WVDE Language Leaper Unit Planning Guide
Unit Title/Essential Question: Careers in our
Language Level:
Grade Level: Second
Unit in Sequence:
Community/ How do the tools used in various careers
Novice - low
relate to us?
Unit Overview (Premise): Kaz continues to explore the community and encounters buildings that he is unfamiliar with and wonders about the
people entering those buildings. He learns about those people and their careers. For the culminating activity, the student audience will identify
specific pictures of careers and the necessary tools for those careers. The students will then model the use of these tools for Kaz.
Stage 1: What students should be able to do
Enduring Understandings (Students will understand that….): Students will learn careers within their community and the tools specific to that
particular career and how they relate to them.
Content Standards:
SS.0.2.3.2 Research various occupations and how job opportunities in the community have changed.
World Language Standards:
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
1.2 Students understand and interpret written and spoken language on a variety of topics
1.3 Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
4.2 Students demonstrate understanding of the concept of cultures through comparisons of the cultures studied and their own.
21st Century Skills:
21C.O.PK-2.1.LS.3 Students articulate thoughts and ideas, representative of real and imaginary experiences, clearly and effectively
through oral, written, or multimedia communication.
21C.O.PK-2.2.LS.1 Student engages with teacher assistance in a critical thinking process by conducting basic evaluations using
WVDE Language Leaper Unit Planning Guide
simple criteria.
21C.O.PK-2.3.LS.1 Student manages negative emotions, aligns his/her goals to the goals of others, and works cooperatively and
productively with others in small groups.
21C.O.PK-2.3.LS.2 Student demonstrates ability to assume different roles and responsibilities as assigned by the teacher and abandons
ineffective strategies when introduced to more effective strategies for solving a problem or completing a task.
Outcomes/Objectives/Progress Indicators (Students will be able to…..):
*Identify important community services.
* Identify important community facilities.
* Identify key tools appropriate for each career.
* Role-play the careers focusing on one primary tool used for each.
Stage 2: How students will demonstrate what they know and can do: Performance Assessment
Performance Assessment # 1 (Interpretive)
Performance Assessment #2 (Presentational)
Students identify an individual by their specific career and the tools
necessary for their occupation. Kaz is in need of some assistance from
you. He sees people wearing clothes that are unfamiliar to him and
using tools that he has never seen before. Kaz will show you pictures of
those people and their tools. We can help him by identifying and
circling the person he describes and the tools that they use.
Students will act out in a charade-style format the different careers
that Kaz describes to them. Kaz needs our assistance. We must listen
to Kaz and identify the careers that he is unfamiliar with and the tools
that identify those careers. You can help him by getting up and acting
out the career he describes. He will also be watching for you to
demonstrate the correct use of the tool needed for that particular
career.
Using a scaled map of a community depicting places identified in the
unit (school, hospital, fire station, and police station) students will
place Kaz in the correct location being described.
WVDE Language Leaper Unit Planning Guide
Stage 3: Episode Strand Themes & Functional Chunks of Language
Episodes 1-3: Introduction to careers in our community
Chunks of language: see, school, hospital, fire station, police station, teacher, doctor, fire fighter, police officer, help, boys, girls
Episodes 4-6: A visit to the school
Chunks of language: school, teacher, helps, boys, girls, to count, the characters, the shapes, rectangle, square, circle, triangle, Reading, Writing,
Math, I read!, two plus two is four, I write
Episodes 7-9: A visit to the hospital
Chunks of language: hospital, doctor, nurse, boy, girl, sick, me, helps
Episodes 10-12: A visit to the fire station
Chunks of language: fire station, fire fighter, fire truck, fire fighter hat, helps, boys, girls, red, black, boots
Episodes 13-15: A visit to the police station
Chunks of language: police station, police officer, police car, police hat, police coat, help, boys, girls, blue, black, white.