World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Historic Events and Government
Benchmark:
2.1.N.H.a: Identify and explain the impact of three major historic events
and their impact on the culture of a community or country in which the language is
spoken.
Assessment (before, during, after):
Before:
In preparation for the lesson identify key vocabulary related to a major historic event.
Make sure that the vocabulary provides plenty of contextual details for the event, such as…major
figures: 2.1.N.H.b, important places: 2.1.N.G.a-d, political issues: 2.1.N.H.c, economic systems:
2.1.N.E.b, holidays: 2.1.N.F.e, natural resources: 2.2.N.E.b and exports: 2.2.N.F.b…as well as
different parts of speech (nouns, verbs, adjectives).
Copy words on laminated, magnetic cardstock in a large font.
During the last five minutes of class ask the students to define the words and assess their prior
knowledge.
Example: Cinco de Mayo, Puebla, French army, Mexico, independence, battle, president,
outnumbered, soldiers, defend, control, emperor, May, debt, defeat, Benito Juárez, Napoleon III,
victory, pride, Veracruz, important, holiday, surprising, invasion
During:
Students relate the words to each other in one sentence and assess their developing knowledge (5
min).
Example: “Yes, the victory happened in Puebla.” “Did Mexico achieve independence after the
battle?” “No, Benito was not an emperor.”
Students paraphrase your story of the historical event.
After:
Students retell the story in one to two paragraphs. Students imagine that they are living during that
time period and write a short letter to a friend about the events. Students role play as one of the
major figures or groups in the event.
1
Learning Activities/Facts/Information:
Resources:
1. Teacher dresses up as someone from the era of the
historic event. S/he reads a primary source document
translated into English. Students probe the character for
major details using question words such as “Who are
you? What are you doing? Where do you live? Why did
you do that?”
2. Teacher chooses a thought-provoking image or video
related to the historic event. Students scrutinize the
image or video for details (Who? Where? What? Why?
How?).
3. Teacher chooses several students to be major
characters and divides the rest of the class into major
groups in the historic event. Students simulate the
event using props.
New Vocabulary: Teacher created vocabulary based on major figures, important
places, etc.
2
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Historic Events and Government
Benchmark:
2.1.N.H.b: Name the governmental system(s) and key political figures
in a country in which the language is spoken.
Assessment (before, during, after):
Before:
Before the lesson, prepare a brief PowerPoint presentation for a country, region, or city.
The presentation could include details such as the head of state, the continent
(2.2.N.G.c), the currency (2.2.N.E.c), the climate (2.2.N.G.d), past or present cultural
icons (2.2.N.C.a-b), native products (2.2.N.F.b), and major holidays (2.1.N.F.e).
Give students a pre-test in the target language with multiple choice answers.
Example: ¿Cómo se llama el rey de España? (Who is the King of Spain?)
A) Felipe Calderón B) José Luís Rodríguez Zapatero C) Juan Carlos I
During:
During the presentation, present the information in short chunks and give frequent
break-out sessions to aid retention. Ask simple true/false questions and fill in the blank
questions, or provide a list of words for students to match to the appropriate category
(i.e. Baile: flamenco, Rey: Juan Carlos I).
Ej: En España hay montañas y selvas. ¿Cierto o falso?
Falso. En España hay montañas, ríos e islas.
Ex: In Spain there are mountains and jungles. True or false?
False. In Spain there are mountains, rivers, and islands.
After:
Students make a travel brochure for the country in the target language and choose
which information to include based on the information they learned.
3
Learning Activities/Facts/Information:
Resources:
1. Students recognize the key information of the target
country. Provided a list of names and corresponding
images, students select the correct leader of the country
(i.e. laminated pictures or Jeopardy questions in a
PowerPoint). Related information can also be
recognized in a similar way.
2. Students read a short text in the target language and
inspect it for errors, which they edit.
Example: Teacher-created encyclopedia entry on the
country contains purposeful factual errors which students
edit in their own electronic or printed copy.
3. Students calculate differences or ratios relating the
target country to their own (i.e. difference of population,
exchange rate for $10, comparative geographic size).
New Vocabulary:
4
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Historic Events and Government
Benchmark:
2.1.N.H.c: Identify one important political issue in a country in which the
language is spoken.
Assessment (before, during, after):
Before:
Students arrange a list of potential political issues (poverty, land, lack of water,
corruption, immigration/emigration, illiteracy) in a country based on importance.
Teacher assesses prior knowledge based on students´ process.
During:
Students listen to and interpret an authentic or teacher-created testimony related to a
political problem in the target language. In the target language students identify the
problem and significant details.
Example: Farmer describes crop failure and disease due to the lack of water.
After:
Students propose a possible solution in simple target language speech.
Example: The farmer should ask the government for help. The farmer should get water
from the river. The farmer should grow different crops.
5
Learning Activities/Facts/Information:
Resources:
1. Students look at a series of photos and infer a relevant
political issue by choosing from a list of terms in the
target language.
2. Students read descriptions of a political problem from two
different perspectives or groups. Students compare and
contrast the ideas presented.
3. Students read a target language newspaper article
connected to a political issue. Then they read a list of
possible simple solutions and choose the best solution
according to their opinion.
New Vocabulary: NA
6
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Historic Events and Government
Benchmark:
2.1.N.H.d: Identify and describe significant current events in a country
in which the language is spoken.
Assessment (before, during, after):
Before:
Students schedule times for a TV/Internet-based news source. They choose times for
news, celebrity gossip, soap operas, and other programs based on their knowledge of
the terms and cultural sensitivity. Teacher could choose to reveal an authentic
newsroom schedule afterward.
During:
Students read/listen to news headlines in the target language and group headlines
according to various topics (entertainment, news, sports).
After:
Students read an article from the target country about a current event and summarize
the events in one or two sentences in the target language.
7
Learning Activities/Facts/Information:
Resources:
1. Teacher finds an article in the target language and
summarizes the main events in several simple
sentences. Students discuss the event by asking simple
questions in the target language.
2. On a news website in the target language students
record the headline titles under various categories
(entertainment, news, sports).
3. Students survey their peers in the target language about
what news articles they found most inspiring, tragic, or
surprising.
New Vocabulary:
8
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Historic Events and Government
Benchmark:
2.1.N.H.e: Identify and explain how the language and culture expanded
throughout the world.
Assessment (before, during, after):
Before:
Students view a map of the world and identify all of the countries in which the target
language is spoken.
During:
Students arrange the list of the target countries (and others) based on the most number
of speakers to least number of speakers of the target language.
After:
Students dramatize the expansion of the target language/culture. Each student could
represent a different country, region, or sub-group. One student uses a timeline with a
moving icon for the progression of time or holds up important dates.
9
Learning Activities/Facts/Information:
Resources:
1. Students read about the expansion of language in the
world. Students then recall major events and figures
important to the expansion.
2. Students locate all of the countries where the target
language is spoken based on hemisphere or continent.
Example: In the northern hemisphere Spanish is spoken
in Spain, Morocco, the United States, and Mexico.
In Africa Spanish is spoken in Equatorial Guinea.
3. Students debate whether or not the target language
should be an official language of the United States.
New Vocabulary:
10
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Role of Family and Community
Benchmark:
2.1.N.F.a: Describe family structures and the role of friends within a
community or culture in which the language is spoken.
Assessment (before, during, after):
Before:
Students will identify family structures and role of friends in their own community and
discuss different aspects that could differ within other communities.
During:
Students will examine videos about targeted communities, and record differences they
notice between their community and the comparing community.
After:
Students will create a Venn diagram comparing and contrasting their own community
with a targeted community during the unit.
11
Learning Activities/Facts/Information:
Resources:
1. Students will write an email to an e-pal describing their
community and will include aspects of their community
that might be different than their e-pals.
2. Students will design and label a community in the target
language.
3. Students will read about different communities and take
notes on similarities and differences between it and their
own.
New Vocabulary: Teacher created vocabulary on family and community life.
12
World Language
Assessment/Activity Worksheet
LEVEL:
Elementary Novice
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Role of Family and Community
Benchmark:
2.1.N.F.b: Describe daily routines within a community or culture in which
the language is spoken (concept of time, typical activities appropriate to various
periods during the day).
Assessment (before, during, after):
Before:
Students will make a schedule of what they do in a typical day. Including when they eat
breakfast, lunch, dinner, activities they do throughout the day, and time they go to bed.
Students will then communicate what things could be different in another community.
During:
Students will read several books about family life in the community and culture where
the language is spoken. The class will discuss similarities and differences between the
two communities.
After:
Students will pretend they are a person living in the target language community and will
role play a day in the life of that person focusing on time of day, and activities to
various periods during the day.
13
Learning Activities/Facts/Information:
Resources:
1. Students will research schedules in different target
language communities by reading different stories about
family life in that community (for example, the book
Siesta, by Ginger Foglesong Guy).
2. Students will recall how to tell time in the target language
by looking at various pictures of clocks depicting time
and recording the time in the target language.
3. Students will communicate how their communities’ daily
schedule differs from the schedules in the target
language.
New Vocabulary: Teacher created vocabulary on daily routines within the target
language community.
14
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Role of Family and Community
Benchmark:
2.1.N.F.c: Describe how daily needs are met within a community or
culture in which the language is spoken (housing, shopping, food preparation,
transportation, health care, access to public services).
Assessment (before, during, after):
Before:
Students will organize data collected about how they get to school and make a graph
using the responses. Students will then read material on how students in the target
language culture get to school. Students will then contrast information.
During:
Students will paraphrase information collected in videos and books on how and where
people in the target language community live, how they prepare food, what they do
when they are sick, and how they get to school.
After:
Students will show the differences in daily needs between the target community and
their own communities by creating a T chart.
15
Learning Activities/Facts/Information:
Resources:
1. Students will role play one of the following scenarios:
a) a grocery shopping trip with a partner depicting
what they would need to create an authentic target
language dish.
b) a trip to the doctor’s office to treat a common
malady.
c) accessing a public service such as a library or
passport/visa registration.
2. Students will plan and record a day in the life of a
person in the target language and what their day consists
of. This will include transportation (bus/public
transportation routes).
3. Students will retell a story, for example, My Mexico, in
their own words showing the life of people in the target
language.
New Vocabulary: Teacher created vocabulary on housing, shopping, food preparation,
transportation, health care, and access to public services
16
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Role of Family and Community
Benchmark:
2.1.N.F.d: Describe typical leisure activities commonly practiced within a
community or culture in which the language is spoken.
Assessment (before, during, after):
Before:
Given a list of games and sports, students choose the ones most commonly played in
the U.S., in the target country, or in both.
During:
Students, with their partners, give mini presentations about a new cultural product
related to leisure.
After:
Students will construct trading cards that illustrate and describe important sports figures
from the target culture and in the target language.
17
Learning Activities/Facts/Information:
Resources:
1. With their partners, students explore a laminated toy box
featuring common children´s games from the target
language. They discuss which games they also enjoy
and identify items they don´t recognize.
Vedoque.com
2. Students read about or the teacher reads aloud about
famous sports players and leisure activities.
3. Students participate in a culturally authentic game (i.e.
Domino’s in Puerto Rico, el jaguar y los perros from
Argentina and Chile).
– futbol mundial
Play with us: 100 games
from around the world
Oriol Rippol
Roberto Clemente
Maradona: The
Autobiography of
Soccer's Greatest and
Most Controversial Star
Diego Armando
Maradona
Soccer Stories:
Anecdotes, Oddities,
Lore, and Amazing
Feats
Donn Risola
New Vocabulary:
18
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Role of Family and Community
Benchmark:
2.1.N.F.e: Explain the practices and significance of an important civil
or religious holiday or celebration, regional holiday or celebration, and a personal
or family holiday or celebration within a community or culture in which the target
language is spoken.
Assessment (before, during, after):
Before:
Students will state different holidays and celebrations they do in their community.
Teacher will ask questions about if they have heard of any other holidays that they
might not celebrate and have heard about it on television or knows someone who
celebrates it.
During:
Students will work on Kidspiration and examine different holidays that are celebrated in
the target language country. For example, Cinco de Mayo, Quinceanera, Dia de los
muertos.
After:
Students will create a PowerPoint presentation depicting a holiday of their choice and
explain the significance of the holiday, where they celebrate it, how they celebrate, and
if they would like to celebrate it if they could.
19
Learning Activities/Facts/Information:
Resources:
1. Students will summarize a series of “Holiday Histories”
books showing several different holidays in the target
country.
Holiday Histories series
2. Students will group similarities and differences of
holidays of their country and holidays of the target
country.
3. Students will write a letter to a friend describing a holiday
they wish they could celebrate in the target language
country.
New Vocabulary: NA
20
Mi abuelita ya no está:
Un cuento acerca de la
celebración del Día de
Muertos
Lori Langer Ramírez
World Language
Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Education, Employment, and Economy
Benchmark:
2.1.N.E.a: Identify levels of instruction, courses, and typical daily school
schedules and activities in community or culture in which the language is spoken.
Assessment (before, during, after):
Before:
Students are given sample schedules and are asked a series of questions about the
types of classes each student has (schedule in the target language, questions in
English).
During:
Students complete a force field analysis in which they classify statements about the
educational system as either applying only to the target culture, applying to their own
culture, or applying to both cultures (students attend school for approximately 9 months
of the year, athletics/extra-curricular activities such as band are not offered at the high
school level, etc.).
After:
Students complete a comparison of the target culture educational system and their own,
answering questions about school year sequence, sequence of schooling, number of
classes in a day, courses taken during a particular year, entrance into university, etc.
21
Learning Activities/Facts/Information:
Resources:
1. Go over the sample class schedules and the answers to
the “before” assessment.
Sample class schedules
in the target language
and in English (from
textbook or online
resources)
2. Classes, schedule, etc. vocabulary worksheet such as a
KIM (Key information (the word), Important information
(definition), Memory clue (picture or English word)
vocabulary chart or a personal dictionary (the word,
definition, picture, and part of speech).
Vocabulary handout
3. After students learn the vocabulary for school subjects
and days of the week, they create a personal schedule
for their own classes (can use the vocabulary hand out to
assist them).
Sample course catalog
in target language and in
English (from a
university website in the
target culture)
4. Students study an actual class schedule for a student in
the target culture, discussing differences in the style of
scheduling and the use of the 24 hour system of time.
Force field analysis
worksheet created by
teacher
5. Students study an authentic report card from a student in
the target culture and discuss the differences between
cultures.
Comparison graphic
organizer created by
teacher
6. Class discussion follows, identifying any other
differences (length of school year, college-bound schools
vs. technical schools, college entrance exams, etc.).
Sample report card from
target culture
New Vocabulary: Class/Subject vocabulary, 24 hour time system, days of the week
22
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Education, Employment, and Economy
Benchmark:
2.1.N.E.b: Identify the economic system in a community or culture in
which the language is spoken.
Assessment (before, during, after):
Before:
Students look at a list of economic systems and identify the economic system of the
U.S. Students read descriptions of each system and match with the correct name.
During:
Students arrange in the correct order the changing economic systems of an historic
timeline of a target country.
Example: Cuba
Trade & Bartering (Taino Indians)
Mercantilism & Slavery (Spanish Conquista)
Capitalism (Independence & U.S. Interests)
Communism (Revolution)
After:
Students read short personal accounts (i.e. Cuban Kids) and identify economic
systems.
23
Learning Activities/Facts/Information:
Resources:
1 Students read a book or watch a movie about the target
country and discuss similarities and differences in how
needs in the community are met versus how those needs
are met in their own community.
Cuban Kids
by George Ancona
2. Students are given various goods/money and must
match these items to the appropriate economic system.
Vamos a Cuba/A Visit to
Cuba
The Poet Slave of Cuba
Engle, Margarita
Example: cocoa beans, sugar cane, bananas, pearls,
gold, wool, American dollars, Cuban pesos
Soy Cuba (excerpts)
Post-revolution
3. Students connect famous political leaders and activists
Russian/Cuba
to the appropriate economic system.
propaganda showing
capitalism at its worst
Example: Theodore Roosevelt, U.S. president, capitalism and the revolution at its
José Martí, Cuban abolitionist, anti-slavery
most idealistic
Buena Vista Social Club
American documentary
about Cuban musicians
under communist
system
A True Book: Cuba
Describes the history
and geography of Cuba
in simple 3-5 grade level
terms.
New Vocabulary: economic system, currency, barter, capitalism, mercantilism, slavery,
communism, revolution, abolitionist
24
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Practices and Perspectives
Level of Proficiency/Domain: Novice Low/Education, Employment and Economy
Benchmark:
2.1.N.E.c: Identify ways in which people of all ages earn money and/or
make a living in a community or culture in which the language is spoken.
Assessment (before, during, after):
Before:
Students name previously learned professions (i.e. firefighter, nurse, doctor, policeman,
teacher, veterinarian) and must match with appropriate pictures or costumes.
During:
Students describe the actions of each worker using simple sentences (i.e. La médica
cura a los enfermos. The doctor heals sick people.)
After:
Students forecast in the target language about what they would like to be when they
grow up and provide a simple reason why (i.e. Me gustaría llegar a ser un bombero
porque me gusta ayudar. I would like to become a firefighter because I like to help
people).
25
Learning Activities/Facts/Information:
Resources:
1. Students list/organize verbs that correspond to each
profession.
Mexican Website
with list of professions
and descriptions
Example:
maestra/maestro
hablar con los niños
enseñar
escribir en el pizarrón
Video showing pictures
of a huge range of
professions. (Probably
too many to use directly
in the classroom, but
good source of
inspiration)
médico/médica
curar a los enfermos
teclear la computadora
Musical video Cuando
Sea Grande
Víctor Baeza
obrero de la construcción
construir los edificios
llevar un casco
Wordplay.com
Must login-in but free
(Professions Games 1-4
plus Professions Verbs)
cocinero/cocinera
preparar la comida
llevar un delantal
2. Students put on a profession-related hat/costume and
recall a memorized phrase about that profession.
3. Students create posters with pictures of various
professions in the target culture and several short
descriptive sentences.
New Vocabulary:
26
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Geography and Natural Resources
Benchmark:
2.2.N.G.a: Identify countries, their capitals, and major cities in which the
language is spoken.
Assessment (before, during, after):
Before:
Students will view a map of the world and teacher will ask what capitals and major cities
they may recognize from the target language.
During:
Students will observe a new capital and major city of the target language each day and
answer questions about what country they are the capital of.
After:
Students will identify on a world map the different countries and major cities in which
the language is spoken.
27
Learning Activities/Facts/Information:
Resources:
1. Teacher will place a blank map on the overhead and
students will tell what states and capitals, as well as
what physical landforms, can be found in these regions.
Map Activities for Spain
2. Teacher will pick a country from the list and give the
students a “hint” as to where it is located by giving them
the direction it is from an already learned country. For
example if the teacher picks Indiana, the “hint” could be
that Indiana is directly north of Kentucky. From there,
Illinois is west of Indiana etc… Students in their pairings
fill out their individual maps as they go. Once thinking
time is given for each country, have a group tell you
where they think the country in question is.
3. Students will label the capitals and major cities on a
map of the world.
New Vocabulary:
28
http://picasaweb.google.c
om/Piperquin/
MapasDeEspaAActividad
es#
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Geography and Natural Resources
Benchmark:
2.2.N.G.b: Identify major geographic features (rivers, mountains,
deserts, forests) of a country in which the language is spoken.
Assessment (before, during, after):
Before:
Students will examine a map of the target language countries and discuss what major
rivers, mountains, deserts, and forests they see in their country and then view a map of
the target language countries.
During:
Students will document what major geographic features they see around their area and
keep a journal.
After:
Students will create a brochure of reasons why to visit the country in a target language
based on major geographic features.
29
Learning Activities/Facts/Information:
Resources:
1. Students will work with a partner and play a memory
game of matching land features to the respective
country.
Map Activities for Spain
2. Students will match geographic land features with
the correct country.
http://picasaweb.google.com/
Piperquin/
MapasDeEspaAActividades#
3. Students will play interactive games on
www.picasaweb.com associated with geographic
land features for countries in the target language.
New Vocabulary: Vocabulary associated with geographic land features.
30
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Geography and Natural Resources
Benchmark:
2.2.N.G.c: Identify the neighboring countries and geographic features
surrounding a country in which the language is spoken.
Assessment (before, during, after):
Before:
Students will make a list of countries that speak the target language and also list what
geographic features are associated with that country.
During:
Students will sketch diagrams of a new country and its geographic features and label
the land features each day.
After:
Students will write a paragraph comparing and contrasting the geographic features of
one country to another.
31
Learning Activities/Facts/Information:
Resources:
1. Students will make a Venn diagram comparing and
contrasting two countries and their land features.
2. Students will prepare a map of two countries and
discuss the geographic features associated with each
country.
3. Students will pick a country and teach a partner about
the land features of that country. Afterwards, students will
summarize what the other person discussed.
New Vocabulary: Vocabulary associated with target language geographic land
features.
32
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Geography and Natural Resources
Benchmark:
2.2.N.G.d: Describe the climate and typical seasonal weather patterns
in various parts of a country in which the language is spoken.
Assessment (before, during, after):
Before:
Students brainstorm different types of weather and discuss which countries they
already know that have this type of climate.
During:
Students will observe daily weather patterns of target language country using
www.weather.com and document the weather each day.
After:
Students will create a newspaper weather report for a week based on the climate of a
target language country.
33
Learning Activities/Facts/Information:
Resources:
1. Students will complete a teacher created quiz matching
climate to certain target language countries having that
weather.
www.weather.com
2. Students will prepare a paragraph describing a target
country and its weather.
3. Students will report the findings of a particular target
language country’s weather to the rest of the class.
New Vocabulary: Vocabulary associated with weather in target language.
34
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Culture and Creative Heritage
Benchmark:
2.2.N.C.a: Identify current cultural icons (arts, music, literature, film,
and the creators of these products as well as natural sites).
Assessment (before, during, after):
Before:
Students will discuss what it means to be a cultural icon and relate the definition(s) or
idea(s) to current people that are cultural icons in the native language.
During:
Students will research current cultural icons from the targeted language country.
After:
Students will identify if a cultural icon is from a targeted language country or another by
viewing images, hearing music, reading literature, watching film clips, etc.
35
Learning Activities/Facts/Information:
Resources:
1. Students will analyze the criteria for being a current
cultural icon in the United States to current cultural icons
in a country of the targeted language. For example,
evaluating a current musician or artist in the United
States to a musician or artist from the targeted language
country.
2. Students will demonstrate a current cultural icon from
the country of the targeted language by performing a
short skit and dressing up like the person.
3. Students will create a cultural quilt or poster based upon
the current cultural icons of those in the targeted
language.
New Vocabulary:
36
World Language
Assessment/Activity Worksheet
LEVEL:
Elementary Novice
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Culture and Creative Heritage
Benchmark:
2.2.N.C.b: Identify historical culture icons (arts, music, literature, film,
and the creators of these products as well as natural sites).
Assessment (before, during, after):
Before:
Student will discuss historical cultural icons that are from the United States by
correlating the reasons the people are considered historical cultural icons.
During:
Students will acquire knowledge of historical icons from a country of the targeted
language through a variety of provided videos, images, and books.
After:
Students will create a timeline of events, which historical icons are known for.
37
Learning Activities/Facts/Information:
Resources:
1. Students will research historical icons from the country
of the targeted language to associate these people with
the cause for becoming an icon.
2. Students will present a banner promoting a specific
historical icon from the country of the targeted language.
3. Students will perform a question/answer interview with
another student – one student being a historical icon and
another being someone related to the icon or being a
newscaster.
New Vocabulary:
38
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Family and Community Artifacts
Benchmark:
2.2.N.F.a: Describe the products needed to carry out daily routines and
meet basic needs within a community, region, or culture in which the language is
spoken (housing, stores, foods, transportation, health care, public services).
Assessment (before, during, after):
Before:
Students will talk about products needed for daily routines and to meet basic needs in
their community. Discussion will include where they live (house, apartment), ways they
get to school, and types of foods they enjoy eating.
During:
Students will communicate with a pen pal daily in the target country and ask questions
on how they get to school, what they eat, and where they live.
After:
Students will research a country in the target language and do a report on its means of
transportation, housing, food, health care, and public services.
39
Learning Activities/Facts/Information:
Resources:
1. Students will watch a video on different target language
countries and learn about basic needs in the
communities.
Video on lifestyle of
target language country
2. Students will read a story about a target language
country’s style of living and write a brief paragraph about
what they learned.
Dear Primo: A Letter to
My Cousin by Duncan
Tonatiuh
3. Students will complete a teacher created quiz on how
basic needs are met within that community
New Vocabulary: Vocabulary related to modes of transportation, basic needs, health
care, food, and public services
40
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Communication
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Family and Community Artifacts
Benchmark:
2.2.N.F.b: Identify products that were native to a community, region, or
country in which the language is spoken.
Assessment (before, during, after):
Before:
Students will gather several objects from home and school. Students will then look for
where the items were made and create a list. Students will look for objects found in the
target language community.
During:
Students will keep a list of items throughout the unit that are created and come from the
target language country.
After:
Students will write a summary on a country’s native products and explain which they
use in their own community.
41
Learning Activities/Facts/Information:
Resources:
1. Students will read books on products that come from the
target language country and compare with products in
their country.
Concept map graphic
organizer template
2. Students will complete a graphic organizer to organize
their ideas and thoughts of the products made in that
particular country.
Books on products of
specific country
3. Students will watch a video on products that are made in
Mexico and answer questions on an enrichment sheet.
Videos on Native
products created in that
country
New Vocabulary: Vocabulary associated with native products in the target language
country
42
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Family and Community Artifacts
Benchmark:
2.2.N.F.c: Describe the products needed for leisure activities
commonly practiced within a community, region, or culture in which the language
is spoken.
Assessment (before, during, after):
Before:
Students will take a pre-test on what they already know about products needed for
leisure activity in the target language.
During:
Students will do a quick write on products needed for leisure in their community and
compare it with products used in target language country.
After:
Students will take a post-test on products needed for leisure activities in the target
language.
43
Learning Activities/Facts/Information:
Resources:
1. Students will do a think, pair, share on leisure activities in
a specific target language country.
“Welcome” websites on
target language country
2. Students will research on the Internet different things
children in the target language country like to do.
Students will visit a welcome site for the target language
and research what things can be done for fun in that
country.
3. Students will complete a teacher created worksheet
regarding different activities students do in the target
language country.
New Vocabulary:
44
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Family and Community Artifacts
Benchmark:
2.2.N.F.d: Describe and explain the significance of the products
associated with an important civil, religious, regional, and personal or family holiday
or celebration within a community or culture in which the target language is spoken.
Assessment (before, during, after):
Before:
Students will brainstorm ideas of the significance of the products associated with civil,
religious, regional, personal, and family history.
During:
Students will look at various pictures of products and will need to identify whether the
picture illustrates an important civil, religious, regional, personal or family holiday.
After:
Students will take a teacher-created test on products associated with important civil,
religious, regional, personal or family holiday.
45
Learning Activities/Facts/Information:
Resources:
1.
Students will give the teacher a thumbs up or thumbs
down if she is matching the correct product with the
correct target language country based on family or
religious holidays.
Websites on holidays in
the target language
country
2.
Students will come up with a list of products and sort
them out based on whether they are products relating to
an important civil, religious, regional, personal, or family
holiday.
3.
Students will explain to a partner what they have
learned about products based on family or religious
holidays.
New Vocabulary: Vocabulary associated with target language holidays.
46
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Education, Employment, and Economy Artifacts
Benchmark:
2.2.N.E.a: Identify facilities, supplies, and materials needed for
schooling and activities in a community or culture in which the language is spoken.
Assessment (before, during, after):
Before:
Show images of schools from target countries and have students match the
country/region in which the school is located. Given a box of materials or a collection of
images, students organize items according to country of origin (including the United
States).
During:
Students identify facilities and supplies from target culture(s) during a video/teachercreated/student-created presentation.
After:
Repeat activity and compare degree of success. Students defend choice based on
information gathered from videos.
47
Learning Activities/Facts/Information:
Resources:
1. Students produce a list of school supplies that they
School supplies in
would use within a given budget if they lived in the target Ecuador
country. (Incorporates 2.2.N.E.c Currency.)
http://www.dilipaecu.com.
ec/
2. Students play educational games in the target culture
and compare and contrast games to ones they have
School supplies in Spain
played in their first language.
http://www.materialescola
r.net/
3. Students learn to type using target language keyboard
and practice using typing games from the culture, if
http://www.materialescola
applicable. Students write a short paragraph in which
r.org/
they compare and contrast the keyboards with
keyboards with which they are familiar.
Map Activities in Spanish
http://picasaweb.google.c
om/Piperquin/MapasDeE
spaAActividades#
School supplies in Mexico
http://www.lumen.com.mx
/
Educational games
www.vedoque.com
New Vocabulary: (frutas colores, formas, el cuerpo, Los Alimientos, Navidad Divertida,
Hábitos saludables, Curso de mecánografía, Bombillas, Suma moneda, Encierros,
Fútbol mundial
48
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Education, Employment, and Economy Artifacts
Benchmark:
2.2.N.E.b: Identify the major natural resources, commercial products,
services, and industries of a country in which the language is spoken.
Assessment (before, during, after):
Before:
The students will read If You Give A Mouse A Cookie (if available, in the targeted
language) and discuss the book as it pertains to the mouse wanting goods and
services. As a class, the students will create another version of the story and each
student will create an image for one sentence to be a part of the story board.
During:
The students will identify resources, products, and services that the majority of the
class uses daily. The students will be challenged to determine where these materials
come from as well as the process of getting these materials.
After:
The students will create a product or service to sell in a country of the targeted
language using a written advertisement or commercial.
49
Learning Activities/Facts/Information:
Resources:
1. Students will compose a list of goods that can be
made using the natural resources of a country in the
targeted language.
2. Students will create a resource map with items of food
that come from a country in the targeted language.
3. Students will use a country map in the targeted
language to identify where crops are grown, where
some industries are located, and areas where products
are exported to the Unites States and other countries.
New Vocabulary:
50
Modify lesson from:
http://www.lessonplanspag
e.com/SSEatYourStateStateNaturalResourcesIde
a24.htm
World Language
Assessment/Activity Worksheet
LEVEL:
Novice Low
Strand:
Cultures
Standard:
Products and Perspectives
Level of Proficiency/Domain: Novice Low/Education, Employment, and Economy Artifacts
Benchmark:
2.2.N.E.c: Recognize the currency of a country in which the language
is spoken.
Assessment (before, during, after):
Before:
Students will examine coins from the United States with a magnifying glass, listing
observations. Then, students will examine coins from the targeted language country in
the same manner. Students should notice the symbols, letter, images, and numbers that
are familiar to that culture and language. Assign each student a native coin and a
foreign coin to compare and contrast in a presentation.
During:
Students will record the daily exchange rates for the United States and the targeted
language country for a few weeks. The students will analyze the results to determine
what factors cause the rise and fall of the values.
After:
Partners are assigned a resource, product, or service. Together they create a poster in
the target language showing which country or countries they come from as well as
determine the average value per unit in the currency and U.S. dollars.
51
Learning Activities/Facts/Information:
Resources:
1. Students will count a certain amount of money with a set
of play money. The teacher will call an amount of money
out loud or write on the board and each student should
count out the correct amount of money to make that
amount.
http://www.hortalizas.co
m/ (Mexico, Central
America)
2. Students will evaluate several money problems to
determine the necessary coins and paper money from
the target language country.
3. Students will plan a dinner on a budget using currency
from the target language country.
New Vocabulary:
52
www.el-exportador.com
(Spain)
http://exportacionesdelpe
ru.blogspot.com/
(Peru)