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THINKING SKILLS: INTEGRATING LIBRARY RESOURCES WITH LEARNING OBJECTIVES 
Keeley Library   December 20, 2000
Portuguese
Stage I
COURSE: 
Portuguese   Stage 1
STANDARD
NUMBER
CONTENT AND PERFORMANCE
OBJECTIVES
Keeley Library Resources : Click on the Internet Links in the First Column on the Left.
  • Portuguese Language
  • Portuguese Literature
  • Group Projects

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    1
     
     
     
     
     
     
     
     
     
     

     

    CONTENT: Interpersonal Communication
    Students use the skills of listening, speaking, reading and writing. Students of modern languages will converse in  a language other than English to provide and obtain information, express feelings and emotions, and exchange opinions. Students of classical languages will engage in simple oral  exchanges and will develop reading skills with discussions of texts conducted in English.
    PERFORMANCE: Student dialogues. Students will produce dialogues in oral or written form which are appropriate to the level of study, and will be judged according to rubric scoring guide for written and oral assessments. Students will use:
  • paired and group dialogues
  • activities at the end of each chapter in Bom Dia
  • selected situation card activities
  • selected activities from Benchmark, Stage I activities.

  • End Product: Dialogues
  • Portuguese Language
  • Portuguese Literature
  • Presentations/Posters, etc.

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    2
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

     

    CONTENT: Interpretive Communication
    Students use the skills of listening, speaking, reading and writing. Students will understand and interpret ideas and information written or spoken in a language other than English. In classical language study, discussion will be conducted in English.
    PERFORMANCE: Students will 
  • complete worksheets and correlating chapter activities.
  • in pairs, write words to go with overhead transparencies. 
  • write basic sentences on what they hear on tapes made by classmates and report these orally to the class.
  • choose one of the nine islands and present a collage
  • act out an emotion, so that class can identify in Portuguese that emotion
  • give opposite statements in Portuguese on pictures presented.
  • in groups of four, create conversations using formal and informal greetings.
  • choose a transparency and tell the class all they can about the activity going on in the transparency.

  • Final Assessments: In oral or written form, students will bring  in a picture from a magazine and tell who the people are, how they feel, and what their daily routine should be. Evaluation will be based on the presentation.
  • Portuguese Language
  • Portuguese Literature
  • Presentations/Posters, etc.

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    3
     
     
     
     

     

    CONTENT: Presentational Communication
    Students use the skills of listening, speaking, reading and writing. Students of modern languages will write and speak in a language other than English to present information, concepts and ideas on a variety of topics.  Presentation in classical language classes will usually take the form of speaking or writing in English. 
    PERFORMANCE:
    (Library needs to clarify our understanding of course objectives for this standard.)
  • Portuguese Language
  • Portuguese Literature
  • Letter
  • Cultures
  • History
  • Geography
  • Maps, Atlases

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    4
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

     

    CONTENT: Cultures
    Students gain knowledge and understanding of other cultures. Students will demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human commonalties as reflected in history , literature, and in the visual and performing arts. In classical language study, discussion and writing will be in English.
    PERFORMANCE: Students will :
  • watch video, and demonstrate through guided, created dialogues, recognition of patterns of behavior and language use in different cultural settings.
  • identify certain gestures important to communication, and apply these gestures through paired activities and grouped skits in an oral or written fashion.
  • recognize and classify tangible cultural products brought to class by use of video presentation, oral identification and others presentations.
  • recognize and name rhymes, songs, and flocculates via visual and sound presentation in class or language lab.
  • demonstrate knowledge of formal or informal greetings and salutations via true or false answers from worksheets.
  • after class discussions, answer questions in English on worksheets.
  • identify pictures of pertinent vocabulary from worksheets. 
  • answer questions  (in English) from worksheets dealing with the role that cultural institutions play in the cultural makeup of the Portuguese and Brazilian people.

  • Final Assessments: Students will pretend to be one of a few students invited to study for two weeks during the summer at the "Escola Secondaria Sao Pedro" in Lisbon, Portugal. Students will be attending classes dealing with Portuguese history and culture, and will be living with a Portuguese family. Students will then write a postcard to family letting them know about:
  • differences that exist between American and Portuguese family lifestyles and schedules.
  • the part of Portugal they are visiting including  the geography and customs of the area
  • explain typical  things such as an "esplanada".
  • explain customs of greetings, such as hugs, holding hands, etc.
  • Portuguese Language
  • Portuguese Literature
  • Presentations/Posters, etc.
  • Group Projects
  • Broadcasting

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    5
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

     

    CONTENT: Linguistic Comparisons
    Students develop insights into the nature of language and culture by comparing their  own language and culture with another. Students will demonstrate an understanding of the nature of language through comparison of the language studied with their own. In classical language study, discussion and writing will be in English.
    PERFORMANCE: Students will do the following:
  • Activities from the text following structures, pronunciation drills, and cultural comparisons.
  • Selected activities from Proficiency activities section of the text which  most appropriately illustrate the benchmarks.
  • Group activities suggested to show the use of cognates, cultural similarities and differences, use of pattern structures to develop sentences and simple paragraphs.

  • Final Assessments: Students will make a collage/ poster or other visual presentation which will show pictorially the cognates they have mastered and then make a tape or give oral presentation on the similarities and differences in the pronunciation of these images in Portuguese and English. Evaluation can be done using WL rubric on page 69 of framework, or selected rubric from curriculum test  on presentations.
  • Portuguese Language
  • Portuguese Literature
  • Letter
  • Presentations/Posters, etc.
  • Group Projects
  • Creating Graphic Organizers
  • Using Graphic Organzers
  • Cultures
  • History
  • Geography
  • Maps, Atlases
  • Meteorology

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    6
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

     

    CONTENT: Cultural Comparisons
    Students develop insights into the nature of language and
    culture by comparing their  own language and culture with
    another. Students use the skills of listening, speaking, reading and writing. Students will demonstrate an understanding of the concept of culture through comparisons of the target culture with their own. In classical languages, discussion and writing will be in English.
    PERFORMANCE: Students will 
  • greet each other and ask how they are  in oral class drills.
  • take the part of adults and friends; greet and say good-bye using both familiar and polite forms.
  • use masculine and feminine forms of adjectives
  • follow activity from department on presenting and creating dialogues and tape in pairs dialogue activities.
  • work in group on all cultural activities assigned from text following cultural readings.
  • after learning, reading, and researching about holiday customs and celebrations, write a paragraph or outline on a Venn diagram the similarities and differences between Portuguese and American holidays, family social gatherings, leisure time activities and/or school schedules.
  • select a proficiency activity on cultural aspects from the text that they choose to research.

  • Final Assessments: Students will write a postcard to their friend following outlined guide of greetings, saying good-bye, telling of school schedule and classes. Students include their leisure time activities and information about their family life.  OR   Students will present a two minute oral presentation using collage or other graphic tool  telling about a cultural holiday , differences in school schedules or family life, or leisure time activities between American and Portuguese students.
  • Portuguese Language
  • Portuguese Literature
  • Cultures
  • History
  • Geography
  • Maps, Atlases
  • Arts
  • Literature
  • Visual/Media Literacy
  • Drama
  • Letter
  • Essay
  • Domestic arts (cooking, etc.)

  • Develop Brochure
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

     

    7
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

     

    CONTENT: Connections
    Students make connections with other subject areas and acquire information. Students of modern and classical languages will use the target language to reinforce and expand their knowledge of other disciplines and to acquire new information and knowledge. In classical language study, discussion and writing will be in English.
    PERFORMANCE: Students will 
  • do activities from selected readings
  • locate on a map major Portuguese speaking countries  and their capitals and answer questions they learned from fact sheets.
  • in pairs, list and present 5-8 facts comparing sociology to geography, based on reading.
  • develop a list in Portuguese of institutions and groups sociologists might study.
  • use recipes to convert measurements and make one of the recipes in class or at home.
  • uses Internet conversion charts or realia charts to to convert currency, sizes and measurements.
  • make weather charts and list temperatures in Fahrenheit and Celsius.
  • make a travel brochure using the language lab outline on one of the Portuguese speaking countries.
  • in groups, prepare a report about the Indians living in the Amazon and make a class poster, chart, collage, of facts demonstrating customs and geography. 

  • Final Assessments: Students will produce one of the following:
  • weather chart explaining weekly forecast and give oral presentations 
  • develop a brochure for a school trip giving itinerary, schedule of activities, travel tips and currency needed.
  • prepare Portuguese recipe for class and explain conversion of the ingredients.

  • Assessments based on MA frameworks rubric or project rubric from curriculum outline.
  • Portuguese Language
  • Portuguese Literature
  • Presentations/Posters, etc.
  • Group Projects
  • Discussions, Debate, Persuasion
  • Cultures
  • History
  • Geography
  • Maps, Atlases
  • Arts
  • Literature

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    8
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

     

    CONTENT: Communities
    Students participate in communities at home and around the world in other languages. Students  will use languages other than English within and beyond the school setting. Students of classical  languages will recognize elements of classical languages and ancient cultures in the world around them, and they will share insights derived from their study of classical languages with others within and beyond the classroom setting.
    PERFORMANCE: Quiz and worksheet on quincienara..  Students will, 
  • in pairs, compare quincienara preparations to a similar event for girls in the U.S. 
  • read current articles of information about what is going on in community and  world in which target  language is spoken.
  • in groups, discuss and relay information from their article to the class.
  • try to put on an activity for multicultural week which inform others in the school of a cultural/newsworthy event currently happening.
  • Class will make lists of initiatives in which they would use their language in community

  • Final Assessments: Students will list  at least five ways that they could use their language skills to help, inform others, or school  transcripts  of how their target  language influences others around them.

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    Jane Constant, Reference Librarian
    Keeley Library, B.M.C.Durfee High School of Fall River
    September, 1978  to  June, 2001