CORNERSTONE OVERVIEW
PRIOR KNOWLEDGE
This unit assumes that students are at a Novice Mid to Novice High level. It assumes a minimal comfort with speaking the language, but students can communicate by using a number of isolated words and memorized phrases. Reviewing pronunciation in the target language, and focusing on interpersonal activities throughout the prior unit will bolster student performance on this cornerstone.
Prior to this Cornerstone, the third on a series of a total of four cornerstones in Level 1B, students should be immersed into the idea that they are helping a foreign transfer student adapt to their new world by finishing Cornerstones 1 and 2. This Cornerstone continues to build on conjugating regular verbs in the present tense, and the verb “to do”, as well on vocabulary related to ; weather, geography, seasons, dates/months, activities, holidays, and excuses/reasons for turning down an invitation. . PLACEMENT WITHIN THE UNIT Before: Before students begin the Cornerstone 3 they should have already completed Unit 3 that continues to explore ways in which a foreign transfer student can adapt to a new world. This unit places the integration piece on the side of students. As they learn about celebrations in the target culture, they will decide whether they want to be part of that world. A list of suggested vocabulary and language structures is provided below: Key Vocabulary (Key categories of terms that students will know at the end of the unit) ● Weather ● Geography (north, south, etc., continents, countries, cities, rivers, etc.) ● Seasons ● Dates/months ● Activities ● Holiday vocabulary (candles, fireworks, etc.; will vary based on chosen holidays and customs) ● Excuses/reasons for turning down an invitation. Key Grammatical Concepts (Key categories grammatical concepts that students will know at the end of the unit) ● Conjugating regular verbs in the present tense ● The verb “to do” ● When is your birthday? → My birthday is… ● What is the weather like in/on (date/season)? → In/on (date/season), the weather is… ● Where is (country/city)? → (Country/city) is… in/on (continent/country) AND/OR (recycle prepositions of location from last unit) ● When is (celebration)? → (Celebration) is in/on… ● What do you do when it (weather)? → When it (weather), I… (activity). ● What do you do in/on (season/date/weekend, etc.)? → In/on (season/date/weekend), I… ● What do you do to celebrate (celebration)? → For (celebration), I… (activity). ● When do you celebrate (celebration)? → I celebrate (celebration) in/on… ● With whom do you celebrate (celebration)? → I celebrate (celebration) with my… …show more content…
Students will also create a drawing of the celebration and will use the information learned to create a journal entry and finalize the project.
Sample work - student email answer to invitation- English.pptxPreview the documentView in a new window
Project Rubric Preview the documentView in a new window
MEASURING STUDENT LEARNING Students are going to be assessed on four elements of language learning:
Comprehensibility: How well can you understand what the student is trying to say?
Accuracy: How many errors does the student make in his/her speech?
Vocabulary Use: How many of the vocabulary words and structures does the student incorporate to increase the level of their discourse?
Use of Visuals: Is the student’s presentation creative and well produced?
In each of the language specific elements, students are expected to be at a novice-mid level - they should receive scores
PRIOR KNOWLEDGE
This unit assumes that students are at a Novice Mid to Novice High level. It assumes a minimal comfort with speaking the language, but students can communicate by using a number of isolated words and memorized phrases. Reviewing pronunciation in the target language, and focusing on interpersonal activities throughout the prior unit will bolster student performance on this cornerstone.
Prior to this Cornerstone, the third on a series of a total of four cornerstones in Level 1B, students should be immersed into the idea that they are helping a foreign transfer student adapt to their new world by finishing Cornerstones 1 and 2. This Cornerstone continues to build on conjugating regular verbs in the present tense, and the verb “to do”, as well on vocabulary related to ; weather, geography, seasons, dates/months, activities, holidays, and excuses/reasons for turning down an invitation. . PLACEMENT WITHIN THE UNIT Before: Before students begin the Cornerstone 3 they should have already completed Unit 3 that continues to explore ways in which a foreign transfer student can adapt to a new world. This unit places the integration piece on the side of students. As they learn about celebrations in the target culture, they will decide whether they want to be part of that world. A list of suggested vocabulary and language structures is provided below: Key Vocabulary (Key categories of terms that students will know at the end of the unit) ● Weather ● Geography (north, south, etc., continents, countries, cities, rivers, etc.) ● Seasons ● Dates/months ● Activities ● Holiday vocabulary (candles, fireworks, etc.; will vary based on chosen holidays and customs) ● Excuses/reasons for turning down an invitation. Key Grammatical Concepts (Key categories grammatical concepts that students will know at the end of the unit) ● Conjugating regular verbs in the present tense ● The verb “to do” ● When is your birthday? → My birthday is… ● What is the weather like in/on (date/season)? → In/on (date/season), the weather is… ● Where is (country/city)? → (Country/city) is… in/on (continent/country) AND/OR (recycle prepositions of location from last unit) ● When is (celebration)? → (Celebration) is in/on… ● What do you do when it (weather)? → When it (weather), I… (activity). ● What do you do in/on (season/date/weekend, etc.)? → In/on (season/date/weekend), I… ● What do you do to celebrate (celebration)? → For (celebration), I… (activity). ● When do you celebrate (celebration)? → I celebrate (celebration) in/on… ● With whom do you celebrate (celebration)? → I celebrate (celebration) with my… …show more content…
Students will also create a drawing of the celebration and will use the information learned to create a journal entry and finalize the project.
Sample work - student email answer to invitation- English.pptxPreview the documentView in a new window
Project Rubric Preview the documentView in a new window
MEASURING STUDENT LEARNING Students are going to be assessed on four elements of language learning:
Comprehensibility: How well can you understand what the student is trying to say?
Accuracy: How many errors does the student make in his/her speech?
Vocabulary Use: How many of the vocabulary words and structures does the student incorporate to increase the level of their discourse?
Use of Visuals: Is the student’s presentation creative and well produced?
In each of the language specific elements, students are expected to be at a novice-mid level - they should receive scores