Unit Theme:

How Global Are We?

Global Issue: Population/Migration and Changing Needs

Essential Unit Question:

How will knowledge of other languages and cultures

enable us to collaborate in seeking solutions to global issues in
an interdependent world?

Targeted Questions:

What role do urban parks play in cities?

What constitutes a successful urban space?
Why do we need to continue to create and maintain parks?

Learning Scenario:

Urban parks exist in every culture and are a magnet for

bringing people of all ages and interests together. They exist in
many sizes and forms from the sprawling and lush XiHu in
Hangzhou, China that serves a city of six million to the
compact Parque Central in Heredia, Costa Rica that serves a
city of 70,000. Forcenturies,parkshaveservedanimportant
socialfunctionandecologicalroleinoureverexpanding
cities.Aspopulationdensityincreases,theimportanceof
parksincreasesaswell.
Inthisunit,studentswillexploreparksintargetlanguage
cities.Buildinguponthelanguagetheyacquireinstudying
boththeinfrastructureofparksandthefunctionsparksserve
insociety,studentswillthenmoveontodiscusstheroleof
parksintheirowncommunityandintheirlives.Additionally,
theywilldiscusstheimpactpopulationgrowthhasoncity
planningforrecreationalareas.Workingingroups,students
willparticipateinaninternationalcompetitiontolocateand
plannewparksintargetlanguagecities.

Proficiency Level(s):

NoviceHigh

Grades:

6-10

Length of Unit:

Dependent on minutes and frequency of instruction in the

program

Interdisciplinary Connection:

WorldLanguages,SocialStudies,Science,Mathematicsand
Technology

Page 1 of 11

Final Student Performance

Groupsofstudentsdesignplansforurbanparksintargetlanguagecitiesidentifiedasexperiencing
significantpopulationgrowth.Theypresentproposedmodelstothejudges(theirclassmates)as
partofaninternationalparkdesigncompetition.
Interpretivetask
Studentsvisitsuggestedwebsitesoncitiesinthetargetcultureandcompleteaquestionnairethat
evaluatesthesuitabilityofcertaincitiesassitesforurbanparksoradditionalparks.Questions
mightincludeinterpretinginformationon:populationtrends,numberandtypes(largeorsmall,
multipurpose,gardens)ofparksalreadyincities,climate(tohelpdeterminetypesofandperiodsof
useforparks),availablepublictransportationandpollutionlevels.

(Usingtheinformationinthequestionnaire,theclassorgroupsofstudentswilldeterminewhich
citiesneedparks.SuggestionsforwhattoincludeintheparksareprovidedinPhasesIIandIII)
Presentationaltask
Workingingroups,studentswillcreatenewparksforthecitiesselected.Theclassandtheteacher
will then discuss possible criteria for the presentations and rubric used to evaluate them.
Presentationsincludeagraphicrepresentationoftheparkwithalabeledinfrastructurealongwith
anaccompanyingwrittennarrativethatwillalsobepresentedorally.Thenarrativewillcontainthe
rationaleforbuildingthepark,alongwithafulldescriptionofitsfeaturesandpotentialuse(s).
Interpersonaltask
Duringeachpresentation,studentjudgeswillwritedownquestionstheymayhaveonthecontentof
thepresentationthatwillbefollowedbyaquestionandanswerperiod.Thejudgeswillhandthe
cardstothepresenterswhowillreadthequestionandrespond.Theteacherwilluseaninterpersonal
taskrubrictoevaluatethenumberandqualityofthejudgesquestionsandthepresenters
responses.(LinktoNoviceHighInterpersonalRubric)

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MEETS STANDARDS:
World Languages: Novice High Learner Range
7.1 Communication
A. Interpretive
7.1-3, 7.1-.4, 7.1-5
B. Interpersonal:
7.1-1, 7.1-3, 7.1-4
C. Presentational: 7.1-1, 7.1-2, 7.1-3, 7.1-4
7.2 Culture
A. Interpretive:
7.2-1, 7.2-2, 7.2-3, 7.2-4
B. Interpersonal:
7.2-1
C. Presentational: 7.2-1
(Insert other standards)

Unit Overview
Content Knowledge
Students will understand
that
People use urban parks for a
variety of activities and
purposes and this may
vary from culture to
culture.

Language Skills
Students will be able to

Urban parks were created for

different reasons.

-Explain why parks in the

target language country were
created and why urban parks
in New Jersey or other states
were created.
-Tell people what they can and
cannot do in parks.

-Create a brochure that advertises

an urban park in the target
language country.

-Give directions to find parks

and places inside a park.

-Use a map of a park in the target

language country and with a
partner ask and answer questions

There are various kinds of

regulations for parks and what
these are.
Knowledge of map skills and
being able to give and follow
directions will enable them to

-Talk about activities people

engage in at urban parks
in the target language
country.
-Describe people who may
frequent parks and
places typically found in
parks.
-Give opinions of various
parks and discuss their likes
and dislikes.

Page 3 of 11

Performance Task/Evidence of
Student Learning
Students will
-Complete a Venn diagram
comparing and contrasting
an urban park in the target
language country with
urban parks in New Jersey
or in other states.
-Create a short adventure story
that could happen in an
urban park in the target
language country.

-Complete a set of signs in the

target language with various
park regulations.

find their way to parks and to

move around inside parks.

about how to find different places

in the park.

People use various modes of

transportation to get to and
move around inside urban
parks.

-Discuss various modes of

transportation typically found
in cities and parks.

-Describe to a classmate how to

get to and get around inside a
park in the target language
country.

Their own experiences in

parks during early childhood
may be similar or different
from those of children in the
target culture.

-Talk about what they used to

do in parks.

-Tell a vignette or short story

about a personal childhood
experience encountered in a park
to the class.

The number and size of parks

in target language cities may
be different than those in large
New Jersey cities.
Extensive planning goes into
creating a successful urban
park.

-Compare and contrast the size

and number of parks in various
cities using charts, graphs and
other forms of measurement.
-Describe the features or
characteristics of various
types of parks and the ideal
location for placing certain
structures (e.g., play
structures, gardens).

-Draw conclusions about

planning for urban parks in target
language cities and in cities in
New Jersey or in other states.
-Design a plan for an ideal urban
park and present the plan to the
class orally and in writing.

Page 4 of 11

Learning Activities
Key activities for achieving Desired Results
Phase I: Stimulates student interest and raises essential questions
The teacher:
1. Asksstudentswhattheythinkaboutparksintheirtown/cityandurbanparksinvarious
U.S.citiesandwhatroletheseparksplayforthegeneralpopulation.
2. Asksstudentsabouttheirfavoriteparkwhentheywereyoungandwhyitwastheirfavorite
comparedtoaparktheyfrequentnow.
3. Introducesstudentstotwoparksintargetlanguagecountriesandshowspicturesand
sketchesoftheparksandpeopleinthemenablingstudentstoexaminetheparksinthe
contextoftheentirecity.TheResourcessectionsuggestsatleasttwoparksfordifferent
languages.Eachparkhasdifferentcharacteristicsthatleadstudentstomakeobservations
onvaryingculturalpracticesandperspectives.
Phase II: Focuses on content and language functions to assist students to meet performance
outcomes
Students:
1. MakeaVenndiagramthatcomparesandcontrastsanurbanparkfromatargetlanguage
countryandanurbanparkinNewJerseyoranotherstate.
2. Haveaclassdiscussionguidedbytheteacherthatfocusesonwhattheyusedtodoinparks
whentheywereyounger.Theybrainstormquestionsthattheycananswerthemselvesor
thattheycanasktheirparents.Thisinvolvesnarrationinthepast.Questionscouldinclude:

Didwegotoapark(s)whenIwaslittle?
Howoftendidwego?Duringtheweekoronweekends?
WhatdidIliketodoatthepark?Whatdidyouliketodo?
Howdidwegotothepark?
Wouldanyonecomewithus?
HastheparkchangedfromwhenIwaslittle?

3. RespondtoTotalPhysicalResponsecommandsgivenbytheteacherrelatedtoactivities
engagedinatparks.Actions(vocabulary)fortargetlanguageparksmaybetargetculture
specific.
4. Takeawalkasaclasstoalocalpark.Theteacherwillhavelabeledvariousstructuresinthe
parkandstudentswillcompleteaworksheetidentifyingthesewords.
5. Makeabrochureaboutaspecifictargetlanguageparkthatincludesthefollowingtopics:

Page 5 of 11

Locationaddress,localtransportationtopark,parking
Sizeincityblocksorsquaremetersorkilometers
Facilitiesrestrooms,cafes
Eventsconcerts,exhibits,festivals
Regulationshours,behavior
Entrancefee
Historyofthepark
Thingstodoandsee
Majorattractionssuchaszoo,sculpture,castle
Suggestedwalkingpaths

6. Measureparktemperatureatalocalparkatagiventimeonapavedroadandonagrassy
area.ConvertthetemperaturestoCentigradeandcomparethem.(Theconversionfrom
FahrenheittoCelsiusisFahrenheit32x5/9=Celsius).Graphinformationandthendraw
conclusions.
Phase III: Involves students in performance tasks that address the 3 modes of
communication.
Students:
1.Createasurveyquestionnaireinthetargetlanguagetodeterminethenecessaryfeaturesof
anidealurbanpark.TheclasswilltranslatethistoEnglish,ifnecessary,andwill
interview6people(onepersonolderthan70,oneperson5070yearsold,twopeopleaged
2050andtwochildrenage1020).Areasonmustbeprovidedforeachsuggestion
andresultspresentedinatableforcomparisonwithresultsobtainedbyotherstudentsinthe
class.(Linktosurveyrubric)
Itemstobeincludedonthequestionnaire:
Desiredactivities
Lightingandseating
Artsculpturesormonumentstopeopleoreventsfromthepast
Events
Typesoftrees,flowers,bushes
Walkingpaths
Parkregulationseg.,hours,animalspermitted,activities
Restrooms
Trashandrecyclefacilities
Bodiesofwatere.g.,ponds,streams,fountains
Vehicles(bikes,pedicabs,roworpedalboats)
Availabilityoffoodanddrinkcafes,vendors
Security

Page 6 of 11

Page 7 of 11

ICS
RR

Rubrics
Novice-High Interpersonal Rubric

How well am I
understood?

Exceeds
Expectations
I am generally
understood.

Meets Expectations

The teacher
understands me
without difficulty.

Does Not Meet

Expectations
The teacher
understands me with
occasional difficulty.

(Comprehensibility)
How well do I
understand?

My responses
are generally
logical and on
topic.

I understand the
speaker without
difficulty.

(Comprehension)
How well do I use the
Spanish language?

I understand the
speaker,but
sometimes I need
repetition or
restatement.

I use a range of
vocabulary that
accomplishes
the task.
However,
occasionally I
may use the
wrong word or
expression.

I am mostly
correct when
producing simple
sentences.

I am mostly correct
with memorized
language. I am less
correct when I try to
create language.

I attempt to
create.

I recognize and
use vocabulary
with ease

I recognize and use

most of the
vocabulary
correctly.

I maintain a
simple
conversation by
asking some
questions, but I
dont ask for
clarification.

I begin to recombine
some memorized
language to ask for
repetition and/or
clarification

I use memorized
chunks of language
to:
-Ask for repetition
-State that I dont
understand.

(Vocabulary Use &

Language Control)
How well do I keep the
conversation going?

(Communication
Strategies)

Page 8 of 11

Survey The Ideal Urban Park

Expert
4
You interviewed
5 or more of the
required people.
You include all
the required
questions and
add the new
questions. The
information is
clear and error
free.

Practitioner
3
You interviewed
4 people. You
include most of
the questions.
The information
is mostly clear
and contains
some errors.

Apprentice
2
You interviewed
3 people. You
include some of
the questions.
The information
is not very clear
and contains
several errors.

Presentation It reflects
dedication. You
present the
results in an
attractive format,
using a chart that
is complete and
clear. You used a
word processor.
It is creative.

It reflects some
dedication. You
present the
results in a chart
format that is
somewhat
attractive,
complete and
clear. You used a
word processor.

Process

You handed this

in on time. You
did everything in
the order and the
time frame
established. You
needed no
reminders.

You followed
most of the steps
and met most of
the deadlines we
had established.
You needed just
a few reminders.

It reflects little
effort. You
present the
results in a
format that was
not very clear
and was
incomplete.
You used a word
processor but did
not edit your
product.
You followed
some of the steps
and met some of
the deadlines we
had established.
You needed quite
a few reminders.

Group
Effort

Equal
distribution of
work. Group
worked
harmoniously.

Most people
worked. Group
resolved
conflicts without
teachers
intervention.

Content

Few people did

most of the work
and the rest
helped
somewhat.
Conflicts
required the
occasional
intervention of
the teacher.

Total
Page 9 of 11

Novice
1
You
interviewed 2
or fewer
people. You
include very
few of the
required
questions. The
information is
not clear and
contains many
errors.
It reflects very
little effort.
You present
the results in
an incomplete
and unclear
format. You
wrote the
report by hand.

You did not

follow the
steps and the
time frame we
had
established.
You needed
many
reminders.
One person
worked while
the others did
not. Conflicts
required
teachers
constant
intervention.

Points

ing Activities

Teacher Resources

Suggestedparksforeachlanguage:
MandarinXiHuinHangzhouandPeoplesParkinShanghai
GermanDerEnglischeGarteninMnchenandDerTiergarteninBerlin,RathausParkin
Vienna
ItalianLaVillaBoboliinRomaandLaVillaSforescoinMilano
SpanishBosqueChapultepecinMxico,DFandParqueGellinBarcelona,ElBuenRetiro
inMadrid
FrenchParcdesChampsdeBatailleinQuebec,ParcMontRoyalinMontrealandJardin
LuxembourginParis,ParqueduPlageinParis
JapaneseHiroshimaPeaceParkandHibyaParkinTokyo
LatintheForumRomanumandtheBathsofAgrippaorCaracalla
GotowebsitesinthelanguageandinEnglishtofindinformationandmapsoftheparks.
Planetzian web site
http://www.ccbn-nbc.gc.ca/
http://www.lemontroyal.qc.ca/index3.html
http://www.shanghaiexpat.com/Article1103539.phtml
http://www.americancityandcounty.com/mag/government_restoring_urban_parks/
http://www.parqueecologicochapultepec.com.mx/
http://www.caminandosinrumbo.com/mexico/mexico/chapultepec/index.htm
http://www.tokyo-park.or.jp/english/park_detail2.html
http://www.wallacefoundation.org/WF/KnowledgeCenter/KnowledgeTopics/Parks/Urban+Parks+as
+Partners+in+Youth+Development.htm
http://209.15.138.224/inmomex/parque_chapultepec.htm
Page 10 of 11

http://www.ctv.es/USERS/ags/GAUDI-parque.htm
http://earth.google.com/
Travel guidebooks are excellent resources that provide maps of parks and other detailed
information.

Page 11 of 11