grade 5 world languages standard 7.1: communication

GRADE 5 WORLD LANGUAGES Standard 7.1: Communication All students will be able to communicate in at least one world language in addition to English. They will use language to engage in conversation, understand and interpret spoken and written language, present information, concepts, and ideas while making connections with other disciplines, and compare the language/culture, studied with their own. STRANDS/INDICATORS: The New Jersey standards reflect the philosophy and goals of the national standards, for Foreign Language Learning in the 21st Century (ACTFL, 1999) which is reflective of the latest research and instructional methodologies and assessment for second language learning. “Three Modes of Communication” Interpretive, interpersonal and Presentational and places focus upon the content and purpose of communication.

A. Interpretive Mode: Students understand and interpret within the appropriate cultural context spoken and written communication. Examples of “one-way” reading or listening include the cultural interpretation of texts, movies, radio and television broadcasts, and speeches. Interpretation differs from comprehension because it implies the ability to read or listen “between the lines.” (One-way communication)

B. Interpersonal Mode: Student engages in direct oral and/or written communication. Examples involving “two-way”, interactive communication are conversing face-to-face or exchanging personal letters or e-mail messages.

C Presentational Mode: Students present, through oral and /or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. Examples of this “one-to-many” mode of communication are making a presentation to a group or writing an article for the school newspaper. The standards have transparency as indicated within the strands followed by cumulative progress indicators for each strands at specific benchmark levels Grade 2, 4, 8, and 12. Benchmarks for Intermediate Low Learner Range According to ACTFL, students beginning the study of a second language in Kindergarten, in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study o language in subsequent grades in a program that meets for the same time allocations, should meet should meet the following cumulative progress indicators by Fourth Grade. The District will meet the cumulative progress indicators in Fifth Grade.

Specific Concepts/Skills INTERMEDIATE LOW

By the end of Fifth Grade, students should be able to meet the performance indicators in the target language:

Student Activities/Evidence The following are examples of tasks/classroom assessments that provide evidence of a student’s progress toward proficiency in the target language:

A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.1.1 Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.

Review, develop, and apply vocabulary studied in Grades K to 4th.

Introduce, review, develop, and apply required vocabulary related to a variety of topics and experiences as written in the vocabulary appendix.

Students will exhibit understanding of oral and written directions by answering correctly when repeating or writing about the information requested.

Responding to Directions and Commands

Interpret and apply the appropriate responses to a variety of directions and commands:

• Listen to me, please.

• Pay attention to the directions.

• Raise your hand.

• Sit in your seats.

• Give me your homework.

• Open your book to page…

K-2 Novice-Mid 3-4 Novice-High 5-8 Intermediate Low 9-12 Pre-Advanced

INTERMEDIATE-LOW STUDENT PERFORMANCE OUTCOMES

Use strings of sentences when speaking; understand most spoken language when the message is deliberately and carefully conveyed by a speaker; create simple paragraphs when writing; acquire knowledge and new information from comprehensive, authentic texts when reading; tend to become less accurate as the task or message becomes more complex, some patterns of error may interfere with meaning; generally choose appropriate vocabulary for familiar topics, but as the complexity of the message increases, there is evidence of hesitation and grouping of words, as well as patterns of mispronunciation and intonation; generally use culturally appropriate behavior in social situations; understand and retain most key ideas and some supporting detail when reading and listening.

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A. Interpretive Mode (understanding and interpretation of spoken or written communication)

• Close your book.

• Look at the blackboard.

• Take your notebook out.

• Stand up and line up in front of the door.

• Role-play with your classmate.



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Answering Questionnaire

Apply appropriate responses to the teacher, to generated quizzes, evaluations or similar questionnaires when listening or reading, such as:

• True or false.

• Re-state or re-write the incorrect responses in short simple sentences.

• Answer the following questions.

• Look at the photo and state or write about what

you see applying the appropriate vocabulary and

cultural expressions.

• Choose the correct answer.



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• Choose the drawing that goes with the correct vocabulary or expressions.

• Listen to the conversation.

• Listen to the story.

• Repeat/discuss/define the meaning of …

• Respond to the question.

• Work with you partner to discuss, prepare and perform.



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A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.1.2. Compare and contrast the use of verbal and

non-verbal etiquette in the target culture with their own culture in the use of gestures, intonation, and other visual and auditory clues.

• Eye contact and interpersonal social distance • Table manners and telephone practices

Students will analyze the use of verbal and non-verbal etiquette by comparing and contrasting codes of conduct found in the target culture and their own in association to greetings (formal vs. informal).

Greeting friends, family and teachers

Compare and contrast how people from the target language greet each other in different situations.

• In Spain, friends and family members may greet each other with two kisses, one on each cheek.

• In the United States, friends and family members may greet each other using verbal expression such as hi, hello, nice to see you, or by a handshake.

• In Latin America, friends and family members may greet kissing each other on only one cheek.

• In Latin countries, men who have not seen each other in a long time greet with a handshake followed by a hug and a pat on the back.



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Distinguish the similarities and/or differences between the codes of conduct found in the target culture and their own associated to different greetings (formal vs. informal) Differentiate when to apply the appropriate eye contact in various situations.

Differentiate when to apply the appropriate eye contact and physical contact in various situations in role play situations and teacher made test; such as;

• When an adult is reprimanding a child, the child does not make eye contact.

• When greeting others eye contact is made in Spain and in the United States.

• During greetings in Spain, people make physical contact such as a kiss on each cheek, a handshake, and/or a simple hug with a light tap on the back.

• In the United States, friends and family members may greet each other with only one kiss on one cheek.



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Identify and apply appropriate table and telephone manners within various situations:

When eating and requesting food apply the appropriate courtesy expressions:

• Please may I have …? • Thank you.

When making a telephone call use the cultural courtesy expressions:

• Hello, please may I speak with Mr. or Mrs. (last name) thank you.

• When calling an adult family members ask and give blessing before as part of your greetings and farewells.



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A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.1.3. Discuss people, places, objects, and daily activities based on oral or written descriptions.

• Grade level appropriate social studies topics (e.g., famous historical and contemporary personalities from the target culture; regions, cities, historical and cultural sites in the target country; events from U.S. history and target culture history from a specific era)

Identify and discuss after researching on the Internet or library five famous artists of Spain: Describe, and discuss famous people and artists of Spain by stating short simple sentences about the people, places they lived, objects in the drawings and activities.

Research on the Internet the unique characteristics of five famous artists of Spain:

• Cesto Con Flores • Francisco de Goya • Pablo Picasso • El Greco (Doménikos Theotokópoulos) • Joan Miro

Name, recognize the artistic contribution of five famous artists:

• Juan de Arellano • Francisco de Goya • Pablo Picasso • El Greco (Doménikos Theotokópoulos) • Joan Miro



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A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.1.4. Comprehend conversations and written

information on a variety of topics. • Academic and social interests • Current or past issues and events at home or in the

target country.

Students will comprehend learned expressions, sentences, and questions in short and informal conversations between, friends and classmates.

(Artists can be modified according to the target language)

Compare and contrast the unique characteristics of four famous artists of Spain by listening and making short simple oral or written statements related to his/her contributions such as:

• Juan de Arellano was a famous painter who specialized in floral paintings.

• El Greco (Doménikos Theotokópoulos) was a famous artist who painted religious objects. He used vivid and bright colors in his paintings.

• Pablo Picasso was a famous artist who loved painting in light and dark shades. He was famous for paintings using “Cubism” geometric figures.



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• Francisco de Goya was a famous artist who painted merry festivals for tapestry and caricatures.

• Joan Miro was an artist from the 18th to 19th Century and he loved painting with bright colors.

Listening to and understand short simple readings with familiar vocabulary and/or experiences related to the five famous artist previously studied from Spain; such as;

• Select five famous artists’ work you researched and print a copy of the five paintings you selected.

• State and write the name and date of birth, (month, day, and year) of each of the artists on the appropriate painting.



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• Observe each of the paintings and describe orally and in writing all of the colors, objects, shapes you find within the five famous paintings.

• Listen to and observing short simple readings with familiar vocabulary and/or experiences about the four famous paintings that you selected.

• Complete a Venn diagram to describe the similarities and differences of each painting.

• Describe by stating orally and in written form the similarities and/or differences found within each of the four paintings.



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Identify the geographic region Spain belongs to by circling it on the map of Western Europe.

Name and write the geographical region that Spain belongs to on the Western European Map.

Respond to short simple basic questions by re-phrasing the questions into a statement; such as:

On which map is Spain located?

• Spain is located on the Western Europe Map.

What are the three countries that border Spain?

• The three countries that border Spain are France to the north, Portugal to the west and Gibraltar to the south.



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A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.1.5 Apply knowledge and skills gained in other core content areas to the learning of the target language.

• Grade level appropriate social studies topics (e.g., converting maps into appropriate graphics to display geographical information about the target culture country)

• Grade level appropriate health topics (e.g., comparing and

contrasting health concerns that occur during adolescence in the target culture with their own culture)

• Grade level appropriate mathematics concepts (e.g.,

selecting and using appropriate units of metric measurement to solve real-life problems)

• Grade level appropriate science concepts (e.g., evaluating authentic weather reports from different regions of the target country to predict weather conditions)

What physical landscapes does Spain have?

• The physical landscapes that Spain has are high mountains in the north and south, sunny beaches in the east and south.

Describe the typical weather conditions found in Spain: Madrid, Barcelona, Toledo, Salamanca, Basque, Seville Andalucía, Avila and Granada

Compare similarities and differences of weather patterns in Spain: Madrid, Barcelona, Toledo, Salamanca, Basque, Seville, Andalucía, Ávila, and Granada.

Write short simple sentences about its land, and weather characteristics.



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What is the capitol of Spain?

• The capitol of Spain is Madrid.

Develop a graph and show the geographic regions that have physical landscapes with high mountains in the north and south and sunny beaches in the east and south.

Identify and describe the four major towns in Spain.

• The four major towns in Spain are Sevilla, Barcelona, Bilbao, and Toledo. (ect.)

Describe the typical weather conditions found in each of the four major towns. How are they similar or different from the weather conditions in the United States?



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Name and describe some historical and cultural sites located in Madrid Spain:

• The Guggenheim Museum in Bilbao is famous for its’ ultramodern architecture. Where is it located on the map of Spain?

• There are two famous plazas in Madrid. One of them is “La Plaza Mayor” where you can see a play or pageant. The other famous plaza is “La Plaza de España” where there is a beautiful water fountain and trees.

• What is the distance from “La Plaza Mayor and La Plaza España”?



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• A famous museum in Madrid Spain is El Museo del Prado where you can see many famous paintings. What is the distance between The Guggenheim Museum and the “El Museo del Prado”?

• A famous monument located in Madrid is Don Quixote and Sancho Panza, which is in “La Plaza España.”

Name and distinguish various famous sites in Spain applying short simple descriptive statements; such as:

• El Palacio Real is where the king and queen live.

• Cibeles Fountain has beautiful statues made of craved stones.



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• Church of San Jeronimo is where the royal marriages take place.

• La Puerta del Sol is a statue of a bear and a tree that are the symbols of Madrid.

• La Puerta de Alcala is one of the cities gates.

• The Gran Via is a major shopping street.

Research the country of Spain and in pairs develops a mock plan for a group trip to Spain. Include in your plan discussions and written statements related to:

• What Season will you travel to Spain and for how long you will be staying in Spain?

• What month and day of the week will you travel to Spain?



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• How many days will you be traveling in Spain?

• Where will you live during your stay in Spain?

• What type (s) of transportation will you use while traveling throughout Spain?

• How much money will the trip cost in American dollars verse Spain’s monetary system?

• Design a travel Visa that includes your picture (could be a mock picture found in a magazine or a self portrait) include your name, age, mock birth date, address, social security, nationality, eye and hair color, height, and an expiration date for the Visa.



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• Identify the town (s) you will be staying in and for how long you will be staying in each town or you intent to visit?

• What famous places and sites will you visit?

• What types of clothing will you wear during your stay in Spain?

• What daily activities will you plan for each day?

• How will you meet people and socialize within the town?

• What site will you visit in each town?

• What foods will you eat and which ones are from each of the groups of foods found within the Food Pyramid?



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• What products might you buy within each town?

• Which foods or products are similar to those in the United States and/or different?

Listen to selected short simple readings (paragraph (s) related to famous holidays and/or festivals of Spain.

Illustrate them using picture prompts while reading. Make short simple statements about what was read while identifying their influence in Spain’s cultural; for example:

• Romerias “La Semana Santa” Religious celebration related to cultural expressions of the people in Spain as it relates to their religious beliefs.



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• “Feria de abril” is the most celebrated event in Seville, the capital of Andalusia, Spain.

• “Feria de abril” All night dancing Flamenco, bullfights, dancing in the streets, and horse riding.

• “Fallas de San Jose” is a popular holiday and is part of the Arts and culture of Spain. They exhibit large size cardboard statues called ninots: representing people in vivid clothing that shown for competitions.



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Name some major product of Spain.

Where are the product produced and how are they used within the culture?

• A major product of Spain is olive oil.

• Wine is a major product of Spain.

• Green Olives (Aceitunas) are one of the most important products of Spain.

Identify, name and describe orally and in written form some of the foods that are common in Spain?

• Tortilla is an egg omelet made with potatoes and onions.

• Coicdo is a one-pot meal of stewed meats and vegetables.



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• Gazpacho is a cold soup of pureed tomatoes, and other vegetables.

• Sausages are meat ground and then placed into the intestines of a pig.

• Beans are small round or kidney-shaped seed of various colors.

• Seafood fish and shellfish from the sea eaten as food

• La paella is dish made of rice, vegetables, seafood, chicken, and sausage.

Observe Pablo Picasso famous paintings using “Cubism” and identify the geometric figures he in his paintings.

• Write a short simple statement about the geometric figures in his paintings.



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Compare the monetary system in the United States and within Spain. How are they the same or different?



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Apply reading strategies used in English Language Arts to interpret selected readings in the target language when listening to short stories related to a familiar topics or experiences.

• Identify familiar vocabulary.

• Recognize and apply cognates.

• Identify the main idea.

• Apply context clues and grammatical clues.

• Infer and make connections to prior knowledge to familiar topics and experiences when reading.

• Visualize what you read.

• Make predictions, ask questions, and make comments.



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Apply skills and concepts learned in Social Studies and Visual Arts when reading and researching the country of Spain.

• Identify geographical locations, size, population, neighbor states and country;

• Recognize important cities and famous landmarks;

• Identify foods, architecture structures, arts and crafts that are part of the festivals and celebrations of Spain.

• Research the types and styles of music heard in Spain and identify their cultures influenced them.



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A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.1.6: Identify the main idea and theme, and describe the main characters and setting in readings from age appropriate, culturally authentic selections.

Students will read simple texts and age appropriate, culturally authentic selections on familiar topics and recognize the topic/main idea, character’s personality, and settings.

Spain

After reading the booklet Spain and Spanish written by Janet De Saules, converse about:

• Key Ideas

• Characters or places in the story.

• Settings of the story (Story can be modified according to the target language and culture)



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A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.1.7 Compare and contrast unique linguistic elements in English and the target language. • Grade level appropriate language arts literacy

topics/concepts (e.g., time and tense relationships; commonly used words and phrases; idiomatic expressions)

Compare and contrast similarities and differences between the target language and the English language.

Recognize and differentiate the distinctive elements of the English language by comparing and contrasting grammar usage with the target language.

Apply appropriate punctuation and be able to state the differences between the English language and the target language punctuation system.

Apply appropriate grammar usage when speaking and writing using a variety of familiar topics and experiences:

• Masculine and Feminine Nouns

• Singular and Plural Nouns

• Definite Articles Subject Pronouns and the Verb “ser”

Identify and apply Definite Articles with Nouns

Identify and apply the Verb “estar” to express location and feelings.



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Identify and apply Adjectives to:

• Tell your classmates about your school schedules.

• Tell your classmates about your school subjects, time, likes and dislikes

• Describe family members and describe their age, height, favorite colors, foods, and activities.

• Describe school life in the United States and in the Spanish speaking countries.

• Conjugation of verbs by naming characteristics in each language associated to the change in the verbs’ stem, and other categories found in target language.



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• Apply appropriately singular and plural personal pronouns correctly in oral and written form.

• Compare the conjugation of the verb “to be” and how it goes between singular and plural pronouns: I am ( Yo soy); Your are (Tu eres); He is (El es)

*(Country and language can be modified according to the target language and culture)

Complete oral and written textbook and workbook exercises related to grammar topics related to familiar grammar usage related to familiar experiences and topics.



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B. Interpersonal Mode (direct oral or written communication) 7.1.1 Give and follow a series of oral and written

directions, commands, and requests for participating in age appropriate classroom and cultural activities.

Review, develop, and apply vocabulary studied in Grades K to 4th. Introduce, review, develop, and apply required vocabulary related to a variety of topics and experiences as written in the vocabulary appendix. Apply vocabulary regarding everyday activities in oral and written form when participating in short simple conversations related to giving and following a series of oral and written commands and requests related to age appropriate classroom and cultural activities. Visual prompts and/or props and TPR may be used.

Age-appropriate Conversations

Apply appropriate vocabulary while asking and responding to a series of:

• Directions related to the classroom and cultural activities.

• Commands related to the classroom and cultural activities.

• Asking and appropriately responding to a classmate related to greetings, introductions, and farewells.

Role-play conversations when:

• Discussing plans for the mock trip to Spain.



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B. Interpersonal Mode (direct oral or written communication)

Converse applying oral and written expressions and simple sentences related to:

• Giving or receiving directions.

• Giving commands and/or making request.

• Listen to age appropriate classroom and cultural activities

• Discuss information related to students’ schedules, likes and dislikes, and other previously studied concepts.



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C Presentational Mode: Students present, through oral and /or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. Examples of this “one-to-many” mode of communication are making a presentation to a group or writing an article for the school newspaper. The standards have transparency as indicated within the strands followed by cumulative progress indicators for each strands at specific benchmark levels Grade 2, 4, 8, and 12. Benchmarks for Intermediate Low Learner Range According to ACTFL, students beginning the study of a second language in Kindergarten, in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study o language in subsequent grades in a program that meets for the same time allocations, should meet should meet the following

lativ trict




cumu e progress indicators by Fourth Grade. The Diswill meet the cumulative progress indicators in Fifth Grade. B. Interpersonal Mode (direct oral or written communication) 7.1.2 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture in familiar situations.

Identify different codes of conduct found in the target culture and their own.

Apply appropriate greetings (formal vs. informal), idiomatic expressions in familiar situations.

Greeting friends, family and teachers Apply and exchange appropriate gestures, intonations, and common idiomatic expressions related to greetings, introductions, farewells, and in familiar situations such as:

• In Spain, friends, and family members may greet or give farewell by giving each other two kisses (one on each cheek);

• In Latin America, friends and family members may greet or give farewell by kissing each other on only one cheek;

• In some Latin countries, men who have not seen each other in a long time greet with a handshake followed by a hug and o pat on the back.



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C Presentational Mode: Students present, through oral and /or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. Examples of this “one-to-many” mode of communication are making a presentation to a group or writing an article for the school newspaper. The standards have transparency as indicated within the strands followed by cumulative progress indicators for each strands at specific benchmark levels Grade 2, 4, 8, and 12. Benchmarks for Intermediate Low Learner Range According to ACTFL, students beginning the study of a second language in Kindergarten, in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study o language in subsequent grades in a program that meets for the same time allocations, should meet should meet the following

lativ ct eet .




cumu e progress indicators by Fourth Grade. The Distriwill m the cumulative progress indicators in Fifth GradeB. Interpersonal Mode (direct oral or written communication) 7.1.3 Ask and respond to factual and interpretive

questions of a personal nature or on school-related topics.

• Reactions to an incident occurring in school or an

event-taking place in the school, community, or world.

Converse applying simple basic idiomatic that expresses physical sensations and needs while conjugating the verb “tener”:

• personal information such as: age, height, weight, nationality, address, place of birth, family size

• physical sensations such as to be: cold, hot, hungry, thirsty, sleepy, hurt

Discuss a recent school play or celebration and make statement as to:

• When did the school play or celebration take place? (month, day, year, and time)

• What was the school play or celebration about?



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• Who attended the school play or celebration?

• How did the people dress i.e.: formal or informal? (describe what they wore)

• Compare and contrast the similarities and differences between how the event is celebrated in the United States and how the event would have been celebrated in other Spanish Speaking countries.

• What did you like or dislike about the event?

• Provide justifications for your answers based on what you observed and heard during the event.



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Apply the correct vocabulary and cultural expressions in various situations by conversing in a paired shared role playing situation (s) to apologies for in-appropriate behaviors in school towards others such as;

• Interrupting the class when the teacher or another person is speaking;

• Bumping into someone in the hallway;

• Making loud intrusive noises that interrupt others

• Using the cell phones and playing music during class.

• Inappropriately playing and annoying classmates.

• Arrive late to class.



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B. Interpersonal Mode (direct oral or written communication) 7.1.4. Engage in short conversations about personal experiences or events, and/or topics studied in other core content areas. • Grade level social studies topics (e.g., family

celebrations and coming of age customs)

Identify familiar idiomatic expressions to communicate physical sensations and needs.

Customs and Celebrations

Engage in short simple pair shared group conversations related to the mock trip to Spain using picture prompts and/or visual props to:

• Discuss their experiences, sites they saw and events they participated in Spain.

• Ask and respond to short simple questions related to the mock trip to Spain.

• What season, month, day, and date did you travel to Spain?

• How long was your vacation?



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• Describe to your partner the sites visited while in Spain?

• What form of transportation did you use while traveling in Spain?

• What foods and drinks did you eat while in Spain?

• How much did you spent while on foods and overnight accommodations while traveling in Spain?

• What clothing did you wear while in Spain?



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Participate in short conversations using guided vocabulary, phrases, expressions, and points of view in relation to customs and celebrations given in the target language.

What clothing did the people of Spaniard decent wear? During:

• Everyday activities • Festive activities • Celebrations

Compare and contrast life in the United States as compared to life in Spain using a Venn-Diagram to illustrate the similarities and differences.

• Discuss in short simple conversations the differences between the celebration of the Sweet-sixteen birthday party in the United States and the “Quinceañero” birthday party celebration in Spain.



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B. Interpersonal Mode (direct oral or written communication) 7.1.5 Describe the main characters, setting, and important events from age-appropriate, culturally authentic selections both orally and in writing.

Compare and contrast the unique characteristics of the four famous artists of Span:

• Develop a timeline representing the historical periods that each artistic lived and made artistic contributions to Span.

Identify the unique characteristics of each artist paintings (field of study, color palette, style of



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Ask and answer questions to describe the main characters, important events, and settings in selected readings.

(Theme can be modified according to the target language and culture).

Spain

After reading various short books related to culturally authentic selections both orally and in written form the student will be able to identify:

• main idea • characters • setting

Students will work in pairs and take turns to ask and respond to questions in order to describe the main idea, characters in the story and settings.



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B. Interpersonal Mode (direct oral or written communication) 7.1.6. Identify professions and careers that require proficiency in a language other than English • Career preparation skills needed to engage in these

professions

Through readings, class discussions, and/or use of technology, students will recognize and relate knowledge of the target language to professions within the world community.

Professions and Occupations

Apply technology skills to develop an awareness and identify various professions that requires fluency in a World Language, i.e.,

• Court Translators

• Airline Stewards

• Bi-lingual Teachers

• Medical Translators

• Others as research on the Internet



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Discuss the different careers identified that require having fluency in a World Language, select at least two of interest to the student, and write a short paragraph about the career.

Compare and contrast the similarities and differences within each of the careers.



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C Presentational Mode: Students present, through oral and /or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. Examples of this “one-to-many” mode of communication are making a presentation to a group or writing an article for the school newspaper. The standards have transparency as indicated within the strands followed by cumulative progress indicators for each strands at specific benchmark levels Grade 2, 4, 8, and 12. Benchmarks for Intermediate Low Learner Range According to ACTFL, students beginning the study of a second language in Kindergarten, in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study o language in subsequent grades in a program that meets for the same time allocations, should meet should meet the following cumulative progress indicators by Fourth Grade. The District will meet the cumulative progress indicators by the end of Fifth Grade.


Review, develop, and apply vocabulary studied in Grades K to 4th. Introduce required vocabulary related to a variety of topics and experiences as written in the vocabulary appendix. By the end of Fifth Grade, students should be able to meet the performance indicators in the target language:


C. Presentational Mode (spoken or written communication for an audience) 7.1.1 Present student-created and/or authentic short plays, skits, poems, songs, stories or reports. • Grade level appropriate visual and performing arts,

language arts and career education (e.g., staging a dramatic presentation of a significant aspect of the life of an important person in the target culture; doing an oral presentation on a famous person, place, or event from target culture supported by research obtained in the target language; creating a visual representation of region or country supported by technological resources and other media)

Students will present short songs (raps), applying vocabulary, phrases, and idiomatic expressions learned in class.

Students will utilize basic writing skills to create a simple letter regarding personal information.

Students will perform role-plays using concrete exchanges of information and predictable/familiar topics.

Creative Expressions

Create and present a mock “TV commercial,” applying vocabulary and expressions for greetings, introductions, and farewells.

Plan, develop, write, and present a rap/song that describes one of the famous Artists studied during the Mock Trip to Spain and/or researched.

Illustrate by designing a visual and oral Power-point Presentation relate to the people, places, and sites seen during the mock trip to Spain.

Writing a letter The student will be able to compose a letter describing a friend, in the target language, using the following aspects:

INTER COMES


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C Presentational Mode: Students present, through oral and /or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. Examples of this “one-to-many” mode of communication are making a presentation to a group or writing an article for the school newspaper. The standards have transparency as indicated within the strands followed by cumulative progress indicators for each strands at specific benchmark levels Grade 2, 4, 8, and 12. Benchmarks for Intermediate Low Learner Range According to ACTFL, students beginning the study of a second language in Kindergarten, in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study o language in subsequent grades in a program that meets for the same time allocations, should meet should meet the following cumulative progress indicators by Fourth Grade. The District




will meet the cumulative progress indicators by the end of Fifth Grade. C. Presentational Mode (spoken or written communication for an audience) 7.1.2 Use language creatively in writing to respond to a

variety of oral or visual prompts. • Grade level appropriate language arts literacy topics

and career education skills (e.g., writing short, well-organized essays on personal and school-related topics; writing letters in response to ads in local or target language newspapers)

Students will present in oral and/or written form a concrete report listing products (items) and customs from

• date • address • name • telephone number • age • nationality • relationship • E-mail address • Punctuation • Likes and dislikes (related to him/her and or school

related interest or experiences)

Greeting my friends



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C. Presentational Mode (spoken or written communication for an audience) 7.1.3. Engage in a variety of oral and written tasks using age-appropriate culturally authentic selections. • Grade level appropriate language arts literacy topics

(e.g., summary of the plot and characters; dramatization of principal scenes in the text; role-playing a film critic to express opinions about the text)

Spain and identify their cultural roots.

Write and perform a role-play in a target language dramatizing greetings in different scenarios related to the products and customs related to Spain and previously studies.

Respond orally and in written form: • The summary of a story • The plot and character of the story • Dramatize a favorite scene in the story • Role-play their favorite part of the story



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C. Presentational Mode (spoken or written communication for an audience) 7.1.4. Describe orally, in writing, or through simulation, similarities, and differences among products and practices found in the target culture with their own. • Grade level appropriate language arts literacy and

social studies topics (e.g., origin and development of a product or practice; physical characteristics of the product; use of the product within the culture; role-playing cultural practices)

Spain

After studying and learning about Spain and its heritage, students will be able to present in oral and/or written form a concrete report listing products (items) and customs from Spain and identify their cultural roots, i.e.,

• name of places: • holidays & celebrations • food • music

Place will be modified according to the target language and culture studied.



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C. Presentational Mode (spoken or written communication for an audience)



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GRADE 5 WORLD LANGUAGES Standard 7.2: Culture All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with its products and practices. STRANDS/INDICATORS: The New Jersey and national standards recognizes three communicative modes that place primary emphasis on the context and purpose of the communication.

A. Interpretive Mode: Students understand and interpret within the appropriate cultural context spoken and written communication. Examples of “one-way” reading or Listening include the cultural interpretation of texts, movies, radio and television broadcasts, and speeches. Interpretation differs from comprehension because it implies the ability to read or listen “between the lines.” (One-way communication)


C Presentational Mode: Students present, through oral and /or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. Examples of this “one-to-many” mode of communication are making a presentation to a group or writing an article for the school newspaper. Benchmarks for Intermediate Low Learner Range According to ACTFL, students who have begun the study of a second language in kindergarten through grade 4 in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study of that language through middle school in a program that meets 5 times a week for forty minutes, should meet the following cumulative progress indicators by the end of grade 8.




A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.2.1. Explain how the attitudes and beliefs (perspectives) of the target culture(s) are reflected in cultural practices.

Students will give explanations about specific attitudes, ideas, and beliefs by comparing and contrasting codes of conduct found in the target culture and their own in relation to greetings.

Greetings Compare, contrast, and explain cultural differences between target language and their own when greeting by stating characteristics, analogies, and differences in both cultures. Perform and respond to questions such as “How do they do it?” and “Why do they do it in that way?” by:

• Role-playing introducing classmates and friends to parents.

•



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A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.2.2. Investigate how geography and climate influence the lives of people in the target culture(s) country (ies). Examine books, articles read in class or searched in the internet in order to relate how geography and climate in countries from the target culture and have an influence in their people’s life

Students will research in books, internet or articles read in class geography and climate in countries from the target culture and their influence in the lives of people.

Investigators The student will be able to search in books, magazines, articles, and newspapers as well as websites in order to get information regarding geography and climate of the target language using a reference listed by the teacher. • www.nationalgeographic.com • The Weather Channel • local Newspaper weather and climate section

http://www.nationalgeographic.com/



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A. Interpretive Mode (understanding and interpretation of spoken or written communication) 7.2.3. Show the relationship between the cultural characteristics found in films or videos to the cultural perspectives of the target culture(s).

Analyze perspectives of the target culture (beliefs, shared values, ideas) by comparing and contrasting them with distinctive features of the culture found in films.

Our Heritage The student will analyze perspectives of the target culture (beliefs, shared values, ideas) in order to identify typical patterns of social behavior, when responding to questions such as “How do they do that?” and “Why do they do it in that way?” by comparing and contrasting them with distinctive features found in films.

• stereotypes • common practices • religion expressed in everyday life • holidays and celebrations

(Since students are new to the target language at this level, teacher might conduct this activity in English).



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7.2.4. Examine tangible products of the target culture(s) and begin to infer why people produce and use them.

Students will recognize the tangible products as well as the intangible ones and how they reflect perspectives (attitudes, values and beliefs) of the studied culture

What We Produce

The student will be able to name common tangible products such as paintings and art craft of the target language from photographs, pictures, or films when asked by the teacher. The student will be able to name common intangible products like music, different system of education systems, etc, and respond to questions asked.

• Tangible: painting, play, musical instruments, musical groups.

• Intangible: holidays, types of music, (i.e., street raps): etc.



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B. Interpersonal Mode Interpersonal Mode (direct spoken and written communication) 7.2.1 Use culturally appropriate etiquette in verbal and non-verbal communication in a variety of social situations.

Students will demonstrate understanding by imitating culturally appropriate etiquette and nonverbal communication when participating in greetings, leave-takings, and common social interactions.

Real Life Student will interact successfully with people speaking the target language in simple social scenarios by following codes of conduct (greetings), formal and informal manners.



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B. Interpersonal Mode Interpersonal Mode (direct spoken and written communication) 7.2.2. Discuss various elements of age-appropriate, culturally authentic selections and identify how they reflect certain aspects of the target culture.

Students will read age-appropriate, culturally authentic selections and participate in different oral and/or written activities related to the readings through short exchanges of information and role-playing.

Let’s do it After reading to age-appropriate, culturally authentic selections, working in groups, the student will be able to demonstrate understanding of the information presented by participating in multiple activities orally or in written form. i.e.,

• students will represent characters from the stories read through short role-plays;

• Participate in paired or group work activities

where students will take turns to ask and reply to questions about the selections read.



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B. Interpersonal Mode Interpersonal Mode (direct spoken and written communication) 7.2.3. Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture(s) and make comparisons with the U.S.

Students will give explanation about specific attitudes, ideas, and beliefs by comparing and contrasting codes of conduct found in the target culture and their own in relation to greetings.

Different Ways for Greetings The student will compare, contrast, and explain cultural differences between target language and their own when greeting by stating characteristics, analogies, and differences in both cultures, responding to questions such as “How do they it?” and “Why do they it in that way?” and stating their conclusions in an oral or written report, i.e.,

• introducing classmates and friends to parents. (Since students are new to the target language at this level, teacher might conduct this activity in English).



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B. Interpersonal Mode Interpersonal Mode (direct spoken and written communication) 7.2.4. Discuss the characteristics of the school community in the target culture and compare with those in the U.S.

Student will compare and contrast familiar topics related to the school context between countries from the studied culture and their own.

How is my school in comparison to…? Working in groups, students will be able to discuss, compare and contrast after school programs and extracurricular activities between countries from the target culture and their own and report their observations and conclusions in oral or written form. (Since students are pretty new to the target language at this level, teacher might conduct this activity in English)



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B. Interpersonal Mode Interpersonal Mode (direct spoken and written communication) 7.2.5. Describe past and present issues, events, and/or trends from the target culture perspective and the U.S. perspective.

Student will discuss, compare, and contrast in pairs or small groups perspectives from the target culture and the U.S. one, in relation to friends and familiar gatherings.

Why they do it that way The student will work in pairs or in small groups to discuss, compare, and contrast perspectives from the target culture and the U.S., in relation to friends and familiar gatherings, such as familiar reunions on Sundays. Students will report their observations and conclusions in oral or written form.



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C. Presentational Mode (spoken and written communication for an audience) 7.2.1. Present the results of research showing the extent of diversity in products and practices that exist within the target language/culture(s).

Students will research and present a variety of products and practices from the target culture with graphic organizers, charts, and/or collages.

Our family Values The student will research in internet, books, magazines, and / or newspapers, information, and pictures about the diversity of products, inventions, and or contributions from the target culture and present their results in a poster, chart or collage, in topics such as, science, music, literature, fashion, and art.



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C. Presentational Mode (spoken and written communication for an audience) 7.2.2. Prepare an analysis showing how expressive products or innovations of the target culture(s) influence the global community.

Research and present an analysis about expressive products (art, music, clothing, food) and how they have influenced our world.

Our Heritage The student will research and present an analysis about styles of music influenced by countries from the target culture in a brief written report or illustration. The student will record traditional songs from the studied culture and identify particular rhythms, styles, instruments, and concepts found in their lyrics used in contemporary music.



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C. Presentational Mode (spoken and written communication for an audience)



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GRADE 5 WORLD LANGUAGES 7.1 COMMUNICATION 7.2 CULTURE STRANDS/INDICATORS: The New Jersey and national standards recognizes three communicative modes that place primary emphasis on the context and purpose of the communication.





Review, develop and apply vocabulary studied in Grades K to 4th. Introduce required vocabulary related to a variety of topics and experiences as written in the vocabulary appendix. By the end of Fifth Grade, students should be able to meet the performance indicators in the target language:


RESOURCES New Jersey World Languages Curriculum Framework

American Council on the Teaching of Foreign Languages (ACTFL)-Performance Guidelines for K-12 Learners

Language and Children Making the Match (second edition) by Curtain & Pesola. Longman 1994

Holt, Rinehart, and Winston ¡Exprésate! Textbooks and supplemental resources. Copyright 2006

my.hrw.com ¡Exprésate! Student Edition online

go.hrw.com Practice activities

www.hrw.com Teacher resources

http://www.go.hrw.com/

http://www.hrw.com/



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grade 5 world languages standard 7.1: communication

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