Elementary World Languages - My Community Map

Project-Based Learning

In this Cornerstone, students will understand the importance of a map in helping people to identify places and to move from place to place. Students also understand that going from one place to another follows a pattern of selected directions. Following a project-based instructional model, students create their community maps and label important places. Using their community maps, students create itineraries to demonstrate their ability to follow directions to at least one place in their community. Finally, students participate in a class presentation. Access the full Cornerstone on Canvas.

Standards

OSSE 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

OSSE 1.2: Students understand and interpret written and spoken language on a variety of topics.

OSSE 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Elementary World Languages - My Postcards

Project-Based Learning

In this Cornerstone, students enhance their cultural awareness by "exploring" different target-language countries and creating their own postcards as souvenirs. Using a project-based instructional model, students create postcards of places they have visited, including culturally-relevant landmarks, and other geographical vocabulary learned throughout the unit. Students are challenged to write complete sentences that present important facts from their places. Finally, students participate in a class presentation to share their postcards. Access the full Cornerstone on Canvas.

Standards

OSSE 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

OSSE 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

OSSE 5.1: Students use the language both within and beyond the school setting.

Level 1 World Languages - Would You Like to Join Me?

Project-Based Learning

Students pretend they have been invited to participate in a target culture celebration by a foreign transfer student that they have helped to adapt to their new world. Students task will include; to read the invitation to the celebration, decide whether they want to participate after viewing a video of the celebration, and reading an article about the celebration. Students will then have to draw a picture and write a journal entry explaining about the celebration. Lastly, students will create a written response that will accept or reject the invitation. Through this project based approach students will be exposed to learning celebrations about the target cultured studied in class, and will be able to apply language structures in order to accept or deny the invitation. They will also have to use synthesis skills in order to create a journal entry to finalize the project. Access the full Cornerstone on Canvas.

Standards

IP.1.3 Ask and answer simple questions about basic personal information and the student's immediate environment.

IP.1.4 Exchange basic personal information orally, with emphasis on present time.

IP.1.5 Initiate brief conversations applying basic language patterns, and familiar phrases and sentences.

I.1.3 Demonstrate understanding of simple spoken and written language topics that are presented through a variety of media.

I.1.4 Demonstrate understanding of basic ideas and familiar details when reading and listening.

P.1.2 Present orally and in writing information that contains a variety of familiar vocabulary, phrases, and structural patterns.

P.1.3 Demonstrate attention to accuracy in intonation and pronunciation especially when presenting prepared material orally.

2.1.1 Recognize and identify the location(s) and major geographical features of regions in the world where the language studied is or was spoken.

2.1.2 Recognize and identify customs and traditions of the target culture(s) studied.

3.1.2 Recognize and identify geographical information.

3.1.3 Describe different weather and environmental conditions.

4.1.1 Identify and recognize word borrowings and cognates in the language studied and English.

4.1.3 Identify and compare different forms of address used in the target language and the dominate language.

Level 2 World Languages - It's a Celebration!

Project-Based Learning

Students will act as journalists, compiling an article comparing and contrasting a target language celebration or holiday of their choice to one from their home country. They will then participate in panel interviews responding to prompt about their article and celebration or holiday of choice. Access the full Cornerstone on Canvas - Link Coming Soon!.

Standards Communication 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.

Culture 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Connections 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Comparisons 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Communities 5.1: Students use the language both within and beyond the school setting.

Level 3 World Languages - Saving Our Environment

Project-Based Learning

Students will examine the particular environmental challenges facing a target language country and collaborate with one another to both create and market an innovative solution to combat these challenges. Throughout this unit students will study the policies that governments institute to preserve and protect the environment and the degree to which these policies are successful. Students will also carefully consider issues such as the role of the individual and that of government in the preservation of the environment, the economic consequences of environmental disasters and, finally, the degree to which behavior is influenced by advertising and public service campaigns. The unit will culminate in the development of a marketing campaign designed to address a specific environmental concern. Access the full Cornerstone on Canvas - Link Coming Soon!

Standards

Communication 1.1: Students engage in conversation, 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

Cultures 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture.

Connections 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the target language and culture.

Comparisons 4.1: Students demonstrate an understanding of the nature of language through comparisons of the language studied and their own.

Communities 5.1: Students use the language both within and beyond the school setting.

5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Level 4 World Languages - Access and Education

Project-Based Learning

At the end of this Cornerstone students will complete three tasks: interpretive, interpersonal, and presentational. To begin, students will read an article (interpretive) discussing one of the “17 sustainable goals” outlined by the UN. After having read the authentic resource, students will read an additional article that addresses the issue from a US perspective. Next, learners will be given a specific historical figure who made an impact in their chosen goal, from the TL country or from the United States. Students will be engaged in a role play activity where they will interview one another to determine the basic aspects of the issue and the figure’s major contributions. Finally, students will create a website where they will work in groups to discuss current issues that exist and provide suggestions based on their sustainable goal. On the website, students must state the issue, make recommendations, outline their historical figure’s contributions, and provide any additional information pertinent to the cause. Access the full Cornerstone on Canvas - Link Coming Soon!

Standards IP.4.1 Use paraphrasing, circumlocution, and other creative means to express and comprehend ideas.

IP.5.5 Engage in extended conversations applying new vocabulary and structures to common and new situations.

I.4.2 Respond appropriately to the tone and meaning in oral and written communications found in a variety of authentic sources dealing with a diversity of topics.

P.4.2 Present orally and in writing information showing comparison, interpretation and/or persuasion on a variety of topics.

P.5.1 Make persuasive presentations with documentation on a variety of topics using primary sources.

2.5.4 Evaluate the impact historical factors have had or may have on the evolution and/ or preservation of some cultural practices and perspectives

2.4.2 Discuss patterns of behavior typically associated with the culture(s) studied, and the perspectives associated with them.

3.5.5 Draw conclusion from data in the language studied.

3.4.6 Analyze historical events using the language studied.

4.4.2 Discuss the view of peoples from the target culture on the US and/or other countries, and vice versa.

5.4.2 Engage in activities and events locally, nationwide and/or internationally that foster cultural understanding.