Introduction Topic : 4th Grade FL

These objectives make the following assumptions:
· Student performances are supported by appropriate scaffolding and guidance on the part of the teacher.
· Students have been in the program at least from grades one through four.
· Accommodations must be made for special needs students and for students who have been in the program less than four years.
· Some objectives may appear later for Japanese students.

Note: Numbers in parentheses are references to the Standards for Foreign Language Learning: Preparing for the 21st Century.

By the end of Grade 4, students will be able to:
4.1 Read for enjoyment using the second language. (1.2, 4.2)
4.2 Read linguistically and developmentally appropriate passages including, but not limited to articles, stories, and other texts. (1.2)
4.3 Read to find needed information. (1.2, 3.2)
4.4 Write using sentences or clusters of language. (1.3)
4.5 Write short texts on topics of personal interest, such as letters and illustrated stories. (1.3, 5.2)
4.6 Summarize personal information or research that they have done, based on templates or models in the target language. (1.3)
4.7 Demonstrate comprehension of extended written and oral discourse. (1.2)
4.8 Begin self- or peer-editing for a variety of purposes. (1.3)
4.9 Retell or paraphrase main elements of a story or passage. (1.2, 1.3)
4.10 Use the target language for a variety of extended spoken activities, such as skits, dialogues, plays, poems, research reports for a variety of audiences. (1.3)
4.11 Share information of their choice with audiences outside the classroom. (1.3, 4.1)
4.12 Ask for information and make requests of teachers and other language speakers. (1.1)
4.13 Provide information and respond to requests from teachers and other language speakers. (1.1)
4.14 Communicate orally and in writing using sentences, as appropriate, with some use of extended discourse. (1.1)
4.15 Follow and give complex instructions. (1.1)
4.16 Demonstrate an understanding of a variety of speech sources (teacher, peers, native speakers, other target language speakers, tapes, CD-Roms, and videos). (1.2, 5.2)
4.17 Recognize the target language when spoken in a variety of dialects and respond with efforts to communicate. (1.2, 4.1)
4.18 Identify geographic areas where the target language is spoken. (3.1)
4.19 Identify examples or influences of the target language and cultures in their own community. (4.1, 4.2)
4.20 Identify, compare, and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences. (4.1, 4.2)
4.21 Begin to recognize underlying cultural perspectives reflected in the products and the practices of the target cultures. (2.1, 2.2)
4.22 Identify selected works of art, music, and literature of the target cultures. (3.1, 3.2)
4.23 Use culturally appropriate language and behavior in both formal and informal target language situations (greeting, leave-taking, eating customs, travel, school, etc.). (1.1, 2.1)
4.24 Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature and fine arts. (3.1)
4.25 Maintain simple conversations in the present tense at the sentence level on a variety of familiar topics, with some efforts at expressing past and future tense. (1.1)
4.26 Participate actively in classroom experiences with music, sports, games, songs, dance, or musical instruments from the target cultures, and extend these experiences into their personal lives. (2.1, 5.2)
4.27 Use information obtained through the target language and cultures to satisfy personal needs and interests. (5.2)
4.28 Identify work-related applications of language proficiency. (5.1)
4.29. Create with language at the sentence level, making attempts at circumlocution and elaboration. (1.1, 1.3)
4.30 Draw from a basic vocabulary that permits discussions of a personal nature and on simple academic topics. (1.1, 1.3)
4.31 Demonstrate understanding of natural classroom speech at a normal rate of speed, with limited artificial nonverbal support. (1.1, 1.2)
4.32 Recognize linguistic patterns that occur in the foreign language and compare them with native language patterns. (4.1)
4.33 Use linguistic patterns in limited monitoring of speech and writing. (1.1, 1.3) NOTE: This does not imply analytical treatment of grammar, or a focus on grammatical drill.
 
 

FL.4.1
Select and read a simple book from library or language teacher.
FL.4.2
Read a simple book or magazine article and complete a brief checklist.
FL.4.3
Find selected information using class schedules.
FL.4.4
Pick a subject and draw or cut out pictures from magazines. Write simple sentences describing illustrations to make a book (e.g. sports, food, etc.)
FL.4.5
Select a main character from a familiar fairy tale in groups and compose a letter to this character asking interesting questions.
FL.4.6
Summarize main attributes of a character in a fairy tale.
FL.4.7
Watch a video and answer questions.
FL.4.8
Trade papers with neighboring students and correct as a class.
FL.4.9
Act out the main elements of a fairy tale.
Make a story board containing the main elements of a book the teacher has read to the class.
FL.4.10
Write and act out a scene in a restaurant.
FL.4.11
Choose a simple lesson to teach to a sibling, cousin, or neighbor.
FL.4.12
Prepare a simple list of questions and interview a teacher of their choice.
FL.4.13
Teach a phrase a week to another student or teacher.
FL.4.14
Write letters to a penpal.
FL.4.15
Follow directions in a treasure hunt.
FL.4.16
Complete questions after listening to a tape, video, etc.
FL.4.17
Identify main idea in a target language video.
FL.4.18
Make a simple booklet containing information about countries where the target language is spoken.
FL.4.19
Brainstorm examples of the use of the target language in their own communities.
FL.4.20
Compare selected holidays and list differences and similarities.
FL.4.21
Watch a video on food or meals in the target culture and identify which items are typical products of the culture.
FL.4.22
Listen to and identify a current popular song from a target language culture.
FL.4.23
Prepare a short skit of a scene and present it in both a formal and informal situation.
FL.4.24
Research and prepare a brief report on any topic.
FL.4.25
Take turns relating personal experiences, and answering simple questions.
FL.4.26
Perform a song or a sport from the target culture.
FL.4.27
Find their way out of simple scenario predicaments by asking the appropriate questions.
FL.4.28
Identify jobs where a foreign language is useful and explain why.
FL.4.29
Create an ending to a simple story which the teacher begins.
FL.4.30
Prepare a simple report on a topic, such as favorite animal.
FL.4.31
Perform a series of increasingly complex directions and tasks.
FL.4.32
Practice converting answers to questions, play Jeopardy.
FL.4.33
Students are given simple sentences with mistakes and correct them in groups.

Culminating Project:
Cultoon book*

1. Teacher offers culture topics that have a critical difference. Teacher and students discuss the topics. Students vote on three broad areas (treatment of pets, school customs, eating habits, vacation time/activities, politeness in shops, transportation, sports and after school activities).
2. Teacher helps students compile a list of customs in the US and then adds in the comparison with the target cultures.
3. Each student chooses a critical difference to draw a cultoon to and writes a caption from model.
4. Teacher or students compile cultoons into a book for sharing with others (other classes, in the library, etc.).

? Examples:
Pets:
Names
Where we take our pets
Pet food
Vacation:
How much time do people get?
How often is there a vacation?
Where do people go?
What do people do?
 

Serge in Atlanta Trent in France

Houston's Restaurant Restaurant Chez Daniel

* A cultoon is a cartoon that illustrates a cultural difference. You might want to be more artistic than the example above.
 
 

Culminating Project:
Giant Personal time line about each student's life, marking highlights (such as first steps, first words, first friend, favorite toy, worst accident, etc.)

1. Students and teacher brainstorm on possible milestones and life events which should be included in everyone's time line. Teacher records student contributions on overhead transparency.
2. Students work in pairs writing questions for their parents regarding information about early events in their life. A structural model for past tense questions and word bank of past tense verbs are available to the students.
3. The student pairs share and trade questions before taking them home and recording answers given by parents with the editorial help of the teacher.
4. Each student transfers the personal data gathered onto a long strip of construction or butcher paper. Photographs or pictures created by the students illustrate the various events in their lives.
5. Students give oral reports in the past tense showing events mentioned as points on their large time line.
6. Some students may wish to bring artifacts, toys or other objects reminiscent of a certain year or event in their life.
7. After that, time lines could be displayed in classroom or hall to be shared with larger audience.
8. Whole class discussion about reports, determining similarities and differences among classmates' life experiences and funniest or saddest event.

Culminating Project:
Create a school T-shirt

1. Student brainstorm and create list of favorite subjects and school activities on the blackboard or large piece of butcher paper.
2. Students work in pairs or groups to generate illustrations of preferred sports, classroom projects, etc.
3. Students play matching games or pictionary to label illustrations of activities.
4. Students will play category games for sport items or actions related to each activity.
5. Students will ply "Who Am I?" Each student will sign their name next to one of the activities lists they like. Each student will write a short description of activity on an index card. Teacher will collect and shuffle cards. Volunteer will select and act out description. Class must name activity.
6. Using a word bank students work in pairs to create a floor plan of the school complete with rooms and large areas labeled. Students play "Where Am I?" student A describes activity and student B guesses where student A is on the map.
7. Students create a graph to determine the two or three favorite activities of the grade level.
8. Students work individually or in pairs to create an original design or mascot with captions related to the preferred school activities.
9. Display the designs in a common school area and have the school vote on the best design. Have students paint the design on T-shirts or have designs printed on T-shirts.

Culminating Project:
Mock TV weather report and conversation between "anchor" and "meteorologist."

1. Assigned students read and record daily temperatures in degrees Celsius during a certain month of the year. After learning a simplified formula for converting degrees Celsius into Fahrenheit and vice versa - students predict the number for degrees Fahrenheit before actual reading off classroom thermometer.
2. At the end of the month students convert temperature data into a graph and calculate the average daily temperature for the month.
3. Teacher supplies students with temperature data from target country city (via Internet or newspaper). Students follow the same procedure as before and create graph for the target country city.
4. Students compare highs and lows for each country and explain differences by locating cities on world map and contrast their latitudes.
5. Pairs of students create dialogues between TV anchor and meteorologist including humorous comments.
6. The students playing anchor and meteorologist summarize and explain weather findings using a large graph and world map.

• Students create commercials to be included during mock broadcast.
• Students create video blurbs with the weather, like those that come between commercials.
• Students keep track of temperatures and weather in a number of locations around the world and compare those with the weather where they live.
• Students keep track of the temperature in their classroom and present the information (in degrees Celsius) to the school board, principal, or other member of the community.

Culminating Project:
Party simulation
Thank you note
Recipe Book

1. Review vocabulary to invite and accept invitations. Invite a friend to the party either by telephone or written invitation. The friend will accept the invitation. Invitations may include such information as reason for party, date and time, appropriate attire, place, etc.
2. Decide on a menu and research recipes (each group or pair) will write out 2-3 recipes.
3. In pairs or groups, make a shopping list of necessary items needed for the party (Target culture food, presents, decoration, games/music/dance).
4. Use target culture realia (catalogs, newspaper ads, etc.) estimate cost of items to buy in target currency.
5. With partner, plan on itinerary for shopping for items. Use a map of a target neighborhood and public transportation if applicable. Study one or two means of transportation of target culture (use pictures, video, tickets, and other realia).
6. Go to bank to get money and practice banking procedures.
7. Get out pretend shopping trip.
8. Practice party conversations (greetings, congratulations, compliments, courtesy expressions, leave taking, introducing, offering food, inviting to dance, culturally authentic activities [singing, dancing, games, etc.]).
9. Do the party simulation. Have one pair or group acts as the hosts/hostesses. Have children make some of the food dishes and decorate the room. Other students can select and play music. Other students will act as the guests and may bring flowers, gifts or other culturally appropriate objects. Consider inviting other speakers of the target language (other teachers, administrators, or members of the community).
10. Have students write thank you notes to the hosts/hostesses. They could include a description of a real or imaginary event from the party.

Students could create a cook book using the recipes collect in preparation for the party.
 
 

Culminating Project:
Treasure hunt board game in created city

1. After viewing an authentic map of a city in a target country, students will generate a list of target country stores, shops and community places.
2. As a class, students will brainstorm and draw a giant map on butcher paper of target country community indicating the location of shops and other sites.
3. Teacher will first guide a student through the community from point A to point B using directional terms. Student volunteer takes over the role of the teacher using a word bank of directional terms (if necessary). The final destination will be the location of the treasure.
4. Students will work in small groups or pairs to create a map of a target country city drawing and labeling typical shops and other sites.
5. Groups/Pairs write game cards containing directional terms with the final destination leading to the treasure.
6. Treasure could be a lost wallet, a special prize, or cultural item.
7. As a variationm, students create game cards containing descriptions of the places and/or people that work there.
8. Students trade gameboards and play games created by other students.
9. A variation would be that student A uses directional terms to instruct student B on how to label his blank map to match his own complete map.

Culminating Project:
Habitat murals
Video puppet show
Endangered species flyer

1. Teacher and students review animals studied in grades K-3, including movement and skin covering: Recycle activities (flash cards, TPR, stuffed animals, sorting games, songs).
2. Using posters, pictures or flash cards, the teacher introduces habitats: oceans, jungle, desert.
3. Teacher and students generate list of old and new animals that live in each area: ocean (fish, shark, eel, starfish, coral, stingray, octopus, squid, whale, dolphin, seaweed), jungle (lion, tiger, crocodile, elephant, monkey, snake, parrot, gorilla, hippopotamus, rhinoceros, zebra, trees, vines, flowers [check for accuracy]), desert (snake, iguana, spider, cactus, lizard, rocks, sand, insects), etc.
4. Students divide into groups by habitat. Using butcher paper, each group creates a giant mural for classroom or hall (cafeteria, library, etc.).

• Option 1
• Students make puppets (paper bag, Styrofoam, etc.). Using large cardboard boxes, students make puppet stages for each habitat.
• Students write a play using puppets. Plays are video taped for others, or presented to other classes.
• Option 2
• Students research endangered species and make a flyer notifying people about animal's plight.
• Students can track the animal population over a period of years.
• Why are the animals endangered? (habitat destroyed, pollution, loss of food sources, hunted to extinction)
• How can we help the animals? (protected habitat, forbid hunting, stop pollution)
• Variations:
• Class can vote to raise money for one of the endangered animals on their flyers.
• Students can visit classes, PTA, other school accepted ways to collect/earn money (dog wash, car wash, etc.) for endangered animal (adopt an animal, adopt an acre [of rain forest]).

Culminating Project:
Plan a field day in the target culture

1. Teacher brings in target culture magazies and newspapers and students look through to find sports and sport figures popular in target cultures. Teacher and students compile a list of findings.
2. Students choose 3-4 sports to focus on. Teacher provides cloze sentences and word bank to facilitate discussion of the different aspects of sports such as equipment, number of players, season, cities involved, etc.
3. Teacher teaches one sport or active game that students can play.
4. Teacher and students gather information on most recent post (or future) Olympic Games (when, where, schedule of sports, medals won by target culture countries, etc.)
5. Students plan a field day revolving around the activities they have learned. They could include a schedule of sports, places to participate, team colors, team names, medals, etc.

Variations:
Students could plan a cultural olympiad in a more broad sense i.e. including songs, dances and culturally authentic activities that are not necessarily sports. Groups of students choose the activities that they are most interested in to teach to others (parents, administrators, other classes, etc.) at the field day. This could turn into a cultural festival that could be a fund raiser for the school, PTA, or foreign language department. These activities could also be incorporated into the school's regular field day.