Here are sample lessons adapted from the Washington State Social Studies CBAs and World Language Scenarios, based on the National Standards for Foreign Language (Nebraska Frameworks).
Sample Lessons:
Humans and the Environment
(adapted from: Washington State Social Studies Classroom-Based Assessment for 10th or 11th grade.
http://www.k12.wa.us/curriculuminstruct/SocStudies/CBAs/HS-Humans&Enviroment.pdf (PDF opens in new window))Directions to Students
You will choose a problem or issue related to how humans affect the environment, and propose a solution that will make the environment healthier.
- Choose a problem or issue that deals with the effect humans have on the environment.
How? Sign up for [Forum] Effect of Humans on the Environment.
- Find and collect information on how different stakeholders have used that environment, and how that use produces both benefits and consequences.
How? Reply to the messages in the [Forum] Effect of Humans on the Environment.
with information about benefits and consequences to each stakeholder's use.
- Analyze the ways in which stakeholders have responded to the problem/issue. Determine how their responses have been based on the cultural, economic, political and/or social values of the different groups.
How? Sign up for [Newsletter] Values and the Environment. Draft a story for each stakeholder group and publish it to the newsletter.
- Propose a solution and/or predict the way the problem might be dealt with in the future that evaluates current stakeholders’ values and institutions.
How? Add your solutions to the [Newsletter] Values and the Environment.
Tip: If multiple students are editing the same story, be sure to label each person's contribution.
- Predict how the proposed solution will make the environment healthier.
How? Add your predictions to the [Newsletter] Values and the Environment.
- Offer the proposed solution in a way that demonstrates thoughtful consideration of the research.
How? Develop one solution as an oral presentation (i.e. PowerPoint, theater, speech, video, multi-media presentation, etc.). However, you will also need to put your findings in written form (i.e. written report, article, essay, editorial, etc.) format. Consider using the [Gallery] Solutions to the Environment project to post your report.
Fashion Show
(adapted from: Nebraska K-12 Foreign Language Frameworks:
http://www.nde.state.ne.us/FORLG/Frameworks/Frameworks.pdf p. 95)Activity summary: Students role-play a fashion show to practice vocabulary.
Intended level: Developing
Length of activity: Four 20-minute periods
Reflects standards: Communication 1.2, 1.3, Cultures 2.1, 2.2
(see http://www.seattleschools.org/schools/JohnStanfordIntlSchool//International/nebraskak12.htm)Materials needed: Costumes or clothing items provided by the students
How students work: Individually and in pairs
Steps for Planning and Implementation:
- Students learn vocabulary for clothing, fabric, and design.
- Discuss cultural differences in clothing.
How? Sign up for [Forum] Cultural Differences in Clothing and begin student exchanges.
- Talk about designers in general.
- Students select what they will model, and each writes a description to be read by the person role-playing the emcee. Students bring costumes/clothing to class.
How? Sign up for [Newsletter] Fashion Show Program. Have each student write up the description of their outfit as a separate story in the Fashion Show Program. If possible, upload a digital photo to accompany each outfit.
- Students divide into pairs and practice their roles in the style show. Each student will model and emcee.
- Pairs perform the style show for the class.
- Distribute a list of names of the models. To assess students’ understanding of the style show narratives, the teacher reads brief descriptions of several outfits and assigns a number to each description. Students place the number of the description next to the name of the model on the list.
May I Take Your Order Please?
(adapted from: Nebraska K-12 Foreign Language Frameworks:
http://www.nde.state.ne.us/FORLG/Frameworks/Frameworks.pdf p. 111)Activity summary: Students place phone orders from a J.C. Penney catalog in the target language.
[Students place orders from an online catalog.]Intended level: Expanding
Length of activity: One 45-minute period
Reflects standards: Cultures 2.2 Connections 3.2 Comparisons 4.2
(see http://www.seattleschools.org/schools/JohnStanfordIntlSchool//International/nebraskak12.htm)Materials needed: Catalog in the target language, order forms, toy telephones
[Can use online catalogs, e.g., http://www.uwajimaya.com/ (Eng) http://www.uwajimaya.com/jp/ (Japanese).)How students work: Pairs
Steps for Planning and Implementation:
- Students check the catalog for items not usually seen in a U.S. catalog; for example, first communion dresses, fifteenth-year party dress. Discuss cultural differences.
How? Sign up for [Forum] Catalog Orders.
- Each student selects three items from the catalog.
How? Students identify items in an online catalog in the target language (either Japanese or English), then discuss differences between items found in the two cultures. Each students describes the items via the [Forum] Catalog Orders.
- Students divide into pairs to role-play a caller and an operator.
- The caller uses the toy telephone to call and asks to place an order. The operator asks for size, colors, prices, page numbers, etc. The operator gives delivery dates and cost.
How? Students place "orders" for the items via the [Forum] Catalog Orders. Other students respond by asking questions about quantity, size, prices, etc.
- To add interest, the caller may occasionally get a wrong number, items may be out of stock, or may be put on hold.
- The pairs reverse roles and repeat step #4.