Hoboken Public Schools. Italian Three Curriculum

Transcription

1 Hoboken Public Schools Italian Three Curriculum

2 Italian Three HOBOKEN PUBLIC SCHOOLS Course Description Italian III is a course composed of seven thematic units. Each unit is anchored by an essential question. Suggestions for problem based learning tasks are included along with a cumulative goal to benchmark the development of linguistic proficiency. Instructional procedures, techniques and methods will be differentiated, interactive and characterized by authenticity. The students will be exposed to and will explore a variety of informational text and electronic sources. They will apply technology in some of the following ways: conducting research, composing thoughts, sorting and organizing information, developing presentations and following web quests. Assessments will be ongoing and performance based. Students will engage in lessons that are differentiated, interactive, and characterized by authenticity. Throughout the year, students will explore seven thematic units that are anchored by essential questions and the NCSSFL-ACTFL Can-Do Statements, culminating with performance based assessments to benchmark the development of language. The ability to communicate is at the heart of knowing another language. The approach used within New Jersey and national standards is to recognize three modes of communication. The three modes are: the interpretive mode, the interpersonal mode, and the presentational mode. Course Resources Authentic readings found online Authentic readings found in newspapers, magazines Culturally/linguistically appropriate videos found on websites such as Online game resources found on websites such as Italian Dictionaries Pacing Guide Unit Titles Unit One: All About Me Unit Two: School Days Unit Three: Home, Sweet Home Unit Four: Food Glorious Food Unit Five: Celebrations Unit Six: Migratory Animals Unit Seven: Going Green Time Frame Unit 1 All About Me Six Weeks

3 Unit 1 Overview In this unit, students will explore the communication strategies to facilitate conversations related to the theme (asking for clarification, circumlocution, expressions of reacting, rewording) places in the community e.g. recreation, social services, entertainment, community service opportunities, and community activities.. Essential Questions Ø How qualities in a friend identified? Ø How do we show respect to others? Ø How are students considered unique? Essential Learning Outcomes Ø Students will explore how to greet people and talk about how he/she and they are feeling Ø Students will understand how to speak in an appropriate way to a friend and to an adult Ø Students will explore and describe a friend s physical and emotional characteristics Ø Students will distinguish between permanent and temporary characteristics Ø Students will explore how to use target language expressions to identify unknown vocabulary Ø Students will be able to explain how last names are formed in Italian-speaking countries Ø Students will analyze what friendship means in Italian-speaking countries Technology Infusion Ø A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A NM.A NM.B NM.B NM.B NM.C NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements)

4 Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan target language culturally authentic audio, video, or written text from electronic information sources and other sources to identify physical characteristics, personality qualities, pastime activities, and expressions of likes and dislikes, and age. Ø Ask and respond to memorized questions about physical characteristics, personality qualities, likes and dislikes, and pastime activities using digital tools and face-to-face communication. Ø Use appropriate greetings and leave taking from the target culture in a variety of scenarios. Ø Imitate and incorporate appropriate intonation for asking different types of questions (if appropriate in the target language). Ø Describe self and others. Ø Retell highlights from age- and level- appropriate culturally authentic target language text orally and/or in writing including physical characteristics, personality qualities, and preferences related to pastime activities by creating a multimedia presentation. 21 st Century Learning Connection A.1 Apply critical thinking and problem- solving strategies during structured learning experiences.

5 B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Unit 2 School Days Six Weeks Unit 2 Overview In this unit, students will explore how school shapes one s future as an individual, worker, and productive citizen of the United States and a contributing member of the global society. The structures necessary to: a. Talk about the following topics in the present time frame: school, daily activities, and making plans to achieve personal and career goals b. Give and respond to commands associated with school, daily activities and setting and meeting goals c. Make comparisons and communication strategies to facilitate conversations related to the theme (asking for clarification, circumlocution, expressions of reacting, rewording) Essential Questions 1. How are the changes that an American student encounter in the target country different than one who is native born? 2. How are schools in the Italian culture different than in the Americas? Essential Learning Outcomes 1. Students will describe his/her class schedule 2. Students will explore the different school supplies that he/she uses 3. Students will discover how to compose directions within the school 4. Students will be able to label the major places in the school 5. Students will describe differences between American schools/schools in the target country 6. Students will understand how to use target language expressions to understand unknown vocabulary 7. Students will demonstrate comprehension of an authentically cultural reading Technology Infusion Ø A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A NM.A.4

6 7.1.NM.B NM.B NM.B NM.C NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan target language culturally authentic audio, video, or written text from electronic information sources and other sources to identify physical characteristics, personality qualities, pastime activities, and expressions of likes and dislikes, and age. Ø Ask and respond to memorized questions about physical characteristics, personality qualities, likes and dislikes, and pastime activities using digital tools and face-to-face communication. Ø Use appropriate greetings and leave taking from the target culture in a variety of scenarios.

7 Ø Imitate and incorporate appropriate intonation for asking different types of questions (if appropriate in the target language). Ø Describe self and others. Ø Retell highlights from age- and level- appropriate culturally authentic target language text orally and/or in writing including physical characteristics, personality qualities, and preferences related to pastime activities by creating a multimedia presentation. 21 st Century Learning Connection A.1 Apply critical thinking and problem- solving strategies during structured learning experiences B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 3 Home, Sweet Home Unit 3 Overview In this unit, students will explore the aspects of home. Rooms in the house, furniture and items found in a house, household chores, recycling, descriptive adjectives necessary to describe a house, prepositions of location, The verbs to be, Irregular verbs, Regular verbs related to maintaining a house, Vocabulary related to parts of a building. Essential Questions Ø How will the factors explored when building a new house? Ø How will roles be determined in the home? Ø How will a home be maintained? Essential Learning Outcomes Ø Students will identify and describe the rooms in a house Ø Students will be able to list and categorize the contents of a house Ø Describe and explain daily activities done in the home with family members Ø Students will compare/contrast homes in the US and in target countries Ø Students will explore how to tell where he/she lives and illustrate his/her home/neighborhood Ø Students will compare/contrast chores performed in the US with those performed in the target culture. Ø Students will be able to analyze a description of a home and match it to the appropriate house in a real estate guide Technology Infusion Ø A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright

8 Standards Addressed 7.1.NM.A NM.A NM.B NM.B NM.B NM.C NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan target language culturally authentic audio, video, or written text from electronic information sources and other sources to identify physical characteristics, personality qualities, pastime activities, and expressions of likes and dislikes, and age. Ø Ask and respond to memorized questions about physical characteristics, personality qualities, likes and dislikes, and pastime activities using digital tools and face-to-face communication.

9 Ø Use appropriate greetings and leave taking from the target culture in a variety of scenarios. Ø Imitate and incorporate appropriate intonation for asking different types of questions (if appropriate in the target language). Ø Describe self and others. Ø Retell highlights from age- and level- appropriate culturally authentic target language text orally and/or in writing including physical characteristics, personality qualities, and preferences related to pastime activities by creating a multimedia presentation. 21 st Century Learning Connection A.1 Apply critical thinking and problem- solving strategies during structured learning experiences B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 4 Food Glorious Food Unit 4 Overview In this unit, students will explore selected vocabulary related to food and its origin (e.g. processed, natural, artificial ingredients, sweeteners, preservatives, fillers, farm, orchard, garden, greenhouse, unrefined, minerals, antioxidants, and fiber),selected vocabulary related to food preparation (e.g. baking, broiling, frying, microwaving, roasting, and smoking), Selected vocabulary related to a balanced diet, The structures necessary to discuss the purchasing, growing, eating, and ordering of food in the present time frame. Essential Questions Ø How are the foods that I eat selected on a daily basis? Ø How do my food choices affect my lifestyle? Ø How are my food choices compare to those of the target language? Essential Learning Outcomes Ø Students will be able to categorize foods by meals, food groups, and health factors Ø Students will be able to explore and discuss food preferences Ø Students will be able to compare eating habits in USA to those of the target culture Ø Students will be able to order food/ beverage in a restaurant Identify and describe foods Technology Infusion Ø A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.3 Select and use applications effectively and productively.

10 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A NM.A NM.B NM.B NM.B NM.C NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas

11 Assessments Ø Skim and scan target language culturally authentic audio, video, or written text from electronic information sources and other sources to identify physical characteristics, personality qualities, pastime activities, and expressions of likes and dislikes, and age. Ø Ask and respond to memorized questions about physical characteristics, personality qualities, likes and dislikes, and pastime activities using digital tools and face-to-face communication. Ø Use appropriate greetings and leave taking from the target culture in a variety of scenarios. Ø Imitate and incorporate appropriate intonation for asking different types of questions (if appropriate in the target language). Ø Describe self and others. Ø Retell highlights from age- and level- appropriate culturally authentic target language text orally and/or in writing including physical characteristics, personality qualities, and preferences related to pastime activities by creating a multimedia presentation. 21 st Century Learning Connection A.1 Apply critical thinking and problem- solving strategies during structured learning experiences B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 5 Celebrations Unit 5 Overview In this unit, students will explore the products and practices that individuals and families in the target culture(s) use when celebrating milestone events. Communication strategies to facilitate conversations related to the theme (asking for clarification, circumlocution, expressions of reacting, rewording) will also be explored. Essential Questions Ø How are the cultural celebrations that are celebrated in Italian speaking countries unique? Ø How are the authentic holidays influencing behavior and relationships? Ø How activities that are associated with celebrations implored? Essential Learning Outcomes Ø Students will identify culture-specific holidays, as found in culturally authentic video/audio/written texts. Ø Students will identify customs and traditions of target cultures, as found in culturally authentic video/audio/written texts. Ø Students will be able to recognize names of family members as found in culturally authentic video/audio/written texts.

12 Ø Students will be able to identify articles of clothing as found in culturally authentic video/audio/written texts related to celebrations. Ø Students will be able to answer simple questions related to celebrations in the home and target cultures. Ø Students will be able to describe celebrations in the home and target cultures. Technology Infusion Ø A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A NM.A NM.B NM.B NM.B NM.C NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities

13 Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan target language culturally authentic audio, video, or written text from electronic information sources and other sources to identify physical characteristics, personality qualities, pastime activities, and expressions of likes and dislikes, and age. Ø Ask and respond to memorized questions about physical characteristics, personality qualities, likes and dislikes, and pastime activities using digital tools and face-to-face communication. Ø Use appropriate greetings and leave taking from the target culture in a variety of scenarios. Ø Imitate and incorporate appropriate intonation for asking different types of questions (if appropriate in the target language). Ø Describe self and others. Ø Retell highlights from age- and level- appropriate culturally authentic target language text orally and/or in writing including physical characteristics, personality qualities, and preferences related to pastime activities by creating a multimedia presentation. 21 st Century Learning Connection A.1 Apply critical thinking and problem- solving strategies during structured learning experiences B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 6 Migratory Animals Six Weeks Unit 6 Overview In this unit, students will discover the varying migratory animals in different parts of the world. Through the identification of names of migratory animals, physical characteristics of migratory animals, basic survival needs of migratory animals, names of habitats of migratory animals, geographical locations where migratory animals may be found, weather patterns, students will have a clear understanding of the importance of migratory animals.

14 Essential Questions Ø How do I give a description of animals and their habitats in the Italian language? Ø How are the survival needs of animals explored? Ø How can migratory animals change the culture of a society? Ø How does weather affect the travel patterns of migratory animals? Essential Learning Outcomes Ø Students will demonstrate comprehension of oral and written texts related to environmental conditions and animal migration paths. Ø Students will identify a wide range of efforts to address environmental issues by visiting a targetlanguage web site or reading a brochure about the efforts of a global organization such as the UNEP (United Nations Environmental Program). Ø Students will identify main idea of an authentic text dealing with the effects of environment on migration patterns of animals in the community. Ø Students will analyze documents in order to locate geographical features, relative size of land masses and water bodies, weather patterns, and sea currents using target language digital tools to complete a graphic organizer. Ø Students will explore critical understanding on how to exchange information about man s actions and environmental conditions and their impact on animals using digital tools. Ø Students will be able to provide information about an endangered migratory animal using digital tools to facilitate the understanding. Technology Infusion Ø A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø D.1 Advocate and practice safe, legal, and responsible use of information and technology Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A NM.A NM.B NM.B NM.B NM.C NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing

15 Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan target language culturally authentic audio, video, or written text from electronic information sources and other sources to identify physical characteristics, personality qualities, pastime activities, and expressions of likes and dislikes, and age. Ø Ask and respond to memorized questions about physical characteristics, personality qualities, likes and dislikes, and pastime activities using digital tools and face-to-face communication. Ø Use appropriate greetings and leave taking from the target culture in a variety of scenarios. Ø Imitate and incorporate appropriate intonation for asking different types of questions (if appropriate in the target language). Ø Describe self and others. Ø Retell highlights from age- and level- appropriate culturally authentic target language text orally and/or in writing including physical characteristics, personality qualities, and preferences related to pastime activities by creating a multimedia presentation. 21 st Century Learning Connection A.1 Apply critical thinking and problem- solving strategies during structured learning experiences.

16 B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit 7 Going Green Six Weeks Unit 7 Overview In this unit, students will explore the names of commonly recycled electronic items (e.g. CD, computer, computer monitor, MP3 players, printer, printer cartridges, speakers, and video games). The names of commonly recycled automobile parts (e.g. batteries, tires, and spark plugs). The names of fabrics (e.g. corduroy, cotton, denim, flannel, silk, and wool). The names of paper products (e.g. cardboard, cards, newspaper, and wrapping paper) and the connections to the recycling process. Essential Questions Ø How do I determine which products and practices related to recycling are the same and different in my community and in the target culture community? Ø How does the understanding of renewable resource vocabulary assist with the understanding of recycling? Essential Learning Outcomes Ø Students will identify environmental practices and products of the target culture as found in authentic materials from electronic information sources and other sources. Ø Students will be able to identify renewable resources as found in authentic materials from electronic information sources and other sources. Ø Students will be able to give and follow commands related to environmental practices. Ø Students will be able to explore how to ask memorized questions related to recycling products (number, color, location, and signage) of the home and target cultures using digital tools and faceto-face communication. Ø Students will be able to critically respond to simple questions related to recycling products (number, color, location, and signage) of the home and target cultures using digital tools and faceto-face communication. Ø Students will be able to ask memorized questions related to practices regarding use of renewable resources of the home and target cultures using digital tools and face-to-face communication. Technology Infusion Ø A.1 Understand and use technology systems Create a personal digital portfolio that reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Ø A.3 Select and use applications effectively and productively. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Ø D.1 Advocate and practice safe, legal, and responsible use of information and technology

17 Demonstrate appropriate application of copyright Standards Addressed 7.1.NM.A NM.A NM.B NM.B NM.B NM.C NM.C.4 Differentiation Ø Preferential Seating Ø Strategic/flexible grouping and pairing Ø Kinesthetic activities (Rhythm, music, body movements) Ø Use of graphic organizers Ø Think/Pair/Share Ø Frequent repetition Ø Ample wait time before calling on students Ø Repeating/simplifying of directions Ø Clear visual, verbal and demonstrative modeling Ø Ample use of visuals Ø Use of manipulative Ø Teach vocab in context and in small chunks Ø Students set personal growth goals Ø Students self assessment, self monitoring of progress Ø Break down assignments into manageable parts/tasks Ø Learning centers or stations that address varied activities, skills, learning modalities Ø Speaking provide: sentence starters, process time, cues and prompts, embedded choices, practice time Ø Assign group roles Ø Peer tutoring Ø Partner reading Ø Collaborative writing Ø Word Bank Ø Fill in blank form for note taking Ø Visual representations of ideas Assessments Ø Skim and scan target language culturally authentic audio, video, or written text from electronic information sources and other sources to identify physical characteristics, personality qualities, pastime activities, and expressions of likes and dislikes, and age.

18 Ø Ask and respond to memorized questions about physical characteristics, personality qualities, likes and dislikes, and pastime activities using digital tools and face-to-face communication. Ø Use appropriate greetings and leave taking from the target culture in a variety of scenarios. Ø Imitate and incorporate appropriate intonation for asking different types of questions (if appropriate in the target language). Ø Describe self and others. Ø Retell highlights from age- and level- appropriate culturally authentic target language text orally and/or in writing including physical characteristics, personality qualities, and preferences related to pastime activities by creating a multimedia presentation. 21 st Century Learning Connection A.1 Apply critical thinking and problem- solving strategies during structured learning experiences B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives