Level 1, Unit 3
Unit 3 Theme
My Life Outside of School
Duration of Unit:
30 hours
Context for the Integrated Performance Assessment
Your school is organizing a two-week exchange program to a target language country. Since you will be spending a lot of time with
your host family and friends outside of school, you want to know about what you might do during that time and how family
obligations might impact those activities.
Interpretive Task
First, read target language authentic materials such as student-created blogs, newspapers, leisure guides, etc. to find out about the
activities that are available to students in the target language country outside of school.
 The actual assessment format will be determined by materials used. Possibilities include
o Checklist of activities available and not available
o Student created list of activities that are similar to what they can do and ones that are different
o True/false questions about activities available in TL country
o Student summary/identification of activities based on “ads” for them from TL resources
o Match people to activities based on interest
Interpersonal Task
With a partner, review activities that are available and make plans to participate in them . Decide together how you will compromise
and spend the time outside of school since you will be staying with the same family and have to do the same things.
 Students might use a graphic organizer to help them compare the available activities.
Checklist for students: your usual afterschool activities
available activities in TL town
possible schedule for leisure time in TL country
compromise on activities
Presentational Task
Students write a blog/journal entry for future exchange students comparing how they spend time outside of school in Rock Hill and
the TL location.
Understanding(s):
Students will understand that
 Students spend their free time in different ways.
 Extracurricular activities are oftentimes not part of school life
outside of the US.
 Some free time activities are culturally defined.
Rock Hill School District 3
***
Essential Question(s):
 How is leisure time valued and used in the target culture?
 How do family and friends influence leisure activities?
Level 1/1+ Curriculum for high school (based on SDE model unit)
***
Updated July 2008
Level 1, Unit 3
Unit 3 Theme
My Life Outside of School
Duration of Unit:
30 hours
Students will
 make plans for the free time in the target language.
 read schedules to help them make plans.
 compare leisure activities in the target culture and in their community.
 discuss preferences for food, leisure activities, etc. with classmates.
 extend an invitation to a peer to participate in a leisure activity.
Standards
B 1.1-2
B 1.1-4
B 1.1-6
B 1.1-7
B 1.2-3
B 1.2-4
B 1.3-5
B 1.3-6
B 2.1-2
B 2.1-3
B 2.2-4
B 3.2-1
B 4.1-2
B 4.1-3
B 4.1-4
B 4.1-5
B 4.2-2
B 4.2-3
B 5.1-2
Understand and express basic courtesies and related gestures.
Exchange personal information…
Understand and express statements of likes, dislikes, agreements and disagreements about familiar topics (activity
preferences)
Ask and answer simple questions.
Identify the main idea and key words from authentic spoken and written materials.
Understand information on familiar topics in sentence-level oral and written presentations.
List and compare information from simple sources.
Communicate information in sentence-level oral and written presentations on familiar topics.
Identify cultural characteristics and behaviors of everyday life.
Identify cultural practices among same-language cultures.
Identify contributions the target language and culture make to the world (sports influences)
Identify the viewpoints of the target culture(s) through sources intended for native speakers. (TL Web sites)
Identify word borrowings and cognates from other languages (leisure vocabulary, transportation)
Identify the structural patterns of the target language and use them within limited contexts.
identify the mechanics of the target language and use them within limited contexts in written work.
Identify and use common idiomatic expressions.
Identify similar and different behavioral patterns between the target culture(s) and the native culture. (leisure
activities)
Identify practices from the target culture(s) and the student’s native culture.
Share knowledge of target culture(s) with others (place mini-posters in hallways)
Rock Hill School District 3
***
Level 1/1+ Curriculum for high school (based on SDE model unit)
***
Updated July 2008
Level 1, Unit 3
Unit 3 Theme
My Life Outside of School
Lexical
Content
- High frequency
leisure time activities
go to movies
go shopping
swim
play sports
play instruments
go to a café
travel
exercise (walk, run,
bike)
stroll / a walk
spend time with
go out with friends
Support
Structures
- Imperative “let’s” +
commands
- High frequency
obligations
clean room
wash dishes, clothes,
car
take out trash
vacuum
make bed
cook
run errands
babysit
cut the grass
help
- Appropriate verb
forms to talk about
activities outside of
school
- Object pronouns as
related to chores,
obligations
- Questions regarding
leisure activities
What?
When? At what
time?
With whom?
To where?
- Verb forms to express
near future (going
to) (recycled)
Duration of Unit:
Suggested Resources
and Materials
- Photos of leisure time
and extracurricular
activities in the US
and target country
Instructional Strategies
-
Language ladder
for responding to
invitations
-
Language ladder
for polite requests
-
Communication
gap activities
-
Paired activities
-
Cooperative
learning
-
Questioning
strategies (yes/no,
either/or, multiple
choice, one
word/short answer
- Authentic schedules,
tickets, menus
- Target language
Web sites, blogs on
leisure activities
- Appropriate audio
and/or video clips of
students in target
country involved in
leisure time activities
- Templates for
graphic organizers
including Venn
diagrams, t-charts
- Audio of authentic
phone conversations
-
-
Direct instruction of
vocabulary
- Vocabulary for
extended family*
aunt
uncle
cousins
- Niece
- Nephew
- Son
Rock Hill School District 3
***
Interim Assessments
-
List personal leisure
activities
-
Compare personal
choices of leisure
activities with a partner
-
Sequence leisure
activities throughout
the day or week
-
Express time and
date
-
Describe an ideal
weekend
-
Survey classmates
about preferences
for snack food,
leisure activities, etc.
-
Compare leisure
activities in US with
activities in the
target culture
-
Question and
answer on various
schedules
-
Create a miniposter about how
US and target
culture students
spend time
TPR for vocabulary
introduction
- Interest inventory in
the TL about
afterschool activities
Level 1/1+ Curriculum for high school (based on SDE model unit)
***
30 hours
Updated July 2008
Level 1, Unit 3
Unit 3 Theme
My Life Outside of School
Duration of Unit:
- daughter
- Vocabulary for pets
and pet
responsibilities
care for
dog
cat
bird
fish
- Expressions of time,
chronology
tomorrow
next week
after
before
later
this weekend
on (day of week)
- Expressions of
frequency
sometimes
usually
often
always
never
everyday
# per week
- Vocabulary for
making plans,
extending and
responding to
invitations
want
with me, us
would like to
can you
Rock Hill School District 3
***
Level 1/1+ Curriculum for high school (based on SDE model unit)
***
Updated July 2008
30 hours
Level 1, Unit 3
Unit 3 Theme
My Life Outside of School
Duration of Unit:
how about
I’d love to
I’m sorry
I can’t
Of course / sure
- Vocabulary for
asking permission
May I?
Can I?
- Limited vocabulary
for phone
conversations
May I speak?
Hello (phone)
message
- Rooms of the house
- Kitchen
- Living Room
- TV / Movie schedules
Rock Hill School District 3
***
Level 1/1+ Curriculum for high school (based on SDE model unit)
***
Updated July 2008
30 hours