L. G. M.

Submitted by aus.... Last edit on 06/21/2017 - 17:42.
Unit Profile
Student Level 
High (9-12)
Target Language 
English
Teaching Context 
Flipped
Target Proficiency Level 
Intermediate
Unit Themes 
Animals,
School,
Work,
Social relationships,
People (in the community),
Home and community,
Nature and climate,
Holidays, celebrations and related customs,
Leisure-time and cultural activities,
Travel and transportation,
Food and nutrition,
Clothing and fashion,
Health and medical care,
Technology,
Other
Performance Descriptors 
  • Simple exchange of information on familiar matters
  • Speak and write in sentences in present time
  • Ask simple questions to obtain information
  • Handle a straightforward survival situation
  • Express simple opinions and explanations
  • Write simple letters or notes on familiar matters
  • Understand straightforward, familiar information
Unit Objectives and Standards
Objective 1 (Interpretive) 
Completa y verifica información utilizando vocabulario visto en clase
Objective 2 (Interpersonal) 
Identifica vocabulario visto en clase en diferentes textos
Objective 3 (Presentational) 
Responde preguntas de información personal acerca de sus preferencias
World-Readiness Standards
Communication 
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Cultures 
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.2 Products: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
Connections 
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Comparisons 
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
4.2 Cultures: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
Communities 
5.1 School and beyond: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Intermediate Range
Communication 
2.0 Students use created language (sentences and strings of sentences).
2.4 Initiate, participate in, and close a conversation; ask and answer questions.
2.5 Demonstrate understanding of the general meaning, key ideas, and some details in authentic texts.
Cultures 
2.0 Students choose an appropriate response to a variety of situations.
2.1 Demonstrate understanding of the roles that products, practices, and perspectives play in the culture.
2.2 State similarities and differences in the target cultures and between students' own cultures.
Structures 
2.0 Students use sentence-level elements (morphology or syntax or both) to understand concrete and factual topics.
2.1 Use sentence-level elements (morphology or syntax or both) to produce informal communications.
2.2 Identify similarities and differences in the sentence-level elements (morphology or syntax or both) of the languages the students know.
Settings 
2.0 Students use language in interpersonal settings.
2.1 Participate in age-appropriate cultural or language-use opportunities outside the classroom.
Common Core Standards
Reading: Key Ideas and Details 
R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
Reading: Integration of Knowledge and Ideas 
R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Writing: Production and Distribution 
W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Writing: Research and Present Knowledge 
W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Extrae información de textos cortos para entender su sentido general

Performance Task 2 - Presentational 

Presenta una explicación detallada sobre la intencionalidad del autor

Performance Task 3 - Interpersonal 

Interactúa con sus pares para afianzar el conocimiento

Final Project Instructions 

Hace parte del proyecto y elabora las ideas centrales del mismo en inglés

Functions, Structures, Vocabulary and Culture
Functions 

Grammar

Structures 

Parts of the sentence

Vocabulary 

Daily life vocabulary

Rubrics
Task 1 - Interpretive
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Task 2 - Presentational
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Task 3 - Interpersonal
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