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: Me and my family Group Members: Don Doehla, Erin Griffin, Alice Auld, Amy SmithStep 1: A.1.1 Content: Identify the theme and supporting topics using stage-appropriate.Theme: Me and my family      Supporting Topics: Family relationships, descriptions, age, home, pets, traditions and celebrations, preofessions, last names      

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: In a conversation or written exchange with a peer , students will indentify/label their various family members, pets, homes and family traditions with personal description words.      

B. 1.2/1.5 – Interpretive From a written or oral authentic text, students will: From a written or oral authentic text, students will read about, view, and/or listen to short texts, videos or audio files describing families, pets, homes and traditions in target cultures. For example, they will draw pictures from the stories they hear.      

B 1.3/1.6 – Presentational In a culturally authentic oral and written presentation, students will: In a culturally authentic oral and written presentation to their class, students will identify their family members and their personality traits, physical attributes, professions (as appropriate), and ages. Students will also identify their pets, label their homes, and reproduce information about their family traditions and celebrations.      

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: learn about target culture attitudes about pets and family roles.      

C 1.1 products, practices, perspectivesProducts:Students will learn: ___________      Practices:Students will learn (about): about target culture holidays related to family celebrations and traditions.      Perspectives:Students will learn: a bout the (target culture) attitude about age , family roles, and pets.      

C 1.2 Comparisons of target culture and own culture.Students will: l ist the holidays in the target cultures that are different from their own. Students will also identify similarities and differences between homes in the target culture and their own.      

C 1.3 Cultural Borrowings:Date: October 12, 2011Napa Valley Unified School DistrictTopic: Planning Standards-based Units

East Bay Foreign Language ProjectBerkeley Language Center

University of California, Berkeley

Students will: __________      

Step 4: D. Structures 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: possessive adjectives, verbs: to be, to have (idiomatic use of to have), noun/adjective agreement      

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: family, pets, parts of the home, things in the home, holidays, professions, numbers      

3. What concepts do students need to understand to accomplish the communication task? Students will know that: the use of the verb to have for telling someone's age, use of possessive adjectives according to the thing owned or the gender of the person in the relationship, in Spanish estar vs. ser, in Italian essere vs. stare      

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: accents, spelling changes between cognates, pronunciation differences between languages (cognates), syllabication differences, accent vs. pronunciation      

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: magine themselves as an exchange student in a target culture where they will discuss their family, home, and traditions with members of the target culture at school and/or in the home where they are staying      

E. 1.1 Students will recognize cultural or language-use opportunities outside the classroom.Students will: recognize target language uses of the vocabulary learned in the community, on packaging, on the internet, in movies, and on TV. They will also recognize cognates of the learned vocabulary in anything they might read.      

Step 6: Standards-based Performance Assessment: Students write a letter home to their own

family in which they describe their host family in the target culture and the families of two friends at

their target culture school (one male friend and one female friend); the letter must include information

about the family relationships, pets, traditions, celebrations, and professions of the target culture

families. The teacher will post the letters around the classroom, and students will read them. They will

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

East Bay Foreign Language ProjectBerkeley Language Center

University of California, Berkeley

complete a graphic organizer in which they write about their favorite experiences shared by the other

students. The organizer will include 4 quadrants- the student records the favorite esperience and

illistrates it in a second box. Repeat. The student writes a brief summary opinion statement with

sentence starters provided on the graphic. Example: I like ________because it is _________.

Upon returning home, the student will speak to a friend about their host family and friends from the

target culture, and include all of the same information as in the letter. Students will have the

opportunity to work collaboratively to make a video of their conversation.      

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