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TABLE IV.1 Curriculum Planning Template Thematic                 Curriculum Unit—Performance Assessment and Planning Guide
Key Question: (D) What is my/your life like? (T) How do I/you look at the world?Theme: ¡Es hora de ayudar! (Avancemos 3, 2.1 – Spanish 4)Topic: Social Action Projects

Targeted Proficiency Level:       Beginning                   Developing                Transitioning            Refining

Communication            Interpersonal - Done Last       Interpersonal                                                  Interpersonal
Mode:                    Interpretive                    Interpretive – Done first                                      Interpretive
                         Presentational                  Presentational                                                 Presentational - Done second
                         Students post feedback and      La Historia de Himal: Pobreza from http://teachunicef.org      Students create a campaign for a social
                         respond to comments from         “Conozca la historia de Himal, un joven de Nepal, cuya vida   action project by creating a glog in which
                         peers regarding their glogs.    se ve afectada por la falta de medios económicos”              they:
Performance                             and/or:          http://www.teachertube.com/viewVideo.php?video_id=185680            • Identify the problem
Assessment                                                                                                                   • Educate the audience about the
                         Students participate in             •    Students complete a listening comprehension                    issue or problem
                         Inside/Outside Circles and               assessment for the short video clip                        • Create a plan of action that will
                         discuss projects: reasons for                                                                           create change
                         topic, what they learned,
                         what they would still like to
                         discover and explore,
                         questions for authors of
                         glogs, etc.
Wisconsin Standards:     Developing (Imitative-          Developing (Imitative-Reflective)                              Developing (Imitative-Reflective)
Communication            Reflective)                     B2: Listening: Students will                                   C5: Forms of writing: Students
                         A3: Opinions: Students          comprehend the main idea and                                   will write short compositions and
                         will state personal             some supporting ideas of selected                              letters. (in this case, a virtual poster)
                         preferences and                 authentic materials including
                         feelings with some              recordings, broadcasts, videos.
                         explanation




Jessica Swemke              Manitowoc Public School District                    WAFLT Summer Institute, August 2011                                                  Page 1
Target Performance       Content:                        Content:                                Content:
(Key elements from the   Spontaneity                                                             Complexity/Sophistication
Performance              Developing                                                              Developing
Guidelines to consider     Responds with short                                                    Begins combining and recombining
in rubric development)    answers to questions                                                    phrases into short strings of sentences
                          which have been                                                         on familiar topics in both oral and
                          rehearsed; asks simple                                                  written presentations
                          yes/no questions,
                          informational questions
                          (i.e., who, when, where,
                                                                                                 Transitioning
                          what); begins to express
                                                                                                   Expresses own thoughts to describe
                          reactions to responses
                                                                                                  and narrate using sentences and
                          (i.e., really, that’s great,
                                                                                                  strings of sentences on familiar and
                          that’s too bad)
                                                                                                  some unfamiliar topics in both oral
                          Situation
                                                                                                  and written presentations
                          Developing
                                                                                                  Vocabulary
                             Meets basic
                                                                                                  Developing
                            communication needs
                            in a controlled setting;
                            can meet practical                                                      Depends on vocabulary presented
                            writing needs such as                                                  in class; may begin to use a
                            short letters and notes                                                dictionary to look up unknown
                                                                                                   words but will have difficulty
                                                                                                   selecting the correct translation;
                                                                                                   begins to use some common
                                                                                                   idiomatic expressions; may resort
                                                                                                   to native language to communicate
                                                                                                   unknown words and expressions
                                                                                                   Situation
                                                                                                   Transitioning
                                                                                                     Meets communication needs on
                                                                                                     familiar topics in a variety of
                                                                                                     settings; can meet writing needs
                                                                                                     including letters, articles, short
                                                                                                     essays




Jessica Swemke              Manitowoc Public School District        WAFLT Summer Institute, August 2011                                     Page 2
Communication Strategies:                     Communication Strategies:                   Communication Strategies:
                                  Comprehension                                 Comprehension
                                  Developing                                    Developing
                                  Understands general concepts and              Understands general concepts and some
                                  some supporting ideas of short                supporting ideas of short conversations
                                  conversations and narration on familiar       and narration on familiar topics; relies
                                  topics; relies on visuals, gestures, facial   on visuals, gestures, facial expressions;
                                  expressions; may need repetition,             may need repetition, restatement, and
                                  restatement, and contextual clues in          contextual clues in order to understand;
                                  order to understand; uses background          uses background experience to help
                                  experience to help anticipate meaning         anticipate meaning
                                  Comprehensibility
                                  Developing
                                  Understood by a sympathetic native
                                  speaker, though this may require
                                  special efforts by the native speaker at
                                  times

                                  Cross-Cultural Applications:                  Cross-Cultural Applications:                Cross-Cultural Applications:
                                  Verbal                                        Awareness                                   Verbal
                                  Developing                                    Developing                                  Developing
                                  Begins to recognize and produce               Begins to use knowledge of their own        Begins to recognize and produce
                                  linguistic patterns (i.e., placement of       culture and the target culture(s) to help   linguistic patterns (i.e., placement of
                                  adjectives and adverbs, negation)             interpret oral and written texts            adjectives and adverbs, negation)
                                  appropriate to the target language                                                        appropriate to the target language

Links to Culture and the other    Culture - Products
Wisconsin Standards:              E2 – Contributions: Students will identify major contributions and historical figures from the cultures studied that
✓ Connections                     are significant in the target cultures Developing (Imitative – Reflective)
✓ Comparisons
✓ Communities                     Connections – Across Disciplines
                                  F2 Reading and Listening: Students will read material, listen to and/or watch programs in the language studied on
Evidence (How these standards     topics from other classes
are incorporated in the
instruction)                      Connections – Added Perspective
                                  G1 Popular Media: Students will read, view, listen to, and talk about subjects contained in popular media from
                                  other countries in order to
                                  gain a perspective on other cultures

                                  Comparisons – Language
                                  H1 Structures: Students will identify cognates (words similar to English), word roots, prefixes, suffixes, and
                                  sentence structure to derive

Jessica Swemke               Manitowoc Public School District                    WAFLT Summer Institute, August 2011                                                  Page 3
meaning
                                    H2 Idioms: Students will identify expressions that cannot be translated word for word in order to derive meaning
                                    H4 Cultural Characteristics: Students will identify cultural characteristics of language such as formalities, levels of
                                    politeness, informal and
                                    formal language

                                    Communities – Practical Applications
                                    J1 Service: Students will provide service to their school and community through such activities as tutoring,
                                    teaching, translating, interpreting,
                                    and assisting speakers of other languages
                                    J2 Outreach: Students will participate in activities where the ability to communicate in a second language may be
                                    beneficial, including
                                    business internships, exchange programs, and sister city projects
                                    J3 Communication: Students will exchange information with people locally and around the world through avenues
                                    such as penpals, e-mail,
                                    video, speeches, and publications
Structures and Vocabulary:          Structures                                               Vocabulary
                                    Commands (affirmative and negative)                      Avancemos 3 (Unidad 2, Lección 1)
What needs to be taught for
students to be successful in the
                                    Present subjunctive                                      Impersonal expressions
performance assessment              Impersonal expressions (w/ infinitives,
                                                          indicative vs. subjunctive)
                                    RID – reflexive pronouns, indirect object
                                    pronouns, direct object pronouns




Jessica Swemke                 Manitowoc Public School District              WAFLT Summer Institute, August 2011                                              Page 4

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Es hora de ayudar template spanish 4

  • 1. TABLE IV.1 Curriculum Planning Template Thematic Curriculum Unit—Performance Assessment and Planning Guide Key Question: (D) What is my/your life like? (T) How do I/you look at the world?Theme: ¡Es hora de ayudar! (Avancemos 3, 2.1 – Spanish 4)Topic: Social Action Projects Targeted Proficiency Level: Beginning Developing Transitioning Refining Communication Interpersonal - Done Last Interpersonal Interpersonal Mode: Interpretive Interpretive – Done first Interpretive Presentational Presentational Presentational - Done second Students post feedback and La Historia de Himal: Pobreza from http://teachunicef.org Students create a campaign for a social respond to comments from “Conozca la historia de Himal, un joven de Nepal, cuya vida action project by creating a glog in which peers regarding their glogs. se ve afectada por la falta de medios económicos” they: Performance and/or: http://www.teachertube.com/viewVideo.php?video_id=185680 • Identify the problem Assessment • Educate the audience about the Students participate in • Students complete a listening comprehension issue or problem Inside/Outside Circles and assessment for the short video clip • Create a plan of action that will discuss projects: reasons for create change topic, what they learned, what they would still like to discover and explore, questions for authors of glogs, etc. Wisconsin Standards: Developing (Imitative- Developing (Imitative-Reflective) Developing (Imitative-Reflective) Communication Reflective) B2: Listening: Students will C5: Forms of writing: Students A3: Opinions: Students comprehend the main idea and will write short compositions and will state personal some supporting ideas of selected letters. (in this case, a virtual poster) preferences and authentic materials including feelings with some recordings, broadcasts, videos. explanation Jessica Swemke Manitowoc Public School District WAFLT Summer Institute, August 2011 Page 1
  • 2. Target Performance Content: Content: Content: (Key elements from the Spontaneity Complexity/Sophistication Performance Developing Developing Guidelines to consider Responds with short Begins combining and recombining in rubric development) answers to questions phrases into short strings of sentences which have been on familiar topics in both oral and rehearsed; asks simple written presentations yes/no questions, informational questions (i.e., who, when, where, Transitioning what); begins to express Expresses own thoughts to describe reactions to responses and narrate using sentences and (i.e., really, that’s great, strings of sentences on familiar and that’s too bad) some unfamiliar topics in both oral Situation and written presentations Developing Vocabulary Meets basic Developing communication needs in a controlled setting; can meet practical Depends on vocabulary presented writing needs such as in class; may begin to use a short letters and notes dictionary to look up unknown words but will have difficulty selecting the correct translation; begins to use some common idiomatic expressions; may resort to native language to communicate unknown words and expressions Situation Transitioning Meets communication needs on familiar topics in a variety of settings; can meet writing needs including letters, articles, short essays Jessica Swemke Manitowoc Public School District WAFLT Summer Institute, August 2011 Page 2
  • 3. Communication Strategies: Communication Strategies: Communication Strategies: Comprehension Comprehension Developing Developing Understands general concepts and Understands general concepts and some some supporting ideas of short supporting ideas of short conversations conversations and narration on familiar and narration on familiar topics; relies topics; relies on visuals, gestures, facial on visuals, gestures, facial expressions; expressions; may need repetition, may need repetition, restatement, and restatement, and contextual clues in contextual clues in order to understand; order to understand; uses background uses background experience to help experience to help anticipate meaning anticipate meaning Comprehensibility Developing Understood by a sympathetic native speaker, though this may require special efforts by the native speaker at times Cross-Cultural Applications: Cross-Cultural Applications: Cross-Cultural Applications: Verbal Awareness Verbal Developing Developing Developing Begins to recognize and produce Begins to use knowledge of their own Begins to recognize and produce linguistic patterns (i.e., placement of culture and the target culture(s) to help linguistic patterns (i.e., placement of adjectives and adverbs, negation) interpret oral and written texts adjectives and adverbs, negation) appropriate to the target language appropriate to the target language Links to Culture and the other Culture - Products Wisconsin Standards: E2 – Contributions: Students will identify major contributions and historical figures from the cultures studied that ✓ Connections are significant in the target cultures Developing (Imitative – Reflective) ✓ Comparisons ✓ Communities Connections – Across Disciplines F2 Reading and Listening: Students will read material, listen to and/or watch programs in the language studied on Evidence (How these standards topics from other classes are incorporated in the instruction) Connections – Added Perspective G1 Popular Media: Students will read, view, listen to, and talk about subjects contained in popular media from other countries in order to gain a perspective on other cultures Comparisons – Language H1 Structures: Students will identify cognates (words similar to English), word roots, prefixes, suffixes, and sentence structure to derive Jessica Swemke Manitowoc Public School District WAFLT Summer Institute, August 2011 Page 3
  • 4. meaning H2 Idioms: Students will identify expressions that cannot be translated word for word in order to derive meaning H4 Cultural Characteristics: Students will identify cultural characteristics of language such as formalities, levels of politeness, informal and formal language Communities – Practical Applications J1 Service: Students will provide service to their school and community through such activities as tutoring, teaching, translating, interpreting, and assisting speakers of other languages J2 Outreach: Students will participate in activities where the ability to communicate in a second language may be beneficial, including business internships, exchange programs, and sister city projects J3 Communication: Students will exchange information with people locally and around the world through avenues such as penpals, e-mail, video, speeches, and publications Structures and Vocabulary: Structures Vocabulary Commands (affirmative and negative) Avancemos 3 (Unidad 2, Lección 1) What needs to be taught for students to be successful in the Present subjunctive Impersonal expressions performance assessment Impersonal expressions (w/ infinitives, indicative vs. subjunctive) RID – reflexive pronouns, indirect object pronouns, direct object pronouns Jessica Swemke Manitowoc Public School District WAFLT Summer Institute, August 2011 Page 4