Denise M. Massari
This unit will encompass the "Five C's" of Foreign Language Education, which are communication, cultures, connections, comparisons and communities by addressing but not limited to the standards below found in the 2005 Connecticut World Language Curriculum Framework:
Standard 3.4.A: Describe, explain, express opinions about and analyze stories, plays, poems or other literature as well as radio programs, music, films, art and websites. Students will defend their position in commercial analysis by drawing upon historical, social and political cultural knowledge.
Standard 4.1.A: Identify and analyze products and practices of the target culture (e.g., social, economic, legal and political), and explore the relationships between these products and practices of the perspective cultures. Students will identify and evaluate authentic customs and practices of the Latino culture which are being used as target audience marketing strategies.
Standard 6.2.A: Access and analyze materials, looking for sources of information for potential use in original work on the target language or culture(s). Students will create a culminating project by using authentic cultural practices and experiences to create an audience targeted advertisement.
In addition to the above standards for World Language, this unit will also encompass standards from the Connecticut Academic Proficiency Test (CAPT) in specific reference to the Reading For Information (RFI) of the exam by addressing but not limited to standards:
Developing an Interpretation: Standard A.1: Make connections between the text, other texts and outside experience and knowledge. Students should be able to use knowledge they have acquired throughout the unit to not only make connections but also support their opinion.
Demonstration of a Critical Stance: Standard B.3: Evaluate explicit and implicit information and themes within a text. This directly correlates to "unstated context" and the scope of one's cultural literacy as a measure to construe meaning.