East Bay Foreign Language ProjectBerkeley Language Center

University of California, Berkeley

NVUSD Planning Standards-Based UnitsCalifornia World Language Content Standards

Review Notes in grey boxes: Indicate language, school, and your initials (e.g. Sp., N., MV).Unit 1: Who am I?Group Members: Jessica Brecheisen, Maria Vega, Vicka Llamas, Blanca Wellington, Mariangela ParentiStep 1: A.1.1 Content: Identify the theme and supporting topics using stage-appropriate.Theme: Who am I?      Supporting Topics: Greetins, friends, description of self, schedule and time, student, classes and dates and calendar.      

Step 2: B. Communication : Determine the real-world communication in which students should be able to engage.

B 1.1– Interpersonal In a conversation or written exchange, students will: identify themselves, their school enviornment and location with a friend.      

B. 1.2/1.5 – Interpretive From a written or oral authentic text, students will: be able to recignize a message from a native of the target language. Who identifiies themselves, their school enviornment and location.      

B 1.3/1.6 – Presentational In a culturally authentic oral and written presentation, students will: present themsleves, identify themselves, their school enviornment, and location to a native speaker of the language.      

Step 3: C. Cultures: Determine the behavior, products, practices, and perspectives that students will need to learn or learn about in order to communicate successfully within the target culture.

C 1.0 Cultural behavior: Students will: Students will be able to greet people in a formal and an informal setting in a school setting.      

C 1.1 products, practices, perspectivesProducts:Students will learn: the specific places they need to go to buy school supplies in the target culture.      Practices:Students will learn (about): about differences in the educational system of the target culture.      Perspectives:Students will learn: about personal space and relationships with peers and adults.      

C 1.2 Comparisons of target culture and own culture.Students will: learn the similarities and differences between the target language culture and their own.      

C 1.3 Cultural Borrowings:Students will: _________      Step 4: D. Structures Date: October 12, 2011Napa Valley Unified School DistrictTopic: Planning Standards-based Units

East Bay Foreign Language ProjectBerkeley Language Center

University of California, Berkeley

D 1.0, 1.1 Determine the language-specific patterns, structures and concepts that students will need to learn in order to comprehend and produce accurate communication.

1. What language specific structures and patterns do students need to understand and produce (orthography and phonology) to accomplish the communication task?Students will recognize and select the following patterns and structures: greetings phrases and introductions, auxillary verb, subject verb agreement, noun and adjective agreement in gender and number, sentence structure differences.      

2. What specific content-related words or groups of words do students need to understand and produce (orthography and phonology) to accomplish the communication task? Students will understand and produce the following words and phrases: greetings, introductions, tell the time, numbers, subjects classes, calendar.      

3. What concepts do students need to understand to accomplish the communication task? Students will know that: how to ask basic questions and answer questions in regard to greetings. Students will also use auxiliary verbs and be able to to tell the date and time as well as explain their schedule.      

D. 1.2 Determine the similarities and differences in the orthography and phonology that students need to identify for the languages they know. Students will identify the similarities and differences: such as cognates and false cognates as well as differences in sentence structures .      

Step 5: E. Settings: Determine the real-world, target culture situation or context (setting) in which student will complete the communication task.

E. 1.0 Where is the content and communication task taking place that is representative of the settings they will experience in the target culture?

Students will: use language in an imaginary setting( square, classroom, school cafeteria, school campus, etc),      

E. 1.1 Students will recognize cultural or language-use opportunities outside the classroom.Students will: identify the language in cultural events and everyday interactions with people. For example through listening songs.      

Step 6: Standards-based Performance Assessment: You have been selected as an exchange

student to travel abroad in ___________( country of target culture) to experience life as a student there.

You have been assigned a pen pal from the school you will be attending and you are required to

exchange email messages and skype conversations in the target language. Remember to introduce

yourself, describe yourself, talk about your school schedule and day looks like and ask about what their

school day and schedule looks like. Upon return you will have to present to the class what you have

learned about your exchange student and their schedule.

     

Date: October 12, 2011Napa Valley Unified School DistrictTopic: Planning Standards-based Units