.
You will compose a song, rap, essay or poem
introducing yourself to a counterpart student of
the target language. You will imbed this creation
into a Wikipage, which will be shared with fellow
US and target language classmates. Your
introduction should include the following topics:
physical description, popular cultural
preferences, likes/dislikes, family, pets, and
where you live.
Stage 3: Learning Plan
Suggested Learning Activities:
•
•
•
•
•
•
Reading student biographies from target
language
Reading/ Viewing other student
biographies posted on wikipages
Compose a questionnaire via epals for a
counterpart student of the target language
Students present a picture that is
relevant, describing in the target language
the reasons that they have chosen this
picture to share.
Via epals, students communicate with
target language students, by drafting an
interview for the target language student.
•
•
•
•
Students write a rough draft of selfintroduction
Students peer review self-introductions
with target language students via epals
email system.
Students use Skype and ActivStudio
Record to practice for their Voki embed
voices.
Create a wikipage presenting selfintroduction information
Create a Voki recording of autobiography
information to use in final presentation
Suggested Technology Integration:
Student created Wikipages: http://www.wikispaces.com/content/for/teachers
Student created Voki or Voice Thread embedded in wikipage, recording voice reciting information:
http://www.voki.com/
Or: http://ed.voicethread.com/
Epals communication to ask and answer information with counterpart student
:/http://www.epals.com/
Skype for practice of oral presentation: http://www.skype.com/intl/en-us/welcomepage
Mount Laurel Township Schools
World Languages Curriculum
Grade 7 – Unit 1
Unit: Do you remember…?
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret
spoken and written language, and to present
information, concepts, and ideas, while also
gaining an understanding of the perspectives of
other cultures. Through language study, they
will make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to review your basic knowledge of the target language, so that in the
future, on your own, you will communicate more effectively with a native speaker.
Enduring Understanding(s):
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
•
True communication involves a balance
of both verbal and non-verbal cues.
•
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
•
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
•
Is a wide array of languages in the world
a good thing?
•
Why is it important to communicate in
other languages?
•
How can I communicate effectively in
another language?
•
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
•
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Students will be able to…
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
LINGUISTIC:
Interpretive Mode: The Intermediate-Low
language learner understands and
communicates at the sentence level and
can use simple sentences independently to:
• Identify the main idea and some
supporting details when reading.
• Understand the gist and some
supporting details of conversations
dealing with everyday life.
• Infer the meaning of some unfamiliar
words when used in familiar
contexts.
Interpersonal Mode:
• Ask and answer questions related to
everyday life.
• Handle simple transactions related to
everyday life:

Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and make
arrangements.

Extend, accept, and decline
an invitation.

Express an opinion and
preference.
Presentational Mode:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
Cultural
• The study of another language
and culture deepens
understanding of where and how
people live and why events occur.
7.1.IL.A.2
Demonstrate comprehension of oral
and written instructions connected to
daily activities through appropriate
responses.
Compare and contrast the use of
verbal and non-verbal etiquette (i.e.,
the use of gestures, intonation, and
cultural practices) in the target
culture(s) and in one’s own culture.
Use the target language to describe
people, places, objects, and daily
activities learned about through oral or
written descriptions.
Demonstrate comprehension of
conversations and written information
on a variety of topics
Compare and contrast unique
linguistic elements in English and the
target language.
The study of another language and
culture deepens understanding of
where and how people live and why
events occur. (Content areas that
assist in the development of this
understanding should include, but are
not limited to: history, science,
economics, and geography.)
Present student-created and/or
authentic short plays, skits, poems,
songs, stories, or reports.
7.1.IL.A.3
7.1.IL.A.4
7.1.IL.A.5
7.1.IL.A.8
7.1.IL.B.2
7.1.IL.C.2
7.1.IL.C.3
Use language creatively to respond in
writing to a variety of oral or visual
prompts.
(Content areas that assist in the
development of this understanding
should include, but are not limited to:
history, science, economics, and
geography.)
Stage 2: Assessment Evidence:
Performance Task:
Other Assessments:
You are a student at Harrington Middle School.
It is the first day of school and you have been
chosen to be a student ambassador for an
exchange student from a Spanish speaking
country. You (the student ambassador) will
conduct a random conversation with another
student (exchange student), incorporating both
verbal and nonverbal cues, utilizing one another
as your audience. You will ask any 5 questions
from your learned vocabulary and be able to
respond to your partner’s questions. A
successful conversation will occur when each of
you understands and communicates with one
another.
Stage 3: Learning Plan
Suggested Learning Activities:
•
Model general greeting vocabulary,
animating each intonation with different
non-verbal cues
•
Students respond orally and in writing to
random selected questions from teachers'
"grab bag "
•
Students choose names from list
provided, and conduct individual
introductions, in target language
•
Students review learned vocabulary by
responding in writing to questions using
mini white boards
•
Students answer question cues
concerning new names of classmates;
emphasis is on gender difference in target
language
•
Communicative activity with questions &
answer sentence strips. Students recite
questions/answers to find corresponding
half of conversation.
•
Students participate in an inside/outside
circle review, involving question & answer
session for introductions
•
Students listen /record individual & class
responses to questions, using AcitvStudio
Record or other record options
Suggested Technology Integration:
Use of ActivBoard to integrate vocabulary daily; and to record conversations
Use of VoiceThread to create mini self introduction for class
Use of Epals to introduce oneself to classmates from counterpart target language class
Mount Laurel Township Schools
World Languages Curriculum
Grade 7 - Unit # 2
Unit: Can you say “resume”?
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret
spoken and written language, and to present
information, concepts, and ideas, while also
gaining an understanding of the perspectives of
other cultures. Through language study, they
will make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about other cultures' leisure activities and interests; and make
comparisons and personal choices so that in the future, on your own, you will be able to participate
competitively as a global citizen.
Enduring Understanding(s):
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
•
True communication involves a balance
of both verbal and non-verbal cues.
•
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
•
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
•
Essential Questions:
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
•
Is a wide array of languages in the world
a good thing?
•
Why is it important to communicate in
other languages?
•
How can I communicate effectively in
another language?
•
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
•
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Students will be able to…
Content Statement
CPI #
LINGUISTIC:
Interpretive Mode: The Intermediate-Low
language learner understands and
communicates at the sentence level and
can use simple sentences independently to:
• Identify the main idea and some
supporting details when reading.
• Understand the gist and some
supporting details of conversations
dealing with everyday life.
• Infer the meaning of some unfamiliar
words when used in familiar
contexts.
Interpersonal Mode:
• Ask and answer questions related to
everyday life.
• Handle simple transactions related to
everyday life:

Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and make
arrangements.

Extend, accept, and decline
an invitation.

Express an opinion and
preference.
Presentational Mode:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
7.1.IL.A.6 Identify the main idea, theme, and most
supporting details in readings from ageand level-appropriate, culturally authentic
materials.
7.1.IL.A.7 Infer the meaning of a few unfamiliar
words in some new contexts.
7.1.IL.B.3 - Use appropriate gestures, intonation,
and common idiomatic expressions of the
target culture(s)/language in familiar
situations.
7.1.IL.B.4 Ask and respond to factual and
interpretive questions of a personal
nature or on school-related topics.
7.1.IL.C.4 Compare and contrast age- and levelappropriate culturally authentic materials
orally and in writing.
Cumulative Progress Indicator (CPI)
7.1.IL.C.5 Compare and contrast cultural products
and cultural practices associated with the
target culture(s) and one’s own culture,
orally, in writing, or through simulation.
7.1.IL.C.6 Summarize requirements for
professions/careers that require
proficiency in a language other than
English based on exploration of the 16
Career Clusters
•
Personal preferences and skills are
key factors to consider when making
decisions about postsecondary
plans. (Topics that assist in the
development of this understanding
should include, but are not limited to:
personal likes/dislikes, subject-area
preferences, academic record, and
career awareness, exploration, and
preparation.)
•
The amount of leisure time available
and how it is spent varies among
cultures. (Topics that assist in the
development of this understanding
should include, but are not limited to:
likes/dislikes, pastimes, schedules,
and travel.)
•
Online newspapers, magazines,
blogs, wikis, podcasts, videos, and
government websites provide current
information on perspectives of the
target culture on local, national, and
global problems/issues. (Topics that
assist in the development of this
understanding should include, but
are not limited to: current events and
contemporary and emerging global
issues, problems, and challenges
[e.g., population growth and
migration; environmental degradation
and protection; discrimination and
other conflicts; and the allocation of
scarce resources].)
•
Current trends and issues influence
popular culture. (Topics that assist in
the development of this
understanding should include, but
are not limited to: fashion, style,
popular music, art, and pastimes.)
Stage 2: Assessment Evidence:
Performance Task:
Other Assessments:
You will research the target cultures' academic
schedules and career paths of your counterpart
student. You will also determine your own
academic interests, research potential career
paths related to this interest, and present a
multimedia rich presentation on academic
interests and future career aspirations. Included
in the presentation will be an analysis of whether
or not knowing a second language is helpful to
achieve your particular career goals. You will
present your findings to the Novice High classes,
via Skype and/or Acivstudio presentations.
Stage 3: Learning Plan
Suggested Learning Activities:
•
•
Students conduct online research of the
target culture's academic schedules and
career choices.
•
•
Students will create a survey of questions
for their counterpart students.
•
•
Via epals, students conduct their survey
on counterpart students' favorite leisure
activities, academic interests and school
schedules.
•
Students participate in "Beat the Clock"
game, using whiteboards to communicate
time.
Via Webquest, students will research
potential careers, requiring the use of the
target language.
Students respond to an online Career
Interest Survey to determine which
careers best suit them.
Students will examine the US Census and
implications.
Suggested Technology Integration:
•
Webquest requiring online research of potential career paths and the significance of knowing
a second language
•
Skype for retrieving information from counterparts on academic subjects taught, length of
school day, personal interests and career paths.
•
Epals to conduct surveys of counterpart students on the importance of knowing languages
•
http://2010.census.gov/2010census/
•
Career interest survey
Mount Laurel Township Schools
World Languages Curriculum
Grade 7 – Unit 3
Unit: ImmiGREAT
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret
spoken and written language, and to present
information, concepts, and ideas, while also
gaining an understanding of the perspectives of
other cultures. Through language study, they
will make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about immigration issues, so that in the future, on your own, you
will understand the impact, past and future, that this issue has on you and your world.
Enduring Understanding(s):
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
•
True communication involves a balance
of both verbal and non-verbal cues.
•
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
•
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
•
Is a wide array of languages in the world
a good thing?
•
Why is it important to communicate in
other languages?
•
How can I communicate effectively in
another language?
•
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
•
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Students will be able to…
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
LINGUISTIC:
Interpretive Mode: The Intermediate-Low
language learner understands and
communicates at the sentence level and
can use simple sentences independently
to:
• Identify the main idea and some
supporting details when reading.
• Understand the gist and some
supporting details of conversations
dealing with everyday life.
7.1.IL.A.1
Identify the main idea and most
supporting details contained in
culturally authentic materials using
electronic information sources related
to targeted themes.
•
7.1.IL.A.8
7.1.IL.A.6
Identify the main idea, theme, and most
supporting details in readings from
age- and level-appropriate, culturally
authentic materials.
7.1.IL.B.1
Use digital tools to participate in short
conversations and to exchange
information related to targeted themes.
7.1.IL.B.5
Engage in short conversations about
personal experiences or events and/or
topics studied in other content areas.
7.1.IL.C.1
Use knowledge about cultural products
and cultural practices to create a
multimedia-rich presentation on
targeted themes to be shared virtually
with a target language audience.
7.1.IL.C.5
Compare and contrast cultural products
and cultural practices associated with
the target culture(s) and one’s own
culture, orally, in writing, or through
simulation.
7.1.IL.C.5
Compare and contrast cultural products
and cultural practices associated with
the target culture(s) and one’s own
culture, orally, in writing, or through
simulation.
Infer the meaning of some
unfamiliar words when used in
familiar contexts.
Interpersonal Mode:
• Ask and answer questions related to
everyday life.
• Handle simple transactions related
to everyday life:

Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and make
arrangements.

Extend, accept, and decline
an invitation.

Express an opinion and
preference.
Presentational Mode:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
Compare and contrast unique linguistic
elements in English and the target
language.
•
•
•
Immigration changes both the
community of origin and the new
community. (Topics that assist in
the development of this
understanding should include, but
are not limited to: current and past
immigration patterns, the impact of
immigration on society, and related
issues.)
The study of another language and
culture deepens understanding of
where and how people live and why
events occur. (Content areas that
assist in the development of this
understanding should include, but
are not limited to: history, science,
economics, and geography.)
Online newspapers, magazines,
blogs, wikis, podcasts, videos, and
government websites provide
current information on perspectives
of the target culture on local,
national, and global
problems/issues. (Topics that assist
in the development of this
understanding should include, but
are not limited to: current events
and contemporary and emerging
global issues, problems, and
challenges [e.g., population growth
and migration; environmental
degradation and protection;
discrimination and other conflicts;
and the allocation of scarce
resources].)
Stage 2: Assessment Evidence
Performance Task:
Your task is to create a multi-media rich news
report that explains immigration and its effects.
You are a news reporter for a Spanish television
channel. Your news report needs to be in the
target language and your work will be graded
using a rubric. Be sure to include both voluntary
and involuntary immigration. A successful news
report will inform your audience about
immigration.
Stage 3: Learning Plan
Suggested Learning Activities:
•
•
Students will interpret a Wordle that was
created by inserting text from resources
about immigration to predict the content
of the unit.
Students will identify the main idea,
theme, and supporting details from
selected readings about immigration, and
write an entrance card.
•
Students will participate in a Socratic
circle, exchanging information based on
the readings.
•
Students will examine online research
regarding the increase of target culture
immigration over time.
Suggested Technology Integration:
Career Survey
www.wordle.net
http://ngrams.googlelabs.com/
www.epals.com
www.skype.com
•
Students create a Venn diagram
comparing voluntary and involuntary
immigration.
•
Students discuss the reasons for both
types of immigration.
•
Students will interact with a guest speaker
sponsored by the Amnesty International
organization.
•
Students will develop support statements
for their assigned position in the
immigration debate.
•
Students participate in a debate about the
pros and cons of immigration, utilizing as
much of the target language as possible.
Mount Laurel Township Schools
World Languages Curriculum
Grade 8 – Unit 1
Unit: Do you remember…?
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret
spoken and written language, and to present
information, concepts, and ideas, while also
gaining an understanding of the perspectives of
other cultures. Through language study, they
will make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Modes of Communication:
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to review your basic knowledge of the target language, so that in the
future, on your own, you will communicate more effectively with a native speaker.
Enduring Understanding(s):
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
•
True communication involves a balance
of both verbal and non-verbal cues.
•
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
•
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
•
Is a wide array of languages in the world
a good thing?
•
Why is it important to communicate in
other languages?
•
How can I communicate effectively in
another language?
•
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
•
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Content Statement
LINGUISTIC:
Interpretive Mode: The Intermediate-Low
language learner understands and
communicates at the sentence level and
can use simple sentences independently
to:
• Identify the main idea and some
supporting details when reading.
• Understand the gist and some
supporting details of conversations
dealing with everyday life.
• Infer the meaning of some
unfamiliar words when used in
familiar contexts.
Interpersonal Mode:
• Ask and answer questions related to
everyday life.
• Handle simple transactions related
to everyday life:

Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and make
arrangements.

Extend, accept, and decline
an invitation.

Express an opinion and
preference.
Presentational Mode:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
Cultural
• The study of another language and
culture deepens understanding of
where and how people live and why
events occur. (Content areas that
assist in the development of this
understanding should include, but
are not limited to: history, science,
economics, and geography.)
Students will be able to…
CPI #
Cumulative Progress Indicator (CPI)
7.1.IL.A.2
Demonstrate comprehension of oral
and written instructions connected to
daily activities through appropriate
responses.
7.1.IL.A.3
Compare and contrast the use of
verbal and non-verbal etiquette (i.e.,
the use of gestures, intonation, and
cultural practices) in the target
culture(s) and in one’s own culture.
7.1.IL.A.4
7.1.IL.A.5
7.1.IL.A.8
7.1.IL.B.2
Use the target language to describe
people, places, objects, and daily
activities learned about through oral or
written descriptions.
Demonstrate comprehension of
conversations and written information
on a variety of topics
Compare and contrast unique
linguistic elements in English and the
target language.
The study of another language and
culture deepens understanding of
where and how people live and why
events occur. (Content areas that
assist in the development of this
understanding should include, but are
not limited to: history, science,
economics, and geography.)
7.1.IL.C.2
Present student-created and/or
authentic short plays, skits, poems,
songs, stories, or reports.
7.1.IL.C.3
Use language creatively to respond in
writing to a variety of oral or visual
prompts.
Stage 2: Assessment Evidence:
Performance Task:
Other Assessments:
You are a student at Harrington Middle School.
It is the first day of school and you have been
chosen to be a student ambassador for an
exchange student from a Spanish speaking
country. You (the student ambassador) will
conduct a random conversation with another
student (exchange student), incorporating both
verbal and nonverbal cues, utilizing one another
as your audience. You will ask any 5 questions
from your learned vocabulary and be able to
respond to your partner’s questions. A
successful conversation will occur when each of
you understands and communicates with one
another.
Stage 3: Learning Plan
Suggested Learning Activities:
•
Model general greeting vocabulary,
animating each intonation with different
non-verbal cues
•
Students choose names from list
provided, and conduct individual
introductions, in target language
•
Students answer question cues
concerning new names of classmates;
emphasis is on gender difference in target
language
•
Students participate in an inside/outside
circle review, involving question & answer
session for introductions
•
•
•
•
Students respond orally and in writing to
random selected questions from teachers'
"grab bag "
Students review learned vocabulary by
responding in writing to questions using
mini white boards
Communicative activity with questions &
answer sentence strips. Students recite
questions/answers to find corresponding
half of conversation.
Students listen /record individual & class
responses to questions, using AcitvStudio
Record or other record options
Suggested Technology Integration:
Use of ActivBoard to integrate vocabulary daily; and to record conversations
Use of VoiceThread to create mini self introduction for class
Use of Epals to introduce oneself to classmates from counterpart target language class
Mount Laurel Township Schools
World Languages Curriculum
Grade 8 – Unit 2
Unit: Can you say “resume”?
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret
spoken and written language, and to present
information, concepts, and ideas, while also
gaining an understanding of the perspectives of
other cultures. Through language study, they
will make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about other cultures' leisure activities and interests; and make
comparisons and personal choices so that in the future, on your own, you will be able to participate
competitively as a global citizen.
Enduring Understanding(s):
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
•
True communication involves a balance
of both verbal and non-verbal cues.
•
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
•
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
•
Is a wide array of languages in the world
a good thing?
•
Why is it important to communicate in
other languages?
•
How can I communicate effectively in
another language?
•
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
•
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Students will be able to…
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
LINGUISTIC:
Interpretive Mode: The Intermediate-Low
language learner understands and
communicates at the sentence level and
can use simple sentences independently
to:
• Identify the main idea and some
supporting details when reading.
• Understand the gist and some
supporting details of conversations
dealing with everyday life.
• Infer the meaning of some
unfamiliar words when used in
familiar contexts.
Interpersonal Mode:
• Ask and answer questions related
to everyday life.
• Handle simple transactions related
to everyday life:

Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and
make arrangements.

Extend, accept, and decline
an invitation.

Express an opinion and
preference.
Presentational Mode:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
7.1.IL.A.6
Identify the main idea, theme, and most
supporting details in readings from ageand level-appropriate, culturally authentic
materials.
7.1.IL.A.7
Infer the meaning of a few unfamiliar
words in some new contexts.
7.1.IL.B.3
- Use appropriate gestures, intonation,
and common idiomatic expressions of
the target culture(s)/language in familiar
situations.
7.1.IL.B.4
Ask and respond to factual and
interpretive questions of a personal
nature or on school-related topics.
7.1.IL.C.4
Compare and contrast age- and levelappropriate culturally authentic materials
orally and in writing.
7.1.IL.C.5
Compare and contrast cultural products
and cultural practices associated with the
target culture(s) and one’s own culture,
orally, in writing, or through
simulation.
7.1.IL.C.6
Summarize requirements for
professions/careers that require
proficiency in a language other than
English based on exploration of the 16
Career Clusters
•
Personal preferences and skills are
key factors to consider when
making decisions about
postsecondary plans. (Topics that
assist in the development of this
understanding should include, but
are not limited to: personal
likes/dislikes, subject-area
preferences, academic record, and
career awareness, exploration, and
preparation.)
•
The amount of leisure time
available and how it is spent varies
among cultures. (Topics that assist
in the development of this
understanding should include, but
are not limited to: likes/dislikes,
pastimes, schedules, and travel.)
•
Online newspapers, magazines,
blogs, wikis, podcasts, videos, and
government websites provide
current information on perspectives
of the target culture on local,
national, and global
problems/issues. (Topics that
assist in the development of this
understanding should include, but
are not limited to: current events
and contemporary and emerging
global issues, problems, and
challenges [e.g., population growth
and migration; environmental
degradation and protection;
discrimination and other conflicts;
and the allocation of scarce
resources].)
•
Current trends and issues influence
popular culture. (Topics that assist
in the development of this
understanding should include, but
are not limited to: fashion, style,
popular music, art, and pastimes.)
Stage 2: Assessment Evidence
Performance Task:
Other Assessments:
You will research the target cultures' academic
schedules and career paths of your counterpart
student. You will also determine your own
academic interests, research potential career
paths related to this interest, and present a
multimedia rich presentation on academic
interests and future career aspirations. Included
in the presentation will be an analysis of whether
or not knowing a second language is helpful to
achieve your particular career goals. You will
present your findings to the Novice High classes,
via Skype and/or Acivstudio presentations.
Stage 3: Learning Plan
Suggested Learning Activities:
•
Students conduct online research of the
target culture's academic schedules and
career choices.
•
Students will create a survey of questions
for their counterpart students.
•
Via epals, students conduct their survey
on counterpart students' favorite leisure
activities, academic interests and school
schedules.
•
Students participate in "Beat the Clock"
game, using whiteboards to communicate
time.
•
Via Webquest, students will research
potential careers, requiring the use of the
target language.
•
Students respond to an online Career
Interest Survey to determine which
careers best suit them.
•
Students will examine the US Census and
implications.
Suggested Technology Integration:
•
Webquest requiring online research of potential career paths and the significance of knowing
a second language
Skype for retrieving information from counterparts on academic subjects taught, length of
school day, personal interests and career paths.
Epals to conduct surveys of counterpart students on the importance of knowing languages
•
•
http://2010.census.gov/2010census/
Career interest survey
•
•
Mount Laurel Township Schools
World Languages Curiculum
Grade 8 – Unit 3
Unit: ImmiGREAT
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret
spoken and written language, and to present
information, concepts, and ideas, while also
gaining an understanding of the perspectives of
other cultures. Through language study, they
will make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about immigration issues, so that in the future, on your own, you
will understand the impact, past and future, that this issue has on you and your world.
Enduring Understanding(s):
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
•
True communication involves a balance
of both verbal and non-verbal cues.
•
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
•
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
•
Is a wide array of languages in the world
a good thing?
•
Why is it important to communicate in
other languages?
•
How can I communicate effectively in
another language?
•
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
•
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Students will be able to…
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
LINGUISTIC:
Interpretive Mode: The Intermediate-Low
language learner understands and
communicates at the sentence level and
can use simple sentences independently
to:
• Identify the main idea and some
supporting details when reading.
• Understand the gist and some
supporting details of conversations
dealing with everyday life.
7.1.IL.A.1
Identify the main idea and most
supporting details contained in culturally
authentic materials using electronic
information sources related to targeted
themes.
•
Infer the meaning of some
unfamiliar words when used in
familiar contexts.
Interpersonal Mode:
• Ask and answer questions related to
everyday life.
• Handle simple transactions related
to everyday life:

Initiate, maintain, and end a
conversation.

Ask for and give permission.

Express needs.

Give reasons.

Request, suggest, and make
arrangements.

Extend, accept, and decline
an invitation.

Express an opinion and
preference.
Presentational Mode:

Express needs.

Give reasons.

Express an opinion and
preference.

Request and suggest.
7.1.IL.A.8
Compare and contrast unique linguistic
elements in English and the target
language.
7.1.IL.A.6
Identify the main idea, theme, and most
supporting details in readings from ageand level-appropriate, culturally
authentic materials.
7.1.IL.B.1
Use digital tools to participate in short
conversations and to exchange
information related to targeted themes.
Engage in short conversations about
personal experiences or events and/or
topics studied in other content areas.
Use knowledge about cultural products
and cultural practices to create a
multimedia-rich presentation on targeted
themes to be shared virtually with a
target language audience.
Compare and contrast cultural products
and cultural practices associated with
the target culture(s) and one’s own
culture, orally, in writing, or through
simulation.
Compare and contrast cultural products
and cultural practices associated with
the target culture(s) and one’s own
culture, orally, in writing, or through
simulation.
7.1.IL.B.5
7.1.IL.C.1
7.1.IL.C.5
7.1.IL.C.5
•
•
•
Immigration changes both the
community of origin and the new
community. (Topics that assist in
the development of this
understanding should include, but
are not limited to: current and past
immigration patterns, the impact of
immigration on society, and related
issues.)
The study of another language and
culture deepens understanding of
where and how people live and why
events occur. (Content areas that
assist in the development of this
understanding should include, but
are not limited to: history, science,
economics, and geography.)
Online newspapers, magazines,
blogs, wikis, podcasts, videos, and
government websites provide
current information on perspectives
of the target culture on local,
national, and global
problems/issues. (Topics that assist
in the development of this
understanding should include, but
are not limited to: current events
and contemporary and emerging
global issues, problems, and
challenges [e.g., population growth
and migration; environmental
degradation and protection;
discrimination and other conflicts;
and the allocation of scarce
resources].)
Stage 2: Assessment Evidence
Performance Task:
Your task is to create a multi-media rich news
report that explains immigration and its effects.
You are a news reporter for a Spanish television
channel. Your news report needs to be in the
target language and your work will be graded
using a rubric. Be sure to include both voluntary
and involuntary immigration. A successful news
report will inform your audience about
immigration.
Stage 3: Learning Plan
Suggested Learning Activities:
•
•
•
•
Students will interpret a Worlde that was
created by inserting text from resources
about immigration to predict the content
of the unit.
Students will identify the main idea,
theme, and supporting details from
selected readings about immigration, and
write an entrance card.
Students will participate in a Socratic
circle, exchanging information based on
the readings.
Students will examine online research
regarding the increase of target culture
immigration over time.
Suggested Technology Integration:
Career Survey
www.wordle.net
http://ngrams.googlelabs.com/
www.epals.com
www.skype.com
•
•
•
•
•
Students create a Venn diagram
comparing voluntary and involuntary
immigration.
Students discuss the reasons for both
types of immigration.
Students will interact with a guest speaker
sponsored by the Amnesty International
organization.
Students will develop support statements
for their assigned position in the
immigration debate.
Students participate in a debate about the
pros and cons of immigration, utilizing as
much of the target language as possible.
Mount Laurel Township Schools
World Languages Curriculum
Grade 8 – Intermediate Mid Unit 1
Unit 1: Do you Remember….? Spanish I/French I
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret
spoken and written language, and to present
information, concepts, and ideas, while also
gaining an understanding of the perspectives of
other cultures. Through language study, they
will make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to review your basic knowledge of the target language, so that in the
future, on your own, you will communicate more effectively with a native speaker.
Enduring Understanding(s):
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
•
True communication involves a balance
of both verbal and non-verbal cues.
•
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
•
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
•
Is a wide array of languages in the world
a good thing?
•
Why is it important to communicate in
other languages?
•
How can I communicate effectively in
another language?
•
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
•
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Students will be able to…
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
LINGUISTIC:
• Interpretive Mode: The
Intermediate-Mid language learner
understands and communicates at
the sentence level and can use
strings of sentences independently
to: Identify the main idea and some
supporting details when reading.
• Understand the gist and some
supporting details of conversations
dealing with everyday life.
• Infer the meaning of some
unfamiliar words when used in
familiar contexts.
Interpersonal Mode: The IntermediateMid language learner understands and
communicates at the sentence level and
can use strings of sentences
independently to:
• Ask and answer questions related
to everyday life.
• Handle simple transactions related
to everyday life:
• Initiate, maintain, and end a
conversation.
7.1.IM.A.3
Analyze the use of verbal and non-verbal
etiquette (i.e., gestures, intonation, and
cultural practices) in the target culture(s)
to determine the meaning of a message.
Infer the meaning of some unfamiliar
words in some new contexts.
•
Ask for and give permission.
Express needs.
Give reasons.
Request, suggest, and
make arrangements.
• Extend, accept, and decline
an invitation.
• Express an opinion and
preference.
Presentational Mode: The IntermediateMid language learner understands and
communicates at the sentence level and
can use strings of sentences
independently to:
• Express needs.
• Give reasons.
• Express an opinion and
preference.
• Request and suggest.
•
•
•
7.1.IM.A.7
7.1.IM.A.8
7.1.IM.B.2
7.1.IM.B.3
7.1.IM.B.4
7.1.IM.C.3
Use knowledge of structures of the target
language to deduce meaning of new and
unfamiliar structures.
Give and follow a series of oral and
written directions, commands, and
requests for participating in age- and
level-appropriate classroom and cultural
activities in familiar and some unfamiliar
situations.
Use appropriate gestures, intonation, and
common idiomatic expressions of the
target culture(s)/language in familiar and
some unfamiliar situations.
Ask and respond to factual and
interpretive questions of a personal
nature, on school-related topics, and on
some unfamiliar topics and situations.
Use language creatively to respond in
writing to a variety of oral or visual
prompts about familiar and some
unfamiliar situations.
CULTURAL:
• The study of another language and
culture deepens understanding of
where and how people live and
why events occur. (Content areas
that assist in the development of
this understanding should include,
but are not limited to: history,
science, economics, and
geography.)
• Personal preferences and skills are
key factors to consider when
making decisions about
postsecondary plans. (Topics that
assist in the development of this
understanding should include, but
are not limited to: personal
likes/dislikes, subject-area
preferences, academic record, and
career awareness, exploration, and
preparation.)
• Current trends and issues
influence popular culture. (Topics
that assist in the development of
this understanding should include,
but are not limited to: fashion,
style, popular music, art, and
pastimes.)
Stage 2: Assessment Evidence:
Performance Task:
You are an exchange student from a target
language country. It is the first day of school at
Harrington. You find a student who has been
assigned as your ambassador. You will conduct
a spontaneous conversation with this student,
incorporating both verbal and nonverbal cues,
utilizing one another as your audience. You will
ask any 7 questions from your learned
vocabulary and be able to respond to your
partner’s questions. A successful conversation
will occur when each of you understands and
communicates with one another.
Other Assessments:
Stage 3: Learning Plan
Suggested Learning Activities:
•
•
•
•
•
•
•
Model general greeting vocabulary,
animating each intonation with different
non-verbal cues
Students compose mini introduction
describing themselves, their likes/dislikes,
popular music and other cultural
preferences.
Students choose names from list
provided, and conduct individual
introductions, in target language
Students answer question cues
concerning new names of classmates;
emphasis is on gender difference in target
language
Students utilize "where do you live"
vocabulary via Google Earth, in student
pairs, communicating orally
Working in pairs, students develop
command statements while their partners
perform them.
•
•
•
•
Suggested Technology Integration:
Activboard to display maps/ record nationality vocabulary
Epals email system to send inquiries about culture.
Google Earth software application
http://www.thinkquest.org/en/
http://www.wikispaces.com/content/for/teachers
http://ed.voicethread.com/
http://www.epals.com/
http://www.globalschoolnet.org/gsh/pr/
http://globalcollaborations.wikispaces.com/
http://globaleducation.ning.com/
http://www.atomiclearning.com/web20
Students engage in "Whisper Down the
Lane" activity, practicing orally and in
writing the learned greeting vocabulary
Students participate in oral rotation game,
involving question & answer session for
introductions
Students respond orally and in writing to
random selected questions from teachers'
"grab bag "
Communicative activity with questions &
answer sentence strips. Students recite
questions/answers to find corresponding
half of conversation.
Students listen /record individual & class
responses to questions, using
AcitvStudio Record or Voice Thread
options
Mount Laurel Township Schools
World Languages Curriculum
Grade 8 – Intermediate Mid Unit 2
Unit 2: Going Green Globally
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret
spoken and written language, and to present
information, concepts, and ideas, while also
gaining an understanding of the perspectives of
other cultures. Through language study, they
will make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about the concepts of internationalization and our environment,
so that in the future, on your own, you will have a positive impact as a citizen in a global society.
Enduring Understanding(s):
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
•
True communication involves a balance
of both verbal and non-verbal cues.
•
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
•
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
•
Is a wide array of languages in the world
a good thing?
•
Why is it important to communicate in
other languages?
•
How can I communicate effectively in
another language?
•
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
•
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Students will be able to…
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Linguistic:
Interpretive Mode: The Intermediate-Mid
language learner understands and
communicates at the sentence level and
can use strings of sentences independently
to:
7.1.IM.A.1
Compare and contrast information
contained in culturally authentic
materials using electronic information
sources related to targeted themes.
7.1.IM.A2
Demonstrate comprehension of oral
and written instructions connected to
daily activities and to some unfamiliar
situations through appropriate
responses.
Use target language to paraphrase
what is heard or read in oral or written
descriptions of people, places, objects,
and daily activities.
Comprehend conversations and written
information on a variety of familiar and
some unfamiliar topics.
•
•
•
Identify the main idea and some
supporting details when reading.
Understand the gist and some
supporting details of conversations
dealing with everyday life.
Infer the meaning of some unfamiliar
words when used in familiar contexts.
Interpersonal Mode: The Intermediate-Mid
language learner understands and
communicates at the sentence level and
can use strings of sentences independently
to:
• Ask and answer questions related to
everyday life.
• Handle simple transactions related to
everyday life:
• Initiate, maintain, and end a
conversation.
• Ask for and give permission.
• Express needs.
• Give reasons.
• Request, suggest, and make
arrangements.
• Extend, accept, and decline an
invitation.
• Express an opinion and
preference.
Presentational Mode: The IntermediateMid language learner understands and
communicates at the sentence level and
can use strings of sentences independently
to:
• Express needs.
• Give reasons.
• Express an opinion and preference.
• Request and suggest.
7.1.IM.A.4
7.1.IM.A.5
7.1.IM.A.6
7.1.IM.B.1
7.1.IM.B.4
7.1.IM.B.5
7.1.IM.C.5
Compare and contrast the main idea,
theme, main characters, and setting in
readings from age- and levelappropriate, culturally authentic
materials.
Use digital tools to participate in short
conversations and to
exchange information related to a
variety of familiar topics and
some unfamiliar topics.
Ask and respond to factual and
interpretive questions of a
personal nature, on school-related
topics, and on some unfamiliar topics
and situations.
Engage in short conversations about
personal experiences or
events, topics studied in other content
areas, and some
unfamiliar topics and situation
Compare the cultural perspectives of
the target culture(s) with those of one’s
own culture, as evidenced through the
cultural products and cultural practices
associated with each.
Cultural:
• Due to globalization and advances in
technology, the products and
practices of a culture change over
time, and these changes may impact
cultural perspectives. (Content areas
that assist in the development of this
understanding should include, but are
not limited to: science, technology,
history, social sciences, the visual
and performing arts, and world
literature.)
• Personal preferences and skills are
key factors to consider when making
decisions about postsecondary plans.
(Topics that assist in the development
of this understanding should include,
but are not limited to: personal
likes/dislikes, subject-area
preferences, academic record, and
career awareness, exploration, and
preparation.)
• Online newspapers, magazines,
blogs, wikis, podcasts, videos, and
government websites provide current
information on perspectives of the
target culture on local, national, and
global problems/issues. (Topics that
assist in the development of this
understanding should include, but are
not limited to: current events and
contemporary and emerging global
issues, problems, and challenges
[e.g., population growth and
migration; environmental degradation
and protection; discrimination and
other conflicts; and the allocation of
scarce resources].)
• Current trends and issues influence
popular culture. (Topics that assist in
the development of this
understanding should include, but are
not limited to: fashion, style, popular
music, art, and pastimes.)
Stage 2: Assessment Evidence:
Performance Task
Other Assessments:
Your goal is to create a multimedia – rich
document advertising your plan/idea for helping
to protect and better our environment. You will
include examples of practices currently used in
the target – language country. Give examples of
how advances in technology have improved
understanding of global / environmental issues.
Show how such advances in technology have
opened up new opportunities for careers and
what those careers might be with regard to
environmental issues. Your success will be
achieved through incorporating all of these
aspects within your product.
Stage 3: Learning Plan
Suggested Learning Activities:
•
Introduce ideas/concepts/vocabulary
using maps, globe, ActivBoard. Students
discuss importance of Global awareness
and Environmental issues.
•
Students will research and partner share
findings regarding career advancement
opportunities related to the environment
and globalization.
•
Conduct culture survey questions to
utilize via email communication and
Skype to target language country.
•
Use Google Earth and Google Maps to
introduce target – language country.
•
Students conduct preliminary research on
world-wide advancements in Technology
and Environmental Issues.
•
Optimally, the students will also respond
to a survey created by fellow students in
the target language culture.
•
Students conduct thorough research on
the target language country through
access to the library website links.
•
Students analyze and compile answers to
culture questions.
•
Students create a Venn Diagram on their
findings and present to fellow classmates.
•
Students present projects to classmates.
•
Fellow classmates will complete an exit
card of questions based on the
presentation.
•
Students participate in jigsaw activity to
communicate their findings.
•
Students compose a survey of questions
on environmental practices and cultural
adaptations due to globalization.
Suggested Technology Integration:
Activboard to display maps/ record nationality vocabulary
Google Earth to conduct tour of target language countries
Webquest to research for information on cultural differences.
Epals email system to send inquiries about culture: http://www.epals.com/
Skype to conduct conversation on culture of target language to native speaker of that language.
http://www.thinkquest.org/en/
http://www.wikispaces.com/content/for/teachers
http://ed.voicethread.com/
http://www.globalschoolnet.org/gsh/pr/
http://globalcollaborations.wikispaces.com/
http://globaleducation.ning.com/
Mount Laurel Township Schools
World Language Curriculum
Grade 8 – Intermediate Mid Unit 3
Unit 3: Recipes Around the World for Healthy Living
Stage 1: Desired Results
NJCCCS: 7.1 World Languages:
Modes of Communication:
All students will be able to use a world language
in addition to English to engage in meaningful
conversation, to understand and interpret
spoken and written language, and to present
information, concepts, and ideas, while also
gaining an understanding of the perspectives of
other cultures. Through language study, they
will make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities.
Strand A: Interpretive Mode: Students
demonstrate understanding of spoken and
written communication within appropriate cultural
contexts.
Strand B: Interpersonal Mode: Students
engage in direct oral and or/written
communication with others.
Strand C: Presentational Mode: Students
present, orally and/or in writing, information,
concepts and ideas to an audience of listeners
or readers with whom there is no immediate
interaction.
Transfer Goal: I want you to learn about healthy living, and compare cultural practices and physical
activities in target language countries, so that in the future, on your own, you will be able to make
informed decisions.
Enduring Understanding(s):
•
Learning a different language/culture
leads to greater understanding of one’s
own and other languages/cultures and
why people think and act in different
ways.
•
True communication involves a balance
of both verbal and non-verbal cues.
•
Cultural perspectives are gained by using
the language and through experience with
its products and practices.
•
Members of one culture may make
assumptions about other cultures based
on their own attitudes, values and beliefs.
Essential Questions:
•
Why do people from different cultures
sometimes say, write and do things
differently from the way I do them?
•
Is a wide array of languages in the world
a good thing?
•
Why is it important to communicate in
other languages?
•
How can I communicate effectively in
another language?
•
How are cultural perspectives (attitudes,
values, beliefs) reflected in a culture’s
social practices and products?
•
How does the content of the world
languages classroom help me understand
who I am and the world in which I live?
Students will know that…
Students will be able to…
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
LINGUISTIC:
Interpretive Mode: The Intermediate-Mid
language learner understands and
communicates at the sentence level and
can use strings of sentences
independently to:
7.1.IM.A.1
Compare and contrast information
contained in culturally authentic
materials using electronic information
sources related to targeted themes.
Analyze the use of verbal and nonverbal etiquette (i.e., gestures,
intonation, and cultural practices) in the
target culture(s) to determine the
meaning of a message.
Use target language to paraphrase what
is heard or read in oral or written
descriptions of people, places, objects,
and daily activities.
Identify the main idea and some
supporting details when reading.
• Understand the gist and some
supporting details of conversations
dealing with everyday life.
• Infer the meaning of some
unfamiliar words when used in
familiar contexts.
Interpersonal Mode: The IntermediateMid language learner understands and
communicates at the sentence level and
can use strings of sentences
independently to:
• Ask and answer questions related
to everyday life.
• Handle simple transactions related
to everyday life:
• Initiate, maintain, and end a
conversation.
• Ask for and give permission.
• Express needs.
• Give reasons.
• Request, suggest, and make
arrangements.
• Extend, accept, and decline
an invitation.
• Express an opinion and
preference.
Presentational Mode: The IntermediateMid language learner understands and
communicates at the sentence level and
can use strings of sentences
independently to:
• Express needs.
• Give reasons.
• Express an opinion and preference.
• Request and suggest.
7.1.IM.A.3
•
7.1.IM.A.4
7.1.IM.A.7
7.1.IM.A.8
7.1.IM.B.1
7.1.IM.B.2
7.1.IM.B.3
Infer the meaning of some unfamiliar
words in some new contexts.
Use knowledge of structures of the
target language to deduce meaning of
new and unfamiliar structures.
Use digital tools to participate in short
conversations and to exchange
information related to a variety of
familiar topics and some unfamiliar
topics.
Give and follow a series of oral and
written directions, commands, and
requests for participating in age- and
level-appropriate classroom and cultural
activities in familiar and some unfamiliar
situations.
Use appropriate gestures, intonation,
and common idiomatic expressions of
the target culture(s)/language in familiar
and some unfamiliar situations.
7.1.IM.B.4
Ask and respond to factual and
interpretive questions of a personal
nature, on school-related topics, and on
some unfamiliar topics and situations.
7.1.IM.B.5
Engage in short conversations about
personal experiences or events, topics
studied in other content areas, and
some unfamiliar topics and situations.
CULTURAL:
• The amount of leisure time
available and how it is spent varies
among cultures. (Topics that assist
in the development of this
understanding should include, but
are not limited to: likes/dislikes,
pastimes, schedules, and travel.)
•
Wellness practices may vary across
cultures. (Topics that assist in the
development of this understanding
should include, but are not limited
to: sports and physical fitness
activities and common health
conditions/problems and remedies.)
•
Online newspapers, magazines,
blogs, wikis, podcasts, information
on perspectives of the target culture
on local, national, and global
problems/issues. (Topics that assist
in the development of this
understanding should include, but
are not limited to: current events
and contemporary and emerging
global issues, problems, and
challenges [e.g., population growth
and migration; environmental
degradation and protection;
discrimination and other conflicts;
and the allocation of scarce
resources].)
Current trends and issues influence
popular culture. (Topics that assist
in the development of this
understanding should include, but
are not limited to: fashion, style,
popular music, art, and pastimes.)
7.1.IM.C.1
Synthesize information related to the
cultural products, cultural practices, and
cultural perspectives associated with
targeted culture(s) to create a
multimedia-rich presentation on targeted
themes to be shared virtually with a
target language audience.
7.1.IM.C.2
Dramatize student-created and/or
authentic short plays, skits, poems,
songs, stories, or reports.
7.1.IM.C.5
Compare the cultural perspectives of
the target culture(s) with those of one’s
own culture, as evidenced through the
cultural products and cultural practices
associated with each.
•
Stage 2: Assessment Evidence:
Performance Task:
Other Assessments:
You are a Health and Nutrition Motivational
Speaker from the target language country. You
have been hired by the Mount Laurel Board of
Education to speak to the students at Harrington
Middle School to promote your country’s best
practices with regard to Health and Nutrition.
Your goal is to provide our students with
information on how the citizens in your country
maintain a healthy lifestyle. Your multi-media
presentation will include tips on activities,
exercise, daily routines, foods, meals, recipes
and menus.
Stage 3: Learning Plan
Suggested Learning Activities:
•
Introduce International Health and
Nutrition vocabulary using maps, globes
and Activboard
•
Students participate in food store activity
in which students utilize command and
culinary vocabulary.
•
Use Google Earth and Google Maps to
tour target language countries as
students practice answering question
based on location.
•
Compose and conduct culture survey
questions to utilize via email
communication and Skype to a target
language country
•
Students conduct preliminary research on
countries and choose a particular target
language country and its wellness
practices.
•
Email and Skype counterpart target
language students to compile answers to
culture questions for the presentation.
•
Students create, write, direct and perform
a cafe skit incorporating relevant
vocabulary and grammar structures. This
task will be peer edited and revised.
•
Students present project to classmates,
who will take notes on ideas discussed
and shared by the presenter.
•
Fellow classmates will complete an exit
card of questions based on the notes
taken from presentation.
•
•
Once the target country has been
selected, students conduct thorough
research on that country's culinary and
wellness practices through website links
posted on the library website.
Students create Venn Diagram
highlighting the cultural similarities and
differences of wellness practices.
Suggested Technology Integration:
Activboard to display maps/ record nationality vocabulary
Google Earth to conduct tour of target language countries
Epals email system to send inquiries about culture.
Skype to conduct conversation on culture of target language to native speaker of that language.
http://www.thinkquest.org/en/
http://www.skype.com/intl/en-us/homepage
http://www.wikispaces.com/content/for/teachers
http://www.youtube.com/
http://www.globalschoolnet.org/gsh/pr/
http://globaleducation.ning.com/
http://streetseducation.org/