East Windsor Regional School District French 3 Curriculum Novice High Level TABLE OF CONTENTS ( )

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1 TABLE OF CONTENTS ( ) ACKNOWLEDGEMENTS.. 3 DISTRICT MISSION STATEMENT...4 INTRODUCTION AND PHILOSOPHY...5 I. Definition of the Course...5 II. Background Information. 6 III. Purpose of this Course...7 IV. Summary.7 ACTFL PROFICIENCY GUIDELINES FOR NOVICE-HIGH C s OF FOREIGN LANGUAGE EDUCATION..11 NATIONAL STANDARDS FOR FOREIGN LANGUAGE EDUCATORS. 12 NEW JERSEY WORLD CLASS STANDARD.. 13 Standard Strand A: Interpretive Mode..13 Strand B: Interpersonal Mode Strand C: Presentational Mode. 14 NJCCCS Classroom Application Document Interpretive NJCCCS Classroom Application Document Interpersonal NJCCCS Classroom Application Document Presentational. 28 BLOOM S TAXONOMY...34 DIFFERENTIATED INSTRUCTION MULTIPLE INTELLIGENCES..35 METHODS OF INSTRUCTION.,.37 CURRICULUM MAPPING THEMATIC UNITS La vie contemporaine / Contemporary Life Famille et Communauté / Families and Communities L esthétique / Beauty and Aesthetics La science et la technologie / Science and Technology Les défis mondiaux / Global Challenges

2 6. La quête de soi / Personal and Public Identities...39 THEMATIC UNITS Thematic Unit 1: La vie contemporaine / Contemporary Life.. 40 Thematic Unit 2: Famille et Communauté / Families and Communities...45 Thematic Unit 3: L esthétique / Beauty and Aesthetics.50 Thematic Unit 4: La science et la technologie / Science and Technology...55 Thematic Unit 5: Les défis mondiaux / Global Challenges Thematic Unit 6: La quête de soi / Personal and Public Identities BENCHMARKS SAMPLE UNIT PLAN 69 SAMPLE LESSON PLAN...72 DEFINITIONS FOR NOVICE HIGH LEARNERS CAPS Rubrics..74 Novice-HIgh Interpersonal Speaking Tasks.. 74 Novice-High Presentational Writing Tasks EDUCATIONAL STRATEGIES..76 FRENCH LANGUAGE CLASSROOM RESOURCES 79 2

3 Supervisor of World Language & Bilingual/ESL Kathleen Natalizio Revitalization Personnel Peggy Romans 3

4 District Mission Statement Increase student achievement by challenging each student to reach their highest potential. Provide the professional staff with the knowledge, skills, resources and freedom to actualize the vision. Measure student progress by determining the academic distance traveled by each child. 4

5 I. Definition of the Course East Windsor Regional School District Introduction and Philosophy The French 3 Curriculum continues to focus on student understanding - what students know and are able to do with language. Additionally students will develop a deeper knowledge and understanding of the French language and francophone cultures. French 3 is a turning point in our articulated program. There is a shift in the ratio of receptive and expressive language with the students becoming more responsible for expressing original ideas building upon and utilizing previously mastered vocabulary and structures. Students become more comfortable comprehending French spoken at a normal rate of speech and can ask for clarification or repetition when needed. They learn higher level reading strategies to help them understand more complex authentic materials. From the onset of the course expectations for student performance will be communicated. Assessments will reflect meaningful, purposeful tasks that are handson and tied to real-life language use. Most assessments will be scored globally through the use of rubrics. Minimizing traditional pencil and paper testing in favor of authentic performance-based assessments will allow the students to relate what they are learning in the classroom to real world applications. This curriculum is designed around the same thematic units used by the College Board for the AP French Language and Culture course and exam. The use of the these six themes: Global Challenges, Science and Technology, contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics, allow for a more effective articulation within our 7-12 French Program in the EWRSD. This curriculum will continue to introduce vocabulary and related topics embedded with culture. Essential questions and performance-based formative assessments are the organizing principles of each lesson. The Culture - products, practices and perspectives - of France as well as other francophone countries will be discussed in detail and compared and contrasted with our American culture. Authentic poetry, literary excerpts, newspaper and magazine articles, comics, clips from French films and music videos as well as children s literature are utilized so that students may broaden their knowledge of French vocabulary and begin their journey to understanding most authentic spoken language. French grammar is presented in context as it is used in conversation for communication and in writing for deciphering reading passages, advertisements and other written messages. Realia, audiovisual aids and technology will be employed to reinforce learning. In order to articulate a successful French progam 7-12, all four language skills will be stressed and developed equally: listening, 5

6 speaking, reading, and writing. Instruction will mimic how students acquired their first language supporting solid second language acquisition research, beginning with listening (receptive language) and incrementally adding the other skills. A good balance of the four skills allows better use of the ACTFL modes of communication and implementation of the NJ World Language standards. Articulation of our French program will meet the needs of students who wish simply to complete the Hightstown High School graduation requirement as well as the students who hope to continue on to Advanced Placement French. The Topics of Communication will include: conducting business at various service and commercial enterprises, travel, French history, meal taking, fashion and shopping, advertising, education, professions, famous francophones, holidays and customs, world geography, the history and literature of French-speaking countries, architecture, cinema, contemporary social problems, space and computer technology and current events. In addition, as this curriculum was updated the above topics have been organized under six thematic units that were developed by the College Board for the new AP French Language and Culture course and exam. The six themes are: Global Challenges, Personal and Public Identities, Families and Communities, Contemporary Life, Science and Technology, and Beauty and Aesthetics. By organizing the curriculum in this manner and stressing vertical articulation of common themes, student vocabulary and concept acquisition will improve. This will enable the students to speak and write on these themes at a higher level of proficiency in the event they choose to continue to the AP level. II. Background Information French is a practical language that will expand the students global perspectives and make them more competitive in the national and international job market. French is spoken by over 200 million people in more than 50 countries across five continents. French is the official working language of the UN, NATO, UNESCO, the International Olympic Committee, the European Union, the International Red Cross and many more! Learning French will prepare our students for careers in education, international law and business, medicine, aviation, global/international distribution and luxury goods. Through a study of the French language and francophone cultures students will be exposed to art, music, fashion, food, architecture and literature, enriching mind, body and spirit. In studying French our students will develop critical, creative thinking and problem solving skills. French also provides the base for more than 50% of the modern English vocabulary, which improves performance on national standardized tests as well as the NJ HSPA. Our students will be promoting language diversity in our community and throughout the world. 6

7 III. Purpose of this Course Through world language study, students develop sensitivity to the cultural and linguistic heritage of other groups and their influence on our own, and are prepared to participate in a society characterized by linguistic and cultural diversity. Read Pascal to discover how "the heart has its reasons which reason does not know." Read Stendhal or Balzac to understand the nature of love; read Caribbean or African novels to learn about the struggle to assert independence and the hybrid nature or métis of post-colonial identity. The goal of the World Language program at EWRSD is to expose students to a different language and cultures in order to make them knowledgeable and active members of a global society. Students will learn to use modern world languages for meaningful communication in both spoken and written form. The World Language program emphasizes language as it is used in various real-life situations that students are most likely to encounter. As the world moves towards a global community, it is increasingly important to be able to communicate in languages other than English. It is important to understand the perspectives of a culture that generate its patterns of behavior, ways of life, world views and contributions. IV. Summary The standards-driven approach to second language teaching and learning requires a student-centered, success-oriented, interactive program that utilizes both the latest instructional and assessment strategies to aid students in mastering presented material and topics. The World language curriculum addresses the latest in second language acquisition theory and is designed to prepare students to function linguistically and culturally as speakers of a language other than English. The objectives and the benchmark skills of this curriculum will assist teachers to ensure that all students are prepared for the New Jersey High School Proficiency. This course places particular emphasis on oral-aural competence (strives to produce a listener/performer who can perceive sound in meaningful patterns--developing a hearing mind and a thinking ear. This is achieved by the tandem development of two types of activities: listening and performance). Communication skills in the target language are emphasized to develop everyday functional language skills. Major emphasis will be placed on the appropriate use of the target language in culturally authentic situations. The grading system (using rubrics) emphasizes content over form. Other forms of assessments may include; student portfolios, group projects and presentations, dictées, quizzes and a 7

8 comprehensive final exam. In this varied and interesting course, students are encouraged to be creative as they perfect their skills in listening, speaking, reading and writing the French language. 8

9 ACTFL Proficiency Guidelines The French 3 curriculum is designed to have students achieve the Novice-High Level as set forth in the ACTFL Proficiency Guidelines. Certain students might achieve partial proficiency in the Intermediate-Low Level, which is the next level of proficiency. General Preface to the ACTFL Proficiency Guidelines The ACTFL Proficiency Guidelines are a description of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The major levels Advanced, intermediate, and Novice are subdivided into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of proficiency from that of the highly articulate, well-educated language user to a level of little or no functional ability. These Guidelines present the levels of proficiency as ranges, and describe what an individual can and cannot do with language at each level, regardless of where, when, or how the language was acquired. Together these levels form a hierarchy in which each level subsumes all lower levels. The Guidelines are not based on any particular theory, pedagogical method, or educational curriculum. They neither describe how an individual learns a language nor prescribe how an individual should learn a language, and they should not be used for such purposes. They are an instrument for the evaluation of functional language ability. NOVICE HIGH - SPEAKING Novice Speakers at the Novice-High sublevel are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects, and a limited number of activities, preferences, and immediate needs. Novice High speakers respond to simple, direct questions or requests for information. They are also able to ask a few formulaic questions. Novice High speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their language consists primarily of short and sometimes incomplete sentences in the present, and may be hesitant or inaccurate. On the other hand, since their language often consists of expansions of learned material and stock phrases, they may 9

10 sometimes sound surprisingly fluent and accurate. Pronunciation, vocabulary, and syntax may be strongly influenced by the first language. Frequent misunderstandings may arise but, with repetition or rephrasing, Novice High speakers can generally be understood by sympathetic interlocutors used to non-natives. When called on to handle a variety of topics and perform functions pertaining to the Intermediate level, a Novice High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence-level discourse. NOVICE-HIGH WRITING Writers at the Novice High sublevel are able to meet limited basic practical writing needs using lists, short messages, postcards, and simple notes. They are able to express themselves within the context in which the language was learned, relying mainly on practiced material. Their writing is focused on common elements of daily life. Novice High writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but are not able to sustain sentence-level writing all the time. Due to inadequate vocabulary and/or grammar, writing at this level may only partially communicate the intentions of the writer. Novice High writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur. NOVICE-HIGH LISTENING At the Novice High sublevel, listeners are often but not always able to understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts where there is contextual or extralinguistic support, though comprehension may often be very uneven. They are able to understand speech dealing with areas of practical need such as highly standardized messages, phrases, or instructions, if the vocabulary has been learned. NOVICE-HIGH READING At the Novice High sublevel, readers can understand, fully and with relative ease, key words and cognates, as well as formulaic phrases across a range of highly contextualized texts. Where vocabulary has been learned, they can understand predictable language and messages such as those found on train schedules, roadmaps, and street signs. Readers at the Novice High sublevel are typically able to derive meaning from short, non-complex texts that convey basic information for which there is contextual or extralinguistic support. 10

11 The 5 C s of Foreign Language Education (According to ACTFL) Communication is at the heart of second language study, whether the communication takes place face-toface, in writing, or across centuries through the reading of literature. Through the study of other languages, students gain a knowledge and understanding of the cultures that use that language and, in fact, cannot truly master the language until they have also mastered the cultural contexts in which the language occurs. Learning languages provides connections to additional bodies of knowledge that may be unavailable to the monolingual English speaker. Through comparisons and contrasts with the language being studied, students develop insight into the nature of language and the concept of culture and realize that there are multiple ways of viewing the world. Together, these elements enable the student of languages to participate in multilingual communities at home and around the world in a variety of contexts and in culturally appropriate ways. 11

12 National Standards for Foreign Language Educators Statement of Philosophy Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-english backgrounds should also have opportunities to develop further proficiencies in their first language. STANDARDS FOR FOREIGN LANGUAGE LEARNING COMMUNICATION Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 12

13 NJ World Class Standards Content Area: World Languages Standard 7.1 (Communication) All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand A: Interpretive Mode One-way communication using receptive skills of listening and reading, sometimes enhanced by viewing. 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. Interpretation differs from comprehension in that the former implies the ability to "read (or listen) between the lines." Since the interpretive mode does not allow for active negotiation between the reader and writer or the listener and the speaker, it commonly requires knowledge of culture from the outset. The more one knows about the other language and culture, the greater the chances of creating the appropriate cultural interpretation of a written or spoken text. It must be noted, however, that cultural literacy and the ability to read or listen between the lines are developed over time and through exposure to the language and culture Strand B: Interpersonal Mode Two-way communication between individuals using receptive skills (listening and reading, sometimes enhanced by viewing) and productive skills (speaking and writing, sometimes enhanced by showing). The interpersonal mode is characterized by active negotiation of meaning among individuals, either listeners and speakers, or readers and writers. Participants observe one another to see how well their meanings and intentions are being communicated and make adjustments and clarifications accordingly. As a result, there is a higher probability of ultimately achieving the goal of successful communication in this mode than in the other two modes. The interpersonal mode is most obvious in conversation, but both the interpersonal and negotiated dimensions can be realized through reading and writing, such as the exchange of personal letters or of electronic mail ( ) messages. 13

14 Strand C: Presentational Mode East Windsor Regional School District One-way communication using productive skills of speaking and writing, sometimes enhanced by showing: The presentational mode refers to the creation of formal messages to be interpreted by listeners or readers without opportunities for the active negotiation of meaning. Whereas the interpretive mode refers to the way written or spoken utterances are received and interpreted, the presentational mode describes how the creator of a written or spoken utterance orders the presentation of text to achieve the maximum comprehension by an audience. Examples include the writing of reports and articles or the presentation of speeches. These examples of "one-way" writing and speaking require a substantial knowledge of language and culture from the outset, since the goal is to make sure that the listening or reading audience will readily understand the messages conveyed. 14

15 Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand A. Interpretive Essential Questions K-5: How can I help myself understand what I hear and read? Proficiency Level: Novice-High Enduring Understandings K-5: I can figure out what something means when I look for clues such as tone of voice, gestures, and visuals when listening and captions, pictures, titles, and familiar words when reading. 6-12: What comprehension strategies do I use when I don t know all the words that I hear and read? Content and Cumulative Progress Indicators (CPIs) Content 6-12: I can use my background knowledge, context clues, and my awareness of cognates, loanwords and word families to get the gist of what I hear and read. Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: The amount of leisure time available and how it is spent varies among cultures. Listen to voicethreads in which students from a target language classroom discuss which chores are performed by different members of their family. To demonstrate understanding, create a graphic organizer that accurately depicts the information presented. (4-8) Review information related to pastime activities found on websites, such as: and respond to questions, such as the following: Which activities have become more popular and less popular during the past five years? Which activity has seen the biggest increase during the past five years? Which activity has seen the largest decrease during the past five years? Which activities are common in both Spain and the United States? Which activities are popular in Spain and not popular in the United States? Which activities are popular in the United States and not popular in Spain? (6-12) Note: These questions would be asked in the target language and are 15

16 based on the information collected from the voicethreads. This website was found by searching Google in Spain and entering in Spanish: survey pastimes. The questions may be adapted to other texts and cultures. CPI 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessments: 1. A new student has just enrolled in your school and is from the same country as students in your sister school. You are interested in learning about school life in his country. Your class posts a survey on a class wiki and asks students in your sister school to respond to the following questions: a. How do you get to and from school? b. How long does it take you to get to and from school? c. Do you participate in after school activities? Which ones? d. Do you belong to any community groups? Which ones? e. List your subjects in order from most enjoyable to least enjoyable. f. List your subjects in order from easiest to hardest. g. There is a new student in our school from your country. Tell us what we should know about school in your country so that we can help the new student feel comfortable here. (4-12) Note: To assess for understanding, ask students to interpret the information from the survey. 2. Listen to and read postings to a voicethread in which students in your sister school explain how they spend their free time. (9-12) Note: To assess for understanding, ask students to create a visual that reflects the information contained in the postings. Resources Videos in a wide-range of languages: Search youtube.com in the target language using key words related to the targeted theme. Click on preferences at and indicate the language(s) that you would like to search. Internet television from around the world: In some cases, the sites have short archived video clips that may be appropriate for some of the targeted themes:

17 Newspapers and magazines from around the world: Survey your students and students from the target language countries and use that information to engage students: o Learn how to create your own surveys on Google docs: o Learn how to create your own surveys on Survey Monkey: o Learn how to schedule an event or make a survey using Doodle: The following site has excellent resources related to sustainable development and the environment. It is a children s site from Argentina. In addition to resources in Spanish, there are also links in French and German Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpretive Mode. Scroll down to video #1. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: The amount of leisure time available and how it is spent varies among cultures. Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. Play an environmental game, such as the one found at: (4-12) Provide visuals to help visitors from other countries understand what behavior is permitted and not permitted at a park based on posted rules such as those found at: (6-12) Note: For those teachers who teach a language other than Spanish, the rules are available in English. The site was found by searching in the target language rules in the park. CPI Sample Assessments 17

18 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response. To show evidence of meeting this CPI, students may complete the following performance assessments: 1. Take a tour of a target-language city by following teacher s directions and plotting the path on a virtual or print map. (4-8) 2. Review websites in target-language schools and determine to what degree school rules are similar and different from those in your school. (6-12) Resources page 4 Go to: and click on World Languages Standard in Action. The following documents provide additional guidance for integration of the three modes at the Novice-High Proficiency level: Ecotourism, Going Green, School Life and Where We Live. Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpretive Mode. Scroll down to video #1. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Online newspapers, magazines, blogs, wikis, podcasts, videos, and government websites provide current information on perspectives of the target culture on local, national, and global problems/issues. Read a poster, such as the one found at: ases(1).pdf and match pictures to the recommended actions. Indicate which cultural practices have changed because of the threat of swine flu. (4-6) Review the following poster that provides guidance for eating in a restaurant and preventing swine flu: %20Restaurantes% pdf. Identify cultural practices that have changed because of H1N1. (6-12) Notes: o The posters were found by visiting the Mexico Department of Health site and clicking to a site dedicated to H1N1. o Additional educational materials may be found at: 18

19 aspx. o There are travel posters available in several languages at: CPI 7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s). Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessments: 1. A student from (country) has just enrolled in your school. He has provided a list of common practices in his home school in his native language. Identify the practices that are also common in your school. By providing a visual representation for each of these practices, you will be helping teachers and others understand this student s experiences in school in his native country. (4-6) 2. Your sister school in (country) has just posted a response to your question: How do you spend a typical day at school? Review the postings and indicate which practices are similar to yours and which ones are different. (6-12) Resources Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpretive Mode. Scroll down to video #1. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. Content and Cumulative Progress Indicators (CPIs) Content The amount of leisure time available and how it is spent varies among cultures. Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Listen to children s songs and match objects and activities mentioned to visuals. (4-12) Read online or print brochures related to travel and identify vacation activities. (6-12) CPI 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: 1. While studying about ways to preserve the environment, watch a video in the target language and identify the recommended activities as either being mentioned in the video or not. (4-8) 19

20 Note: An example of a video in Spanish can be found at This video was found by entering the phrase caring for the environment in Spanish in a YouTube search. 2. Use the information found on a Google map of a target culture city or country to create a recommended trip itinerary for the following people: a. Someone who is interested in performing arts, museums, and shopping. b. Someone who is interested in sport activities, history, and walking tours. c. Someone who is interested in shopping, parks, and reading. d. Someone who is interested in local cuisine, museums, and performing arts. (6-12) Resources Select a country and search for a Google map in that country. Select one that contains information of interest to tourists and a strong connection to cultural products and practices. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Current trends and issues influence popular culture. Listen to voicethreads in which students from a target language classroom tell what presents they received for a recent celebration and create a graphic organizer that shows which items are popular in only one culture and which are popular in both. (4-6) Listen to voicethreads in which students from a target language classroom discuss which music they prefer, who the most popular artists are in their country, and why they prefer certain types of music. Create a visual representation that compares preferences in both cultures. (6-12) Review a government survey that explores youth involvement in government. (6-12) The following survey was found by using a target language search engine and entering survey of youths : 20

21 CPI 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: 1. While exploring how children in other countries spend their free time you come across the following video: Show that you understand the message by telling which statements provided by your teacher are true and which are false based on the content of the video. (4-12) Note: The last video in the above link addresses how young children in Guadalajara and Zapopan like to spend their free time. Other videos may be appropriate for other themes. There are also additional links to reading material appropriate for elementary students. This site was linked from the Department of Education site for the state of Jalisco. Resources Some online resources related to fashion: Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpretive Mode. Scroll down to video #1. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. Content and Cumulative Progress Indicators (CPIs) Content Wellness practices may vary across cultures. CPI 7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials. Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: View a video, such as the one found at: Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: 1. Your class is reading a children s story about healthy living. Your teacher has given you a set of pictures that represent healthy practices. Identify which ones are suggested in the story and which ones are not mentioned. (4-12) Resources 21

22 Access information in a variety of languages from the Organisation for Economic Co-Operation and Development. _1_1,00.html Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpretive Mode. Scroll down to video #1. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. Standard 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strand B. Interpersonal Essential Questions K-5: What can I do to keep the conversation going? Proficiency Level: Novice-High Enduring Understandings K-5: I can talk with others about topics that I have practiced. I attempt to use knowledge, skills and strategies I have already learned to keep the conversation going. 6-12: What can I do to keep the conversation going? 6-12: If I ask the right questions and give thoughtful responses, I can keep someone talking to me. I can talk around words that I do not know by using circumlocution (Use of alternate words and expressions to convey meaning or express an idea that is beyond my current ability.) For example, The place where I buy stamps for post office. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Human and animal migration are often related to the availability of resources and the ability to adapt to the environment. Due to globalization and After researching animal migration in their science class, connect with a target language class using SKYPE or a similar application and exchange information related to animals that live in both places. (4-8) Connect with a target language class using SKYPE or a similar application and exchange information related to technology tools that students use in both schools. Examine how the tools have evolved over 22

23 advances in technology, the products and practices of a culture change over time, and these changes may impact cultural perspectives. CPI 7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and targeted themes. time and how they have impacted practices. (6-12) Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessments: 1. In order to prepare for a presentation about animals and habitats in different parts of the world, post and respond to voicethread postings asking students in your class and in your sister school class to observe animals in their backyard and post observations and comments for a week. (4-8) 2. In order to gather information for a presentation about the impact of technology on the behavior of youths in the home culture and the target culture, post and respond to voicethread postings that ask participants to chart their use of technology for a week. (6-12) Resources This site will allow teachers to search for a classroom connection throughout the world or to post a request for a specific type of classroom connection. There are several collaborative projects that allow students to explore global issues. Communication can take place student to student or classroom to classroom. Teachers may download free software that allows them to make free talk and video calls and to chat with classrooms across the world. Teachers may use this website to encourage student responses to presentations. For example, if one student is talking to the class about what he likes to do during his free time, the other students may post their reactions to his comments. They may state that they have the same preference, a different preference, or that they have a friend or family member who enjoys the same type of activities. Students may also respond to the comments left by their classmates. Teachers may post questions related to the target theme and ask students to post responses or to react to responses left by others. Google Message Security is being offered free of charge to schools that enroll prior to July Visit Free enrollment for additional information. 23

24 Wikispaces provide a venue for students and teachers to collaborate. There is a mechanism in place for discussion. Teachers may choose to post questions and have students respond to these questions and to other students responses. There is a blog associated with wikispaces where users share how they have incorporated their use in the classroom: Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpersonal Mode. Scroll down to video #2. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. Notes: o Digital recorders allow students to record interpersonal and presentational tasks. Teachers may upload the completed tasks for evaluation at a later time. o Many cell phones have a voice memo application. This application can be used to record interpersonal and presentational tasks. Students may the file to the teacher for evaluation at a later time. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Human and animal migration are often related to the availability of resources and the ability to adapt to the environment. Personal preferences and skills are key factors to consider when making decisions about postsecondary plans. Complete a graphic organizer in which they place pictures of animals of the rainforest in categories based on written or oral descriptions of the animals and their habitat. (4-8) Complete a graphic organizer in which they match pictures of animals to their food source based on oral or written input. (K-8) Note: Prior to allowing students to work independently, teach students how to ask for and give confirmation. After examining a document such as the one found at exchange recommendations for preparing to live and work in the 21 st century in the target culture and the home culture. (6-12) Notes: o The above website was found by doing a Google search limited to 24

25 Mexico and inserting the Spanish words for Competencies for the 21 st Century. o The following website provides information on the life skills highlighted by The Partnership for 21 st Century Skills: &task=view&id=266&itemid=120 CPI 7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate classroom and cultural activities. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessments: 1. Complete an information gap activity in which two students are given an envelope with pictures of animals and a description of an animal and its habitat. Working together, record their conversations as they fill in the map by deciding which animal should be matched with each description and placing the animals pictures in the correct habitat. (4-8) Note: Students use the target language to tell where to place each animal. For example, Put the elephant in Asia. 2. Discuss with a classmate your career plans and exchange recommendations that should lead you to be better prepared for your career choices. (6-12) Note: Students should use the knowledge gained from previous readings and discussions to inform the conversation. Resources Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpersonal Mode. Scroll down to video #2. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: The study of another language and culture deepens understanding of where and how people live and why events occur. Work with a partner to match oral and written language to gestures. (4-12) Work with a partner to match idiomatic expressions to a visual representation of them. (4-12) 25

26 Incorporate learned gestures and common idiomatic expressions while exchanging information with classmates. (4-12) CPI 7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: 1. You and your classmates are exchanging information with your sister school in (country). When appropriate, use culturally authentic gestures and/or idiomatic expressions that help bring meaning to the conversation. (4-12) Resources Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpersonal Mode. Scroll down to video #2. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Current trends and issues influence popular culture. Compare items found in target language ads with those found in ads in the United States after examining ads for clothing, (4-8) Exchange information with classmates related to what they wear, listen to, purchase, and do while examining how advertisement influences their decisions. Exchange information related to how advertisement is similar and different among cultures. (6-12) CPI 7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessments: 1. You are interested in finding out about children s television shows in (country). Have a conversation with a classmate to decide which questions you will ask during your next SKYPE call with a class in the target culture. (4-8) 2. A student from your sister school has posted a question on your class wiki. He is interested in knowing how a typical middle school or high school student spends his free time. Have a conversation with a classmate to decide which information you will share on the post. (6-12) 26

27 Resources Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpersonal Mode. Scroll down to video #2. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. Compare and contrast works of art from the target culture in various mediums that use the same art elements and principles of design. (4-8) Collaborate with students from the target culture and home culture to exchange information related to historical and present-day inequalities within both cultures (e.g., treatment of women, racial minorities, age discrimination). (6-12) Note: Asking students to brainstorm words and phrases needed to engage in the conversation and posting the results of the brainstorm activity may help students to construct appropriate questions. CPI 7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessments: 1. Your teacher has posted a series of paintings from the target culture on a voicethread. Share a comment about the artists that has not yet been shared, describe the paintings, and respond to other postings by your classmates. (4-8) 2. After reading articles and viewing video clips related to the founding fathers in the target culture, record a conversation in which you discuss the qualities found in early leaders in the target culture and home culture. (6-12) Resources Click Teaching Foreign Languages K-12 Workshop to view a video on the Interpersonal Mode. Scroll down to video #2. Click Wisconsin Project: Modes of Communication for information related to the modes of communication. 27

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