Philosophy - WPEC · Philosophy The curriculum for modern languages is constructed using Understanding by Design (Wiggins & McTighe, 2005) as a basis for unit development. The 2006

Philosophy The curriculum for modern languages is constructed using Understanding by Design (Wiggins & McTighe, 2005) as a basis for unit development. The 2006 South Carolina Academic Standards for Modern and Classical Language are integrated into the individual curriculum units which include the following strands:

• Communication • Cultures • Connections • Comparisons • Communities

Each of these strands is central to the establishment of seamless, cohesive, and scaffolded approaches for teaching and utilizing language in authentic contexts.

As a collective group, the educators working on this project hold the following common beliefs about the teaching and learning of modern languages:

• Curriculum based on performance tasks and experiential learning in which well-articulated and reasonable expectations are clearly communicated creates a psychologically safe and nurturing learning environment;

• Communication and performance tasks must permeate the teaching and learning of languages; • Communication is a vital part of developing interpersonal, intercultural, and international understandings; • Global thinking and contribution, along with the development of critical thinking skills are natural

byproducts of language learning; • Cultural awareness and acceptance is embedded in language learning; • Language learning in an authentic context prepares students to function in the real world; • Language learning provides an ideal cross-curricular, in-depth, global perspective; • Language learning provides the learner with a greater degree of self awareness; • Knowledge and utilization of a foreign language is essential in today’s global society.

The development of the curriculum guides is sponsored by The Western Piedmont Education Consortium (WPEC), private grant funds, and is made possible through the tireless work and dedication of WPEC district modern language educators. This group worked tirelessly, under the direction of Ms. Marie Milam and Dr. Lynn Harrill to create the materials to support teachers and students involved in the study of French and Spanish languages.

Acknowledgements

Donna Aleman Abbeville County School District Jennifer Argo Greenwood County School District 51 Mandy Atkinson Laurens County School District 55 Lee Ballenger Greenwood County School District 51 Caroline Brazil Edgefield County School District Anne Burriss Greenwood County School District 50 Rosa Diaz Newberry County School District Jessica Elsenheimer Newberry County School District Carrie Fuller Abbeville County School District Marilyn Gobble Greenwood County School District 50 Guillermo Iglesias McCormick County School District Mary Alice Poore Lindsey Greenwood County School District 52 Johnny Marlowe Newberry County School District Sonya Martinez Greenwood County School District 52 Alan Raines Greenwood County School District 50 Mary Mason-Gibbs Laurens County School District 56 George Rosenborough Newberry County School District Ronda Schuffman, Greenwood County School District 52 Ana Stoner Saluda County School District Lynn Harrill Curriculum and Instruction Consultant/

University of South Carolina Professor Marie Milam WPEC Instructional Leader Member Ray Wilson WPEC Executive Director

TABLE OF CONTENTS French

I. Philosophy

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

II. Dedication

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

III. Table of Contents

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

IV. Matrix

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

V. Unit Plans

A. Level 1

1. Unit 1.1 Introductory Unit

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2. Unit 1.2 Who am I?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3. Unit 1.3 My Family

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

4. Unit 1.4 My Leisure

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

5. Unit 1.5 My Town

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

6. Unit 1.6 Let’s Go On Vacation

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

7. Unit 1.7 Foods

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

8. Unit 1.8 Clothing/Body Parts

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

iv

B. Level 2

1. Unit 2.1 Re-entry and Review

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

2. Unit 2.2 My Friends and I

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

3. Unit 2.3 My School Day

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

4. Unit 2.4 Extended Family

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

5. Unit 2.5 My Community and I

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

6. Unit 2.6 Steppin’ Out

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

7. Unit 2.7 Exploring My World

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

8. Unit 2.8 Let’s Eat!

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

v

C. Level 3


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

2. Unit 3.2 Returning from Vacation

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

3. Unit 3.3 Working World

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

4. Unit 3.4 Once Upon a Time

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

5. Unit 3.5 Love and Friendship

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

6. Unit 3.6 Outside Nature

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

7. Unit 3.7 Adventures in Literature Part I

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

vi

D. Level 4


. . . . . . . . . . . . . . . . . . . . . . . . . . . . .106

2. Unit 4.2 Newspaper

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

3. Unit 4.3 Our Planet

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

4. Unit 4.4 Fine Arts

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

5. Unit 4.5 Society

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

6. Unit 4.6 Bon Voyage

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

7. Unit 4.7 Adventures in Literature- Part II

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

vii

Matrix for French 1, 2, 3, and 4

Level 1 Level 2 Level 3 Level 4 Introductory Unit Re-entry and Review Introductory Unit Introductory Unit

• Alphabet • Numbers zero to thirty • Accents • Greetings • Basic questions • Classroom expressions • Locations/prepositions • Geography • Names, my name is • Days, months, dates • Seasons, basic weather

• Numbers and Time • Days, months, and dates • -ER, -IR, & -RE verbs in present • Weather • Clothes and personal items • Colors and adjectives • Comparative & superlative • Forming questions

• Identify the geographic location of France

• Discuss eight major periods of history

• Discuss cultural practices of specific francophone countries to be explored

• Numbers • Currency of France • Formation and answering

questions • Present and past tenses of

regular -er, -ir, and -re verbs

• Animals found in Africa • Outre-mer (Soufrière, gorges

of Verdon, Mont-Blanc, and La Camargue)

• Famous sports persons and events

• Extreme sports (free running, kite surfing, and rock climbing)

• Basic verb conjugations

Who Am I? My Friends and I Return from Vacation Newspaper • Age • Numbers thirty to sixty • Physical traits; describe people • Subject pronouns • Être • I’m from…

• Personality descriptions • Professions • Il faut and pour + infinitive • Avoir and être expressions • Dating • Depuis • Devoir

• Ask about plans • What you did last summer:

activities, things, and places • Back to school activities and

classes • After school activities • Review/ Re-entry

• Francophone newspapers and magazines

• The News • Review/ Re-entry

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My Family My School Day Working World Our Planet

• Avoir • Time • Numbers sixty-one to one

hundred • Possessive adjectives (singular

subjects only) • Pets and family members • Colors

• Daily school life • Extracurricular activities • Passé composé with avoir • Faire expressions (sports) • Review class subjects and le bac

• Professions and services • Telephone and formal letter

vocabulary • Review/ Re-entry

• Natural phenomena • Environmental issues • Review/ Re-entry

My Leisure Extended Family Once Upon a Time Fine Arts • School subjects • - ER verbs • Likes/dislikes • Infinitive construction • Forming questions • Hobbies • Activities

• Holidays • Passé composé with être • Direct and indirect object

pronouns • Dire, lire, ecrire • Savoir vs. connaître • Il y a + time

• Legends, fairy tales and fables • Historical accounts from

Africa • Review/ Re-entry

• Types of fine arts • Music and other fine arts • Review/ Re-entry

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My Town My Community and I Love and Friendship Society

• Places • Parts of the house • Il y a • Aller • Venir • Directions • Futur proche • À and de + definite articles • Sports and Music

• Different types of stores • Le tabac and la poste • Review places • Household chores • Household items • Qui and que • Vivre • Y and en

• Reciprocal actions • Life events and emotions • Review/ Re-entry

• Political campaign, government

• Government services (police, firefighter, administration, etc.)

• Review/ Re-entry

Let’s Go On Vacation Steppin’ Out Outside Nature Bon Voyage • Prepositions w/ countries &

cities • Imperative • More places • -Re verbs • Extended weather • Faire and expressions using

faire

• My body/grooming • Health concerns • Extended clothing • Sizes • Reflexive in present & past (daily

routine) • Toiletries • Negotiating prices

• Nature and animals • Exploration (hiking, rafting,

extreme outdoor sports) • Review/ Re-entry

• At the airport • Travel by car • Other modes of travel • Review/ re-entry

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Foods Exploring My World Adventures in Literature Part I Adventures in Literature II

• Faire & expressions • Ordering at a café • Café foods and drinks (un

croque monsieur, un hot dog, un coca, un citron pressé)

• Prendre, boire • Je voudrais • Tipping • Possessive adjectives (plural

subjects)

• Geography • Nationalities • Transportation • Travel • Imperfect tense • Review prepositions with

countries and cities • Future tense

• Le Bourgeois Gentilhomme par Molière

• La Parure par Guy de Maupassant

• Other selections chosen by teacher from readers

• Le Petit Prince par Antoine de Saint-Exupéry

• Other selections chosen by teacher from readers

Clothing/Body Parts Let’s Eat! • -Ir verbs • Comparisons • Shopping for clothes • Basic description of clothes/

adjectives • Mettre • Review possessive adjectives • Basic body parts • Describing body parts

• Veggies, meats, dairy, desserts, drinks

• Quantity expressions • Faire expressions • Le partitif • Specialty food shops • Eating utensils • Shopping for food • Vouloir & pouvoir

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French 1

Level 1.1 Unit Topic: Introduction Duration: 10½ hours Unit Goals/Desired Results Students will be able to. . . • pronounce basic French sounds. • greet people. • count from zero to thirty. • identify the general location of francophone countries. • identify France’s location. • identify the location of Paris and the Seine River. • identify the names and location of border countries and bodies of water. Unit Understandings: • English phonetics generally do not apply to the French language. • Greetings differ according to the situation. • There is a specific system to compose and pronounce numbers. • French is spoken in areas other than France. • General knowledge of geography Essential Questions 1. How does the French language differ from the English language? 2. How do you use the rules of pronunciation? 3. How do you identify and label things? 4. Why is French spoken in many countries/continents? 5. Why is French influence found worldwide?

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Integrated Performance Assessment Context for Integrated Performance Assessment: Prepare to be a foreign exchange student in France next semester by learning basic greetings and basic school needs. Interpretive Task: Listen to French people greeting one another and decide if a formal or informal greeting is being used. Interpersonal Task: With a partner and a specific situation, greet your new French classmate. The classmate should respond accordingly. Presentational Task: Introduce yourself to the new class in France. Be sure to include the following: • your name • how you are feeling • what kind and how many class supplies (pens, pencils, books, etc) you have in your backpack South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail

addresses) with others. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations.

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B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Communicate information in the target language in sentence-level oral and written. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.2-3 Use the target language to identify the contributions that the target culture has made to the world. B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different

from those in his or her native culture. B-4.2-3 Use the target language to identify practices within the target culture that are similar to and different from those in his or her

native culture. B-5.1-1 Use the target language to respond to target language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Letters of the

alphabet • Accent marks • Numbers zero to

thirty • Greetings • Classroom objects • Basic pronunciation

rules

NEW: • Use of the subject

pronouns je, tu, and vous

• Language Ladder • Cooperative learning • Questioning

strategies • Direct instruction

Modeling • Choral Response &

Repetition • Recitation • Role Play • Basic Drills • Interview • Paired Activity

• Text / Workbooks • Posters / Charts • Flash Cards • White boards • Maps • CDs / Tapes • Popular music • VHS / DVD • Computers • TV • Internet / French

educational sites • Situational prompts

• Observations • Quizzes • Unit Tests • Games • Oral responses to

questions • Games • Listening

comprehension • Follow directions • White board quizzes

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• Games • Listening

comprehension

• Overhead and transparencies

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French 1

Level 1.2 Unit Topic: Who am I? Duration: 7½ hours Unit Goals/Desired Results Students will be able to. . . • count from zero to sixty. • ask and tell your age. • describe physical traits using basic adjectives. • recognize and use subject pronouns. Unit Understandings • There is pattern for creating numbers. • Nouns, verbs, and adjectives have gender and number. • There are specific ways of describing people and things. • There is an idiomatic expression for stating age. Essential Questions 1. What are the similarities and differences in the pattern of creating the numbers above thirty? 2. How does describing people or things in French differ from English? 3. How do you communicate about yourself and others in French?

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Integrated Performance Assessment Context for the Integrated Performance Assessment: Learn to exchange personal information to get to know a French speaking pen pal. Interpretive Task: While listening to the teacher state specific characteristics or numbers: • draw a picture that will demonstrate the characteristic(s). • write the number stated in figures. Interpersonal Task: Pretend to call your French pen pal who plans to visit your home this summer and whom you have not yet met. Include the following: • ask and respond to questions about physical characteristics. • make plans to meet at the airport. Presentational Task: Write a letter to your French pen pal in which you: • introduce yourself • tell your age • tell where you are from • describe yourself • give your phone number Use the information from the letter to introduce yourself to the class. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language.

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B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail addresses) with others.

B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-5.1-1 Use the target language to respond to target language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Basic descriptive

adjectives • Give your age using

avoir + age (j’ai dix ans)

• Numbers thirty-one to sixty

NEW: • Avoir in the singular • Making adjectives

agree in gender • Être in thesingular

and plural • the preposition “de”




Repetition • Recitation • Role Play

• Text / Workbooks • Posters / Charts • Flash Cards • White boards • Maps • CDs / Tapes • Popular music • VHS / DVD • Computers • TV

• Observations • Quizzes • Unit Tests • Oral responses to

questions • Games • Follow directions • White board

quizzes • Oral presentations

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REVIEW/SPIRAL: • Numbers zero- thirty • Subject pronouns

• Basic Drills • Interview • Paired Activity • Games • Listening

comprehension

• Internet / French educational sites

• Situational prompts • Overhead and

transparencies

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French 1

Level 1.3 Unit Topic: My Family Duration: 14 Hours Unit Goals/Desired Results Students will be able to. . . • talk about family members and pets. • recognize and use ordinal numbers in French. • tell time in French. Unit Understandings: • Learn that telling time in French using the 24 hour clock is a universal thing used in countries other than in France. • Comprehend the importance of family interaction. Essential Questions: 1. What do you need to know and be able to do in order to effectively present both oral and written information in a language that is not your native tongue? 2. How does an understanding of the relationship between the practices and the perspectives of a given culture allow you to communicate with those who speak the language of that culture? 3. How does knowledge of another language enhance your understanding of the nature of language in general? 4. Why does an understanding of another language and culture allow you to participate more fully in the global community? Integrated Performance Assessment Context for Integrated Performance Assessment: Make plans to spend a semester in Paris as an exchange student.

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Interpretive Task: Gather information to have for writing an autobiography. Be sure to have: • a list and brief description of family members and pets, real or imaginary. • make sure adjectives agree in gender and number. Interpersonal Task: After researching family and pet vocabulary from the internet and/or magazines choose a partner, and do the following: • write questions to be answered by partner about family and pets • take turns asking and answering questions in French Presentational Task: Present a family tree to the class using French vocabulary (families may be real or imaginary). Use visuals such as posters, photos, etc. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail

addresses) with others. B-1.1-5 Use the target language to express personal needs in familiar situations. B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations. B-1.3-1 Use the target language to give simple directions and commands.

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B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings,

foods, flags, monuments, landmarks). B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-3.2-1 Use the target language to identify viewpoints within the target culture that are that are expressed in sources intended for native speakers. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.1- Recognize high-frequency target language idioms within limited contexts. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different


native culture.

Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary used for

family members • Vocabulary used to

name pets • Vocabulary used in

telling time • Numbers sixty-one

to one hundred

NEW: • Verb- avoir • Possessive

adjectives REVIEW/SPIRAL: • Verb- être • Agreement of

adjectives

• Language ladder for to extend conversations • Language ladder for

requesting clarification • Communication gap

activities • Paired activities • Cooperative learning

• Target language ads for summer work/study opportunities

• Teaching transparencies

• Grammar tutor for students of French online

• Internet

• Design a family tree

• Presentation of family tree to class in French

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• Vocabulary for colors

REVIEW/SPIRAL: • Numbers zero - sixty • Basic physical

characteristics

• Questioning strategies (yes, no, either/or, multiple choice, one word/short answer

• Total Physical Response (TPR) for vocabulary introduction

• Direct instruction of vocabulary

• Use of graphic organizers to compare, graph and outline

• Reading strategies to create mental images

• Writing strategies to develop sensory details

• Practice exercises on vocabulary, grammar, and application

• Quizzes on vocabulary, grammar, and application

• Reading strategies and skills handbook

• Advanced reading books

• Flash cards of classroom and subject vocabulary

• Appropriate audio and or video clips of people talking about travel, employment, and finance

• Word game puzzles • Cultural references:

family life in France compared to family life in the USA

laws pertaining to pets in France compared to those in the USA

• Templates for graphic organizers

• Match up student generated sentences with photos (use adjectives and avoir)

• Written and/or oral quizzes on grammar structures and vocabulary

• Written chapter tests

• Online culture project

• Homework • Assignments

pertinent to daily lessons

• Observation

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• TVs • VCRs • CD player and CDs • Computer(s)/internet • Overhead projector • Textbooks • Notebooks • Posters • Calendars (student

agendas)

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French 1

Level 1.4 Unit Topic: My Leisure Duration: 12 Hours Unit Goals/Desired Results Students will be able to: • communicate information and preferences related to leisure and school activities. • compare and Contrast French and American Schools.

Unit Understandings: • Expressing likes and dislikes is very similar to English. • There is a pattern for conjugating and using regular –er verbs. • Questions may be formed using inversion, inflection, est-ce que, and interrogative words. • The method for forming a negative sentence. • There are similarities and differences between French education and American Education Essential Questions 1. How do you communicate about participation in activities? 2. How do you express likes/dislikes of school and leisure activities? 3. How do you ask and answer questions about your school and leisure activities? 4. How does the French education system differ from the American education system and how does it parallel the American system? 5. How does the “Baccalaureat” have an effect on the French education system and students’ choice of higher education/careers? Integrated Performance Assessment Context for the Integrated Performance Assessment: Communication with French family members using proper language skills.

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Interpretive Task: Use listening skills to comprehend a French speaking narrator who describes a variety of leisure activities and identify the stated activity by drawing a picture or pantomiming the stated leisure activity. Interpersonal Task: Imagine that it is the “Rentrée des classes”. After meeting a friend in the hallway at school, take a few minutes to : • greet the friend appropriately. • ask him/her how he/she is feeling. • ask him/her what classes he/she is taking. • answer his/her questions in complete sentences. • talk about the classes you are taking and if you like them or not. • tell about three activities you participated in over the summer. • tell about three activities you did not participate in over the summer. Presentational Task: Write a letter to your French family. In this letter, you need to: • introduce yourself, tell where you live, how old you are, and describe some of your physical characteristics. • describe two other members of your family (how old they are, physical characteristics, and two favorite and unflavored activities). • tell about the classes that you are taking in school. • present the content of the letter to the class (use ne + verb + pas or verb + infinitive as they apply to your responses) South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail

addresses) with others. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language.

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B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-5.1-1 Use the target language to respond to target language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • School subjects • Definitions of –er

verbs • Interrogative words • Suggested

expressions that use faire: faire un pique-nique,

faire une promenade, faire un basket, faire du ski, faire de l’alpinisme, faire de la voile,

NEW: • Conjugation of –er

verbs • Infinitive

construction • Interrogative

construction • Negative construction REVIEW: • Avoir + age • Adjectives describing

physical characteristics




Repetition • Recitation • Role Play • Basic Drills • Interview • Paired Activity

• Text / Workbooks • Posters / Charts • Flash Cards • White boards • Maps • CDs / Tapes • Popular music • VHS / DVD • Computers • TV • Situational prompts • Overhead and

transparencies



quizzes • Oral presentation

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faire de l’equitation, faire de la natation REVIEW: • Days of the week • Telling time • Greetings • Family Members

• Games • Listening

comprehension


07/12/07 17

French 1

Level 1.5 Unit Topic: My Town Duration: 15 hours Unit Goals/Desired Results Students will be able to. . . • identify places in your town. • identify basic parts of a house. • say where you are going to or coming from. • give and follow directions to a place in French. • say what you are doing in the near future. • say you play a sport, game, or instrument.

Unit Understandings • French has many cognates for places and rooms. • A verb must agree with a subject. • French has specific terms for directions. • Definite articles contract in French. • Different prepositions are used to express playing a musical instrument than playing a sport. • Each subject pronoun has a corresponding stress pronoun. Essential Questions 1. How are places found in a typical French town similar or different to places in a typical American town? 2. How do you communicate directions in French when traveling from one place to another in town? 3. How is saying you play a sport or game different from saying you play a musical instrument? 4. How do you talk about an event in the future?

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Integrated Performance Assessment Context for Integrated Performance Assessment: Speaking French with an exchange student to make them feel welcome. Interpretive Task: Locate pictures of places in French cities using the internet. Put the names of the pictures in French. Interpersonal Task: The school has an exchange student who is in a big hurry to get somewhere. Select a partner with whom to role play. Ask where he is headed, then ask an appropriate question about what he is going to do based on where he is going. Presentational Task: In an email, tell the student where you and your friends are going this weekend and what you will be doing. Be sure to include the following: • a greeting. • ask how he/she is feeling. • ask what he/she is doing this weekend. • tell him/her two places that you are going and two things you are going to do (use the futur proche). • ask if he/she wants to come with you (use a stress pronoun). South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail addresses)

with others. B-1.1-5 Use the target language to express personal needs in familiar situations.

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B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-4 Use the target language to dramatize simple authentic materials (e.g., rhymes, songs, folktales). B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings, foods,

flags, monuments, landmarks). B-2.2-2 Use the target language to identify and participate in artistic expressions of the target culture (e.g., songs, literature, dance,

artworks). B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-4.2-3 Use the target language to identify practices within the target culture that are similar to and different from those in his or her

native culture. B-5.1-1 Use the target language to respond to target language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting. B-5.1-3 Identify examples of the target culture (e.g., restaurants, festivals, dramatic productions) in the local or regional community.

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Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW : • Aller and Venir • Places in town • Parts of a house • Directions • Games and musical

instruments REVIEW/SPIRAL: • Sports

NEW: • Aller and Venir for

all subject pronouns • “Il y a” to say there

is/are • Give directions using

imperative with tu and vous

• Contracting “à” and “de” with the definite articles

• Futur proche




Repetition • Recitation • Role Play • Basic Drills • Interview • Paired Activity • Games • Listening

comprehension


educational sites • Situational prompts • Overhead and

transparencies



quizzes

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French 1

Level 1.6 Unit Topic: Let’s Go on Vacation! Duration: 9 hours Unit Goals/Desired Results Students will be able to. . . • give commands and make suggestions. • talk about vacation places (mountains, lake, etc) and activities. • discuss the weather more extensively.

Unit Understandings • The way to give commands and make suggestions in French is similar to English. • There is a pattern for conjugating regular –RE verbs. • Verbs must agree with the subject. • The French use the verb faire with several idiomatic expressions. • Different prepositions are used in front of cities and countries. Essential Questions 1. How do you talk about vacation or voyage related activities? 2. While on vacation, how do you make a request or command? 3. How is faire used in many different situations on vacation? Integrated Performance Assessment Context for the Integrated Performance Assessment: To speak French with a cousin who lives in France and is coming to visit in America. Plans must be made for this visit.

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Interpretive Task: Plan activities that may be done by researching travel magazines, internet sources, and newspapers. Make a list of these activities that may be used. Interpersonal Task: Use the research to decide what to do while vacationing together with your cousin. Do the following: • select a partner for role play. • make suggestions of things you and your cousin could do together based on the weather. • disagree with and suggest another activity. Presentational Task: Send an email to your cousin from France who is spending two weeks at your house this summer suggesting things the two of you can do while he is going to visit in America. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail

addresses) with others. B-1.1-5 Use the target language to express personal needs in familiar situations. B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target-language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language.

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B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings,

foods, flags, monuments, landmarks). B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different


native culture. B-5.1-1 Use the target language to respond to target-language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Basic –RE verbs • Vacation places • Faire and expressions REVIEW/SPIRAL: • Prepositions used

with cities/countries • More complex

weather expressions

NEW: • RE verb endings • Difference in

preposition with cities/countries

REVIEW/SPIRAL: • Imperative • Faire with weather




Repetition • Recitation • Role Play • Basic Drills • Interview • Paired Activity • Games


educational sites • Situational prompts



quizzes

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• Listening comprehension

• Overhead and transparencies

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French 1

Level 1.7 Unit Topic: Foods Duration: 11 Hours Unit Goals/Desired Results Students will be able to… • name and identify basic café food items and communicate preferences • order foods and beverages at a café • understand tipping and the <<pourboire>> Unit Understandings: • There are specific names for food items and grammatically correct, polite way to order food in France/Francophone countries. • The French language uses many English food related words (i.e.: Le hamburger, Le Coca), and the English language uses many

French food related words (i.e.: Croissant, Hors d’oeuvres). • There are similarities and differences between French tipping customs and American tipping customs. Essential Questions 1. How do you communicate about food? 2. How do you order food in a grammatically correct and polite way? 3. How do you express specific activities such as shopping, doing the dishes, etc? 4. How do you order specific foods and drinks? 5. How does the “pourboire” play a role in French tipping customs and how do these customs differ from American tipping customs?

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Integrated Performance Assessment Context for Integrated Performance Assessment: A French chef and family have just moved to America from France with plans to open up a French restaurant. In order to be successful they wish to hire someone who speaks and understands French as well as having an understanding of and an interest in the French culture. Interpretive Task: Do research to gather material to: • help set up a restaurant by creating an authentic French dining experience. • develop the menu. • wait on patrons and create a welcoming atmosphere. • to make sure that any French speaking patrons will feel “at home” in the restaurant. The menu has just come back from the printer, and the printer, who doesn’t speak, read, or spell French, has not only misspelled the names of the foods, but has also listed the foods in the wrong categories! The chef does not have time to fix the errors, so she has asked you to read over the mixed up menu, and then properly categorize and spell the items so that the menu can be reprinted properly! Interpersonal Task: Using your research join a classmate in solving the problems: • The printer has misspelled the names of the foods and has foods listed in the wrong categories (there is no one available to help

except your partner since the chef is too busy). • It is three days before the grand opening of the restaurant. Practice serving in a formal atmosphere before the restaurant is open to

the public, so you must do the following: greet the patrons and the waiter appropriately. ask how the patrons are. give the patrons the menu. tell about the daily special. ask the patron what he/she would like to drink.

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answer a question about an item on the menu in a complete sentence. take the order from each patron, and repeat what each person has ordered. serve the food and wait until the patrons are finished to present the bill.

Presentational Task: The restaurant has been open to the public for a week. The chef, who trusts your judgment and knows that you are a conscientious and honest employee, wants you to write a letter in which you tell about your experiences working in the restaurant. Describe your experiences as represented in the letter to the class. Be sure to include the following: • two things that you like to do and two things that you don’t like to do (make sure that you use an expression with faire ). • tell which food items are preferred by the patrons. • tell which drink items are preferred by the patrons. • make one suggestion of a food or drink to add to the menu. • tell which patrons, if any, have followed the custom of the “pourboire”. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail



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B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings,

foods, flags, monuments, landmarks). B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Food/Beverage

vocabulary • Expressions

with Faire • Tipping

practices REVIEW: • Greetings

NEW: • Verbs- faire,

prendre and boire • The Partitif • Je voudrais REVIEW: • Conjugation of ER

verbs • Conjugation of RE

verbs • Interrogative

construction • Negative construction • Expressing likes and

dislikes

• Choral response and repetition

• Paired activities • Language ladders • Cooperative group

learning • Questioning strategies • Comparisons between

native culture and foreign culture

• Recitation • Total Physical

Response • Role playing • Games • Verbal modeling • Written modeling • Direct instruction

• Text • Poster • Charts • Flashcards • Whiteboards and

Markers • Internet/Computers • Tapes/CDs • Video/DVD • Cassette Players/CD

Players • Situation Cards • Clothes for role playing • Miscellaneous props


questions • Games • Follow directions • White board quizzes

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• Basic drills • Songs • Graphic organizers • Interviews • Projects

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French 1 Level 1.8 Unit Topic: Clothes and Body Parts Duration: 12 Hours Unit Goals/Desired Results Students will be able to. . . • use a basic verb properly in French in the present tense. • talk about articles of clothing. • discuss basic body parts. Unit Understandings • Specific verb endings are used with specific subject pronouns and specific verbs. • Rules for use and placement of descripitive words are different from English. • Prices may sometimes be negotiated. • Metric sizes are used in Europe. Essential Questions • What do you need to know to conduct effective interpersonal communication regarding clothing in French? • What do you need to know to be able to negotiate price of clothing in French? • What clothes do you wear in a particular season? Integrated Performance Assessment Context for Integrated Performance Assessment: Coping with lost luggage while traveling to France over spring break causes you to buy a few necessary articles of clothing.

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Interpretive Task: Collect pictures of clothing to be used for a collage. May use photos from magazines, books, or the internet. Interpersonal Task: • Use situation cards with the collected info and make a collage showing clothing to be sold in pretend boutiques. • Describe what a mystery student is wearing while the others in class will identify the student in question. Presentational Task: Write a skit in which you are shopping and negotiating the price for clothes. Present the skit to class. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail


presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics.

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B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings,

foods, flags, monuments, landmarks). B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.1-3 Recognize high-frequency target language idioms within limited contexts. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-4.2-3 Use the target language to identify practices within the target culture that are similar to and different from those in his or her

native culture. B-5.1-1 Use the target language to respond to target language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW • Articles of clothing • Body parts • Clothing descriptors • Body parts

descriptors • Aussi que, moins que,

and plus que, mieux que, and meilleur que

REVIEW/ SPIRAL • Basic colors • Possessive adjectives

NEW • Regular “ir” verbs • Command formation • Questions and

responses regarding price and description of clothing

• Verbs: acheter, chercher, porter, and mettre

REVIEW • Question formation • Statement formation


strategies • Direct instruction • Cultural comparisons

between shopping in US and shopping in France.

• Modeling • Choral response and

repetition • Recitation • Role play • Basic drills • Interview • Paired activity

• Classroom text • Workbooks • Posters • Charts • Flash cards • White boards • Maps • Compact discs • Tapes • Popular music • Video • DVD • Computers • VHS • Internet / French

educational websites • Magazines

• Spelling quiz • Poem recitation • Matching quiz • Vocabulary quiz • Unit quiz • Observation • Listening and

speaking comprehension

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• Games • Songs • TPR • Graphic organizers

• Cassette player • Television • Overhead projector • Markers and erasers

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French 2

Level 2.1 Unit Topic: Re-entry & Review Duration: 16½ hours Unit Goals/Desired Results Students will be able to. . . • count from zero to one thousand. • tell time using a twenty-four hour clock. • give the date, including day and month in the European format. • talk about activities in the present tense. • discuss the weather. • talk about and describe clothes and personal toiletry items. • make comparisons using adjectives. • form questions. Unit Understandings • A verb must agree with its subject. • The format for creating numbers has a definite pattern. • Time is expressed in military and standard time. • Adjectives must agree with the noun(s) they describe. • Calendar dates are expressed differently in French. • Comparisons and superlatives are useful when contrasting two items. • Questions can be formed in several ways.

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Essential Questions 1. How do you count in French? 2. How do you tell time in French? 3. How do you conjugate regular verbs ending in –ER, -IR, and –RE in the present tense? 4. Why do you sometimes have to add letters to end of adjectives? 5. How can you ask a question in French? Integrated Performance Assessment Context for the Integrated Performance Assessment: Problems incurred when hosting an exchange student from another country. Interpretive Task: In order to have a successful visit from an exchange student from Senegal you must do the following: • research the country of Senegal (geography, customs, music,etc.). • read and respond to his letter of introduction. Interpersonal Task: The student from Senegal is really excited about staying with your family because you will both be in the same grade. He calls you before he comes to the US so that you can get to know each other. Practice how you would respond to a telephone conversation with a person from another country.

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Presentational Task: Your exchange student’s family would like to know about where and with whom their child will be living. Write them a letter in French about your family and town. Be sure to include the following: • write the date at the top of your letter. • tell your name and age and give your family members’ names and ages. • tell what the weather is usually like in your town during each season. • tell approximately how many people live in your town. • write about at least 3 things your family likes to do together. • compare your town to what you already know about their town in Senegal. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail addresses)

with others. B-1.1-5 Use the target language to express personal needs in familiar situations. B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture.

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B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings, foods,

flags, monuments, landmarks). B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-3.2-1 Use the target language to identify viewpoints within the target culture that are that are expressed in sources intended for native speakers. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.1-3 Recognize high-frequency target language idioms within limited contexts. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different from

those in his or her native culture. B-4.2-3 Use the target language to identify practices within the target culture that are similar to and different from those in his or her

native culture. B-5.1-1 Use the target language to respond to target language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting. B-5.1-3 Identify examples of the target culture (e.g., restaurants, festivals, dramatic productions) in the local or regional community. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Superlatives REVIEW: • Numbers one to one

thousand • Days & Months • -ER, -IR, & -RE verbs • Weather • Clothes

NEW: • Use of superlative REVIEW: • Telling time • Giving date • Conjugating regular

verbs • Making adjectives

agree

• Language Ladder • Cooperative learning • Questioning strategies • Direct instruction

Modeling • Recitation • Choral Response &

Repetition • Role Play • Basic Drills

• Text / Workbooks • Posters / Charts • Flash Cards • White boards • Maps • CDs / Tapes • Popular music • VHS / DVD • Computers • TV



quizzes

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• Personal items • Colors • Other adjectives • Comparison words • Question words

• Talking about the weather

• Making comparisons • Forming questions

• Interview • Paired Activity • Games • Listening

comprehension • Graphic organizers


• Situational prompts • Overhead and

transparencies • Reading books • Graphic organizers

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French 2 Level 2.2 Unit Topic: My Friends and I Duration: 16 ½ hours Unit Goals/Desired Results Students will be able to. . . • describe other people. • talk about professions. • discuss the differences and similarities between dating in France versus the U.S.

Unit Understandings • Personality descriptors usually agree in number and gender with the nouns they modify and usually follow the noun. • Depuis and a present tense verb are used to describe an on going action that began in the past. • Most professions have a masculine and a feminine form, and some have only a masculine form. • There are many idiomatic expressions in French. • You should respect the cultural differences of others. • A subordinate clause that follows pour will begin with a verb in the infinitive. Essential Questions 1. What do you need to know to be able to conduct effective interpersonal communication in regard to personality? 2. What do you need to know to be able to conduct effective interpersonal communication about professions in French? 3. What do you need to know to be able to describe actions that began in the past but are on going? 4. How are idiomatic expressions used? 5. Why are cultural differences among ethnicities valuable?

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Integrated Performance Assessment Context for Integrated Performance Assessment: To give advice to a popular Belgian student at your school who is trying to decide on one of three career choices he or she is considering. Interpretive Task: • Research professions that are cognates. • Make a list of the skills and schooling needed for the professions. • Displays photos of persons of various professions. • Indicate what each person does and give the names of the professions. Interpersonal Task: Using the research on professions inquire of a fellow student which career interests them. Then report his or her findings which include the skills that are required and what sort of education is necessary for the career. Presentational Task: In an attempt to console and assist a popular Belgian student who cannot decide on a career choice select one of the following to present to the class: • Discuss skills required for each profession, the education required, and the amount of money each professional would earn in French

with the depressed Belgian student. • A written paragraph that elaborates on a specific career choice explaining the kind of education, the salary expected, and the skills

required for this profession. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language.

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B-1.1-5 Use the target language to express personal needs in familiar situations. B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.2-3 Use the target language to identify the contributions that the target culture has made to the world. B-2.2-4 Use the target language to identify social, economic, and political perspectives within the target culture. B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different


native culture. B-5.1-1 Use the target language to respond to target language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting.

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Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Professions • Personality

descriptors • Depuis • Expressions with

avoir

NEW: • Questions &

responses regarding professions

• Description of personalities

• Irregular verbs : falloir, devoir, vouloir, pouvoir, conduire

• Use of depuis with the present tense

• Il faut + infinitive • Pour + infinitive • Avoir expressions

REVIEW: • Avoir in present

• Language ladder • Cooperative learning • Questioning

strategies • Direct instruction of

vocabulary • Culture • Modeling • Choral Response &

Repetition • Recitation • Role Play • Basic Drills • Interview • Paired Activity • Games • TPR • Graphic Organizers

• Classroom Text • Workbooks • Posters • Charts • Flash Cards • White boards • Maps • Compact discs • Tapes • Popular music • Video • DVD • Computers • VHS • Internet / French

educational websites • magazines • Cassette player • Television • Overhead Projector • Markers & erasers

• Spelling Quiz • Poem recitation • Matching Quiz • Vocabulary Quiz • Unit Tests • Observations • Quizzes • Vocabulary

Quizzes

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French 2 Level 2.3 Unit Topic: My School Day Duration: 16½ hours Unit Goals/Desired Results Students will be able to: • name titles of school subjects and tell which one they have taken in the past. • define, conjugate, and tell about extracurricular activities using ER, IR, and RE verbs. • express the past tense using passé composé with avoir. • express participation in sports using the verb faire. • communicate events, needs, situations, and actions. Unit Understandings • Conversations about school and extracurricular activities are a significant aspect of social life. • Different idiomatic expressions are used to explain the participation in certain sports. • There are specific patterns for expressing the past tense.

Essential Questions 1. How do you communicate about activities during the school day? 2. How do you communicate about participating in sports using the verb faire? 3. How do you express an action that took place in the recent past?

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Integrated Performance Assessment Context for Integrated Performance Assessment: Preparations are to be made to be an American exchange student at the International Lycée in Paris. Interpretive Task: While reading and listening to a brief paragraph describing your friend’s schedule fill in the information about the course names, the times that they meet, and the room numbers in the appropriate spaces on the schedule sheet.

Interpersonal Task: You’ve just met a student that you would like to know better; however, that student is from Luxembourg and does not speak English, so the only way to communicate with him/her is to communicate en français. Using your school and extracurricular schedules as a guide, you and a classmate should tell each other: • the names of the classes that you took last year/last semester • four extracurricular activities in which you have participated at any time in the past (be sure to use the passé composé, one –er, -ir,

-re and one of your choice). Presentational Task: It is now 20 years in the future. You and your classmates from the International Lycée have decided to gather in Monaco for a class reunion. While attending the Lycée, you were selected to be the class historian, so now it is your job to prepare a three minute speech about all the activities and antics in which you and your classmates participated and to remind them about all the great times that all of you experienced as students. For this presentation, you must: • introduce yourself. • discuss 10 events that took place using the passé compose. • tell about 3 activities using ER verbs, 3 activities using RE verbs, and 3 activities using IR verbs (and one activity using the verb of

your choice). • draw/create a picture/collage of each activity ( for a total of 10 illustrations ) to show to the class ( as if you had a photo album,

annual or scrapbook ) to help bring back the memories. • make-up comical/unique events and /or base your presentation on real life events as long as these events are appropriate to discuss

in school and/or are not illegal in nature.

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South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail

addresses) with others. B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-2 Identify aural, visual, and context clues in authentic target-language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Sport expressions with faire REVIEW: • Greetings • Names of school

subjects • Days of the week • Definition of -er,

-ir, -re verbs • Le Bac

NEW: • Passé Composé with avoir • Participe Passé of regular -er, -ir and -re verbs REVIEW/SPIRAL: • The verb avoir • Conjugation of -er

verbs • Telling time




native and foreign culture

• Recitation

• Text • Poster • Charts • Flashcards • Internet/Computers • Tapes/CDs • Whiteboards and

Markers • Video/DVD • Situation cards • Cassette players/CD

players

• Grammar quiz • Vocabulary quiz • Dialogues • Unit test • Observation • Questions with short

answer responses

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• Telling time • Cardinal numbers

• Negative construction

• Total Physical Response

• Role playing • Games • Verbal modeling • Written modeling • Direct instruction • Basic drills • Songs • Graphic organizers • Interviews

• Role playing clothes • Miscellaneous props • Magazines and newspapers

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French 2 Level 2.4 Unit Topic: Extended Family Duration: 16½hours Unit Goals/Desired Results Students will be able to. . . • name major French holidays and explain how and when they are celebrated. • speak about family gatherings and holiday celebrations which took place in the past. Unit Understandings • French holidays are often based on religious or historical events. • There are certain verbs which form their past tense with être instead of avoir. • Objective pronouns are placed differently than in English. • There are two verbs which correspond to the English verb “to know” which have different uses. • There is a vocabulary to describe what people can read, write, or say. Essential Questions 1. What do a country’s holidays say about its culture and history? 2. How do you express an activity and an event that took place in the past? 3. How can you tell people what and whom you know? 4. What types of things do French people enjoy reading, writing, and talking about? 5. How do French people refer to people and things already mentioned without repeating the nouns?

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Integrated Performance Assessment Context for Integrated Performance Assessment: Christmas in France with a French family (how it differs from America) Interpretive Task: Investigate how Christmas is celebrated in France by reading an article on the internet, in a magazine, or from the library. Interpersonal Task: Have a conversation with your partner about last Christmas in your family. Be sure to include: • where you went. • who came to the celebration. • how long ago it was. • choose three gifts that were exchanged and say who bought what for whom. • identify several people or places, and several facts that you know involving your Christmas celebration. Presentational Task: Choose a French holiday to celebrate with a French family that you have invited to your home. Make a list of the following things: • which family members you invited. • activities you planned with an example of each (games, presents, church ceremonies, etc). • tasks you performed (how tree was decorated, what food was prepared) . • what you read, wrote, or said to accomplish them. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language.

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B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-4 Use the target language to dramatize simple authentic materials (e.g., rhymes, songs, folktales). B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.2-2 Use the target language to identify and participate in artistic expressions of the target culture (e.g., songs, literature, dance,

artworks). B-2.2-4 Use the target language to identify social, economic, and political perspectives within the target culture. B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different


native culture. B-5.1-1 Use the target language to respond to target language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting.

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Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary of things

people can read, write or say using a novel,

a newspaper, the truth, a lie, etc. • List of direct and

indirect object pronouns

• List of verbs conjugated with être and their meanings

• Savoir and connaîre • Vocabulary of holidays REVIEW: • family members

NEW: • Conjugations of dire,

lire, and écrire • Conjugations of savoir and connaître • Past participle

agreement with être verbs

• Placement of direct and indirect object pronouns

• Use of il y a plus elapsed time



vocabulary • Cultural. • Modeling • Choral Response &

Repetition • Recitation • Role Play • Basic Drills • Interview • Paired Activity • Games • TPR • Graphic Organizers

• Classroom Text • Workbooks • Posters • Charts • Flash Cards • White boards • Maps • Compact discs • Tapes • Popular music • Video • DVD • Computers • VHS • Internet / French

educational websites • Magazines • Cassette player • Television • Overhead Projector • Markers & erasers

• Spelling Quiz • Poem recitation • Matching Quiz • Vocabulary Quiz • Unit Tests • Observations • Quizzes • Vocabulary

Quizzes

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French 2 Level 2.5 Unit Topic: My Community and I Duration: 16½ hours Unit Goal(s)/Desired Results Students will be able to communicate specific needs to shopkeepers and purchase needed items.

Unit Understandings • Determine differences between French and American shopping customs. • Communicate your needs while shopping in a Francophone country. Essential Question How and where do you purchase items for the home and for yourself? Integrated Performance Assessment Context of Integrated Performance Assessment: How to purchase all the necessary items for moving into an apartment and attending school in Montréal. Interpretative Task: Prepare a list of items pertaining to cooking while listening to a conversation between a shopkeeper and a customer. A vocabulary list may be used to assist in spelling.

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Interpersonal Task: Find magazine or newspaper advertisements and sales flyers for pictures of furniture and household items to be used while taking turns with a partner. Be sure to: • identify different items in French. • tell your partner the name of the item. • where the item may be can be purchased. Presentational Task: Show your decorating abilities to your French teacher back home. Draw a picture, take a photograph or create a collage of your apartment, then write a description of ten items that you have purchased, where you purchased them, and where the items are located in your apartment. As you complete your assignment, be sure to: • greet your teacher properly. • make sure correct grammar is used in the descriptions. • tell your teacher what you like the most about your apartment. • close your letter appropriately. • read the letter aloud to the teacher. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-5 Use the target language to express personal needs in familiar situations. B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target-language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written


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B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-6 Communicate information in the target language in sentence-level oral and written B-2.2-2 Use the target language to identify and participate in artistic expressions of the target culture (e.g., songs, literature, dance,

artworks). B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. Lexical Content Support Structures Instructional Structures Resources and Materials Interim Assessments NEW: • Stores such as: la

papeterie, le tabac, la poste, la pharmacie, la librarie, etc.

• Household items such as: la cuisiniere, le fauteuil, le four, la glace, etc.

• Household chores such

as: faire la cuisine, débarrasser la table, faire la vaisselle, faire le ménage, faire les courses, faire le lit, mettre le couvert,

NEW: • Vivre • Y • En • Location • Prepositions such

as: à côté de, près de, en face de, à droite de, à gauche de, etc.

REVIEW: • Qui • Que • Prepositions- à,

de, sur, sous, etc. • Mettre




native and foreign culture

• Recitation • Total Physical Response • Role playing • Games • Verbal modeling • Written modeling • Direct instruction • Basic drills • Songs • Graphic organizers • Interviews

• Text • Poster • Charts • Flashcards • Whiteboards and

markers • Internet/ Computers • Tapes/CDs • Video/DVDs • Cassette Player/ CD

player • Situation cards • Clothing for role

playing • Miscellaneous props • Maps

• Spelling Quiz • Dialogues • Matching Quiz • Vocabulary Quiz • Unit Tests • Observations • Questions with

short answer responses

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nettoyer la maison, vider les ordures REVIEW: • Locations such as:

l’ avenue, la banque, la bibliothèque, le boulevard, le cafè, le cathédrale, le centre commercial, le �inema, l’école, l’église, la gare, l’hôtel, le magasin, le musée, le parc, la piscine, la place, le pont, la quartier, le restaurant, la rue, le stade, la station-service, le supermarché, le theater, le trottoir, le village, la ville

• Projects

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French 2 Level 2.6 Unit Topic: Steppin’ Out Duration: 16½ hours Unit Goals/Desired Results Students will be able to. . . • identify parts of the body. • talk about health. • discuss daily routine and personal hygiene. • identify and describe clothing items and accessories. • discuss the difference between sizes in France and in the United States. Unit Understandings • The definite article must be used with body parts. • The use of reflexive pronouns and reflexive verbs both in the present and past tenses. • The French use avoir mal + the body part when expressing pain. • The differences in shopping for clothing in France. Essential Questions 1. How is shopping in France different from shopping in America? 2. How do you communicate about your daily routine and personal hygiene? 3. How do the sizing and style of French clothes differ from American clothes? 4. How do you communicate about your body and your health? 5. How do you determine when to use a reflexive verb?

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Integrated Performance Assessment Context for the Integrated Performance Assessment: Using reflexive pronouns with bodily functions and how to purchase clothing, Interpretive Task: It is “freaky Friday” and you have magically switched bodies with the French teenager that just moved next door. • Figure out how to get back into your body without letting your parents suspect anything. Plan to act as normally as possible. Do

research for necessary vocabulary using handouts, dictionaries, textbooks, and the internet. • Since the switch, your neighbor hasn’t been feeling very well. Listen to a recording of the neighbor which will tell you the body

part that hurts. After listening to the recording of the neighbor, circle the body part that hurts on a drawing of the body. Interpersonal Task: The homecoming dance is tonight, and you are still in your neighbor’s body. Both of you need to figure out what to wear to such an event. With a partner solve the problem of selecting the right outfit from your closet being sure to be very descriptive. Present your skit to the class. Presentational Task: Solve the following problem and present your solution to the teacher. Your parents know something is wrong because your daily routine is different and they have been questioning your neighbor. Tell your neighbor about your daily routine to reduce the suspicion of your parents. Be sure to use as many reflexive verbs as possible including the following: • what time you wake up, get out of bed, and when you take a shower. • whether you shave and/or put on make-up. • if you eat breakfast. • how and when you arrive at school. • what you do after school, what time you come home, and what you do after arriving at home. • what time you go to bed.

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South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail


presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings,

foods, flags, monuments, landmarks). B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.1-3 Recognize high-frequency target language idioms within limited contexts. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-5.1-1 Use the target language to respond to target- language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting.

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Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW • Additional body parts • Health words • Daily routine • Toiletries • Clothing material and

patterns • Additional clothing

adjectives REVIEW • Body parts • Clothes/accessories • Clothing adjectives

NEW • Definite article

with body parts • Avoir mal + body

part • Reflexive verbs in

present and past REVIEW • Making adjectives

agree • Passé composé

with être

• Language ladder • Cooperative learning • Questioning strategies • Direct instruction

modeling • Choral response &

repetition • Recitation • Role play • Basic drills • Interview • Paired activity • Games • Listening

comprehension

• Text / Workbooks • Posters / Charts • Flash cards • White boards • Maps • CDs / Tapes • Popular music • VHS / DVD • Computers • TV • Internet / French

educational sites • Situational prompts • Overhead and

transparencies

• Observations • Quizzes • Unit tests • Oral responses to

questions • Games • Ability to follow

directions • White board

quizzes

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French 2 Level 2.7 Unit Topic: Exploring My World Duration: 16½ hours Unit Goals/Desired Results Students will be able to. . . • talk about countries and cities. • identify nationalities. • discuss and choose preferred modes of travel. • use the future tense. • use the imperfect tense.

Unit Understandings • Specific prepositions are used with countries and cities. • Capitalization rules are different. • When using a nationality there is a masculine or a feminine form that agrees with the noun that it modifies. • There are specific uses for the future, the imperfect, and the past tenses. • Specific prepositions are used with certain means of travel. Essential Questions 1. What do you need to know to be able to conduct effective interpersonal communication in regard to cities and countries? 2. What do you need to know to be able to conduct effective interpersonal communication about nationalities? 3. What do you need to know to be able to describe habitual actions and conditions in the past? 4. What do you need to know to be able to conduct effective interpersonal communication in regard to future events?

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Integrated Performance Assessment Context for Integrated Performance Assessment: Modes and methods for traveling from country to country as well as necessary verb conjugations, vocabulary for nationalities, and gender agreement. Interpretive Task: • Research cognates for countries and nationalities. • Have students label countries and cities on map worksheet and indicate the correct country or city in response to a listening activity.

While vacationing in France, a student and his or her friends decide to visit another country in Europe. Students arrange transportation and hotel accommodations for their new destination and a flight back to the U.S.

Interpersonal Task: Pair students into groups: • to make flight reservations for a trip to a European destination. • to reserve hotel accommodations. • to make reservations for a return flight to the U.S. Presentational Task: While vacationing in France, a group of students decide to visit Switzerland. Each student must write a post card to their parents about travel plans which includes the following: • a basic description the country of Switzerland and the specific city that is to be visited • name and nationalities of two people met on the trip • method of travel to Switzerland and type of ticket (one-way or round trip) and which class (1st, business, or coach) • type of hotel room (1 or 2 beds; with a bathroom, smoking/non-smoking, etc) • a description of one of the meals that the group eats

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South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, and e-mail

addresses) with others. B-1.1-5 Use the target language to express personal needs in familiar situations. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-3 Identify the main idea in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW • Names of European

countries • Nationalities for

these countries • Transportation

related vocabulary • Aller-simple and

aller-retour

NEW • Questions &

responses regarding cities, countries, and nationalities

• Future tense of certain regular and irregular verbs

• Language ladder • Cooperative learning • Questioning


vocabulary • Cultural. • Modeling • Choral response &

repetition

• Classroom Text • Workbooks • Posters • Charts • Flash Cards • White boards/markers • Maps • Compact discs • Tapes • Popular music

• Spelling Quiz • Poem recitation • Matching Quiz • Vocabulary

Quizzes • Unit Tests • Observations • Presentations • Listening

comprehension

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• Imperfect tense of certain regular and irregular verbs

REVIEW • Passé Composé • Prepositions with

countries and cities

• Recitation • Role play • Basic drills • Interview • Paired activity • Games • TPR • Graphic organizers

• Video • DVD • Computers • VHS • Internet / French

educational websites • Magazines • Cassette player • Television • Overhead projector

• Questions with short answer responses

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French 2 Level 2.8 Unit Topic: Let’s Eat! Duration: 16½ hours Unit Goals/Desired Results Students will be able to. . . • classify foods as vegetables, fruits, meats, beverages, desserts, condiments and other ingredients. • differentiate among expressions of quantity and containers in which foods and beverages are purchased. • use the correct partitive article with various foods and drinks. • identify table setting and eating utensils needed for different foods and drinks. • choose the correct specialty shop for the purchase of desired food items. Unit Understandings • Food is important to the French and there is extensive vocabulary to express it. • Food shopping in France involves many specialty shops as well as American style supermarkets. • Table setting in France is generally more formal and extensive than in the US. Essential Questions 1. How is food such an important expression of French culture? 2. How does shopping for food in France differ from shopping for food in America? 3. How do French table setting and manners emphasize the importance of food in French culture? Integrated Performance Assessment Context for Integrated Performance Assessment: Shopping for food and drinks in France.

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Interpretive Task: Research the necessary French vocabulary for grocer shopping using dictionaries or the internet to identify the categorical food groups and make a shopping list. Interpersonal Task: Pair with a partner to use the researched vocabulary for shopping. One of you will play the role of the grocer and the other will play the role of the shopper. The shopper must interact with the grocer to purchase some items of food and drink using appropriate vocabulary, include quantities and containers. Exchange roles and change the items that are being purchased. Presentational Task: The plans are to prepare a special meal for your “French family”. Prepare a class presentation which will include: • the recipe(s). • the stores where you shopped. • the ingredients you bought and quantities you purchased and then used.. Posters, a power point, a video clip, or other approved materials may be used to aid with the presentation. Samples may be served to the class with prior approval of the teacher. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-5 Use the target language to express personal needs in familiar situations. B-1.1-7 Use the target language to ask and answer simple questions. B-1.2-1 Respond appropriately to simple directions and commands given in the target language. B-1.2-2 Identify aural, visual, and context clues in authentic target language materials, in both oral and written forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written

presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics.

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B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings,

foods, flags, monuments, landmarks). B-2.2-3 Use the target language to identify the contributions that the target culture has made to the world. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.1-3 Recognize high-frequency target-language idioms within limited contexts. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-4.2-3 Use the target language to identify practices within the target culture that are similar to and different from those in his or her

native culture. B-5.1-1 Use the target language to respond to target language speakers encountered outside of the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting. B-5.1-3 Identify examples of the target culture (e.g., restaurants, festivals, dramatic productions) in the local or regional community. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Specialty stores • Quantity expressions • Eating utensils REVIEW/SPIRAL: • Food vocabulary • Faire and faire

expressions that pertain to food.

NEW: • Partitive article • Conjugation and use

of vouloir and pouvoir

• Quantity expressions that use de

• Listen and repeat • Role play • Flash cards • Listening

comprehension • Paired activities • Direct instruction • Games

• Textbook • CD s • TV • Videos • Pictures • Situational props • Whiteboard and

markers • Overhead and

transparencies • LCD projector

• Oral responses to questions

• Ability to comprehend and follow directions

• Written or oral quizzes on vocabulary and grammar

• Games • Observation

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French 3

Level 3.1 Unit Topic: Introduction to French 3 Duration: 11½ Hours Unit Goal(s)/Desired Results: Students will be able to… • identify the geographic location of France. • discuss eight major periods of history. • discuss cultural practices of specific francophone countries to be explored. Unit Understanding: Tourist destinations may be culturally defined. Essential Questions: 1. What stereotypes do students have about France? 2. What are the differences and similarities of the student’s own culture and that of the French-speaking world? 3. Why and how has the specific culture of as region developed and evolved as it has? 4. How do geographic factors influence cultural practices? 5. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your’s native tongue? Integrated Performance Assessment Context for the Integrated Performance Assessment: Plans are being made to visit a region in France by each student.

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Interpretive Task: • List information from the web site of the office of tourism of a specific city in France in order to learn about the tourist attractions

and cultural activities there. • Use the information gathered to produce a brochure containing information about the city (include climate and geographical

features; sports and leisure activities). Interpersonal Task: Work with a partner with one acting as the travel agent and the other as the client. The client will ask appropriate questions about travel to their specific city and the agent will respond using the list to answer the questions. The target language must be used. Presentational Task: Use the information obtained about a specific city during the previous tasks to produce an oral presentation. During the presentation of the specific city the student will take on the role of a French travel agent to convince the class to visit that particular city. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, e-mail


presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language.

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B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.1-4 Use the target language to identify social issues currently affecting the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings, foods, flags, monuments, landmarks). B-2.2-2 Use the target language to identify and participate in artistic expressions of the target culture (e.g., songs, literature, dance,

artworks). B-2.2-3 Use the target language to identify the contributions that the target culture has made to the world. B-2.2-4 Use the target language to identify social, economic, and political perspectives B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-3.2-1 Use the target language to identify viewpoints within the target culture that are that are expressed in sources intended for native speakers. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.1- 3 Recognize high-frequency target language idioms within limited contexts. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different


native culture. B-5.1-3 Identify examples of the target culture (e.g., restaurants, festivals, dramatic productions) in the local or regional community.

Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Names and locations

of francophone

REVIEW: • Formation and

answering questions

• Language ladder for extending conversations


• Students assume role of agent for a travel agency

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countries other than France

• Historical information including Neanderthals up through Napoleon III

REVIEW/SPIRAL • Geographical

information about France (cities, mountains, rivers, landmarks, etc.)

• Numbers • Currency of France

• Present and past tenses of regular –er, -ir, re verbs

• Language ladder for requesting clarification

• Communication gap activities

• Paired activities • Cooperative learning • Questioning

strategies (yes, no, either/or, multiple choice, one word/short answer








• Map of France and francophone countries

• Websites of French magazines


• Vocabulary, grammar, and application




• Word game puzzles • Computer(s)/internet • Posters • Appropriate audio and

or video clips of people talking about travel, employment, and finance

• Students will design a brochure in the target language

• Students present a French city in target language to class

• Match student generated sentences with travel photos (present and past)






• Observation

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• Cultural references: West Nile fever in

France paintings by

Georges- Pierre Seurat sculptures in the city of Rothéneuf, France

eating carp in France

French youth vacations

French regional festivals

story by Gisèle Pineau

readings from Creolité literature

ski manufacturing in France

skiing in France polo in France Tour de France extreme sports in

Canada French high school

system French school

degree • Templates for graphic

organizers

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• TVs • VCRs • CD player and CDs • Overhead projector • Textbooks • Notebooks • Calendars (student

agendas)

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French 3 Level 3.2 Unit Topic: Return from Vacation- 1 Duration: 18¾ Hours Unit Goal(s)/Desired Results: Students will be able to … • express likes and dislikes. • express preferences while on vacation. • describe a place visited in the past. Unit Understandings: • Understand and interpret written and spoken language related to vacations. • Access information and appreciate a variety of distinctive landmarks, festivals, and other tourist activities while on vacations. Essential Questions: 1. While on vacation how do you effectively communicate with local people? 2. How does knowledge of another language enhance your understanding of culture and society in general? 3. Why does an understanding of another language and culture allow you to participate more fully in the global community? Integrated Performance Assessment Context for the Integrated Performance Assessment: Pretend to work on a magazine and create an advertisement for summer activities or vacations about a region in France. Interpretative Task: • List information from the web sites of French magazines and specific vocabulary collected from textbooks, dictionaries, and

magazines without assistance. • Use the information gathered to produce a magazine advertisement.

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Interpersonal Task: • Use the information gathered to produce a magazine advertisement being sure to include a price in euros reflecting the exchange

rate and include graphics. • After completion of rough draft, time will be allotted for peer review. • Work as partners to do peer review in French. Presentational Task: Write a blog entry that presents their advertisement. South Carolina Academic Standards for Modern and Classical Languages B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, e-mail


presentations. B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations. B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture.

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B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture. B-2.1- Use the target language to identify social issues currently affecting the target culture. B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings,

foods, flags, monuments, landmarks). B-2.2-2 Use the target language to identify and participate in artistic expressions of the target culture (e.g., songs, literature, dance,

artworks). B-2.2-3 Use the target language to identify the contributions that the target culture has made in the world. B-2.2-4 Use the target language to identify social, economic, and political perspectives with the target culture. B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas. B-3.2-1 Use the target language to identify viewpoints within the target culture that are that are expressed in sources intended for native speakers. B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and English. B-4.1- 3 Recognize high-frequency target-language idioms within limited contexts. B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture. B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different

from those in his or her native culture. B-4.2-3 Use the target language to identify practices within the target culture that are similar to and different from those in his or her native culture. B-5.1-3 Identify examples of the target culture (e.g., restaurants, festivals, dramatic productions) in the local or regional community. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary for

back-to-school activities

• Vocabulary for after-school activities

NEW: • Regular and irregular

verbs in the past tense

• Imperfect tense • Adjectives

describing travel concepts







• Role playing in the target language

• Writing their own article in target language

• Presenting an article in target language to class

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• Vocabulary for summer: present and past activities, things and places, preferences

REVIEW: • Numbers • Monetary unit

• Agreement REVIEW/ SPIRAL: • Regular verbs in the

present tense • Irregular verbs in the

present tense








• Websites of French magazines*



• Textbook • Reading strategies and

skills handbook • Advanced reading

books • Flash cards of

classroom and subject vocabulary


• Word game puzzles • TV’s • VCR’s • CD player and CD’s • Computer(s)/internet • Overhead projector • Notebooks • Flashcards • Posters

• Match up student generated sentences with travel photos (present and past)


• Unit test • Online culture

project • Homework

assignments pertinent to daily lessons

• Observation

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• Markers and erasers • White board • Cultural references:

baccalauréat and professional studies

Chevaux de polo Les moniteurs Le français et

développement des loisirs et du tourisme

summer vacation for French youth

festivals in French Un dimanche

après-midi à l’île de la Grande Jatte de Georges Seurat


• Calendars (student agendas)

*cite web site, then give name of magazine or newspaper: www.yahoo.com magazines: Paris-Match, Elle, L’Express; newspapers: Le Figaro, Le Monde

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http://www.yahoo.com/

French 3

Level 3.3 Unit Topic: Working World- 2 Duration: 18¾ Hours Unit Goal(s)/Desired Results Students will be able to. . . • ask about future plans. • make polite requests. • make a phone call. • write a formal letter. Unit Understandings: Develop an awareness of careers in the francophone world with emphasis in France. Essential Questions 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. How can you effectively present oral and written information in a language that is not your native tongue? 3. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints? Integrated Performance Assessment Context for the Integrated Performance Assessment: Research a particular career of interest in France using the internet, magazines, newspapers, encyclopedia, etc.

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Interpretive Task: Using gathered research, find out what kind of classes are needed, which university to attend, how net earnings may be made a chosen career, and whether that career and the salary range will satisfy future plans. Interpersonal Task: • Work with a partner and use gathered information on careers and programs of study at universities to write a letter to a pen pal in

France. • Make a poster to use in explaining a career choice to the class (must use French). Presentational Task: Write a formal letter in French to a pen pal in France discussing their future plans and careers. Pen pal responses will be summarized and presented orally to the class in French. South Carolina Academic Standards for Modern and Classical Languages: D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message

adequately. D-1.1-2 Identify and respond appropriately in the target language to nonverbal cues. D-1.1-3 Use the target language to give directions and ask questions for clarification; understand directions given in the target

language. D-1.1-4 Use the target language to exchange information on topics of personal interest with others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed. D-1.2-1 Respond appropriately to more complex directions and commands given in the target language. D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written

forms. D-1.2-3 Identify the main idea and discern supporting details in authentic target language materials, in both oral and written forms. D-1.2-4 Understand information on a variety of topics that is conveyed in the target language in paragraph-length oral and written

presentations. D-1.3-1 Use the target language to give directions and commands for simple processes.

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D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language. D-1.3-3 Use the target language to express personal opinions on selected topics. D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales,short

works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics. D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas. D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers. D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target language idioms within familiar contexts. D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native

culture. D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target language speakers encountered outside of the classroom

setting. D-5.1-3 Use target-culture resources in the local or regional community to create opportunities for social interaction.

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Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary for

professions and services

• Vocabulary for telephone and formal letters

REVIEW/SPIRAL: • Vocabulary for

future plans • Numbers • Making a phone call

NEW: • Formation of the

conditional tense • Conjugation of

conduire (present, past, imperfect and future)

• Formation of the future perfect (futur antérieur)

REVIEW/SPIRAL: • Formation of the

future tense • Feminine forms of

nouns • Present participles



















• TVs • VCRs • Word game puzzles

• Letter writing in proper form in target language

• Ability to converse in target language during class presentation

• Spelling quizzes • Matching quiz • Dialogues • Vocabulary quizzes • Grammar quizzes • Unit test • Observation

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• Appropriate audio and or video clips of people talking about careers, employment, and finance


• CD player and CDs • Computer(s)/internet • Overhead projector • Textbooks • Notebooks • Flashcards • Posters • Markers and erasers • White boards • Calendars (student

agendas) • Cultural references:

Art- Les constructeurs, painting by Léger, Vietnamese lacquer art, Ivory coast masks,

Maghreb rugs and weaving

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Literature-Le Petit Prince, book by Antoine de Saint-Exupéry, quote by Simone de Beauvoir;

Fashion- Early French, Tahitian

People- Antoine de Saint-Exupéry, Charles Frederick Worth, Blaise Pascal, Fernand Léger, Sylvie Guillen, Coco Channel, Gisèle Halimi, Julie Payette, Euzhan Palcy, Assia Djébar,

Simon de Beauvoir

Products & Economy- French economic sectors, perfume industry, work résumés, labor unions, youth unemployment,

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ANPE, women in the work force,

Social & Political Customs- French work & vacation laws

French school system, French school degree

*cite websites for projects: ( http://dir.yahoo.com/News_and_Media/Newspapers/ByRegion/Countries/France/ and (http://dir.yahoo.com/News_and_Media/Magazines/ByRegion/Countries/France/ ) **note News_and_Media

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http://dir.yahoo.com/News_and_Media/Newspapers/ByRegion/Countries/France/

http://dir.yahoo.com/News_and_Media/Magazines/ByRegion/Countries/France/

French 3 Level 3.4 Unit Topic: Once Upon a Time- 3 Duration: 18¾ Hours Unit Goal(s)/Desired Results Students will be able to … • set the scene for a story. • continue and end a story. • relate a sequence of events. • tell what happened to someone else. Unit Understandings: Understand and interpret the purpose and origins of legends, fables and fairy tales in the French culture. Essential Questions 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 3. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture? 4. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety

of distinctive viewpoints? Integrated Performance Assessment Context for the Integrated Performance Assessment: Information will be gathered from the internet and various textbooks on fables, legends, and fairy tales.

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Interpretive Task: • Read stories from web sites or selected French books without assistance except dictionaries • Create a questionnaire about the fairy tales/ fables being read. Interpersonal Task: • Choose a partner and present a specific fable that will be read the partner. • Have the partner answer their questionnaire in French. Presentational Task: Write a fable in French creating original characters, with a moral, and illustrations that are drawn or cut and pasted. Each story should have a cover (homemade or purchased) that represents the fable. South Carolina Academic Standards for Modern and Classical Languages: D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message





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D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language. D-1.3-3 Use the target language to express personal opinions on selected topics. D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales, short

works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics. D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas. D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers. D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target language idioms within familiar contexts. D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native


setting.

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Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary for

legends, fairy tales and fables

• Stories about historical francophone Africa

• Sequencing events • Descriptive

adjectives which may be used in story telling

REVIEW: • Basic adjectives and

agreement

NEW: • Passé simple (verb

tense used for stories)

• Relative pronouns with ce

• Adjective placement and meaning

• Plus-que-parfait (past perfect)

• Sequence of tenses in indirect discourse

• Past infinitives REVIEW/ SPIRAL: • Imparfait • Passé composé • Pronouns qui, que,

and dont • Reflexive verbs in

the passé composé










• Textbooks • Teaching

transparencies • Grammar tutor for

students of French online

• Websites of fables* • Practice exercises on

vocabulary, grammar, and application





• Markers and erasers • White boards • Videos and DVDs • CD players and CDs • Calendars (student


Art: cave art painting


• Matching quizzes • Dialogues • Oral readings • Observation • Unit test • Reading

comprehension quiz (specific fables read by class)

• Writing assignment (fable)

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Entertaining: French movie dubbing

Literature: Maghreb

En Attendant Godot, theatre by Samuel Becket Les Origines de l’inimitié entre l’homme et les animaux

*cite websites: www.google.com (French fables, fairy tales, Grimm Brothers, Little Golden Books)

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http://www.google.com/

French 3

Level 3.5 Unit Topic: Love and Friendship -4 Duration: 18¾ Hours Unit Goal(s)/Desired Results Students will be able to... • say what happened. • ask for and give advice. • share good and bad news. • renew old acquaintances. Unit Understandings • Understand basic constitutional rights in African francophone countries. • Understand economy in African francophone countries. Essential Questions 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 3. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture? 4. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints? Integrated Performance Assessment Context for the Integrated Performance Assessment: Information will be gathered on Mali and other African francophone countries to be used for reports and discussion.

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Interpretive Task: Do research on the internet gathering enough information to write a passage on African history in a francophone country. All sources must be properly documented. Interpersonal Task: Work with a partner to create a conversation in which they tell about a real or fictitious argument about industry, politics, or an interesting fact from an African francophone country. Presentational Task:

• Write a half of a page on a topic of African History for a new book, L’ independence du Mali. The sources should be documented and the passage written in French.

• Select an appropriate photo dealing with African history in a francophone country and create a caption in French.

South Carolina Academic Standards for Modern and Classical Languages D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message





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D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language. D-1.3-3 Use the target language to express personal opinions on selected topics. D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales, short


culture. D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target-language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target-language speakers encountered outside of the classroom

setting. D-5.1-3 Use target culture resources in the local or regional community to create opportunities for social interaction.

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Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Basic facts about the

country of Mali • Vocabulary to

describe what happened in a given situation and to respond

• Vocabulary to ask for and give advice

• Vocabulary to share good and bad news

• Vocabulary used to renew old acquaintances

REVIEW/SPIRAL: • Vocabulary for

reflexive verbs

NEW: • Past conditional • Verbs manquer and

plaire • Subjunctive • Subjunctive with

necessity, desire, and emotions

• Disjunctive pronouns (stress)

REVIEW/SPRIAL: • Present tense of

reflexive verbs • Past tense of

reflexive verbs • Present conditional




















• Word game puzzles



• Presenting an photo in target language to class






• Observation

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• Markers and erasers • White boards • Videos and DVDs • CD players and CDs • Calendars (student

agendas)

*cite websites for projects: ( http://dir.yahoo.com/News_and_Media/Newspapers/ByRegion/Countries/France/ and (http://dir.yahoo.com/News_and_Media/Magazines/ByRegion/Countries/France/ ) **note News_and_Media

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http://dir.yahoo.com/News_and_Media/Newspapers/ByRegion/Countries/France/

http://dir.yahoo.com/News_and_Media/Magazines/ByRegion/Countries/France/

French 3

Level 3.6 Unit Topic: Outside Nature - 5 Duration: 18¾ Hours Unit Goal(s)/Desired Results Students will be able to. . . • express astonishment and fear. • forgive and give a warning. • give general directions. • complain and offer encouragement. Unit Understandings: America has French influence from both France and Canada. Essential Questions 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 3. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture? 4. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints? Integrated Performance Assessment Context for the Integrated Performance Assessment: The influence of the French and Canadians on the bayous of Louisiana.

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Interpretive Task: • Research bayou tours in southern Louisiana using the internet or sources from the library. • Create slogans to promote a tour of the French speaking sections of Louisiana. • Write testimonials that express astonishment and encourage readers to take such a tour. Interpersonal Task: Work in groups of three or four to create a brochure using collected information. Each brochure must… • advertise a tour of the bayou in southern Louisiana. • include illustrations of and information about modes of transportation, routes, animals, and plants tourists will be seeing along the

way. • include historical and cultural facts about the area and its people. • offer testimonials of tourists who have previously participated in such a tour. • have an attractive cover that will catch tourists’ attention. Presentational Task: • Write three fears you might have about traveling to a French speaking country. Be sure to include the expressions avoir peur que

or craindre que using the subjunctive tense. • Write solutions to help with these fears using the imperative. South Carolina Academic Standards for Modern and Classical Languages: D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message


language. D-1.1-4 Use the target language to exchange information on topics of personal interest with others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed.

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D-1.2-1 Respond appropriately to more complex directions and commands given in the target language. D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written


presentations. D-1.3-1 Use the target language to give directions and commands for simple processes. D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language. D-1.3-3 Use the target language to express personal opinions on selected topics. D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales, short

works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics. D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas. D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers. D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target-language idioms within familiar contexts. D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native

culture.

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D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target-language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target-language speakers encountered outside of the classroom

setting. D-5.1-3 Use target culture resources in the local or regional community to create opportunities for social interaction. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary dealing

with nature • Animal vocabulary • Vocabulary dealing

with exploration (hiking, rafting, extreme outdoor sports)

• Vocabulary to express astonishment and fear

• Vocabulary to forbid and give warning

• Vocabulary to give general directions

• Vocabulary to complain and offer encouragement

NEW: • Subjunctive with

expressions of fear • Verbs apporter,

amener, emporter, emmener, and craindre

• Verbs with idioms • Verbs followed by

à/de and the infinitive

REVIEW/SPIRAL: • Subjunctive • Imperative • Voir and regarder • Idiomatic

expressions without verbs

• Avoir










• grammar tutor for students of French online

• Websites* • Practice exercises on








• Presenting an photo in target language to class




project

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• Word game puzzles • Templates for graphic

organizers • TVs • VCRs • CD player and CDs • Computer(s)/internet • Overhead projector • Textbooks • Notebooks • Flashcards • Posters • Markers and erasers • White boards • Calendars (student


parks in Louisiana French and Cajun

influence in the America

Canadian sports Louisiana heron de

Jean-Jacques Audubon

• Homework assignments pertinent to daily lessons

• Observation

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public parks in France

Moniteurs/Guides de sports extremes

Les oies voyageuses

*cites websites- www.hrw.com ; www.louisianaofficeoftourisim.com ; www.google.com (look up bayou)

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http://www.hrw.com/

http://www.louisianaofficeoftourisim.com/


French 3

Level 3.7 Unit Topic: Adventures in Literature Part 1 Duration: 30 Hours Unit Goal(s)/Desired Results Students will be able to. . . • read and comprehend literary selections of high quality. • increase knowledge of literary vocabulary in general. • answer basic questions to check comprehension of reading selection. Unit Understandings: Reading literature makes the learning of a language an intellectually broadening and stimulating experience . Essential Questions 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not native tongue? 2. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 3. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture? 4. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints? Integrated Performance Assessment Context for the Integrated Performance Assessment: Modern and classical reading selections and the authors of the selections chosen by the teacher will introduce students to reading totally in French.

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Interpretive Task: • Research and read selections and authors in the library, from classroom books, or on the internet. • Create a modern day description of a character they select from one of the reading selections. • Write and draw (cut and paste or draw freehand) their character’s description. Interpersonal Task: Divide students in groups to create the descriptions of a character chosen from their reading. Descriptions should include: • both a written and graphic illustration of the characters. • historical and cultural facts about the character. Presentational Task: Select a character from the descriptions written and write a poem in French about that character. South Carolina Academic Standards for Modern and Classical Languages: D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message




presentations.

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D-1.3-1 Use the target language to give directions and commands for simple processes. D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language. D-1.3-3 Use the target language to express personal opinions on selected topics. D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales, short




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Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary

included in Le Bourgeois Gentilhomme

• Vocabulary included in La Parure

• Vocabulary used in various short stories

NEW: • Simple past as used

in literature REVIEW/SPIRAL: • Adjectives and their

agreement • Verbs-avoir, être,

aller, faire













• Websites* • Practice exercises on







• Word game puzzles


• Presenting a description in target language to class

• Match up student generated sentences

with travel photos (present and past) • Written and/or oral

quizzes on grammar structures and vocabulary




• Observation

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• TVs • VCRs • CD player and CDs • Computer(s)/internet • Overhead projector • Textbooks • Notebooks • Flashcards • Posters • Markers and erasers • White boards • Calendars (student


Molière Guy de

Maupassant Romance and

naturalism in literature

17th century literary characteristics

Definition of hypocrisy

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French 4 Level 4.1 Unit Topic: Introduction French 4 Duration: 11½ Hours Unit Goal(s)/Desired Results: Students will be able to… • name and identify major animals found in Africa. • locate and discuss the regions of Outre-mer (Soufrière, gorges of Verdon, Mont-Blanc, and La Camargue). • discuss famous sports persons and events. • discuss extreme sports (free running, kite surfing, and rock climbing). • conjugate basic verbs. Unit Understanding: • Basic facts about francophone countries including animals, regions, and specific landmarks. • Ability to compare sporting events in French countries with those in America. Essential Questions 1. What stereotypes do students have about France? 2. What are the differences and similarities of the student’s own culture and that of the French-speaking world? 3. Why and how has the specific culture of as region developed and evolved as it has? 4. How do geographic factors influence cultural practices? 5. How have historical events influenced cultural practices of a region? 6. What does someone need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue?

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Integrated Performance Assessment Context for the Integrated Performance Assessment: Imagine that they are travel agents making plans for clients who plan to travel in a region of France using a variety of tourist information. Interpretive Task: • List information from the web site of the office of tourism of a specific city in France in order to learn about the tourist attractions

and cultural activities there. • Use the information gathered to produce a brochure containing information about the climate and geographical features; sports and leisure activities will be made for selected cities. Interpersonal Task: Working with a partner preparing to be either a travel agent or a client, a dialogue will be written containing appropriate questions about travel to their specific city. Each person must respond appropriately to a transcript of questions. The target language must be used. Presentational Task: • Use information previously gathered to do an oral presentation to the class about animals found in a French- speaking city of their

choice in Africa. • Take the class on a tour in French of the zoo in the city being sure to name and describe each animal along with telling about their

habitats. South Carolina Academic Standards for Modern and Classical Languages D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message


language.

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D-1.1-4 Use the target language to exchange information on topics of personal interest with others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed. D-1.2-1 Respond appropriately to more complex directions and commands given in the target language. D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written



works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics. D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas. D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers. D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language.

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D-4.1-3 Use high-frequency target language idioms within familiar contexts. D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native



Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Names and locations

of francophone countries other than France

• Historical and zoological information on the areas

REVIEW/SPIRAL • Geographical

information about France (cities,

mountains, rivers, landmarks, etc.) • Numbers • Currency of France

REVIEW: • Formation and

answering questions • Present and past

tenses of regular –er, -ir, -re verbs




• Paired activities • Questioning

strategies (yes, no, either/or, multiple choice, one

word/short answer • Total Physical

Response (TPR) for vocabulary introduction

• Cooperative learning




• Map of France and francophone countries




• Students assume role of guide for a city zoo

• Students will operate a travel agency and make plans to travel to a city in Africa

• Students present a French city in target language to class


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West Nile fever in France

paintings by Georges- Pierre Seurat

sculptures in the city of Rothéneuf, France

French youth vacations

French regional festivals

readings from Creolité literature

extreme sports in Canada and France






• Observation

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• templates for graphic organizers

• TVs • VCRs • CD player and CDs • Computer(s)/internet • Overhead projector • Textbooks • Notebooks • Posters • Calendars (student

agendas)


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French 4 Level 4.2 Unit Topic: Newspaper - 1 Duration: 18 ¾ Hours Unit Goal(s)/Desired Results Students will be able to. . . • express certainty and possibility. • express doubt and disbelief. • break news. • ask for information. Unit Understandings: Understand of the importance of current world events. Essential Questions 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints? 3. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 4. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture? Integrated Performance Assessment Context for the Integrated Performance Assessment: Comprehension of a newscast from a French television network which pertains to both news and sports stories.

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Interpretive Task: • Research on a French news website, then decide on the content of the newscast (stories should be a mixture of serious and

humorous incidents). • Select topics within the content area and write news stories. Interpersonal Task: • Write news stories to be submitted keeping identities sec ret using pen names. • Post the articles around the classroom and ask students to vote for their top seven favorite stories. • Allow students to choose a lead story, two or three on the spot stories and two sports stories; reread and edit these stories, submit

them for final corrections. • Ask for volunteers to play the role of a news anchor, two or three reporters and a sportscaster to read “on the air”. • Ask for volunteers to select background music for the beginning and end of the show. • Ask the remaining students to create the set. • Allow rehearsal time, then video tape and play for the class. Presentational Task: • Develop an individual survey about people’s preferred sources of information (television, radio, newspapers, or the internet). • Include five open-ended questions to be summarized, evaluated, and compared to your own preferences. • Have the surveys completed by members of the class, family members, and close friends. • Present the results to the class in French. South Carolina Academic Standards for Modern and Classical Languages: D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message


language. D-1.1-4 Use the target language to exchange information on topics of personal interest with others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations.

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D-1.1-6 Use the target language to express personal preferences and opinions with supporting details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed. D-1.2-1 Respond appropriately to more complex directions and commands given in the target language. D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written



works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics. D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas. D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers. D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target language idioms within familiar contexts. D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture.

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D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native culture.

D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target-language speakers encountered outside of the classroom

setting. D-5.1-3 Use target-culture resources in the local or regional community to create opportunities for social interaction. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary used to

express certainty or possibility

• Vocabulary used for expressing doubt or disbelief

• Vocabulary used by French newspapers and magazines

• Vocabulary used when reporting the news

NEW: • Subjunctive with

doubt and uncertainty

• Verbs croire and paraître

• Expressions quelque part, quelqu’un, quelque chose, and quelque fois

• Interrogatives: qui est-ce qui, qui est-ce que, qu’est-ce qui and qu’est-ce que

• Double object pronouns

• More negative expressions

• Background knowledge and context clues

• Defining your writing style









• Websites of French magazines, newspapers




• Advanced reading book


• Spelling quizzes • Matching quiz • Dialogue • Vocabulary

quizzes • Grammar quizzes • Unit test • Group assignments • Observation • Homework


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REVIEW/SPIRAL: • Subjunctive forms,

regular and irregular • Sequence of tenses • Object pronouns • Direct object

pronoun agreement of the past participle

• Quelque


• direct instruction of vocabulary




• Flash cards for classroom and subject vocabulary





“Mon Quotidien”, un journal pour les 10-14 ans

communities and professions

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francophone press in the U.S.A.

becoming a journalist in Quebec

Créole ou français en Haiti?

le français et le journalisme

le snobisme de Toulouse-Lautrec


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French 4 Level 4.3 Unit Topic: Our Planet -2 Duration: 18 ¾ Hours Unit Goal(s)/Desired Results Students will be able to. . . • understand expressions of caution. • tell why something happened. • make predictions and express assumptions. • express and support an opinion. Unit Understandings: • Development and regular use of renewable energy, such as hydropower, wind power, and solar energy will help save the planet in

France. • More energy saving and non-polluting efforts are necessary for survival of humans in the future. Essential Questions: 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints? 3. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 4. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture?

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Integrated Performance Assessment Context for the Integrated Performance Assessment: Create a survey on the environmentally sensitive behavior of teenagers in a francophone country and propose solutions. Interpretative Task • Research problems on environment in francophone country using current magazines, newspapers, and the internet to find relevant

statistics and popular opinions about the issue. • Find or draw pictures to illustrate the problems. Interpersonal Task: Divided into groups of three the class should... • share and compile research on a topic related to the environment of the chosen francophone country. • plan the graphics and layout of a survey (include charts, graphs to present statistics they have gathered. • exchange rough drafts and layout with another group to check French spelling and grammar, as well as the content and design of

their survey. • plan final layout and administer survey to classmates. • compile and discuss results with classmates. Presentational Task: • Create a poster in French to describe an environmental problem in a French-speaking country and propose solutions. • Give an oral presentation to the class based on this poster. South Carolina Academic Standards for Modern and Classical Languages D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message


language.

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D-1.1-4 Use the target language to exchange information on topics of personal interest with others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed. D-1.2-1 Respond appropriately to more complex directions and commands given in the target language. D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written



works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics. D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas. D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers. D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language.

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D-4.1-3 Use high-frequency target-language idioms within familiar contexts. D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native


setting. D-5.1- Use target-culture resources in the local or regional community to create opportunities for social interaction. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary used

when discussing natural phenomena

• Vocabulary used to discuss why something happened

• Vocabulary used in making predictions and to express assumptions

• Vocabulary used when expressing support and to give an opinion

NEW: • Comparative and

superlative of adjectives and adverbs

• Passive voice • Prepositions • Conjunctions: quand,

lorsque, and dès que • Subjunctive after a

conjunction • Verb: éteindre in all

tenses REVIEW/SPIRAL: • Irregular comparative

and superlative of bon and bien




• Paired activities • Cooperative learning • Direct instruction of

vocabulary • Reading strategies to

create mental images • Questioning











quizzes • Grammar quizzes • Unit test • Identifying the

main idea when reading

• Homework assignments pertinent to daily lessons

• Group assignments

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• Future and future perfect

• Subjunctive • Verb: éteindre in

present and past








organizers • TVs • VCRs • CD player and CDs • Computer(s)/internet • Overhead projector • Textbooks • Notebooks • Flashcards • Posters • Markers and erasers • Calendars (student

agendas) • Cultural references

the climate dépollution par le

lombric la minuterie

• Observation • Defining your

audience

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le français et le monde de la recherché

Kyoto treaty for Environmental protection

Electric cars “La Jettée du

Havre par mauvais temps” de Claude Monet


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French 4 Level 4.4 Unit Topic: Fine Arts -4 Duration: 18¾ Hours Unit Goal(s)/Desired Results Students will be able to. . . • ask for and give opinions. • introduce and change a topic of conversation. • make suggestions and conversations. • give an impression. Unit Understandings: Express ideas and opinions using French. Essential Questions 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints? 3. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 4. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture? Integrated Performance Assessment Context for the Integrated Performance Assessment: Design and make a book jacket for a book of their choice that is written in French.

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Interpretive Task: • Research in the library or on the internet some of the books that are written in French in order to select a book of your choice. • Research the author’s background, residence, family, hobbies, and other works. Interpersonal Task: • Select an author and book. • Use researched material to create a jacket for the chosen book. • Include a summary of the story for the inside cover of the front jacket, a description of the author for the back cover, three

favorable reviews and French titles of other works by the author (if available) for the inside back cover (be sure to include the price).

• Work with a partner to create a rough draft and illustrations for the jacket making corrections on each other’s work. Presentational Task: • Write a brief comic book story in French using either original drawings (stick figures, etc.) or pictures from magazines. • Create a cover that includes all the information normally found on a book jacket (front cover, inside front, inside back and outside

back cover). South Carolina Academic Standards for Modern and Classical Languages D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message


language. D-1.1-4 Use the target language to exchange information on topics of personal interest with others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed. D-1.2-1 Respond appropriately to more complex directions and commands given in the target language.

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D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written forms.

D-1.2-3 Identify the main idea and discern supporting details in authentic target language materials, in both oral and written forms. D-1.2-4 Understand information on a variety of topics that is conveyed in the target language in paragraph-length oral and written



culture. D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture.

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D-5.1-1 Use the target language to converse with target language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target language speakers encountered outside of the classroom

setting. D-5.1-3 Use target culture resources in the local or regional community to create opportunities for social interaction. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Specific vocabulary

used in the study of fine arts

• Specific vocabulary used in the study of music and other performing arts

• Vocabulary used when asking for and giving opinions

• Vocabulary used when introducing and changing a topic of conversation

• Vocabulary used in making and suggestions and recommendations

• Vocabulary used for giving impressions

NEW: • Si and oui REVIEW/SPIRAL: • Intonation • Inversion • Present participles

used as adjectives • Adjective agreement • comparative and

superlative • Demonstrative

pronouns • Savoir vs connaître















• Advanced readers • Flash cards of




quizzes • Grammar quizzes • Unit test • Homework


• Group assignments • Observation • Identifying the


• Defining your audience

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organizers • TVs • VCRs • CD player and CDs • Computer(s)/internet • Overhead projector • Textbooks • Notebooks • Fashcards • Posters • Markers and erasers • White boards • Calendars (student


Tahitian crafts La sculpture, l’âme

des Marquises Les musées en

France Le français et la

musique

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Music of the Antilles

Tahitian song and dance

“Le jongleur” de Marc Chagall


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French 4

Level 4.5 Unit Topic: Society -3 Duration: 18 ¾ Hours Unit Goals/Desired Results Students will be able to. . . • express a point of view • speculate • ask for assistance • relate information Unit Understandings: • There is a discrimination between political systems in France and America. • It is important to vote in an election regardless of the country. Essential Questions: 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints? 3. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 4. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture?

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Integrated Performance Assessment: Context for the Integrated Performance Assessment: Present a script explaining to a new citizen from France what to do when one votes in America compared to the new citizen’s former experience. Interpretive Task: Use newspapers, magazines, and the internet to: • research the characteristics of democratic, socialist, and “green” society. • research the characteristics of a monarchy. • research how to vote in both societies. • research current political issues and where different candidates stand on them. Interpersonal Task: Select a partner and prepare a script explaining to a new citizen from France what to do when you vote in America compared to the new citizen’s former experiences in France being sure to use the gathered research to write the script. One of you will be the American and the other will be the former French citizen). Presentational Task: Pretend to be a candidate for president. You must: • create a platform using the new vocabulary that deals with current political issues and where you stand. • create a visual that contains a slogan to be used in the race for president. • give a speech to convince the class to vote for you. South Carolina Academic Standards for Modern and Classical Languages Students will: D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message

adequately. D-1.1-2 Identify and respond appropriately in the target language to nonverbal cues.

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D-1.1-3 Use the target language to give directions and ask questions for clarification; understand directions given in the target language.

D-1.1-4 Use the target language to exchange information on topics of personal interest with others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed. D-1.2-1 Respond appropriately to more complex directions and commands given in the target language. D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target-language materials, in both oral and written

forms. D-1.2-3 Identify the main idea and discern supporting details in authentic target-language materials, in both oral and written forms. D-1.2-4 Understand information on a variety of topics that is conveyed in the target language in paragraph-length oral and written


works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics. D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1- Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas. D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers.

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D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target-language idioms within familiar contexts. D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native

culture. D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target-language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target-language speakers encountered outside of the classroom

setting. D-5.1-3 Use target-culture resources in the local or regional community to create opportunities for social interaction. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary for

conducting a political campaign, government

• Vocabulary for expressing a point of view

• Vocabulary to speculate about happenings in the world

• Vocabulary used to ask for assistance

• Vocabulary used to get and explain gathered information

NEW: • Contractions with

lequel (auquel and duquel)

• The past subjunctive • Adverbs and the

placement • The verb vaincre • chacun/chacune REVIEW/SPIRAL • The interrogative

pronoun lequel • The present

subjunctive • Adverbs and the

formation














quizzes • Grammar quizzes • Unit test • Homework


• Group assignments • Observation

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REVIEW/SPIRAL • Vocabulary for

careers in government services (police, firefighter, administration)

• The imperfect • The conditional










• Word game puzzles • templates for graphic


agendas) • cultural references:

traveling in the EU

• Defining your audience

• Identifying the main idea when reading

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three cultures of Belgium

Cité de la paix et de l’intégration

Les juges en France

Les français et les organizations internationals

Swiss government “Les

Représentants des puissances étrangères venant saluer la République en signe de paix” de Henri Rousseau

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French 4 Level 4.6 Unit Topic: Bon Voyage -5 Duration: 18¾ Hours Unit Goal(s)/Desired Results Students will be able to. . . • ask for and give information. • remind and reassure. • ask for and give help. • ask for directions. Unit Understandings: • Many countries in the world speak French. • There are specific procedures when checking into an airport. Essential Questions: 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints? 3. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 4. Why does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture?

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Integrated Performance Assessment Context for the Integrated Performance Assessment: Write descriptions of ideal vacation spots in a francophone world. Interpretive Task: • Research various vacation spots where French is the primary language using the internet, magazines, encyclopedias, newspapers,

or travel agencies. • Research the process for checking-in at an airport. Interpersonal Task: • Set up an airline check-in counter in the classroom using material from research using props for boarding passes and posters

behind counter for to give the name of the airline and flight info. • Ask some students to volunteer to play check-in agents and others in class to wait in line to check in luggage and get a boarding

pass. • Students must use French when checking in to receive their boarding pass. Presentational Task: Each student will select one of the researched vacation spots where French is the primary language to… • make a collage which would entice someone to visit this spot. • convince someone to visit their spot using French in a presentation to the class. South Carolina Academic Standards for Modern and Classical Languages D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message


language. D-1.1-4 Use the target language to exchange information on topics of personal interest with others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations.

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D-1.1-6 Use the target language to express personal preferences and opinions with supporting details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed. D-1.2-1 Respond appropriately to more complex directions and commands given in the target language. D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written



works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics. D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas. D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers. D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target-language idioms within familiar contexts. D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture.

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D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target language speakers encountered outside of the classroom

setting. D-5.1-3 Use target culture resources in the local or regional community to create opportunities for social interaction. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary used at

the airport • Vocabulary used to

ask for and give information and clarifications

• Vocabulary used for reminders and reassurance

• Vocabulary used when traveling by car

• Vocabulary used for asking for and giving help

• Vocabulary used when asking for directions

NEW: • Causative using faire REVIEW/SPIRAL: • Genders of countries • Prepositions with

places • Subjunctive • Adverbs and adverb

placement • Future • Plus-que-parfait • Faire in all tenses















• Advanced reading book


• Ability to create mood when writing


quizzes • Grammar quizzes • Unit test • Defining your

audience • Homework


• Group assignments

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• Appropriate audio and or video clips of people talking about travel, employment finance


organizers TV’s • VCR’s • CD player and CD’s • Computer(s)/internet • Overhead projector • Textbooks, notebooks • Flashcards • Posters • Markers and erasers • White boards • Calendars (student

agendas • Teaching

transparencies • Grammar tutor for

students of French online


• Practice exercises on vocabulary

• Observation • Identifying the


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• Grammar, and application



• Advanced reader • Flash cards of




DROM A380 Naissance

d’ un géant Les autoroutes en

France Les français et les

métiers du tourisme

French driver’s license- the point system

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Interior in Nice d’ Henri Matisse


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French 4 Level 4.7 Unit Topic: Adventures in Literature Part 1I Duration: 30 Hours Unit Goal(s)/Desired Results Students will be able to. . . • read and comprehend literary selections of high quality. • increase knowledge of literary vocabulary in general. • answer more complicated questions to check comprehension of reading selection. • express opinions of literary selections. • understand the use of symbolism in writing. Unit Understandings: Reading literature makes the learning of a language an intellectually broadening and stimulating experience. Essential Questions: 1. What do you need to know and be able to do in order to correctly interpret what you hear and read in a language that is not your native tongue? 2. What do you need to know and be able to do in order to effectively present oral and written information in a language that is not your native tongue? 3. What does an understanding of the relationship between the products and perspectives of a given culture allow you to communicate with those who speak the language of that culture? 4. Why does an understanding of another language and culture broaden your ability to access information and to appreciate a variety of distinctive viewpoints?

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Integrated Performance Assessment Context for the Integrated Performance Assessment: Modern and classical reading selections and the authors of the selections chosen by the teacher will introduce students to reading totally in French. Interpretive Task: • Research reading selections and authors in the library or on the internet. • Create a modern day description of a character’s symbolism selected from one of the reading selections. • Write and draw (cut and paste or draw freehand) a character’s description. Interpersonal Task: Work in groups to create the descriptions of a chosen characters being sure to include… • both a written and graphic illustration of the character. • historical and cultural facts about the character. Presentational Task: Write a short story in French using knowledge learned from reading selections being sure to include an example of symbolism. South Carolina Academic Standards for Modern and Classical Languages: D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message


language. D-1.1-4 Use the target language to exchange information on topics of personal interest with others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed.

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D-1.2-1 Respond appropriately to more complex directions and commands given in the target language. D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target language materials, in both oral and written



works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics. D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture. D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture. D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas. D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers. D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target-language idioms within familiar contexts. D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target culture with those in his or her native

culture.

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D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture. D-5.1-1 Use the target language to converse with target language speakers encountered outside of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target language speakers encountered outside of the classroom

setting. D-5.1-3 Use target culture resources in the local or regional community to create opportunities for social interaction. Lexical Content Support Structures Instructional Strategies Resources and Materials Interim Assessments NEW: • Vocabulary

included in Le Petit Prince

• Vocabulary used in various short stories

NEW: • Simple past as used

in literature REVIEW/SPIRAL: • Adjectives and their

agreement • Verbs-avoir, être,

aller, faire












• Websites • Practice exercises on




• Textbooks • Advanced reading

books • Flash cards of



• Presenting a description in target language to class






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organizers • TVs • VCRs • CD player and CDs • Computer(s)/internet • Overhead projector • Notebooks • Flashcards • Posters • Markers and erasers • White boards • Calendars (student


Antoine de Saint-Exupéry

Romance in literature

Naturalism in literature

20th century literature

• Observation

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Symbolism in literature

*cite web site, then give name of magazine or newspaper: www.yahoo.com magazines: Paris-Match, Elle, L’Express; newspapers: Le Figaro, Le Monde *cite websites: www.google.com (French fables, fairy tales, Grimm Brothers, Little Golden Books)

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SSOOUUTTHH CCAARROOLLIINNAA AACCAADDEEMMIICC SSTTAANNDDAARRDDSS

FFOORR MMOODDEERRNN AANNDD

CCLLAASSSSIICCAALL LLAANNGGUUAAGGEESS

Inez Moore Tenenbaum State Superintendent of Education

South Carolina Department of Education Columbia, South Carolina

DDeecceemmbbeerr 22000066

ii

Contents Acknowledgments.......................................................................................................................... iii Introduction......................................................................................................................................1 Format of the Standards for the Three Stages of Language Learning .............................................5 Academic Standards for Modern Languages Communication................................................................................................................................7 Cultures ..........................................................................................................................................14 Connections....................................................................................................................................18 Comparisons ..................................................................................................................................21 Communities ..................................................................................................................................24

Stage-Level Standards for Modern Languages Beginning.......................................................................................................................................27 Developing.....................................................................................................................................41 Expanding ......................................................................................................................................54 Academic Standards for Classical Languages Communication..............................................................................................................................69 Culture............................................................................................................................................72 Connections....................................................................................................................................75 Comparisons ..................................................................................................................................77 Communities ..................................................................................................................................79

Stage-Level Standards for Classical Languages Beginning.......................................................................................................................................82 Developing.....................................................................................................................................93 Expanding ....................................................................................................................................104 Appendix A: Modern and Classical Languages Standards Glossary...........................................115 Appendix B: Revised Bloom’s Taxonomy...................................................................................116

iii

Acknowledgments South Carolina owes a debt of gratitude to the following organizations and individuals for their assistance in the development of the new South Carolina academic standards document for modern and classical languages. State Modern and Classical Languages Panel The members of the state modern and classical languages committee reviewed and recommended revisions to the 1999 standards document, South Carolina Foreign Language Curriculum Standards: Rachel Amey Charleston School District

Judy Langston Lancaster School District

Margaret Young Barnwell School District Forty-Five

Deborah Carrero Greenville School District

Sharon McCullough Horry School District

Arnold Wagner Charleston School District

Lynn Fulton-Archer Rock Hill School District Three

Kimberly McLaren Berkeley School District

Shelia Williams Berkeley School District

Bonner Guidera Horry School District

Donna Quave Lexington School District Two

Helga Hulett Lexington School District Five

Gloria Quave Lexington School District One

American Council on the Teaching of Foreign Languages (ACTFL) Marty Abbott, ACTFL director of education, assisted the team of content analysts who provided rigorous, high-quality grade-level indicators for South Carolina’s standards on the basis of national and state standards documents. Dr. Lorin W. Anderson Dr. Anderson, of the College of Education at the University of South Carolina, designed the revised taxonomy for learning. He is coeditor, with David R. Krathwohl, of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (New York: Allyn and Bacon, 2001). State Department of Education This standards document was developed under the direction of Lucinda Saylor, deputy superintendent, Division of Curriculum Services and Assessment, and Ruta Couet, education associate for modern and classical languages.

Deleted: at Education and Learning

1

Introduction The national content standards for the teaching and learning of foreign languages in kindergarten through grade twelve are those established by the National Standards in Foreign Language Education Project—an eleven-member task force representing a variety of languages, program models, geographic regions, and levels of instruction and funded by a grant from the United States Department of Education and the National Endowment for the Humanities. These standards, which were first published in 1996 in the document titled Standards for Foreign Language Learning in the 21st Century, have been adopted by the South Carolina Department of Education as the academic standards for modern and classical languages in the state’s public schools. The material in the South Carolina Academic Standards for Modern and Classical Languages is therefore conceived and organized according to these national standards and their five goal areas: Communication, Cultures, Connections, Comparisons, and Communities. State Department of Education (SDE) professional staff, working in collaboration with members of the state modern and classical languages committee to create this document, utilized not only the national standards document in its second edition—Standards for Foreign Language Learning in the 21st Century (Lawrence, KS: National Standards in Foreign Language Education Project, 1999)—but also a number of other publications, including the following: • ACTFL Performance Guidelines for K–12 Learners (Yonkers, NY: American Council on the

Teaching of Foreign Languages, 1999)

• K–12 world-language standards documents published by several states:

2005 Connecticut World Language Curriculum Framework http://www.state.ct.us/sde/DTL/curriculum/WLFv2.doc Challenge for a New Era: Nebraska K–12 Foreign Language Frameworks http://www.nde.state.ne.us/forlg/Frameworks/Frameworks.pdf

Latin IV Essential Curriculum (issued by Frederick County Public Schools, Frederick, MD) http://www.fcpsteach.org/docs/latin_IV.pdf

New Jersey World Languages Curriculum Framework: A Document in Support of the Core Curriculum Content Standards for World Languages http://www.state.nj.us/njded/frameworks/worldlanguages

Wisconsin’s Model Academic Standards for Foreign Languages http://www.dpi.state.wi.us/standards/pdf/fl.pdf

• Standards for Classical Language Learning, by Richard C. Gascoyne et al. (Oxford, OH: American Classical League, 1997)

• Understanding by Design, by Grant Wiggins and Jay McTighe, 2nd edition (Alexandria, VA: Association for Supervision and Curriculum Development, 2005)

http://www.state.ct.us/sde/DTL/curriculum/WLFv2.doc�

http://www.nde.state.ne.us/forlg/Frameworks/Frameworks.pdf�

http://www.fcpsteach.org/docs/latin_IV.pdf�

http://www.state.nj.us/njded/frameworks/worldlanguages/�

http://www.dpi.state.wi.us/standards/pdf/fl.pdf�

2

A field review of the first draft of the South Carolina standard document was conducted from April through May 2006, and feedback from that review was incorporated into the document. The edited draft was presented to the State Board of Education for first and second readings on November 8, 2006, and December 13, 2006, respectively. Procedures for the formal review of South Carolina’s academic standards by the Education Oversight Committee and the SDE and the formal approval of the standards by the State Board are published in the document Procedures for the Cyclical Review of Current South Carolina K–12 Academic Standards and for the Development of New Academic Standards, available online at http://ed.sc.gov/agency/offices/cso/documents/2006_ProceduresReviewofStandards.doc. South Carolina Academic Standards Documents Beginning with the 2004 social studies standards document, the state-approved expectations for students in South Carolina are called academic standards rather than curriculum standards. In accordance with the South Carolina Educational Accountability Act of 1998, the purpose of the state’s issuing academic standards is to provide the basis for the development of local curricula. It is important to stress, however, that the academic standards and performance indicators in this document are not sequenced for instruction; do not prescribe instructional strategies, materials, or practices; and do not constitute a curriculum. Instead, the document describes what every student of modern and classical languages should know and be able to do throughout an articulated language program. Revised Standards Document for Modern and Classical Languages The South Carolina Academic Standards for Modern and Classical Languages modifies the format and content of South Carolina’s 1999 standards document for modern and classical languages in several particulars: A. The first part of both main sections (modern languages and classical languages) presents all

the indicators for each standard across the three language-learning stages simultaneously in chart form. The second part of both main sections presents all the standards and indicators for each of the three stages individually.

B. An overview describing each stage of language learning precedes sections containing the stage-specific standards and indicators.

C. The number of performance indicators has been reduced. The indicators now reflect a progression in performance from one stage of language learning to the next.

D. Each standard is preceded by an essential question designed to focus on the big picture that frames the standard. It is not answerable by a single response but is intended to lead to inquiry and transfer by both the teacher and the student.

E. All terms defined in the glossary are rendered in boldface type in the running text of the document.

F. Sample instructional activities are included for all of the indicators for every standard.

Formatted: Bullets and Numbering



http://ed.sc.gov/agency/offices/cso/documents/2006_ProceduresReviewofStandards.doc�

3

Modern and Classical Languages Curriculum Support Documents The SDE will develop curriculum support documents after the State Board adoption of these standards. School districts, schools, and teachers should use those documents when constructing a standards-based curriculum, adding or expanding topics and organizing content to fit their students’ needs. The support document will include materials and resources such as • sample units incorporating performance-based assessment; • suggested rubrics for assessment; • listings of resources including target-language Web sites, community organizations and

groups, and sources of authentic materials; • appropriate instructional strategies for performance tasks; • documents relating to issues affecting modern and classical language instruction; and • guidelines for effective elementary, middle, and high school modern and classical language

programs. Definitions of Key Terms Used in This Document • Essential question. A central issue that frames the overarching goal of a particular academic

standard. All standards in each goal area in this document are preceded by an essential question. Grant Wiggins and Jay McTighe explain in Understanding by Design that an essential question is one “that lies at the heart of a subject or a curriculum (as opposed to being either trivial or leading), and promotes inquiry and uncoverage of a subject. Essential questions thus do not yield a single straightforward answer (as a leading question does) but produce different plausible responses, about which thoughtful and knowledgeable people may disagree. An essential question can be either overarching or topical (unit-specific) in scope” (342).

• Academic standards. Statements of the most important, consensually determined

expectations for student learning in a particular discipline.

South Carolina’s academic standards for the classical and modern languages are the national standards and are conceived in terms of the goal areas Communication, Cultures, Connections, Comparisons, and Communities. Each of the introductory essays for these goal areas in the modern languages is based closely on the explanations provided in the national standards document, Standards for Foreign Language Learning in the 21st Century. All of the statements of the academic standards themselves are taken verbatim from Standards for Foreign Language Learning in the 21st Century and are documented by page number. All of the standards statements are accompanied by contextual explanations that are also taken verbatim from the national standards document.


4

• Indicators. Specific statements of the knowledge, skills, and cognitive processes needed for a student to meet a stage-level standard.

Due to the varying starting points in the sequences of language instruction in South Carolina, specific indicators for student performance formulated on the basis of grade levels are inappropriate. The state has therefore used the concept of the three language-learning stages introduced by the Nebraska Department of Education in the late 1990s—beginning, developing, and expanding—to organize its standards and to formulate its indicators for the modern as well as the classical languages. “The terms beginning, developing, and expanding,” explains Nebraska, “emphasize the fact that language is a complex system and that skills are developed over a long period of time” (9). Regardless of whether the sequence begins in elementary, middle, or high school, the starting point for a student to move along the language-acquisition continuum is always the beginning stage. The later the sequence begins, however, the less likely it is that students will ever go beyond minimal functions in the language they study. Instructional sequences that begin in high school, in other words, cannot provide students with enough time to progress through the developing and expanding stages. Student performance in modern and classical languages is directly related to the length, intensity, and quality of the instruction the students receive.

Many of the main verbs in South Carolina’s indicators for the classical and modern language standards identify specific aspects of a cognitive process as described in the revised Bloom’s taxonomy in appendix B of this document. This use of the new taxonomy will allow teachers to identify the kind of content (knowledge) addressed in an indicator (as factual, conceptual, procedural, or metacognitive) and will help teachers to align their lessons with both the content and the cognitive process identified in the particular indicator.

• Sample activities. Suggestions for instructional activities that educators can use in

addressing the competencies identified in the indicators. The sample activities illustrate how students might acquire the knowledge and skills required by one or more indicators or how students might be asked to demonstrate their acquisition of those particular competencies. At least one sample activity is provided for every indicator.

• Target language, target culture. The target language is the language that the students in a given class are learning. The target culture is the life and character of the single country or the number of different countries where the target language is spoken as a native tongue.

5

FFoorrmmaatt ooff tthhee SSttaannddaarrddss ffoorr tthhee TThhrreeee SSttaaggeess ooff LLaanngguuaaggee LLeeaarrnniinngg

MODERN LANGUAGES

Comparisons

DEVELOPING STAGE

This is the heading on the page that contains the indicators for standard 2 under the fourth goal, Comparisons, for students in the developing stage of learning a modern language.

This is the “essential question” that frames the particular goal.

This is the statement of the standard and its contextual explanation, directly quoted from the National Standards in Foreign Language Education Project’s Standards for Foreign Language Learning in the 21st Century and documented by page number. South Carolina has adopted the national standards as the state’s academic standards for classical and modern languages.

These are the three performance indicators for the developing stage of standard 4.2 for modern languages.

These are the sample activities for standard 4.2 for students in the developing stage. At least one sample activity is provided for every indicator of each of the standards for both classical and modern languages. The sample activities illustrate how students might be asked to demonstrate the competencies identified in the indicators or how they might be led to acquire those competencies.

6

AACCAADDEEMMIICC

SSTTAANNDDAARRDDSS

FFOORR

MMOODDEERRNN

LLAANNGGUUAAGGEESS

7

CCoommmmuunniiccaattiioonn

CCoommmmuunniiccaattee iinn LLaanngguuaaggeess OOtthheerr TThhaann EEnngglliisshh

Studying a language does not automatically result in the development of one’s ability to use that language in real situations. Because the acquisition of communicative competence in a language involves more than learning the elements of that language, even those who master its vocabulary and grammar may not be able to understand the language when they encounter it outside the classroom. In order to communicate successfully in another language, learners must develop strategies to assist them in bridging the communication gaps that exist because of differences in languages and cultures. The language class provides a safe haven for learners to practice and work through the challenges that one encounters when communicating with speakers of other languages. Communicating successfully is a central goal of language learning. The academic standards in the Communication Goal are intended to furnish guidelines for the development of district curricula and classroom activities to provide students with ample opportunities for guided practice in the target language throughout the sequence of modern language instruction. The essential questions framing the Communication Goal are these:

• What does one need to know and be able to do in order to conduct effective interpersonal communication with those who speak a language that is not one’s native tongue? (interpersonal mode—two-way communication in which meaning is negotiated by both parties)

• What does one need to know and be able to do in order to correctly interpret what one hears and reads in a language that is not one’s native tongue? (interpretive mode—one-way communication in which a single party derives meaning from reading or listening without negotiation)

• What does one need to know and be able to do in order to effectively present oral and written information in a language that is not one’s native tongue? (presentational mode—communication by way of a prepared written or oral statement that an individual has prepared in advance and edited)

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MODERN LANGUAGES

COMMUNICATION Interpersonal Mode

Essential Question 1.1 What does one need to know and be able to do in order to conduct effective interpersonal communication with those who speak a language that is not one’s native tongue?

Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

The Interpersonal Mode is characterized by active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications can be made accordingly. . . . The Interpersonal Mode is most obvious in conversation, but [it] . . . can be realized through reading and writing, such as the exchange of personal letters or of electronic mail messages.

Standards for Foreign Language Learning in the 21st Century, p. 36

Indicators

Beginning Stage Developing Stage Expanding Stage

The student will The student will The student will B-1.1-1 Indicate in the target language that he or she does not understand or cannot communicate a message adequately.

D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she cannot communicate a message adequately.

E-1.1-1 Employ circumlocution to communicate messages in the target language when he or she cannot communicate a message adequately.

B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors.

D-1.1-2 Identify and respond appropriately in the target language to nonverbal cues.

E-1.1-2 Use the target language and the appropriate behaviors to initiate and sustain conversation.

B-1.1-3 Use the target language to give simple directions; understand simple directions given in the target language.

D-1.1-3 Use the target language to give directions and ask questions for clarification; understand directions given in the target language.

E-1.1-3 Use the target language to give directions for managing an unexpected situation; understand directions given in the target language for managing such a situation.

9


The student will The student will The student will B-1.1-4 Use the target language to exchange personal information (e.g., names, home addresses, telephone numbers, e-mail addresses) with others.

D-1.1-4 Use the target language to exchange information on topics of personal interest with others.

E-1.1-4 Use the target language to exchange opinions and beliefs with others.

B-1.1-5 Use the target language to express personal needs in familiar situations.

D-1.1-5 Use the target language to express personal needs in detail in predictable situations.

E-1.1-5 Use the target language to respond appropriately to unexpected circumstances and situations.

B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and disagreement regarding familiar topics.

D-1.1-6 Use the target language to express personal preferences and opinions with supporting details.

E-1.1-6 Use the target language to express personal feelings and ideas for the purpose of persuading others.

B-1.1-7 Use the target language to ask and answer simple questions.

D-1.1-7 Use the target language to ask and answer complex questions and to provide and request clarification when needed.

E-1.1-7 Use the target language to ask and answer open-ended questions and to sustain conversation.

10

MODERN LANGUAGES

COMMUNICATION Interpretive Mode

Essential Question 1.2 What does one need to know and be able to do in order to correctly interpret what one hears and reads in a language that is not one’s native tongue?

Standard 1.2 Students understand and interpret written and spoken language on a variety of topics.

The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker. Such instances of “one-way” reading or listening include the cultural interpretation of texts, movies, radio and television broadcasts, and speeches.


Indicators


The student will The student will The student will B-1.2-1 Respond appropriately to simple directions and commands given in the target language.

D-1.2-1 Respond appropriately to more complex directions and commands given in the target language.

E-1.2-1 Respond appropriately to complex directions, instructions, and commands given in the target language.

B-1.2-2 Identify aural, visual, and context clues in authentic target-language materials, in both oral and written forms.

D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target-language materials, in both oral and written forms.

E-1.2-2 Apply diverse strategies to derive meaning and discern details from authentic target-language materials, in both oral and written forms.

B-1.2-3 Identify the main idea in authentic target-language materials, in both oral and written forms.

D-1.2-3 Identify the main idea and discern supporting details in authentic target-language materials, in both oral and written forms.

E-1.2-3 Interpret and analyze authentic target-language materials, in both oral and written forms.

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The student will The student will The student will B-1.2-4 Understand information on familiar topics that is conveyed in the target language in sentence-level oral and written presentations.

D-1.2-4 Understand information on a variety of topics that is conveyed in the target language in paragraph-length oral and written presentations.

E-1.2-4 Understand information on a wide variety of topics that is conveyed in the target language in paragraph-length and longer oral and written presentations.

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MODERN LANGUAGES

COMMUNICATION Presentational Mode

Essential Question 1.3 What does one need to know and be able to do in order to effectively present oral and written information in a language that is not one’s native tongue?

Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

The Presentational Mode refers to the creation of messages in a manner that facilitates interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. Examples include the writing of reports and articles or the presentation of speeches.


Indicators


The student will The student will The student will B-1.3-1 Use the target language to give simple directions and commands.

D-1.3-1 Use the target language to give directions and commands for simple processes.

E-1.3-1 Use the target language to explain a complex process incorporating detailed instructions.

B-1.3-2 Use visuals as support in communicating a message in the target language.

D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the target language.

E-1.3-2 Use multiple strategies to enhance the communication of a message in the target language.

B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics.

D-1.3-3 Use the target language to express personal opinions on selected topics.

E-1.3-3 Use the target language to research and defend a position on a particular issue.

B-1.3-4 Use the target language to dramatize simple authentic materials (e.g., rhymes, songs, folktales).

D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic materials (e.g., songs, folktales, short works of literature).

E-1.3-4 Use the target language to summarize and analyze authentic materials (e.g., songs, folktales, works of literature).

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The student will The student will The student will B-1.3-5 Use the target language to list and compare information from simple sources.

D-1.3-5 Use the target language to organize and summarize information from a variety of sources.

E-1.3-5 Use the target language to research and synthesize information from a variety of sources.

B-1.3-6 Communicate information in the target language in sentence-level oral and written presentations on familiar topics.

D-1.3-6 Communicate information in the target language in paragraph-length oral and written presentations on a variety of topics.

E-1.3-6 Communicate information in the target language in multi-paragraph-length oral and written presentations on a wide variety of topics.

14

CCuullttuurreess

GGaaiinn KKnnoowwlleeddggee aanndd UUnnddeerrssttaannddiinngg ooff OOtthheerr CCuullttuurreess

What Is Culture? The term culture includes the philosophical perspectives, the behavioral practices, and the products—both tangible and intangible—of a society. The diagram below illustrates how the products and the practices are derived from the philosophical perspectives that form the worldview of a cultural group. It also shows how these three components of culture are closely interrelated.

CULTURE FRAMEWORK

Perspectives

Practices Products

Because language is the primary vehicle for expressing cultural perspectives and participating in social practices, the study of a language provides opportunities for students to develop insights into a culture that are available in no other way. In reality, then, the true content of the modern language course is not the grammar and the vocabulary of the particular language but the cultures expressed through that language. It is important that students become skilled observers and analysts of other cultures. The essential questions framing the Cultures Goal area are these:

• Why does an understanding of the relationship between the practices and the perspectives of a given culture allow one to communicate with those who speak the language of that culture?

• Why does an understanding of the relationship between the products and the perspectives of a given culture allow one to communicate with those who speak the language of that culture?

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MODERN LANGUAGES

CULTURES

Essential Question 2.1 Why does an understanding of the relationship between the practices and the perspectives of a given culture allow one to communicate with those who speak the language of that culture?

Standard 2.1 Students demonstrate an understanding of the relationship between the practices and the perspectives of the cultures studied.

This standard focuses on the practices that are derived from the traditional ideas, attitudes, and values (perspectives) of a culture. “Cultural practices” refers to patterns of behavior accepted by a society and deal with aspects of culture such as rites of passage, the use of forms of discourse, the social “pecking order,” and the use of space. In short, they represent the knowledge of “what to do when and where.” It is important to understand the relationship between these practices and the underlying perspectives that represent the culture’s view of the world.


Indicators


The student will The student will The student will B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture.

D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture.

E-2.1-1 Integrate appropriate words, phrases, behaviors, and idioms into personal interactions in the target culture.

B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of everyday life in the target culture.

D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of everyday life in the target culture.

E-2.1-2 Use the target language to analyze behaviors and traits that are characteristic of everyday life in the target culture.

B-2.1-3 Use the target language to identify the cultural practices that are particular to the target culture.

D-2.1-3 Use the target language to compare the cultural practices that are particular to the target culture.

E-2.1-3 Use the target language to analyze the cultural practices that are particular to the target culture.

B-2.1-4 Use the target language to identify social issues currently affecting the target culture.

D-2.1-4 Use the target language to describe the various perspectives on social issues currently affecting the target culture.

E-2.1-4 Use the target language to analyze the various perspectives on social issues currently affecting the target culture.

16

MODERN LANGUAGES

CULTURES

Essential Question 2.2 Why does an understanding of the relationship between the products and the perspectives of a given culture allow one to communicate with those who speak the language of that culture?

Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.

This standard focuses on the products of the culture studied and on how they reflect the perspectives of that culture. Products may be tangible (e.g., a painting, a cathedral, a piece of literature, a pair of chopsticks) or intangible (e.g., an oral tale, a dance, a sacred ritual, a system of education). Whatever the form of the product, its presence within the culture is required or justified by the underlying beliefs and values (perspectives) of that culture, and the cultural practices involve the use of that product.


Indicators


The student will The student will The student will B-2.2-1 Use the target language to identify tangible products and symbols of the target culture (e.g., toys, dress, types of dwellings, foods, flags, monuments, landmarks).

D-2.2-1 Use the target language to describe the use of tangible products and symbols of the target culture within that culture.

E-2.2-1 Use the target language to analyze the products and symbols of the target culture to determine their significance both within and beyond that culture.

B-2.2-2 Use the target language to identify and participate in artistic expressions of the target culture (e.g., songs, literature, dance, artworks).

D-2.2-2 Use the target language to describe relationships between the products and perspectives of the target culture.

E-2.2-2 Use the target language to analyze relationships between the products and perspectives of the target culture.

B-2.2-3 Use the target language to identify the contributions that the target culture has made to the world.

D-2.2-3 Use the target language to describe the contributions that the target culture has made to the world.

E-2.2-3 Use the target language to explain the effects of the target culture’s contributions to the world.

17


The student will The student will The student will B-2.2-4 Use the target language to identify social, economic, and political perspectives within the target culture.

D-2.2-4 Use the target language to describe social, economic, and political perspectives within the target culture.

E-2.2-4 Use the target language to explain the impact on current issues and world events that social, economic, and political perspectives within the target culture have had.

18

CCoonnnneeccttiioonnss CCoonnnneecctt wwiitthh OOtthheerr DDiisscciipplliinneess

aanndd AAccqquuiirree IInnffoorrmmaattiioonn The study of modern languages is ideally suited to curriculum integration because it leads students to make valuable connections, both formally and informally, among the various disciplines. Learning a modern language not only allows students to “learn how to learn,” no matter what the topic or the discipline, but also empowers them to extend their ability to “know and do” in the world in which they live. Language acquisition focuses on the broader education of students, encouraging teachers to use the classroom language-learning experience to reach across the disciplines and build upon the knowledge that students have already acquired. As they learn another language, students are afforded the opportunity to expand their sources of information and thus to broaden the depth and scope of their knowledge in general. With today’s technology, students can readily access information in the modern language they are studying, interact with native speakers of that language, and hear and view presentations in that language. The essential questions framing the Connections Goal area are these:

• Why does an understanding of another language and culture increase one’s ability to function in a variety of disciplines?

• Why does an understanding of another language and culture broaden one’s ability to access information and to appreciate a variety of distinctive viewpoints?

Deleted: Comparisons

Deleted:

19

MODERN LANGUAGES

CONNECTIONS Essential Question 3.1 Why does an understanding of another language and culture increase one’s ability to function in a variety of disciplines?

Standard 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.

Learning today is no longer restricted to a specific discipline; it has become interdisciplinary. Just as reading cannot be limited to a particular segment of the school day but is central to all aspects of the school curriculum, so, too, can foreign language build upon the knowledge that students acquire in other subject areas. In addition, students can relate the information studied in other subjects to their learning of the foreign language and culture.


Indicators


The student will The student will The student will B-3.1-1 Locate resources and identify information in the target language that will further his or her knowledge in other subject areas.

D-3.1-1 Locate resources and summarize information in the target language that will further his or her knowledge in other subject areas.

E-3.1-1 Locate resources and synthesize information in the target language that will further his or her knowledge in other subject areas.

20

MODERN LANGUAGES

CONNECTIONS

Essential Question 3.2 Why does an understanding of another language and culture broaden one’s ability to access information and to appreciate a variety of distinctive viewpoints?

Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

As a consequence of learning another language and gaining access to its unique means of communication and ways of thinking, students acquire new information and perspectives. As learners of a foreign language, they broaden the sources of information available to them. They have a “new window on the world.”


Indicators


The student will The student will The student will B-3.2-1 Use the target language to identify viewpoints within the target culture that are expressed in sources intended for native speakers.

D-3.2-1 Use the target language to describe viewpoints within the target culture that are expressed in sources intended for native speakers.

E-3.2-1 Use the target language to summarize viewpoints within the target culture that are expressed in sources intended for native speakers.

21

CCoommppaarriissoonnss

DDeevveelloopp IInnssiigghhtt iinnttoo tthhee NNaattuurree ooff

LLaanngguuaaggee aanndd CCuullttuurree

A major benefit of the study of a modern language is that students not only gain a deeper understanding of their native language and culture but also acquire a greater awareness of the interconnections between languages and cultures in general. The ability to make comparisons among diverse languages, social behaviors, and cultural views allows students to become keener observers and analyzers of their own society and communication system. By making such comparisons, students also develop their critical thinking abilities in important ways. The essential questions framing the Comparisons Goal are these:

• How does a knowledge of another language enhance one’s understanding of the nature of language in general?

• How does a knowledge of another language enhance one’s understanding of culture and society in general?

22

MODERN LANGUAGES

COMPARISONS

Essential Question 4.1 How does a knowledge of another language enhance one’s understanding of the nature of language in general?

Standard 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

This standard focuses on the impact that learning the linguistic elements in the new language has on students’ ability to examine their own language, and to develop hypotheses about the structure and use of languages. . . . Activities can be systematically integrated into instruction that will assist students in understanding how languages work.

Standards for Foreign Language Learning in the 21st Century, p.58

Indicators


The student will The student will The student will B-4.1-1 Compare cognates and word borrowings between the target language and English.

D-4.1-1 Describe how the target language and English have influenced each other.

E-4.1-1 Explain the role of society in the changing nature of the target language.

B-4.1-2 Identify differences and similarities in register between the target language and English.

D-4.1-2 Use the appropriate register when speaking and writing in the target language.

E-4.1-2 Integrate the appropriate register when speaking and writing in the target language.

B-4.1-3 Recognize high-frequency target-language idioms within limited contexts.

D-4.1-3 Use high-frequency target-language idioms within familiar contexts.

E-4.1-3 Use target-language idioms within a variety of contexts.

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MODERN LANGUAGES

COMPARISONS Essential Question 4.2 How does a knowledge of another language enhance one’s understanding of culture and society in general?

Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

As students expand their knowledge of cultures through language learning, they continually discover perspectives, practices, and products that are similar to and different from those in their own culture. They develop the ability to hypothesize about cultural systems in general. Some students may make these comparisons naturally, others learn to do so. This standard helps focus this reflective process for all students by encouraging integration of this process into instruction from the earliest levels of learning.


Indicators


The student will The student will The student will B-4.2-1 Use the target language to identify the products of the target culture and those of his or her native culture.

D-4.2-1 Use the target language to compare the products of the target culture with those of his or her native culture.

E-4.2-1 Use the target language to analyze the products from the target culture.

B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target culture that are similar to and different from those in his or her native culture.


E-4.2-2 Use the target language to interact effectively in a variety of social contexts within the target culture as well as within his or her native culture.

B-4.2-3 Use the target language to identify practices within the target culture that are similar to and different from those in his or her native culture.

D-4.2-3 Use the target language to compare practices that are particular to the target culture with those of his or her native culture.

E-4.2-3 Use the target language to analyze practices that are particular to the target culture with those of his or her native culture.

24

CCoommmmuunniittiieess PPaarrttiicciippaattee iinn

MMuullttiilliinngguuaall CCoommmmuunniittiieess aatt HHoommee aanndd aarroouunndd tthhee WWoorrlldd

The ability to communicate in other languages expands the employment opportunities for students both at home and abroad, allows them to pursue their personal interests with greater success, and gives them the means to contribute to society in more meaningful and effective ways. Ultimately, as a result of their ability to communicate in other languages, students have a greater insight into their own language and culture, are better able to connect with practitioners across the disciplines, and possess a deeper appreciation for the interdependence of people and communities throughout the world. The Communities Goal combines elements from each of the other goal areas. The standards in this goal embrace the student’s ability not only to use a modern language effectively but also to apply a knowledge of the perspectives, products, and practices of the culture in which that language is used. While some students are fortunate enough to have direct access to multilingual communities through their home backgrounds, all students benefit from an awareness of the many communities where not only English but other modern languages are spoken. The essential question framing the Communities Goal is this:

• Why does an understanding of another language and culture allow one to participate more fully in the global community?

25

MODERN LANGUAGES

COMMUNITIES Essential Question 5.1 Why does an understanding of another language and culture allow one to participate more fully in the global community?

Standard 5.1 Students use the language both within and beyond the school setting.

This standard focuses on language as a tool for communication with speakers of the language throughout one’s life: in schools, in the community, and abroad. In schools, students share their knowledge of language and culture with classmates and with younger students who may be learning the language. Applying what has been learned in the language program as defined by the other standards, students come to realize the advantages inherent in being able to communicate in more than one language and develop an understanding of the power of language.


Indicators


The student will The student will The student will B-5.1-1 Use the target language to respond to target-language speakers encountered outside of the classroom setting.

D-5.1-1 Use the target language to converse with target-language speakers encountered outside of the classroom setting.

E-5.1-1 Use knowledge of the target language and culture to interact appropriately with target-language speakers encountered outside of the classroom setting.

B-5.1-2 Share examples of the target language and culture with people encountered outside of the classroom setting.

D-5.1-2 Use the target language to initiate social connections with target-language speakers encountered outside of the classroom setting.

E-5.1-2 Use the target language to establish and maintain social connections with target-language speakers encountered outside of the classroom setting.

B-5.1-3 Identify examples of the target culture (e.g., restaurants, festivals, dramatic productions) in the local or regional community.

D-5.1-3 Use target-culture resources in the local or regional community to create opportunities for social interaction.

E-5.1-3 Perform community service using knowledge of the target language and/or the target culture.

Note: Standard 5.2, “Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment,” is omitted from the South Carolina standards due to the difficulty that standard 5.2 presents with regard to the assessment of student performance.

26

SSTTAAGGEE--LLEEVVEELL

SSTTAANNDDAARRDDSS

FFOORR

MMOODDEERRNN

LLAANNGGUUAAGGEESS

27

Beginning

Students who are in the beginning stage of learning a modern language may be at any grade level—first, sixth, ninth, or twelfth—depending on the scope and sequence of the program of instruction established by the particular school district. In any case, more than a single school year or a single course is required for students to complete the beginning stage. The beginning stage is more receptive in nature than the two subsequent stages, developing and expanding; that is, the beginning student’s comprehension is generally better than his or her language production. Beginning students develop aural and oral skills first, taking in sounds and then recognizing patterns as they begin to imitate the target language. They next learn to read and write what they can understand and say—everyday words, commands, simple phrases, short sentences, and basic questions. Able to use predictable language in familiar settings, they are also able to apply such strategies as context clues, repetition, and simple paraphrasing to understand and communicate in the target language. Beginning-stage language learners also start to develop cultural awareness and the ability to recognize the products, practices, and perspectives of the target culture. They begin to discern the similarities and differences that exist between the target language and culture and their own. They locate examples of the target culture in their own community and identify ways in which they can use the new language to expand their knowledge in all the content areas.

28

MODERN LANGUAGES

Communication

BEGINNING STAGE





Indicators The student will B-1.1-1 Indicate in the target language that he or she does not understand or cannot

communicate a message adequately. B-1.1-2 Express basic courtesies in the target language and use appropriate behaviors. B-1.1-3 Use the target language to give simple directions; understand simple directions given

in the target language. B-1.1-4 Use the target language to exchange personal information (e.g., names, home

addresses, telephone numbers, e-mail addresses) with others. B-1.1-5 Use the target language to express personal needs in familiar situations. B-1.1-6 Use the target language to express personal likes, dislikes, agreement, and

disagreement regarding familiar topics. B-1.1-7 Use the target language to ask and answer simple questions.

Sample Activities for Standard B-1.1

B-1.1-1 Individual activity: The student refers to a language ladder to find a way to say “I don’t understand.” [A language ladder is a set of four or five phrases that cover a range of registers or expressions for a particular idea—ways of saying thank you to someone, for example, or telling someone good-bye.]

B-1.1-2 Pair activity: The students greet and introduce themselves to individuals (classmates, other students, school staff) and exchange basic information with them in the target language.

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B-1.1-3 Pair activity: The students take turns playing the role of the teacher in a Gouin series of classroom routines. [A Gouin series consists of six to eight phrases or short sentences, all written in the same person and tense, that describe in a logical sequence the steps one performs in carrying out a particular task. The teacher and students act out the meaning of each of the phrases or sentences until the class fully understands the sequence.]

B-1.1-4 Group activity: The students have been assigned a project and, using the target language, make arrangements to work on it after school, negotiating schedules and each other’s activities.

B-1.1-5 Pair or group activity: The students simulate a situation in which they are on a fixed budget and are ordering a meal in a restaurant in a target-language country.

B-1.1-5 Pair or group activity: The students simulate buying a train, subway, or bus ticket in the target-language country.

B-1.1-6 Pair activity: The students use the target language in discussing where they want to spend the weekend and explaining what they would like or not like about the particular place.

B-1.1-7 Group activity: The students use the target language to play Speed Dating. [In the activity Speed Dating, pairs of students conduct target-language interviews during which one person asks the other a series of quick questions and takes notes in order to decide whether he or she wants to date that person.]

30

MODERN LANGUAGES

Communication





Indicators The student will B-1.2-1 Respond appropriately to simple directions and commands given in the target

language. B-1.2-2 Identify aural, visual, and context clues in authentic target-language materials, in

both oral and written forms. B-1.2-3 Identify the main idea in authentic target-language materials, in both oral and written

forms. B-1.2-4 Understand information on familiar topics that is conveyed in the target language in

sentence-level oral and written presentations.

Sample Activities for Standard B-1.2 B-1.2-1 Class activity: The students carry out the steps in a target-language Gouin series based

on classroom routines: each student randomly selects a phrase or sentence in the series and performs it. Using the target language, the class members take turns identifying the particular routine that a student has just performed. [A Gouin series consists of six to eight phrases or short sentences, all written in the same person and tense, that describe in a logical sequence the steps one performs in carrying out a particular task. As an instructional strategy. The teacher and students act out the meaning of each of the phrases or sentences until the class fully understands the sequence.]

B-1.2-2 Individual activity: The student underlines the cognates in a target-language text and then, in English, predicts what the article is about.

Group follow-up activity: The students brainstorm the strategies that one uses in predicting the main idea of a target-language text.

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B-1.2-3 Individual activity: The student becomes familiar with a song from the target culture, completes a cloze activity with the lyrics, and then states the main idea of the song. [A cloze activity is a fill-in-the-blank exercise in which the student must supply the missing words in a text by using context clues, either selecting the words from a given list or using his or her own vocabulary.]

B-1.2-4 Individual activity: The student reads the text from a target-language comic strip and then matches the text with the comic-strip panel illustrations.

B-1.2-4 Individual activity: The student gives a title to a short article, song, tale, or poem written in the target language.

32

MODERN LANGUAGES

Communication

BEGINNING STAGE





Indicators The student will B-1.3-1 Use the target language to give simple directions and commands. B-1.3-2 Use visuals as support in communicating a message in the target language. B-1.3-3 Use the target language to express personal likes or dislikes regarding familiar topics. B-1.3-4 Use the target language to dramatize simple authentic materials (e.g., rhymes, songs,

folktales). B-1.3-5 Use the target language to list and compare information from simple sources. B-1.3-6 Communicate information in the target language in sentence-level oral and written

presentations on familiar topics.

Sample Activities for Standard B-1.3 B-1.3-1 Individual activity: The student uses the target language to list five things that he or she

must do to be successful in a modern-language class. B-1.3-2 Individual activity: The student creates a collage with pictures of family and friends and

then uses the target language to describe the collage to a classmate. B-1.3-3 Group activity: The students develop and distribute a target-language survey on their

classmates’ free-time activities, including their level of frequency for each activity. B-1.3-4 Group activity: The students work in groups to teach an authentic target-language

rhyme, song, folktale, or poem to the rest of the class using the Total Physical Response instructional strategy.

B-1.3-5 Individual or group activity: The students review several authentic target-language train schedules and choose the best trains based on criteria such as the cheapest, the fastest, and the most luxurious.

B-1.3-6 Individual activity: The student uses the target language to write a thank-you note explaining why he or she likes the gift sent by friends who live in the target-language country.

33

MODERN LANGUAGES

Cultures

BEGINNING STAGE





Indicators

The student will B-2.1-1 Imitate language and behaviors that are appropriate to interactions in the target culture. B-2.1-2 Use the target language to identify behaviors and traits that are characteristic of

everyday life in the target culture. B-2.1-3 Use the target language to identify the cultural practices that are particular to the target

culture. B-2.1-4 Use the target language to identify social issues currently affecting the target culture.

Sample Activities for Standard B-2.1 B-2.1-1 Group activity: The students create short video clips demonstrating appropriate

behaviors in settings that one would encounter during a typical day in a target-language country (e.g., greeting people on the street, eating a particular meal, shopping, meeting friends).

B-2.1-2 Individual activity: The student creates a personal schedule that exemplifies a student’s typical weekday in a target-language country.

B-2.1-3 Individual or group activity: The students list winter holiday activities in at least three countries within the target culture.

B-2.1-4 Individual activity: The student scans online or print newspapers from a target-language country and lists the recurring social issues identified in headlines.

34

MODERN LANGUAGES

Cultures

BEGINNING STAGE





Indicators The student will B-2.2-1 Use the target language to identify tangible products and symbols of the target culture

(e.g., toys, dress, types of dwellings, foods, flags, monuments, landmarks). B-2.2-2 Use the target language to identify and participate in artistic expressions of the target

culture (e.g., songs, literature, dance, artworks). B-2.2-3 Use the target language to identify the contributions that the target culture has made to

the world. B-2.2-4 Use the target language to identify social, economic, and political perspectives within

the target culture.


B-2.2-1 Group activity: The students make flash cards of typical artifacts from several target-language countries by placing a picture on one side and the appropriate target-language word on the other.

B-2.2-2 Group activity: The students learn a count-out rhyme in the target language and use it when appropriate in class. [A count-out rhyme—“eeny, meeny, miney, mo,” for example, or “one potato, two potato, three potato, four”—is used to determine whose turn is next in an activity.]

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B-2.2-2 Individual activity: The student chooses a target-language song and teaches part of it to the class.

B-2.2-2 Individual activity: The student creates a self-portrait in the style of an artist from the target culture.

B-2.2-3 Group activity: The students create a class scrapbook, big book, or PowerPoint presentation by adding items throughout the school year that show what the target culture has contributed to the world. The students describe each item with one or two simple sentences in the target language.

B-2.2-4 Pair activity: The students create a graphic organizer to illustrate the basic elements of the government of a target-language country.

36

MODERN LANGUAGES

Connections

BEGINNING STAGE

Essential Question 3.1 Why does an understanding of another language and culture increase one’s ability to function in a variety of disciplines?

Standard 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.



Indicator

The student will B-3.1-1 Locate resources and identify information in the target language that will further his or

her knowledge in other subject areas.

Sample Activity for Standard B-3.1 B-3.1-1 Individual activity: The student cites three target-language Web sites where one can

learn about the scientific accomplishments and contributions of the target culture.

37

MODERN LANGUAGES

Connections

BEGINNING STAGE



As a consequence of learning another language and gaining access to its unique means of communication and ways of thinking, students acquire new information and perspectives. As learners of a foreign language, they broaden the sources of information available to them. They have a “ new window on the world.”


Indicator

The student will B-3.2-1 Use the target language to identify viewpoints within the target culture that are

expressed in sources intended for native speakers.

Sample Activity for Standard B-3.2 B-3.2-1 Pair or group activity: The students study vehicle advertisements from the target culture

and the United States and then create a graphic organizer in order to compare the ads and determine what people from both cultures value in vehicles.

38

MODERN LANGUAGES

Comparisons

BEGINNING STAGE





Indicators

The student will B-4.1-1 Compare cognates and word borrowings between the target language and English. B-4.1-2 Identify differences and similarities in register between the target language and

English. B-4.1-3 Recognize high-frequency target-language idioms within limited contexts.

Sample Activities for Standard B-4.1 B-4.1-1 Individual activity: The student scans a series of captions from advertisements in the

target language, underlines the cognates, and then uses the cognates to match the captions with pictures for the items advertised.

B-4.1-2 Group activity: One student selects an item out of a bag containing props that indicate a person’s age or profession—a handbag, shawl, necktie, or baseball cap, for example. The group members then converse with each other in the target language using the appropriate register represented by the item.

B 4-1.3 Pair activity: The students read situation cards and respond to one another using the appropriate idiomatic expressions they have selected from a target-language word bank. [A situation card describes a scenario in which students must use linguistic skills and cultural knowledge in order to communicate with one another in the target language.]

39

MODERN LANGUAGES

Comparisons

BEGINNING STAGE

Essential Question 4.2 How does a knowledge of another language enhance one’s understanding of culture and society in general?




Indicators The student will B-4.2-1 Use the target language to identify the products of the target culture and those of his or

her native culture. B-4.2-2 Use the target language to identify behavioral patterns and perspectives in the target

culture that are similar to and different from those in his or her native culture. B-4.2-3 Use the target language to identify practices within the target culture that are similar to

and different from those in his or her native culture.

Sample Activities for Standard B-4.2 B-4.2-1 Individual or pair activity: The students choose a holiday celebrated in both the United

States and a target-language country and identify products related to each of the celebrations.

Follow-up activity: The students describe how the products are used in the particular celebration.

B-4.2-2 Individual activity: The student creates a schedule for the meals served in his or her family and in a target culture family, including the name of the each particular meal and the names of two or three items that will be consumed.

B-4.2-3 Individual activity: The student creates a Venn diagram listing his or her summer activities and those of a peer in a target-language country.

40

MODERN LANGUAGES

Communities

BEGINNING STAGE

Essential Question 5.1 Why does an understanding of another language and culture allow one to participate more fully in the global community?




Indicators

The student will B-5.1-1 Use the target language to respond to target-language speakers encountered outside of

the classroom setting. B-5.1-2 Share examples of the target language and culture with people encountered outside of

the classroom setting. B-5.1-3 Identify examples of the target culture (e.g., restaurants, festivals, dramatic

productions) in the local or regional community.

Sample Activities for Standard B-5.1 B-5.1-1 Individual activity: The student uses the target language to respond to a peer from the

target culture who is seeking a pen pal. B-5.1-2 Individual activity: The student uses the target language to teach a family member or

peer how to greet native speakers by using appropriate gestures and the language of the target culture.

B-5.1-3 Individual or pair activity: The students get information from the local chamber of commerce regarding international businesses in their community.

B-5.1-3 Individual or pair activity: The students get information from the local chamber of commerce regarding international businesses in their community.

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Developing

Learners in the developing stage have completed the first part of a sequential, articulated program consisting of prolonged instruction in the target language. Students in this stage will have received more than 250 hours of uninterrupted language study. The developing stage is not the equivalent of the second year of instruction. Rather than merely naming and identifying, students at the developing stage are better able to describe ideas and things and to provide more details. They are starting to recombine phrases and sentences to meet the demands of a greater variety of contexts. They are not only able to express basic wants and needs but are also able to elaborate on them. Students at this stage are able to ask and answer questions, narrate and describe in sentences and groups of related sentences, and understand short oral and written passages. They continue to use strategies such as context clues, repetition, and paraphrasing to understand and communicate in the target language. The developing stage is characterized by language production that moves from imitative to innovative. Developing students continue to extend their language skills, becoming more accurate in the language they produce, and are more reflective than automatic in their responses to situations or questions. They become able to comprehend a greater variety of texts and to generate responses and initiate interactions in the language in more complete and purposeful ways. They may move back and forth between the developing and beginning stages, however—showing confidence and language control in some situations and not in others. Developing-stage learners recognize the interrelatedness of cultural products, practices, and perspectives and establish connections with the target culture. They use the language to expand their knowledge of other content areas and gain awareness of multiple viewpoints.

Deleted: stage

42

MODERN LANGUAGES

Communication Essential Question 1.1 What does one need to know and be able to do in order to conduct effective interpersonal communication with those who speak a language that is not one’s native tongue?




Indicators

The student will D-1.1-1 Use circumlocution and alternative phrasing in the target language when he or she

cannot communicate a message adequately. D-1.1-2 Identify and respond appropriately in the target language to nonverbal cues. D-1.1-3 Use the target language to give directions and ask questions for clarification;

understand directions given in the target language. D-1.1-4 Use the target language to exchange information on topics of personal interest with

others. D-1.1-5 Use the target language to express personal needs in detail in predictable situations. D-1.1-6 Use the target language to express personal preferences and opinions with supporting

details. D-1.1-7 Use the target language to ask and answer complex questions and to provide and

request clarification when needed.

Sample Activities for Standard D-1.1

D-1.1-1 Group activity: The students create throughout the course a target-language monolingual class dictionary on chart paper, illustrating the words with pictures.

D-1.1-2 Pair activity: The students create a mini-poster illustrating a common nonverbal cue in the target culture, identify what the cue means, and explain how to respond to it by using the target language.

43


D-1.1-3 Pair activity: The students use a transit map from the target culture to chart routes from a given point to several tourist attractions. The pair of students alternate giving directions and tracing the routes on the map.

D-1.1-4 Group activity: The students plan a party and, using the target language, make choices about the guest list, food, decorations, and entertainment.

D-1.1-5 Pair activity: The students simulate a shopping experience in which they must use the target language to ask a store clerk for assistance.

D-1.1-6 Group activity: The students work in small groups to create in the target language a description of what it means to be a hero.

Follow-up activity: The students in the class as a whole synthesize the characteristics described by the groups to identify the qualities of a hero.

D-1.1-7 Pair activity: The students assume the role of a famous person, living or dead, from the target culture and take turns interviewing each other in the target language.

Follow-up presentational activity: The students use the target language to write an essay on the characteristics that famous people have in common.

44

MODERN LANGUAGES

Communication

DEVELOPING STAGE





Indicators The student will D-1.2-1 Respond appropriately to more complex directions and commands given in the target

language. D-1.2-2 Use aural, visual, and context clues to derive meaning from authentic target-

language materials, in both oral and written forms. D-1.2-3 Identify the main idea and discern supporting details in authentic target-language

materials, in both oral and written forms. D-1.2-4 Understand information on a variety of topics that is conveyed in the target language

in paragraph-length oral and written presentations.

Sample Activities for Standard D-1.2 D-1.2-1 Individual activity: The student reads driving directions from a teacher-selected target-

language Web site and draws the route on a map. D-1.2-1 Individual or group activity: The students participate in a virtual driving test during

which they have to follow the directions of a driving instructor who speaks the target language.

D-1.2-2 Class activity: The students use ads from a country within the target culture to analyze, in the target language, the ways in which that culture promotes a product or an idea.

D-1.2-3 Individual or group activity: The students read a synopsis of a murder mystery written in the target language, predict who they think the culprit is, and then use the target language to explain why.

D-1.2-4 Individual or group activity: The students use sentence strips to sequence the events in a written text or a passage read aloud.

45

MODERN LANGUAGES

Communication

DEVELOPING STAGE





Indicators The student will D-1.3-1 Use the target language to give directions and commands for simple processes. D-1.3-2 Use repetition, rephrasing, and gestures to assist in communicating a message in the

target language. D-1.3-3 Use the target language to express personal opinions on selected topics. D-1.3-4 Use the target language to summarize the main ideas of age-appropriate authentic

materials (e.g., songs, folktales, short works of literature). D-1.3-5 Use the target language to organize and summarize information from a variety of

sources. D-1.3-6 Communicate information in the target language in paragraph-length oral and written

presentations on a variety of topics.


D-1.3-1 Individual activity: The student explains to a target-language-speaking exchange student how to download a song onto an iPod.

D-1.3-2 Individual or pair activity: The students create their own language ladder on an idea the class has not covered. [A language ladder is a set of four or five phrases that cover a range of registers or expressions for a particular idea—ways of saying thank you to someone, for example, or telling someone good-bye.]

46


D-1.3-3 Class activity: The students use the target language in defending their opinions on school uniforms, curfews, school rules, and so on.

D-1.3-4 Group activity: The students participate in a jigsaw activity where they must summarize their section of a text in the target language and then determine the order in which the events occurred.

D-1.3-5 Group activity: The students work within the limits of a specific budget to plan activities for three evenings in the capital city of a target-language country.

D-1.3-6 Individual activity: The student prepares a walking tour of the campus or community for a new target-language-speaking student.

47

MODERN LANGUAGES

Cultures





Indicators The student will D-2.1-1 Use language and behaviors that are appropriate to interactions in the target culture. D-2.1-2 Use the target language to describe behaviors and traits that are characteristic of

everyday life in the target culture. D-2.1-3 Use the target language to compare the cultural practices that are particular to the

target culture. D-2.1-4 Use the target language to describe the various perspectives on social issues currently

affecting the target culture.

Sample Activities for Standard D-2.1 D-2.1-1 Individual activity: The student takes a virtual trip to a target-language country and

sends an e-mail message to his or her teacher describing the language, behaviors, and traditions typical of a holiday or a season in that country.

D-2.1-2 Individual activity: The student creates a journal entry for a Saturday or Sunday as if he or she had been in a target-language country for a full day, from getting up in the morning until going to bed at night.

D-2.1-3 Individual activity: The student compares the practices associated with the main meal in three countries where the target language is spoken.

D-2.1-4 Individual activity: The student reads several articles on immigration published in the online newspapers of a target-language country and, on the basis of those articles, describes how residents of the country feel about the issue.

48

MODERN LANGUAGES

Cultures

DEVELOPING STAGE





Indicators The student will D-2.2-1 Use the target language to describe the use of tangible products and symbols of the

target culture within that culture. D-2.2-2 Use the target language to describe relationships between the products and

perspectives of the target culture. D-2.2-3 Use the target language to describe the contributions that the target culture has made to

the world. D-2.2-4 Use the target language to describe social, economic, and political perspectives within

the target culture.

Sample Activities for Standard D-2.2 D-2.2-1 Individual activity: The student identifies staple-food items from a target culture and

describes how they are used. D-2.2-2 Group activity: The students take a virtual tour of a target-culture museum or simulate

visiting a museum and then compare the representations of members of the royal family from two different time periods.

D-2.2-3 Class activity: The students categorize the various contributions that the target culture has made to the world. In small groups, students choose one of the categories, summarize those particular contributions, and present them to the class as a whole.

D-2.2-4 Group activity: The students describe how a selected institution in the target culture serves the residents of a specific target-language country.

49

MODERN LANGUAGES

Connections

DEVELOPING STAGE


Standard 3.1

Students reinforce and further their knowledge of other disciplines through the foreign language.



Indicator The student will D-3.1-1 Locate resources and summarize information in the target language that will further his

or her knowledge in other subject areas.

Sample Activity for Standard D-3.1

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D-3.1-1 Individual or pair activity: The students locate graphic representations of dietary guidelines from target-language countries in order to share definitions of healthy lifestyles.

51

MODERN LANGUAGES

Connections

DEVELOPING STAGE





Indicator The student will D-3.2-1 Use the target language to describe viewpoints within the target culture that are


Sample Activity for Standards D-3.2 D-3.2-1 Individual activity: The student reads the front-page headlines from three online or print

target-culture newspapers for a given day and then rates the headlines from the most to the least important.

52

MODERN LANGUAGES

Comparisons

DEVELOPING STAGE





Indicators The student will D-4.1-1 Describe how the target language and English have influenced each other. D-4.1-2 Use the appropriate register when speaking and writing in the target language. D-4.1-3 Use high-frequency target-language idioms within familiar contexts.

Sample Activities for Standard D-4.1 D-4.1-1 Pair or group activity: The students find instructions for using a household product that

are written in both English and the target language. They compare the instructions in the two languages and describe the influence of one language on the other, if any.

D-4.1-2 Individual activity: The student fills in the speech bubbles of a comic strip in the target language using the register that is appropriate to the characters in the strip.

D-4.1-3 Group activity: The students each make a selection from a pot containing cards on which their teacher has written phrases or expressions in the target language. Each student then acts out a situation in which he or she would use the expression in real life, and the rest of the group tries to guess what the particular target-language phrase or expression actually is.

53

MODERN LANGUAGES

Comparisons

DEVELOPING STAGE





Indicators The student will D-4.2-1 Use the target language to compare the products of the target culture with those of his

or her native culture. D-4.2-2 Use the target language to compare behavioral patterns and perspectives in the target

culture with those in his or her native culture. D-4.2-3 Use the target language to compare practices that are particular to the target culture

with those of his or her native culture.

Sample Activities for Standard D-4.2 D-4.2-1 Individual activity: The student compares the floor plan of a home in the United States

to that of a home in a target-language country. D-4.2-1 Group activity: The students create a T-chart containing information about

circumstances that affect the decision of young adults to move out on their own in the target culture and in the United States.

D-4.2-3 Pair or group activity: The students compare dating practices in the target culture with such practices in their own community.

54

MODERN LANGUAGES

Communities

DEVELOPING STAGE





Indicators The student will D-5.1-1 Use the target language to converse with target-language speakers encountered outside

of the classroom setting. D-5.1-2 Use the target language to initiate social connections with target-language speakers

encountered outside of the classroom setting. D-5.1-3 Use target-culture resources in the local or regional community to create opportunities

for social interaction.

Sample Activities for Standard D-5.1 D-5.1-1 Individual activity: The student keeps a language journal noting the occasions when he

or she hears, sees, or reads the target language and describing ways that he or she responds to the material.

D-5.1-2 Group activity: The students establish an Internet or pen-pal relationship with a class of students in a target-language country.

D-5.1-3 Pair or group activity: The students use the target language to plan activities for a group of visitors from a target-language country.

55

Expanding

Students who reach the expanding stage have completed a minimum of four years in a sequential, articulated program consisting of quality instruction in the target language. Students in this stage will have received more than 500 hours of sequential language study. The expanding stage is not the equivalent of the third or fourth year of instruction. Learners in the expanding stage create and initiate communication as they interact with others. They take on full responsibility for engaging, maintaining, and furthering conversation. Expanding students act independently in the target language to meet a wide variety of purposes. They are comfortable using sources intended for native speakers, and they successfully incorporate culturally appropriate phrases and gestures into their communication. Students at this stage use sentence-, paragraph-, and essay-length discourse appropriately to communicate with a wide variety of audiences. They refine their language skills and are increasingly accurate in the language they produce. They communicate effectively in more complex and involved situations, responding to problems and resolving those problems by using the target language more easily. They use multiple strategies to understand and communicate in the target language. Expanding-stage learners analyze the interrelatedness of cultural products, practices, and perspectives and maintain connections with the target culture. They use the language of that culture to explore multidisciplinary issues and viewpoints. They also develop greater insights into their own language and culture as they progress in their language development and are increasingly able to make connections with communities beyond their own classroom.

56

MODERN LANGUAGES

Communication

EXPANDING STAGE





Indicators The student will E-1.1-1 Employ circumlocution to communicate messages in the target language when he or

she cannot communicate a message adequately. E-1.1-2 Use the target language and the appropriate behaviors to initiate and sustain

conversation. E-1.1-3 Use the target language to give directions for managing an unexpected situation;

understand directions given in the target language for managing such a situation. E-1.1-4 Use the target language to exchange opinions and beliefs with others. E-1.1-5 Use the target language to respond appropriately to unexpected circumstances and

situations. E-1.1-6 Use the target language to express personal feelings and ideas for the purpose of

persuading others. E-1.1-7 Use the target language to ask and answer open-ended questions and to sustain

conversation.

Sample Activities for Standard E-1.1

E-1.1-1 Group activity: The students participate in or create a version of the game Password or Taboo in the target language.

E-1.1-2 Pair activity: The students conduct a mock scholarship interview for study in a target-language country.

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E-1.1-3 Pair or group activity: The students play the role of airline passengers who react to an unexpected situation in an airport in the target-language country.

E-1.1-4 Group activity: The students choose a current issue affecting several target-language countries and work in smaller groups to prepare for a debate on that issue.

Follow-up activity: The students hold the debate on the issue they have been examining.

E-1.1-5 Pair activity: The students make a simulated phone call made to a health care provider in a target-language country to find an appropriate solution to their health problem.

E-1.1-5 Group activity: The students simulate a situation in restaurant in the target-language country: they must speak with a waiter about their bill because it is higher than they had anticipated and they now need to determine whether or not an error has been made.

E-1.1-6 Pair activity: The students simulate a parent-child conversation in the target language in which the child tries to persuade the parent to change a curfew, let the child use the car, and let the child go to a concert in another city.

E-1.1-7 Group activity: The students read and discuss the policies that different target-language countries have regarding a given environmental issue.

Follow-up activity: In discussion or in a debate format, they compare a particular target-language country’s policy on the environmental issue with the United States’s policy on the same issue.

Follow-up activity: The students write an essay in which they defend their position on the debated issue.

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MODERN LANGUAGES

Communication Essential Question 1.2 What does one need to know and be able to do in order to correctly interpret what one hears and reads in a language that is not one’s native tongue?




Indicators The student will E-1.2-1 Respond appropriately to complex directions, instructions, and commands given in the

target language. E-1.2-2 Apply diverse strategies to derive meaning and discern details from authentic target-

language materials, in both oral and written forms. E-1.2-3 Interpret and analyze authentic target-language materials, in both oral and written

forms. E-1.2-4 Understand information on a wide variety of topics that is conveyed in the target

language in paragraph-length and longer oral and written presentations.


E-1.2-1 Individual activity: The student completes the appropriate paperwork to apply for a visa to travel in a target-language country.

E-1.2-2 Individual activity: The student develops a graphic organizer using the target language to summarize a reading selection in that language.

E-1.2-3 Group or individual activity: The students listen to or read excerpts from target- language news reports on a particular current event and identify differing viewpoints regarding that event.

E-1.2-4 Individual activity: The student listens to an audio segment, watches a video clip, or reads a story in the target language and then rewrites or predicts the ending before hearing or reading the conclusion.

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MODERN LANGUAGES

Communication

EXPANDING STAGE





Indicators The student will E-1.3-1 Use the target language to explain a complex process incorporating detailed

instructions. E-1.3-2 Use multiple strategies to enhance the communication of a message in the target

language. E-1.3-3 Use the target language to research and defend a position on a particular issue. E-1.3-4 Use the target language to summarize and analyze authentic materials (e.g., songs,

folktales, works of literature). E-1.3-5 Use the target language to research and synthesize information from a variety of

sources. E-1.3-6 Communicate information in the target language in multi-paragraph-length oral and

written presentations on a wide variety of topics.


E-1.3-1 Individual activity: The student uses the target language to explain to a small group how to create a personalized electronic or online photo album with a digital camera, including pitfalls to avoid.

E-1.3-2 Individual or group activity: The students create public service messages in the target language for written and/or spoken media for a variety of audiences

E-1.3-3 Individual activity: The student researches the use of drugs in sports and then—in the target language, either orally or in writing—defends the position he or she takes on the issue.

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E-1.3-4 Individual activity: The student prepares written or oral analyses of selected texts written in the target language.

E-1.3-4 Individual activity: The student recasts, either orally or in writing, a traditional target-culture folktale into a twenty-first-century story in the target language.

E-1.3-5 Individual or group activity: The students use information from several sources in a target-language country to determine that country’s perspective on a particular aspect of United States foreign policy.

E-1.3-6 Individual activity: The student uses the target language to create a PowerPoint presentation on what constitutes a healthy lifestyle.

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MODERN LANGUAGES

Cultures

EXPANDING STAGE





Indicators The student will E-2.1-1 Integrate appropriate words, phrases, behaviors, and idioms into personal interactions

in the target culture. E-2.1-2 Use the target language to analyze behaviors and traits that are characteristic of

everyday life in the target culture. E-2.1-3 Use the target language to analyze the cultural practices that are particular to the target

culture. E-2.1-4 Use the target language to analyze the various perspectives on social issues currently

affecting the target culture.

Sample Activities for Standard E-2.1 E-2.1-1 Group activity: The students use the target language to create a PowerPoint

presentation on the subject of how to make a good first impression in specific situations in a target-language country.

E-2.1-2 Individual or group activity: The students use the target language to define the concept of time as it relates to life activities (e.g., work, leisure pursuits, meals) in the target culture and then to explain how that concept has changed over recent decades.

E-2.1-3 Individual or group activity: The students use the target language to compare the ways in which the dead are honored and remembered in several target-language countries.

E-2.1-4 Group activity: The students use the target language to simulate a discussion among United Nations representatives from several target-language countries on the subject of peace and warfare.

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MODERN LANGUAGES

Cultures

EXPANDING STAGE





Indicators The student will E-2.2-1 Use the target language to analyze the products and symbols of the target culture to

determine their significance both within and beyond that culture. E-2.2-2 Use the target language to analyze relationships between the products and perspectives

of the target culture. E-2.2-3 Use the target language to explain the effects of the target culture’s contributions to the

world. E-2.2-4 Use the target language to explain the impact on current issues and world events that

social, economic, and political perspectives within the target culture have had.


E-2.2-1 Individual activity: The student analyzes the components of the flag of a target-language country and examines the use of the flag in that country.

E-2.2-2 Pair or group activity: The students listen to a popular song from the target culture; they then read the lyrics of that song and identify ways that the lyrics reflect current viewpoints in the particular culture.

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E-2.2-3 Group activity: The students write letters explaining and supporting their nomination for the target culture’s “most influential person of the past millennium” award.

Follow-up group activity: The class evaluates the letters and chooses the “most influential person” winner; the class then creates a certificate using the target language and holds an award ceremony.

E-2.2-4 Group activity: The students analyze issues related to immigration and emigration in a target-language country and then propose solutions to the problems the county is facing with regard to these issues.

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MODERN LANGUAGES

Connections

EXPANDING STAGE


Standard 3.1

Students reinforce and further their knowledge of other disciplines through the foreign language.



Indicator The student will E-3.1-1 Locate resources and synthesize information in the target language that will further his

or her knowledge in other subject areas.

Sample Activity for Standard E-3.1 E-3.1-1 Group activity: The students use the Internet to find statistics on immigration from a

target-language country to the United States. The students then analyze the data on immigration trends and explain their findings to the class.

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MODERN LANGUAGES

Connections

EXPANDING STAGE





Indicator The student will E-3.2-1 Use the target language to summarize viewpoints within the target culture that are


Sample Activity for Standard E-3.2 E-3.2-1 Group or class activity: The students compare the news stories on a particular event

published in different online and print newspapers in several target-language countries. They discuss the prominence or the lack of coverage given to the event by the various newspapers.

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MODERN LANGUAGES

Comparisons

EXPANDING STAGE





Indicators The student will E-4.1-1 Explain the role of society in the changing nature of the target language. E-4.1-2 Integrate the appropriate register when speaking and writing in the target language. E-4.1-3 Use target-language idioms within a variety of contexts.

Sample Activities for Standard E-4.1 E-4.1-1 Individual activity: The student reads two passages in the target language that describe

fashion, one from the present and one from the past; the student then, in the target language, notes the differences between the two descriptions and explains how the language has evolved over time.

E-4.1-2 Individual activity: The student uses the target language to write a letter expressing his or her interest in summer employment opportunities in the target culture.

E-4.1-3 Group activity: The students watch a video clip in the target language and analyze the idiomatic expressions used in the segment.

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MODERN LANGUAGES

Comparisons

EXPANDING STAGE





Indicators The student will E-4.2-1 Use the target language to analyze the products from the target culture. E-4.2-2 Use the target language to interact effectively in a variety of social contexts within the

target culture as well as within his or her native culture. E-4.2-3 Use the target language to analyze practices that are particular to the target culture

with those of his or her native culture.

Sample Activities for Standard E-4.2 E-4.2-1 Pair or group activity: The students use the target language to analyze products that are

considered status symbols in the United States and in a target-language country. E-4.2-2 Group activity: The students use the target language to compare the drinking age in

target-language countries with that in the United States and to analyze the role of alcohol in these societies.

E-4.2-3 Pair or group activity: The students use the target language to compare the role of the café in a target culture to that of a fast-food restaurant in the United States.

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MODERN LANGUAGES

Communities

EXPANDING STAGE





Indicators The student will E-5.1-1 Use knowledge of the target language and culture to interact appropriately with target-

language speakers encountered outside of the classroom setting. E-5.1-2 Use the target language to establish and maintain social connections with target-

language speakers encountered outside of the classroom setting. E-5.1-3 Perform community service using knowledge of the target language and/or the target

culture.

Sample Activities for Standard E-5.1 E-5.1-1 Group activity: The students perform a service-learning activity that benefits a target-

language community. E-5.1-2 Individual activity: The student uses the target language to correspond with an e-pal

from the target culture about topics of interest to high school students. E-5.1-3 Pair or group activity: The students use the target language to create a brochure about

city resources for immigrants or visitors from the target culture.

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Essential Question 1.1 How does the ability to read a classical language enhance one’s ability to communicate in one’s native language?

Standard 1.1 Students read, understand, and interpret Latin or Greek.

Goal 1 defines “communication” as it applies to learning of a classical language. The written messages from the ancient world, from epic poetry to Pompeian graffiti, are the major source of knowledge and our major line of communication to the Greeks and Romans. Reading, then, is the first standard and the key to communicating with the ancient world.


Indicators


The student will The student will The student will

B-1.1-1 Understand words, phrases, and simple sentences in Latin or Greek.

D-1.1-1 Interpret selected Latin or Greek passages.

E-1.1-1 Interpret passages of Latin or Greek prose and poetry.

B-1.1-2 Match English derivatives to their Latin or Greek root words.

D-1.1-2 Use common Latin or Greek phrases, abbreviations, and mottoes in English sentences.

E-1.1-2 Apply common Latin or Greek phrases, abbreviations, and mottoes, including legal and medical terms as appropriate in modern usage.

B-1.1-3 Use essential grammatical structures (including declension endings, conjugation forms, and syntax) to translate Latin or Greek texts.

D-1.1-3 Match short Latin or Greek passages to the names of their authors.

E-1.1-3 Analyze the use of literary devices (e.g., meter, elision, epic simile) in Latin or Greek poetry.

Deleted: critique

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B-1.1-4 Recognize specific, factual information in selected Latin or Greek passages.

D-1.1-4 Apply an understanding of specific information in selected Latin or Greek passages.

E-1.1-4 Analyze specific information in authentic Latin or Greek passages.

B-1.1-5 Analyze sentences from selected Latin or Greek texts.

D-1.1-5 Analyze paragraphs from selected Latin or Greek texts.

E-1.1-5 Analyze authentic Latin or Greek texts.

B-1.1-6 Use a bilingual dictionary as appropriate to read, understand, and/or interpret Latin or Greek texts.

D-1.1-6 Apply an understanding of derivatives to decipher unknown words and phrases in Latin or Greek texts.

E-1.1-6 Infer the meaning of unknown Latin or Greek words and phrases from context clues in authentic texts.

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CLASSICAL LANGUAGES

COMMUNICATION

Essential Question 1.2 How does the ability to understand a classical language in both oral and written form enhance one’s understanding of the nature of language in general?

Standard 1.2 Students use orally, listen to, and write Latin or Greek as part of the language learning process.

[T]he Forum and the Agora were alive with the sounds of commerce, the speeches of politicians, the noise of gossip. The recitation of poetry published the sounds of an active literature. To hear these sounds, to imitate those cadences in the classroom, to practice writing words and ideas in the ancient language enhance the ability to read. The second standard of the communication goal emphasizes the importance of oral skills, listening, and writing as tools to improve reading.


Indicators



B-1.2-1 Understand and respond appropriately to simple directions, commands, greetings, and questions in Latin or Greek.

D-1.2-1 Understand and respond appropriately to complex directions, commands, and questions in Latin or Greek.

E-1.2-1 Generate simple directions, commands, and questions in Latin or Greek.

B-1.2-2 Recite simple phrases and sentences in Latin or Greek.

D-1.2-2 Recite complex texts in Latin or Greek.

E-1.2-2 Recite authentic Latin or Greek prose and poetry with attention to metrical structure, meaningful phrase grouping, and appropriate voice inflection.

B-1.2-3 Recite Latin or Greek with accurate pronunciation, meaningful phrase groupings, and appropriate voice inflection.

D-1.2-3 Translate sentences from English into Latin or Greek using a variety of grammatical structures and devices (e.g., verbals, moods, prepositional phrases, subordinate clauses).

E-1.2-3 Analyze famous Latin or Greek passages in terms of their literary and historical value.

B-1.2-4 Create simple phrases in Latin or Greek.

D-1.2-4 Create sentences in Latin or Greek using simple grammatical structures.

E-1.2-4 Create complex sentences in Latin or Greek.

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Essential Question 2.1 How does a knowledge of the relationship between the practices and perspectives of the Greco-Roman culture enhance one’s understanding of modern Western culture?

Standard 2.1 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.

Formulating an understanding of the perspectives of the Greeks or Romans through their practices and through their products is key to an understanding of their culture. The focus in Goal 2 is on the ability of students to hear (i.e., read) and see (in physical remains) the message of the Greeks or Romans.


Indicators


The student will The student will The student will B-2.1-1 Explain special activities that are characteristic of Greco-Roman culture (e.g., banquets, holiday celebrations, theater productions).

D-2.1-1 Simulate special activities that are characteristic of Greco-Roman culture (e.g., banquets, holiday celebrations, theater productions).

E-2.1-1 Analyze special activities that are characteristic of Greco-Roman culture (e.g., banquets, holiday celebrations, theater productions).

B-2.1-2 Identify examples of the geographical, political, and/or social expansion of the Greco-Roman civilization.

D-2.1-2 Identify major political events in Greco-Roman history and the roles of famous Greeks or Romans in those events.

E-2.1-2 Analyze personal, social, and political relationships in the Greco-Roman world.

B-2.1-3 Identify examples of Greco-Roman daily life (e.g., games, food, clothing).

D-2.1-3 Compare the roles and daily life activities of men, women, children, and slaves in ancient Greece and Rome.

E-2.1-3 Analyze the perspectives of Greco-Roman society in terms of its philosophy, government, religion, and art.

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The student will The student will The student will B-2.1-4 Recognize Greco-Roman belief systems that are based on the mythology of that culture.

D-2.1-4 Recognize ways that the belief systems of the Greeks and Romans impacted their daily practices and individual perspectives.

E-2.1-4 Explain how the belief systems of the Greeks and Romans impacted daily practices and individual perspectives as reflected in the writings of such authors as Aristotle, Sophocles, Homer, Virgil, Horace, Catullus, Cicero, and Ovid.

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CLASSICAL LANGUAGES

CULTURE

Essential Question 2.2 How does a knowledge of the relationship between the products and perspectives of the Greco-Roman culture enhance one’s understanding of modern Western culture?

Standard 2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.

Their daily life, education, politics, history, philosophy, and religious practices tell students about their perspectives, revealed both in their literary products and in remaining artifacts. Literature, as well as non-literary writing, is key to an understanding of culture; it is a product of the culture and a primary source for understanding ancient practices.


Indicators


The student will The student will The student will B-2.2-1 Identify the names, deeds, and spheres of influence of the major Greco-Roman deities.

D-2.2-1 Identify the names, deeds and spheres of influence of minor Greco-Roman deities.

E-2.2-1 Analyze the concept of the hero from its origins in Greco-Roman literature to the literature of modern times.

B-2.2-2 Identify various forms of Greco-Roman architecture, works of art, and artifacts.

D-2.2-2 Identify specialized Greco-Roman customs (e.g., marriage rites, presentation of the toga praetexta, funeral rites).

E-2.2-2 Analyze Greek or Roman realia as expressions of the Greco-Roman culture.

B-2.2-3 Recognize ways that the Greco-Roman system of education affected the literature and oratory of that culture.

D-2.2-3 Explain ways that Greco-Roman political and military systems affected the literature and oratory of that society.

E-2.2-3 Analyze selected passages from Greek or Roman literature and oratory with the purpose of identifying expressions of the Greco-Roman culture.

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Essential Question 3.1 Why does the ability to read a classical language increase one’s ability to function in a variety of disciplines?

Standard 3.1 Students reinforce and further their knowledge of other disciplines through their study of classical languages.

Goal 3 focuses on connecting the knowledge and understanding gained under Goal 1 (Communication) and Goal 2 (Culture) to the core subject areas: English, mathematics, science, social studies and foreign languages.


Indicators


The student will The student will The student will B-3.1-1 Identify derivatives from Greek or Latin in modern English.

D-3.1-1 Illustrate Latin or Greek terminology used in the social sciences, medicine, and law.

E-3.1-1 Infer the meaning of specialized Latin or Greek terminology in various professional contexts including philosophy, medicine, and law.

B-3.1-2 Identify traces of Greco-Roman culture in the modern Western world (e.g., roman numerals, road design, architecture).

D-3.1-2 Explain how elements of Greco-Roman culture depicted in authentic texts exist in the modern-day Western world (e.g., military life, nomenclature, calendars).

E-3.1-2 Analyze the influence Greek or Latin texts on the literature of the modern Western world.

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CLASSICAL LANGUAGES

CONNECTIONS

Essential Question 3.2 Why does an understanding of Greco-Roman culture increase one’s ability to function in a variety of disciplines?

Standard 3.2 Students expand their knowledge through the reading of Latin or Greek and the study of ancient culture.

It [Goal 3] also provides opportunities for interdisciplinary experiences in all areas of the curriculum. In addition, students use their knowledge of Greek or Latin to acquire new information as they read authentic works which may also relate to other subject areas.


Indicators


The student will The student will The student will B-3.2-1 Recall information about the Greco-Roman culture from passages written in Latin or Greek.

D-3.2-1 Analyze authentic Greek or Latin passages to identify perspectives that exist in the modern Western world.

E-3.2-1 Compare the structure of the epic and other classical poetic forms with the structure of works of poetry from cultures other than the Greco-Roman.

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Essential Question 4.1 Why does the knowledge of a classical language enhance one’s ability to handle the English language effectively?

Standard 4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.

Goal 4 focuses on the comparisons that students make between the ancient and modern worlds. Through their study of the Latin or Greek language, students develop a greater understanding of the structure and vocabulary of English.


Indicators


The student will The student will The student will B-4.1-1 Compare the structure and syntax of Latin or Greek sentences with those written in modern English.

D-4.1-1 Compare the structure and elements of authentic Latin or Greek works of prose with that of prose written in modern English.

E-4.1-1 Compare the structure and elements of authentic Latin or Greek works of poetry with that of poems written in modern English.

B-4.1-2 Explain how the Latin or Greek language influences other languages, including their roots and prefixes.

D-4.1-2 Explain how Greek or Latin expressions, mottoes, and abbreviations are used in the modern Western world.

E-4.1-2 Explain the influence of Latin or Greek literary works on the poetry and prose of the modern Western world.

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CLASSICAL LANGUAGES

COMPARISONS

Essential Question 4.2 Why does the ability to make comparisons between the Greco-Roman culture and one’s native culture expand one’s understanding of culture and society in general?

Standard 4.2 Students compare and contrast their own culture with that of the Greco-Roman world.

By examining and analyzing the public and private lives of the ancient Greeks and Romans, students acquire a perspective from which to examine and analyze their own culture more objectively.


Indicators


The student will The student will The student will B-4.2-1 Compare aspects of private life (e.g., table manners, clothing, the family unit) in Greco-Roman society with those of modern Western culture.

D-4.2-1 Explain the influence that private-life customs in Greco-Roman society (e.g., leisure activities, rites of marriage and funerals) have had on modern Western culture.

E-4.2-1 Evaluate the impact that private-life customs in Greco-Roman society (e.g., leisure activities, rites of marriage and funerals) have had on modern Western culture.

B-4.2-2 Compare aspects of public life in Greco-Roman society with those of modern Western culture.

D-4.2-2 Explain how aspects of public life in Greco-Roman society have influenced modern Western culture.

E-4.2-2 Analyze the influence that public life in Greco-Roman society has had on modern Western culture.

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Essential Question 5.1 How does the knowledge of a classical language enhance one’s ability to function in a global society?

Standard 5.1 Students use their knowledge of Latin or Greek in a multilingual world.

Goal 5 focuses on the application of the knowledge of Latin or Greek to wider linguistic and cultural communities extending from school to later life. Knowledge of Latin or Greek enables students to develop a full understanding and appreciation of classical influences in today’s world as they encounter new language-learning situations and other cultures. Students understand the link between classical languages and certain professional fields through their specialized terminology. Understanding Greco-Roman culture provides students with a basis for interpreting events of the modern world.


Indicators


The student will The student will The student will B-5.1-1 Recognize the use of Latin or Greek words and phrases in the scientific professions.

D-5.1-1 Understand the use of Latin or Greek words and phrases in medicine and other scientific professions.

E-5.1-1 Understand the use of Latin or Greek words and phrases in the academic, scientific, and legal professions.

B-5.1-2 Recognize traces of Latin or Greek in common English usage.

D-5.1-2 Identify the traces of Latin or Greek in one Western language other than English.

E-5.1-2 Analyze the influence of Latin or Greek on modern Western languages.

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CLASSICAL LANGUAGES

COMMUNITIES

Essential Question 5.2 How does a knowledge of Greco-Roman culture enhance one’s ability to function in a global society?

Standard 5.2 Students use their knowledge of Greco-Roman culture in a world of diverse cultures.

Understanding Greco-Roman culture provides students with a basis for interpreting events of the modern world. The tools of technology and telecommunication provide links to resources of the worldwide classical community.


Indicators


The student will The student will The student will B-5.2-1 Identify examples of Greco-Roman mythology in Western art and music.

D-5.2-1 Explain the use of Greco-Roman mythology in Western literature, art, and music.

E-5.2-1 Analyze the role of Greco-Roman mythology in Western literature, art, and music.

B-5.2-2 Identify issues of social diversity in the Greco-Roman world.

D-5.2-2 Compare issues of social diversity in Greco-Roman culture with those of modern Western cultures.

E-5.2-2 Analyze issues of social diversity in Greco-Roman culture in terms of their relationship to those of modern Western cultures.

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Beginning

Language learners who are in the beginning stage may be in any grade, depending on the language sequence established by their particular school district. Students may complete the beginning stage by the end of level 1 or continue it into level 2, depending on the program and the schedule. Comprehension is the primary focus of the beginning stage. Students become accustomed to the sound and recognize the patterns of the classical language as they begin to imitate it. They learn decoding skills first; then they begin to understand and analyze what they read. Students in this stage are able to list, identify, name, and provide general information. They recognize high-frequency words, phrases, and short sentences. Beginning-stage learners apply predictable language syntax to build their reading skills in the language. They can understand and use everyday words, simple phrases, sentences, commands, and questions. They use strategies such as context clues and inference to understand simple texts. Beginning-stage learners gain cultural awareness and the ability to recognize the products, practices, and perspectives of classical culture. They find evidence of the Greco-Roman world in their own community and are able to identify ways in which their knowledge of a classical language has expanded their knowledge of other content areas.

Deleted: translation

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CLASSICAL LANGUAGES

Goal 1 Communication

BEGINNING STAGE





Indicators The student will B-1.1-1 Understand words, phrases, and simple sentences in Latin or Greek. B-1.1-2 Match English derivatives to their Latin or Greek root words. B-1.1-3 Use essential grammatical structures (including declension endings, conjugation

forms, and syntax) to translate Latin or Greek texts. B-1.1-4 Recognize specific, factual information in selected Latin or Greek passages. B-1.1-5 Analyze sentences from selected Latin or Greek texts. B-1.1-6 Use a bilingual dictionary as appropriate to read, understand, and/or interpret Latin or

Greek texts.

Sample Activities for Standard B-1.1 B-1.1-1 Pair or group activity: The students use picture flash cards to cue the use of new Greek

or Latin vocabulary and phrases. B-1.1-2 Group activity: The students create a derivative tree with Latin root words as the tree’s

roots and derivatives as its branches. B-1.1-3 Group activity: The students participate in a chariot race declining nouns and

conjugating verbs on the board. (Teams use batons to represent their chariots.) B-1.1-4 Group activity: The students read aloud a selected passage in Latin describing

gladiators and answer the teacher’s questions about their weaponry. B-1.1-5 Group activity: The students create their own mnemonic device or learning strategy for

recalling a particular aspect of Greek or Latin grammar. B-1.1-6 Individual activity: The student chooses ten Greek or Latin words that have irregular

forms, either in their declension or in their conjugation, and finds their base words in the classical dictionary.

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CLASSICAL LANGUAGES


BEGINNING STAGE





Indicators The student will B-1.2-1 Understand and respond appropriately to simple directions, commands, greetings, and

questions in Latin or Greek. B-1.2-2 Recite simple phrases and sentences in Latin or Greek. B-1.2-3 Recite Latin or Greek with accurate pronunciation, meaningful phrase groupings, and

appropriate voice inflection. B-1.2-4 Create simple phrases in Latin or Greek.

Sample Activities for Standard B-1.2 B-1.2-1 Group activity: The students play the game Simon Dicit. B-1.2-2 Pair or group activity: The students recite colleges’ Latin mottoes, match each motto

with its college, and interpret each motto’s meaning. B-1.2-3 Group activity: The students perform in the classical theater tradition a brief skit

depicting a famous Roman historical event. B-1.2-4 Individual activity: The student designs a classical greeting card.

Deleted: Digit.

Deleted: designs

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CLASSICAL LANGUAGES

Goal 2 Culture

BEGINNING STAGE





Indicators

The student will B-2.1-1 Explain special activities that are characteristic of Greco-Roman culture (e.g.,

banquets, holiday celebrations, theater productions). B-2.1-2 Identify examples of the geographical, political, and/or social expansion of the Greco-

Roman civilization. B-2.1-3 Identify examples of Greco-Roman daily life (e.g., games, food, clothing). B-2.1-4 Recognize Greco-Roman belief systems that are based on the mythology of that

culture.

Sample Activities for Standard B-2.1 B-2.1-1 Group activity: The students celebrate Saturnalia. B-2.1-2 Individual or pair activity: The students design a series of maps depicting the expansion

of the Roman Empire. B-2.1-3 Group activity: The students produce a fashion show highlighting Roman clothing

styles. B-2.1-4 Group activity: The students read the story of the founding of Rome and discuss the

modern-day manhole covers that are now found in that city. Deleted: modern day manhole covers in Rome that are still marked with the city symbol of Rome.

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CLASSICAL LANGUAGES

Goal 2 Culture

BEGINNING STAGE





Indicators The student will

B-2.2-1 Identify the names, deeds, and spheres of influence of the major Greco-Roman deities. B-2.2-2 Identify various forms of Greco-Roman architecture, works of art, and artifacts. B-2.2-3 Recognize ways that the Greco-Roman system of education affected the literature and

oratory of that culture.

Sample Activities for Standard B-2.2 B-2.2-1 Individual activity: The student creates a bubble chart showing major characteristics of

deities and their interrelatedness. B-2.2-2 Group activity: The students demonstrate with gestures the different styles of columns. B-2.2-3 Individual activity: The student delivers a Ciceronian-style oration.

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CLASSICAL LANGUAGES

Goal 3 Connections

BEGINNING STAGE Essential Question 3.1 Why does the ability to read a classical language increase one’s ability to function in a variety of disciplines?




Indicators The student will B-3.1-1 Identify derivatives from Greek or Latin in modern English. B-3.1-2 Identify traces of Greco-Roman culture in the modern Western world (e.g., roman

numerals, road design, architecture).

Sample Activities for Standard B-3.1 B-3.1-1 Individual activity: The student creates a crossword puzzle based upon Latin root words

that relate to various subject areas. B-3.1-2 Individual activity: The student solves word problems written in roman numerals.

89

CLASSICAL LANGUAGES

Goal 3 Connections

BEGINNING STAGE





Indicator The student will B-3.2-1 Recall information about the Greco-Roman culture from passages written in Latin or

Greek.

Sample Activity for Standard B-3.2 B-3.2-1 Individual activity: The student read articles from the Pompeiiana Newsletter and

summarizes the cultural characteristics of the articles.Deleted: reads

Deleted: summarizes

90

CLASSICAL LANGUAGES

Goal 4 Comparisons

BEGINNING STAGE





Indicator The student will B-4.1-1 Compare the structure and syntax of Latin or Greek sentences with those written in

modern English. B-4.1-2 Explain how the Latin or Greek language influences other languages, including their

roots and prefixes.

Sample Activities for Standard B-4.1 B-4.1-1 Individual, pair, or group activity: The students compare the location of verbs in typical

Latin sentences with that of verbs in typical English sentences. B-4.1-2 Pair or group activity: The students create a language tree depicting the derivation of

selected Latin words.

91

CLASSICAL LANGUAGES

Goal 4 Comparisons

BEGINNING STAGE




Indicators

The student will B-4.2-1 Compare aspects of private life (e.g., table manners, clothing, the family unit) in

Greco-Roman society with those of modern Western culture. B-4.2-2 Compare aspects of public life in Greco-Roman society with those of modern Western

culture.

Sample Activities for Standard B-4.2 B-4.2-1 Individual activity: The student finds Greco-Roman recipes and compares these dishes

with the ones that appear on modern menus; the student then prepares Greco-Roman dishes for the class.

B-4.2-2 Group activity: The students discuss the system of servitude that existed in Greco-Roman society and compare it with the system that existed in early American society.

92

CLASSICAL LANGUAGES

Goal 5 Communities

BEGINNING STAGE Essential Question 5.1 How does the knowledge of a classical language enhance one’s ability to function in a global society?




Indicators The student will B-5.1-1 Recognize the use of Latin or Greek words and phrases in the scientific professions. B-5.1-2 Recognize traces of Latin or Greek in common English usage.

Sample Activities for Standard B-5.1 B-5.1-1 Group activity: The students will make a list of ten terms from scientific professions,

define the terms, and state their Latin roots and/or prefixes. B-5.1-2 Individual or group activity: The students identify examples of classical-language usage

in their community at large.

93

CLASSICAL LANGUAGES

Goal 5 Communities

BEGINNING STAGE Essential Question 5.2 How does a knowledge of Greco-Roman culture enhance one’s ability to function in a global society?




Indicators The student will B-5.2-1 Identify examples of Greco-Roman mythology in Western art and music. B-5.2-2 Identify issues of social diversity in the Greco-Roman world.

Sample Activities for Standard B-5.2 B-5.2-1 Group activity: The student groups each examine the works of a different Renaissance

painter and identify the influences of Greco-Roman mythology that are visible in the various paintings.

B-5.2-2 Group activity: The students compare the various forms of governmental aid provided to the different social classes after natural disasters in the Greco-Roman world with those provided after catastrophes in the modern world.

94

Developing

Developing-stage learners are progressing to the next step of a sequential, articulated program. Students in this stage will have completed at least 1 Carnegie unit of classical language study. The developing stage includes and spans beyond the second Carnegie unit. The developing stage is characterized by language comprehension that moves from decoding skills to interpreting authentic texts. Students are now more reflective in their analysis of selected passages in Greek or Latin. They continue to develop syntax skills and are more accurate in their translations. Students may vacillate between the beginning and the developing stages, showing confidence and language control in some selections and not in others. They use strategies such as context clues, repetition, and inference to understand texts written in the classical language Developing-stage learners recognize the interrelatedness of cultural products, practices, and perspectives and establish connections with the Greco-Roman culture. They use their knowledge of the classical language to explore multidisciplinary issues and gain awareness of varying viewpoints.

95

CLASSICAL LANGUAGES


DEVELOPING STAGE





Indicators The student will D-1.1-1 Interpret selected Latin or Greek passages. D-1.1-2 Use common Latin or Greek phrases, abbreviations, and mottoes in English sentences. D-1.1-3 Match short Latin or Greek passages to the names of their authors. D-1.1-4 Apply an understanding of specific information in selected Latin or Greek passages. D-1.1-5 Analyze paragraphs from selected Latin or Greek texts. D-1.1-6 Apply an understanding of derivatives to decipher unknown words and phrases in

Latin or Greek texts.

Sample Activities for Standard D-1.1 D-1.1-1 Individual, pair, or group activity: The student creates a storyboard depicting selected

passages from Latin or Greek literature. D-1.1-2 Group activity: The students draw common Latin or Greek phrases from a hat and play

a game of charades in which the opposing team has to guess the phrase being portrayed. D-1.1-3 Group activity: The students create a T-chart matching the names of Latin or Greek

authors with samples from their writings. D-1.1-4 Individual or pair activity: The students create a model of a Roman aqueduct based on

descriptions in selected passages from Latin texts. D-1.1-5 Group activity: The students read selected Latin paragraphs and together construct an

oral analysis of each of them. D-1.1-6 Individual activity: The student uses a list of Greek and Latin roots and prefixes to

identify at least three English words whose meanings are derived from each of these roots and prefixes.

96

CLASSICAL LANGUAGES


DEVELOPING STAGE





Indicators The student will D-1.2-1 Understand and respond appropriately to complex directions, commands, and

questions in Latin or Greek. D-1.2-2 Recite complex texts in Latin or Greek. D-1.2-3 Translate sentences from English into Latin or Greek using a variety of grammatical

structures and devices (e.g., verbals, moods, prepositional phrases, subordinate clauses).

D-1.2-4 Create sentences in Latin or Greek using simple grammatical structures.

Sample Activities for Standard D-1.2 D-1.2-1 Group activity: The students model the soldiers in a Roman legion by following basic

military commands. D-1.2-2 Pair or group activity: The students recite a short passage from a Greek or Latin

author’s work. D-1.2-3 Individual or pair activity: The students transform direct quotations from a Greek or

Latin author’s work into indirect statements in the classical language. D-1.2-4 Pair activity: The students translate into Latin or Greek the lyrics of a well-known

children’s song.

97

CLASSICAL LANGUAGES

Goal 2 Culture

DEVELOPING STAGE





Indicators The student will D-2.1-1 Simulate special activities that are characteristic of Greco-Roman culture (e.g.,

banquets, holiday celebrations, theater productions). D-2.1-2 Identify major political events in Greco-Roman history and the roles of famous

Greeks or Romans in those events. D-2.1-3 Compare the roles and daily life activities of men, women, children, and slaves in

ancient Greece and Rome. D-2.1-4 Recognize ways that the belief systems of the Greeks and Romans impacted their

daily practices and individual perspectives.

Sample Activities for Standard D-2.1 D-2.1-1 Group activity: The students invite the members of a global studies class to participate

in a Roman banquet and explain to them the various aspects of the banquet. D-2.1-2 Pair or group activity: The students create a pictorial representation of the battle of

Cannae and write a paragraph about Hannibal’s tactics. D-2.1-3 Individual activity: The student creates a graphic organizer depicting the similarities

and differences between Greek and Ethiopian slave life. D-2.1-4 Individual or pair activity: The students create a T-chart to compare oracles’ predictions

with actual historical events.

98

CLASSICAL LANGUAGES

Goal 2 Culture

DEVELOPING STAGE





Indicators The student will D-2.2-1 Identify the names, deeds and spheres of influence of minor Greco-Roman deities. D-2.2-2 Identify specialized Greco-Roman customs (e.g., marriage rites, presentation of the

toga praetexta, funeral rites). D-2.2-3 Explain ways that Greco-Roman political and military systems affected the literature

and oratory of that society.

Sample Activities for Standard D-2.2 D-2.2-1 Pair activity: The students investigate the mythological origins of various

constellations. D-2.2-2 Group activity: The students design a sarcophagus that includes personalized details. D-2.2-3 Individual or group activity: The students read Caesar’s commentary about the Druids

and then analyze the impact of the Druids upon Roman society.

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CLASSICAL LANGUAGES

Goal 3 Connections

DEVELOPING STAGE





Indicators The student will D-3.1-1 Illustrate Latin or Greek terminology used in the social sciences, medicine, and law. D-3.1-2 Explain how elements of Greco-Roman culture depicted in authentic texts exist in the

modern-day Western world (e.g., military life, nomenclature, calendars).

Sample Activities for Standard D-3.1 D-3.1-1 Individual or pair activity: The students design an illustrated chart of legal terms used

in the courts of the res publica. D-3.1-2 Group activity: The students investigate the nomenclature that Caesar uses for the

animals he discusses in the letters he wrote during his British campaign.

Deleted: Rees

100

CLASSICAL LANGUAGES

Goal 3 Connections

DEVELOPING STAGE





Indicator The student will D-3.2-1 Analyze authentic Greek or Latin passages to identify perspectives that exist in the

modern Western world.

Sample Activity for Standard D-3.2 D-3.2-1 Group activity: The students read legends of the founding of modern societies and

create murals depicting these legends as well as those of the founding of Rome. They then discuss the similarities and differences between the two types of legends.

101

CLASSICAL LANGUAGES

Goal 4 Comparisons

DEVELOPING STAGE





Indicators The student will D-4.1-1 Compare the structure and elements of authentic Latin or Greek works of prose with

that of prose written in modern English. D-4.1-2 Explain how Greek or Latin expressions, mottoes, and abbreviations are used in the


Sample Activities for Standard D-4.1 D-4.1-1 Group activity: The students create a T-chart that compares the structure of selected

Latin or Greek prose works with that of modern-day English prose works. D-4.1-2 Individual or pair activity: The students create bumper stickers that illustrate Latin or

Greek mottoes and then explain the similarities between these mottos and modern ones.

102

CLASSICAL LANGUAGES

Goal 4 Comparisons

DEVELOPING STAGE




Indicators D-4.2-1 Explain the influence that private-life customs in Greco-Roman society (e.g., leisure

activities, rites of marriage and funerals) have had on modern Western culture. D-4.2-2 Explain how aspects of public life in Greco-Roman society have influenced modern

Western culture.

Sample Activities for Standard D-4.2 D-4.2-1 Individual, pair, or group activity: The students participate in a simulated Greek or

Roman marriage ceremony and then compare it to a modern-day marriage ceremony. D-4.2-2 Group activity: The students compare the Greco-Roman Olympics with the modern-day

Olympic games.

103

CLASSICAL LANGUAGES

Goal 5 Communities

DEVELOPING STAGE





Indicators The student will D-5.1-1 Understand the use of Latin or Greek words and phrases in medicine and other

scientific professions. D-5.1-2 Identify the traces of Latin or Greek in one Western language other than English.

Sample Activities for Standard D-5.1 D-5.1-1 Individual activity: The student matches the scientific names of plants and animals with

pictures of the plants and animals. D-5.1-2 Group activity: The students prepare a chart that shows the relationship between

selected Latin words and words in the Romance languages (e.g., French, Spanish, Italian).

104

CLASSICAL LANGUAGES

Goal 5 Communities

DEVELOPING STAGE





Indicators The student will D-5.2-1 Explain the use of Greco-Roman mythology in Western literature, art, and music. D-5.2-2 Compare issues of social diversity in Greco-Roman culture with those of modern

Western cultures.

Sample Activities for Standard D-5.2 D-5.2-1 Individual activity: The student reads selected passages from Lord of the Rings and

identifies prominent Greco-Roman mythological themes in the novel. D-5.2-2 Group activity: Students compare the issues of social diversity in Rome in the first

century AD with those in New York City in the early twentieth century.

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Expanding

Students who reach the expanding stage have completed a minimum of 3 Carnegie units in a sequential, articulated language program. The expanding stage, which comprises level 4 instruction and above, may include any of the four Advanced Placement or the International Baccalaureate Language B (Second Language) curriculum. Learners in this stage analyze and critique major works of classical literature. They translate, interpret, and evaluate classical works to master understanding of the Greco-Roman world. They are comfortable using authentic sources to support their critical analyses. Students incorporate classical phrases and gestures into their own communication. Expanding-stage learners analyze the interrelatedness of cultural products, practices, and perspectives and maintain connections with Greco-Roman culture. They use Latin or Greek to expand their knowledge of other content areas and enhance the ability to critique multiple viewpoints.

106

CLASSICAL LANGUAGES


EXPANDING STAGE





Indicators The student will E-1.1-1 Interpret passages of Latin or Greek prose and poetry. E-1.1-2 Apply common Latin or Greek phrases, abbreviations, and mottoes, including legal

and medical terms as appropriate in modern usage. E-1.1-3 Analyze the use of literary devices (e.g., meter, elision, epic simile) in Latin or Greek

poetry. E-1.1-4 Analyze specific information in authentic Latin or Greek passages. E-1.1-5 Analyze authentic Latin or Greek texts. E-1.1-6 Infer the meaning of unknown Latin or Greek words and phrases from context clues in

authentic texts.

Sample Activities for Standard E-1.1 E-1.1-1 Group activity: The students debate the political ramifications of Aeneas’s rejection of

Dido in Virgil’s Aeneid. E-1.1-2 Individual, pair, or group activity: The students watch a clip from a drama about

politics or the legal system, identifying the legal terms that are used and explaining their meanings.

E-1.1-3 Group activity: The students produce a rap in dactylic hexameter that is based on a scene from classical mythology.

E-1.1-4 The students discuss the historical information found in the writings of Livy or Caesar. E-1.1-5 Individual activity: The student creates an illustrated poster for a poem by Horace,

including the English translation. E-1.1-6 Individual activity: The student attempts to translate a selected passage in Latin or

Greek and then uses context clues to supply the words and/or phrases that he or she was unable to translate on the first try.

107

CLASSICAL LANGUAGES


EXPANDING STAGE





Indicators The student will E-1.2-1 Generate simple directions, commands, and questions in Latin or Greek. E-1.2-2 Recite authentic Latin or Greek prose and poetry with attention to metrical structure,

meaningful phrase grouping, and appropriate voice inflection. E-1.2-3 Analyze famous Latin or Greek passages in terms of their literary and historical value. E-1.2-4 Create complex sentences in Latin or Greek.

Sample Activities for Standard E-1.2 E-1.2-1 Group activity: The students act as centurions and command their cohort. E-1.2-2 Individual activity: The student performs an oration from Cicero’s speeches against

Catiline. E-1.2-3 Individual or pair activity: The students put short Latin passages onto PowerPoint slides

and quiz classmates on the source and significance of the passages. E-1.2-4 Individual activity: The student writes a letter in Latin describing the eruption of

Vesuvius.

108

CLASSICAL LANGUAGES

Goal 2 Culture

EXPANDING STAGE





Indicators The student will E-2.1-1 Analyze special activities that are characteristic of Greco-Roman culture (e.g.,

banquets, holiday celebrations, theater productions). E-2.1-2 Analyze personal, social, and political relationships in the Greco-Roman world. E-2.1-3 Analyze the perspectives of Greco-Roman society in terms of its philosophy,

government, religion, and art. E-2.1-4 Explain how the belief systems of the Greeks and Romans impacted daily practices

and individual perspectives as reflected in the writings of such authors as Aristotle, Sophocles, Homer, Virgil, Horace, Catullus, Cicero, and Ovid.

Sample Activities for Standard E-2.1 E-2.1-1 Group activity: The students perform a scene from the Aeneid in the original classical

context and then create a modern version. E-2.1-2 Group activity: The students discuss the patronage system as experienced by Horace in

his relationship with Maecenas. E-2.1-3 Individual activity: The student investigates Cicero’s writings on the value of the

Republic. E-2.1-4 Individual activity: The student tells the story of the chickens and the Carthaginian fleet

and analyzes how the tale reflects Greco-Roman beliefs.

109

CLASSICAL LANGUAGES

Goal 2 Culture

EXPANDING STAGE





Indicators The student will E-2.2-1 Analyze the concept of the hero from its origins in Greco-Roman literature to the

literature of modern times. E-2.2-2 Analyze Greek or Roman realia as expressions of the Greco-Roman culture. E-2.2-3 Analyze selected passages from Greek or Roman literature and oratory with the

purpose of identifying expressions of the Greco-Roman culture.

Sample Activities for Standard E-2.2 E-2.2-1 Individual activity: The student relates Harry Potter’s heroic traits to those of Odysseus. E-2.2-2 Individual, pair, or group activity: The students analyze either in writing or in group

discussion the various styles and materials of authentic death masks from the Greco-Roman world.

E-2.2-3 Individual activity: The student creates a greeting card based upon various poems by Catullus.

Deleted: relates

110

CLASSICAL LANGUAGES

Goal 3 Connections

EXPANDING STAGE





Indicators The student will E-3.1-1 Infer the meaning of specialized Latin or Greek terminology in various professional

contexts including philosophy, medicine, and law. E-3.1-2 Analyze the influence Greek or Latin texts on the literature of the modern Western

world.

Sample Activities for Standard E-3.1 E-3.1-1 Group activity: The students discuss the linguistic origins of the various terms used by

psychoanalysts to describe the self. E-3.1-2 Individual activity: The student compares a political campaign speech from the first

century BC with a modern-day political campaign speech.

111

CLASSICAL LANGUAGES

Goal 3 Connections

EXPANDING STAGE





Indicator The student will E-3.2-1 Compare the structure of the epic and other classical poetic forms with the structure of

works of poetry from cultures other than the Greco-Roman.

Sample Activity for Standard E-3.2 E-3.2-1 Individual activity: The student writes a critical analysis focusing on the similarities

between Virgil’s Aeneid and the Anglo-Saxon epic Beowulf.

112

CLASSICAL LANGUAGES

Goal 4 Comparisons

EXPANDING STAGE





Indicators The student will E-4.1-1 Compare the structure and elements of authentic Latin or Greek works of poetry with

that of poems written in modern English. E-4.1-2 Explain the influence of Latin or Greek literary works on the poetry and prose of the


Sample Activities for Standard E-4.1 E-4.1-1 Group activity: The students compare the structure and elements of Alexander Pope’s

mock-epic poem The Rape of the Lock with those of Virgil’s Aeneid. (The students identify such epic conventions as the invocation to the muse, the arming of the hero, and the epic battle.)

E-4.1-2 Individual activity: The student creates a graphic organizer to compare various poetic forms written in classical and modern times.

113

CLASSICAL LANGUAGES

Goal 4 Comparisons

EXPANDING STAGE




Indicators The student will E-4.2-1 Evaluate the impact that private-life customs in Greco-Roman society (e.g., leisure

activities, rites of marriage and funerals) have had on modern Western culture. E-4.2-2 Analyze the influence that public life in Greco-Roman society has had on modern

Western culture.

Sample Activities for Standard E-4.2 E-4.2-1 Group activity: The students conduct a toga praetexta ceremony and then examine

modern rites-of-passage ceremonies. E-4.2-2 Group activity: The students compare the patronage system in ancient Rome with that

developed by Huey P. Long during the 1920s and 1930s in Louisiana.

114

CLASSICAL LANGUAGES

Goal 5 Communities

EXPANDING STAGE





Indicators The student will E-5.1-1 Understand the use of Latin or Greek words and phrases in the academic, scientific,

and legal professions. E-5.1-2 Analyze the influence of Latin or Greek on modern Western languages.

Sample Activities for Standard E-5.1 E-5.1-1 Individual activity: The student compares the role of English as the lingua franca in

contemporary society to the role of Latin in the church and in academe in the Middle Ages.

E-5.1-2 Group activity: The students read selected Latin liturgical texts and compare them with their vernacular versions.

115

CLASSICAL LANGUAGES

Goal 5 Communities

EXPANDING STAGE





Indicators The student will E-5.2-1 Analyze the role of Greco-Roman mythology in Western literature, art, and music. E-5.2-2 Analyze issues of social diversity in Greco-Roman culture in terms of their relationship

to those of modern Western cultures.

Sample Activities for Standard E-5.2 E-5.2-1 Group activity: The students discuss the figures from Greek and Roman mythology that

are reflected in the novels of J. K. Rowling. E-5.2-2 Individual activity: The students create a timeline comparing the rights of women in the

Greco-Roman world to those of women in pre-twentieth-century America.

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AAPPPPEENNDDIIXX AA

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Glossary

aural A term denoting language that is heard. authentic A term describing original, unchanged spoken and written

materials that are intended for native speakers and thus are not specifically designed for foreign language instruction.

circumlocution The use of multiple words to convey meaning by talking around a word or idea for which the speaker lacks precise vocabulary and/or command of the necessary language structures.

cognates Words in different languages that are related to one another through their derivation; words in different languages that come from the same root word in a common ancestral language—for example, the English noun defenestration (which means “the act of throwing someone or something out of a window” and which comes from the Latin prefix de–, meaning “down from,” and the Latin noun fenestra, meaning “window”) and the French noun fenêtre, which means “window.”

context clues Information that a student can glean from a passage in a text that allows him or her to make an educated guess about the meaning of unfamiliar words or phrases within that passage.

idiom, idiomatic expression A statement whose meaning cannot be understood or expressed as a word-for-word translation.

realia Objects used to relate classroom teaching to real life in a target country or culture (e.g., menus, advertisements, currency).

register The particular level of a language, formal or informal, that a speaker uses in a specific relationship such as that of peer, subordinate, or superior (e.g., tu vs. vous, tu vs. usted).

sequential, articulated program A sequence of language instruction that operates as a systematic whole, providing a smooth, planned transition from one grade or learning level to the next.

117

AAPPPPEENNDDIIXX B

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In 1956, Benjamin Bloom and his colleagues published the Taxonomy of Educational Objectives: The Classification of Educational Goals, a groundbreaking book that classified educational goals according to the cognitive processes that learners must use in order to attain those goals. The work, which was enthusiastically received, was utilized by teachers to analyze learning in the classroom for nearly fifty years. However, research during that time span generated new ideas and information about how learners learn and how teachers teach. Education practice is very different today. Even the measurement of achievement has changed; teachers now live in a standards-based world defined by state accountability systems. In order to reflect the new data and insights about teaching and learning that the past forty-five years of research have yielded—and to refocus educators’ attention on the value of the original Bloom’s taxonomy—Lorin Anderson and David Krathwohl led a team of colleagues in revising and enhancing that system to make it more usable for aligning standards, instruction, and assessment in today’s schools. The results of their work were published in 2001 as A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (New York: Allyn and Bacon)—a book that is important to educators because it provides the common understanding of expectations that is critical for improving student achievement in all subjects. Language learning goes well beyond the memorization of grammar rules and vocabulary that many people mistake for language proficiency. The revised taxonomy is two-dimensional, identifying both the kind of knowledge to be learned (knowledge dimension) and the kind of learning expected from students (cognitive processes) to help teachers and administrators improve alignment and rigor in the classroom. This taxonomy will assist educators to improve instruction, to ensure that their lessons and assessments are aligned with one another and with the state standards, and to prepare lessons that are cognitively rich. Most of the main verbs in the indicators of the academic standards for modern and classical languages reflect the names of the categories or subcategories of the cognitive processes described in the revised Bloom’s taxonomy. The verbs are intentionally selected to be appropriate when the educator is teaching the particular content of the indicator. For example, one might compare two cultures or summarize the achievements of the target culture. Both of these processes are included in the cognitive dimension understand, which has five other processes: interpreting, exemplifying, classifying, inferring, and explaining. All seven subcategories are important aspects of understanding and should be part of the learning process for that indicator when they are appropriate for the content. In addition, cognitive processes lower on the taxonomy may need to be addressed in order for the student to reach the next level. For example, students need to recognize and recall some details about two cultures in order to be able to compare them.

118

Tables 1 and 2 on the following pages are reproduced from Anderson and Krathwohl’s Taxonomy for Learning, Teaching, and Assessing, pages 46 and 67, respectively. Table 3, “A Taxonomy for Teaching, Learning, and Assessing,” describes both dimensions of the taxonomy: the categories and subcategories of knowledge described in table 1 and the cognitive processes described in table 2. This matrix is provided as a template for teachers to use in analyzing their instruction as they seek to align standards, units/lessons/activities, and assessments. Examples and more information about specific uses of the matrix can be found in the Taxonomy for Learning.

119

Table 1: The Knowledge Dimension

MAJOR TYPES AND SUBTYPES EXAMPLES A. FACTUAL KNOWLEDGE—The basic elements students must know to be acquainted with a discipline or solve problems in it

AA. Knowledge of terminology Technical vocabulary, musical symbols

AB. Knowledge of specific details and elements

Major natural resources, reliable sources of information

B. CONCEPTUAL KNOWLEDGE—The interrelationships among the basic elements within a larger structure that enable them to function together

BA. Knowledge of classifications and categories

Periods of geological time, forms of business ownership

BB. Knowledge of principles and generalizations

Pythagorean theorem, law of supply and demand

BC. Knowledge of theories, models, and structures

Theory of evolution, structure of Congress

C. PROCEDURAL KNOWLEDGE—How to do something, methods and inquiry, and criteria for using skills, algorithms, techniques, and methods

CA. Knowledge of subject-specific skills and algorithms

Skills used in painting with watercolors, whole-number division algorithm

CB. Knowledge of subject-specific techniques and methods

Interviewing techniques, scientific method

CC. Knowledge of criteria for determining when to use appropriate procedures

Criteria used to determine when to apply a procedure involving Newton’s second law, criteria used to judge the feasibility of using a particular method to estimate business costs

D. METACOGNITIVE KNOWLEDGE—Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition

DA. Strategic knowledge Knowledge of outlining as a means of capturing the structure of a unit of subject matter in a textbook, knowledge of the use of heuristics

DB. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks

DC. Self-knowledge Knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one’s own knowledge level

From Lorin W. Anderson and David R. Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Educational Objectives, © 2001. Published by Allyn and Bacon, Boston, MA. © 2001 by Pearson Education. Reprinted by permission of the publisher.

120

Table 2: The Cognitive Process Dimension CATEGORIES & COGNITIVE PROCESSES

ALTERNATIVE NAMES DEFINITIONS AND EXAMPLES

1. REMEMBER—Retrieve relevant knowledge from long-term memory

1.1 RECOGNIZING Identifying Locating knowledge in long-term memory that is consistent with presented material (e.g., Recognize the dates of important events in United States history)

1.2 RECALLING Retrieving Retrieving relevant knowledge from long-term memory (e.g., Recall the dates of important events in United States history)

2. UNDERSTAND—Construct meaning from instructional messages, including oral, written, and graphic communication

2.1 INTERPRETING Clarifying, paraphrasing, representing, translating

Changing from one form of representation (e.g., numerical) to another (e.g., verbal) (e.g., Paraphrase important speeches and documents)

2.2 EXEMPLIFYING Illustrating, instantiating

Finding a specific example or illustration of a concept or principle (e.g., Give examples of various artistic painting styles)

2.3 CLASSIFYING Categorizing, subsuming

Determining that something belongs to a category (e.g., Classify observed or described cases of mental disorders)

2.4 SUMMARIZING Abstracting, generalizing

Abstracting a general theme or major point(s) (e.g., Write a short summary of events portrayed on a videotape)

2.5 INFERRING Concluding, extrapolating, interpolating, predicting

Drawing a logical conclusion from presented information (e.g., In learning a foreign language, infer grammatical principles from examples)

2.6 COMPARING Contrasting, mapping, matching

Detecting correspondences between two ideas, objects, and the like (e.g., Compare historical events to contemporary situations)

2.7 EXPLAINING Constructing models

Constructing a cause-and-effect model of a system (e.g., Explain the causes of important 18th Century events in France)

3. APPLY—Carry out or use a procedure in a given situation

3.1 EXECUTING Carrying out Applying a procedure to a familiar task (e.g., Divide one whole number by another whole number, both with multiple digits)

3.2 IMPLEMENTING Using Applying a procedure to an unfamiliar task (e.g., Use Newton’s Second Law in situations in which it is appropriate)

From Lorin W. Anderson and David R. Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Educational Objectives, © 2001. Published by Allyn and Bacon, Boston, MA. © 2001 by Pearson Education. Reprinted by permission of the publisher.

121

Table 2: The Cognitive Process Dimension

CATEGORIES & COGNITIVE PROCESSES

ALTERNATIVE NAMES DEFINITIONS AND EXAMPLES

4. ANALYZE—Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

4.1 DIFFERENTIATING Discriminating, distinguishing, focusing, selecting

Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material (e.g., Distinguish between relevant and irrelevant numbers in a mathematical word problem)

4.2 ORGANIZING Finding coherence, integrating, outlining, parsing, structuring

Determining how elements fit or function within a structure (e.g., Structure evidence in a historical description into evidence for and against a particular historical explanation)

4.3 ATTRIBUTING Deconstructing Determine a point of view, bias, values, or intent underlying presented material (e.g., Determine the point of view of the author of an essay in terms of his or her political perspective)

5. EVALUATE—Make judgments based on criteria and standards

5.1 CHECKING Coordinating, detecting, monitoring, testing

Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented (e.g., Determine if a scientist’s conclusions follow from observed data)

5.2 CRITIQUING Judging Detecting inconsistencies between a product and external criteria, determining whether a product has external consistency; detecting the appropriateness of a procedure for a given problem (e.g., Judge which of two methods is the best way to solve a given problem)

6. CREATE—Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

6.1 GENERATING Hypothesizing Coming up with alternative hypotheses based on criteria (e.g., Generate hypotheses to account for an observed phenomenon)

6.2 PLANNING Designing Devising a procedure for accomplishing some task (e.g., Plan a research paper on a given historical topic)

6.3 PRODUCING Constructing Inventing a product (e.g., Build habitats for a specific purpose)

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Table 3: A Taxonomy for Teaching, Learning, and Assessing THE COGNITIVE PROCESS DIMENSION

THE KNOWLEDGE DIMENSION

1. Remember—Retrieve relevant knowledge from long-term memory

1.1 Recognizing 1.2 Recalling

2. Understand—Construct meaning from instructional messages, including oral, written, and graphic communication

2.1 Interpreting 2.2 Exemplifying 2.3 Classifying 2.4 Summarizing 2.5 Inferring 2.6 Comparing 2.7 Explaining

3. Apply—Carry out or use a procedure in a given situation

3.1 Executing 3.2 Implementing

4. Analyze—Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

4.1 Differentiating 4.2 Organizing 4.3 Attributing

5. Evaljudgmcriterstand

5.1 C 5.2 C

A. Factual Knowledge—The basic elements that students must know to be acquainted with a discipline or solve problems in it AA. Knowledge of terminology AB. Knowledge of specific details and elements

B. Conceptual Knowledge—The interrelationships among the basic elements within a larger structure that enable them to function together BA. Knowledge of classifications and categories BB. Knowledge of principles and generalizations BC. Knowledge of theories, models, and

structures

C. Procedural Knowledge—How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods CA. Knowledge of subject-specific skills and

algorithms CB. Knowledge of subject-specific techniques and

methods CC. Knowledge of criteria for determining when

to use appropriate procedures

D. Metacognitive Knowledge—Knowledge of cognition in general as well as awareness of one’s own cognition DA. Strategic knowledge DB. Knowledge about cognitive tasks (including

appropriate contextual and conditional knowledge

DC. Self-knowledge

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