World Languages High School Content Expectations Intermediate Low and Intermediate Mid

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1 World Languages High School Content Expectations Así se dice! Glencoe Spanish 4 Michigan 2009 STANDARDS STRAND 1: COMMUNICATION 1.1 Interpersonal Communication Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Interpersonal Speaking/Listening or Signed (SL) Exemption: No Longer Spoken Socializing 1.1.M.SL.a Use the target language with culturally appropriate gestures to greet one another and engage in conversations about everyday topics such as school and community events and activities Comunicación 19, 75, 79 Prepárate para el examen 13 #5, 27 #1, #2, 81 #1, #3, #4, #5 Com 10, 11 Codes used for Teacher Wraparound Edition pages are the initial caps of headings on that page.

2 1.1.M.SL.b Recognize and use appropriate register/honorifics in a limited number of routine social situations such as making a purchase or an appointment 1.1.M.SL.c Request, offer, invite, and reply appropriately using simple phrases/sentences and provide rationale for the request and/or reply At this level of study, teachers may expect students to routinely use appropriate honorifics. This standard may further be met through classroom practice based on the following page Comunicación 33, 191 Práctica 191 #9, #12 Prepárate para el examen 193 #4 At this level of study, teachers may expect students to routinely use appropriate approaches to requests. This standard may further be met through classroom practice based on the page following Comunidades 371 Práctica 191 #10, #13 Prepárate para el examen 193 #4 Identifying and Describing 1.1.M.SL.d Share a detailed description about physical appearance, character and personality traits of contemporary figures in their own and the target culture 1.1.M.SL.e Share a detailed description about feelings, emotions and health of contemporary figures 1.1.M.SL.f Share a detailed description of places and things beyond their immediate environment or in the target culture Comunicación 79, 125 Prepárate para el examen 13 #3, #4, #5, 193 #3, 229 #5, 249 #1, 281 #3 Com 243; Con 222 discussion and by using the following page reference. Prepárate para el examen 241 #4 Comunicación 20, 279 Prepárate para el examen 13 #5, 27 #3, #4, 229 #1, #2, #3 Com 10, 274; Con 9 World Languages 2 íasi se dice!

3 Exchanging Information 1.1.M.SL.g Exchange information in the target language about personal and social, community or current events 1.1.M.SL.h Ask for and obtain information in everyday situations with a complication that needs to be resolved in the target language, in person or on the telephone relating to restaurants, stores, transportation, and services Comunicación 139 Cultura 111 #C Prepárate para el examen 35 #1, #2, #3, 67 #1, #2, #3, #4 Com 111 discussion and expansion of the following page Comunicación 19, 33, 75, 79 Prepárate para el examen 13 #5, 27 #1, #2, 81 #1, #3, #4, #5 Com 10, 11 Exchanging Opinions 1.1.M.SL.i Interview a classmate in the target language about their likes, dislikes, preferences, and opinions 1.1.M.SL.j Share opinions and individual perspectives on a variety of topics dealing with contemporary issues Comunicación 122, 125, 131, 187 Comunidades 371 Prepárate para el examen 135 #1, #2, 145 #3, 241 #1, #2, #3 Com 142 Prepárate para el examen 89 #2, 117 #5, 135 #3, 145 #4, 203 #2, #4, 281 #3, #4 Com 140, 270; HS 275; T 271 Interpersonal Reading/Writing (RW) Exemption: No Formal Writing System Signed Socializing 1.1.M.RW.a Use the target language in messages, text messages, blogs, webpages, letters, and notes to greet one another and write about everyday topics such as school and community events and activities discussion and expansion of the following page Composición 27, 193, 203, 241, 347, 373 World Languages 3 íasi se dice!

4 1.1.M.RW.b Recognize and use appropriate register/honorifics in routine written social correspondence 1.1.M.RW.c Request, offer, invite, and reply appropriately in writing using simple phrases/sentences, and provide rationale for the request and/or reply discussion and expansion of the following Composición 81, 89, 145, 193, 241, 293, 301, 389 Comunicación 33 P 81 At this level of study, teachers may expect students to routinely use appropriate approaches to requests. This standard may further be met through classroom practice using the following page Composición 27, 193, 241 Prepárate para el examen 193 #1 Identifying and Describing 1.1.M.RW.d Share a written detailed description of physical appearance, character, and personality traits of contemporary figures in their own and the target culture 1.1.M.RW.e Share a written detailed description of feelings, emotions, and health of contemporary figures 1.1.M.RW.f Share a written detailed description of places and things beyond the student s immediate environment or in the target culture This standard can be met by requesting students to perform the following exercises in writing. Comunicación 79, 125 Prepárate para el examen 13 #3, #4, #5, 193 #3, 229 #5, 249 #1, 281 #3 Com 243; Con 222 discussion and by performing the following exercise in writing. Prepárate para el examen 241 #4 discussion and by performing the following exercises in writing. Composición 13, 229 Prepárate para el examen 13 #5, 27 #3, #4, 229 #1, #2, #3 Com 10, 16, 274; Con 9 World Languages 4 íasi se dice!

5 Exchanging Information 1.1.M.RW.g Exchange information in writing in the target language about personal and social, community, or current events 1.1.M.RW.h Resolve in writing an everyday situation that presents a complication that needs to be resolved in the target language relating to stores, transportation, services, and online purchases discussion and by performing the following exercises in writing. Comunicación 139 Cultura 111 #C Prepárate para el examen 35 #1, #2, #3, 67 #1, #2, #3, #4 Com 111 writing assignments based on the following page Comunicación 19, 33, 75, 79 Prepárate para el examen 13 #5, 27 #1, #2, 81 #1, #3, #4, #5 Com 10, 11 Exchanging Opinions 1.1.M.RW.i Create and use a questionnaire to interview a classmate in the target language about their likes, dislikes, preferences, and opinions, and write a summary of the information 1.1.M.RW.j Share in writing, opinions and individual perspectives on a variety of topics dealing with contemporary issues writing assignments based on the following page Composición 389 writing assignments based on the following page Prepárate para el examen 89 #2, 117 #5, 135 #3, 145 #4, 203 #2, #4, 281 #3, #4 Com 140, 270; HS 275; T 271 World Languages 5 íasi se dice!

6 1.2 Interpretive Communication Students understand and interpret written and spoken language on a variety of topics. Interpretive Language - Listening (L) or Signed (SL) Exemption: No Longer Spoken 1.2.M.L.a Demonstrate understanding of oral classroom language in the target language on familiar topics 1.2.M.L.b Understand interpersonal communication, spoken messages, and group discussions in the target language on familiar topics related to family, school, and community 1.2.M.L.c Understand main idea and supporting detail, and summarize a visual media or live presentation (film/dvd, TV shows and commercials, theatre and musical production) 1.2.M.L.d Understand main idea and supporting detail, and summarize an audio presentation (CD, lecture, radio, podcast, songs/music) Comunicación 19, 75, 79 Prepárate para el examen 13 #5, 27 #1, #2, 81 #1, #3, #4, #5 Com 10, 11 Comunicación 125, 126, 131, 187, 191, 211, 235, 279 Práctica 73 #7 Com 129 Videopaseo 50, 102, 166, 212, 264, 316 VP 50, 102, 166, 212, 264, 316 This standard can be met using Después de leer activities, following an audio presentation of the literary material from the following page 93, 148, 254 Después de leer 94 A, B, C, 149 A, B, C, 255 A, B, C Cu 113 Interpreting Written Language - Reading) Exemption: No Formal Writing System Signed 1.2.M.R.a Demonstrate understanding of written classroom language in the target language on familiar topics Después de leer 87 A, B, C, 100 A, B, C Práctica 37 #2, #3, 71 #4, #5 Pra 84 World Languages 6 íasi se dice!

7 1.2.M.R.b Understand main idea and supporting detail, and summarize accessible written materials on familiar topics in the target language such as, textbook content, magazine and newspaper articles/ads, websites/internet, poetry or stories. 1.2.M.R.c Understand written interpersonal communication in the target language on familiar topics related to family, school, and community ( , letters, messages, notes, and text messages) Conexiones 42 Después de leer 42 A, B, C, 45 A, B, C, D D 39; TO 39 discussion and expansion of the following Composición 27, 193, 203, 241, 347, Presentational Communication Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Presentational Language - Speaking (S) or Signed (SL) Exemption: No Longer Spoken 1.3.M.S.a Present skits or short plays in the target language 1.3.M.S.b Retell a story to an audience in the target language 1.3.M.S.c Present brief oral reports about personal experiences, school, and community happenings in target language 1.3.M.S.d Produce a short original target language video/dvd recording, such as a segment of a newscast, talk show, or game show Comunicación 139 Com 181; D 113 expansion of the following Comunicación 211, 297 Después de leer 49 C, 87 A, 149 B, 151 A, 165 A, 263 C Prepárate para el examen 35 #2, #3, 117 #3 I 162 expansion of the following Prepárate para el examen 13 #5, 27 #1, #2, 81 #1, #3, #5 HS 63, 65, 181, 227, 275, 277 Comunicación 139 Com 181 World Languages 7 íasi se dice!

8 Presentational Language - Writing (W) Exemption: No Formal Writing System Signed 1.3.M.W.a Illustrate and present materials in the target language such as an informational brochure or instructions for accomplishing a task 1.3.M.W.b Create original compositions or journal entries in the target language 1.3.M.W.c Present brief written reports about personal experiences, school, and community happenings in the target language This standard can be met during teacher/class discussion and using an assigned activity, such as the following page reference. Cu 172 Composición 27, 67, 81, 117, 145, 183, 193, 203, 229, 347, 373 This standard can be met by requesting students perform the following exercises in writing. Comunicación 79, 125 Prepárate para el examen 13 #3, #4, #5, 193 #3, 229 #5, 249 #1, 281 #3 Com 243; Con 222 STRAND 2: CULTURES 2.1 Practices and Perspectives Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Understanding the impact of historic events and governmental systems within the target cultures (H) 2.1.M.H.a Explain the chronology of major historic events and their impact on the culture of a community or country in which the language is spoken 2.1.M.H.b Describe three important features of the governmental/ political system(s) in a country in which the language is spoken discussion of the following page Composición 183, 229 Cultura 220 Prepárate para el examen 13 #2, #3, #4, 117 #2, #3, #4, 183 #2 Com 111; Con 179; Cu 210 Cultura 8-9, 62-63, 113, , 224, 226, 275 Com 226; Con 2, 173, 277 World Languages 8 íasi se dice!

9 2.1.M.H.c Explain important political issues in a community or country in which the language is spoken 2.1.M.H.d Explain the importance of significant current events in a community or country in which the language is spoken 2.1.M.H.e Analyze the influence of linguistic and cultural expansion on indigenous populations or within different communities, regions, or countries Composición 35, 67 Comunicación 33 Cultura 63, 226, 275, 277 Con 9; Cu 32, 113; D 113 This standard can be met using the following page Antes de leer 93, 150 Composición 35, 67, 229 Comunicación 33 Conexiones 95 Después de leer 95 E, 151 B, 211 A C 210, 211 discussion of the following page Comunicación 211 Conexiones 95 Cultura 111 C Después de leer 95 E, 101 D, E Literatura Con 209, 211; Cu 111, 209, 211 Understanding the role of family and community within the target culture(s) (F) 2.1.M.F.a Compare family structures and the role of friends within two or more communities or cultures in which the language is spoken discussion of the following Antes de leer 47 Después de leer 49 A, B, C, D Literatura ASL 46; Com 49 World Languages 9 íasi se dice!

10 2.1.M.F.b Compare daily routines within two or more communities or cultures in which the language is spoken (concept of time, typical activities appropriate to various periods during the day) 2.1.M.F.c Describe how daily needs are met within two or more communities or cultures in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services) 2.1.M.F.d Describe leisure activities associated with a particular community, region, or culture in which the target language is spoken 2.1.M.F.e Compare the practices and significance of an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration across multiple communities or cultures in which the target language is spoken The following activity could be modified to compare two cultures of the target language and include the concepts presented in the standard. Cu 172 Comida 11, 65, 115, 181, 227, 279 Composición 67 Comunicación 279 Com 65, 233, 279; HS 65 discussion and expansion of the following page 78, 121, 171, 245, 293 Periodismo , , 246 Prepárate para el examen 249 #2 Con 179 discussion and expansion of the following page 111, 263, 371 Composición 81, 373 Periodismo Videopaseo 264 Com 372; Con 63; Cu 209 Understanding education, employment, and the economy in the target cultures (E) 2.1.M.E.a Compare the educational systems in a community or country in which the language is spoken with one or more other communities or countries 23, 81 Después de leer 143 A, B, C Literatura 210 Periodismo Práctica 23 #14 Com 141, 142; Con 211; Cu 142 World Languages 10 íasi se dice!

11 2.1.M.E.b Compare the economic system in a community or country in which the language is spoken with one or more other communities or countries 2.1.M.E.c Compare the role of work within a community or culture in which the language is spoken with that of one or more other communities or countries The following activity could be modified to compare two cultures of the target language and include the concepts presented in the standard. Cu 172 discussion of the following page references and photographs. 54, 55, 59, 65, 115, 227, 233 Carreras 87, 122 Cultura Products and Perspectives Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Understanding the impact of geography and natural resources on the target cultures (G) 2.2.M.G.a Identify and describe regions and their distinctive characteristics within the countries where the language is spoken 2.2.M.G.b Identify and describe major geographic features (rivers, mountains, deserts, forests) of additional countries or regions in which the language is spoken 2.2.M.G.c Identify and describe the neighboring countries and geographic features surrounding additional countries in which the language is spoken 2.2.M.G.d Describe the climate and typical seasonal weather patterns in various regions in additional countries in which the language is spoken Cultura 10, 11, 114, Com 10; Con 58, 63, 114; Cu 4 Cultura 4-5, 56-57, , , 270 Com 56; Con 58, 110; CS 108; Cu 172 The following activity could be modified to compare two cultures of the target language and include the concepts presented in the standard. Cu 172 Cultura 218, 270, 323 Comparaciones 219 Comunicación 139 Después de leer 139 C Periodismo 138 Com 136, 270; Con 270 World Languages 11 íasi se dice!

12 Understanding the importance of cultural and creative heritage within the target cultures (C) 2.2.M.C.a Describe the significance of current cultural icons (arts, architecture music, literature, film, media, TV, newspapers, and the creators of these products) Exemption: No Longer Spoken 2.2.M.C.b Describe the significance of historic cultural icons (arts, architecture music, literature, film, media, TV, newspapers, and the creators of these products) 16, 384 Literatura 47-48, 209, 210 Periodismo 243 Com 243; Con 209, 211; Cu E, 327 F Cultura 113, , , 326 Literatura Con 271; Cu 205; D 113; T 326 Understanding the artifacts associated with family and community life within the target culture(s) (F) 2.2.M.F.a Compare the products needed to carry out daily routines and meet basic needs within two or more communities, regions, or cultures in which the language is spoken (housing, stores, food preparation, transportation, health care, public services) 2.2.M.F.b Compare the products that are native to a community, region or country with those of one or more other communities, regions, or countries 2.2.M.Fc Compare the products needed for leisure activities within two or more communities, regions, or cultures in which the language is spoken comparison of the following page Comida 11, 65, 115, 181, 227, 279 Composición 67 Comunicación 279 Com 65, 279; HS 65 Cultura 58-59, 65, 112, 115, 181, 227, 279, 329 Com 65; Cu 59 discussion and expansion of the following 78, 121, 171, 245, 293 Periodismo , , 246 Prepárate para el examen 249 #2 Con 179 World Languages 12 íasi se dice!

13 2.2.M.F.d Compare the significance of the products associated with an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration across multiple communities or cultures in which the target language is spoken discussion and expansion of the following page 111, 263, 371 Composición 81, 373 Periodismo Videopaseo 264 Com 372; Con 63; Cu 209 Understanding the artifacts associated with education, employment, and the economy in the target cultures (E) 2.2.M.E.a Compare the facilities, supplies and materials needed for schooling in a community or country in which the language is spoken with one or more other communities or countries 2.2.M.E.b Compare the major natural resources, commercial products, services, and industries in a community or country in which the language is spoken with one or more other communities or countries 2.2.M.E.c Compare the value of a currency used in a community or country in which the language is spoken with one or more other communities or countries discussion of the following page 23, 81 Después de leer 143 A, B, C Literatura 210 Periodismo Práctica 23 #14 Com 141, 142; Con 211; Cu 142 Cultura 58-59, 65, 112, 115, 181, 227, 279, 329 Com 65; Cu 59, 211 The following activity could be modified to compare two cultures of the target language and include the concepts presented. Cu 172 STRAND 3: CONNECTIONS 3.1 Knowledge Students reinforce and further their knowledge of other disciplines through the world language. 3.1.M.a Acquire new content knowledge about familiar topics through the target language Conexiones 30, 42, 44, 57, 95, 160, 325 Cultura Con 2, 30 World Languages 13 íasi se dice!

14 3.2 Point of View Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its cultures. 3.2.M.a Use audio, visual, and/or print materials available only in the target language to acquire information Videopaseo 50, 102, 166, 212, 264, 316 VP 50, 102, 166, 212, 264, 316 STRAND 4: COMPARISONS 4.1 Comparing Languages Students demonstrate understanding of the nature of language through comparisons of the language studies and their own. 4.1.M.a Select vocabulary recognizing that meaning is not always conveyed through direct word-for-word translation from one s own language to the target language 4.1.M.b Select grammatical structures recognizing that meaning is not always conveyed through direct word-for-word translation from one s own language to the target language 4.1.M.c Select register/honorifics recognizing that meaning is not always conveyed through direct word-forword translation from one s own language and the target language 4.1.M.d Select phonological features recognizing that meaning is not always conveyed through equivalent application of the same features from one s own language to the target language Exemption for 4.2.N.d only: No Longer Spoken, Signed Ojo! 243 Con 44; RS 4 This standard can be met during teacher/class discussion. íasi se dice! Glencoe Spanish is a fourth-year course exposing students in a more in-depth way to the geography, history, and rich cultures of the vast Spanish-speaking world. Students are introduced to higher level vocabulary necessary to communicate and function in today s ever-changing world. See íasi se dice! Glencoe Spanish This standard can be met during teacher/class discussion. íasi se dice! Glencoe Spanish is a fourth-year course exposing students in a more in-depth way to the geography, history, and rich cultures of the vast Spanish-speaking world. Students are introduced to higher level vocabulary necessary to communicate and function in today s ever-changing world. See íasi se dice! Glencoe Spanish This standard can be met during teacher/class discussion. íasi se dice! Glencoe Spanish is a fourth-year course exposing students in a more in-depth way to the geography, history, and rich cultures of the vast Spanish-speaking world. Students are introduced to higher level vocabulary necessary to communicate and function in today s ever-changing world. See íasi se dice! Glencoe Spanish World Languages 14 íasi se dice!

15 4.2 Comparing Cultures Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 4.2.M.a Identify the significance of the cultural practices within the target culture(s) and compare them to one s own 4.2.M.b Identify the significance of the cultural products within the target culture(s) and compare them to one s own comparisons based on the following page Cultura 8-9, 62-63, 113, , 224, 226, 275 Com 226; Con 2, 173, 277 comparisons based on the following page Cultura 58-59, 65, 112, 115, 181, 227, 279, 329 Com 65; Cu 59 STRAND 5: COMMUNITIES 5.1 Use of Language Students use the language both within and beyond the school setting. 5.1.M.a Exchange information in the target language with people locally and around the world through avenues such as pen and key pals, , electronic presentations, and newsletters, and/or webpages 5.1.M.b Provide services to others in the school district and community through activities in the target language such as serving as conversation partners for other students in the target language discussion and expansion of the following page Composición 27, 193, 203, 241, 347, 373 This standard can be met through extra-curricular assignments based on the following page Comunicación 19, 75, 79 Prepárate para el examen 13 #5, 27 #1, #2, 81 #1, #3, #4, #5 Com 10, 11 World Languages 15 íasi se dice!

16 5.2 Personal Enrichment Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 5.2.M.a. Seek out opportunities and use the target language with teachers, friends, or family outside of the classroom 5.2.M.b Use authentic target language print materials and electronic media to explore topics of personal interest within their own culture and the new culture 5.2.M.c Investigate and present information to others about careers where skills in another language, or crosscultural understanding, are needed This standard will be met as an extension to studying íasi se dice! Glencoe Spanish , a fourth-year course exposing students in a more in-depth way to the geography, history, and rich cultures of the vast Spanish-speaking world. assignment using the following page Videopaseo 50, 102, 166, 212, 264, 316 VP 50, 102, 166, 212, 264, 316 Carreras 87, 122 World Languages 16 íasi se dice!