Introduction Topic : 5th 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 five.
· Accommodations must be made for special needs students and for students who have been in the program less than five 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 5, students will be able to:
5.1 Read for enjoyment using the second language. (1.2, 5.2)
5.2 Read linguistically and developmentally appropriate passages including, but not limited to articles, stories, and other texts. (1.2)
5.3 Read to find needed information. (1.2, 3.2)
5.4 Write using sentences or clusters of language. (1.3)
5.5 Write short texts on topics of personal interest, such as letters and illustrated stories. (1.3, 5.2)
5.6 Summarize personal information or research that they have done, based on templates or models in the target language. (1.3)
5.7 Demonstrate comprehension of extended written and oral discourse. (1.2)
5.8 Begin self- or peer-editing for a variety of purposes. (1.3)
5.9 Retell or paraphrase main elements of a story or passage. (1.2, 1.3)
5.10 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)
5.11 Share information of their choice with audiences outside the classroom. (1.3, 5.1)
5.12 Ask for information and make requests of teachers and other language speakers. (1.1)
5.13 Provide information and respond to requests from teachers and other language speakers. (1.1)
5.14 Communicate orally and in writing using sentences, as appropriate, with some use of extended discourse. (1.1)
5.15 Follow and give complex instructions. (1.1)
5.16 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)
5.17 Recognize the target language when spoken in a variety of dialects and respond with efforts to communicate. (1.2, 4.1)
5.18 Identify geographic areas where the target language is spoken. (3.1)
5.19 Identify examples or influences of the target language and cultures in their own community. (4.1, 4.2)
5.20 Identify, compare and contrast diverse cultural practices and products, including language, emphasizing similarities as well as differences. (4.1, 4.2)
5.21 Begin to recognize underlying cultural perspectives reflected in the products and the practices of the target culture. (2.1, 2.2)
5.22 Identify selected works of art, music and literature of the target culture. (3.1, 3.2)
5.23 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)
5.24 Use the target language in appropriate content-related areas including, but not limited to, mathematics, social studies, science, literature and fine arts. (3.1)
5.25 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)
5.26 Participate actively in classroom experiences with music, sports, games, songs, dance, or musical instruments from the target culture, and extend these experiences into their personal lives. (2.1, 5.2)
5.27 Use information obtained through the target language and cultures to satisfy personal needs and interests. (5.2)
5.28 Identify work-related applications of language proficiency. (5.1)
5.29. Create with language at the sentence level, making attempts at circumlocution and elaboration. (1.1, 1.3)
5.30 Draw from a basic vocabulary that permits discussions of a personal nature and on simple academic topics. (1.1, 1.3)
5.31 Demonstrate understanding of natural classroom speech at a normal rate of speed, without artificial nonverbal support. (1.1, 1.2)
5.32 Recognize linguistic patterns that occur in the foreign language and compare them with native language patterns. (4.1)
5.33 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.5.1
Read books produced by other groups of students or share them with younger grades.
FL.5.2
Read and discuss target culture cartoons or brief articles from children's magazines and then share with class.
FL.5.3
Scan newspaper articles to summarize information.
FL.5.4
Write a book using a familiar fairy tale as a template.
FL.5.5
Share information about how to perform a certain task at home.
FL.5.6
Compare information gained from analyzing school schedules and report cards, and write brief summaries of findings.
FL.5.7
Listen to a story or fairy tale on tape and answer comprehension questions.
FL.5.8
Write and revise a rough draft of a composition following teacher guidelines.
FL.5.9
Outline a story and retell it to a group.
FL.5.10
Create dialogues for specific scenes from a fairy tale or story and act them out in front of the whole class, another grade or the entire school.
FL.5.11
Create display boards with information on school subjects, schedules and grading in target country schools and exhibit them in the media center.
FL.5.12
Create a survey on a topic such as teacher likes and dislikes and produce the results.
FL.5.13
Follow a series of directions given by the teacher or a fellow student and arrive at a final destination. Oversized floor maps of a community may be used for this activity.
FL.5.14
Present the main idea from a newspaper story and the main points in the story.
FL.5.15
Provide directions from their home to school or how to do a particular task from beginning to end.
FL.5.16
Answer questions about a video.
Listen to a song and paraphrase the main ideas.
FL.5.17
Hold a conversation with an exchange student from the target country.
FL.5.18
Give a geographical description of areas and countries.
FL.5.19
Create a poster showing certain products from the target country and compare them to native products.
FL.5.20
Inspect a target culture catalog or brochure and compare to a similar item from the native culture.
FL.5.21
Play Jeopardy game using questions about the products and practices of the target language and culture.
FL.5.22
Identify a work of art from a target language culture, and describe orally or in writing.
FL.5.23
Act out a scene at a travel agent.
FL.5.24
Estimate how much a trip to a target language country would cost in dollars and in the target currency and calculate the distance to the destination in miles and kilometers.
FL.5.25
Draw conversation cards from a box and improvise short conversations.
FL.5.26
Present a sport from the target culture to the class and explain the rules.
FL.5.27
Examine travel brochures and select a place to vacation.
FL.5.28
Invite language speaking guests to speak about their professions to the class.
FL.5.29
Create original fairy tale stories and adapt them to contemporary times.
Use complete sentences during class activities.
FL.5.30
Draw topics from a hat and speak for one minute about each one. .
FL.5.31
Discuss topics of interest pertaining to various current news articles.
FL.5.32
Formulate sentences and discuss how they differ from native language patterns.
FL.5.33
Edit compositions in small groups.

Culminating Project: Restaurant reenactment

1. Review food vocabulary by comparing and contrasting foods from our culture and target cultures. Describe foods. Graph likes and dislikes. Have blindfolded taste tests. Use descriptive words for foods such as sweet, sour, bitter, salty, etc. Categorize foods as being healthy or not healthy and into the food pyramid groups.
2. Have the students discuss the variety, quantity, and types of foods that can be found at each meal. Students will discuss cultural aspects of different eating times in target countries.
3. Discuss the table manners acceptable in the target countries, incorporating place setting vocabulary. Discuss which fork to use first, which hand to cut with, where to place the napkin. . .
4. Teach expressions to compliment the cook, show appreciation, make toasts, ask for additional food, etc. Also teach language necessary for resolution of problems like "I need another fork" or "This soup is cold"
5. Individuals or groups create menus to be used for the restaurant reenactment. Students vote on the best menu and then create the restaurant, including an entrance sign and decorations. The menus will describe, illustrate and price various foods. Additionally, students will make comment cards to be filled out after the reenactment.
6. Students will submit applications as employees in the restaurant. Needed are cashiers, servers, cooks, hostesses, busboys, a general manager and translators. Students will submit applications for these positions and perform corresponding tasks during the reenactment.
7. For the restaurant grand opening students will make invitations for teachers, administrators, and students from other grade levels. The students will be responsible for performing their duties as outlined in their job descriptions.
8. Restaurant guests will be given play money for their dining experience. Each table will also be provided a translator for the administrators and other teachers who do not speak the language.
9. Dining guests will be given comment cards to provide feedback about the dining experience.

Culminating Project:
Write and present an original fairy tale, or an adaptation of one from the target culture, which centers on the family. The presentation could take the form sharing the story with another class, placing the completed book in the library, presenting a skit based on the new story, etc.

1. Students listen to fairy tale either narrated by the teacher, students or audio tape. Students demonstrate comprehension by arranging pictures of characters or scenes in correct sequential order.
2. Students will complete worksheet with scrambled sentences from fairy tale after listening to fairy tale for a second time.
3. Students will complete cloze sentences about the fairy tale with the aid of a word bank.
4. Students will discuss important components of fairy tale: title, setting, problem, solution events - then chart together as a class.
5. Students will discuss the typical elements of a fairy tale (good and evil, elements of magic, etc.) - then find specific examples in the fairy tale
6. Using a word bank of attributes and a chart with several columns, students will work together in cooperative groups to describe the personal attributes of the characters in the family
7. Discuss the importance of the family unit as a whole. Class sings target culture song relating to the family theme.
8. Students will act out the fairy tale. Then they will act out the story again either adding or omitting a family member. The teacher can lead a discussion of how the story line changes as a result of changes in the structure of the family, relationships among family members. Class will diagram similarities and differences in these relationships.
9. Class outlines possible story lines and characters from the family unit and creates sentence and word banks for use with each of the possible story lines. Students can then begin the writing process.
10. Students write final draft of original fairy tale with appropriate illustrations and present to class.

Culminating Project: Students will write and illustrate their own storybook and read it to younger children in the school.

1. Explain to the students that they will be studying children's books in order to write their own book that they will read to the lower grades. This creates the context and motivation for them to want to study children's literature.
2. Share a book with the class that follows a repetitive pattern, simplifying the text as necessary. Culturally authentic stories are ideal. Children should become very familiar with the story. Suggested ways to do this are by assigning parts and rereading the story several times, acting it out, video taping the students acting it out and watching the tape, putting TPR motions to the main vocabulary or ideas, or playing charades.
3. Have the students identify the pattern, charting it out on the overhead, a large sheet of paper or on sentence strips. Do sequencing activities with the parts of the pattern. Assign a part of the pattern to different students and have them stand when their part is read.
4. Discuss the parts of a story (title, setting, characters, problem, solution, events...) and have the students list them for the book the class is working on and for other stories/fairy tales that all are familiar with. This can be done orally or written, as a class, in pairs, groups, or individually.
5. Teach the students to change one element of the story in order to create a new version of the story. Rewrite the story together as a class. After modeling the process, partners or groups rewrite the story again, changing one or more elements.
6. Repeat steps 2 through 5, with variations, with a second and perhaps third book. This reinforces the idea of patterns in stories, practices the identification of the parts of a story, and gives students a choice of patterns to follow when they begin to write their own book.
7. Students select a pattern to follow and decide on the title, setting, characters, events, etc. for their own book, outlining them for the teacher to review. Students write the text for their book, turning it in for corrections before copying it onto the actual pages of the book.
8. Hand back corrected texts and give explicit instructions for creating the book. You might want to give the students class time to work on their book. Set deadlines. Set a date to share books.
9. Students read books to younger foreign language students.

Culminating Project:
A memory book, complete with photos and text (ask your yearbook staff for old school photos)

1. Students share their memories from their school career, and the teacher compiles a list of the most memorable events. The teacher may offer suggestions to get them started i.e. working on computers a specific science experiment, singing in the chorus...)
2. Of those listed students tell their favorite and the teacher graphs the information to show the most popular aspects of school life.
3. To practice the vocabulary students illustrate the activities and make caption labels for them. Do activities and games involving matching the captions to the drawings.
4. Begin activities necessary for creating each page of the memory book. Pages could include Favorite Teachers, Best Friends, Most Exciting Field Trips, Popular PE Games, Favorite Art Projects and more.
5. Sample activities for creation of the Teacher page could include a review of personality characteristics and school subjects. Students could write a letter of appreciation to their all-time favorite teacher. (You can translate it for the teacher after school!)
6. The Best Friends page could include a written description of the friends and an elaboration of WHY they are good friends. use past tense to describe a fun experience the friends shared.
7. Each page created should have pictures (brought from home, form old yearbooks, yearbook leftovers, from magazines or hand drawn) and captions or a cumulative paragraph telling about the photos on the page.
8. Students may leave blank spaces or pages for friends to sign their book.
9. Have students create a cover page as well. If possible laminate them.
10. Students take turns orally sharing their books with each other.

Culminating Project:
Write an ad for a job opening
Apply for a job
(Optional extension) conduct an oral job interview

1. Students and teachers generate a list of professions
2. Teacher provides practice on what the responsibilities of the jobs are (i.e. the veterinarian takes care of pets, the dentist cleans your teeth, etc.).
3. Class and teacher generate a word bank of personal characteristics necessary for jobs (industrious, mathematical, etc.).
4. Students use various sources to get information on job qualifications for the profession they have chosen for their ad (education, training, experience)
5. Students look at ads in help wanted/classified section of a target country newspaper or magazine.
6. Each student writes an ad for a job opening (may include type of opening [i.e. system analyst, chef, nurse], qualifications [professional, educational, personal], responsibilities, salary, starting date, location, to whom to apply, application deadline, etc.).
7. Students peer edit ads. Teacher corrects ads. Students rewrite ads in correct form. Students or teacher compiles the ad on the computer, or other format.
8. Students pair up, each student will apply for other's job ad.
9. Teacher provides model of simple letter of reference and provides oral practice in generating the letter.
10. Students interview partners to get information for letter of reference.
11. Students write simple letter of reference for partner (peer edit, teacher checks, students rewrite).
12. Teacher provides computer form letter outline in second language (address, salutation, cloze body of letter, ending) and students fill out the letter.
13. Students send cover letter and letter of recommendation to person in ad.
14. Teacher and students generate list of questions appropriate for interview, followed by oral practice with each.
15. Teacher and students generate list of possible answers, followed by oral practice with each.
16. Students interview each other for their jobs using cover letter and reference letter as guide. May be in form of skits and video taped.

Culminating Project:
Video, Brochure, Web Page to advertise the interesting attractions in your city (the students are hired by the local tourist bureau to prepare literature for tourists from the target cultures).
Prepare ahead of time: Obtain samples of brochures in target language (write to tourist bureaus in cities of target cultures), travel videos (from local libraries, Teacher's Discovery, etc.), and web sites for other cities (search at "http://www.yahoo.com", or other search engines).

1. Brainstorm to produce list of possible places to include on big map created by the teacher or the class depending upon complexity.
2. Use photos or drawings to place landmarks and tourist attractions on the class map.
3. Do directional activities following extended directions using class map and points of interest to go from point A to point B.
4. Discuss possible modes of transportation for getting around the city, their availability, cost, etc.
5. Give pairs or groups of students the task of creating a section for final product (brochure, video script, web page) on how to get around the community.
6. Brainstorm any additional places kids would like to see and place them on the map.
7. Play guessing games about the places using descriptives.
8. Give groups the task of creating a section on places of interest for the final product.
9. Historical landmarks - things to consider might include "what happened here," getting there (directional activities), time line showing age of historical landmarks or events, summary for final project.
10. Where to eat - Dining out -possible topics to cover include: Southern cuisine (compare/contrast culture specific foods), cost, tips and tax, cultural practices, favorite and least favorite places of the children.
11. Where to stay - possible topics include getting there (directional activities), type of room, ratings (four star, or other).
12. Other sections you might choose to include could be "Places to avoid/Things not to do", "Safety tips for the smart traveler", "Important phrases".

Culminating Project:
3-D aquarium following a budget and containing aquatic life forms that can function together
list of aquatic animals in aquarium
description of the aquarium
creative writing, story about the animals in the aquarium (how they got there, who likes whom)

1. Students learn a song about sea life (from Visages 3) and then discuss what they would expect to see if the were to take a trip to the Caribbean and go snorkeling in a coral reef.
2. Kids bring in pictures or videos of underwater excursions/dive trips, or else show teacher video (Jacques Cousteau/National Geographic). Students identify names of fish they already know, or see if the can figure out the names that are cognates or something similar (clown fish, anemone, coral, etc.).
3. Kids have pictures of fish with a description of their personalities/traits. Teacher describes a fish and the students guess which fish is being described. Then the students write their own riddles and present them to the class.
4. Students make up their own fish, describe its personality traits and present it to the class.
5. Students look at example aquariums, determine if the fish and other animal life forms are compatible and discuss what to add or remove and why.
6. Students take imaginary trip to fish store and examine aquariums. Students discuss why prices are the way they are.
7. Discuss important aspects of establishing and maintaining an aquarium. Students could gather information from outside sources (encyclopedias, media center, pet stores, friends, relatives, etc.) and report back to the class. Perhaps there is someone in the community who is a specialist and speaks the target language.
8. Students make a list of fish they would like in their aquariums keeping in mind traits and cost. They need to stay within the budget determined by the class.
9. Students (in groups, pairs, or individually) create a three dimensional aquarium (boxes are very useful). It may be useful to have the students sketch out a possible layout and then create a list of materials needed.
10. Students write a description of their aquarium and its contents.
11. As an extra assignment, students could make up a creative story about the animals in their aquarium describing how they ended up there, or a description of the social make-up of the aquarium (who is related to whom, who is in charge, who dislikes whom, etc).
12. Students present their aquariums to the class, describing which animals are there and why they made their choices.
13. Students evaluate each others projects (could be done based on the artistic merit, the compatibility of the animals, following the budget, language used in the presentation or written description, etc).

Culminating Project:
Daily log of experiences

1. Students select items to place in a time capsule to take along on a journey to another time. Tell students to be thinking of things during their visit to bring back in a time capsule.
2. Select as a class what epoch to visit. What do they expect to see/find? Make Venn diagram of predicted similarities/differences between present day culture and past/future culture.
3. Brainstorm possible methods of transportation to get you there (ie. time machine, speeding shuttle). Discuss advantages and disadvantages of each then choose preferred method.
4. The arrival becomes the 1st log entry. Students will write a journal entry about their first impressions (ie. people, landscape, weather).
5. Students will tour the community with the "tour guide." Teacher or students describe the sites - As a listening activity have students take notes to incorporate into their log entries. Also have students create a map of area from oral descriptions. What buildings do they "see?" What are they for?
6. Students will create questions in pairs or groups for interviews of host family/hotel staff members about daily life. What are their customs and traditions?
7. Students will create a menu which includes their favorite foods they have tasted; the log entry may also deal with mealtime etiquette they have observed.
8. Students study leisure activities/hobbies/sports in the culture they are visiting. Their log entry could be a poster advertising an upcoming sporting event.
9. Other entries in log might include references to holidays, forms of greeting, shopping, types of and attitudes towards pets, government structure, or historical figures/heroes.
10. Brainstorm, select and make cultural items to take back home in the time capsule.

Culminating Project:
Students keep a log of events that take place on their journey

1. Introduce time capsule concept - students select items to put in time capsule to take on journey with them
2. Log entry - arrival, 1st impressions, describe weather, season, What do you see around you? landscape, etc., What do the people look like? What do they wear?
3. Tour the locale - What buildings do you see? What are they for? (pyramid --> worship, sacrifice; dwellings --> communal living; sports arena --> can't remember the name of the game) Draw a map of the layout.
4. Go to your hotel/home stay - interview employees/host family about way of life / customs / cultural traditions. What do you learn?
5. Food - Host family makes dinner - Go down to hotel restaurant - What food is served? Does the family all eat together? Do they sit on chairs or floor? Do they eat with their fingers or utensils? Menu - list what you ate.
6. Log entry - Leisure activities - students brainstorm activities they think the community members would participate in. Categorize activities for different ages (teens, adults, elderly). Students write log entry on what they "did" that evening. Students could create a poster for a sporting event taking place.Interview political leader - is it a king, president, chief, council? What is the hierarchy of the society? What position would you like in that society - warrior? farmer? priest?
7. Conclusion - time to go home, what can we take back with us in a time capsule? Students will do art projects to make the items for the time capsule (arrowhead, wheat, etc.).