4th Year – Unit 2- City Life
INTERPRETIVE MODE
Listening
I can…

understand
short films and
presentations
about city life.
INTERPERSONAL MODE
(Spontaneous Personto-Person)
PRESENTATIONAL MODE
Reading
Speaking & Writing
Prepared Speaking
Prepared Writing
I can…
 interpret authentic
materials
and literary
works about
contemporar
y life. 
 interpret
documents/
maps etc.
regarding a
city’s make
up 
I can…
conduct a survey
about city dynamics
explain & resolve a
city’s issues
give advice about
cities
ask about, justify ,
and support opinions
about family and cities
express hopes,
dreams, and concerns
about my city as well
as others
narrate and
elaborate on present,
past, and future events
in our city
I can…
present results of a
survey about
a city.
express hopes,
dreams, concerns, and
opinions about cities.
hypothesize and
propose solutions.
I can…
explain my findings
of a survey about
cities.
write about
city
problems and solutions
summarize, interpret,
and analyze authentic
materials and literary
works about cities.
hypothesize and
propose solutions.
justify and support
my opinions about
cities.
Unit Length/Unit
theme/ Enduring
understanding
Unit length
About 4 weeks
Unit theme -City Life
Enduring
understanding
 How/where
people live,
what/how they
function in their
environment,
what they do
for fun and how
they observe
cultures of
cities reveal
deep insights
into their
Unit Guiding
Questions




How do I relate
to city?
What is needed
to maintain a
healthy city?
What are
important
characteristics
of cities?
What is my
place and my
role in my city
and
community? 
Assessment





series of
formative and
summative
assessments,
both
achievement
and
performance
research
project/prese
ntation
readings
about
personal
relationships
book
listening
Functions











hypothesize
propose
solutions
persuade
others
analyze
evaluate
design/create
/invent with
language
critique
synthesize
elaborate
make
predictions
justify and
support
identity.

Context
Structure
• people



• places

• indications and city
characteristics

• activities
• women in context
• personal interactions
within a city
• interpersonal
relationships
• cultural
beliefs/values/p
ractices
• customs/ceremonies
preterite
imperfect
preterite vs.
imperfect
progressive
forms
time
assessments
A common
building
assessment
that examines
the five
disciplines of
reading,
writing,
speaking,
listening,
culture as
well the
vocabulary
and structure
of the unit.



opinions
express
hopes/drea
ms/concerns
narrate and
elaborate on
present,
past and
future
events
summarize,
interpret and
analyze
authentic
materials and
literary
works
Bloom’s
Resources
Taxonomy
DOK levels 1,2,3,4
District Resources–
Remembering,
 Imagina
explaining, using
 Unit 2
information,
 Other
distinguishing
resources
between differences,
 Internet sites
evaluating a position,
 TECLA
and creating a point
 Internet
of view.
subway maps
/
descritptions
Culture




city life and structure
contemporary life
communities
personal/public
identities
 beauty/aesthetics /
function /
 family preferences



Connections
Social Studies
Government
Health


Comparisons
comparing target
culture / city to self
and community
comparing city
structures across
cultures