Curriculum

North Newton

Foreign Language

Curriculum

2001-2002

Prepared by:

Jill Kivett

Denise Thrasher

North Newton Standards for Foreign Language

Table of Contents

Introduction

Standards – What are they?
North Newton Philosophy
Levels of Instruction
Foreign Language Goals
Why study a foreign language?
Foreign Language Standards – Curriculum Framework
North Newton Foreign Language Mission Statement

Academic Standards for Foreign Language

Level One Standards
Level Two Standards
Level Three and Four Standards
Benchmarks of Learning

Appendix 1- Glossary

Appendix 2 – Assessment Tools

Appendix 3 – Lesson Plan Tools

Appendix 4 – Resources

Introduction

Standards – What are they?

Standards are statements that define what students should know and be able to do upon completion of specific levels of instruction. Standards serve as a gauge for excellence.

North Newton Philosophy

The North Newton Foreign Language Department has chosen to align our school curriculum to the national and state foreign language standards. These standards will serve as a framework that will guide our instruction in the classroom. We believe that by using this framework our students will achieve at the highest possible levels.

Levels of Instruction

Level I: This level of instruction is defined as a one year beginning course in

grades eight through twelve.

Level II: This level is defined as a one year course of instruction that follows the successful completion of Level I.

Level III-IV: These levels are defined each as one year of instruction that follows the previous level.

North Newton Foreign Language Goals

The Five C’s

Communication: Communicate in Languages Other than English

As the world moves toward a more global community, it is increasingly important that foreign language study result in proficiencies that enable the students to read authentic materials and to understand, speak and write in a language other than their own.

Cultures: Gain Knowledge and Understanding of Other Cultures

The sharing and learning of customs increases students’ understanding of the cultural perspectives that generate patterns of behavior, ways of life, world views, and contributions in the multiple countries and regions where the language is spoken.

Connections: Connect with Other Disciplines and Acquire Information

As students increase their proficiency in another language they acquire new ideas, information, and depth of knowledge and insight into other subjects.

Comparisons: Develop Insight into the Nature of Language and Culture

As students become aware of the similarities and differences between their first and second languages, they gain new perspectives on their own language and culture.

Communities: Participate in Multilingual Communities at Home and Around the World

Learning a foreign language positively benefits students within their communities. Foreign Language learning has life-long implications for the enhancement of career options as well as the enrichment of one’s perspectives in everyday life.

North Newton Foreign Language Standards

Curriculum Framework

Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)

Standard 2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive)

Standard 3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)

Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.

Standard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Standard 6: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 7: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.

Standard 8: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 9: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 10: Students use the language both within and beyond the school setting.

Standard 11: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

North Newton

Foreign Language Department

Mission Statement

The mission of the North Newton Foreign Language Department is to promote understanding of diverse cultures and to develop students’ communication abilities in a foreign language- speaking, reading, listening and writing. The students will be encouraged to achieve success in their target language through a variety of teaching methods and strategies. Skills are transferable from one level to the next, requiring more complex cognitive skills as the students progress through their years of study.

Level I

Standard 1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

(Interpersonal)

Participate in brief guided conversations related to needs, interests, likes, and

dislikes.

Use active vocabulary to express likes and dislikes, (no) me gusta (n).

Use phrases like j’aime and je n’aime pas to express preferences.

Understand and use appropriate forms of address in courtesy expressions.

Use merci/gracias and other like words and phrases throughout the class.
Make requests using the target language, e.g., May I borrow.

Make introductions, presentions of classmates, family members, and friends.

Introduce classmates to other students in role-plays.

Ask and answer simple questions.

Use phrases such as "repeat please" to ask for clarification.

Make routine requests in the classroom and in public places.

Use the target language to make requests for materials and to leave the room.

Describe state of being in simple phrases.

In daily conversation, use expressions such as ça va/cómo estás and je vais bien/estoy bien to express state of being.

Express basic agreement and disagreement.

Express agreement with short phrases such as moi aussi/yo también.

Standard 2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive)

Read isolated words and phrases in situational contexts, e.g., menus, signs,

schedules.

Read menus, traffic signs and train schedules in the target language.

Comprehend and respond to brief written directions and information.

Follow directions to a location in the school building and identify the final destination.

Read short narrative texts on simple topics.

Read cultural information in text.
Read classmates’ paragraphs and respond to questions over the readings.

Respond to simple oral directions and commands.

Follow directions given aloud in class to go to a specific place in the room or do a specific action.

Respond to routine requests in the classroom and in public places.

Respond to phrases such as clear your desk or turn the page.

Identify people and objects based on oral and written descriptions.

Match pictures to brief descriptions.
Identify classmates from brief oral descriptions.

Standard 3: Students present information, concepts, and ideas

to an audience of listeners or readers on a variety of topics.

(Presentational)

Write familiar words and phrases.

Write active vocabulary words.

Sing simple foreign culture songs.

Sing Allouette/Cucaracha and other children’s songs.

Write a simple poem, e.g., haiku, cinquain, concrete poetry.

Write a Valentine poem or other holiday poem for greeting in card.

Give simple commands, directions, and instructions.

Write and give other classmates simple directions to perform an action.

Provide simple descriptions of people, places, and objects.

Give brief descriptions of random objects.
Describe a friend.

Present short plays and skits.

Use chapter vocabulary in a short presentation.
Do impromptu role-plays using active vocabulary.

Write short messages, e.g., postcards, personal notes.

Write a note/letter to a friend.

Read aloud a familiar poem.

Read children rhymes in the target language.

Write short paragraphs on familiar topics.

Write paragraphs about sports, families, school, and holiday activities.

Write short descriptions or messages.

Draw a floor plan of your home and write a brief description of it.

Standard 4: Students will demonstrate an understanding of the relationship between the practices and perspectives of the culture.

Demonstrate greeting and leave-taking behaviors in a variety of social situations.

Use the correct form of you in greetings.

Make and respond to introductions.

Role-play introductions with appropriate cultural social interactions.

Use appropriate courtesy expressions, e.g., please, thank you, excuse me, etc.

Use merci/gracias and other like words and phrases throughout the class.

Make simple polite requests.

Use the target language to make requests.

Recognize cultural differences, e.g., dress, foods, dwellings, gestures, concept of

time, holiday celebrations.

Compare and contrast the celebration of holidays.
Compare and contrast the role of the extended family.

Standard 5: Students demonstrate an understanding of the relationship

between the products and perspectives of the culture studied.

Identify the major products of the foreign culture.

Identify the major product from a specific region of France.
Identify the major product from a Hispanic country.

Standard 6: Students reinforce and further their knowledge of other

disciplines through the foreign language.

Demonstrate knowledge of the major geographical features (e.g., mountains,

rivers, and major cities, etc.) of identified countries or regions where the foreign

language is spoken.

Identify and label rivers, cities and mountain ranges of France.
Identify Spanish speaking countries, capitals, major cities, and rivers.

Apply mathematical skills in the foreign language.

Role-play a situation in which it is necessary to convert currency.
Use dice to conduct random math problems.

Identify typical cuisine of the foreign culture.

Prepare a Hispanic meal.
Use French regional recipes to prepare food.

Demonstrate an awareness of music and art in the foreign culture.

Sing holiday and children’s songs.

Standard 7: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.

Read identified selections of children’s literature.

Read exerts of Le Petit Nicholas and other texts.
Read exerts from Platero y yo and other texts.

Extract identified information from selected authentic sources.

Read a variety of realia, e.g., report card, ads, and schedules.

Watch commercials in the target language and identify and discuss the product information.

Standard 8: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Recognize word borrowings among languages.

Discuss the origins of names such as Terre Haute, Santa Fe, Los Angeles and other cities.
Identify cognates which are similar in the target language and their own.

Identify different titles of address used in the foreign country.

Use the correct forms of address e.g., Señorita, Señora, Señor, Madame, Mademoiselle and Monsieur.

Recognize differences in the writing systems among languages.

Write numbers using decimals and commas correctly.
Use correct punctuation and accent marks.

Recognize that other languages and/or dialects may be spoken by large groups of people within the foreign culture.

Identify regional languages used in the traditional French provinces.
Listen to realia with various dialects.

Standard 9: Students demonstrate understanding of the concept of

culture through comparisons of the cultures studied and their own.

Compare daily living patterns in the foreign culture with students’ own culture.

Compare and contrast school days, meal times and verbal and nonverbal behaviors.

Discuss cultural stereotyping.

Discuss the role of the male in the foreign culture.
Discuss the Gypsies and the cultural stereotyping associated with them.

Standard 10: Students use the language both within and beyond the school setting.

Discover applications and uses of the foreign language within the local

community.

Look for job ads requiring foreign language skills on the Internet.
Investigate the changing needs for translators in the area.

Practice oral or written use of the foreign language with family, friends, or peers.

Use the language in emails.
Use the language with Spanish speaking community members.

Write and illustrate paragraphs on familiar topics to present to school and

community.

Write articles for the newsletter and to display.

Recreate for the school or community an event or product from the foreign

culture.

Participate in Mardi Gras/el Cinco de Mayo celebration.

Participate in foreign language club activities which benefit the school or

community.

Participate in "Mitten and Hat" Drive and angel tree activities.

Standard 11: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

1.11.1 Express interest in various aspects of the foreign culture.

Participate actively on cultural activity days.
Bring in news articles and/or information concerning the foreign culture.

Appreciate samples of cuisine, art, literature, and music from the foreign culture.

Participate in field trips.

Level 2

Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)

2.1.1 Ask questions regarding routine activities.

Ask questions about mailing a letter.
Ask questions about using a public telephone and making hotel reservations.

2.1.2 Participate in conversations on a variety of everyday topics.

Participate in a scenario using a model of a house in which daily activities are discussed.
Role-play a telephone conversation.
Leave a telephone message.

2.1.3 Give and respond to oral directions and commands.

Role-play a situation in which one student is lost and the other is giving directions.
Role-play airport situations.
Give directions to item locations in a store.

2.1.4 Interact in a variety of situations to meet personal needs.

Role-play a restaurant scene in which the service is bad.
Role-play a visit to a hair salon and/or the emergency room.

Standard 2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive)

2.2.1 Identify ideas and topics from simple texts.

Read advertisements/notices and identify specific information.
Choose a destination and identify the means of transportation.

2.2.2 Comprehend messages and announcements on topics of interest.

Look at movie ads and discuss the show times and the type of film.
Read packaging/brochures in the target language.

Comprehend simple personal written communication such as notes, invitations,

and letters.

Read notes from a friend.
Read invitations and respond to questions.

Standard 3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)

Write postcards, e-mail messages, personal notes, and letters, using culturally

appropriate format and style.

Write a note to a roommate asking for a favor.
Write a postcard to family/friend from the foreign country.

Prepare and present audio or video recorded messages or announcements.

Leave a message on an answering machine to which callers respond.
Write and present an "infomercial."

Produce and/or present simple creative works with teacher guidance, e.g., poetry

recitation, skits, fashion show, etc.

Write and present semester video projects.

Convey personal information or personal state of being, orally or in writing.

Write a journal about weekend plans.
Write about events from recent past and childhood.

2.3.5 Express preferences pertaining to everyday life.

Write a journal about your perfect date.
Write about clothing styles, summer plans and after school activities.

Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.

2.4.1 Identify significant cultural practices and behaviors in the foreign culture.

Present a puppet show demonstrating holiday traditions.
Identify practices associated with special holidays e.g., el Día de los Muertos, Mardi Gras.

2.4.2 Identify similarities and differences of everyday life in the US and the foreign

culture.

Compare and contrast a student day, marriage ceremonies, and the coming of age in the US and target culture.

Standard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Demonstrate an awareness of current events in the foreign culture.

Read and discuss French newspaper articles from the Internet.

Demonstrate and awareness of the foreign culture’s artistic expression.

Discuss the artists from the target countries.
Discuss the practice of putting murals on the outsides of buildings in relationship to cultural pride, La Raíz.

Identify and describe various products of the culture.

Identify the three major genres of wines.
Discuss and identify television and movie artists from the target culture.

Identify simple themes, ideas, and perspectives of the culture evidenced through

geography, history, and artistic expression.

Identify various historical personages and their contributions to the target culture.
Identify various historical events of the target culture.

Standard 6: Students reinforce and further their knowledge of other disciplines through the foreign language.

Transfer composition techniques learned in English class to writing in the foreign

language.

Write a basic five-paragraph essay on a current event.
Write two to three paragraph stories using the active vocabulary.

Transfer technology skills to the foreign language classroom.

Prepare and present a PowerPoint.

Share information acquired in the foreign language classroom in other disciplines

when appropriate.

Pronounce and explain target language vocabulary that occurs in classrooms other than the foreign language classroom.
Use the target language in FACS classrooms during food preparation.

Standard 7: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.

2.7.1 Access identified media from the foreign culture to gain information and to

identify a cultural perspective different from students’ own viewpoint.

Examine movie posters and reviews to determine the differences in film presentation.

Standard 8: Students demonstrate understanding of the nature of language through comparisons of the language studies and their own.

2.8.1 Recognize differences in grammatical structures among languages.

Identify and compare the placement of adjectives and object pronouns.
Use the past tenses, and the subjunctive correctly in the target language.

Recognize idiomatic expressions.

Identify idiomatic expressions in a reading and translation.

Recognize differences in pronunciation systems among languages.

Listen to native speakers on tapes.
Understand the differences in accented syllables.

Recognize cognates.

Identify, list and define cognates in reading activities.

Standard 9: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Understand appropriate verbal and nonverbal communication of the foreign

language.

Use body gestures appropriate to the target culture.
Use appropriate greetings and forms of address to the target culture.

Recognize contributions of the foreign culture to the US, e.g., foods, holidays,

celebrations.

Identify French/Spanish foods present in the American diet and how Americans have changed them.
Participate in el Cinco de Mayo and Mardi Gras and compare celebrations around the world.

Describe traditional dress and how it represents culture.

Describe the traditional regional or country dress.

Compare celebrations and holidays common to the cultures of the foreign language and the US.

Compare the way Americans celebrate Halloween and Christmas to the target culture celebrations.

Standard 10: Students use the language both within and beyond the school setting.

Make use of the foreign language with family, friends, or peers.

Use the target language with key pals.
Use the target language to speak with classmates and/or family

Participate in school/community events related to the foreign language or foreign

culture.

Participate in national celebrations of the target language and culture by doing presentations for the school and/or the community.

Identify community resources useful for research in the foreign language or about

the foreign culture.

Use the Internet to research jobs that require the foreign language.
Identify and list community members who have traveled in the target countries.

Standard 11: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Participate in selected excursions to places or events of cultural significance.

Go to a target language restaurant, play, museum or cultural event.

Use the foreign language outside the classroom.

Use the foreign language to write an email.
Interact with speakers of the target language in the community.

2.11.3 Develop language skills and cultural insight through travel.

Levels III and IV

Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange

opinions. (Interpersonal)

Participate in a scenario dealing with the viewing of a movie in which the merits of the film are discussed.

Describe your dream date.
Debate a current event question as right or wrong and support your opinion.
Describe an emergency situation/problem and seek help.
Respond to questions about historical events.
Listen to an oral presentation and re-state what was said.

Standard 2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive)

Read and discuss ads for home and apartment rentals.
Read level appropriate and/or exerts of major literary works and summarize main ideas.
Watch and discuss a video featuring native speakers and discuss.
Read descriptions of a variety of hotels and explain their individual merits.
Comprehend and respond to formal written communication, e.g., business, official documents, etc.

Standard 3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)

Read aloud in class.
Participate in poetry or creative story presentations.
Write a journal about your future plans.
Give directions to a store near the area.
Present a story to the class dealing with target culture holiday traditions.
Present a PowerPoint on virtual travel.

Create, produce, and present video skits on variety of topics.

Present puppet shows using active vocabulary.
Write short well-organized compositions on given topics.
Write and respond to advice column letters.

Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.

Compare and demonstrate greetings in the foreign culture and the US.
Use appropriate gestures and sounds in a scenario.
Identify differences in family roles and relationships, education, and meals among same language cultures.
Explain the use of idioms.
Examine photo and video depictions of people from the target culture and discuss examples of cultural stereotypes.
Discuss the relationship between the geography of the target country and leisure activities.
Discuss class distinctions and political divisions.

Standard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Identify a major a scientist, inventor or author and from the target culture and explain how their work has affected American culture.
Present a topic dealing with an historical event to the class.
Study literary genres of the target culture.

Standard 6: Students reinforce and further their knowledge of other disciplines through the foreign language.

Explain how American history has affected or been affected by the target country.
Use Venn diagrams and outline format to compare and contrast an aspect of the target culture to the American culture.

Identify the basic elements of art in a major work from the target culture.
Use to Internet to research an artist from the target culture and present in PowerPoint form to the class.
Explain how the use of objects is different between the target language and English.
Explain the influence of the target language when discussing word origins.
Identify and discuss elements of literature.

Standard 7: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.

Read and explain short stories, poetry, or plays in the target language.
Read newspaper articles on the same subject on the Internet from both American and target language sources and compare.
Compare the roles of males and females in videos.
Use the Internet to research and present reports.

Standard 8: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Identify cognates in the foreign language and compare their meanings in English and the target language
Role-play a scenario that includes idiomatic expressions.
Use the same words in different sentences that demonstrate different meanings.
Compare and contrast the use of objects, the use of the subjunctive and adjective placement in the target language and English.
Read aloud in class using correct pronunciation and intonation.
Discuss the etymology of words.

Standard 9: Students demonstrate understanding of the concept

of culture through comparisons of the cultures studied and their own.

Discuss the tone of voice used in the foreign language to express meaning.
Find and explain examples of the target culture in Indiana.
Compare and contrast the culture of the target country and the US in relationship to verbal and nonverbal communication.
Discuss the influence of the target culture on US culture.
Discuss current events in the target culture and the US.
Discuss the influence of the target culture music on the US.
Discuss the Influence of American and target country artists.

Standard 10: Students use the language both within and beyond the school setting.

Make contact and interact with community members who speak the target language.
Use the target language while working.
Use the Internet, library and travel bureau to plan a virtual trip to the target country.
Travel to the target country.

Standard 11: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Email others in the target language.
Visit an art museum to view works from the target culture.
Write to a key pal in the target language.
Watch selected television shows and listen to radio broadcasts in the target language.
Listen to music in the target language.
Travel to the target countries.
Research current events related to the target cultures.

Benchmarks Of Learning

Benchmarks Of Learning

Communication

Students will communicate in world languages for multiple purposes within various contexts.

Students will use oral and written language to provide information, exchange ideas, and explain concepts in formal and informal communication.

Beginning Benchmarks:

A. Respond appropriately to basic social interactions.

B. Express basic needs and wants in the target language.

C. Recognize sound and symbol relationships in the target language.

Intermediate Benchmarks:

A. Initiate basic social conversations with others.

B. Initiate and respond to everyday information using the target language.

C. Prepare simple forms of written communication in the target language.

Advanced Benchmarks:

A. Initiate, continue, and conclude conversations with others in various social situations.

B. Interpret and respond to information on a wide variety of topics.

C. Prepare various forms of formal and informal written communication.

Students will comprehend the main ideas and significant details in oral and written presentations in the target language.

Beginning Benchmarks:

A. Use recognized words to understand basic concepts in the target language.

B. Recognize differences found in illustrations and oral language from the target culture.

C. Illustrate and/or retell significant details presented in text from the target language.

Intermediate Benchmarks:

A. Determine the main ideas from various oral and written presentations in the target language.

B. Interpret cultural differences found in various forms of communications.

C. Use the target language to summarize ideas and details found in oral and written communication.

Advanced Benchmarks:

A. Interpret the main ideas and details found in oral and written presentations.

B. Summarize information using an appropriate cultural perspective.

C. Use the target language to present a personal synthesis of ideas and details found in oral and written communications.

Students will use accurate pronunciation and culturally appropriate gestures to clarify meaning and intent in formal and informal situations.

Beginning Benchmarks:

A. Imitate proper pronunciation of basic words and phrases of the target language.

B. Model culturally appropriate gestures to convey meaning.

C. Recognize the need for appropriate pronunciation in formal and informal situations.

Intermediate Benchmarks:

A. Use correct pronunciation when communicating everyday word phrases.

B. Use culturally acceptable gestures in formal and informal situations.

C. Use appropriate pronunciation in formal and informal situations.

Advanced Benchmarks:

A. Produce proper pronunciation of unknown words from the target language.

B. Determine the culturally appropriate use of gestures to convey meaning.

C. Use situationally appropriate communication.

Students will determine when the comprehension of language surpasses the ability to produce it, and use circumlocution to successfully communicate messages.

Beginning Benchmarks:

A. Recognize there are various ways to express ideas in the target language when personal vocabulary is limited.

B. Use appropriate question words to gain information.

C. Use non-verbal language to clarify a verbal message.

Intermediate Benchmarks:

A. Recognize the limitations of personal vocabulary in the target language.

B. Use various questioning strategies to gain information.

C. Use alternative strategies to clarify meaning in the target language (e.g., gestures, alternative phrases)

Advanced Benchmarks:

A. Use prior knowledge and experience to express meaning when personal command of language is inadequate.

B. Develop effective questioning strategies to clarify information.

C. Use a variety of language strategies to convey meaning.

People and Culture

Students will gain knowledge and understanding of other peoples and cultures through the study of the study of the target language.

Students will examine various interactions and patterns of behavior typical of the target culture.

Beginning Benchmarks:

A. Recognize that all cultures have their own unique patterns of behavior.

B. Explore the reasons for various behavior patterns in the target culture.

C. Recognize there are accepted ways to respond and react within the target culture.

Intermediate Benchmarks:

A. Explain various patterns of behavior typical of a specific age group within the target culture.

B. Analyze the reasons for various behavior patterns in the target culture.

C. Determine the accepted ways to respond and interact in the target culture.

Advanced Benchmarks:

A. Analyze various behavior patterns and interactions within the target culture.

B. Clarify the connections between behavior patterns and cultural perspectives.

C. Respond and interact according to accepted cultural practices of the target culture.

Students will analyze various customs, traditions, beliefs, and values of the target culture.

Beginning Benchmarks:

A. Recognize cultural differences exist among peoples.

B. Explore customs and traditions significant to the target culture.

C. Imitate traditions and customs of the target culture.

Intermediate Benchmarks:

A. Understand and explain the existence of cultural differences among peoples.

B. Describe the reasons for various customs and traditions of the target culture.

C. Model behavior based on the traditions and customs of the target culture.

Advanced Benchmarks:

A. Acknowledge and accept the existence of cultural differences among peoples.

B. Compare/contrast the reasons for the development of various customs, beliefs, traditions and values within the target culture.

C. Model appropriate behavior based on the traditions, beliefs, values, and customs of the target culture.

Students will analyze the various institutions and systems of the target culture.

Beginning Benchmarks:

A. Recognize common social, economic, and governmental systems in the target culture.

B. Describe the unique characteristics of various institutions within the target culture.

C. Recognize that organizations in the target culture have different roles/functions.

Intermediate Benchmarks:

A. Describe the development of various systems and institutions in the target culture.

B. Investigate the structure of various institutions and systems of the target culture.

C. Examine the role and functions of various institutions and systems in the target culture.

Advanced Benchmarks:

A. Analyze the development of various institutions and systems within the target culture.

B. Analyze the structure and characteristics of institutions and systems within the target culture.

C. Analyze the role and functions of various institutions and systems in the target culture.

Students will analyze the influence of significant artistic and scientific/technological contributions of the target culture on the world community.

Beginning Benchmarks:

A. Explore basic expressive art forms of the target culture (e.g., art, music, dance)

B. Explore how customs and beliefs of the target culture are reflected in their art forms and work.

C. Understand that all cultures make artistic and scientific contributions to the world community.

Intermediate Benchmarks:

A. Describe various artistic contributions of the target culture.

B. Determine how values of the target culture shaped specific artistic, linguistic, and scientific developments.

C. Describe the effects of various artistic contributions of the target culture on the world community.

Advanced Benchmarks:

A. Investigate significant artistic contributions of the target culture.

B. Assess how values of the target culture shaped various artistic, linguistic and scientific developments.

C. Evaluate the effects of the target culture’s artistic contributions on the world community

Home Language and Culture

Students will use world languages to increase their understanding of the home language and culture.

Students will analyze how linguistic elements are used to convey meaning in the home and target languages.

Beginning Benchmarks:

A. Understand there are significant differences in how words are used various languages.

B. Recognize the influence of the target language on the development of vocabulary in the home language.

C. Recognize the influence of the target language on the home language.

Intermediate Benchmarks:

A. Investigate how voice inflection, phrase groupings, and idioms are used to convey meaning in the home and target languages.

B. Determine the influence of the target language on vocabulary development in the home language.

C. Investigate the influence of the target language and culture on the home language.

Advanced Benchmarks:

A. Compare/contrast how voice inflection, phrase groupings, and idioms are used to convey meaning in the home and target languages.

B. Analyze the influence of the target language on vocabulary development in the home language.

C. Analyze the influence of the target language and culture on the home language.

Students will analyze how grammatical structures of the target language correlate to the home language.

Beginning Benchmarks:

A. Imitate proper grammatical structures in the target language.

B. Recognize parallel grammatical structures between the target language and the home language.

C. Recognize that improper grammar can change meaning in both the target and home languages.

Intermediate Benchmarks:

A. Determine proper grammatical structures in the target language.

B. Examine parallel grammatical structures between the target language and the home language.

C. Apply knowledge of the target language syntax/grammar to increase the effective use of the home language.

Advanced Benchmarks:

A. Analyze proper grammatical structures of the target language.

B. Compare/contrast parallel grammatical structures between the target language and the home language.

C. Apply knowledge of the target language syntax/grammar to increase the comprehension and effective use of the home language.

Students will analyze how the target culture has influenced the development of the home culture.

Beginning Benchmarks:

A. Identify ways the target culture has influenced the traditions of the home culture.

B. Recognize similarities and differences in the institutions and systems of the home and target cultures.

C. Recognize social contributions of the target culture.

Intermediate Benchmarks:

A. Describe ways the target culture has had an influence on the traditions and beliefs of the home culture.

B. Describe ways the target culture has influenced the development of the home culture’s institutions and systems.

C. Describe the influence of various social contributions of the target culture on the home culture.

Advanced Benchmarks:

A. Analyze the impact of the target culture’s traditions, beliefs, and values on the home culture’s.

B. Analyze the impact of the target culture on the development of the home culture’s institutions/systems (e.g., religion, government)

C. Evaluate the impact of various social contributions of the target culture on the home culture.

Global Interconnections

Students will use world languages to interact in multilingual communities and to analyze career options in a global marketplace.

Students will use culturally authentic texts and media as a resource for personal, academic, and professional growth.

Beginning Benchmarks:

A. Use level-appropriate materials from the target language and culture for entertainment.

B. Recognize the significance of authentic materials as a resource.

C. Use authentic sources to identify perspectives of the target culture.

Intermediate Benchmarks:

A. Explore a variety of performances, as well as print and electronic texts, from the target language and culture for entertainment.

B. Analyze the importance of culturally authentic materials as a source of information and knowledge.

C. Use authentic sources to clarify perspectives of the target culture.

Advanced Benchmarks:

A. Select various performances as well as print and electronics texts from the target language and target culture for entertainment and personal growth.

B. Evaluate how information/effect may be lost or diminished in translated sources.

C. Use authentic sources to synthesize perspectives of the target culture.

Students will analyze the use of the target language in the community, state, nation and world.

Beginning Benchmarks:

A. Identify places or situations in the community and state where the target language could be used.

B. Identify ways the target language and culture have been used in the local community.

C. Identify applications of the target language in various businesses.

Intermediate Benchmarks:

A. Analyze the importance of the target language and culture in daily life.

B. Describe ways the target language and culture are reflected in the local community/state.

C. Describe applications of the target language in state and national businesses.

Advanced Benchmarks:

A. Evaluate the importance of the target language and culture in daily life.

B. Analyze ways the target language and culture are reflected in the state and nation.

C. Analyze applications of the target language in local, national, and international marketplaces.

Students will evaluate career options and needs of corporations and businesses of the target language and culture.

Beginning Benchmarks:

A. Identify how and where the target language is used in work and leisure.

B. Identify various jobs/occupations in the target culture.

C. Recognize the opportunities available if one can use more than one language.

Intermediate Benchmarks:

A. Describe how the target language is used in the public and private sectors.

B. Describe various occupations which use the target language.

C. Investigate how understanding more than one language and culture increases job opportunities.

Advanced Benchmarks:

A. Analyze how the target language is used in the public, private, and volunteer sectors.

B. Explore career opportunities in which proficiency in a world language is necessary.

C. Analyze how understanding more than one language and culture supports professional development and career growth, and increases earning potential.

Perspectives

Students will use knowledge and perspectives that can be gained only through the target language and culture.

Students will integrate information and perspectives gained from the target language and culture into various aspects of learning.

Beginning Benchmarks:

A. Enhance other learning experiences through the use of knowledge gained from target language study.

B. Recognize that language acquisition skills can be used in other subjects.

C. Identify how information from the target culture can expand understanding of a topic.

Intermediate Benchmarks:

A. Construct meaning in other learning experiences by using prior knowledge gained from target language study.

B. Transfer language acquisition strategies to other subjects.

C. Use information and perspectives gained from the target culture to create a new understanding of a topic or event.

Advanced Benchmarks:

A. Incorporate prior knowledge and experience gained from target language study in other learning experiences.

B. Transfer and apply skills and learning strategies common to the language classroom to other disciplines.

C. Apply key concepts, ideas, and vocabulary/terms from the target culture and language to enhance understanding of key concepts in other areas of study.

Students will analyze the impact of current and historical events on the lives of people in the target culture.

Beginning Benchmarks:

A. Recognize the influence of specific events on the lives of people in the target culture.

B. Explore the history of the target culture.

C. Identify people who play or have played a significant role in the target culture.

Intermediate Benchmarks:

A. Investigate the impact of significant events on the lives of people in the target culture.

B. Determine historical causes leading to current conditions in the target culture.

C. Investigate how significant people have helped shape the unique identify of the target culture.

Advanced Benchmarks:

A. Analyze significant natural and human events which have altered the lives of people in the target culture.

B. Analyze historical causes/reasons leading to current conditions in the target culture.

C. Analyze how significant people have caused a culture to develop its own unique identify.

Students will evaluate how different cultural perspectives influence people’s reactions to world issues and events.

Beginning Benchmarks:

A. Recognize that people from another culture may respond differently to world events.

B. Explore information access policies and modes of communication in the target culture.

C. Explore family structures, gender roles, religious and racial factors in the target culture.

Intermediate Benchmarks:

A. Investigate how people in the target culture approach societal problems.

B. Describe policies and modes of communication which control access to information in the target culture.

C. Describe differing family structures, gender roles, religious and racial factors in the target culture.

Advanced Benchmarks:

A. Analyze how people in the target culture solve societal issues/problems (e.g. terrorism, welfare, health care)

B. Analyze policies and modes of communication which limit/enhance/control access to information in the target culture.

C. Analyze how differing family structure, gender roles, religious and racial factors influence reactions to world issues/events.

GLOSSARY

Authentic materials: resources including books, magazines, newspapers, brochures, menus, videos, recordings, CD’s, etc. which are used by people in the target culture; also designated as realia

Circumlocution: using other words, phrases, expressions, or gestures to communicate when the speaker does now know the direct translation or there is no direct translation between the home language and the target language. A roundabout way of saying things.

Culture: generally understood to include three components: the view of the world (attitudes, mind sets, values) held by members of any given group, the behavior patterns derived from that world view, and the forms which have been created or adapted over time by members of the culture. In world languages, the term "culture" refers to not only the great figures of history, the literature, arts, and sciences, but also to the aspects and objects of daily living common to the peoples of that race or ethnicity.

Home culture: local culture; the culture native to the learner.

Home language: the first or primary language of the learner.

Language proficiency: the ability to use language for purposeful communication. In world language study, proficiency refers to one’s ability to use language to communicate feelings, ideas, and information in a socio-linguistic context.

Native speaker: a person who speaks a given language as a first or primary language, having learned it from infancy or very early childhood.

Non-verbal language: gestures, facial expressions and body language; the meaning and appropriateness of non-verbal communication differ greatly from culture to culture.

Patterns of behavior: actions or interactions which are derived from a culture; these include greetings, leave-takings, eating habits, games, songs, celebrations, etc. The actions/interactions may be related to home, family, school, work, recreation, or celebration.

Realia: (see above: authentic materials)

Target culture: the culture of the people who speak the target language.

Target language: the language that is being taught or learned.

Rubrics and additional scenario forms are from the Indiana Department of Education

Writing Evaluation Form

Content

(inclusion of adequate amount of information & ideas relevant to the topic)

5

(excellent)

3

1

(poor)

Comprehensibility

(ability to communicate ideas & be understood)

5

(excellent)

3

1

(poor)

Presentation and Vocabulary

(ability to present ideas in a logical & effective sequence; use of vocabulary related to topic & appropriate for this level of curriculum)

5

(excellent)

3

1

(poor)

Accuracy

(ability to use structures appropriately and correctly)

5

(excellent)

3

1

(poor)

Effort and Creativity

(ability to take risks & include variety / creativity of expression)

5

(excellent)

3

1

(poor)

Oral Interaction Evaluation Form

Content

(inclusion of information & ideas beyond the minimum predictable response)

5

(excellent)

3

1

(poor)

Comprehension

(ability to understand aural cues & respond appropriately)

5

(excellent)

3

1

(poor)

Comprehensibility

(ability to communicate ideas & be understood)

5

(excellent)

3

1

(poor)

Fluency

(ability to communicate clearly & smoothly)

5

(excellent)

3

1

(poor)

Accuracy

(ability to use structures & vocabulary correctly)

5

(excellent)

3

1

(poor)

Competent

6

Great Job! You discussed a variety of topics and used lots of different vocabulary. You included extensive details and additional information in your conversation. The grammatical structures were correct.

5

Good Job! You discussed a variety of topics and used a good number of different vocabulary words. You included many details and some additional information. There were very few errors in the grammatical structures

Satisfactory

4

OK! You discussed a limited number of topics without a wide variety of vocabulary. Some details and additional information were given. Some errors were present in the grammatical structures.

3

Almost OK! You discussed a limited number of topics with limited vocabulary. Some details and additional information were given. There were several errors in the grammatical structures but your message was comprehensible.

Need More Practice

2

Struggling. You used almost no complete sentence. You used a very limited choice of vocabulary. There were many errors in the grammatical structures.

1

Unacceptable. You said very little. What you did say was not understandable.

Unit Theme/Topic:

Purpose of Unit:

Goals	Goal One Communication	Goal Two Cultures	Goal Three Connections	Goal Four Comparisons	Goal Five Communities
Standard(s)
Outcome(s)
Progress Indicators
Essential Knowledge
Essential Skills
Assessments
Instructional Aims
Learning Activities
Resources

Lesson (Scenario) Planner Scenario Template

Learning Scenario: (title/topic)

Abstract of Scenario:

Primary Skill Assessed:

Targeted Standard:

Materials/Resources:

Student Grouping:

Steps for Implementation:

Possible Adaptations or Extensions:

Created By:

Internet Web Sites: Resources for Foreign Language Teachers

From the Indiana Department of Education

For continuous update on the web sites listed below, see the Foreign Language web page at the Indiana Department of Education web site http://www.doe.state.in.us/opd.foreignlanguage/ and click on Resources for FL Teachers.

Advocacy:

National Council for Languages and International Studies and Joint National Committee for Languages

http://www.languagepolicy.org/

Funding Sources / Awards and Grants:

Foreign Language Assistance Program (FLAP)

http://www.ed.gov/offices/OBEMLA

Fund for the Improvement of Postsecondary Education

http://www.ed.gov/offices/OPE/FIPSE

International Education & Graduate Program Service

Fulbright-Hays Programs

http://www.ed.gov/offices/OPE/HEP/iegps

National Endowment for the Humanities (NEH) Grants

http://www.neh.gov

Journals and Newsletters:

Athelstan Newsletter on Technology and Language Learning

http://www.athel.com

CALICO Journal

http://www.calico.org

East Asian Connection and East Asian Newsletter

http://www.easc.indiana.edu

ERIC/CLL News Bulletin

http://www.cal.org/ericcll/

Foreign Language Annals

http://www.actfl.org

French Review

http://aatf.utsa.edu/

Hispania

http://www.aatsp.org

Language International

http://www.language-international.com

Language learning and Technology Journal

http://llt.msu.edu

Learning Languages: The Journal of the National Network for Early Language Learning

http://www.educ.iastate.edu/nnell/scholar.htm

Modern Language Journal

http://polyglot.lss.wisc.edu/mlj/

NABE: The Journal for the National Association for Bilingual Education and NABE News

http://www.nabe.org

Die Unterrichtspraxis

http://www.aatg.org/

Language Resource Centers:

Center for Advanced Research on Language Acquisition

http://carla.acad.umn.edu/

Center for Applied Japanese Language Studies

http://babel.uoregon.edu/CAJLS/index.html

Center for Applied Linguistics

http://www.cal.org

Center for Information on Language Teaching and Research (CILT)

http://www.cilt.org.uk

Center for Language Education and Research

http://clear.msu.edu/

Language Acquisition Resource Center

http://larcnet.sdsu.edu

The National Capital Language Resource Center

http://www.cal.org/nclrc

National East Asian Languages Resource Center

http://www.flc.ohio-state.edu/nflrc

National Foreign Language Resource Center

http://www.LLL.hawaii.edu/nflrc

National K-12 Foreign Language Resource Center

http://www.educ.iastate.edu/nflrc

Online Resources:

Agora Language Marketplace

http://agoralang.com/

American Institute of Archaeology

http://www.archaeological.org

Argos: Search Engine for Classical Studies

http://argos.evansville.edu

AskERIC website

http://askeric.org

Chinese Language Information Page

http://www.webcom.com/~bamboo/chinese/chinese.html

College Board Advanced Placement Program

http://www.collegeboard.org/ap/index.html

Create your own learning activities

http://www.quia.com

Defense Language Institute FL Materials

http://lingnet.army.mil

Easton Chinese Online

http://eleaston.com/chinese.html

Easton German Online

http://eleaston.com/german.html

Easton Latin Online

http://eleaston.com/latin.html

Easton Russian Online

http://eleaston.com/russian.html

Easton Spanish Online

http://eleaston.com/spanish.html

Educational Standards and Curriculum Frameworks for Foreign Languages

http://putwest.boces.org/StSu/Flang.html

Eduhound Español

http://www.eduhound.com/espanol/defaultE.cfm

ePALS Classroom Exchange

http://www.epals.com

Federal Resources for Foreign Languages

http://www.ed.gov/free/s-forlan.html

Foreign Language Learning Resources

http://www.call.gov/

Foreign Language Resources on the Web

http://www.itp.berkeley.edu/~thorne/HumanResources.html

Foreign Language Resources for Teachers and Students

http://www.cal.org/ericcll/

Foreign Language Teaching Forum

http://www.cortland.edu.flteach

Global Languages

http://highschoolhub.org/hub/language.htm

Globe Gate: Internet Resources for Students and Teachers of Foreign Languages

http://globegate.utm.edu/

Hot Potatoes: Half-Baked Software (for creating interactive exercises)

http://web.uvic.ca/hrd/halfbaked

The Human Languages Page

http://www.june29.com/HLP/

International Association of Learning Labs (IALL): FL Software Database

http://eleazar.dartmouth.edu/fldb/

Instant Access Treasure Chest: FL Teacher’s Guide to Learning Disabilities

http://www.fln.vcu.edu/ld/ld.html

Interactive Exercise makers

http://makers.cet.middlebury.edu/makers/index.htm

http://lang.swarthmore.edu/makers/

Language Academy Clearinghouse

http://sf.bilingual.net

Language Dictionaries and Translators

http://rivendel.com/~ric/resources/dictionary.html

Latin Dictionary

http://lysy2.archives.nd.edu/cgi-bin/words.exe

Latin Dictionary and Grammar Aids

http://www.nd.edu/~archives/latgramm.htm

List of Language Lists

http://www.indigo.ie/egt/langlist.html

Maecenas: Images of Greece and Rome

http://wings.buffalo.edu/academic/department/AandL/Maecenas

Mail-In Exercises

http://clear.msu.edu/mailer/

Multi-Language Resources

http://polyglot.lss.wisc.edu/lss.lang/multilang.html

Multilingual Links

http://www.multilinguals.com.au/links.html

Nanduti: Foreign Language Learning K-8

http://www.cal.org/earlylang

National Clearinghouse on Bilingual Education Language & Education Links

http://www.ncbe.gwu.edu

National Endowment for the Humanities (NEH) Online Lesson Plans for FL and Other Subjects

http://edsitement.neh.gov

Parlo: Language, Culture, Life

http://www.parlo.com/index.asp

Perseus Project: Latin text

http://www.perseus.tufts.edu/Texts/latin_TOC.html

Puzzlemaker for teachers and kids

http://puzzlemaker.school.discovery.com

Quizzes and games for teachers and students

http://www.funbrain.com

Radio Stations on the Internet

http://wmbr.mit.edu/stations/list.html

Spanish Online Tutorial

http://www.studyspanish.com

Tennessee Bob’s Famous French Links

http://www.utm.edu/departments/french/french.html

US Department of Education materials

http://www.ed.gov/pubs/edpubs.html

Vergilian Society

http://www.vergil.clarku.edu/

Vroma-A Virtual Community for Teaching and Learning Classics

http://www.vroma.org

The Web-Based Language Learning Games Creation Page

http://clear.msu.edu/dennie/matic/

Professional Conferences:

Central States Conference

http://www.iupui.edu/~cscflta

Indiana Classical Conference

http://www.indiana.edu/~iccforum

Internationalizing the Curriculum Conference/Indiana Humanities Council

http://www.ihc4u.org/international/intconf.htm

Northeast Conference on the Teaching of Foreign Languages

http://www.dickinson.edu/nectfl

Southern Conference on Language Teaching (SCOLT)

http://www.valdosta.edu/scolt/

Professional Organizations:

American Association of Teachers of Arabic

http://www.wm.edu/aata

American Association of Teachers of French

http://aatf.utsa.edu/

American Association of Teachers of German

http://www.aatg.org

American Association of Teachers of Slavic and Eastern European Languages

http://clover.slavic.pitt.edu/~aatseel

American Association of Teachers of Spanish and Portuguese

http://www.aatsp.org/

American Classical League

http://www.aclclassics.org

American Council of Teachers of Russian

http://www.actr.org

American Council on the Teaching of Foreign Languages (ACTFL)

http://www.actfl.org

American Philological Association

http://www.apaclassics.org

Association of Teachers of Japanese

http://www.colorado.edu/ealld/atj

CALICO (Computer Assisted language Instruction Consortium)

http://calico.org

Council of International Educational Exchange (CIEE)

http://www.ciee.org

Goethe Institute

http://www.goethe.de/

Indiana Foreign Language Teachers Association

http://bsuvc.bsu.edu/~iflta

Less Commonly Taught Languages (LCTL) Organizations

http://carla.acad.umn.edu/lctl/orgs.html

National Committee for Latin and Greek

http://www.promotelatin.org

National Council of Organizations of Less Commonly Taught Languages (NCOLCTL)

http://www.councilnet.org

National Network for Early Language Learning

http://www.educ.iastate.edu/nnell

Pacific Northwest Council for Languages (PNCFL)

http://www.isu.edu/~nickcrai/pncfl/

Pompeiiana

http://www.pompeiiana.com

Teaching Supplies and Materials:

Amsco School Publications

http://www.amscopub.com

Gessler Publishing

http://www.gessler.com/main.html

Glencoe McGraw-Hill Publishers

http://www.glencoe.com

Holt-Rinehart Winston Publishers

http://www.hrw.com/world/index.htm

McDougall Littell Publishers

http://www.mcdougallittell.com

Schoenhof’s Foreign Books

http://schoenhofs.com/index.html

Teacher’s Discovery Foreign Language Supplies and Materials

http://www.teachersdiscovery.com/

Virtual CALL Library

http://www.sussex.ac.uk/langc/callothr.html

World of Reading

http://www.wor.com/

Hosted by www.Geocities.ws

Content (inclusion of adequate amount of information & ideas relevant to the topic)	5 (excellent)	3	1 (poor)
Comprehensibility (ability to communicate ideas & be understood)	5 (excellent)	3	1 (poor)
Presentation and Vocabulary (ability to present ideas in a logical & effective sequence; use of vocabulary related to topic & appropriate for this level of curriculum)	5 (excellent)	3	1 (poor)
Accuracy (ability to use structures appropriately and correctly)	5 (excellent)	3	1 (poor)
Effort and Creativity (ability to take risks & include variety / creativity of expression)	5 (excellent)	3	1 (poor)

Competent	6	Great Job! You discussed a variety of topics and used lots of different vocabulary. You included extensive details and additional information in your conversation. The grammatical structures were correct.
	5	Good Job! You discussed a variety of topics and used a good number of different vocabulary words. You included many details and some additional information. There were very few errors in the grammatical structures
Satisfactory	4	OK! You discussed a limited number of topics without a wide variety of vocabulary. Some details and additional information were given. Some errors were present in the grammatical structures.
Satisfactory	3	Almost OK! You discussed a limited number of topics with limited vocabulary. Some details and additional information were given. There were several errors in the grammatical structures but your message was comprehensible.
Need More Practice	2	Struggling. You used almost no complete sentence. You used a very limited choice of vocabulary. There were many errors in the grammatical structures.
Need More Practice	1	Unacceptable. You said very little. What you did say was not understandable.