August 2013
French I: Academic
Grade Level
9, 10, 11, 12
Course Number
600
Subject Area
Foreign Language
Course Description
A communicative approach is used to learn vocabulary, grammar, and culture through meaningful oral and written activities
in the target language. Intensive work is done in the speaking, oral, writing, and reading phases of the language. Students
are encouraged to establish good foundations for further language studies. Use is made of audio and audio-visual materials
in order to promote language learning, proficiency, and to present pertinent cultural materials. French customs, culture, and
geography are introduced.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1
Greet and respond to greetings*
1.2
Introduce and respond to introductions*
Ask and answer questions*
Stage 1.3
1.4
Make and respond to requests
1
1.5
Exchange information and knowledge
1.6
Express likes and dislikes
1.7
Express needs and emotions
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
2.1
Follow directions*
Stage
2.2
Understand some ideas and familiar details*
1
2.3
Obtain information and knowledge*
2.4
Read and interpret signs, simple stories, poems, and informational texts*
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1
Express opinions and ideas
3.2
Express needs and emotions
Stage
3.3
Express agreement and disagreement
1
3.4
Describe people, places, and things*
Write lists and short notes
3.6
Present information in a brief report*
Culture
Demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts.
Stage
1
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
and using English when necessary, students will
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings, farewells,
school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
1
August 2013
4.6
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and performing
songs, dances, or memorizing poems; by identifying and making examples of crafts or visual arts using
traditional techniques such as brush painting, paper folding, or mosaics*
Comparisions
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language studied with
their own.
5.1
Stage
1
5.2
5.3
5.4
Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
Give examples of ways in which the target language differs from/is similar to English*
Give examples of borrowed and loan words*
Identify linguistic characteristics of the target language and compare and contrast them with English
linguistic characteristics*
Connections
Use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1
Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in the
target language and using this information to achieve the learning standards from the Geography Strand
Stage
of the History and Social Science Framework
1
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using
the learning standards from the Literature Strand of the English Language Arts Framework
--collecting data and graphing results in the target language in order to achieve the learning standards of
the Patterns, Functions, and Relations Strand of the Mathematics Framework.
Communities
Use languages other than English within and beyond the school setting.
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1
Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
Stage
--conversing with speakers of the target language; or
1
--reading and writing e-mail or letters; or
--making and exchanging drawings or photographs, and discussing them orally or in letters and e-mail
with students in another community in Massachusetts, the United States, or another country.*
Essential Questions
What value is there in learning a new language?
How can I adapt my learning strengths so I am a successful language learner?
Where is French spoken?
How does the culture of French-speaking people enrich our country and world?
What are the key similarities and differences between English and French?
How might the context help me understand words I do not know?
What are parts of speech and how are they used?
How can I greet and interact with French-speakers about common interests?
How can my understanding of English grammar help me understand French grammar?
2
August 2013
Enduring Understandings
There is diversity geographically and culturally within the French speaking world.
American culture is intertwined with French culture.
There are literal and figurative translations between and within languages.
Syntax is not the same between languages.
Every language has unique rules and conventions, yet there are commonalities and share roots.
In Roman and Germanic languages one of the commonalities is that a sentence is made up of a subject and verb
which must always agree.
While all cultures have the concept of family, the customs and traditions differ based on geographic location and
the customs of the country.
Typical foods are dependent on location and resources of the country.
Home is the central to daily life and the family nucleus.
Evidence of Understanding
Unit tests and quizzes
Practice dialogues and performance assessments
Teacher created projects
Periodic daily informal assessment
Course Outline
Unit
Essential Questions
Skills and Understandings
Preliminary Unit:
Hello!: greetings,
introductions, alphabet,
numbers, dates, weather
and classroom
instructions
--How does the culture of Frenchspeaking people enrich our
country and world?
--How do you distinguish
between formal and informal
language?
Unit 1:What do you like
to do?: talk about
activities, where you are
from, express likes and
dislikes, describe
yourself and others,
identify people and
things
--What are parts of speech and
how are they used?
--Why do adjectives commonly
follow nouns?
--How can someone make a new
friend and speak about interests in
French?
Unit 2: We are students:
talk about daily
schedules, ask and tell
time, express to have to
--What is the present tense?
--Where does a verb belong in a
sentence?
--How does student life reflect a
--Greet people and say
goodbye
--Introduce yourself and
others
--Ask and say how to spell
names
--Say where you are from
--Exchange phone numbers
--Say what day of the week it
is
--Describe the weather
--Respond to classroom
instruction
--Talk about activities
--Tell where you are from
--Say what you like and
don’t like to do
--Talk about weather
--Describe yourself and
others
--Identify people and things
--Talk about after-school
activities, likes and dislikes
--Discuss artists, and freetime activities of students in
a French school
--Identify some types of
French food
--Discuss After-school
activities in French schools
--Talk about daily schedules
--Ask and tell time
--Say what you have and
have to do
Assessment
--Dialogues using
introduction vocabulary
--Oral assessment on the
pronunciation of alphabet
--Weather report project
--Making signs for the
classroom using relevant
expressions
--Unit quizzes
--Unit test
--Create books with
activities, demonstrating
likes and dislikes
--Draw people and things
with specific adjectives
given
--Sentence completion
showing noun and adjective
agreement
--Unit quizzes
--Unit test
--Create verb books, to use
with new verbs and tenses
learned
--Create sample school
3
August 2013
do an activity, say what
you do with frequency,
present tense verbs
culture?
--How is French-speaking culture
school years different or similar
to yours?
Unit 3: Food and
Family: use
interrogatives, present
tense verbs, , describe
family structure,
express possession and
make comparisons
--What is an interrogative?
--What importance does family
structure have in French-speaking
culture?
--What role does food play in the
French-speaking culture?
--How do historical influences
affect the food that people eat?
Unit 4: Shopping and
things to do around
town: items to buy and
wear, describe places
and transportation in
town, ordering from a
menu, , stem-changing
verbs, direct object
pronouns
-- How does geography affect a
country’s climate?
--How do local markets reflect the
culture of an area?
--What messages can an artist
communicate through their work?
--Say what you do and how
often you do things
--Talk about after school
activities and days of the
week
--Describe classes and
classroom objects
--Say where things are
located
--Say where you are going
--Talk about how you feel
--Discuss class subjects and
the time they meet
--Discuss works of art by
French artists
--Compare their courses to a
bilingual school in France
--Talk about foods and
beverages
--Ask questions
--Say which foods you like
and don’t like
--Talk about the family
--Ask and tell ages
--Express possession
--Give dates
--Make comparisons
--Identify traditional
ingredients and foods in
France
--Talk about government
elections in French-speaking
countries
--Talk about what clothes
they want to buy
--Say what you wear in
different seasons
--Discuss and interpret
paintings from surrealist
painters
--Discuss climates around
the world
--Describe places and events
in town
--Talk about types of
transportation
schedules using thematic
vocabulary
--Work with clocks and
telling time
--Unit quizzes
--Unit test
--Create family tree project
--Restaurant Project
--Sentence completion using
comparisons
--Unit quizzes
--Unit test
--Shopping project
--Around town project
--Unit quizzes
--Unit test
--Say what you are going to do
Unit 5: House Party!:
describe household
items, describe people
and locations, planning
a party, ordinal
numbers, affirmative
commands
--How do landscapes reflect the
way of life in a community?
--How does a country’s location
in the world make it unique?
--Order from a menu
--Describe a house and
household items
--Indicate the order of things
--Describe people and
location
--Plan a party
--Talk about chores and
responsibilities
--Tell someone what to do
--Say what you just did
--House project
--Plan a party project
--Sentence completion on
household tasks
--Unit quizzes
--Unit test
4
August 2013
French II: Honors
Grade Level
9, 10, 11, 12
Course Number
602
Subject Area
Foreign Language
Course Description
This course is the sequential continuation of French 1 for students who are ready to continue pursuing their interest in
French. More attention will be given to the structural patterns of the language as well as being able to converse in both the
present and past tenses. By the end of this level, students will possess the listening, speaking, reading, and writing skills
necessary to handle a variety of tasks such as discussing weekend activities, shopping for and preparing food, planning
weekend activities in the country and in the city, leading a healthy lifestyle, going shopping, going on vacation and
arranging for travel and lodging, and describing events that happened in the past. Students will focus on the Frenchspeaking cultures within France, Canada, Africa, Martinique, and the United States while making connections to their own
language, culture, and community. Technology will be used to gain exposure to authentic materials and examine the role
French plays in global communication. By the end of this course, students will be expected to read, write and converse
primarily in French as well as give short oral presentations in French.
Prerequisite: French I
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions, and exchange
opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1
Greet and respond to greetings*
1.2
Introduce and respond to introductions*
Ask and answer questions*
Stage 1.3
1.4
Make and respond to requests
1
1.5
Exchange information and knowledge
1.6
Express likes and dislikes
1.7
Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
Perform Stage 1 Learning Standards
Stage 1.8
1.9
Ask and respond to questions to clarify information
2
Exchange opinions about people, activities, or events
1.11
Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency of
Stage
errors proportionate to the complexity of the communicative task, students will
3
1.12
Perform Stage 1 and Stage 2 Learning Standards
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage errors proportionate to the complexity of the communicative task, students will
2.11
Perform Stage 1 and Stage 2 Learning Standards
4
2.17
Comprehend audio and video texts
Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
2.1
Follow directions*
Stage
2.2
Understand some ideas and familiar details*
1
2.3
Obtain information and knowledge*
2.4
Read and interpret signs, simple stories, poems, and informational texts*
5
August 2013
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
2.5
Perform Stage 1 Learning Standards
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage errors proportionate to the complexity of the communicative task, students will
2.11
Perform Stage 1 and Stage 2 Learning Standards
3
2.17
Comprehend audio and video texts
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
Stage
with some patterns of errors that do not interfere with meaning, students will
4
2.19
Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Describe people, places, and things*
Stage 3.4
Write lists and short notes
1
3.6
Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
Stage
3.7
Perform Stage 1 Learning Standards
2
3.8
Write simple paragraphs
3.9
Write greeting cards, notes, letters, and e-mails*
3.11
Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage errors proportionate to the complexity of the communicative task, students will
3.12
Perform Stage 1 and Stage 2 Learning Standards
3
3.15
Write letters requesting specific information
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
Stage
with some patterns of errors that do not interfere with meaning students will
4
3.18
Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19
Write journals, letters, stories, and essays
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
and using English when necessary, students will
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings, farewells,
school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
Stage 4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
1
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or visual
arts using traditional techniques such as brush painting, paper folding, or mosaics*
4.8
Identify patterns of social behavior that are typical of the target culture*
4.9
Interact appropriately in social and cultural activities, such as
--for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
Stage
--for classical languages: in triumphal marches, weddings, or funerals*
2
4.11
Identify historical and/or cultural figures from the target culture and describe their contributions*
4.13
Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
4.14
Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that
are typical of the target culture, and discuss how they reflect language and cultural perspectives*
Stage
4.15
Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
3
4.18
Identify significant political, military, intellectual, and cultural figures and describe how they shaped
Stage
2
6
August 2013
historical events and/or the target culture’s perspectives*
Comparisions
Linguistic Comparisons demonstrate an understanding of the nature of language through comparison of the language
studied with their own
5.1
Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
Give examples of ways in which the target language differs from/is similar to English*
Stage 5.2
5.3
Give examples of borrowed and loan words*
1
5.4
Identify linguistic characteristics of the target language and compare and contrast them with English
linguistic characteristics*
5.5
Compare, contrast, and exchange views on an aspect of the target language*
5.6
Identify words in the target language that are used frequently in English*
Recognize grammatical categories such as tense, gender, and agreement in the target language and
Stage 5.9
English*
2
5.10
Give examples of words or word parts from the target language that have been adopted into the English
language
Stage
5.11
Analyze differences and similarities between the writing systems of both languages*
3
Connections
use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage
1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1
Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in the
target language and using this information to achieve the learning standards from the Geography Strand
of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using
the learning standards from the Literature Strand of the English Language Arts Framework
--collecting data and graphing results in the target language in order to achieve the learning standards of
the Patterns, Functions, and Relations Strand of the Mathematics Framework.
Stage
2
7.3
Stage
3
Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--collaborating by e-mail with students in the target culture to collect data on ecosystems and using this
knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the
Science and Technology Framework
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
--studying videotapes of contemporary and folk dance choreography from the target culture and analyzing
them using the learning standards of the Dance Strand of the Arts Framework and the Personal and Physical
Health Strand of the Health Curriculum Framework Relations Strand of the Mathematics Framework
Communities
use languages other than English within and beyond the school setting.
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
Stage
--conversing with speakers of the target language; or
1
--reading and writing e-mail or letters; or
--making and exchanging drawings or photographs, and discussing them orally or in letters and e-mail with
students in another community in Massachusetts, the United States, or another country.*:
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
Stage
--conversing with speakers of the target language; or
2
--reading and writing e-mail or letters; or
7
August 2013
--making and exchanging videotapes, newsletters, photographs, and artwork and discussing them orally or in
letters and e-mail with students in another community in Massachusetts, the United States, or another country
Essential Questions
What is the influence of the French community within Europe and the European Union?
How do you plan and execute a trip to a French-speaking country in French?
How would you describe the French, Canadian and Martiniquais cultures and how do they compare and contrast to
your culture?
Why is it important to examine the geography, ecosystems, and ancient civilizations of French-speaking countries?
How have civilizations modernized overtime?
How would you plan and shop for a meal in France?
Is your daily routine similar to that of a French-speaking teen and are you interested in similar global sporting
events?
Where do French-speakers shop and how do they dress?
How would you describe plan weekend activities in the city and the countryside of French-speaking areas?
Are you able to discuss the above topics in multiple verb tenses to indicate the time of an action?
Enduring Understandings
A vibrant French-speaking community exists
Cultural, geographic, and historic diversities exist between different countries
All cultures are intertwined
Literal versus figurative translations are not the same
Language has shared roots but unique rules
Gender plays an integral role in the French language
Changes in verb tenses indicate the time of the action
There is noun / adjective agreement
There is a distinction between formal and informal language
There are numerous pronouns that can replace nouns
Technology allows access to the world
Evidence of Understanding
Daily informal assessments
Practice dialogues and storytelling
Written essays
Collaborative student projects
Web activities
Unit tests and quizzes
Graded listening opportunities to assess comprehension
Art projects
Course Outline
Unit
Unité 1: Qui suis-je?
Essential Questions
-- Who am I?
--How can I describe myself and
others, including their personalities
and what they look like?
Skills and Understandings
--Presenting oneself and others,
including family members and
professions
--Introduce people and make
phone calls
--Describe physical and
personality characteristics
--Talk about age
--Describe feelings and needs
--Say where people are going
and what they are going to do
--Say where people are coming
from
--Say how long people have
been doing things
--Definite and indefinite articles
Assessment
--quiz on vocabulary related to
meeting new friends
--extemporaneous skits
involving vocabulary related to
meeting new friends
--journal entry focusing on
definite and indefinite articles
and subject pronouns/verb
agreement
--quiz on present-tense verbs
--Reading assessment questions
on reading focusing on French
youth & common activities
--listening assessment on the
whole unit
--writing assessment on the
8
August 2013
Unité 2: Le weekend
enfin!
Unité 3: Bon Appétit!
Unité 4: Les Loisirs et les
Spectacles
-- How can I express in French what I
do in my spare time?
--What have I done (and not done) in
the past?
--Can I express what I have been and
gone to in the past tense?
--What are the advantages and
disadvantages of using the train, bus,
and metro system in France and at
home?
--What shopping opportunities are
found in French-speaking cultures?
--Are you able to discuss the above
topics in multiple verb tenses to
indicate the time of an action?
-- Can I identify French foods in a
supermarket and order meals in a
restaurant?
--Am I able to express what I want to
do, what I can do and what I must do?
--How would you describe the French
adolescent culture and how does it
compare and contrast to your culture?
--Why is it important to examine the
geography, ecosystems, and ancient
civilizations of French-speaking
countries?
--Is your daily routine similar to that
of a French-speaking teen?
--Are you able to discuss the above
topics in multiple verb tenses to
indicate the time of an action?
-- Where do French young people
like to go in their free time?
--What kind of entertainment do
French young people prefer?
--Am I able to extend, accept and
decline invitations?
--Am I able to express myself in
an epistolary form in French?
--Are you able to discuss the above
topics in multiple verb tenses to
indicate the time of an action?
--Subject pronouns and être
--C’est vs. il est
--Adjectives
--Avoir & expressions
--Faire & expressions
--Aller & future tense
--Venir
--Present tense with depuis
-Inverted questions
--Express leisure activities that
take place in a city, in Paris and
in the countryside.
--Use the Paris metro map in
order to navigate the city.
--Discuss past activities, using
the affirmative and negative of
regular and irregular verbs with
avoir and être in the passé
composé.
--Identify tenses of verbs that
are needed in conversation,
based on temporal expressions
and cues
-- Identify where French people
do their shopping.
--Identify what kinds of foods
are typically served in French
and Québecois restaurants.
--Describe meals you eat.
--Talk about your favorite foods
and beverages, using the
indefinite, definite and partitive
articles in the affirmative and
negative.
--Order in a French café or
restaurant, including using
expressions of quantity.
--Express what you want to do,
what you can do and what you
must do, using vouloir, pouvoir,
falloir and devoir.
-- Describe and discuss
various forms of
entertainment.
--Discuss the types of
movies that you like.
--Talk about your favorite
movie and rock stars.
--Extend, accept and decline
invitations.
--Write a letter in French.
--Talk about what you like to
read, focusing on lire, dire,
and écrire.
--Use more complex
grammatical structures with
direct and indirect object
pronouns in the present,
future, and the past.
--Use the correct form of “to
know”: savoir or connaître.
whole unit
--play Paris Métro game in
order to navigate the city
--authentic listening activities
and assessment
--reading assignment about
camping, with comprehension
questions
--survey created in passé
composé to pose questions to
classmates on recent activities
--writing assignment: email to
describe last weekend’s
activities
--test on unit skills, including
oral, written, reading
--vocabulary quiz on words
related to food, drink,
restaurants, and shopping
--lesson quizzes
--written assessment: French
family recipe book giving
instructions and shopping lists
--listening assessment on the
whole unit
--reading assessment on the
whole unit
--lesson quizzes
--create game that includes
various French forms of
entertainment and venues
--speaking assessment:
film/concert/literary critic
presentation on event that took
place last night, including object
pronouns
--reading assignment based on
errors American tourists make
in Paris, including
comprehension questions
--listening assessment on the
whole unit
9
August 2013
Unité 5: Les sports et la
vie quotidienne
-- Which sports do French people
-- Name and describe your
enjoy and how do they compare
with American sports?
--How do the French keep in
shape?
--What are the various parts of the
body and how can I describe a
person’s physical features/
--Am I able to follow and give
instructions in an exercise class?
--Am I able to discuss physical
health with my doctor and
identify sicknesses or pains?
favorite sports.
--Talk about your daily
activities and personal care,
especially using reflexive
verbs.
--Identify various parts of the
body and describe a person’s
physical features.
--Explain what to do to stay
fit.
--Follow and give
instructions in an exercise
class, using the imperative of
reflexive verbs.
--Let a doctor know what is
wrong when you feel sick or
in pain.
--Identify where people go,
using the pronoun y.
--Create complex sentences
using the pronoun en.
--Are you able to discuss the above
topics in multiple verb tenses to
indicate the time of an action?
--lesson quizzes
--create a journal for your
doctor following a bike
accident, describing symptoms
and pains
--diagram a flowchart regarding
pronouns needed in each
grammatical situation
--reading assessment on the
whole unit
--listening assessment on the
whole unit
--speaking assessment on the
whole unit
10
August 2013
French II: Academic
Grade Level
9, 10, 11, 12
Course Number
603
Subject Area
Foreign Language
Course Description
This course is a continuation and expansion of those areas described in French I, with further intensive work done of the
basics in the target language. Students are introduced to selected, graded readings to expand reading and vocabulary skills.
Audio and audio-visual materials are used to present cultural aspects of France.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage
2
1.9 Ask and respond to questions to clarify information
1.10 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
Stage
of errors proportionate to the complexity of the communicative task, students will
3
1.12
Perform Stage 1 and Stage 2 Learning Standards
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
Stage
2.11 Perform Stage 1 and Stage 2 Learning Standards
4
2.17 Comprehend audio and video texts
2.18 Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
Stage
frequency of errors proportionate to the complexity of the communicative task, students will
2
2.5 Perform Stage 1 Learning Standards
11
August 2013
Stage
3
Stage
4
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.17 Comprehend audio and video texts
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.4 Describe people, places, and things*
Stage
3.5 Write lists and short notes
1
3.6 Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
Stage
3.7 Perform Stage 1 Learning Standards
2
3.8 Write simple paragraphs
3.9 Write greeting cards, notes, letters, and e-mails*
3.11 Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
Stage
3.12 Perform Stage 1 and Stage 2 Learning Standards
3
3.15 Write letters requesting specific information
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
Stage
with some patterns of errors that do not interfere with meaning students will
4
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.6
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Stage
2
Stage
3
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
12
August 2013
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
studied with their own
5.1:
Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the target language and compare and contrast them with English
linguistic characteristics*
5.5 Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
2
English*
5.10 Give examples of words or word parts from the target language that have been adopted into the
English language
3
5.11 Analyze differences and similarities between the writing systems of both languages*
Connections
use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Stage 2
Stage 3
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
--collecting data and graphing results in the target language in order to achieve the learning
standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework.
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--collaborating by e-mail with students in the target culture to collect data on ecosystems and using this
knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the
Science and Technology Framework
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
--studying videotapes of contemporary and folk dance choreography from the target culture and
analyzing them using the learning standards of the Dance Strand of the Arts Framework and the
Personal and Physical Health Strand of the Health Curriculum Framework Relations Strand of the
Mathematics Framework
Stage 4
Communities
use languages other than English within and beyond the school setting.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
13
August 2013
Stage 2
--making and exchanging drawings or photographs, and discussing them orally or in letters and email with students in another community in Massachusetts, the United States, or another country.*:
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging videotapes, newsletters, photographs, and artwork and discussing them orally
or in letters and e-mail with students in another community in Massachusetts, the United States, or
another country
Essential Questions
--What is the influence of the French community within Europe and the European Union?
--How do you plan and execute a trip to a French-speaking country in French?
--How would you describe the French, Canadian and Martiniquais cultures and how do they compare and contrast to your
culture?
--Why is it important to examine the geography, ecosystems, and ancient civilizations of French-speaking countries?
--How have civilizations modernized overtime?
--How would you plan and shop for a meal in France?
--Is your daily routine similar to that of a French-speaking teen and are you interested in similar global sporting events?
--Where do French-speakers shop and how do they dress?
--How would you describe plan weekend activities in the city and the countryside of French-speaking areas?
--Are you able to discuss the above topics in multiple verb tenses to indicate the time of an action?
Enduring Understandings
--A vibrant French-speaking community exists
--Cultural, geographic, and historic diversities exist between different countries
--All cultures are intertwined
--Literal versus figurative translations are not the same
--Language has shared roots but unique rules
--Gender plays an integral role in the French language
--Changes in verb tenses indicate the time of the action
--There is noun / adjective agreement
--There is a distinction between formal and informal language
--There are numerous pronouns that can replace nouns
--Technology allows access to the world
Evidence of Understanding
--Daily informal assessments
--Practice dialogues and storytelling
--Written essays
--Collaborative student projects
--Web activities
--Unit tests and quizzes
--Graded listening opportunities to assess comprehension
--Art projects
Course Outline
Unit
Unité 1: Qui suis-je?
Essential Questions
-- Who am I?
--How can I describe myself and
others, including their
personalities and what they look
like?
Skills and Understandings
--Presenting oneself and
others, including family
members and professions
--Introduce people and make
phone calls
--Describe physical and
Assessment
--quiz on vocabulary related
to meeting new friends
--extemporaneous skits
involving vocabulary related
to meeting new friends
--journal entry focusing on
14
August 2013
Unité 2: Le weekend
enfin!
Unité 3: Bon Appétit!
-- How can I express in French
what I do in my spare time?
--What have I done (and not
done) in the past?
--Can I express what I have been
and gone to in the past tense?
--What are the advantages and
disadvantages of using the train,
bus, and metro system in France
and at home?
--What shopping opportunities are
found in French-speaking
cultures?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
action?
-- Can I identify French foods in a
supermarket and order meals in a
restaurant?
--Am I able to express what I
want to do, what I can do and
what I must do?
--How would you describe the
French adolescent culture and
how does it compare and contrast
to your culture?
--Why is it important to examine
the geography, ecosystems, and
ancient civilizations of Frenchspeaking countries?
--Is your daily routine similar to
that of a French-speaking teen?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
personality characteristics
--Talk about age
--Describe feelings and
needs
--Say where people are going
and what they are going to
do
--Say where people are
coming from
--Say how long people have
been doing things
--Definite and indefinite
articles
--Subject pronouns and être
--C’est vs. il est
--Adjectives
--Avoir & expressions
--Faire & expressions
--Aller & future tense
--Venir
--Present tense with depuis
-Inverted questions
--Express leisure activities
that take place in a city, in
Paris and in the countryside.
--Use the Paris metro map in
order to navigate the city.
--Discuss past activities,
using the affirmative and
negative of regular and
irregular verbs with avoir
and être in the passé
composé.
--Identify tenses of verbs that
are needed in conversation,
based on temporal
expressions and cues
-- Identify where French
people do their shopping.
--Identify what kinds of
foods are typically served in
French and Québecois
restaurants.
--Describe meals you eat.
--Talk about your favorite
foods and beverages, using
the indefinite, definite and
partitive articles in the
affirmative and negative.
--Order in a French café or
restaurant, including using
expressions of quantity.
--Express what you want to
do, what you can do and
what you must do, using
vouloir, pouvoir, falloir and
definite and indefinite
articles and subject
pronouns/verb agreement
--quiz on present-tense verbs
--Reading assessment
questions on reading
focusing on French youth &
common activities
--listening assessment on the
whole unit
--writing assessment on the
whole unit
--reading assessment on the
whole unit
--play Paris Métro game in
order to navigate the city
--authentic listening
activities and assessment
--reading assignment about
camping, with
comprehension questions
--survey created in passé
composé to pose questions to
classmates on recent
activities
--writing assignment: email
to describe last weekend’s
activities
--test on unit skills, including
oral, written, reading, and
speaking aspects
--vocabulary quiz on words
related to food, drink,
restaurants, and shopping
--lesson quizzes
--skit presentations on dining
or shopping
--written assessment: French
family recipe book giving
instructions and shopping
lists
--listening assessment on the
whole unit
--reading assessment on the
whole unit
15
August 2013
Unité 4: Les Loisirs et
les Spectacles
Unité 5: Les sports et
la vie quotidienne
action?
-- Where do French young people
like to go in their free time?
--What kind of entertainment do
French young people prefer?
--Am I able to extend, accept and
decline invitations?
--Am I able to express myself in
an epistolary form in French?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
action?
-- Which sports do French people
enjoy and how do they compare
with American sports?
--How do the French keep in
shape?
--What are the various parts of the
body and how can I describe a
person’s physical features/
--Am I able to follow and give
instructions in an exercise class?
--Am I able to discuss physical
health with my doctor and
identify sicknesses or pains?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
action?
devoir.
-- Describe and discuss
various forms of
entertainment.
--Discuss the types of
movies that you like.
--Talk about your favorite
movie and rock stars.
--Extend, accept and decline
invitations.
--Write a letter in French.
--Talk about what you like to
read, focusing on lire, dire,
and écrire.
--Use more complex
grammatical structures with
direct and indirect object
pronouns in the present,
future, and the past.
--Use the correct form of “to
know”: savoir or connaître.
-- Name and describe your
favorite sports.
--Talk about your daily
activities and personal care,
especially using reflexive
verbs.
--Identify various parts of the
body and describe a person’s
physical features.
--Explain what to do to stay
fit.
--Follow and give
instructions in an exercise
class, using the imperative of
reflexive verbs.
--Let a doctor know what is
wrong when you feel sick or
in pain.
--Identify where people go,
using the pronoun y.
--Create complex sentences
using the pronoun en.
--lesson quizzes
--create game that includes
various French forms of
entertainment and venues
--speaking assessment:
film/concert/literary critic
presentation on event that
took place last night,
including object pronouns
--reading assignment based
on errors American tourists
make in Paris, including
comprehension questions
--listening assessment on the
whole unit
--lesson quizzes
--create a journal for your
doctor following a bike
accident, describing
symptoms and pains
--role play an exercise class,
with instructor instructing
clients and supervisor giving
feedback
--diagram a flowchart
regarding pronouns needed
in each grammatical
situation
--reading assessment on the
whole unit
--listening assessment on the
whole unit
--speaking assessment on the
whole unit
16
August 2013
French III: Honors
Grade Level
10, 11
Course Number
605
Subject Area
Foreign Language
Course Description
This course is taught at an accelerated pace using a variety of curriculum materials. French III Honors will involve more
complex structures of grammar covered during the first two years of study. Students will perfect their writing, speaking,
oral and written comprehension skills using the target language. A variety of reading selections will introduce students to
the cultural, historical, and literary aspects of both the contemporary and historical Francophone world. Audio and audiovisual materials are used whenever pertinent to the course.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions, and
exchange opinions
Stage
1
Stage
2
Stage
3
Stage
4
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
1.3 Ask and answer questions*
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
1.9 Ask and respond to questions to clarify information
1.11 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12
Perform Stage 1 and Stage 2 Learning Standards
1.13
Suggest possible solutions to a problem
1.14
Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
1.15
Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels,
etc.*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
17
August 2013
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.19 Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
Stage
frequency of errors proportionate to the complexity of the communicative task, students will
2
2.5 Perform Stage 1 Learning Standards
2.6 Follow directions such as for a recipe, a word maze, or a logic problem
2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and
brochures*
2.8 Understand important ideas and details in highly contextualized authentic and adapted texts*
2.9 Understand learned expressions, sentences, questions, and polite commands in messages*
2.10 Identify themes in fictional and non fictional works and relate them to personal experiences*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage
errors proportionate to the complexity of the communicative task, students will
3
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.18 Understand telephone conversations or written correspondence
Stage
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
4
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
2.20 Identify the main points and details in a radio or TV news program
2.21 Understand printed or recorded advice and suggestions
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
3.3 Express agreement and disagreement
Stage
3.4 Describe people, places, and things*
1
3.6 Write lists and short notes
3.6 Present information in a brief report*
Stage
2
Stage
3
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
3.7 Perform Stage 1 Learning Standards
3.8 Write simple paragraphs
3.9 Write greeting cards, notes, letters, and e-mails*
3.10 Describe elements of stories such as characters, events, and settings*
3.11 Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will 3.12
Perform Stage 1 and
Stage 2 Learning Standards
18
August 2013
3.13
3.14
3.15
3.16
Stage
4
Develop and present solutions to problems
State and support opinions to convince or persuade a listener or reader
Write letters requesting specific information
Write e-mail correspondence with peers to compare and contrast interests
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning students will
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.7
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Stage
2
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.10 Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and
videos, and relate these to the cultural perspectives of the target culture*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.12 Identify, place in chronological order, and describe the significance of important historical evens in
the target culture*
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
Stage
3
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.16 Identify artistic styles in the target culture and discuss the meanings of examples of music, dance,
plays, epic poetry and visual arts from various historical periods in the target culture
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
4.19 Describe the relationship between social establishments such as schools, religions, governments, and
the perspectives of the target culture*
Stage
4
Comparisions
Linguistic Comparisons demonstrate an understanding of the
19
August 2013
nature of language through comparison of the language
studied with their own
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words
5.4
Identify linguistic characteristics of the target language and compare and contrast them with English
linguistic characteristics*
5.5
Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.7 Analyze how idiomatic expressions work in both languages*
2
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
English*
5.10 Give examples of words or word parts from the target language that have been adopted into the English
language
5.11 Analyze differences and similarities between the writing systems of both languages*
5.12 Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target
language and in English*
3
5.13 Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the
target language
5.14 Discuss and analyze idiomatic expressions in the target language
4
5.15 Compare, contrast, and discuss etymological/linguistic roots of English words from the target
language*
5.16 Read and view several literary works (print, film, multimedia) with related themes and compare
them*
Connections
Use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
.
Stage 2
7.2 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--obtaining political and economic information from newspapers, other print sources, and interactive
CD roms in the target language and using this information to achieve the learning standards of the
Civics and Government and Economics Strands of the History and Social Science Framework
--learning song lyrics written in the target language and applying the learning standards of the
Music Strand of the Arts Framework when singing and the Language Strand of the English
Language Arts Framework when discussing the meaning of the lyrics.
Stage 3
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
20
August 2013
Stage 4
7.4 Obtain information and knowledge related to other disciplines from sources in the target language*
Communities
use languages other than English within and beyond the school setting.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
Stage 2
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
Stage 3
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--interviewing one person about his or her occupation or interests
.
8.4 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--locating newspapers, magazines, newsletters, television or radio stations, or websites that use languages
other than English
Stage 4
Essential Questions
What is the difference between formal and informal situations culturally and linguistically?
What pastimes are popular in French-speaking countries?
How do you speak about activities in the past, present and future?
Am I able to communicate if I am in a Francophone country?
What is life like for young people in the French-speaking world?
What are some of the major cultural contributions of the French-speaking world?
Am I able to make connections between the French and American cultures?
How are French and English similar?
What connections are there between the Francophone countries and the United States?
What are the benefits to being able to communicate in another language?
How will my knowledge of English grammar help me understand French grammar?
How does my command of French grammar impact my ability to read French literature?
Enduring Understandings
We are able to synthesize all pieces of language in a holistic manner.
We are capable of reading, reacting to, and discussing original works using French.
We can share our histories in French.
Everyday situations that we encounter can be communicated in French as well as in English.
Technology allows us to access the world’s resources for our educational benefit.
Synthesis of all verb tenses and moods allows us to be advanced French speakers and writers.
We can integrate listening, speaking, writing, and reading to share ideas.
We have a better understanding of ourselves because of studying French.
Communicating in another language allows people to obtain information, express feelings and ideas and exchange
opinions with a wider audience.
The use of another language for personal enjoyment, travel, work and enrichment encourages life-long learning.
Evidence of Understanding
21
August 2013
Use the John Collins writing technique to write a persuasive paragraph stating their opinion on a certain topic
Write a paragraph using the appropriate tenses with object pronouns
Present skits on vocabulary topics
Respond to situational and open response topics
Complete unit quizzes and exams
Create a timeline of the story events
Compose questions to be used to interview another student
Use Webquests to research aspects of French culture
Communicate in a spontaneous situation
Course Outline
Unit
Essential Questions
Skills and Understandings
--How does each tense or
grammatical topic become part of
the whole language experience??
--ability to recall previously
taught material
--recognize or use
appropriately the previous
taught concepts
--test on the present passé
compose tenses
--written description of a
person or setting
--aural review of tenses
Unit 2
review of reflexive
verbs in the present
and passé compose
tenses
review of reflexive
verbs in the
imperative mood
introduction of more
specific physical
descriptions
--What are reflexive verbs and
how are they used?
--How do I express my daily
morning routine?
--How can I be more specific in
providing physical
characteristics?
--provide information
regarding a morning routine
in the present, and passé
compose tenses and the
imperative mood.
--be more complete in
providing someone’s
physical description
--write a journal describing
your morning activities and
the time at which you do
them
--using a picture of a person,
describe the most
distinguishing features of
the person
--formative assessment on a
daily basis
--aural and written unit test
Unit 3:
introduction to the
subjunctive mood
more specific
descriptions of
objects
Impressionism in
Art
--What is the subjunctive mood?
--How is the subjunctive mood
formed?
--When is the subjunctive mood
used?
--What are more specific
adjectives to describe an object?
--What is Impressionism?
--be able to express a
necessity or obligation
required of another person
--be more specific in
describing an objects
characteristics
--understand and explain the
Impressionist movement in
art
--relate the film La
Gloire de mon père to the
Impressionist period of art
in France.
--formative assessment on a
daily basis
--aural and written
assessments
--poster project indicating
proficiency of subjunctive
mood
--research project on a
specific artist
Unit 4:
--What is the imperfect tense?
--correct conjugation of the
--formative assessment on a
22
Unit 1
Review of present
indicative; -er, -ir; re regular
conjugations and
irregular verbs.
Review of the passé
compose using avoir
and etre.
Review of adjective
placement and
agreement.
Review of idiomatic
expressions
Assessment
August 2013
review of the
passécompose
introduction to the
imparfait tense
use of the two tenses
to express past
actions
more specific
weather related
vocabulary
--How is the imperfect tense
formed?
--When is the imperfect tense
used?
--What is the difference between
the imperfect tense and the passé
compose?
--What are more specific terms
used to describe weather?
--What is the Passe Simple?
--When is the Passe Simple used?
imperfect tense
--correct usage of the
appropriate tense to express
past actions
--read and understand a
selection written in the
Passe Simple
daily basis
--aural and written
assessments
--using a picture, describe
the situation using the
correct past tense
--provide a weather forecast
for three different regions of
France
--rewrite a passage from the
Passe Simple to the passé
compose
Unit 5:
use of pronouns to
express ideas more
succinctly
use of faire causatif
to describe actions
that people have
done by someone
else
--How do I replace direct and
indirect objects?
--Where are the object pronouns
placed?
--How are two object pronouns
used in French?
--How do I express an action that
I have someone else accomplish?
--replace direct and indirect
object
--state an action that you
have/had done by someone
else
--formative assessment on a
daily basis
--aural and written
assessments
--respond to questions using
object pronouns
--create an advertisement to
have work done by a
professional person
Unit 6:
additional negative
expressions
future tense
--What is the future simiple?
--How is the future simple
formed?
--What differences are there
between the use of the future
tense in English and the future
simple in French?
--What is the conditional mood?
--How are the future simple and
conditional mood used to express
hypothetical situations?
--express future activities
using aller + infinitive and
the future simple
--express hypothetical
situations using the if…then
construction.
--formative assessments on
a daily basis
--aural and written
assessments
memorize and record
Demain des l’aube by
Victor Hugo
--illustrate in triptych form
the Hugo poem
--predict future events for
you and people of your
choice
23
August 2013
French III: Academic
Grade Level
10, 11
Course Number
606
Subject Area
Foreign Language
Course Description
French III Honors will involve more complex structures of grammar covered during the first two years of study. Students
are encouraged to perfect their writing, speaking, oral and written comprehension skills using the target language. A variety
of reading selections will introduce students to the cultural, historical, and literary aspects of both the contemporary and
historical Francophone world. Audio and audio-visual materials are used whenever pertinent to the course.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage
2
1.9 Ask and respond to questions to clarify information
1.12 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12
Perform Stage 1 and Stage 2 Learning Standards
Stage
1.13
Suggest possible solutions to a problem
3
1.14
Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
1.15
Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels,
etc.*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
Stage
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
4
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.20 Understand telephone conversations or written correspondence
24
August 2013
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
Stage
frequency of errors proportionate to the complexity of the communicative task, students will
2
2.5 Perform Stage 1 Learning Standards
2.6 Follow directions such as for a recipe, a word maze, or a logic problem
2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and
brochures*
2.8 Understand important ideas and details in highly contextualized authentic and adapted texts*
2.11 Understand learned expressions, sentences, questions, and polite commands in messages*
2.12 Identify themes in fictional and non fictional works and relate them to personal experiences*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage
errors proportionate to the complexity of the communicative task, students will
3
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.18 Understand telephone conversations or written correspondence
Stage
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
4
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
2.20 Identify the main points and details in a radio or TV news program
2.21 Understand printed or recorded advice and suggestions
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
3.3 Express agreement and disagreement
Stage
3.4 Describe people, places, and things*
1
3.7 Write lists and short notes
3.6 Present information in a brief report*
Stage
2
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
3.7 Perform Stage 1 Learning Standards
3.8 Write simple paragraphs
3.9 Write greeting cards, notes, letters, and e-mails*
3.10 Describe elements of stories such as characters, events, and settings*
3.11 Give presentations on planned activities or on cultural topics*
Stage
3
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will 3.12
Perform Stage 1 and
Stage 2 Learning Standards
3.13 Develop and present solutions to problems
25
August 2013
3.14 State and support opinions to convince or persuade a listener or reader
3.15 Write letters requesting specific information
3.16 Write e-mail correspondence with peers to compare and contrast interests
Stage
4
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning students will
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.8
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Stage
2
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.10 Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and
videos, and relate these to the cultural perspectives of the target culture*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.12 Identify, place in chronological order, and describe the significance of important historical evens in
the target culture*
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
Stage
3
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.16 Identify artistic styles in the target culture and discuss the meanings of examples of music, dance,
plays, epic poetry and visual arts from various historical periods in the target culture
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
4.19 Describe the relationship between social establishments such as schools, religions, governments, and
the perspectives of the target culture*
Stage
4
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
26
August 2013
studied with their own
1
2
3
4
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
5.3
Give examples of borrowed and loan words
5.4
Identify linguistic characteristics of the target language and compare and contrast them with English
linguistic characteristics*
5.5
Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.7 Analyze how idiomatic expressions work in both languages*
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
English*
5.10 Give examples of words or word parts from the target language that have been adopted into the English
language
5.11 Analyze differences and similarities between the writing systems of both languages*
5.12 Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target
language and in English*
5.13 Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the
target language
5.14 Discuss and analyze idiomatic expressions in the target language
5.15 Compare, contrast, and discuss etymological/linguistic roots of English words from the target
language*
5.16 Read and view several literary works (print, film, multimedia) with related themes and compare
them*
Connections
use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
.
Stage 2
7.2 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--obtaining political and economic information from newspapers, other print sources, and interactive
CD roms in the target language and using this information to achieve the learning standards of the
Civics and Government and Economics Strands of the History and Social Science Framework
--learning song lyrics written in the target language and applying the learning standards of the
Music Strand of the Arts Framework when singing and the Language Strand of the English
Language Arts Framework when discussing the meaning of the lyrics.
Stage 3
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
27
August 2013
Stage 4
7.4 Obtain information and knowledge related to other disciplines from sources in the target language*
Communities
use languages other than English within and beyond the school setting.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
Stage 2
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
Stage 3
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--interviewing one person about his or her occupation or interests
.
8.4 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--locating newspapers, magazines, newsletters, television or radio stations, or websites that use languages
other than English
Stage 4
Essential Questions
What is the difference between formal and informal situations culturally and linguistically?
What pastimes are popular in French-speaking countries?
How do you speak about activities in the past, present and future?
Am I able to communicate if I am in a Francophone country?
What is life like for young people in the French-speaking world?
What are some of the major cultural contributions of the French-speaking world?
Am I able to make connections between the French and American cultures?
How are French and English similar?
What connections are there between the Francophone countries and the United States?
What are the benefits to being able to communicate in another language?
How will my knowledge of English grammar help me understand French grammar?
How does my command of French grammar impact my ability to read French literature?
Enduring Understandings
We are able to synthesize all pieces of language in a holistic manner.
We are capable of reading, reacting to, and discussing original works using French.
We can share our histories in French.
Everyday situations that we encounter can be communicated in French as well as in English.
Technology allows us to access the world’s resources for our educational benefit.
Synthesis of all verb tenses and moods allows us to be advanced French speakers and writers.
We can integrate listening, speaking, writing, and reading to share ideas.
We have a better understanding of ourselves because of studying French.
Communicating in another language allows people to obtain information, express feelings and ideas and exchange
opinions with a wider audience.
The use of another language for personal enjoyment, travel, work and enrichment encourages life-long learning.
Evidence of Understanding
28
August 2013
Use the John Collins writing technique to write a persuasive paragraph stating their opinion on a certain topic
Write a paragraph using the appropriate tenses with object pronouns
Present skits on vocabulary topics
Respond to situational and open response topics
Complete unit quizzes and exams
Create a timeline of the story events
Compose questions to be used to interview another student
Use Webquests to research aspects of French culture
Communicate in a spontaneous situation
Course Outline
Unit
Essential Questions
Skills and Understandings
Assessment
Unit 1
Review of
present
indicative; -er, ir; -re regular
conjugations
and irregular
verbs.
Review of the
passé compose
using avoir and
etre.
Review of
adjective
placement and
agreement.
Review of
idiomatic
expressions
How does each tense or
grammatical topic
become part of the
whole language
experience?
ability to recall
previously taught
material
recognize or use
appropriately the
previous taught
concepts
test on the present
& passé compose
tenses
written description
of a person or
setting
aural review of
tenses
speaking
assessment
What are reflexive verbs
and how are they used?
How do I express my
daily morning routine?
How can I be more
specific in providing a
description of physical
characteristics?
provide
information
regarding a
morning routine in
the present, and
passé compose
tenses and the
imperative mood.
be more complete
in providing
someone’s physical
description
write a journal
describing your
morning activities
and the time at
which you do them
using a picture of a
person, describe
the most
distinguishing
features of the
person
formative
assessment on a
daily basis
aural and written
unit test
What is the subjunctive
mood and how is it
be able to express a
necessity or
formative
assessment on a
Unit 2
review of
reflexive verbs
in the present
and passé
compose tenses
review of
reflexive verbs
in the
imperative
mood
introduction of
more specific
physical
descriptions
Unit 3:
introduction to
the subjunctive
29
August 2013
mood
more specific
descriptions of
objects
Impressionism
in Art
formed?
When is the subjunctive
mood used?
What are more specific
adjectives to describe an
object?
What is Impressionism?
obligation required
of another person
be more specific in
describing an
objects
characteristics
understand and
explain the
Impressionist
movement in art
relate the film La
Gloire de mon père
to the Impressionist
period of art in
France.
daily basis
aural and written
assessments
poster project
indicating
proficiency of
subjunctive mood
research project on
a specific artist
unit test and
quizzes
review of the
passé compose
introduction to
the imparfait
tense
use of the two
tenses to
express past
actions
more specific
weather related
vocabulary
What is the imperfect
tense and how is it
formed?
When is the imperfect
tense used?
What is the difference
between the imperfect
tense and the passé
compose?
What are more specific
terms used to describe
weather?
What is the Passe Simple
and when is it used?
correct conjugation
of the imperfect
tense
correct usage of the
appropriate tense to
express past actions
read and
understand a
selection written in
the Passe Simple
formative
assessment on a
daily basis
aural and written
unit assessments
using a picture,
describe the
situation using the
correct past tense
provide a weather
forecast for three
different regions of
France
rewrite a passage
from the Present to
the passé compose
& imperfect
use of pronouns
to express ideas
more succinctly
use of faire
causatif to
describe actions
that people have
done by
someone else
How do I express ideas
more succinctly by using
object pronouns?
Where are the object
pronouns placed?
How are double object
pronouns used in
French?
How do I express an
action that I have
someone else
accomplish?
replace direct and
indirect objects
using pronouns
state an action that
you have/had done
by someone else
unit test and
quizzes
formative
assessment on a
daily basis
aural and written
assessments
respond to
questions using
object pronouns
create an
advertisement to
have work done by
a professional
person
additional
negative
expressions
simple future
tense
conditional
What is the future simple
and how is it formed?
What differences are
there between the use of
the future tense in
English and the future
express future
activities using
aller + infinitive
and the future
simple
express
formative
assessments on a
daily basis
aural and written
assessments
record Demain des
Unit 4:
Unit 5:
Unit 6:
30
August 2013
mood
simple in French?
What is the conditional
mood?
How are the future
simple and conditional
mood used to express
hypothetical situations?
hypothetical
situations using the
if…then
construction.
l’aube by Victor
Hugo
illustrate in triptych
form the Hugo
poem
predict future
events
31
August 2013
French IV: Honors
Grade Level
11
Course Number
607
Subject Area
Foreign Language
Course Description
This course is designed for students who are able to work independently. The course will emphasize advanced work in the
four language skills: reading, writing, listening, and speaking, as well as include aspects of culture, history, literature, and
oral expression. A basic text plus ancillary materials will be used as directives and examples on which students will base
their oral and written work. Students should possess a sound knowledge of grammar and a competent writing ability upon
entering the course.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage
2
1.9 Ask and respond to questions to clarify information
1.13 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12
Perform Stage 1 and Stage 2 Learning Standards
Stage
1.13
Suggest possible solutions to a problem
3
1.14
Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
1.15
Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels,
etc.*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
Stage
2.11 Perform Stage 1 and Stage 2 Learning Standards
4
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
32
August 2013
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Stage
2
Stage
3
Stage
4
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
2.5 Perform Stage 1 Learning Standards
2.6 Follow directions such as for a recipe, a word maze, or a logic problem
2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and
brochures*
2.8 Understand important ideas and details in highly contextualized authentic and adapted texts*
2.13 Understand learned expressions, sentences, questions, and polite commands in messages*
2.14 Identify themes in fictional and non fictional works and relate them to personal experiences*
2.15
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
2.21
2.22
2.23
2.24
Understand printed or recorded advice and suggestions
Analyze the aesthetic qualities of works of poetry, drama, fiction, or film*
Interpret literature based on evidence from the text*
Analyze moral/philosophical points presented in literary texts*
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
3.3 Express agreement and disagreement
Stage
3.4 Describe people, places, and things*
1
3.8 Write lists and short notes
3.6 Present information in a brief report*
Stage
2
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
3.7
3.8
Perform Stage 1 Learning Standards
Write simple paragraphs
33
August 2013
3.9 Write greeting cards, notes, letters, and e-mails*
3.10 Describe elements of stories such as characters, events, and settings*
3.11 Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will 3.12
Perform Stage 1 and
Stage 2 Learning Standards
Stage
3
3.13
3.14
3.15
3.16
3.17
Develop and present solutions to problems
State and support opinions to convince or persuade a listener or reader
Write letters requesting specific information
Write e-mail correspondence with peers to compare and contrast interests
Write reviews about a story, play, movie or other form of literature*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning students will
Stage
4
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
3.20 Write critiques of books, articles, orations, movies, plays, videos, or CDs from or about the target
culture*
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.9
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Stage
2
Stage
3
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.10 Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and
videos, and relate these to the cultural perspectives of the target culture*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.12 Identify, place in chronological order, and describe the significance of important historical evens in
the target culture*
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
34
August 2013
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.16 Identify artistic styles in the target culture and discuss the meanings of examples of music, dance,
plays, epic poetry and visual arts from various historical periods in the target culture
4.17 Identify artistic styles and cultural characteristics in literature, popular periodicals, music, theatre,
visual arts, commercials, films, videos and relate these to the language and perspectives of the target culture*
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
4.19 Describe the relationship between social establishments such as schools, religions, governments, and
the perspectives of the target culture*
Stage
4
4.21 Analyze examples of literature, primary source historical documents, music, visual arts, theatre,
dance, and other artifacts from target culture(s) and discuss how they reflect individual and cultural perspectives*
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
studied with their own
1
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the
target language and compare and contrast the with
English linguistic characteristics*
2
5.5 Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.7 Analyze how idiomatic expressions work in both languages*
5.8 Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry*
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
English*
5.10 Give examples of words or word parts
from the target language that have been adopted
into the English language
3
5.11 Analyze differences and similarities between the writing systems of both languages*
5.12 Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target
language and in English*
5.13 Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the
target language
5.14 Discuss and analyze idiomatic
expressions in the target language
4
5.15 Compare, contrast, and discuss etymological/linguistic roots of English words from the target
language*
5.16 Read and view several literary works (print, film, multimedia) with related themes and compare
them*
5.18 Describe similarities in themes and details found in narratives of the target language and English*
35
August 2013
Connections
use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
--collecting data and graphing results in the target language in order to achieve the learning
standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework.
Stage 2
7.2 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--learning song lyrics written in the target language and applying the learning standards of the
Music Strand of the Arts Framework when singing and the Language Strand of the English
Language Arts Framework when discussing the meaning of the lyrics.
Stage 3
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
Stage 4
7.4 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--analyzing depictions of mythology by applying the learning standards of the History Strand of the
History and Social Science Framework and the Literature Strand of the English Language Arts
Framework
--researching examples of cultural encounters in history by reading primary source documents from
the target culture and analyzing them by using the learning standards of the History Strand of the
History and Social Science Framework
Communities
Use languages other than English within and beyond the school setting.
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage 1
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters
Stage 2
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters
Stage 3
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--interviewing one person about his or her occupation or interests
.
8.4 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--locating newspapers, magazines, newsletters, television or radio stations, or websites that use
languages other than English and contributing letters, articles, or other materials in the target
language
Stage 4
36
August 2013
--describing work and volunteer opportunities requiring second language skills in international
government relations, international businesses, and international non-profit organizations
Essential Questions
What is the difference between formal and informal situations culturally and linguistically?
What pastimes are popular in French-speaking countries?
How do you speak about activities in the past, present and future?
Am I able to communicate if I am in a Francophone country?
What is life like for young people in the French-speaking world?
What are some of the major cultural contributions of the French-speaking world?
Am I able to make connections between the French and American cultures?
How are French and English similar?
What connections are there between the Francophone countries and the United States?
What are the benefits to being able to communicate in another language?
How will my knowledge of English grammar help me understand French grammar?
How does my command of French grammar impact my ability to read French literature?
Enduring Understandings
We are able to synthesize all pieces of language in a holistic manner.
We are capable of reading, reacting to, and discussing original works using French.
We can share our histories in French.
Everyday situations that we encounter can be communicated in French as well as in English.
Relationships are composed of multiple layers of complexity and are continually evolving.
Technology allows us to access the world’s resources for our local educational benefit.
Synthesis of all verb tenses and moods allows us to be advanced French speakers and writers.
We can integrate listening, speaking, writing, and reading to share ideas.
We have a better understanding of ourselves because of studying French.
Communicating in another language allows people to obtain information, express feelings and ideas and exchange
opinions with a wider audience.
The use of another language for personal enjoyment, travel, work and enrichment encourages life-long learning.
Evidence of Understanding
Summarize short stories in one-two paragraphs
Identify plot, setting, characters, and themes using various assessments
Use the John Collins writing technique to write a persuasive paragraph stating their opinion on a certain topic
Write a story using the past tenses, plus object pronouns
Present skits on vocabulary topics
Respond to situational and open response topics
Complete unit quizzes and exams
Dramatize scenes from a story
Create a timeline of the story events
Compose questions to be used to interview another student
Create Webquests for classmates to research aspects of French lifestyles
Write an alternate ending to a short story, demonstrating holistic command of the moods and tenses
Course Outline
Unit
Essential Questions
Skills and Understandings
Assessment
37
August 2013
Unit 1 :
Review of present
indicative, passé
compose and imperfect
tenses.
Unit 2:
the future tense, the
conditional mood,
negative expressions
--How does each tense or
grammatical topic become part of
the whole language experience?
Unit 3:
use of comparisons and
superlatives of
adjectives, adverbs and
nouns\
use of interrogative and
demonstrative pronouns
--How do I express comparisons?
--How do I express the
superlative?
--How do I question and respond
more succinctly?
--ability to relate similarities
or differences between two
concepts.
--ability to express the
superlative among several
concepts.
--ability to question or
answer in a more succinct
way using interrogative and
demonstrative pronouns
--ability to substitute
possessive pronouns for
possessive adjectives and
nouns.
Unit 4:
subjunctive mood used
to express a wish, an
uncertainty or an
emotion
--How do I express a wish?
--How do I express an
uncertainty?
--How do I express an emotional
response?
--ability to conjugate the
verb in the subjunctive mood
--ability to know when the
subjunctive mood is required
--ability to express an
emotion, a wish or an
uncertainty using the
subjunctive mood.
Unit 5
the plus-que-parfait,
the past conditional
mood,
the combination of two
tenses to express a
hypothetical situation
--How do I express an event that
occurred before another past
action?
--How do I express what would
have happened under certain
circumstances?
--the ability to use the
correct past tense
--the ability to express a
hypothetical situation using
the correct combination of
past tenses
--How do I express future events?
--How do I express hypothetical
situations?
--What are other expressions in
addition to ne…pas?
--ability to recall previously
taught material
--recognize or use
appropriately the previously
taught tenses
--ability to express future
events
—ability to express
hypothetical situations
--ability to be more specific
in negative responses
--test on present indicative,
passé compose and imperfect
--quiz on if…then situations
--formative assessments on a
daily basis
--aural completion of a given
hypothetical situation
--recorded recitation from
memory of “Demain des
l’aube”
--illustration of the three
stanzes of “Demain des
l’aube”
--respond negatively using
more precise vocabulary
--aural and written unit test
--aural comparison of two
concepts
--formative assessments on a
daily basis
--written quiz using the
comparative and superlative
forms of nouns, adjectives
and adverbs.
--written quiz using the
interrogative and
demonstrative pronouns.
--poster advertisement using
comparative and superlative
forms of nouns, adjectives or
adverbs
--video presentation of
advertisement
--aural and written unit test
--creation of a greeting card
or a congratulatory email
message
-- poster using the
subjunctive mood to
encourage positive decisions
--formative assessments on a
daily basis
--quiz to discern when the
subjunctive mood is require
--test on Unit 4
--quiz to differentiate among
the three past tenses
--formative assessments on a
daily basis
--written paragraph to relate
a hypothetical situation
--oral completion to a
hypothetical situation
38
August 2013
Unit 6
reciprocal verbs,
relative pronouns
--How do I write more
sophisticated sentences using
relative pronouns?
--the ability to express a
reciprocal action using the
concept of reflexive verbs
--the ability to use relative
pronouns to combine two
simplistic sentences
--the ability to express each
other
Unit 7
Le Petit Prince by
Antoine de SaintExupéry
--How do I use the concepts I
have been taught when reading a
French novel?
--How do I make a connection
between the grammatical
concepts in French and my
understanding of the French
prose?
--How can I apply my knowledge
of French culture to a French
literary work?
--How can I apply my knowledge
of world history to a French
literary work?
--ability to understand plot,
sequence and character
development
--ability to glean meaning
based on context clues, root
words and
inferences
--ability to recognize and
understand symbolism,
personification and allegory
--written assessment to
express a reciprocal action
--sentences containing
relative pronouns rewritten
as two sentences
--quiz to combine two given
sentence into one sentence
using a relative pronoun
----formative assessments on
a daily basis
--web quest identifying
historical basis for the work
--web quest relating to the
author’s biography
--written assessment relating
to literary concepts
--vocabulary quizzes to
reinforce key words
--skit presentations
--assessments to evaluate
students’ understanding of
the work
39
August 2013
Advanced Placement French
Grade Level
12
Course Number
610
Subject Area
Foreign Language
Course Description
The AP French Language class is conducted in French and is designed at the level of a third-year college class. AP French
Language focuses on improving the students’ reading, writing, speaking and listening skills. Students will develop their
ability to synthesize information from various sources in order to improve the above-mentioned skills and to use the
language in order to understand, persuade, converse, and listen. Because our school has block scheduling (78 minute
periods, every other day), students are expected to work extensively outside of the classroom. Classroom time is normally
reserved for listening and speaking activities that are enhanced by working together.
Trésor du Temps is the text around which the class is centered. The excerpts and articles in this collection provide the
starting point for our vocabulary-building activities and grammar review. The book also offers comprehension activities for
before and after reading. When we need to delve further into a particular aspect of French grammar, Une Fois Pour Toutes
is used. Together, these texts provide a strong base from which to focus the class. In addition, the course is supplemented
with various websites and activities in AP French: Preparing for the Language Exam, which includes audio and speaking
activities.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage
2
1.9 Ask and respond to questions to clarify information
1.14 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12
Perform Stage 1 and Stage 2 Learning Standards
Stage
1.13
Suggest possible solutions to a problem
3
1.14
Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
1.15
Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels,
etc.*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage
errors proportionate to the complexity of the communicative task, students will
4
40
August 2013
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.21 Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
Stage
frequency of errors proportionate to the complexity of the communicative task, students will
2
2.5 Perform Stage 1 Learning Standards
2.6 Follow directions such as for a recipe, a word maze, or a logic problem
2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and
brochures*
2.8 Understand important ideas and details in highly contextualized authentic and adapted texts*
2.16 Understand learned expressions, sentences, questions, and polite commands in messages*
2.17 Identify themes in fictional and non fictional works and relate them to personal experiences*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage
errors proportionate to the complexity of the communicative task, students will
3
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.18 Understand telephone conversations or written correspondence
Stage
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
4
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
2.20 Identify the main points and details in a radio or TV news program
2.21 Understand printed or recorded advice and suggestions
2.22 Analyze the aesthetic qualities of works of poetry, drama, fiction, or film*
2.23 Interpret literature based on evidence from the text*
2.24 Analyze moral/philosophical points presented in literary texts*
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
Stage
3.3 Express agreement and disagreement
1
3.4 Describe people, places, and things*
3.9 Write lists and short notes
3.6 Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
Stage
frequency of errors proportionate to the complexity of the communicative task, students will
2
3.7 Perform Stage 1 Learning Standards
3.8 Write simple paragraphs
41
August 2013
Stage
3
Stage
4
3.9 Write greeting cards, notes, letters, and e-mails*
3.10 Describe elements of stories such as characters, events, and settings*
3.11 Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will 3.12
Perform Stage 1 and
Stage 2 Learning Standards
3.13 Develop and present solutions to problems
3.14 State and support opinions to convince or persuade a listener or reader
3.15 Write letters requesting specific information
3.16 Write e-mail correspondence with peers to compare and contrast interests
3.17 Write reviews about a story, play, movie or other form of literature*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning students will
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
3.20 Write critiques of books, articles, orations, movies, plays, videos, or CDs from or about the target
culture*
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.10
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Stage
2
Stage
3
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.10 Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and
videos, and relate these to the cultural perspectives of the target culture*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.12 Identify, place in chronological order, and describe the significance of important historical evens in
the target culture*
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.16 Identify artistic styles in the target culture and discuss the meanings of examples of music, dance,
plays, epic poetry and visual arts from various historical periods in the target culture
4.17 Identify artistic styles and cultural characteristics in literature, popular periodicals, music, theatre,
visual arts, commercials, films, videos and relate these to the language and perspectives of the target culture*
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
42
August 2013
4.19 Describe the relationship between social establishments such as schools, religions, governments, and
the perspectives of the target culture*
4.21 Analyze examples of literature, primary source historical documents, music, visual arts, theatre,
Stage
dance, and other artifacts from target culture(s) and discuss how they reflect individual and cultural perspectives*
4
4.22 Describe conflicts in points of view within and among cultures and their possible resolutions; and
discuss how the conflicts and proposed resolutions reflect cultural and individual perspectives*
4.23 Distinguish among knowledge, informed opinions, uninformed opinions, stereotypes, prejudices,
biases, open mindedness, narrow mindedness, and closed mindedness in literature, primary and secondary source
documents, mass media, and multimedia presentations
Comparisons
Linguistic Comparisons demonstrate an understanding of the nature of language through comparison of the language
studied with their own
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the
target language and compare and contrast them
with English linguistic characteristics*
5.5
Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.7 Analyze how idiomatic expressions work in both languages*
5.8 Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry*
2
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
English*
5.10 Give examples of words or word parts
from the target language that have been adopted
into the English language
5.11 Analyze differences and similarities between the writing systems of both languages*
5.12 Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target
language and in English*
3
5.13 Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the
target language
5.14 Discuss and analyze idiomatic
expressions in the target language
5.15 Compare, contrast, and discuss etymological/linguistic roots of English words from the target
language*
5.16 Read and view several literary works (print, film, multimedia) with related themes and compare
them*
4
5.17: Describe a major aspect of the linguistic system of the target language (such as syntax, style, body
language, pragmatics, etc.) and compare and contrast this to a comparable aspect of English*
5.18 Describe similarities in themes and details found in narratives of the target language and English*
Connections
Use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
43
August 2013
Stage 2
Stage 3
Stage 4
--collecting data and graphing results in the target language in order to achieve the learning
standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework.
7.2 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--obtaining political and economic information from newspapers, other print sources, and interactive
CD roms in the target language and using this information to achieve the learning standards of the
Civics and Government and Economics Strands of the History and Social Science Framework
--gathering demographic information from the target culture and applying the learning standards
from the Statistics and Probability Strand of the Mathematics Framework to its analysis
--learning song lyrics written in the target language and applying the learning standards of the
Music Strand of the Arts Framework when singing and the Language Strand of the English
Language Arts Framework when discussing the meaning of the lyrics.
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--collaborating by e-mail with students in the target culture to collect data on ecosystems and using this
knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the
Science and Technology Framework
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
--studying videotapes of contemporary and folk dance choreography from the target culture and
analyzing them using the learning standards of the Dance Strand of the Arts Framework and the
Personal and Physical Health Strand of the Health Curriculum Framework Relations Strand of the
Mathematics Framework
7.4 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--analyzing depictions of mythology by applying the learning standards of the History Strand of the
History and Social Science Framework and the Literature Strand of the English Language Arts
Framework
--learning technical vocabulary in the target language to explain a design project when applying the
learning standards of the Technology Strand of the Science and Technology Framework
--researching examples of cultural encounters in history by reading primary source documents from
the target culture and analyzing them by using the learning standards of the History Strand of the
History and Social Science Framework
Communities
Use languages other than English within and beyond the school setting.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging drawings or photographs, and discussing them orally or in letters and email with students in another community in Massachusetts, the United States, or another country.*:
Stage 2
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging videotapes, newsletters, photographs, and artwork and discussing them orally
or in letters and e-mail with students in another community in Massachusetts, the United States, or
another country
Stage 3
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--interviewing one person about his or her occupation or interests
--locating community, state, and national organizations that support the study of languages and cultures
and report on their programs and events
--researching and presenting information about a linguistic or cultural group in Massachusetts in the
present time.
Stage 4
8.4 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
44
August 2013
--locating speakers or scholars of the target language in the community, region, or state and establishing
ongoing communication through correspondence, multiple interviews or conversations, internships,
or volunteer activities
--locating newspapers, magazines, newsletters, television or radio stations, or websites that use languages
other than English and contributing letters, articles, or other materials in the target language
--describing work and volunteer opportunities requiring second language skills in international
government relations, international businesses, and international non-profit organizations
Essential Questions
How does each tense or grammatical topic become part of the whole language experience?
How does our past affect our present and future?
How do our values shape our past and our present?
What does the future hold?
If our society adopts a whole new set of laws, what will our future be?
How do we relate to other people and how do their actions affect us?
How do different forms of government affect people and their lifestyles?
How would our lives have been different if our relationships had evolved differently?
How can we use the internet to access information about the world around us?
How has technology use changed our relationships and lives in the past ten years?
How do all the pieces of language we have individually learned fit together?
How do we impact our environment?
How do we identify ourselves and others?
Enduring Understandings
Synthesize all pieces of language in a holistic manner.
We are capable of reading, reacting to, and discussing original works in French.
We can share our histories in French, too.
Everyday situations that we encounter can be communicated in French as well as in English.
We have some control over our future and have to fight for control of other aspects of our future.
Different governmental models have a direct bearing on quality of life.
Relationships are composed of multiple layers of complexity and are continually evolving.
Technology allows us to access the world’s resources for our local educational benefit.
Synthesis of all verbal tenses and moods allows us to be advanced French speakers and writers.
We can integrate listening, speaking, writing, and reading in French to share ideas.
Evidence of Understanding
Practice AP exams
Summarize short stories in one-two paragraphs
Identify plot, setting, characters, and themes in quizzes
Present an oral synopsis of a current news article that deals with one of the same themes from the story
Use the John Collins writing technique to write a persuasive paragraph stating opinion on a certain topic
Write a synthesized presentational essay on assigned topic
Present skits on vocabulary topics
Respond to situational and open response topics
Complete unit quizzes and exams
Dramatize scenes from a story
Create a timeline of story events
Debate opposing opinions based on themes from the stories
Compose questions to be used to interview another student
Teach a mini-lesson in the past subjunctive and its ties to the conditional tense
Create Webquests for classmates to research aspects of French culture and history
Formulate a chart of all tenses, moods, and applications
Write an alternate ending to a short story, demonstrating holistic command of the moods and tenses
45
August 2013
Create a project integrating written and oral sources culminating in a 2 minute presentation to class with follow up
questions
Simulated phone conversations
Multiple choice reading and listening selections
On-the-spot speaking formative assessments
Course Outline
Unit
Essential Questions
Unit 1 :Global
Challenges / Les défis
mondiaux
--What environmental, political,
and social issues propose
challenges to societies throughout
the world?
--What are the origins of those
issues?
--What are the possible solutions
to those challenges?
Unit 2: Science and
Technology / La science
et la technologie
How do developments in science
and technology affect our lives?
What factors have driven
innovation and discovery in the
fields of science and technology?
What role does ethics play in
scientific advancement?
Unit 3: Contemporary
Life / La vie
contemporaine
How do societies and individuals
define quality of life?
How is contemporary life
influenced by cultural products,
practices and perspectives?
What are the challenges of
contemporary life?
Skills and
Understandings
--Read Les Essais, “Contre
le colonialisme”, Michel de
Montaigne
--Debate the presence of
tolerance in the U.S. culture
and at NRHS
--Identify current human
rights issues
--Debate differences of
opinion regarding illegal
immigration, using current
events to reinforce opinions
--Review present-tense &
interrogative & imperative
forms of regular & irregular
verbs, including reflexives
--Identify verbs taking à or
de before an infinitive, or not
taking a preposition
--Correctly place and use
adverbs
--Read “Les Grandes
Découvertes du XVe siècle”,
Tresors du Temps
--Consult French periodicals
for research on current
scientific and technological
topics.
--Research technical
vocabulary and geographic
origins of research
--Differentiate between the
forms and uses of the passé
composé, imperfect and
pluperfect tenses
--Review adjective forms,
agreement, position, and
comparison of adjectives
--Read & discuss Voyages en
France, «Misère dans la
campagne de France sous
Louis XVI », Tresors du
temps
--Read and discuss
Souvenirs, «Mme VigéeLebrun parle de Marie
Antoinette», Tresors du
Assessment
--narration, including
retelling a short portion of
text from another point of
view
--speaking assessment
regarding present-day global
challenge
--test on present,
interrogative and imperative
verbs
-- practice activities from AP
prep book, Triangle
--Quoi de Neuf?
Presentations: each student
presents his research topic
with vocabulary list,
comprehension questions for
classmates, as well as being
able to respond to audience
questions
--Essay on summer activities
in past
--peer interview on
childhood
--Present orally their
childhood stories and field
questions from their
classmates
--Test on subjunctive and
relative pronouns
--presentational writing
activity
--Act out skits dealing with
educational and career
planning as if living in
France (student &
parent/guidance counselor)
46
August 2013
Unit 4: Personal and
Public Identities / La
quête de soi
How are aspects of identity
expressed in various situations?
How do language and culture
influence identity?
How does one’s identity develop
over time?
Unit 5: Families and
Communities / La
famille et la
communauté
What constitutes a family in
different societies?
How do individuals contribute to
the well-being of communities?
How do the roles that families
and communities assume differ in
societies around the world?
Temps
--Review subjunctive forms
and uses in the present and
past
--Review relative pronouns
--Discuss jobs and where
people work, steps of finding
employment and the
application process
--Write a paragraph about a
job interview
--Research French
educational system and
levels of education needed
for specific professions
--Read short story “Un Billet
Pour le Commissaire”,
Susanna Longo & Régine
Boutégège , using all review
activities
--Understand and use
gerunds and infinitives in
appropriate contexts
--Read L’Étranger by
Camus, looking for cultural
influence from Algeria
--Study stories in French
newspaper Le Monde,
looking for clues of French
values and understandings of
politicians, citizens’ rights
and responsibilities
--Understand the application
of the simple future and the
immediate future
--Review demonstrative
adjectives and pronouns
--Express the future using
“si” clauses
--Discuss what their lives
will be like in the future
--Ask others about their
future plans
--Read excerpts from Les
Liaisons Dangereuses
excerpts by de Laclos,
focusing on epistolary style
--forms and use of the
imperfect subjunctive
--when to use each type of
“if” clause
--Create original sentences
demonstrating use of these
tenses
--Form and use the present,
past, and future conditional
tenses
--Express what would
--Quizzes on comprehension
of short stories
--practice activities from AP
prep book, Triangle
--Test on L’Étranger
--Oral presentation on future
plans
--Present interview as if from
television news perspective,
using “si” clauses and future
tense
--Quiz on demonstrative
adjectives and pronouns
--AP practice test
--Create timeline of events in
Les Liaisons Dangeureuses
--Write a letter illustrating
what you would do “if”’
certain circumstances occur
--Test on imperfect
subjunctive and “if” clauses
--Test on personal object
pronouns
--AP practice test
47
August 2013
Unit 6: Beauty and
Aesthetics /
L’esthétique
How are perceptions of beauty
and creativity established?
How do ideals of beauty and
aesthetics influence daily life?
How do the arts both challenge
and reflect cultural perspectives?
happen in certain situations
--Analyze feelings and
emotions
--Review personal object
pronouns
--Discuss history of France
during 18th century,
including philosophy, using
lecture in Trésors du temps
--Read excerpt from Candide
ou l’Optimisme, Voltaire
--Read excerpt from Les
Confessions, Jean-Jacques
Rousseau
--Review forms and uses of
reflexive and reciprocal
verbs
--Study faire as a causative
--Compare and contrast 18th
century art with current
styles
--Essay comparing and
contrasting philosphies of
Voltaire and Rousseau
--Test on reflexive,
reciprocal, causative verbs
--Oral presentation on 18th
century artist and his works
--Practice activities from AP
prep book, Triangle
--AP practice test
48
August 2013
Spanish I: Academic
Grade Level
9, 10, 11, 12
Course Number
611
Subject Area
Foreign Language
Course Description
A communicative approach is used to learn vocabulary, grammar, and culture through meaningful oral and written activities
in the target language. Intensive work is done in the speaking, oral, writing, and reading phases of the language. Students
are encouraged to establish good foundations for further language studies. Use is made of audio and audio-visual materials
in order to promote language learning, proficiency, and to present pertinent cultural materials. Introduction will be made to
the various cultures, customs, and geography found in the Spanish speaking world.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
Stage
3.3 Express agreement and disagreement
1
3.4 Describe people, places, and things*
3.10 Write lists and short notes
3.6 Present information in a brief report*
Culture
Demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts.
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
49
August 2013
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.11
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
studied with their own.
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the
target language and compare and contrast them
with English linguistic characteristics*
Connections
Use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
Stage
7.1 Obtain information and knowledge related to other disciplines from sources in the target language*
1
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in the target
language and using this information to achieve the learning standards from the Geography Strand of the
History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it using the
learning standards from the Literature Strand of the English Language Arts Framework
--collecting data and graphing results in the target language in order to achieve the learning standards of the
Patterns, Functions, and Relations Strand of the Mathematics Framework.
Communities
Use languages other than English within and beyond the school setting.
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
1
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging drawings or photographs, and discussing them orally or in letters and e-mail with
students in another community in Massachusetts, the United States, or another country.*
Essential Questions
What value is there in learning a new language?
How can I adapt my learning strengths so I am a successful language learner?
Where is Spanish spoken?
How do the cultures of Spanish-speaking people enrich our country and world?
What are the key similarities and differences between English and Spanish?
How might the context help me understand words I do not know?
What are parts of speech and how are they used?
How can I greet and interact with Spanish-speakers about common interests?
How can my understanding of English grammar help me understand Spanish grammar?
Enduring Understandings
50
August 2013
There is diversity geographically and culturally within the Spanish speaking world.
American culture is intertwined with Hispanic and Spanish culture.
There are literal and figurative translations between and within languages.
Syntax is not the same between languages.
Every language has unique rules and conventions, yet there are commonalities and share roots.
In Roman and Germanic languages one of the commonalities is that a sentence is made up of a subject and verb
which must always agree.
While all cultures have the concept of family, the customs and traditions differ based on geographic location and
the customs of the country.
Typical foods are dependent on location and resources of the country.
Home is the central to daily life and the family nucleus.
Evidence of Understanding
Unit tests and quizzes
Practice dialogues
Teacher created projects
Periodic daily informal assessment
Course Outline
Unit
Preliminary Unit:
Hello!: greetings,
introductions, alphabet,
numbers, dates, weather
and classroom
instructions
Essential Questions
--How do the cultures of Spanishspeaking people enrich our
country and world?
--How do you distinguish
between formal and informal
language?
Unit 1:What do you like
to do?: talk about
activities, where you are
from, express likes and
dislikes, describe
yourself and others,
identify people and
things
--What are parts of speech and
how are they used?
--Why do adjectives commonly
follow nouns?
--How can someone make a new
friend and speak about interests in
Spanish?
Unit 2: We are students:
talk about daily
--What is the present tense?
--Where does a verb belong in a
Skills and Understandings
--Greet people and say
goodbye
--Introduce yourself and
others
--Ask and say how to spell
names
--Say where you are from
--Exchange phone numbers
--Say what day of the week it
is
--Describe the weather
--Respond to classroom
instruction
--Talk about activities
--Tell where you are from
--Say what you like and
don’t like to do
--Talk about weather
--Describe yourself and
others
--Identify people and things
--Talk about after-school
activities, likes and dislikes
--Discuss Miami, CubanAmerican artists, and freetime activities of students at
a Florida school
--Identify Latin-American
and Tex-Mex food
--Discuss After-school
activities in Miami and San
Antonio
--Talk about daily schedules
--Ask and tell time
Assessment
--Dialogues using
introduction vocabulary
--Oral assessment on the
pronunciation of alphabet
--Weather report project
--Making signs for the
classroom using relevant
expressions
--Unit quizzes
--Unit test
--Create “me gusta/ no me
gusta” books with activities
--Draw people and things
with specific adjectives
given
--Sentence completion
showing noun and adjective
agreement
--Unit quizzes
--Unit test
--Create verb books, to use
with new verbs and tenses
51
August 2013
schedules, ask and tell
time, use tener que to
express to have to do an
activity, say what you
do with frequency,
present tense –AR verbs
sentence?
--How does student life reflect a
culture?
--How are Spanish-speaking
cultures school years different or
similar to yours?
--Say what you have and
have to do
--Say what you do and how
often you do things
--Talk about after school
activities and days of the
week
--Describe classes and
classroom objects
--Say where things are
located
--Say where you are going
--Talk about how you feel
--Discuss class subjects and
the time they meet
--Learn about what students
where to school in Mexico
--Discuss paintings by Diego
Rivera
--Compare their courses to a
bilingual school in Mexico
learned
--Create sample school
schedules using thematic
vocabulary
--Work with clocks and
telling time
--Unit quizzes
--Unit test
Unit 3: Food and
Family: use
interrogatives, present
tense of -ER and –IR
verbs, hacer, describe
family structure,
express possession and
make comparisons
--What is an interrogative?
--What importance does family
structure have in Spanishspeaking cultures?
--What role does food play in the
Spanish-speaking cultures?
--How do historical influences
affect the food that people eat?
--Talk about foods and
beverages
--Ask questions
--Say which foods you like
and don’t like
--Talk about the family
--Ask and tell ages
--Express possession
--Give dates
--Make comparisons
--Identify traditional
ingredients and foods in
Puerto Rico
--Discuss and interpret
Puerto Rican artists
--Talk about government
elections in Spanishspeaking countries
--Compare the quinceñeras
celebration to common
celebrations for teenagers in
the United States
--Create family tree project
--Oral assessment on food
vocabulary
--Restaurant Project
--Sentence completion using
comparisons
--Journal entry
--Unit quizzes
--Unit test
Unit 4: Shopping and
things to do around
town: items to buy and
wear, describe places
and transportation in
town, ordering from a
menu, tener
expressions, stemchanging verbs, direct
object pronouns, ir + a
+ infinitive expressions
-- How does geography affect a
country’s climate?
--How do local markets reflect the
culture of an area?
--What messages can an artist
communicate through their work?
--Talk about what clothes
they want to buy
--Say what you wear in
different seasons
--Discuss and interpret
paintings from surrealist
painters
--Discuss climates around
the world
--Describe places and events
in town
--Talk about types of
transportation
--Shopping project
--Around town project
--Journal entry
--Unit quizzes
--Unit test
52
August 2013
--Say what you are going to
do
--Order from a menu
--Discuss and interpret art
from Spain and Chile
Unit 5: House Party!:
describe household
items, describe people
and locations, planning
a party, ser or estar,
ordinal numbers,
affirmative tú
commands, acabar de +
infinitive
--How do landscapes reflect the
way of life in a community?
--How does a country’s location
in the world make it unique?
--Describe a house and
household items
--Indicate the order of things
--Describe people and
location
--Plan a party
--Talk about chores and
responsibilities
--Tell someone what to do
--Say what you just did
--House project
--Plan a party project
--Sentence completion on
household tasks
--Journal entry
--Unit quizzes
--Unit test
53
August 2013
Spanish II: Honors
Grade Level
9
Course Number
612
Subject Area
Foreign Language
Course Description
This course is the sequential continuation of Spanish 1 for students who are ready to continue pursuing their interest in
Spanish. More attention will be given to the structural patterns of the language as well as being able to converse in both the
present and past tenses. By the end of this level, students will possess the listening, speaking, reading, and writing skills
necessary to handle a variety of tasks such as going on vacation and arranging for travel and lodging, leading a healthy
lifestyle, going shopping, and describing events that happened in the past. Students will focus on the Spanish-speaking
cultures within the United States, Costa Rica, Argentina, and Mexico while making connections to their own language,
culture, and community. Technology will be used to gain exposure to authentic materials and examine the role Spanish
plays in global communication. By the end of this course, students will be expected to read, write and converse primarily in
Spanish as well as give short oral presentations in Spanish.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage
2
1.9 Ask and respond to questions to clarify information
1.15 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
Stage
of errors proportionate to the complexity of the communicative task, students will
3
1.12
Perform Stage 1 and Stage 2 Learning Standards
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
Stage
2.11 Perform Stage 1 and Stage 2 Learning Standards
4
2.17 Comprehend audio and video texts
2.22 Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
54
August 2013
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
Stage
frequency of errors proportionate to the complexity of the communicative task, students will
2
2.5 Perform Stage 1 Learning Standards
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage
errors proportionate to the complexity of the communicative task, students will
3
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.17 Comprehend audio and video texts
Stage
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
4
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.4 Describe people, places, and things*
Stage
3.11 Write lists and short notes
1
3.6 Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
Stage
3.7 Perform Stage 1 Learning Standards
2
3.8 Write simple paragraphs
3.9 Write greeting cards, notes, letters, and e-mails*
3.11 Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
Stage
3.12 Perform Stage 1 and Stage 2 Learning Standards
3
3.15 Write letters requesting specific information
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
Stage
with some patterns of errors that do not interfere with meaning students will
4
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.12
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
4.8
Identify patterns of social behavior that are typical of the target culture*
Stage
4.9
Interact appropriately in social and cultural activities, such as
2
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.12 Identify, place in chronological order, and describe the significance of important historical evens in
the target culture*
55
August 2013
Stage
3
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
studied with their own
5.1:
Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the
target language and compare and contrast them
with English linguistic characteristics*
5.5 Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
2
English*
5.10 Give examples of words or word parts
from the target language that have been adopted
into the English language
3
5.11 Analyze differences and similarities between the writing systems of both languages*
Connections
use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Stage 2
Stage 3
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
--collecting data and graphing results in the target language in order to achieve the learning
standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework.
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--collaborating by e-mail with students in the target culture to collect data on ecosystems and using this
knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the
Science and Technology Framework
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
--studying videotapes of contemporary and folk dance choreography from the target culture and
analyzing them using the learning standards of the Dance Strand of the Arts Framework and the
Personal and Physical Health Strand of the Health Curriculum Framework Relations Strand of the
Mathematics Framework
Communities
use languages other than English within and beyond the school setting.
56
August 2013
Essential Questions
What is the influence of the Hispanic community within the United States?
How do you plan and execute a trip to a Spanish-speaking country in Spanish?
How would you describe the Costa Rican, Argentinean and Mexican cultures and how do they compare and
contrast to your culture?
Why is it important to examine the geography, ecosystems, and ancient civilizations of Spanish-speaking
countries?
How have civilizations modernized overtime?
What musical styles are found in Spanish-speaking cultures?
Is your daily routine similar to that of a Spanish-speaking teen and are you interested in similar global sporting
events?
Where do Spanish-speakers shop and how do they dress?
How would you describe local handcrafts, including materials used, in Spanish?
Are you able to discuss the above topics in multiple verb tenses to indicate the time of an action?
Enduring Understandings
A vibrant Spanish-speaking community exists within the United States
Cultural, geographic, and historic diversities exist between different countries
All cultures are intertwined
Literal versus figurative translations are not the same
Language has shared roots but unique rules
Gender plays an integral role in the Spanish language
Changes in verb tenses indicate the time of the action
There is noun / adjective agreement
There is a distinction between formal and informal language
There are numerous pronouns that can replace nouns
Technology allows access to the world
Evidence of Understanding
Daily informal assessments
Practice dialogues and storytelling
Written essays
Collaborative student projects
Web activities
Unit tests and quizzes
Graded listening opportunities to assess comprehension
Art projects
Course Outline
Unit
Lección prelimar: Mis
amigos y yo: Miami,
vocabulary related to
meeting new friends,
review of definite and
indefinite articles,
subject pronouns and
ser, tener, gustar, ser v.
estar, present-tense
verbs, stem-changing
verbs, ir + a + infinitive
Essential Questions
--What is the influence of the
Hispanic community within the
United States?
Skills and Understandings
--Say who they are
--Describe personality
characteristics
--Discuss daily activities and
food
--Identify places in school
and around town
--Saying how they feel
--Definite and indefinite
articles
--Subject pronouns and ser
--Adjectives
Assessment
--quiz on vocabulary related
to meeting new friends
--speaking assessment on
vocabulary related to
meeting new friends
--quiz on definite and
indefinite articles and subject
pronouns
--quiz on ser and ser v. estar,
--writing assessment on ser
and ser v. estar
--quiz on present-tense verbs
57
August 2013
--Tener
--Gustar
--Ir + a+ infinitive
--Ser v. estar
--Regular present-tense verbs
--Stem-changing verbs
Unit 1: A conocer
nuevos lugares: Costa
Rica, vocabulary related
to travel direct object
pronouns, indirect
object pronouns,
preterite of –ar verbs
and ir, ser, hacer, ver,
dar
--How would you describe the
Costa Rican culture and how does
it compare and contrast to your
culture?
--Why is it important to examine
the geography, ecosystems, and
ancient civilizations of Spanishspeaking countries?
--What musical styles are found
in Spanish-speaking cultures?
--How do you plan and execute a
trip to a Spanish-speaking country
in Spanish?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
action?
--Make travel plans
--Direct object pronouns
--Indirect object pronouns
--Preterite of -ar verbs
--Preterite of irregular verbs
Unit 2: Somos
saludables: Argentina,
vocabulary related to
sports and health and
daily routines, preterite
of –er and –ir verbs,
demonstrative
adjectives and
pronouns, reflexive
verbs, present
progressive tense.
--How would you describe the
Argentinean culture and how does
it compare and contrast to your
culture?
--Why is it important to examine
the geography, ecosystems, and
ancient civilizations of Spanishspeaking countries?
--What musical styles are found
in Spanish-speaking cultures?
--Is your daily routine similar to
that of a Spanish-speaking teen
and are you interested in similar
global sporting events?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
action?
--Discuss sports, health and
daily routines
--Preterite of er / ir verbs
--Demonstrative adjectives
and pronouns
--Present Progressive
--quiz on stem-changing
verbs
--quiz on ir + a + infinitive
--listening assessment on the
whole unit
--writing assessment on the
whole unit
--reading assessment on the
whole unit
--cultural assessment on
Miami
--vocab quiz on words
related to going on a trip
--quiz on direct object
pronouns
--quiz on indirect object
pronouns
--oral assessment on direct
and indirect object pronouns
--listening assessment
--reading assessment
--vocabulary quiz on words
related to going on vacation
and activities done on
vacation
--quiz on preterite of –ar
verbs
--quiz on preterite of ir, ser,
hacer, ver, dar
--writing assignment: a
postcard
--culture assessment: make a
poster about the tropical
rainforest in Costa Rica and
the climate of this forest.
--culture assessment:
compare activities one could
do on vacation in Costa Rica
and Chile.
--vocabulary quiz on words
related to sports and health
--quiz on preterite of –er and
–ir verbs
--quiz on demonstrative
adjectives and pronouns
--cultural assessment: The
World Cup and different
countries that participate in it
--vocabulary quiz related to
daily routines
--quiz on reflexive verbs
--writing assessment on
reflexive verbs
--quiz on the present
progressive
--speaking assessment on the
present progressive
--listening assessment on the
58
August 2013
Unit 3: Vamos de
compras: Puerto Rico,
vocabulary related to
clothes, shopping and a
market, present tense of
irregular yo verbs,
pronouns after
prepositions, irregular
preterite verbs, preterite
of –ir stem-changing
verbs
--How would you describe the
Puerto Rican culture and how
does it compare and contrast to
your culture?
--Why is it important to examine
the geography, ecosystems, and
ancient civilizations of Spanishspeaking countries?
--What musical styles are found
in Spanish-speaking cultures?
--Where do Spanish-speakers
shop and how do they dress?
--How would you describe local
handcrafts, including materials
used, in Spanish?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
action?
--Compare clothes and
shopping at a market
--Present tense of irregular
yo verbs
--Pronouns after prepositions
Unit 4: Cultura
Antigua, ciudad
moderna: Mexico,
vocabulary related to
legends and stories,
preterite of –car, -gar, zar, irregular verbs in
the preterite
--How would you describe the
Mexican culture and how does it
compare and contrast to your
culture?
--Why is it important to examine
the geography, ecosystems, and
ancient civilizations of Spanishspeaking countries?
--What musical styles are found
in Spanish-speaking cultures?
--How have civilizations
modernized overtime?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
action?
--Compare modern and
ancient civilizations and
cities
--Preterite of stem-changing
verbs
whole unit
--reading assessment on the
whole unit
--culture assessment about
living off the land in
Argentina and Colombia
--vocabulary quiz on words
related to clothes and
shopping
--quiz on present tense of
irregular verbs in yo form
--speaking assessment on
present tense of irregular
verbs in yo form
--quiz on pronouns after
prepositions
--cultural assessment on
shopping in El Viejo San
Juan, Puerto Rico
--vocabulary quiz on words
related to a market
--quiz on the preterite of –ir
stem-changing verbs
--cultural assessment on
handcrafts
--reading assessment on the
whole unit
--listening assessment on the
whole unit
--vocabulary quiz on words
related to legends and stories
--quiz on –car, -gar, -zar
--quiz on vrbs with irregular
preterite stems
--cultural assessment on
Mexico City in the past and
present
--Cultural Assessment on the
Aztecs and Incas
--reading assessment on the
whole unit
--listening assessment on the
whole unit
--speaking assessment on the
whole unit
59
August 2013
Spanish II: Academic
Grade Level
9
Course Number
613
Subject Area
Foreign Language
Course Description
This course is the sequential continuation of Spanish I with emphasis given to the structural patterns of the language as well
as how to converse in both the present and past tenses. Upon successful completion of this course, students will possess the
listening, speaking, reading, and writing skills necessary to handle a variety of tasks such as going on vacation and
arranging for travel and lodging, leading a healthy lifestyle, going shopping, and describing events of the past. Students
will focus on the Spanish-speaking cultures within the United States, Costa Rica, Argentina, and Mexico while making
connections to their own language, culture, and community. Technology will be used to gain exposure to authentic
materials and examine the role Spanish plays in global communication.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage
2
1.9 Ask and respond to questions to clarify information
1.16 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
Stage
of errors proportionate to the complexity of the communicative task, students will
3
1.12
Perform Stage 1 and Stage 2 Learning Standards
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
Stage
2.11 Perform Stage 1 and Stage 2 Learning Standards
4
2.17 Comprehend audio and video texts
2.23 Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
60
August 2013
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
2.5 Perform Stage 1 Learning Standards
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
3.4 Describe people, places, and things*
1
3.12 Write lists and short notes
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
Stage
3.7 Perform Stage 1 Learning Standards
2
3.8 Write simple paragraphs
3.9 Write greeting cards, notes, letters, and e-mails*
3.11 Give presentations on planned activities or on cultural topics*
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.13
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Stage
2
Stage
2
Stage
3
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.13
Identify, on maps and globes, the location(s) and major geographic features of countries
where the target language is or was used*
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
studied with their own
5.1
Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the
target language and compare and contrast them
with English linguistic characteristics*
5.5 Compare, contrast, and exchange views on an aspect of the target language*
2
5.6 Identify words in the target language that are used frequently in English*
61
August 2013
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
English*
5.10 Give examples of words or word parts
from the target language that have been adopted
into the English language
3
5.11 Analyze differences and similarities between the writing systems of both languages*
Connections
use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Stage 3
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
--collecting data and graphing results in the target language in order to achieve the learning
standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework.
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--collaborating by e-mail with students in the target culture to collect data on ecosystems and using this
knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the
Science and Technology Framework
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
--studying videotapes of contemporary and folk dance choreography from the target culture and
analyzing them using the learning standards of the Dance Strand of the Arts Framework and the
Personal and Physical Health Strand of the Health Curriculum Framework Relations Strand of the
Mathematics Framework
Essential Questions
What is the influence of the Hispanic community within the United States?
How do you plan and execute a trip to a Spanish-speaking country in Spanish?
How would you describe the Costa Rican, Argentinean and Mexican cultures and how do they compare and
contrast to your culture?
Why is it important to examine the geography, ecosystems, and ancient civilizations of Spanish-speaking
countries?
How have civilizations modernized overtime?
What musical styles are found in Spanish-speaking cultures?
Is your daily routine similar to that of a Spanish-speaking teen and are you interested in similar global sporting
events?
Where do Spanish-speakers shop and how do they dress?
How would you describe local handcrafts, including materials used, in Spanish?
Are you able to discuss the above topics in multiple verb tenses to indicate the time of an action?
Enduring Understandings
Interpreting spoken language is essential to good communication and building rapport.
Comparing English with other languages is important to understanding the nature of language.
Cultural comparisons help the student understand that language is a tool that can be used to communicate with others
and can contribute to future jobs.
Communicating in at least one other language allows people to obtain information, express feelings and exchange
opinions with a wider audience.
A vibrant Spanish-speaking community exists within the United States
62
August 2013
Cultural, geographic, and historic diversities exist between different countries
All cultures are intertwined
Literal versus figurative translations are not the same
Language has shared roots but unique rules
Gender plays an integral role in the Spanish language
Changes in verb tenses indicate the time of the action
There is noun / adjective agreement
There is a distinction between formal and informal language
There are numerous pronouns that can replace nouns
Technology allows access to the world
Evidence of Understanding
Daily informal assessments
Practice dialogues and storytelling
Collaborative student projects
Web activities
Unit tests and quizzes
Graded listening opportunities to assess comprehension
Art projects
Course Outline
Unit
Lección prelimar: Mis
amigos y yo: Miami,
vocabulary related to
meeting new friends,
review of definite and
indefinite articles,
subject pronouns and
ser, tener, gustar, ser v.
estar, present-tense
verbs, stem-changing
verbs, ir + a + infinitive
Essential Questions
--What is the influence of the
Hispanic community within the
United States?
Skills and Understandings
--Say who they are
--Describe personality
characteristics
--Discuss daily activities and
food
--Identify places in school
and around town
--Saying how they feel
--Definite and indefinite
articles
--Subject pronouns and ser
--Adjectives
--Tener
--Gustar
--Ir + a + infinitive
--Ser v. Estar
--Regular present-tense verbs
--Stem-changing verbs
Unit 1: A conocer
nuevos lugares: Costa
Rica, vocabulary related
to travel direct object
--How would you describe the
Costa Rican culture and how does
it compare and contrast to your
culture?
--Make travel plans
--Direct object pronouns
--Indirect object pronouns
--Preterite of ar verbs
Assessment
--quiz on vocabulary related
to meeting new friends with
prompts
--guided speaking
assessment on vocabulary
related to meeting new
friends
--quiz on definite and
indefinite articles and subject
pronouns
--quiz on ser and ser v. estar,
--leveled writing assessment
on ser and ser v. estar
--quiz on present-tense verbs
--quiz on stem-changing
verbs
--quiz on ir + a + infinitive
--leveled listening
assessment on the whole unit
--leveled writing assessment
on the whole unit
--leveled reading assessment
on the whole unit
--cultural assessment on
Miami
--vocab quiz on words
related to going on a trip
with promots
--quiz on direct object
63
August 2013
pronouns, indirect
object pronouns,
preterite of –ar verbs,
preterite of –car, -gar, zar, and ir, ser, hacer,
ver, dar
--How do you plan and execute a
trip to a Spanish-speaking country
in Spanish?
--Preterite of car, gar, zar
--Preterite of irregular verbs
Unit 2: Somos
saludables: Argentina,
vocabulary related to
sports and health and
daily routines, preterite
of –er and –ir verbs,
demonstrative
adjectives and
pronouns, reflexive
verbs, present
progressive tense.
--How would you describe the
Argentinean culture and how does
it compare and contrast to your
culture?
--Is your daily routine similar to
that of a Spanish-speaking teen
and are you interested in similar
global sporting events?
--Discuss sports, health and
daily routines
--Preterite of er / ir verbs
--Demonstrative adjectives
and pronouns
--Present Progressive
Unit 3: Vamos de
compras: Puerto Rico,
--How would you describe the
Puerto Rican culture and how
--Compare clothes and
shopping at a market
pronouns
--quiz on indirect object
pronouns with promts
--guided oral assessment on
direct and indirect object
pronouns
--leveled listening
assessment
--leveled reading assessment
--vocabulary quiz on words
related to going on vacation
and activities done on
vacation with promts
--quiz on preterite of –ar
verbs + car, gar, zar
--quiz on preterite of ir, ser,
hacer, ver, dar
--writing assignment: a
postcard
--culture assessment: make a
poster about the tropical
rainforest in Costa Rica and
the climate of this forest
using given vocabulary.
--culture assessment:
compare activities one could
do on vacation in Costa Rica
and Chile (in English).
--vocabulary quiz on words
related to sports and health
with promts
--quiz on preterite of –er and
–ir verbs
--quiz on demonstrative
adjectives and pronouns
--cultural assessment: The
World Cup and different
countries that participate in it
(in English)
--vocabulary quiz related to
daily routines with promts
--quiz on reflexive verbs
--leveled writing assessment
on reflexive verbs
--quiz on the present
progressive
--leveled speaking
assessment on the present
progressive
--leveled listening
assessment on the whole unit
--leveled reading assessment
on the whole unit
--culture assessment about
living off the land in
Argentina and Colombia
--vocabulary quiz on words
related to clothes and
64
August 2013
vocabulary related to
clothes, shopping and a
market, present tense of
irregular yo verbs,
pronouns after
prepositions, irregular
preterite verbs, preterite
of –ir stem-changing
verbs
does it compare and contrast to
your culture?
--Where do Spanish-speakers
shop and how do they dress?
--How would you describe local
handcrafts, including materials
used, in Spanish?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
action?
--Present tense of irregular
yo verbs
--Pronouns after prepositions
Unit 4: Cultura
Antigua, ciudad
moderna: Mexico,
vocabulary related to
legends and stories,
irregular verbs in the
preterite
--How would you describe the
Mexican culture and how does it
compare and contrast to your
culture?
--How have civilizations
modernized overtime?
--Are you able to discuss the
above topics in multiple verb
tenses to indicate the time of an
action?
--Compare modern and
ancient civilizations and
cities
--Preterite of stem-changing
verbs
--Irregular verbs in the
preterite
shopping with prompts
--quiz on present tense of
irregular verbs in yo form
--leveled speaking
assessment on present tense
of irregular verbs in yo form
--quiz on pronouns after
prepositions
--cultural assessment on
shopping in El Viejo San
Juan, Puerto Rico
--vocabulary quiz on words
related to a market with
prompts
--quiz on the preterite of –ir
stem-changing verbs
--cultural assessment on
handcrafts
--leveled reading assessment
on the whole unit
--leveled listening
assessment on the whole unit
--vocabulary quiz on words
related to legends and stories
with prompts
--quiz on –car, -gar, -zar
--quiz on verbs with irregular
preterite stems
--cultural assessment on
Mexico City in the past and
present (in English)
--Cultural Assessment on the
Aztecs and Incas (In
English)
--leveled reading assessment
on the whole unit
--leveled listening
assessment on the whole unit
--leveled speaking
assessment on the whole unit
65
August 2013
Spanish III: Honors
Grade Level
10, 11, 12
Course Number
614
Subject Area
Foreign Language
Course Description
This course is taught at a challenging pace using a wide range of curriculum materials. Students are encouraged to perfect
their writing, speaking, oral, and written comprehension skills in the target language. A variety of reading selections will
introduce students to cultural, historical, and literary aspects of both the contemporary and the historical Hispanic world.
Students will work independently to create skits and presentations to show mastery of the grammar and vocabulary.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Stage 1
Stage 2
Stage 3
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
1.3 Ask and answer questions*
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8
Perform Stage 1 Learning Standards
1.9
Ask and respond to questions to clarify information
1.10
Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12 Perform Stage 1 and Stage 2 Learning Standards
1.13 Suggest possible solutions to a problem
1.14 Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
2.1
Follow directions*
2.2
Understand some ideas and familiar details*
2.3
Obtain information and knowledge*
66
August 2013
Stage 2
Stage 3
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
2.5
Perform Stage 1 Learning Standards
2.6
Follow directions such as for a recipe, a word maze, or a logic problem
2.7
Read authentic and adapted materials, such as short stories, narratives, advertisements,
and brochures*
2.8
Understand important ideas and details in highly contextualized authentic and adapted
texts*
2.9
Understand learned expressions, sentences, questions, and polite commands in
messages*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with
frequency of errors proportionate to the complexity of the communicative task, students will
2.11
Perform Stage 1 and Stage 2 Learning Standards
2.12
Read articles in a magazine, journal, or newspaper and understand main ideas
2.13
Read a literary text and understand the theme, characters and setting*
2.14
Identify the characteristics of major genres, such as nonfiction, fiction, drama, and
poetry in the target literature*
2.15
Comprehend narration in present, past, and future*
2.16
Identify and understand feelings and emotions*
2.17
Comprehend audio and video texts
2.18 Understand telephone conversations or written
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1
Express opinions and ideas
3.2
Express needs and emotions
3.3
Express agreement and disagreement
Stage 1
3.4
Describe people, places, and things*
3.5
Write lists and short notes
3.6
Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions,
with frequency of errors proportionate to the complexity of the communicative task, students will
3.7
Perform Stage 1 Learning Standards
3.8
Write simple paragraphs
Stage 2
3.9
Write greeting cards, notes, letters, and e-mails*
3.10
Describe elements of stories such as characters, events, and settings*
Stage 3
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with
frequency of errors proportionate to the complexity of the communicative task, students will
3.12
Perform Stage 1 and Stage 2 Learning Standards
3.13
Develop and present solutions to problems
3.15
Write letters requesting specific information
Culture
Demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target
language, and using English when necessary, students will
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as
greetings, farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling,
celebrations, and dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas,
films, and photographs*
Stage 1
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods,
67
August 2013
currencies, games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a
classroom
Stage 2
Stage 3
• for classical languages: in triumphal marches, weddings, or funerals*
4.10
Identify distinctive aspects of the target culture presented in print literature, visual arts,
films, and videos, and relate these to the cultural perspectives of the target culture*
4.11
Identify historical and/or cultural figures from the target culture and describe their
contributions*
4.12
Identify, place in chronological order, and describe the significance of important
historical events in the target culture*
4.13
Identify, on maps and globes, the location(s) and major geographic features of countries
where the target language is or was used*
4.14
Identify interactions, patterns of social behavior, social norms, customs, holidays, and
special events that are typical of the target culture, and discuss how they reflect language and cultural
perspectives*
4.19
Describe the relationship between social establishments such as schools, religions,
governments, and the perspectives of the target culture*
how they reflect individual and cultural perspectives*
Comparisons
Linguistic Comparisons demonstrate an understanding of the nature of language through comparison of the language studied
with their own
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2 Give examples of ways in which the target language differs from/is similar to English*
Stage 1
5.3Give examples of borrowed and loan words*
Stage 2
Stage 3
5.5 Compare, contrast, and exchange views on an aspect of the target language*
5.6
Identify words in the target language that are used frequently in English*
5.8
Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry*
5.9
Recognize grammatical categories such as tense, gender, and agreement in the target
language and English*
5.10 Give examples of words or word parts from the target language that have been adopted into
the English language
5.11
Analyze differences and similarities between the writing systems of both languages*
5.12
Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in
the target language and in English*
5.13
Compare, contrast, and analyze articles in newspapers, journals, and TV and radio
broadcasts in the target language
5.14 Discuss and analyze idiomatic expressions in the target language
Connections
Use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1
Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Frame
7.2
Obtain information and knowledge related to other disciplines from sources in the target
68
August 2013
Stage 2
Stage 3
language*
Examples of this include:
--obtaining political and economic information from newspapers, other print sources, and interactive
CD roms in the target language and using this information to achieve the learning standards of the Civics
and Government and Economics Strands of the History and Social Science Framework
--gathering demographic information from the target culture and applying the learning standards
from the Statistics and Probability Strand of the Mathematics Framework to its analysis
--learning song lyrics written in the target language and applying the learning standards of the Music
Strand of the Arts Framework when singing and the Language Strand of the English Language Arts
Framework when discussing the meaning of the lyrics.
7.3
Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--collaborating by e-mail with students in the target culture to collect data on ecosystems and using this
knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the
Science and Technology Framework
--studying videotapes of contemporary and folk dance choreography from the target culture and analyzing
them using the learning standards of the Dance Strand of the Arts Framework and the Personal and
Physical Health Strand of the Health Curriculum Framework Relations Strand of the Mathematics
Framework
Communities
Use languages other than English within and beyond the school setting.
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1
Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
Stage 1
--reading and writing e-mail or letters; or
--making and exchanging drawings or photographs, and discussing them orally or in letters and email with students in another community in Massachusetts, the United States, or another country.*:
Stage 2
Stage 3
8.2
Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging videotapes, newsletters, photographs, and artwork and discussing them orally or
in letters and e-mail with students in another community in Massachusetts, the United States, or another
country
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--interviewing one person about his or her occupation or interests
--locating community, state, and national organizations that support the study of languages and cultures
and report on their programs and events
--researching and presenting information about a linguistic or cultural group in Massachusetts in the
present time.
.
Essential Questions
•
•
•
•
•
•
•
•
•
•
How does each tense or grammatical topic become part of the whole language experience?
How does our past affect our present and future?
How do our values shape our past and our present?
What does the future hold?
How do we relate to other people and how do their actions affect us?
How would our lives have been different if our relationships had evolved differently?
How can we use the internet to access information about the world around us?
How has technology use changed our relationships and lives in the past ten years?
How do all the pieces of language we have individually learned fit together?
How do we impact our environment?
69
August 2013
•
How do we identify ourselves and others?
•
•
•
•
•
•
•
•
Synthesize all pieces of language in a holistic manner.
We are capable of reading, reacting to, and discussing original works in Spanish.
We can share our histories in Spanish, too.
Everyday situations that we encounter can be communicated in Spanish as well as in English
We have some control over our future and have to fight for control of other aspects of our future
Technology allows us to access the world’s resources for our local educational benefit.
Synthesis of all verbal tenses and moods allows them to be advanced Spanish speakers and writers
We can integrate listening, speaking, writing, and reading to share ideas.
Enduring Understandings
Evidence of Understanding
•
Summarize short stories in one-two paragraphs
•
Use the John Collins writing technique to write a persuasive paragraph stating their opinion on a certain topic
•
Present skits on vocabulary topics
•
Respond to situational and open response topics
•
Complete unit quizzes and exams
•
Compose questions to be used to interview another student
•
Formulate a chart of all tenses, moods, and applications
•
Create a project integrating written and oral sources culminating in a 2 minute presentation to class with follow up
questions
•
Simulated phone conversations
•
Multiple choice reading and listening selections
•
On the spot speaking formative assessments
Course Outline
Unit
Preliminary Unit:
Verbs like gustar; present
tense of regular and irregular
verbs; present tense of yo
verbs; steam change verbs;
the verb decir, tener, venir,
saber or conocer; ser o estar;
reflexive verbs.
Essential Questions
--How do all the pieces of
language we have
individually learned fit
together?
-- What are your friends
like? What do they like to
do?
--What is something you do
on a typical day?
Unit 1:
vamos a acampar; vamos a la
playa; preterite tens of
regular verbs; irregular
preterite. Imperfect vs the
preterite.
--What is happening in the
Spanish-speaking world?
--How does geography
changes from one place to
another?
--How does nature influence
art?
--What are some of the
benefits of traveling to other
countries?
Skills and Understandings
--understand vocabulary,
people and activities.
--practice present tense of
regular verbs.
--Understand vocabulary
used to talk about what
people know how to do.
--Practice the present tens of
irregular yo verbs.
--Practice the present tense
of stem changing verbs.
--Practice saber, conocer ,
ser and estar.
--Practice reflexive verbs.
--Understand vocabulary,
outdoor vocabulary.
--Review the regular
preterite tense.
--Understand and correctly
produce the forms of the
preterite.
--Develop listening, reading
and writing skills.
--understand and practice
irregular preterite verbs.
--Practice the preterite and
imperfect in context.
Assessment
--Quizzes on vocabulary and
grammar.
--Listening assessments on
vocabulary and stem change
verbs, saber, conocer, ser,
estar and reflexive verbs.
--Written assessment on
writing post cards to family
members and friends.
--Poster board presentation
on different traditions in
Latin America.
--End of unit test.
--Quizzes on vocabulary and
the preterite of irregular and
irregular verbs.
--Assessment on camping
brochure including
vocabulary words.
--listening assessment
incorporating vocabulary and
the preterite vs the imperfect.
--Assessment on family tree.
--Oral assessment on
dialogues presented it in
class.
--writing assessment
incorporating the preterite
70
August 2013
and the imperfect.
--Post card project
incorporating vocabulary and
preterite vs imperfect.
--Unit test that includes
listening, reading, speaking
and reading.
Unit 2:
Volunteer activities and
projects; request and
recommendations; media. Tu
commands, usted (es),
nosotros commands, polite
request, pronouns with
commands, impersonal
expressions + infinitive and
impersonal constructions
with se.
--What type of community
work do you do?
--How can you get people
involved to cooperate in the
community?
--What type of activities do
you do to help your
community?
--Understand vocabulary:
volunteer work, organizing
community service, and
media related terms.
--Understand polite request
+infinitives.
--Practice tu affirmative
commands and instruct
others what to do.
--Practice positive and
negative commands.
--Recognize commands in
context.
--Understand the use of
commands with usted,
ustedes and nosotros.
--Practice the the verb ir a +
infinitive.
--Understand commands
with pronouns.
--Develop listening, reading,
speaking and writing skills.
--Understand impersonal
expressions with infinitives.
--Quizzes on vocabulary, tu
commands, usted, ustedes
and nosotros commands,
pronouns with commands
and impersonal expressions
+ infinitives.
--Written assessment on a
story board incorporating tu
commands and vocabulary.
--Listening and writing
assessment on organizing
people to cleaning the
community.
--Assessment on telethon
poster board.
--Writing assessment on
article using commands and
impersonal expressions to
support an organization.
--Unit test.
Unit 3:
Environmental concerns;
social awareness; presenting
and supporting opinion. The
future tense, por vs para, the
present subjunctive of
regular verbs and more
subjunctive verb forms.
--What do you know about
the environment?
--What can you do to help
preserve the environment?
--How do current changes in
the environment affect our
existence?
--understand vocabulary:
issues that affect the
environment, government,
society, and business.
--How to use vocabulary to
express our environmental
concerns.
--Understand the regular and
irregular future tense.
--Practice using grammar in
context.
--Understand the differences
between por vs para.
--Practice using and
integrating lesson grammar
and vocabulary.
--Understand vocabulary
related to product promotion
and business in context.
--Understand the subjunctive
of regular and irregular
verbs.
--Practice integrating and
using lesson grammar and
vocabulary in context.
--Quizzes on vocabulary, the
future tense, por vs para the
present subjunctive of
regular and irregular verbs.
--Writing assessment on the
problems in the environment.
--Assessment on poster
board explaining the
student’s invention to help
the environment.
--Speaking assessment on
dialogues about the
environment.
--End of unit test
incorporating writing,
listening, speaking and
reading.
71
August 2013
Unit 4
Describing others;
profession; expressing
positive and negative
emotions; more professions;
supporting opinions; express
doubt, denial, and disbelief.
Subjunctive with ojala, verbs
of hope and influence,
suffixes, and subjunctive
with doubt and emotion.
--What and who inspires
you?
--How can you be a role
model to others?
--What does it take to be a
leader?
--Understand vocabulary for
personal characteristics,
descriptions, professions,
qualities people need and
different professions.
--Practice using descriptive
words.
--understand how to use
suffixes to change adjectives
to nouns
--Practice using the
subjunctive with verbs of
hope and influence.
--Understand grammar in
context.
--practice using superlative
forms.
--Understand the present
subjunctive with expressions
of doubt, denial, disbelief,
and disagreement.
--Learn to distinguish when
to use subjunctive or
indicative.
--Discuss both positive and
negative emotions.
--Quizzes on vocabulary, the
subjunctive with emotion,
denial, ojala, verbs of
influence, doubt, superlatives
and suffixes.
--Writing assessment on
describing peoples
characteristics.
--listening and writing
assessment dialogues from
the textbook.
--Postcard assessment using
the subjunctive and
vocabulary.
--Unit test incorporating
writing, listening, reading
and speaking.
72
August 2013
Spanish III: Academic
Grade Level
10, 11, 12
Course Number
615
Subject Area
Foreign Language
Course Description
Spanish III will involve more complex structures of Spanish grammar covered during the first two years of study. Students are
encouraged to enhance their writing, speaking, aural and written comprehension skills in the target language. A variety of
reading selections will introduce students to cultural, historical, and literary aspects of both the contemporary and historical
Hispanic world. Audio and audio-visual materials are used whenever pertinent to the course
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Stage 1
Stage 2
Stage 3
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
1.3 Ask and answer questions*
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8
Perform Stage 1 Learning Standards
1.9
Ask and respond to questions to clarify information
1.10
Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12 Perform Stage 1 and Stage 2 Learning Standards
1.13 Suggest possible solutions to a problem
1.14 Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
2.1
Follow directions*
2.2
Understand some ideas and familiar details*
2.3
Obtain information and knowledge*
73
August 2013
Using sentences, strings of sentences, and recombinations of learned words, phrases, and
expressions, with frequency of errors proportionate to the complexity of the communicative task, students
will
2.5
Perform Stage 1 Learning Standards
2.6
Follow directions such as for a recipe, a word maze, or a logic problem
2.7
Read authentic and adapted materials, such as short stories, narratives, advertisements,
and brochures*
2.8
Understand important ideas and details in highly contextualized authentic and adapted
texts*
2.9
Understand learned expressions, sentences, questions, and polite commands in
messages*
Stage 2
Stage 3
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with
frequency of errors proportionate to the complexity of the communicative task, students will
2.11
Perform Stage 1 and Stage 2 Learning Standards
2.12
Read articles in a magazine, journal, or newspaper and understand main ideas
2.13
Read a literary text and understand the theme, characters and setting*
2.14
Identify the characteristics of major genres, such as nonfiction, fiction, drama, and
poetry in the target literature*
2.15
Comprehend narration in present, past, and future*
2.16
Identify and understand feelings and emotions*
2.17
Comprehend audio and video texts
2.18 Understand telephone conversations or written
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1
Express opinions and ideas
3.2
Express needs and emotions
3.3
Express agreement and disagreement
Stage 1
3.4
Describe people, places, and things*
3.5
Write lists and short notes
3.6
Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions,
with frequency of errors proportionate to the complexity of the communicative task, students will
3.7
Perform Stage 1 Learning Standards
3.8
Write simple paragraphs
Stage 2
3.9
Write greeting cards, notes, letters, and e-mails*
3.10
Describe elements of stories such as characters, events, and settings*
Stage 3
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with
frequency of errors proportionate to the complexity of the communicative task, students will
3.12
Perform Stage 1 and Stage 2 Learning Standards
3.13
Develop and present solutions to problems
3.15
Write letters requesting specific information
Culture
Demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target
language, and using English when necessary, students will
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as
greetings, farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling,
celebrations, and dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas,
74
August 2013
Stage 1
films, and photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods,
currencies, games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a
classroom
Stage 2
Stage 3
• for classical languages: in triumphal marches, weddings, or funerals*
4.10
Identify distinctive aspects of the target culture presented in print literature, visual arts,
films, and videos, and relate these to the cultural perspectives of the target culture*
4.11
Identify historical and/or cultural figures from the target culture and describe their
contributions*
4.12
Identify, place in chronological order, and describe the significance of important
historical events in the target culture*
4.13
Identify, on maps and globes, the location(s) and major geographic features of countries
where the target language is or was used*
4.14
Identify interactions, patterns of social behavior, social norms, customs, holidays, and
special events that are typical of the target culture, and discuss how they reflect language and cultural
perspectives*
4.19
Describe the relationship between social establishments such as schools, religions,
governments, and the perspectives of the target culture*
how they reflect individual and cultural perspectives*
Comparisons
Linguistic Comparisons demonstrate an understanding of the nature of language through comparison of the language studied
with their own
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2 Give examples of ways in which the target language differs from/is similar to English*
Stage 1
5.3Give examples of borrowed and loan words*
Stage 2
Stage 3
5.5 Compare, contrast, and exchange views on an aspect of the target language*
5.6
Identify words in the target language that are used frequently in English*
5.8
Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry*
5.9
Recognize grammatical categories such as tense, gender, and agreement in the target
language and English*
5.10 Give examples of words or word parts from the target language that have been adopted into
the English language
5.11
Analyze differences and similarities between the writing systems of both languages*
5.12
Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in
the target language and in English*
5.13
Compare, contrast, and analyze articles in newspapers, journals, and TV and radio
broadcasts in the target language
5.14 Discuss and analyze idiomatic expressions in the target language
Connections
Use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1
Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
75
August 2013
Stage 2
Stage 3
Strand of the History and Social Science Frame
7.2
Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining political and economic information from newspapers, other print sources, and interactive
CD roms in the target language and using this information to achieve the learning standards of the Civics
and Government and Economics Strands of the History and Social Science Framework
--gathering demographic information from the target culture and applying the learning standards
from the Statistics and Probability Strand of the Mathematics Framework to its analysis
--learning song lyrics written in the target language and applying the learning standards of the Music
Strand of the Arts Framework when singing and the Language Strand of the English Language Arts
Framework when discussing the meaning of the lyrics.
7.3
Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--collaborating by e-mail with students in the target culture to collect data on ecosystems and using this
knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the
Science and Technology Framework
--studying videotapes of contemporary and folk dance choreography from the target culture and analyzing
them using the learning standards of the Dance Strand of the Arts Framework and the Personal and
Physical Health Strand of the Health Curriculum Framework Relations Strand of the Mathematics
Framework
Communities
Use languages other than English within and beyond the school setting.
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1
Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
Stage 1
--reading and writing e-mail or letters; or
--making and exchanging drawings or photographs, and discussing them orally or in letters and email with students in another community in Massachusetts, the United States, or another country.*:
Stage 2
Stage 3
8.2
Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging videotapes, newsletters, photographs, and artwork and discussing them orally or
in letters and e-mail with students in another community in Massachusetts, the United States, or another
country
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--interviewing one person about his or her occupation or interests
--locating community, state, and national organizations that support the study of languages and cultures
and report on their programs and events
--researching and presenting information about a linguistic or cultural group in Massachusetts in the
present time.
.
Essential Questions
•
•
•
•
•
•
•
•
How does each tense or grammatical topic become part of the whole language experience?
How does our past affect our present and future?
How do our values shape our past and our present?
What does the future hold?
How do we relate to other people and how do their actions affect us?
How would our lives have been different if our relationships had evolved differently?
How can we use the internet to access information about the world around us?
How has technology use changed our relationships and lives in the past ten years?
76
August 2013
•
•
•
How do all the pieces of language we have individually learned fit together?
How do we impact our environment?
How do we identify ourselves and others?
•
•
•
•
•
•
•
•
Synthesize all pieces of language in a holistic manner.
We are capable of reading, reacting to, and discussing original works in Spanish.
We can share our histories in Spanish, too.
Everyday situations that we encounter can be communicated in Spanish as well as in English
We have some control over our future and have to fight for control of other aspects of our future
Technology allows us to access the world’s resources for our local educational benefit.
Synthesis of all verbal tenses and moods allows them to be advanced Spanish speakers and writers
We can integrate listening, speaking, writing, and reading to share ideas.
Enduring Understandings
Evidence of Understanding
•
Summarize short stories in one-two paragraphs
•
Use the John Collins writing technique to write a persuasive paragraph stating their opinion on a certain topic
•
Present skits on vocabulary topics
•
Respond to situational and open response topics
•
Complete unit quizzes and exams
•
Compose questions to be used to interview another student
•
Formulate a chart of all tenses, moods, and applications
•
Create a project integrating written and oral sources culminating in a 2 minute presentation to class with follow up
questions
•
Simulated phone conversations
•
Multiple choice reading and listening selections
•
On the spot speaking formative assessments
COCourse Outline
Unit
Preliminary Unit:
Verbs like gustar; present
tense of regular and irregular
verbs; present tense of yo
verbs; steam change verbs;
the verb decir, tener, venir,
saber or conocer; ser o estar;
reflexive verbs.
Essential Questions
--How do all the pieces of
language we have
individually learned fit
together?
-- What are your friends
like? What do they like to
do?
--What is something you do
on a typical day?
Skills and Understandings
--understand vocabulary,
people and activities.
--practice present tense of
regular verbs.
--Understand vocabulary
used to talk about what
people know how to do.
--Practice the present tens of
irregular yo verbs.
--Practice the present tense
of stem changing verbs.
--Practice saber, conocer ,
ser and estar.
--Practice reflexive verbs.
Assessment
--Formative assessments on
each mini grammar topic
--Quizzes on vocabulary and
grammar.
--Guided listening
assessments on vocabulary
and stem change verbs,
saber, conocer, ser, estar and
reflexive verbs.
--Written assessment on
writing post cards to family
members and friends.
--Creation of a Libro De
Verbos to be used as a guide
throught year.
--Poster board presentation
on different traditions in
Latin America.
--End of unit test.
Unit 1:
vamos a acampar; vamos a la
playa; preterite tens of
regular verbs; irregular
preterite. Imperfect vs the
preterite.
--What is happening in the
Spanish-speaking world?
--How does geography
changes from one place to
another?
--How does nature influence
art?
--What are some of the
--Understand vocabulary,
outdoor vocabulary.
--Review the regular
preterite tense.
--Understand and correctly
produce the forms of the
preterite.
--Develop listening, reading
--Quiz on vocabulary
--Fill in the blank and
guided writing of preterite of
irregular and irregular verbs.
--Assessment on camping
brochure including
vocabulary words.
--listening assessment
77
August 2013
benefits of traveling to other
countries?
and writing skills.
--understand and practice
irregular preterite verbs.
--Practice the preterite and
imperfect in context.
incorporating vocabulary and
the preterite vs the imperfect.
--Assessment on family tree.
--Oral assessment on
dialogues presented it in
class.
--writing assessment
incorporating the preterite
and the imperfect.
--Post card project
incorporating vocabulary and
preterite vs imperfect.
--Unit test that includes
listening, reading, speaking
and reading.
Unit 2:
Volunteer activities and
projects; request and
recommendations; media. Tu
commands, usted (es),
nosotros commands, polite
request, pronouns with
commands, impersonal
expressions + infinitive and
impersonal constructions
with se.
--What type of community
work do you do?
--How can you get people
involved to cooperate in the
community?
--What type of activities do
you do to help your
community?
--Understand vocabulary:
volunteer work, organizing
community service, and
media related terms.
--Understand polite request
+infinitives.
--Practice tu affirmative
commands and instruct
others what to do.
--Practice positive and
negative commands.
--Recognize commands in
context.
--Understand the use of
commands with usted,
ustedes and nosotros.
--Practice the the verb ir a +
infinitive.
--Understand commands
with pronouns.
--Develop listening, reading,
speaking and writing skills.
--Understand impersonal
expressions with infinitives.
--Quiz on vocabulary,.
--Individual quiz on each
type of command: tu
commands, usted, ustedes
and nosotros commands,
pronouns with commands
and impersonal expressions
+ infinitives.
--Written assessment on a
story board incorporating tu
commands and vocabulary.
--Listening and writing
assessment on organizing
people to cleaning the
community.
--Assessment on telethon
poster board.
--Writing assessment on
article using commands and
impersonal expressions to
support an organization.
--Unit test.
Unit 3:
Environmental concerns;
social awareness; presenting
and supporting opinion. The
future tense, por vs para, the
present subjunctive of
regular verbs and more
subjunctive verb forms.
--What do you know about
the environment?
--What can you do to help
preserve the environment?
--How do current changes in
the environment affect our
existence?
--understand vocabulary:
issues that affect the
environment, government,
society, and business.
--How to use vocabulary to
express our environmental
concerns.
--Understand the regular and
irregular future tense.
--Practice using grammar in
context.
--Understand the differences
between por vs para.
--Practice using and
integrating lesson grammar
and vocabulary.
--Understand vocabulary
--Quizzes on vocabulary, the
future tense, por vs para the
present subjunctive of
regular and irregular verbs.
--por/ para songs to aid in
remembering uses
--Public Service
announcement
--End of unit test
incorporating writing,
listening, speaking and
reading.
78
August 2013
related to product promotion
and business in context.
--Understand the subjunctive
of regular and irregular
verbs.
--Practice integrating and
using lesson grammar and
vocabulary in context.
Unit 4
Describing others;
profession; expressing
positive and negative
emotions; more professions;
supporting opinions; express
doubt, denial, and disbelief.
Subjunctive with ojala, verbs
of hope and influence,
suffixes, and subjunctive
with doubt and emotion.
--What and who inspires
you?
--How can you be a role
model to others?
--What does it take to be a
leader?
--Understand vocabulary for
personal characteristics,
descriptions, professions,
qualities people need and
different professions.
--Practice using descriptive
words.
--understand how to use
suffixes to change adjectives
to nouns
--Practice using the
subjunctive with verbs of
hope and influence.
--Understand grammar in
context.
--practice using superlative
forms.
--Understand the present
subjunctive with expressions
of doubt, denial, disbelief,
and disagreement.
--Learn to distinguish when
to use subjunctive or
indicative.
--Discuss both positive and
negative emotions.
--Formative assessments on
subjunctive mood
--Quiz on vocabulary
--Quiz on the formation of
the subjunctive
Quiz on the use of the
subjunctive with emotion,
denial, ojala, verbs of
influence, doubt, superlatives
and suffixes.
--Guided writing assessment
on describing people’s
characteristics.
--listening and writing
assessment dialogues from
the textbook.
--Postcard assessment using
the subjunctive and
vocabulary.
--Unit test incorporating
writing, listening, reading
and speaking.
79
August 2013
Spanish IV: Honors
Grade Level
11
Course Number
618
Subject Area
Foreign Language
Course Description
This course is intended for students who have successfully completed Spanish 3 and are ready to continue pursuing their
interest in Spanish. The National Foreign Language Curriculum Frameworks of communication, cultures, connections,
comparisons, and communities will guide the course as the importance of the Spanish language and its various cultures in
the United States and global community will be an on-going theme. Students will be expected to communicate in
comprehensible Spanish on a variety of contemporary social issues. They will also be exposed to numerous authentic
online
sources and be required to read various texts, give oral presentations, and use multimedia applications as a means of
heightening knowledge of the Spanish language and various Spanish-speaking cultures. Emphasis will be placed on
cognitive functioning, effective communication and grammatical accuracy within the context of the Spanish language.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage
2
1.9 Ask and respond to questions to clarify information
1.17 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12
Perform Stage 1 and Stage 2 Learning Standards
Stage
1.13
Suggest possible solutions to a problem
3
1.14
Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
1.15
Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels,
etc.*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
Stage
2.11 Perform Stage 1 and Stage 2 Learning Standards
4
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
80
August 2013
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.24 Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
Stage
frequency of errors proportionate to the complexity of the communicative task, students will
2
2.5 Perform Stage 1 Learning Standards
2.6 Follow directions such as for a recipe, a word maze, or a logic problem
2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and
brochures*
2.8 Understand important ideas and details in highly contextualized authentic and adapted texts*
2.18 Understand learned expressions, sentences, questions, and polite commands in messages*
2.19 Identify themes in fictional and non fictional works and relate them to personal experiences*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage
errors proportionate to the complexity of the communicative task, students will
3
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
Stage
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
4
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
Stage
3.3 Express agreement and disagreement
1
3.4 Describe people, places, and things*
3.13 Write lists and short notes
3.6 Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
3.7 Perform Stage 1 Learning Standards
Stage
3.8 Write simple paragraphs
2
3.9 Write greeting cards, notes, letters, and e-mails*
3.10 Describe elements of stories such as characters, events, and settings*
3.11 Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will 3.12
Perform Stage 1 and
Stage 2 Learning Standards
Stage
3.13 Develop and present solutions to problems
3
3.14 State and support opinions to convince or persuade a listener or reader
3.15 Write letters requesting specific information
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
Stage
with some patterns of errors that do not interfere with meaning students will
4
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
81
August 2013
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.14
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.12 Identify, place in chronological order, and describe the significance of important historical evens in
the target culture*
4.13
Identify, on maps and globes, the location(s) and major geographic features of countries
where the target language is or was used*
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
Stage
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
3
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
studied with their own
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the
target language and compare and contrast them
with English linguistic characteristics*
5.5
Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.7 Analyze how idiomatic expressions work in both languages*
5.8 Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry*
2
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
English*
5.10 Give examples of words or word parts
from the target language that have been adopted
into the English language
5.11 Analyze differences and similarities between the writing systems of both languages*
5.12 Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target
3
language and in English*
5.13 Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the
Stage
2
4.8
4.9
82
August 2013
4
target language
5.14 Discuss and analyze idiomatic
expressions in the target language
5.18 Describe similarities in themes and details found in narratives of the target language and English*
Connections
use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Stage 2
Stage 3
Stage 4
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
--collecting data and graphing results in the target language in order to achieve the learning
standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework.
7.2 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--obtaining political and economic information from newspapers, other print sources, and interactive
CD roms in the target language and using this information to achieve the learning standards of the
Civics and Government and Economics Strands of the History and Social Science Framework
--gathering demographic information from the target culture and applying the learning standards
from the Statistics and Probability Strand of the Mathematics Framework to its analysis
--learning song lyrics written in the target language and applying the learning standards of the
Music Strand of the Arts Framework when singing and the Language Strand of the English
Language Arts Framework when discussing the meaning of the lyrics.
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--collaborating by e-mail with students in the target culture to collect data on ecosystems and using this
knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the
Science and Technology Framework
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
--studying videotapes of contemporary and folk dance choreography from the target culture and
analyzing them using the learning standards of the Dance Strand of the Arts Framework and the
Personal and Physical Health Strand of the Health Curriculum Framework Relations Strand of the
Mathematics Framework
7.4 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--analyzing depictions of mythology by applying the learning standards of the History Strand of the
History and Social Science Framework and the Literature Strand of the English Language Arts
Framework
--learning technical vocabulary in the target language to explain a design project when applying the
learning standards of the Technology Strand of the Science and Technology Framework
--researching examples of cultural encounters in history by reading primary source documents from
the target culture and analyzing them by using the learning standards of the History Strand of the
History and Social Science Framework
Communities
Use languages other than English within and beyond the school setting.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
83
August 2013
Stage 2
Stage 3
Stage 4
--making and exchanging drawings or photographs, and discussing them orally or in letters and email with students in another community in Massachusetts, the United States, or another country.*:
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging videotapes, newsletters, photographs, and artwork and discussing them orally
or in letters and e-mail with students in another community in Massachusetts, the United States, or
another country
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--interviewing one person about his or her occupation or interests
--locating community, state, and national organizations that support the study of languages and cultures
and report on their programs and events
--researching and presenting information about a linguistic or cultural group in Massachusetts in the
present time.
.
8.4 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--locating speakers or scholars of the target language in the community, region, or state and establishing
ongoing communication through correspondence, multiple interviews or conversations, internships,
or volunteer activities
--locating newspapers, magazines, newsletters, television or radio stations, or websites that use languages
other than English and contributing letters, articles, or other materials in the target language
--describing work and volunteer opportunities requiring second language skills in international
government relations, international businesses, and international non-profit organizations
Essential Questions
How do all the pieces of language we have individually learned fit together?
What is happening in the Spanish-speaking world?
What is the difference between formal and informal situations culturally and linguistically?
What are the differences between the job-seeking processes in Spanish-speaking countries and your community?
How is the work schedule in Spanish-speaking countries similar or different to the schedule in your community?
When and how do you use computers and other technology to access authentic Spanish sources?
Enduring Understandings
Interpreting spoken language is essential to good communication and building rapport.
Comparing English with other languages is important to understanding the nature of language.
Cultural comparisons help the student understand that language is a too that can be used to communicate with
others and can -contribute to future jobs.
Communicating in at least one other language allows people to obtain information, express feelings and exchange
opinions with a wider audience.
Synthesize all pieces of language in a holistic manner.
We are capable of discussing topics related to employment, pastimes, travel and society.
We can talk about the past, present and future in a variety of ways as well as express probability, doubt, wishes,
give recommendations, and discuss things that are unknown or do not exist. We can also give formal and informal
commands.
Everyday situations that we encounter can be communicated in Spanish as well as in English
Society is very complex and ever changing.
Spanish-speaking countries are exciting places to travel to
Synthesis of all verbal tenses and moods allows us to be advanced Spanish speakers and writers
We can integrate listening, speaking, writing, and reading to share ideas.
Evidence of Understanding
Present a written synopsis of a current news article
Respond to situational and open response topics
84
August 2013
Complete unit quizzes and exams
Create role plays, mini dialogs, and conversations
Listen to native speakers and answer question prompts
Formulate a chart of all tenses, moods, and applications
Write a variety of brochures to promote vacation destinations
Create integral projects based on language and research that show cultural understanding
Simulated email conversations
Multiple choice reading and listening selections
On the spot speaking formative assessments
Course Outline
Unit
Preliminary Unit:
Review of the Preterite,
Future, Conditional,
Commands, and Present
Subjunctive
Essential Questions
--How do all the pieces of
language we have individually
learned fit together?
The Job Market:
Object pronouns, and
talking about the past
--What is happening in the
Spanish-speaking world?
--What is the difference between
formal and informal situations
culturally and linguistically??
--Are there differences between
the job-seeking processes in
Spanish-speaking countries and
your community?
--Is the work schedule in Spanishspeaking countries similar or
different to the schedule in your
community?
--When and for what do you use
computers and other technology?
--How much vacation time is
common in your community? Is
this similar or different to
Spanish-speaking countries?
--What is ecotourism?
Skills and Understandings
--Use both regular and
irregular verbs to talk action
in the past
-- Use both regular and
irregular verbs to talk about
actions that will occur in the
future
--Use both regular and
irregular verbs to express
conditional actions
-- Use both regular and
irregular verbs to give
formal, informal, singular
and plural commands
-- Use both regular and
irregular verbs to express the
subjunctive mood
-fill out a job application
--talk about work in an office
--ask and answer work
related questions
--Use and expand
understanding of ser v. estar
--review of preterite v
imperfect and the irregular
conjugations of ser and estar
--use and expand
understanding of direct and
indirect object pronouns as
well as reflexive pronouns
--review reflexive pronouns
and introduce verbs that
change meaning when they
are reflexive
--the pronoun se and when it
is used for unintentional
occurrences
--prepositions and which
follow which verbs
--Ecotourism in Argentina,
Spain and Guatemala
Assessment
--Quizzes on Preterite,
Future, Conditional,
Commands, and Present
Subjunctive
--Oral assessment that
includes prompts to have the
students speak about
summers using the Preterite,
Future, Conditional,
Commands, and Present
Subjunctive.
--quiz on vocabulary
--oral assessment: students
will do a role play of a
wacky office and incorporate
their vocabulary words
--quiz on using ser v estar
--oral assessment on
networking and using ser
and estar to talk about
yourself and your
qualifications
--quiz on using direct and
indirect object pronouns
together with reflexive
pronouns
--listening assessment
incorporating vocabulary,
ser, estar, and all object
pronouns
--quiz on usage of reflexive
verbs as well as verbs that
change meaning when they
are reflexive
--written assessment on
writing emails and using
formal and informal
85
August 2013
Unit 2: Exercise and
Pastimes: Preterite v.
imperfect, verbs that
change meaning in the
preterite, adverbs,
reflexive pronouns,
comparatives, the
progressive form and
preparing for the AP
exam.
--How is geography similar in
your area to in Latin American
countries?
--What sports are played or
enjoyed where you live and how
do they compare with sports
played in the Spanish speaking
world??
--What board games are played in
various countries?
--vocabulary related to
outdoor sports and sport
equipment
--preterite v. imperfect
--verbs that change meaning
in the preterite
--adverbs
--reflexive pronouns
--Professional baseball
players from Spanishspeaking countries
--vocabulary related to
indoor sports and activities
--comparatives
--progressive verb forms
--AP preparation
Unit 3: The adventure
of Travel: past
participle, the perfect
tenses, the future and
how it differs from the
conditional
--Why travel internationally?he?
--What are the most important
natural resources where you live?
--What are the most importan
natural resources in Latin
American countries?
--How are beaches alike and
different in each part of the
world?
--vocabulary related to travel
and adventure
--past participles
--present perfect tense
--past perfect / pluperfect
tense
--future perfect tense
--conditional perfect tense
--vocabulary related to an
airport, airplane travel and
travel arrangements and
concerns
--future tense
--conditional tense
--currency in Spanishspeaking countries
--the climate around the
language as well as the other
unit skills.
--quiz on prepositions and
pronouns
--oral assessment on a role
play when one person is
interviewing for a job and
the other is hiring
--quiz on propositions and
verb agreement
--project on ecotourism in
Argentina, Spain and
Guatemala
--test on all the skills of unit
1
--quiz on vocabulary
--quiz on preterite and
imperfect that includes a
listening section
--quiz on verbs that change
meaning in the preterite
--oral assessment on your
favorite sport and favorite
professional athlete
--make a brochure for a
resort that focuses on sports
and is on an island.
--quiz on vocabulary related
to indoor sports and
activities that includes a
reading section
--project on making board
games and playing them
while speaking in Spanish
and using target vocabulary
--quiz on comparatives that
includes a listening section
--quiz on progressive verb
forms
--informal AP preparation
test
--quiz on vocabulary
--quiz on all the perfect
tenses
--speaking assessment: ask
your classmates questions
about travel that they have
done, will have done and
could have done
--research / cultural
assessment: a brochure for a
beach resort in a Spanishspeaking country
--writing / research
assessment: write a postcard
describing what you have
done, will have done and
could have done and include
86
August 2013
equator in Latin America
--AP preparation
Unit 4: How would you
describe our society:
present subjunctive in
noun, adjective and
adverbial clauses
--How do you help your
community?
--What does a family consist of?
--What are the advantages to
living in the city?
--vocabulary related to
talking about family and
society, relations and
personal problems
--present subjunctive in noun
and adjective clauses
--present subjunctive in
adverbial clauses
--imperfect subjunctive
--subjunctive of perfect
tenses
cultural information about
the place you visited.
--quiz on vocabulary
--writing assessment: design
a comic book strip about
going through an airport and
traveling by plane
--listening and reading
assessment on vocabulary
related to an airport, airplane
travel and travel
arrangements and concerns
--speaking assessment:
students will make a travel
agency and have other
students visit to inquire
about and purchase vacations
to a country in Latin
America. They also have to
know and be familiar with
the value of the local
currency and climate.
--quiz on future tense and
how it differs from the
conditional
--Written assessment:
students will design a
magazine with different
sections that require them to
synthesis all of the grammar
and verb tenses learned thus
far.
--speaking / research
assessment: students will
have to give an oral
presentation to the class
about a language center in a
Spanish-speaking country
where they can take
intensive Spanish lessons.
They must include cultural
information as well as
information related to the
currency, means of
transportation and lodging.
--informal AP preparation
test
--quiz on vocabulary related
to talking about family and
society that includes a
listening section.
-- present subjunctive in
noun and adjective clauses
--quiz on present subjunctive
in adverbial clauses
--quiz on imperfect
subjunctive
--quiz on subjunctive of
87
August 2013
--si clauses
--sequence of tenses
perfect tenses
--quiz on si clauses
--quiz on sequence of tenses
88
August 2013
Spanish V: Honors
Grade Level
12
Course Number
619
Subject Area
Foreign Language
Course Description
This course will emphasize improved proficiency in the target language in the four language skills: reading, writing,
listening, and speaking. Students will be expected to speak comprehensible Spanish on a variety of topics in class. They
will be required to read various Spanish literary texts and excerpts as a means of improving reading comprehension skills,
as well as heightening knowledge of Spanish literary history. Emphasis will be placed on cognitive functioning within the
context of the Spanish language. Students will be expected to hold discussions of everyday life, literature and contemporary
social issues in the target language.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage
2
1.9 Ask and respond to questions to clarify information
1.18 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12
Perform Stage 1 and Stage 2 Learning Standards
Stage
1.13
Suggest possible solutions to a problem
3
1.14
Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
1.15
Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels,
etc.*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
Stage
2.13 Read a literary text and understand the theme, characters and setting*
4
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
89
August 2013
2.17 Comprehend audio and video texts
2.25 Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Stage
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Stage
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
2
frequency of errors proportionate to the complexity of the communicative task, students will
2.5 Perform Stage 1 Learning Standards
2.6 Follow directions such as for a recipe, a word maze, or a logic problem
2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and
brochures*
2.8 Understand important ideas and details in highly contextualized authentic and adapted texts*
2.20 Understand learned expressions, sentences, questions, and polite commands in messages*
2.21 Identify themes in fictional and non fictional works and relate them to personal experiences*
Stage
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
3
errors proportionate to the complexity of the communicative task, students will
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.18 Understand telephone conversations or written correspondence
Stage
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
4
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
2.20 Identify the main points and details in a radio or TV news program
2.21 Understand printed or recorded advice and suggestions
2.22 Analyze the aesthetic qualities of works of poetry, drama, fiction, or film*
2.23 Interpret literature based on evidence from the text*
2.24 Analyze moral/philosophical points presented in literary texts*
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
Stage
3.3 Express agreement and disagreement
1
3.4 Describe people, places, and things*
3.14 Write lists and short notes
3.6 Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
Stage
3.7 Perform Stage 1 Learning Standards
2
3.8 Write simple paragraphs
3.9 Write greeting cards, notes, letters, and e-mails*
3.10 Describe elements of stories such as characters, events, and settings*
3.11 Give presentations on planned activities or on cultural topics*
Stage
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
3
errors proportionate to the complexity of the communicative task, students will 3.12
Perform Stage 1 and
90
August 2013
Stage
4
Stage 2 Learning Standards
3.13 Develop and present solutions to problems
3.14 State and support opinions to convince or persuade a listener or reader
3.15 Write letters requesting specific information
3.16 Write e-mail correspondence with peers to compare and contrast interests
3.17 Write reviews about a story, play, movie or other form of literature*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning students will
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
3.20 Write critiques of books, articles, orations, movies, plays, videos, or CDs from or about the target
culture*
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Stage
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
1
and using English when necessary, students will
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.15
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Stage
2
Stage
3
Stage
4
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.10 Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and
videos, and relate these to the cultural perspectives of the target culture*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.12 Identify, place in chronological order, and describe the significance of important historical evens in
the target culture*
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.16 Identify artistic styles in the target culture and discuss the meanings of examples of music, dance,
plays, epic poetry and visual arts from various historical periods in the target culture
4.17 Identify artistic styles and cultural characteristics in literature, popular periodicals, music, theatre,
visual arts, commercials, films, videos and relate these to the language and perspectives of the target culture*
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
4.19 Describe the relationship between social establishments such as schools, religions, governments, and
the perspectives of the target culture*
4.21 Analyze examples of literature, primary source historical documents, music, visual arts, theatre,
dance, and other artifacts from target culture(s) and discuss how they reflect individual and cultural perspectives*
4.22 Describe conflicts in points of view within and among cultures and their possible resolutions; and
91
August 2013
discuss how the conflicts and proposed resolutions reflect cultural and individual perspectives*
4.23 Distinguish among knowledge, informed opinions, uninformed opinions, stereotypes, prejudices,
biases, open mindedness, narrow mindedness, and closed mindedness in literature, primary and secondary source
documents, mass media, and multimedia presentations
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
studied with their own
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the
target language and compare and contrast them
with English linguistic characteristics*
5.5
Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.7 Analyze how idiomatic expressions work in both languages*
5.8 Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry*
2
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
English*
5.10 Give examples of words or word parts
from the target language that have been adopted
into the English language
5.11 Analyze differences and similarities between the writing systems of both languages*
5.12 Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target
language and in English*
3
5.13 Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the
target language
5.14 Discuss and analyze idiomatic
expressions in the target language
5.15 Compare, contrast, and discuss etymological/linguistic roots of English words from the target
language*
5.16 Read and view several literary works (print, film, multimedia) with related themes and compare
them*
4
5.17: Describe a major aspect of the linguistic system of the target language (such as syntax, style, body
language, pragmatics, etc.) and compare and contrast this to a comparable aspect of English*
5.18 Describe similarities in themes and details found in narratives of the target language and English*
Connections
Use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Stage 2
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--obtaining geographical information from printed maps and travel guides or Internet resources in
the target language and using this information to achieve the learning standards from the Geography
Strand of the History and Social Science Framework
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
--collecting data and graphing results in the target language in order to achieve the learning
standards of the Patterns, Functions, and Relations Strand of the Mathematics Framework.
7.2 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
92
August 2013
Stage 3
Stage 4
--obtaining political and economic information from newspapers, other print sources, and interactive
CD roms in the target language and using this information to achieve the learning standards of the
Civics and Government and Economics Strands of the History and Social Science Framework
--gathering demographic information from the target culture and applying the learning standards
from the Statistics and Probability Strand of the Mathematics Framework to its analysis
--learning song lyrics written in the target language and applying the learning standards of the
Music Strand of the Arts Framework when singing and the Language Strand of the English
Language Arts Framework when discussing the meaning of the lyrics.
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--collaborating by e-mail with students in the target culture to collect data on ecosystems and using this
knowledge in achieving the learning standards of the Domains of Science: Life Sciences Strand of the
Science and Technology Framework
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
--studying videotapes of contemporary and folk dance choreography from the target culture and
analyzing them using the learning standards of the Dance Strand of the Arts Framework and the
Personal and Physical Health Strand of the Health Curriculum Framework Relations Strand of the
Mathematics Framework
7.4 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--analyzing depictions of mythology by applying the learning standards of the History Strand of the
History and Social Science Framework and the Literature Strand of the English Language Arts
Framework
--learning technical vocabulary in the target language to explain a design project when applying the
learning standards of the Technology Strand of the Science and Technology Framework
--researching examples of cultural encounters in history by reading primary source documents from
the target culture and analyzing them by using the learning standards of the History Strand of the
History and Social Science Framework
Communities
use languages other than English within and beyond the school setting.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging drawings or photographs, and discussing them orally or in letters and email with students in another community in Massachusetts, the United States, or another country.*:
Stage 2
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging videotapes, newsletters, photographs, and artwork and discussing them orally
or in letters and e-mail with students in another community in Massachusetts, the United States, or
another country
Stage 3
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--interviewing one person about his or her occupation or interests
--locating community, state, and national organizations that support the study of languages and cultures
and report on their programs and events
--researching and presenting information about a linguistic or cultural group in Massachusetts in the
present time.
.
Stage 4
8.4 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--locating speakers or scholars of the target language in the community, region, or state and establishing
ongoing communication through correspondence, multiple interviews or conversations, internships,
or volunteer activities
93
August 2013
--locating newspapers, magazines, newsletters, television or radio stations, or websites that use languages
other than English and contributing letters, articles, or other materials in the target language
--describing work and volunteer opportunities requiring second language skills in international
government relations, international businesses, and international non-profit organizations
Essential Questions
How does each tense or grammatical topic become part of the whole language experience?
What were you like as a child and what did you used to do ?
How does our past affect our present and future?
How do our values shape our past and our present?
Why are there two ways to say “for”?
What are the gerunds and infinitives and when do we use them?
What does the future hold?
If our society adopts a whole new set of laws, what will our future be?
Why are there multiple forms of the imperative?
How do we relate to other people and how do their actions affect us?
How do different forms of government affect people and their lifestyles?
How would our lives have been different if our relationships had evolved differently?
How can we use the internet to access information about the world around us?
How has computer use changed our relationships and lives in the past ten years?
How do all the pieces of language we have individually learned fit together?
Enduring Understandings
Synthesis of all pieces of language in a holistic manner.
Comprehension of reading, reacting to, and discussing original works in Spanish.
Everyday situations that we encounter can be communicated in Spanish as well as in English
We have some control over our future and have to fight for control of other aspects of our future
Object pronouns are essential to comfortable, daily speech.
Giving commands is an integral element of Spanish speaking.
Each action we take has its own set of consequences
Different governmental models have a direct bearing on quality of life.
Relationships are composed of multiple layers of complexity and are continually evolving
Technology allows us to access the world’s resources for our local educational benefit.
Synthesis of all verbal tenses and moods allows them to be advanced Spanish speakers and writers
Evidence of Understanding
Multiple choice reading and listening selections
On the spot speaking formative assessments
Summarize short stories in one-two paragraphs
Identify plot, setting, characters, and themes in 10 point quizzes
Present an oral synopsis of a current news article that deals with one of the same themes from the story
Use the John Collins writing technique to write a persuasive paragraph stating their opinion on a certain topic
Write a story of their childhoods using the preterite and imperfect, plus object pronouns
Present skits on vocabulary topics
Respond to situational and open response topics
Complete unit quizzes and exams
Dramatize scenes from a story
Create a timeline of the story events
Debate opposing opinions based on themes from the stories
Compose questions to be used to interview another student
Teach a mini-lesson in the past subjunctive and its ties to the conditional tense
Compose their own love letters
Create Webquests for classmates to research aspects of Spanish culture and history
94
August 2013
Formulate a chart of all tenses, moods, and applications
Write an alternate ending to a short story, demonstrating holistic command of the moods and tenses
Course Outline
Unit
Unit 1 :Review of
present indicative,
present progressive,
preterite and imperfect
tenses
Essential Questions
--How does each tense or
grammatical topic become part of
the whole language experience??
Unit 2: Object
pronouns and talking
about the past
--What were you like as a child
and what did you used to do ?
--How does our past affect our
present and future ?
--How do our values shape our
past and our present ?
Unit 3: Por/Para and
Gerund vs. Infinitive
--Why are there two ways to say
“for” ?
--What are gerunds and infinitives
and when do we use them
Skills and Understandings
--Read a short story in upper
level Spanish
--Compose reactions and
synopses of the story, using
the preterite and imperfect
tenses
--Discuss themes in small
groups
--Identify plot, setting,
characters, themes
--Use the present indicative
tense and present progressive
to describe picture stories
--Incorporate the past
participle in discussions
involving the passive voice
--Differentiate between the
uses of ser and estar
--Differentiate between the
uses of the preterite and
imperfect tenses
--Read and comprehend the
short stories El Decimo and
Cajas De Carton
--Present orally their
childhood stories and field
questions from their
classmates
--Debate differences of
opinion regarding illegal
immigration, using current
events to reinforce opinions
--Read Jacinto Contreras
Recibe Su Paga
Extraordinaria
--Congratulate people
--Discuss jobs and where
people work, steps of finding
employment and the
application process
--Write a paragraph about a
job interview
--Correctly use por/para in
all spoken and written
situations
--Understand and use
gerunds and infinitives in
appropriate contexts
Assessment
--narration, including
retelling a short portion of
text from another point of
view
--test on preterite and
imperfect, as well as short
stories
--write an essay in Spanish
regarding themes of one of
the stories incorporating 21st
century learning objectives
--peer interview on
childhood
--debate regarding illegal
immigration
--persuasive essay or
summary of story
--Compare/contrast of main
character in Cajas de Carton
vs. own lives
--Interview community
member who has moved to
the United States from
another country and share his
or her experiences with the
class
--Test on Jacinto, por/para,
and gerund use
--presentational writing
activity
--Act out skits, using the
above information
95
August 2013
Unit 4: The future tense
and technology
--If our society adopts a whole
new set of laws, what will our
future be ?
--What does the future hold?
Unit 5: The Imperative
and family relationships
-- How do we relate to different
members of the family?
--What is the importance of
family?
Unit 6: The Present
Subjunctive and
Argentina
--How do different forms of
government affect people and
their lifestyles?
--How does the history of Latin
American Countries relate to us?
Unit 7 :The Conditional
Tense, imperfect
subjunctive, and if
clauses
--How do we relate to other
people and how do their actions
affect us ?
Unit 8: Perfect tenses
How can we use the Internet to
--Use the future to express
future actions
--Understand the application
of the simple future and the
immediate future
--Express the future using
“si” clauses
--Discuss what their lives
will be like in the future
--Ask others about their
future plans
--Predict the future of society
based on the short story
Nosotros, no
-- Use all forms of the
imperative : formal,
informal, affirmative, and
negative
--Place object pronouns
appropriately to the
imperative
--Discuss crime scene
investigations
-- Read and analyze
Jaquemate en dos Jugadas
and No Oyes Ladrar los
Perros
--Form and use the present
subjunctive mood
--Understand the application
of the present subjunctive
--Recognize the cues that
indicate the need for the
present subjunctive
--Discuss various forms of
government
--Label all important
geographical components of
Argentina and its environs
--Acquire a basic
understanding of Argentina’s
20th-century history
--Watch La Histora Oficial
for a better understanding of
the desaparecidos and to
increase comprehension of
Argentine dialect
--Compare and contrast past
forms of government with
the current political situation
--Form and use the
conditional tense, imperfect
subjunctive and if clauses
--Express what would
happen in certain situations
--Analyze feelings and
emotions
--Form and use the perfect
--Test on Nosotros No
--Oral presentation on future
plans
--Create a new invention
using technology and present
to class
--Test on Jaquemate en dos
Jugadas and No Oyes Ladrar
Los Perros
--Create a crime scene
investigation based on story
--Write alternative endings
to stories
--Discuss the role of greed in
many crimes and the
importance of family in ones
development
--Test of video and history of
Argentina, with essay
focusing on present
subjunctive
--Oral presentation on one of
several Latin American
leaders past or present, with
commentary on their
connections to the U.S.
--Test/quiz on conditional
tense
--Discussion of what you
would do if…
--project
--student lesson teaching
these concepts
--Test on Rosa
96
August 2013
and modern technology
access information about the
world around us?
How has computer use changed
our relationships and lives in the
past ten years?
Unit 9: Sequence of
tenses and herosim
--How do all the pieces of
language we have individually
learned fit together?
--What constitutes a hero?
tenses: present perfect,
pluscuamperfecto,
conditional perfect, future
perfect, pluscuamperfecto of
the subjunctive
--Understand the application
of the perfect tenses
--Recognize the cues that
indicate the need for the
perfect tenses
--Express the perfect tenses
using “si” clauses
--Analyze the effect of
technology on our world
--Persuade others of the
benefits or drawbacks of
technology
--Discuss heroism and tell
who our heroes are
--Watch The Motorcycle
Diaries
Discuss Che Guevara and his
relevance in history,
focusing on whether he is a
hero or not and why
--Form and use all the tenses
and moods introduced this
year
--Understand the application
of all tenses and moods in
written and spoken
applications
--Recognize the cues that
indicate the need for certain
tenses
--Express the past and future,
using “si” clauses
--Synthesize all verbal tenses
and moods into a cohesive
structure of language
--Discussion on the
benefits/drawbacks of
technology
--use of technology to
present new ideas to class
--Use of technology to
connect with native speakers
in target language
--formative essays and
speaking practice
--presentational writing
--debates
--Test or Webquest on Che
Guevara
97
August 2013
Advanced Placement Spanish
Grade Level
12
Course Number
620
Subject Area
Advanced Placement Spanish
Course Description
The AP® Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to
improve their proficiency across the three modes of communication. The course focuses on the integration of authentic
resources including online print, audio, and audiovisual resources, as well as traditional print resources that include
literature, essays, and magazine and newspaper articles, and also a combination of visual/print resources such as charts,
tables, and graphs, all with the goal of providing a diverse learning experience. Students communicate using rich, advanced
vocabulary and linguistic structures as they build proficiency in all modes of communication toward the pre-advanced level.
Central to communication is the following premise from the College Board's Curriculum Framework: "When
communicating, students in the AP® Spanish Language and Culture course demonstrate an understanding of the culture(s),
incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language
and between cultures (Comparisons), and use the target language in real-life settings (Communities)."
To support building communicative proficiency, I use the Palabra de honor, adapted from the protocol used at Middlebury
College, which requires that students speak the target language exclusively: between them and me and among the students
themselves, at all times and for all purposes while in my classroom and beyond.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
1.3 Ask and answer questions*
Stage 1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage 2
1.9 Ask and respond to questions to clarify information
1.19 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12
Perform Stage 1 and Stage 2 Learning Standards
Stage 3
1.13
Suggest possible solutions to a problem
1.14
Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
1.15
Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels,
etc.*
Stage 4 Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
98
August 2013
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.26 Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Stage 1 Using selected words, phrases, and expressions with no major repeated patterns of error, students will
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Stage 2 Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
2.5 Perform Stage 1 Learning Standards
2.6 Follow directions such as for a recipe, a word maze, or a logic problem
2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and
brochures*
2.8 Understand important ideas and details in highly contextualized authentic and adapted texts*
2.22 Understand learned expressions, sentences, questions, and polite commands in messages*
2.23 Identify themes in fictional and non fictional works and relate them to personal experiences*
Stage 3 Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.18 Understand telephone conversations or written correspondence
Stage 4 Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
2.20 Identify the main points and details in a radio or TV news program
2.21 Understand printed or recorded advice and suggestions
2.22 Analyze the aesthetic qualities of works of poetry, drama, fiction, or film*
2.23 Interpret literature based on evidence from the text*
2.24 Analyze moral/philosophical points presented in literary texts*
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
3.3 Express agreement and disagreement
Stage 1
3.4 Describe people, places, and things*
3.15 Write lists and short notes
3.6 Present information in a brief report*
Stage 2 Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
99
August 2013
Stage 3
Stage 4
3.7 Perform Stage 1 Learning Standards
3.8 Write simple paragraphs
3.9 Write greeting cards, notes, letters, and e-mails*
3.10 Describe elements of stories such as characters, events, and settings*
3.11 Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will 3.12
Perform Stage 1 and
Stage 2 Learning Standards
3.13 Develop and present solutions to problems
3.14 State and support opinions to convince or persuade a listener or reader
3.15 Write letters requesting specific information
3.16 Write e-mail correspondence with peers to compare and contrast interests
3.17 Write reviews about a story, play, movie or other form of literature*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning students will
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
3.20 Write critiques of books, articles, orations, movies, plays, videos, or CDs from or about the target
culture*
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Stage 1 Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
and using English when necessary, students will
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.16
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Stage 2
Stage 3
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.10 Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and
videos, and relate these to the cultural perspectives of the target culture*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.12 Identify, place in chronological order, and describe the significance of important historical evens in
the target culture*
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.16 Identify artistic styles in the target culture and discuss the meanings of examples of music, dance,
plays, epic poetry and visual arts from various historical periods in the target culture
4.17 Identify artistic styles and cultural characteristics in literature, popular periodicals, music, theatre,
visual arts, commercials, films, videos and relate these to the language and perspectives of the target culture*
100
August 2013
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
4.19 Describe the relationship between social establishments such as schools, religions, governments, and
the perspectives of the target culture*
4.21 Analyze examples of literature, primary source historical documents, music, visual arts, theatre,
Stage 4
dance, and other artifacts from target culture(s) and discuss how they reflect individual and cultural perspectives*
4.22 Describe conflicts in points of view within and among cultures and their possible resolutions; and
discuss how the conflicts and proposed resolutions reflect cultural and individual perspectives*
4.23 Distinguish among knowledge, informed opinions, uninformed opinions, stereotypes, prejudices,
biases, open mindedness, narrow mindedness, and closed mindedness in literature, primary and secondary source
documents, mass media, and multimedia presentations
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
studied with their own
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the
target language and compare and contrast them
with English linguistic characteristics*
5.5
Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.7 Analyze how idiomatic expressions work in both languages*
5.8 Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry*
2
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
English*
5.10 Give examples of words or word parts
from the target language that have been adopted
into the English language
5.11 Analyze differences and similarities between the writing systems of both languages*
5.12 Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target
language and in English*
3
5.13 Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the
target language
5.14 Discuss and analyze idiomatic
expressions in the target language
5.15 Compare, contrast, and discuss etymological/linguistic roots of English words from the target
language*
5.16 Read and view several literary works (print, film, multimedia) with related themes and compare
them*
4
5.17: Describe a major aspect of the linguistic system of the target language (such as syntax, style, body
language, pragmatics, etc.) and compare and contrast this to a comparable aspect of English*
5.18 Describe similarities in themes and details found in narratives of the target language and English*
Connections
Use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain
new knowledge.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
101
August 2013
Stage 2
Stage 3
Stage 4
7.2 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--obtaining political and economic information from newspapers, other print sources, and interactive
CD roms in the target language and using this information to achieve the learning standards of the
Civics and Government and Economics Strands of the History and Social Science Framework
--learning song lyrics written in the target language and applying the learning standards of the
Music Strand of the Arts Framework when singing and the Language Strand of the English
Language Arts Framework when discussing the meaning of the lyrics.
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
7.4 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--learning technical vocabulary in the target language to explain a design project when applying the
learning standards of the Technology Strand of the Science and Technology Framework
--researching examples of cultural encounters in history by reading primary source documents from
the target culture and analyzing them by using the learning standards of the History Strand of the
History and Social Science Framework
Communities
Use languages other than English within and beyond the school setting.
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage 1
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging drawings or photographs, and discussing them orally or in letters and email with students in another community in Massachusetts, the United States, or another country.*:
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Stage 2
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters; or
--making and exchanging videotapes, newsletters, photographs, and artwork and discussing them orally
or in letters and e-mail with students in another community in Massachusetts, the United States, or
another country
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Stage 3
Examples of this include:
--interviewing one person about his or her occupation or interests
--locating community, state, and national organizations that support the study of languages and cultures
and report on their programs and events
--researching and presenting information about a linguistic or cultural group in Massachusetts in the
present time.
.
8.4 Apply knowledge of the target language and culture beyond the classroom setting*
Stage 4
Examples of this include:
--locating speakers or scholars of the target language in the community, region, or state and establishing
ongoing communication through correspondence, multiple interviews or conversations, internships,
or volunteer activities
--locating newspapers, magazines, newsletters, television or radio stations, or websites that use languages
other than English and contributing letters, articles, or other materials in the target language
Essential Questions
How does each tense or grammatical topic become part of the whole language experience?
How does our past affect our present and future?
102
August 2013
How do our values shape our past and our present?
What does the future hold?
How do we relate to other people and how do their actions affect us?
How would our lives have been different if our relationships had evolved differently?
How can we use the internet to access information about the world around us?
How has technology use changed our relationships and lives in the past ten years?
How do all the pieces of language we have individually learned fit together?
How do we impact our environment?
How do we identify ourselves and others?
How do societies and individuals define quality of life?
How do language and culture influence identity?
How does one’s identity develop over time?
Enduring Understandings
Synthesize all pieces of language in a holistic manner.
We are capable of reading, reacting to, and discussing original works in Spanish.
We can share our histories in Spanish, too.
Everyday situations that we encounter can be communicated in Spanish as well as in English
We have some control over our future and have to fight for control of other aspects of our future
Different governmental models have a direct bearing on quality of life.
Relationships are composed of multiple layers of complexity and are continually evolving
Technology allows us to access the world’s resources for our local educational benefit.
Synthesis of all verbal tenses and moods allows them to be advanced Spanish speakers and writers
We can integrate listening, speaking, writing, and reading to share ideas.
Evidence of Understanding
Practice AP exam
Summarize short stories in one-two paragraphs
Identify plot, setting, characters, and themes in quizzes
Present an oral synopsis of a current news article that deals with one of the same themes from the story
Present information on different Spanish speaking countries
Write a persuasive paragraph stating their opinion on a certain topic
Write a synthesized presentational essay on assigned topic
Present skits on vocabulary topics
Respond to situational and open response topics
Complete unit quizzes and exams
Dramatize scenes from a story
Create a timeline of the story events
Debate opposing opinions based on themes from the stories
Compose questions to be used to interview another student
Teach a mini-lesson in grammar
Formulate a chart of all tenses, moods, and applications
Write an alternate ending to a short story, demonstrating holistic command of the moods and tenses
Create a project integrating written and oral sources culminating in a 2 minute presentation to class with follow up
questions
Simulated phone conversations
Multiple choice reading and listening selections
On the spot speaking formative assessments
103
August 2013
Course Outline
Unit
Unidad 1: Las familias
y las comunidades
Education Communities
/ Las comunidades
educativas • Social
Networking / Las redes
sociales • Human
Geography / La
geografía humana •
Customs and Values /
Las tradiciones y los
valores • Global
Citizenship / La
ciudadanía global •
Family Structure / La
estructura de la familia
Essential Questions
--¿Cómo se define la familia en
distintas sociedades?
--¿Cómo contribuyen los
individuos al bienestar de las
comunidades?
--¿Cuáles son las diferencias en
los papeles que asumen las
comunidades y las familias en las
diferentes sociedades del mundo?
Unidad 2:La ciencia y
la tecnología
Contextualized
Chapters or Contextos:
• Effects of Technology
on Self and Society /
Los efectos de la
tecnología en el
individuo y en la
sociedad • Health Care
and Medicine / El
cuidado de la salud y la
medicina • Science and
Ethics / La ciencia y la
ética • Natural
Phenomena / Los
fenómenos naturales •
Access to Technology /
--Que impacto tiene las avances
tecnologicas y cientificas en
nuestras vidas?
--Que papel cumple la etica en
ciencia y tecnologia?
Skills and Understandings
--Read a short story in upper
level Spanish
--Compose reactions and
synopses of the story, using
the preterite and imperfect
tenses
--accentuation
--Discuss themes in small
groups
--Identify plot, setting,
characters, themes
--Use the present indicative
tense and present progressive
to describe picture stories
--read and respond to
Lecturas auténticas: «
Tiempo de Juego» En esto
creo: « Educación», por
Carlos Fuentes «Facebook,
el monstruo de las dos
cabezas» «Centroamérica y
las redes sociales» «La
situación de los pueblos del
lago Atitlán» «30 años de
cultura de mall» El niño y la
niebla, por Rodolfo Usigli
«Homenaje a las madres de
la tradición artesana»
Listen and respond to
selecciones auténticas de
audio: «Tocar y luchar»
«Jóvenes y uso de las redes
sociales» «Basura: un
problema en aumento»
«CULTURA: Garífuna»
Cinemateca auténtica: «Ella
o yo»
--Differentiate between the
uses of ser and estar
--Differentiate between the
uses of the preterite and
imperfect tensesb
--review of frequently used
verbs and special
punctuation
--Read lecturas auténticas:
«No sin mi móvil»
«Nosotros, no», por José
Bernardo Adolph
NTEXTO 2 «Google, un
médico virtual no
aconsejable» La
enfermedad como causa de
marginación en la Edad
Media CONT
Assessment
--Presentación oral:
comparación cultural
(according to the Primary
Learning Objectives and
exam task)
Prepara una presentación
oral sobre este tema:
¿Cuáles son los principales
factores que influyen en la
formación de los valores de
una persona?
Compara la formación en
valores que tú has tenido con
la que reciben los jóvenes en
una región del mundo
hispanohablante que te sea
familiar.
--Spoken Interpersonal
Communication
-- Written Interpersonal
Communication
--Audio, Visual, and
Audiovisual Interpretive
Communication
--Written and Print
Interpretive Communication
--Spoken Presentational
Communication
--Written Presentational
Communion
--vocabulary test
--Test on themes and stories
--Spoken Interpersonal
Communication
-- Written Interpersonal
Communication
--Audio, Visual, and
Audiovisual Interpretive
Communication
--Written and Print
Interpretive Communication
--Spoken Presentational
Communication
--Written Presentational
Communion
--research paper on science
theme
104
August 2013
El acceso a la
tecnología • Innovations
/ Las innovaciones
tecnológicas
Unidad 3: La belleza y
la estética
• Defining Beauty /
Definiciones de la
belleza • Fashion and
Design / La moda y el
diseño • Language and
Literature / El lenguaje
y la literatura • Visual
and Performing Arts /
Las artes visuales y
escénicas • Architecture
/ La arquitectura • La
belleza y la estética
--¿Cómo se establecen las
percepciones de la belleza y la
creatividad?
Unidad 4:
Contemporary Life /
La vida
contemporánea
--¿Cómo definen los individuos y
las sociedades su propia calidad
de vida? --¿Cómo influyen los
productos culturales, las prácticas
y las perspectivas de la gente en
la vida contemporánea?
--¿Cuáles son los desafíos de la
vida contemporánea?
• Education and Careers
/ La educación y las
carreras profesionales
28
--¿Cómo influyen los ideales de la
belleza y la estética en la vida
cotidiana?
--¿Cómo las artes desafían y
reflejan las perspectivas
culturales?
«Neander Park»
«Sustentabilidad»
«La gran extinción que casi
acabó con la vida en la
Tierra» «Cazadores de
tornados»
Listen to elecciones
auténticas de audio:
«Proyecto MARTA: el coche
del futuro con tecnología
española» «Escepticismo y
medicinas alternativas» «El
desarrollo sostenible debe
basarse en la ciencia» «Las
sequías: el peligro natural
más destructivo del planeta»
Cinemateca auténtica: «Un
atajo, un cami
--conjunctions
--use of quotations
--Review of subjunctive
modes
--Lecturas auténticas: «El
concepto de lo estético a
través de la historia»
23
«Encuesta sobre la belleza»
«Hipsters, la moda de no
estar a la moda» «Resultados
de la encuesta: ¿qué opinas
de las marcas de moda?»
«La literatura y la vida», por
Mario Vargas Llosa Cien
años de soledad, por Gabriel
García Márquez «Museo
Nacional de Bellas Artes»
«Lo mágico, enigmático y
místico en el arte de
Remedios Varo»
--Selecciones auténticas de
audio: «Belleza y
autoestima» «¿Ser diseñador
es un privilegio?» «Isabel
Allende: “Escribir es igual
que enamorarse”» «30 años
del Guernica»
--Cinemateca auténtica:
«Arte precolom
--Use suffixes correctly
--review of numerals
--Lecturas auténticas: «Las
escuelas que siguen a los
chicos» «Prepárese: en el
futuro, todos autónomos»
«Receta de mole colorado
tlaxcalteca» «Marta Hazas:
“Tenemos un producto
distinto, no temo a las
--Spoken Interpersonal
Communication
-- Written Interpersonal
Communication
--Audio, Visual, and
Audiovisual Interpretive
Communication
--Written and Print
Interpretive Communication
--Spoken Presentational
Communication
--Written Presentational
Communion
--narrative essay--vocabulary
test
--Test on themes and stories
--Spoken Interpersonal
Communication
-- Written Interpersonal
Communication
--Audio, Visual, and
Audiovisual Interpretive
Communication
--Written and Print
Interpretive Communication
105
August 2013
• Entertainment / El
entretenimiento y la
diversión • Travel and
Leisure / Los viajes y el
ocio • Relationships /
Las relaciones
personales • Lifestyles /
Los estilos de vida •
Social Customs and
Values / Las tradiciones
y los valores sociales
Unidad 5: lobal
Challenges / Los
desafíos mundiales
• Economic Issues / Los
temas económicos •
Environmental Issues /
Los temas del
medioambiente •
Population and
Demographics / La
población y la
demografía • Social
Welfare / El bienestar
social • Philosophical
Thought and Religion /
El pensamiento
filosófico y la religión •
Social Conscience / La
conciencia social
--¿Cuáles son los desafíos
sociales, políticos y del medio
ambiente que enfrentan las
sociedades del mundo?
--¿Cuáles son los orígenes de esos
desafíos?
--¿Cuáles son algunas posibles
soluciones a esos desafíos?
Unit 6: Sequence of
tenses
How do all the pieces of language
we have individually learned fit
together?
comparaciones”» «Un
mensaje de María José»
Mundo del fin del mundo,
por Luis Sepúlveda «La
evolución de la amistad»
«Cartas de mamá», por Julio
Cortázar
--Selecciones auténticas de
audio: «La equidad de
género en la docencia» «Qué
difícil es hablar el español»
«Medioambiente: viajes
naturalistas» «El arte de
comunicar»
--Cinemateca auténtica:
«Huevos fritos con chorizo y
con patatas»
--Spoken Presentational
Communication
--Written Presentational
Communion
--narrative essay--vocabulary
test
--Test on themes and stories
--Form and use the
conditional tense and if
clauses
--Express what would
happen in certain situations
--Analyze feelings and
emotions
--Lecturas auténticas:
Manual del perfecto idiota
latinoamericano
«Micropréstamos» «La
desglaciación de la cordillera
andina» «Encuesta de
consumo sustentable en
Chile» «Arrugas», por Paco
Roca
33
«La población urbana
mundial crecerá un 75%
hasta los 6300 millones en
2050» «Déficit de espacio
público ahoga a los
bogotanos» «El país de la
casualidad»
--Selecciones auténticas de
audio: «Clase media crece en
América Latina y el Caribe»
«Capacitación a los jóvenes
sobre el medioambiente»
«Para preservar los
recuerdos y la historia» «Las
ciudades son de los
ciudadanos»
Cinemateca auténtica:
«Pecera: Un cortometraje del
océano»
--Form and use all the tenses
and moods introduced this
year
--Understand the application
--write an essay illustrating
what you would do “if”’
certain circumstances occur
--Test on imperfect
subjunctive and if clauses
---- Written Interpersonal
Communication
--Audio, Visual, and
Audiovisual Interpretive
Communication
--Written and Print
Interpretive Communication
--Spoken Presentational
Communication
--Written Presentational
Communion
--narrative essay--vocabulary
test
--Test on themes and stories
--AP tasks , both practice
and as formal practice exam
--formative essays and
speaking practice
106
August 2013
of all tenses and moods in
written and spoken
applications
--Recognize the cues that
indicate the need for certain
tenses
--Express the past and future,
using “si” clauses
--Synthesize all verbal tenses
and moods into a cohesive
structure of language
107
August 2013
French V: Honors
Grade Level
12
Course Number
625
Subject Area
Foreign Language
Course Description
This course is designed for students who are able to work independently. The course will emphasize advanced work in the
four language skills: reading, writing, listening, and speaking, as well as include aspects of culture, history, literature, and
oral expression. A basic text plus ancillary materials will be used as directives and examples on which students will base
their oral and written work. Students should possess a sound knowledge of grammar and a competent writing ability upon
entering this course.
Content Standards
Communication
Interpersonal -converse in a language other than English to provide and obtain information, express feelings and emotions,
and exchange opinions
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.1 Greet and respond to greetings*
1.2 Introduce and respond to introductions*
Stage
1.3 Ask and answer questions*
1
1.4 Make and respond to requests
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
1.7 Express needs and emotions
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
1.8 Perform Stage 1 Learning Standards
Stage
2
1.9 Ask and respond to questions to clarify information
1.20 Exchange opinions about people, activities, or events
1.11 Discuss class reading*
Using sentences, strings of sentences, fluid sentence-length and paragraph-length messages, with frequency
of errors proportionate to the complexity of the communicative task, students will
1.12
Perform Stage 1 and Stage 2 Learning Standards
Stage
1.13
Suggest possible solutions to a problem
3
1.14
Discuss personal feelings and ideas to persuade someone to consider an alternate viewpoint
1.15
Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, novels,
etc.*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
errors proportionate to the complexity of the communicative task, students will
2.11 Perform Stage 1 and Stage 2 Learning Standards
Stage
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
4
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
108
August 2013
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.27 Understand telephone conversations or written correspondence
Interpretive- understand and interpret ideas and information written or spoken in a language other than English
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
Stage
1
2.1 Follow directions*
2.2 Understand some ideas and familiar details*
2.3 Obtain information and knowledge*
2.4 Read and interpret signs, simple stories, poems, and informational texts*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
Stage
frequency of errors proportionate to the complexity of the communicative task, students will
2
2.5 Perform Stage 1 Learning Standards
2.6 Follow directions such as for a recipe, a word maze, or a logic problem
2.7 Read authentic and adapted materials, such as short stories, narratives, advertisements, and
brochures*
2.8 Understand important ideas and details in highly contextualized authentic and adapted texts*
2.24 Understand learned expressions, sentences, questions, and polite commands in messages*
2.25 Identify themes in fictional and non fictional works and relate them to personal experiences*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage
errors proportionate to the complexity of the communicative task, students will
3
2.11 Perform Stage 1 and Stage 2 Learning Standards
2.12 Read articles in a magazine, journal, or newspaper and understand main ideas
2.13 Read a literary text and understand the theme, characters and setting*
2.14 Identify the characteristics of major genres, such as nonfiction, fiction, drama, and poetry in the target
literature*
2.15 Comprehend narration in present, past, and future*
2.16 Identify and understand feelings and emotions*
2.17 Comprehend audio and video texts
2.18 Understand telephone conversations or written correspondence
Stage
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages
4
with some patterns of errors that do not interfere with meaning, students will
2.19 Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
2.20 Identify the main points and details in a radio or TV news program
2.21 Understand printed or recorded advice and suggestions
2.22 Analyze the aesthetic qualities of works of poetry, drama, fiction, or film*
2.23 Interpret literature based on evidence from the text*
2.24 Analyze moral/philosophical points presented in literary texts*
Presentational Communication
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
3.1 Express opinions and ideas
3.2 Express needs and emotions
Stage
3.3 Express agreement and disagreement
1
3.4 Describe people, places, and things*
3.16 Write lists and short notes
3.6 Present information in a brief report*
Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with
frequency of errors proportionate to the complexity of the communicative task, students will
3.7 Perform Stage 1 Learning Standards
Stage
3.8 Write simple paragraphs
2
3.9 Write greeting cards, notes, letters, and e-mails*
3.10 Describe elements of stories such as characters, events, and settings*
3.11 Give presentations on planned activities or on cultural topics*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length messages with frequency of
Stage
errors proportionate to the complexity of the communicative task, students will 3.12
Perform Stage 1 and
3
109
August 2013
Stage
4
Stage 2 Learning Standards
3.13 Develop and present solutions to problems
3.14 State and support opinions to convince or persuade a listener or reader
3.15 Write letters requesting specific information
3.16 Write e-mail correspondence with peers to compare and contrast interests
3.17 Write reviews about a story, play, movie or other form of literature*
Using sentences, strings of sentences, and fluid sentence-length and paragraph-length, and essay-length messages
with some patterns of errors that do not interfere with meaning students will
3.18 Perform Stage 1, Stage 2, and Stage 3 Learning Standards
3.19 Write journals, letters, stories, and essays
3.20 Write critiques of books, articles, orations, movies, plays, videos, or CDs from or about the target
culture*
Culture
demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human
commonalities as reflected in history, literature, and the visual and performing arts
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language,
Stage
and using English when necessary, students will
1
4.1
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings,
farewells, school routines, and other daily activities.*
4.2
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and
dramatizations*
4.3
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and
photographs*
4.4
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies,
games, traditional crafts, and musical instruments*
4.5
Identify distinctive contributions made by people in the target culture*
4.17
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and
performing songs, dances, or memorizing poems; by identifying and making examples of crafts or
visual arts using traditional techniques such as brush painting, paper folding, or mosaics*
Stage
2
Stage
3
Stage
4
4.8
4.9
Identify patterns of social behavior that are typical of the target culture*
Interact appropriately in social and cultural activities, such as
• for modern languages: exchanges in a restaurant, at a bus stop, in a store, or in a classroom
• for classical languages: in triumphal marches, weddings, or funerals*
4.10 Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and
videos, and relate these to the cultural perspectives of the target culture*
4.11 Identify historical and/or cultural figures from the target culture and describe their contributions*
4.12 Identify, place in chronological order, and describe the significance of important historical evens in
the target culture*
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target
language is or was used*
4.14 Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events
that are typical of the target culture, and discuss how they reflect language and cultural perspectives*
4.15 Identify and use verbal and non-verbal cues appropriate to the target culture in a variety of situations
4.16 Identify artistic styles in the target culture and discuss the meanings of examples of music, dance,
plays, epic poetry and visual arts from various historical periods in the target culture
4.17 Identify artistic styles and cultural characteristics in literature, popular periodicals, music, theatre,
visual arts, commercials, films, videos and relate these to the language and perspectives of the target culture*
4.18 Identify significant political, military, intellectual, and cultural figures and describe how they shaped
historical events and/or the target culture’s perspectives*
4.19 Describe the relationship between social establishments such as schools, religions, governments, and
the perspectives of the target culture*
4.21 Analyze examples of literature, primary source historical documents, music, visual arts, theatre,
dance, and other artifacts from target culture(s) and discuss how they reflect individual and cultural perspectives*
110
August 2013
4.22 Describe conflicts in points of view within and among cultures and their possible resolutions; and
discuss how the conflicts and proposed resolutions reflect cultural and individual perspectives*
Comparisons
Linguistic Comparisons demonstrate an understanding of the
nature of language through comparison of the language
studied with their own
5.1: Ask and answer questions regarding similar/different phonetic/writing systems used in the target
language*
5.2
Give examples of ways in which the target language differs from/is similar to English*
1
5.3
Give examples of borrowed and loan words*
5.4
Identify linguistic characteristics of the
target language and compare and contrast them
with English linguistic characteristics*
5.5
Compare, contrast, and exchange views on an aspect of the target language*
5.6 Identify words in the target language that are used frequently in English*
5.7 Analyze how idiomatic expressions work in both languages*
5.8 Compare and contrast similarities/differences of sounds in rhythm and rhyme in poetry*
2
5.9 Recognize grammatical categories such as tense, gender, and agreement in the target language and
English*
5.10 Give examples of words or word parts
from the target language that have been adopted
into the English language
5.11 Analyze differences and similarities between the writing systems of both languages*
5.12 Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target
language and in English*
3
5.13 Compare, contrast, and analyze articles in newspapers, journals, and TV and radio broadcasts in the
target language
5.14 Discuss and analyze idiomatic
expressions in the target language
5.15 Compare, contrast, and discuss etymological/linguistic roots of English words from the target
language*
5.16 Read and view several literary works (print, film, multimedia) with related themes and compare
them*
4
5.17: Describe a major aspect of the linguistic system of the target language (such as syntax, style, body
language, pragmatics, etc.) and compare and contrast this to a comparable aspect of English*
5.18 Describe similarities in themes and details found in narratives of the target language and English*
Connections
Use the target language to reinforce and expand their knowledge of other disciplines, acquire information, and gain new
knowledge.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
7.1 Obtain information and knowledge related to other disciplines from sources in the target
language*
Examples of this include:
--reading age-appropriate authentic fiction and nonfiction from the target culture and analyzing it
using the learning standards from the Literature Strand of the English Language Arts Framework
Stage 2
7.2 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--obtaining political and economic information from newspapers, other print sources, and interactive
CD roms in the target language and using this information to achieve the learning standards of the
Civics and Government and Economics Strands of the History and Social Science Framework
--learning song lyrics written in the target language and applying the learning standards of the
Music Strand of the Arts Framework when singing and the Language Strand of the English
111
August 2013
Stage 3
Stage 4
Language Arts Framework when discussing the meaning of the lyrics.
7.3 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--comparing examples of literary criticism in the target language and English and applying the learning
standards of the Literature Strand of the English Language Arts Framework
7.4 Obtain information and knowledge related to other disciplines from sources in the target language*
Examples of this include:
--researching examples of cultural encounters in history by reading primary source documents from
the target culture and analyzing them by using the learning standards of the History Strand of the
History and Social Science Framework
Communities
Use languages other than English within and beyond the school setting.
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will
8.1 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters
Stage 2
8.2 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--conversing with speakers of the target language; or
--reading and writing e-mail or letters
Stage 3
8.3 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--interviewing one person about his or her occupation or interests
--researching and presenting information about a linguistic or cultural group in Massachusetts in the
present time.
Stage 4
8.4 Apply knowledge of the target language and culture beyond the classroom setting*
Examples of this include:
--locating newspapers, magazines, newsletters, television or radio stations, or websites that use languages
other than English and contributing letters, articles, or other materials in the target language
Essential Questions
How does each tense or grammatical topic become part of the whole language experience?
How does our past affect our present and future?
How do our values shape our past and our present?
How do we relate to other people and how do their actions affect us?
How would our lives have been different if our relationships had evolved differently?
How can we use the internet to access information about the world around us?
How has technology use changed our relationships and lives?
How do all the individual pieces of language we have learned form a cohesive whole?
How do we impact our environment?
How do we identify ourselves and others?
How do societies and individuals define quality of life?
How do language and culture influence identity?
How does one’s identity develop over time?
Enduring Understandings
Synthesize all pieces of language in a holistic manner.
We are capable of reading, reacting to, and discussing original works in French.
We are able to share our histories in French.
Everyday situations can be communicated in French as well as in English
112
August 2013
We have some control over our future.
Different governmental models have a direct bearing on quality of life.
Relationships are composed of multiple layers of complexity and are continually evolving.
Technology allows us to access the world’s resources for our educational benefit.
Synthesis of all verb tenses and moods allows us to be competent French speakers and writers.
We can integrate listening, speaking, writing, and reading to share ideas.
Evidence of Understanding
Summarize short stories in one-two paragraphs
Identify plot, setting, characters, and themes in quizzes
Present an oral synopsis of a current news article that deals with one of the same themes from the story
Use the John Collins writing technique to write a persuasive paragraph stating their opinion on a certain topic
Write a synthesized presentational essay on an assigned topic
Present skits on vocabulary topics
Respond to situational and open response topics
Complete unit quizzes and exams
Dramatize scenes from a story
Create a timeline of the story events
Debate opposing opinions based on themes from the stories
Compose questions to be used to interview another student
Create Webquests to research aspects of French culture and history
Write an alternate ending to a short story, demonstrating holistic command of the moods and tenses
Create a project integrating written and oral sources culminating in a 2 minute presentation to class with follow up
questions
Simulated phone conversations
Multiple choice reading and listening selections
On the spot speaking formative assessments
Course Outline
Unit
Unit 1
present tense
review of etre,
aller, avoir ,faire
and their related
expressions, use of
the Imperative
mood,
historical regions of
France
Essential Questions
Skills and Understandings
Assessment
--What idiomatic expressions are
--used to express common
English concepts?
--How do I give commands in
French?
--What are the geographic and
cultural aspects of france?
--The future tense is created
by
using aller +
infinitive
--French uses idiomatic
expressions to relate its
English equivalent
--There are three types of
commands in French
--There are many regional
and cultural differences
within France
--discussion topics involving
the idiomatic expressions
--test expressing the correct
French idiomatic expression
--skit relating the idiomatic
expressions and commands
--indicate the cultural and
geographic differences of
France.
--web quest to compare the
prehistoric
aspects
of
Stonehenge and Carnac
Unit 2
review of the
present tense
conjugations of
regular verbs.
preposition
required when
using two verbs,
--What preposition is required
when using two verbs?
--What other cultures impacted
early France?
--Who were the important people
who impacted early France?
--Certain prepositions are
required when using two
verbs
--Current day France
evolved from the influence
of many different cultures
--written assessment
selecting the correct
preposition
--written and aural
assessments using the correct
conjugation of regular
present tense verbs
113
August 2013
the origins of the
French monarchy
Unit 3
review of the passé
compose and
l’imparfait,
the influence of the
early Middle Ages
in France,
the difference
between a chanson
de geste and a
roman courtois
Unit 4
review of object
pronouns,
historical figures
and events of the
late Middle Ages
Unit 5
review of the future
simple and futur
anterieur tenses,
review of le
conditionnel and le
passé du
conditionnel
moods,
the Renaissance in
France
Unite 6
review of the
present and past
subjonctif moods,
Le Grand Siecle
--written summary of the
impact of the Roman Empire
on France
--How do I express the idea of
completed past action and
repeated past action?
--What impact did the Middle
Ages have on France?
--How did the literature of the
Middle Ages reflect French
society?
--There are several ways to
express a past action
--The Middles Ages created
strong leaders in France
--The literature of the Middle
Ages was directed to two
levels of society
--written and aural
assessments relating past
activities
--time line showing the
historical events relevant to
the development of France
during the Middle ages
--written summary of the
roman courtoisTristan et
Yseut
--triptych of La Chanson de
Roland
--How do I use object pronouns to
express myself more succinctly?
--What people and events during
the late Middle Ages had an
impact on current day France?
--How did the literature reflect the
French society of the late Middle
Ages?
--Object pronouns allow for
more concise expression
--The events of the late
Middle Ages are still evident
in present-day France
--written and aural
assessment using object
pronouns
--web quest to identify the
various architectural styles
of different French
cathedrals
--written report of the
historical importance of
Jeanne d’Arc
--What is a second method used
to express future action?
--How do I express a hypothetical
situation?
--What influence did the
Renaissance have on France?
--There is a second way to
express a future activity
--I am able to express an
if…then situation
--The Renaissance had a
major impact on French
society.
--written and aural
assessments using the future
simple and future anterieur
tenses
--aural responses to
hypothetical situations
--poster project on a
chateaux of the Loire river
valley.
--aural presentation of the
chateau
--video presentation of the
chateaux of the Loire River
valley
--What is the subjonctif mood?
--How is it created and when is it
used?
--What is the historical and
cultural impact of Le Grand
Siecle?
--The use of present and past
subjunctive moods is
important in the French
language
--The significance of Le
Grand Siècle is still evident
in French culture and
society.
--written and aural
assessments using the
present and past subjunctive
moods.
--aural presentation on the
building of Versailles
--memorize and record a
selected fable by LaFontaine
--written summary of the
114
August 2013
fable including the intended
moral
Unit 7
review of les
Verbes,
Pronominauxer
Reflechis
La Regence
Les Philosophes
Unite 8
review of
adjectives,
review of negative
expressions,
causes of the
French Revolution
Unit 9
review of
possessive
pronouns
review of relative
and demonstrative
pronouns
review of
interrogative
pronouns
events of the
French Revolution
--What are verbes pronominaux?
--How are they formed and when
are they used?
--Who are the Philosophes and
why are they important?
--Les Verbes Pronominaux et
Reflechis are important
concepts in the French
language
--Les Philosophes had a
major influence on the
American and French
Revolutions.
--written and aural
assessments
--aural presentation of daily
preparation using reflexive
verbs in various tenses
--reading and discussion of
excerpts from Candide.
--written summary of a
selection from Rousseau’s
Confessons.
--How are adjectives in French
different from those in English?
--What are the French equivalents
of negative expressions in
English?
--Why was there a revolution in
France?
--Adjectives in French agree
in gender and number with
the noun.
--a minimum of two words
are needed to express a
negation
--The French Revolution had
a major impact on French
life.
--written and aural
assessments using adjectives.
--written and aural
assessments using negative
expressions
--YouTube presentation of
La Revolution Francaise
--written and aural report on
important people involved in
the French revolution
--How do I replace possessive
adjectives and a noun with a
possessive pronoun?
--How do I use interrogative
pronouns?
--What are the major events of the
French Revolution?
--What are some enduring effects
of the French Revolution?
--The use of pronouns allows
for more concise expression.
--There were several stages
of the French Revolution.
--The French Revolution has
had an impact not only in
France but around the world.
--written and aural
assessments
--translate to English a
recording of La Marseillaise
--written comparison of the
American Revolution with
the French Revolution.
--Debate on the importance
of the American and French
Revolutions.
115