eDay Lessons
World Languages:
Novice-Intermediate-High
Levels 1-5, AP
eDay Lessons
World Languages: Novice-Intermediate-High
I can…
Describe foods that I eat
Describe the foods that are eaten in the target culture(s)
Identify food categories
Standards
Interpretive Communication
1. Derive meaning from messages and texts using listening, reading and viewing strategies.
b. Understand new words, phrases, sentences, or the main idea with the help of visuals
and graphics that accompany texts.
c. Make use of print and digital resources to understand the meaning of new words and
expressions.
d. Gain and utilize knowledge of word families/characters and cognates to figure out the
meaning of new words and expressions.
Presentational Communication
1. Convey meaning using writing process and presentation strategies.
Cultures
1. Analyze and describe relationships among products, practices, and perspectives and
compare them across cultures.
b. Identify, examine, and demonstrate how people meet their basic needs in different
ways.
c. Identify, examine, and compare products, practices, and perspectives of the US and
target cultures.
d. Identify, compare, and show factors that affect the availability and affordability of
products and service across cultures.
Complete the following tasks based upon your proficiency ability and the level of your
language study. Your world language teacher will give you guidelines of his/her
expectations.
Day One:Food and Exercise Log
You may use your textbook, class notes, and outside printed or electronic resources as reference
material. Complete the food and exercise log in the target language.
Day Two:Read and Analyze Nutritional Food Guidelines from the Target Cultures
Read the nutritional guidelines in your target language and complete the attached handout.
Day Three: Write a few sentences to a complete paragraph in the Target Language
Based upon your proficiency ability, write a few sentences comparing the similarities and the
differences of your family’s food choices with a family from the target culture.
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Day One
Name____________________class period______________________date_________
My Food and Exercise Log
Keep a journal of what you eat and drink in a day. Record your exercise and activities.
Write in the target language-the world language you are studying. Use your book, class
notes, a dictionary or the computer if necessary.
Write the word breakfast in the target language. ____________________
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Write the word lunch in the target language. ____________________
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Write the word dinner in the target language. ____________________
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Write the word snacks in the target language. ____________________
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Write the word water/drinks in the target language. ____________________
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Write the word exercise/activity in the target language. ______________________________
Write a couple of sentences or phrases in the target language describing your exercise and
activity for today.
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Look at the following graphic from ChooseMyPlate.gov and analyze your food choices and
exercise and activity based upon recommendations from the website.
Write a couple of sentences in the target language about what you would like to change
about your eating and exercise habits. State what foods you need to eat more or less of, and
include your exercise and activity goals.
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
If your world language teacher has a Google phone number:__________________________,
Call the number, state your name and class period and say something about your eating
and exercise routine based upon what you wrote.
Day Two
Read the information from the target language nutritional guidelines. Look for similarities
and differences in the information you are familiar with from Choose My Plate.gov,
http://www.choosemyplate.gov/
Look at various food groups and the amounts of suggested. Are there suggestions of
amounts in the target language guidelines?
Are there suggestions for exercise/activity?
Are there recommendations for water intake?
Consider how the information is presented? Do you see similarities or differences from the
U.S. nutritional guidelines?
Nutritional Guidelines in the following languages are included:
Arabic
Chinese
French
German
Italian
Japanese
Russian
Spanish
Additional information can be found in Chinese, French and Spanish from the Choose My
Plate site.
Chinese: http://www.fns.usda.gov/sites/default/files/MyPlateAtHome_chi.pdf
French: http://www.fns.usda.gov/sites/default/files/MyPlateAtHome_fr.pdf
Spanish: http://www.fns.usda.gov/sites/default/files/MyPlateAtHome_sp.pdf
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Nutritional Guidelines in Arabic
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Nutritional Guidelines from China
http://www.foodrepublic.com/2011/06/07/food-pyramids-world#!slide=1
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Nutritional Guidelines from France
http://www.foodrepublic.com/2011/06/07/food-pyramids-world#!slide=1
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Nutritional Guidelines from Germany
Ernährungs Pyramide
http://www.wasistwas.de/aktuelles/artikel/link//83eb0e41ef/article/die-ernaehrungspyramide.html
https://www.was-wir-essen.de/gesund/empfehlungen_aid_pyramide.php
http://www.netzathleten.de/Sportmagazin/Ratgeber-Ernaehrung/Was-ist-dieErnaehrungspyramide/3911983521621023691/head
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Nutritional Guidelines from Italy
http://salute.leonardo.it/come-cambiata-la-piramide-alimentare/
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Nutritional Guidelines from Japan
http://www.foodrepublic.com/2011/06/07/food-pyramids-world#!slide=6
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Nutritional Guidelines in Russian
http://lightheartedlocavore.thedailymeal.com/2011/05/dietary-guidelines-food-plates-not-pie.html
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eDay Lessons
World Languages: Novice-Intermediate-High
Nutritional Guidelines from Spain and Mexico
http://www.nutricion.org/recursos_y_utilidades/rueda_alimentos.htm,
http://nutricelldmexico.blogspot.com/2013/01/dieta-que-significa.html
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
IPA Comprehension Guide Template
Name _________________________________________
I. Key word recognition: Find words in the target language from the nutritional guidelines that
best express the meaning of each of the following: Note to teacher: ask students to define a
few essential vocabulary words from the nutritional guidelines.
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___________________________________________ __________________________________________
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II. Important words and phrases. First, circle the letter of the ideas mentioned in the
nutritional guidelines. Then, write the letter of that idea next to where it appears in the chart.
Note to teacher: Make some True/False statements in the target language from the information.
Provide 5 correct ideas and 3 distractors.
A._______________________________________________________________________________________
B. _______________________________________________________________________________________
C. _______________________________________________________________________________________
D. _______________________________________________________________________________________
E. _______________________________________________________________________________________
F. _______________________________________________________________________________________
G. _______________________________________________________________________________________
H. _______________________________________________________________________________________
III. Main idea(s): Using information from the article or chart, provide the main idea(s) in
English.
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Sandrock, P. (2010). The Keys to Assessing Language Performance: A teacher’s manual for measuring student progress.
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Day Three
Examine the varieties of foods and beverages that typical families from the target cultures
consume in a week from the book, What the World Eats, photographs by Peter Menzel and
written by Faith D’Aluisio.
Peter Menzel and Faith D’Aluisio traveled the world documenting that most basic of human
behaviors — what we eat. Their project, “Hungry Planet,” depicts everything that an average
family consumes in a given week–and what it costs — laid out in thought-provoking detail. Their
results will be exhibited by The Nobel Peace Center to give viewers a peek into kitchens from
Norway to Kuwait, and to raise awareness about how environments and cultures influence the
cost and calories of the world’s dinners. http://time.com/8515/hungry-planet-what-the-worldeats/
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
3 Typical U.S.
Families
The Revises of North
Carolina spent $341.98
on one week’s food
purchases. (144-145)
The Cavens of California
spent $159.18 on one
T
week’s food purchases.
(140-141)
The Fernandezes of Texas
spent $242.48 on one
week’s food purchases.
(148-149)
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Think about what your family eats and drinks during one week. In the target language
record some of the foods and drinks that appear on your family’s shopping list
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On the following pages find a picture from the book What the World Eats showing a family
from the target culture of the language you are studying. Complete the Venn diagram in
the target language if possible, listing similarities and differences between your family’s
food purchases and a family from the target culture.
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Egypt: The Ahmeds of Cairo
spent 387.85 Egyptian pounds/$ 68.53 USD, on one week’s food purchase.
Write a paragraph in the target language listing some of the similarities and differences of
food purchases between your family and a family from the target culture. (If you are a
novice learner, in levels one/two you may be only able to list or write in simple sentences.)
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
China: The Dongs of Beijing
spent 455.25 Yuan/$57.27USD on one week’s food purchase.
Write a paragraph in the target language listing some of the similarities and differences of
food purchases between your family and a family from the target culture. (If you are a
novice learner, in levels one/two you may be only able to list or write in simple sentences.)
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
France: The Le Moines of Montreuil
spent 315.17 EUROS/$419.95USD on one week’s food purchase.
Write a paragraph in the target language listing some of the similarities and differences of
food purchases between your family and a family from the target culture. (If you are a
novice learner, in levels one/two you may be only able to list or write in simple sentences.)
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Germany: The Melanders of Bargteheide
spent 375.39 EUROS/$500.07 USD on one week’s food purchase.
Write a paragraph in the target language listing some of the similarities and differences of
food purchases between your family and a family from the target culture. (If you are a
novice learner, in levels one/two you may be only able to list or write in simple sentences.)
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Italy: The Manzos of Sicily
spent 214.36 EUROS/$260.11 USD on one week’s food purchase.
Write a paragraph in the target language listing some of the similarities and differences of
food purchases between your family and a family from the target culture. (If you are a
novice learner, in levels one/two you may be only able to list or write in simple sentences.)
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Japan: The Ukitas of Kodaira City
spent 37,699 Yen/$317.25 USD on one week’s food purchase.
Write a paragraph in the target language listing some of the similarities and differences of
food purchases between your family and a family from the target culture. (If you are a
novice learner, in levels one/two you may be only able to list or write in simple sentences.)
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Russia: A family in Moscow and typical Russian foods
http://www.arcticphoto.co.uk/supergal/rus/rus20/rus2009-36.htm
http://intelligenttravel.nationalgeographic.com/2014/02/24/reflections-from-an-american-inrussia/
Write a paragraph in the target language listing some of the similarities and differences of
food purchases between your family and a family from the target culture. (If you are a
novice learner, in levels one/two you may be only able to list or write in simple sentences.)
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Mexico: The Casales of Cuernavaca
spent 1,862.78 pesos/$189.78 USD on one week’s food purchase.
Write a paragraph in the target language listing some of the similarities and differences of
food purchases between your family and a family from the target culture. (If you are a
novice learner, in levels one/two you may be only able to list or write in simple sentences.)
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
American Sign Language
I can…
Sign a conversation about school using appropriate vocabulary: classroom objects, subjects,
professions
Sign a conversation using vocabulary to explain deafness: deaf, hearing impaired, hard of
hearing, culture, medical
Explain two perspectives of deafness: deaf (medical) v. Deaf (cultural)
Standards
Interpretive Communication
2. Derive meaning from messages and texts using listening, reading and viewing strategies.
b. Understand new words, phrases, sentences, or the main idea with the help of visuals
and graphics that accompany texts.
c. Make use of print and digital resources to understand the meaning of new words and
expressions.
d. Gain and utilize knowledge of word families/characters and cognates to figure out the
meaning of new words and expressions.
Presentational Communication
2. Convey meaning using writing process and presentation strategies.
Cultures
2. Analyze and describe relationships among products, practices, and perspectives and
compare them across cultures.
b. Identify, examine, and demonstrate how people meet their basic needs in different
ways.
Complete the following tasks based upon your proficiency ability and the level of your
language study. Your world language teacher will give you guidelines of his/her
expectations.
Day One:Vocabulary building
You may use your textbook, class notes, and outside printed or electronic resources as reference
material. Learn signs to help you have a conversation about school and deaf culture.
Day Two:Look at the educational options for Deaf students
Based upon your study of Deaf culture define and compare educational options for families with
deaf children.
Day Three: Write your interpretation of Deaf culture based upon artwork created by Deaf
artists
Select a piece of artwork and explain your understanding and interpretation of the artist’s work
and the message that you think is being conveyed by the piece.
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Day One
Complete a vocabulary bank of signs in order to sign a conversation about school,
educational options and deafness based upon your teacher’s guidance. Use your book,
class notes, a dictionary or the computer if necessary.
Name____________________class period______________________date_________
ASL Vocabulary
Learn the signs for classroom objects. ____________________
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Learn the signs for school subjects. ____________________
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Learn the signs for deafness and educational options for deaf students. ____________________
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Define the following terms to describe educational options for deaf students:
residential schools______________________________________________________________
mainstreaming_________________________________________________________________
bilingual/bicultural_____________________________________________________________
Rochester method______________________________________________________________
Total Communication___________________________________________________________
cochlear implant ______________________________________________________________
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Day Two
Create your Deaf family. It must have at least one Deaf child. In a well-developed essay
consider the following: where you will live, what type of resources you have, are there
other Deaf family members, does your child have a cochlear implant? Determine the
make-up of your Deaf family and describe it. Write a descriptive essay about your family
and circumstances and explain which educational option you would select for your child,
based upon the make up of your family.
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Day Three
Read the following information about De’VIA artwork and choose a piece of art that you feel
describes the Deaf experience. Describe the art and include your interpretation of the work
based upon your knowledge and understanding of Deaf culture.
The De'VIA Manifesto
Deaf View/Image Art
De'VIA represents Deaf artists and perceptions based on their Deaf experiences. It uses formal
art elements with the intention of expressing innate cultural or physical Deaf experience. These
experiences may include Deaf metaphors, Deaf perspectives, and Deaf insight in relationship
with the environment (both the natural world and Deaf cultural environment), spiritual and
everyday life.
De'VIA can be identified by formal elements such as Deaf artists' possible tendency to use
contrasting colors and values, intense colors, contrasting textures. It may also most often include
a centralized focus, with exaggeration or emphasis on facial features, especially eyes, mouths,
ears, and hands. Currently, Deaf artists tend to work in human scale with these exaggerations,
and not exaggerate the space around these elements.
There is a difference between Deaf artists and De'VIA. Deaf artists are those who use art in any
form, media, or subject matter, and who are held to the same artistic standards as other
artists. De'VIA is created when the artist intends to express their Deaf experience through visual
art. De'VIA may also be created by deafened or hearing artists, if the intention is to create work
that is born of their Deaf experience (a possible example would be a hearing child of Deaf
parents). It is clearly possible for Deaf artists not to work in the area of De'VIA.
http://www.deafart.org/Deaf_Art_/deaf_art_.html
http://www.rit.edu/ntid/dccs/dada/dada.htm
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eDay Lessons
World Languages: Novice-Intermediate-High
http://ifmyhandscouldspeak.wordpress.com/2011/09/06/betty-g-miller-art-pioneer/
Betty G. Miller
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eDay Lessons
World Languages: Novice-Intermediate-High
http://www2.ljworld.com/photos/galleries/2011/sep/23/deaf-visualimage-art-chuck-baird/86274/
Chuck Baird
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eDay Lessons
World Languages: Novice-Intermediate-High
http://idea2.main.ad.rit.edu/paddhd/publicDA/main/articles/MyExperienceasanArtist.htm
Ann Silver
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Latin
I can…
Identify ancient Roman buildings, monuments or artifacts
Explain the purpose and use of Roman buildings, monuments and artifacts, and the historical
significance of them
Identify historical figures of the time and their impact on the culture and civilization of Rome
Standards
Interpretive Communication
3. Derive meaning from messages and texts using listening, reading and viewing strategies.
Presentational Communication
3. Convey meaning using writing process and presentation strategies.
Cultures
3. Analyze and describe relationships among products, practices, and perspectives and
compare them across cultures.
b. Identify, examine, and demonstrate how people meet their basic needs in different
ways.
Complete the following tasks based upon your proficiency ability and the level of your
language study. Your world language teacher will give you guidelines of his/her
expectations.
Day One: Choose three ancient Roman buildings, monuments or artifacts to research.
You may use your textbook, class notes, and outside printed or electronic resources as reference
material.
Day Two: Include a picture, map or drawing of the artifact based on what it is believed
that the building/monument/clothing, etc., looked like in the ancient world.
Day Three: Write a short, detailed description of the site, monument or artifact.
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Columbus City Schools
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eDay Lessons
World Languages: Novice-Intermediate-High
Day One
Choose three items from the following list to research.
Colosseum
Circus Maximus
Trajan’s Column
Pantheon
an aqueduct
an insula
a tomb/mausoleum
the Curia
clothing –men
clothing – women
Roman jewelry
Temple of Saturn in the Forum Romanum
Temple of Castor and Pollux in the Forum Romanum
Theater of Marcellus or Pompey
a country villa
Arch of Constantine
Arch of Titus
a bath house
the House of the Vestals
a cross section of a Roman Road
a Roman military camp
a basilica (ancient – not mediaeval or modern)
Include the following facts:
-significant dates (e.g. when the structure was built, rebuilt, or destroyed, in use, fashionable, etc.)
-significant people (e.g. who had the structure built, rebuilt, and/or who destroyed it)
-purpose of the structure, monument or artifact (e.g. what was the purpose, how did it change
through time, who used it)
-specific details
Day Two
Find pictures; make drawings and/or maps of the three items you have researched from the
above list.
Day Three
Write an accurate, well-edited description on three monuments, artifacts or buildings from the
above list, including significant dates and people, details and purpose of the items or structures.
Your description should be at least half a page and include your work and sources cited.
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Columbus City Schools
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