Julie Bayha

● recognize basic vocabulary such as: understanding the main idea of a movie trailer, movie review,
podcast, or short news report, understanding a full-length film with the aid of subtitles in the native
language

When reading in the target language, the student will:
● recognize basic vocabulary such as: understanding the main idea of a movie poster, movie review,
article, or short news report, and understanding the genre of a film from a short synopsis

However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Learning Goal: Students will be able to convey an opinion using the target language.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 The student will apply appropriate vocabulary acquired in Levels I and II.

When speaking in the target language, the student will:
● express an opinion about a simple TV episode, film clip or trailer

When writing in the target language, the student will:
● critique a movie plot (with the aid of in-class Writer’s Workshop)

When listening in the target language, the student will:
● understand the opinions expressed about a movie or TV show

When reading in the target language, the student will:
● understand a movie review

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes.
When speaking in the target language, the student will:
● provide basic information, such as: expressing an opinion about a simple TV episode, film clip or
trailer
When writing in the target language, the student will:
● provide basic information, such as: critiquing a movie plot (with the aid of in-class Writer’s
Workshop)
When listening in the target language, the student will:
● recognize basic vocabulary such as: understanding the opinions expressed about a movie or TV show
When reading in the target language, the student will:
● recognize basic vocabulary such as: understanding a movie review
However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support

Unit Overview

Course Title: World Languages - Level II
Unit Title: Global Challenges

Summary of Unit: In this unit students learn to talk about current social and economic issues. Using the target
language vocabulary they acquire throughout the unit, students will discuss relevant social and economic issues in both
the target culture and native culture. By the end of the unit, students will form personal opinions and investigate
possible solutions to the issues. Students will engage with a variety of authentic and pseudo-authentic materials to
expand their vocabulary and deepen their understanding of the theme.

Approximate Unit Length: 4-5 weeks
Unit Learning Goals

Students will be able to discuss relevant social and economic issues and possible solutions to them. (Overarching
Learning Goals: #1, #2, #3)

Stage 1 - Desired Results

TRANSFER
Students will be able to independently use their learning to…

investigate common global challenges using the target language.

MEANING

Essential Questions Enduring Understandings

Students will consider… Students will understand that…

● What economic and social issues propose challenges ● Economic and social issues are universal.
to societies throughout the world?

● What are the origins of: ● Exploring the sources of common global challenges
○ Economic issues? increases awareness and enables one to become a
○ Social issues? responsible global citizen.

● What are possible solutions to common global ● Investigating solutions to world issues increases
challenges? one’s global awareness.

● Global challenges are impacted by geography.

ACQUISITION

Key Knowledge Key Skills

To achieve these goals, students will need to know… To achieve these goals, students will need to be skilled at…
● Vocabulary: Interpersonal Communication - Novice
○ Hunger/Poverty
■ nutrition ● communicating on some very familiar topics using
■ hunger single words and phrases that they have practiced
■ famine/starvation and memorized, such as:
■ natural resources ○ express an opinion
■ shortage/lack of ○ ask and answer questions
■ overage/excess ○ respond to simple questions based on graphs
■ too much or visuals that provide information
containing numbers or statistics

■ enough/sufficient Presentational Speaking - Novice
■ wealth ● presenting information about self and some other
■ poverty very familiar topics using a variety of words,
■ homelessness phrases, and memorized expressions, such as:
■ homeless people ○ present basic information about economic
○ Crime & Violence and social issues in the native country and
■ tolerance the target culture countries
■ diversity ○ present basic solutions to economic and
■ prejudice social issues
■ equality
■ discrimination Presentational Writing - Novice
■ race ● writing lists, memorized phrases, and short
■ ethnicity messages on familiar topics, such as:
■ racism ○ write basic information about economic and
■ stereotype social issues in the native country and the
■ law target culture countries
■ crime
■ offense Presentational Writing - Intermediate
■ punishment ● write briefly about most familiar topics and present
■ fine ($) information using a series of simple sentences, such
■ violence as:
■ thief ○ write basic solutions to economic and social
■ criminal issues
■ jail ○ post a question for discussion or reflection
■ imprisoned
■ to fight Interpretive Listening - Novice
■ to violate/break a law ● understanding familiar words, phrases, and simple
■ to kill sentences when they hear them spoken, such as:
■ to discriminate against ○ recognize the main idea and some details of a
public service announcement/commercial

■ to accept Interpretive Reading - Novice
■ to break ● when reading, understand familiar words, phrases,
■ to argue/fight and sentences within short and simple texts such as:
■ to lie ○ identify information from a brochure or
○ Other poster/ad
■ solution
■ common Interpretive Reading - Intermediate
■ population ● understand the main idea of short and simple texts
■ fair when the topic is familiar, such as:
■ unfair ○ understand the main idea and some details of
■ rights an article about social and/or economic
■ to die issues
■ to be right
■ to be wrong
■ to agree/disagree
● Pop-Up Grammar, such as:
○ Expressing opinion (Review)
○ Should/Have to/Must (Review)
○ Adjective agreement -definite articles [Nom.
& Acc.] only (German)
● Relevant high frequency vocabulary
● Additional vocabulary as needed to interpret the
materials (such as authentic materials, readers,
articles, podcasts, videos, music, etc.)
● Relevant cultural information related to global
challenges.
○ Socio-economic status of target culture
countries

STANDARDS ALIGNMENT

Communication Cultures Connections Comparisons Communities
1 1 1 1 1
2 2 2 2 2
3

Stage 2 - Evidence

Unit Learning Goal: Students will be able to discuss relevant social and economic issues and possible solutions to
them.

4. 0 The student demonstrates an in-depth inference, advanced application, or innovates with the learning goal.

3.0 The student will apply appropriate vocabulary acquired in Levels I and II.

When speaking in the target language, the student will:
● discuss and express an opinion on a global issue
● respond to simple questions about common global issues
● present basic information and possible solutions about economic and social issues in the native
country and the target culture countries

When writing in the target language, the student will:
● write basic information and propose possible solutions about economic and social issues in the native
country and the target culture countries

When listening in the target language, the student will:
● recognize the main idea and some details of a public service announcement/commercial

When reading in the target language, the student will:
● identify information from a brochure or poster/ad pertaining to global challenges
● understand the main idea and details of an article about social and/or economic issues

The student exhibits no major errors or omissions.

2.0 There are no major errors or omissions regarding the simpler details and processes:
When speaking in the target language, the student will:
● provide basic information, such as: discussing and expressing an opinion on a global issue,
responding to simple questions about a common global issue, and presenting basic information and
solutions to economic and social issues in the native country and the target culture countries
When writing in the target language, the student will:
● provide basic information, such as: writing basic information and proposing possible solutions about
economic and social issues in the native country and the target culture countries
When listening in the target language, the student will:
● recognize basic vocabulary such as: recognizing the main idea and some details of a public service
announcement/commercial
When reading in the target language, the student will:
● recognize basic vocabulary such as: identifying information from a brochure or poster/ad pertaining
to global challenges and understanding the main idea and details of an article about social and/or
economic issues
However, the student exhibits major errors or omissions regarding the more complex ideas
and processes.

1.0 Partial success with 2.0 content and 3.0 content with support