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Forsyth CountySchools

Foreign Language FLES Curriculum

Grades K-5

Revised 06/2004

Forsyth County Elementary Foreign Language Program

2004-2005 Curriculum:

Exploratory curriculum for kindergarten, first, and second grades

Academic program for third, fourth, and fifth grades

Revision/Development TeamJune 2004

Marisol Acevedo Cumming ElementaryEva Bumgardner Cumming Elementary

Emily Flack Midway ElementaryAnne Marie Sasser Chestatee Elementary

Forsyth County Schools 5/20/2023K- 5th FLES Curriculum

Melinda Young Big Creek Elementary Table of Contents

Forsyth County Foreign Language Program……………………………….…4

5th Grade Student Profiles……………………..……………………………...5

K-5 General Curriculum Map…………………………………………………6

K-2 Exploratory Program……………………………………………………..7-8

3-5 Academic Program, pacing guides, integrated vocabulary, progress indicators, and language structures:

3rd Grade Curriculum………………………………………………......9

4th Grade Curriculum ………………………………………………….21

5th Grade Curriculum ………………………………………………….31

3-5 Vocabulary Compilation ………………………………………….43

3-5 Language Structure Compilation………………………………….47

6th, 7th, 8th Grade Curriculum Map……………………………………….......49

Resources:

National Foreign Language Standards………………………………...50

Benchmark Performance Profiles………………………………………51

Thematic units from previous years…………………………………...58


Foreign Language in Forsyth County

International interactivity in the 21st century can leave little doubt in anyone’s mind that the United States does not exist in isolation; therefore the students of Forsyth County must be equipped to function as global citizens. Being able to communicate with individuals in languages other than English and to understand the cultural context of the message are essential building blocks to becoming functioning global citizens.

Research activity over the past 30 years has focused on the obvious and not-so-obvious benefits of language study. First, of course, is the result that the individual is capable of understanding, speaking, reading and writing in a language other than his own and can operate within its culture. But there are many spin-off benefits to language study that enhance both the person and his educational experience. Much of this research has been aimed at the results of starting language learning at an early age. Research on brain development has shown that a critical opportunity for language acquisition occurs before the age of 10. While a person can learn a new language at any age, studies show that young learners process information very differently from older learners. Young children acquire the new language while they are acquiring their first language rather than through their first language. New paths laid down in the brain provide the child with flexibility in thinking that can translate to even seemingly unrelated subject areas, such as mathematics. In fact, analysis of standardized test scores reveals that students who begin language learning early have the potential to impact test scores in reading, language arts, and mathematics. And it should be no surprise that students who pursue a full four years of language study at the high school outperform their peers on the SAT in both the verbal and quantitative sections.

Underscored by the research and by simple common sense that languages are only truly acquired over a long sequence of exposure, the Forsyth County School System provides its students with a K-12 program of instruction in foreign languages and cultures. Instruction occurs in the following way:

Grades K-2 20-30 minutes per week (exploratory language and cultural awareness)

Grades 3-5 75 minutes per week (language sequence begins in French or Spanish)

Grades 6-8 equivalent of one class period per day Grades 9-12 equivalent of one class period per day

The potential impact of this instructional delivery model is best observed when comparing it to the traditional foreign language offering in the United States. Most American students, even today, only study two years of foreign language. This generally occurs at the high school and yields approximately 300 hours of instruction. For the student whose exposure to the language is K-12, the Forsyth County model will yield 1,140 hours of instruction!

Each elementary school offers either French or Spanish instruction; middle schools provide both; and French, German, Latin and Spanish are all available at the high school. To better ensure that students gain the highest language proficiency achievable through Forsyth’s K-12 program, students are strongly encouraged to continue with the language they begin in elementary all the way through high Forsyth County Schools 5/20/2023K- 5th FLES Curriculum

school. Opportunities to layer, or add, other languages are available at middle and high school.

As a result of this long-sequence program, students will leave the Forsyth County Schools with language ability that will enable them to understand much of what they hear, to engage in conversations, to read information used in daily life, and to write the language at an intermediate level. These individuals will be well-positioned to move on to an advanced level of language ability at the college level.

The children of Forsyth County will depart from our schools with a broadened perspective of the world and with the skills to succeed in that world. Foreign language proficiency will not only allow them to communicate with people of other language backgrounds, but it will also give them access to the cultures and minds of other peoples.


Foreign Language in the Elementary Schools

The Elementary Foreign Language Program in Forsyth County is based on a language acquisition model of foreign language instruction, in which students learn foreign language in the same way as they learn their first—through immersion and context. The main principles of the program include immersion (teaching in the target language 95-100% of the time), thematic instruction (providing language experiences in context), and cultural exposure. When principles are consistently implemented, we expect our graduating fifth graders to fit the profile below.

Student Profile: End of 5 th Grade 135 contact hours By the end of 5th Grade, most students completing the elementary program will exhibit Novice High ability in listening and reading and Novice-Mid ability in speaking and writing.

ACTFL Listening Guidelines (Novice High)Students are able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. They can comprehend words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. At this level, students may require repetition, rephrasing and/ or a slowed rate of speech for comprehension.

ACTFL Speaking Guidelines (Novice Mid)Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to

respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or

silence.

ACTFL Reading Guidelines (Novice High)Reader has sufficient control of the writing system to interpret written language areas of practical need. Where vocabulary has been learned, they can read for instructional and directional purposes, standardized messages, phrases, and expressions, such as some items on menus, schedules, timetables, maps and signs. At times, but not on a consistent basis, the Novice-High reader may be able to derive meaning from material at a slightly higher level where context and/or extra linguistic background knowledge are supportive.

ACTFL Writing Guidelines (Novice Mid)Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from

memory a modest number of isolated words and phrases in context. They can supply limited information on simple forms and documents, ad other basic biographical information, such as names, numbers, and nationality. Novice-

Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the

writing may be difficult to understand even by those accustomed to reading the texts of non-natives.


FLES General Curriculum Map for Grades K-5

Incorporated throughout:calendarweathercourtesyclassroom commandsholidaysschool supplies

Kindergartencolor, shapes, sizeemotionsnumbersbody partsfamilyzoo animals

1 st grade alphabetfoodfarm/zoo animalsbody partsnumbersfamilyclothing

2 nd grade community/transportationnumbers, timealphabetrooms of the housefood

3 rd grade timegeographypersonal characteristicsfamilyschool places and personnelcommunityplanets

4 th grade clothingfood pyramidhealthy activitiesmystery vacation (review)country study

5 th grade going to the hospitaldining outendangered animalscommunitycountry study


2004-2005 Exploratory curriculum

Lower elementary (K-1-2) FLES program

In the K-2 exploratory program, our goal is to use our short time with the students to maximize their exposure to the language and to instill in them a sense of enjoyment and appreciation for the language.

Building a solid listening comprehension base, coupled with positive attitudes toward different language and cultures, is a solid foundation for further language and culture study. Working from this premise, the main goal of this proposed curriculum is exposure and comprehension with a heavy emphasis on culture and spiraling. Within each unit, we will incorporate as much culture as possible and utilize the immersion method to the fullest extent possible. Within each unit, we plan to limit and focus the vocabulary; the actual vocabulary list will be determined by the teacher (using the 3-5 Vocabulary Compilation as a reference), and cultural relevance should dictate those lists.

Listed on the following page are the units for each grade level.


Kindergarten

1 st

2 nd


Units:AlphabetFood—veggies, fruits, drinks, cultural, likes and dislikesBody parts Numbers—0-31FamilyAnimals— farm, zoo reviewClothing

Daily use/spiraling:HolidaysCalendarWeatherCourtesy Shapes and colorsSchool supplies Classroom commands

Enrichment:Rooms of the house

To be spiraled:CalendarWeatherCourtesyClassroom commandsHolidaysPrevious vocabulary

Enrichment: Teacher’s discretion

Units:Community helpersTransportation Time--to the hour, morning, day, night, appropriate greetingsFood—review, plus meats, sweets, breads, culturalAlphabet and beginning phonicsRooms of the House

Units:ColorsSize Emotions Numbers—0-31Body partsFamilyZoo animals

Daily use/spiraling:HolidaysCourtesyCalendarWeatherSizeSchool supplies Classroom commands

Enrichment: food, emphasis on fruit

Progress Indicators for Students Completing Third Grade

By the end of the Third Grade, . . .

3.1 Students will state time to the hour and the half-hour.

3.2 Students will recognize time to the quarter hour.

3.2 Students will recognize a 24 hour clock.3.4 Students will state time to the minute using

both digital and analog format.3.5 Students will recognize personality traits.3.6 Students will describe characters using personality traits.3.7 Students will compare and contrast characters using personality traits. 3.8 Students will recognize extended family members.3.9 Students will name extended family members.3.10 Students will describe family members using physical characteristics.3.11 Students will recognize vocabulary for school

personnel and places.3.12 Students will state the occupation and

workplace of school personnel.3.13 Students will recognize selected places from

the community.3.14 Students will name selected places from the community.3.15 Students will locate places on a map using directional prepositions.3.16 Students will name selected members of the

community in relation to their place of work.3.16 Students will locate the continents and oceans on a globe and map.3.17 Students will name the continents and oceans.3.18 Students will recognize flags and symbols of selected target countries.3.19 Students will describe flags and symbols of selected target countries.3.20 Students will locate selected target countries

on a map.3.21 Students will name selected countries where

the target language is spoken.Forsyth County Schools 5/20/2023K- 5th FLES Curriculum

3.22 Students will describe selected target countries using geographical features.

3.23 Students will recognize planets and other celestial bodies.

3.24 Students will name planets and other celestial bodies.3.25 Students will state the ordinal positions of the planets.3.26 Students will describe the planets.3.27 Students will compare and contrast planets

according to their basic characteristics.3.28 Students will participate in and compare

cultural traditions and holidays of the United States and the target country.

Third Grade Pacing Guide

This pacing guide lists the names of the units as well as the suggested number of sessions. The order of instruction is left to the discretion of the teacher. Please note that a session is defined as a 25-minute segment, with three sessions taught per week, totaling 108 sessions per year. Teachers at each school should adjust the pacing guide according to their own number and length of sessions.

Unit Name Number of Sessions

Introduction/Review 6Time 12Personality Traits of Fictional Characters 13Family and Physical Characteristics 13Faces and Places 13Community 15Geography 13Space 13Holidays (throughout the year) 10

TOTAL 108 sessions


Integrated Throughout the YearThis list should be used to help augment and maintain the students’ vocabulary. This list is a compilation of items introduced in the k-2 exploratory curriculum that are not directly addressed in the third grade curriculum that follows. Please refer to the 3-5 Vocabulary Compilation for specific vocabulary suggestions.

Productive Receptive

Body parts

Clothing

Transportation

Community helpers

Alphabet/phonics

Numbers

Weather

Colors

Rooms of the house

Zoo and farm animals


School supplies

Classroom commands

Unit: Time

Progress Indicators:3.1 Students will state time to the hour and the

half-hour.3.2 Students will recognize time to the quarter

hour.3.3 Students will recognize a 24 hour clock.3.4 Students will state time to the minute using

both digital and analog format.

Language Structures:


It is ________ o’clock. What time is it?It is _________ thirty. It is a quarter past/until_____.

Suggested Vocabulary:Productive Receptive

minute noonhour midnightclock quarter hourmorningafternoonnightnumbers 0-31numbers 32-100half hour


Unit: Personality Traits in Fictional Characters

Progress Indicators:3.5 Students will recognize personality traits.3.6 Students will describe characters using personality traits.3.7 Students will compare and contrast characters using personality traits.

Language Structures:Productive Receptive

_______ is _________. Who is ________?_______ is not _________. What is _______ like?He/She is _______.He/She is not ________.

Suggested Vocabulary:Productive Receptivebeautifulugly

oppositesnice

charactermean

characteristics/ traitsintelligentshy/ timidoutgoinglazyhard-workingrudepolitegoodbadartisticcreative


athleticfunnystrongweakhonestliargenerousselfish

Unit: FamilyProgress Indicators:3.8 Students will recognize extended family members.3.9 Students will name extended family members.3.10 Students will describe family members using physical characteristics.

Language Structures:Productive ReceptiveHe/she is ___. Who is____?He/she is not ___. What is ____ like?My ___is___.I am ______.He/she has _____.

Suggested Vocabulary:Productive Receptiveaunt/ uncleboy cousingirl cousinchildmother/ Momfather/ Dadbrothersisterboy/ girlbabygrandmothergrandfatherfatskinnyugly straightpretty curlytallmedium


shortblonde/red/brown/black haireyes

Unit: Faces and Places

Progress Indicators:3.11 Students will recognize vocabulary for school

personnel and places.3.12 Students will state the occupation and

workplace of school personnel.

Language StructuresProductive Receptive

He/She works in _(occupation)__. Where does _______ work?The _____’s name is ______. Who is ______?______ works in _______. Who works in the ___?He/She is ___(occupation)___.__(name)__ is __(occupation)____.

Suggested Vocabulary:Productive

Receptive

studentprincipalsecretarylibrariancustodiancookteachercounselornurse

cafeteriaofficelibraryclassroomgym


clinichallwayplayground

Unit: CommunityProgress Indicators:3.13 Students will recognize selected places from

the community.3.14 Students will name selected places from the community.3.15 Students will locate places on a map using directional prepositions.3.16 Students will name selected members of the

community in relation to their place of work.

Language Structures:Productive Receptive_______ works at/in _______. Who works at/in _______?He/She is ________. Where is ________?It is __(dir. prep)_ _(place)__. What _(dir. prep)_ __(place)_?

Where does _______ work?Suggested Vocabulary:Productive Receptivebank next tofarm in front ofpark behindschool left

zoo righthospital betweenhouse/apartment in/on

police stationfire stationsupermarketrestaurantchurch/synagoguepost officemuseumtown square/downtown


teacherpolicemanfiremandoctormailmanveterinariandentistfarmernurse


Unit: Geography Progress Indicators:3.16 Students will locate the continents and oceans on a globe and map.3.17 Students will name the continents and oceans.3.18 Students will recognize flags and symbols of selected target countries.3.19 Students will describe flags and symbols of selected target countries.3.20 Students will locate selected target countries

on a map.3.21 Students will name selected countries where

the target language is spoken.3.22 Students will describe selected target

countries using geographical features.

Language Structures:Productive Receptive

_(country)_ is in _(continent)_. Which continent is _____ in/on?_(country)_has _(geo. features)_. Where is _________?

Which country has ________?

Which country is north/south/

east/west of ___________?The flag of ___ is ____. What color is the flag of _________?Suggested Vocabulary:Productive

Receptiveocean

tropical forestcontinent

capitalcountryislandmountainriver

coastflag

desert


northjungle

south pole

eastequator

westmapglobeNorth/South America, Africa, Europe, Asia, Australia, AntarcticaPacific Ocean, Atlantic Ocean, Indian Ocean, Arctic Ocean*** selected country names in the target language

Unit: Space

Progress Indicators:3.24 Students will recognize planets and other

celestial bodies.3.24 Students will name planets and other celestial bodies.3.25 Students will state the ordinal positions of the planets.3.26 Students will describe the planets.3.27 Students will compare and contrast planets

according to their basic characteristics.

Language Structures:Productive ReceptiveIt has _________. How many ___ does ___have?It is _________. What is ________ like?__________ is _____.____ is _(comparison)_ than ___. What color is _________?Thematic Vocabulary:Productive ReceptiveplanetMercuryVenusEarth gravityMars starJupiter ringSaturn volcanoPluto orbit


Neptune rocketSun/ sun(s) close to, closestMoon/ moon(s) far from, farthestspace

astronautsolar system

bigger/smaller thangalaxy besideuniverse comethot/cold rockselected colors gassmallmediumlargeordinal numbers (1st-9th)

Unit: Holidays

Progress Indicators:3.28 Students will participate in and compare

cultural traditions and holidays of the United States and the target country.

**** Please note that not all of the holidays listed below must be taught; these are suggestions of possible holidays. Teacher discretion is to be used and therefore exercised when determining age and holiday appropriate vocabulary. ****

Language Structures:Productive

Receptive

I like . . .I do not like . . .

Thematic VocabularyProductive

Receptive

Day of the Dead/ All Saints Day


HalloweenThanksgivingChristmasThree Kings DayMardi GrasEasterSaint Valentine’s DayPoisson d’Avril (April Fools Day)Cinco de MayoFather’s DayMother’s Day

Progress Indicators for Students Completing

Fourth Grade

By the end of the Fourth Grade,4.1 Students will demonstrate comprehension of

oral description of clothing.4.2 Students will demonstrate comprehension of

written description of clothing.4.3 Students will describe clothing in oral form by season and color. 4.4 Students will describe clothing in written form by season and color.4.5 Students will use correct noun/adjective agreement.4.6 Students will name selected foods, including

cultural foods.4.7 Students will state food preferences.4.8 Students will describe mealtimes according

to typical foods eaten in the target country and the United States.

4.9 Students will recognize food groups in the food pyramid.4.10 Students will name food groups in the food pyramid.


4.11 Students will describe a balanced meal using the food pyramid.4.12 Students will state whether a food is healthy or unhealthy.4.13 Students will name activities outside of school.4.14 Students will state activity preferences.4.15 Students will state whether an activity is healthy or unhealthy.4.16 Students will state selected daily routines.4.17 Students will describe in writing aspects of their daily schedule.4.18 Students will recognize selected vocabulary

related to personal information and descriptions.

4.19 Students will recognize selected vocabulary related to travel, including geography, weather, transportation, clothing, and community.

4.20 Students will state personal descriptions about themselves and others.

4.21 Students will request personal information from others.

4.22 Students will describe in writing their destination using vocabulary related to travel and cultural points of interest.

4.23 Students will gather information on various aspects of a target country

or countries.4.24 Students will communicate information

about a target country orally and in written form.

4.25 Students will participate in and compare cultural traditions and holidays of America and the target country.

Fourth Grade Pacing Guide

This pacing guide lists the names of the units as well as the suggested number of sessions. The order of instruction is left to the discretion of the teacher. Please note that a session is defined as a 25-minute segment, with three sessions taught per week, totaling 108 sessions per year. Teachers at each school should adjust the pacing guide


according to their own number and length of sessions.

Unit Name Number of Sessions (minutes)Introduction/Review 6Fashion Show 18Food Pyramid 18Healthy Activities 18Mystery Vacation Scenario 19Country Study 19Holidays (throughout the year) 10

TOTAL 108 sessions

Integrated Throughout the Year

This list, in addition to the “integrated throughout the year” list from third grade, should be used to help augment and maintain the students’ vocabulary. This list is a compilation of items previously learned that are not addressed directly in the fourth grade curriculum that follows. Please refer to the 3-5 Vocabulary Compilation list for specific vocabulary.


Unit: Fashion Show Progress Indicators:4.1 Students will demonstrate comprehension of

oral description of clothing.4.2 Students will demonstrate comprehension of

written description of clothing.4.3 Students will describe clothing in oral form by season and color. 4.4 Students will describe clothing in written form by season and color.4.5 Students will use correct noun/adjective agreement.



Rooms of the house

Zoo and farm animals

school—places and personnel

time, time of day

community and transportation

geography

personal characteristics and physical traits

alphabet, phonics

numbers

colors, shapes, size

weather

rooms of the house

school supplies, classroom commands

Language Structures:Productive ReceptiveI like ___________. Do you like _________?I do not like ____________. When do you wear ________?He/She is wearing _____. In which season do you wear____?I am wearing _(color)_ _(clothing)_. What are you wearing?I wear __(clothing)__ in __(season)__.Suggested Vocabulary:Productive Receptiveselected colors clothesto wear fashion showWinter, Spring, Summer, Fallselected weather conditionsscarf socksswimming suitumbrellaglassesjacketdressshortsskirtshoescoathat/capbootssweatershirtpantssandalsgloves

Unit: Food Pyramid Progress Indicators:4.8 Students will name selected foods, including

cultural foods.4.9 Students will state food preferences.4.8 Students will describe mealtimes according

to typical foods eaten in the target country and the United States.

4.9 Students will recognize food groups in the food pyramid.


4.10 Students will name food groups in the food pyramid.4.11 Students will describe a balanced meal using the food pyramid.4.12 Students will state whether a food is healthy or unhealthy.

Language Structures:Productive ReceptiveMy favorite food/meal is ___. What is your favorite food/meal?____is healthy/unhealthy What is healthy/unhealthy?(food) is in the (group). What is in the ___food group?I like/ don’t like to ____.I eat___. What do you

for breakfast/Lunch/dinner?

For __(meal) I eat _(food)__. What do you eat for a healthy ___?

What do they eat in _(country)_ for

_(meal)_?Suggested Vocabulary:Productive Receptivefood pyramid drinkshealthy/unhealthy dessertbread/cereal groupfruit groupvegetable groupmeat/protein groupmilk/dairy groupsweets and oils groupbreakfastlunchdinnersnackfoodapplebananapeachgrapesorangepearpineapplecoconut


strawberrylemonwatermelontomatocucumberbeanscarrotcornlettuceonionpepperpotatosteakfishchickencoffeejuicewatermilkcheesebreadcookiecandycakeice creamselected cultural foods

Unit: Healthy ActivitiesProgress Indicators:4.13 Students will name activities outside of school.4.14 Students will state activity preferences.4.15 Students will state whether an activity is healthy or unhealthy.4.16 Students will state selected daily routines.4.17 Students will describe in writing aspects of their daily schedule.



Productive ReceptiveMy favorite activity is ______. What is your favorite activity?I like/don’t like ________. What activity do you like?In the (morning/afternoon/night). When do you _(activity)_?In the _(morning/afternoon/night)_, I _(activity)_.I go to bedI get upI bathe/showerI brush my teethI wash (my hands/face)I comb/brush my hairI eat _______.Suggested Vocabulary:Productive Receptiveto playto watchbaseball/softballkaratetennisfootballsoccergymnasticstelevisionvideo gamesto swimto do homeworkto readto singto danceto listen to musicmorning/afternoon/night

Unit: Mystery Vacation ScenarioPurpose:This unit is designed to be a review or culmination of previously learned vocabulary from all grade levels. Its purpose is to provide opportunities for deeper practice of language use. The premise of this scenario is based on a mystery vacation, where students must use clues to investigate a crime or series of crimes similar to the board game CLUE. The unit could end with the revelation of the criminal. The unit design will be at the discretion of the teacher, but must include ample opportunities


for review and practice and for students to gain a deeper understanding of past topics.

Progress Indicators:4.18 Students will recognize selected vocabulary

related to personal information and descriptions.

4.19 Students will recognize selected vocabulary related to travel, including geography, weather, transportation, clothing, and community.

4.20 Students will state personal descriptions about themselves and others.

4.21 Students will request personal information from others.

4.22 Students will describe in writing their destination using vocabulary related to travel and cultural points of interest.

Suggested Topics: personal information physical characteristics personality traits professions community food transportation clothing time weather numbers map skills & geography colors courtesy/communication rooms of a house other topics as selected by teacher

Possible Scenarios:1. A cruise ship wrecks on a desert island.

Passengers take inventory and build a community. When a valuable item is stolen (i.e. famous art), members of the community must find clues as to the identity of the thief.

2. In a resort hotel, a different item is stolen every day. The thief leaves a note every time with a clue to his identity.


3. Passengers on a train (Orient Express, Wild West, etc.) are robbed by bandits who then hide on the train and change their identity. Passengers must use clues to guess their identity.

4. Students trace the movement of a criminal/mysterious person (Carmen Sandiego, etc.) around the world.

Possible Activities: Create a new identity. using personal

information, physical characteristics, personality traits, likes and dislikes and origin.

Interview/inspect others classmates/characters for information and present that information.

Create a passport or fill out a hotel registration card.

Scavenger hunts Pack or shop for clothing an other important

items appropriate for the weather of the destination.

Make a map of a new community, train, hotel or boat.

Make a brochure for the destination. Keep a journal of clues and characters. Make a reservation. Create a community, or show route of a train

through a community, or show location of a hotel within a community.

Dress up as a character. Include famous artwork, etc among stolen

items. Create a “Wanted” poster. Write a hypothesis about criminal’s identity,

and justify your opinion. Develop “punishment” for criminal (criminal

could be fictitious or a pre-selected student). Create a criminal composite/sketch using

clues. Create a train schedule, boat schedule, or

hotel activities schedule. Class votes on a destination and

transportation. Hold a “Mock Trial” and “Sentencing”.


Unit: Country StudyProgress Indicators:

4.23 Students will gather information on various aspects of a target country or countries.

4.24 Students will communicate information about a target country orally and in written form.

*** This unit will be directed by student and teacher interest. The intended goals are stated above and can be achieved by concentrating on several of the themes listed below.

Possible Themes :

GeographyWhole group or small group ‘research’ projectsFlag studiesCurrencyWeather and appropriate clothingSchool yearFoodAnimal life (both domestic animals and wild animals native to the country)Famous attractionsFamous peopleSongs/musicJournal entries/postcards/paragraphHistoryLiteratureArtMonumentsLandmarks


Unit: Holidays

Progress Indicators:




Receptive



Receptive

Day of the Dead/ All Saints DayHalloweenThanksgivingChristmasThree Kings DayMardi GrasEasterSaint Valentine’s DayPoisson d’Avril (April Fools Day)Cinco de MayoFather’s DayMother’s Day


Progress Indicators for Students Completing Fifth Grade

By the end of the Fifth Grade, 5.1 Students will recognize selected body parts

and organs.5.2 Students will name selected body parts and organs.5.3 Students will request aid for personal needs

or injuries.5.4 Students will describe injury or illness.5.5 Students will use personal information to fill

out an emergency room registration form.5.6 Students will demonstrate comprehension of

doctor’s instructions.5.7 Students will use common courtesy expressions used at mealtimes.5.8 Students will recognize objects from a table setting.5.9 Students will make a reservation, including

number of people, meals, time, and whether it will be in smoking or non-smoking section.

5.10 Students will use proper restaurant etiquette to order from a menu and request the check.

5.11 Students will write a description of a traditional entrée from the target country.

5.12 Students will compare and contrast a town square or shopping center from the target culture with one from the United States.

5.13 Students will compare and contrast the common uses of various modes of transportation in the target culture with those in the U.S.

5.14 Students will locate places on a map using directional terms given in oral and written form.

5.15 Students will describe the location of community places on a map using directional terms.

5.16 Students will describe occupations in relation to responsibilities, places of work, and modes of transportation.

5.17 Students will describe selected animals by color, size, characteristics and habitat.

5.18 Students will recognize movement of selected animals.


5.19 Students will describe habitats using weather, location, and animal life.

5.20 Students will state reasons why animals are endangered.

5.21 Students will recognize selected environmental issues.5.22 Students will gather information on various aspects of a target country




Fifth Grade Pacing Guide

This pacing guide lists the names of the units as well as the suggested number of sessions. The order of instruction is left to the discretion of the teacher. Please note that a session is defined as a 25-minute segment, with three sessions taught per week, totaling 108 sessions per year. Teachers at each school should adjust the pacing guide according to their own number and length of sessions.

Unit Name Number of Sessions Introduction/Review 6Going to the Hospital 18Dining Out 19Endangered Animals/Habitats 18Around Town 18 Country Study 19Holidays (throughout the year) 10

TOTAL 108 sessions


Integrated Throughout the Year

This list, in addition to the “integrated throughout the year” list from third and fourth grades, should be used to help augment and maintain the students’ vocabulary. This list is a compilation of themes previously learned that are not addressed directly in the fourth grade curriculum that follows. Please refer to the master vocabulary list for specific vocabulary.



activities

body parts

family members

time, time of day

transportation

personal and physical characteristics

colors

numbers, size

alphabet/phonic

school—supplies, places, personnel, classroom commands

shapes

geography

clothing

emotions

rooms of the house

school places and personnel

Unit: Going to the HospitalProgress Indicators:5.1 Students will recognize selected body parts

and organs.5.2 Students will name selected body parts and organs.5.3 Students will request aid for personal needs

or injuries.5.4 Students will describe injury or illness.5.5 Students will use personal information to fill

out an emergency room registration form.5.6 Students will demonstrate comprehension of

doctor’s instructions.

Language Structures:Productive ReceptiveMy ____________ hurt(s). What hurts/What’s wrong?Call the doctor. Fill out this form.I feel _____________. How do you feel?Help! Do you need help?I have _(pain, allergy, etc)_. Fill this prescription at the

pharmacy.Take this

__(medicine)__.


Get some rest.

Call me in ____________.Suggested Vocabulary:Productive Receptive emergency injuryhospital brokendoctor

pharmacynurse

pharmacistambulance

prescriptionmedicine formpain ` bandageheart castlungs

stitches/staplestomach injectionbone accidentbloodcutallergysickto touchpersonal information (address, phone number, birthrate, etc.)bodyarmbackchestearselboweyesfingerfoothairhandheadkneeslegsmouthneck/throatshoulderstooth/teethtongue


Unit: Dining OutProgress Indicators:5.7 Students will use common courtesy expressions used at mealtimes.5.8 Students will recognize objects from a table setting.5.9 Students will make a reservation, including

number of people, meals, time, and whether it will be in smoking or non-smoking section.

5.10 Students will use proper restaurant etiquette to order from a menu and request the check.

5.11 Students will write a description of a traditional entrée from the target country.

Language Structures:Productive ReceptiveI am hungry.

How many in your party?I am thirsty.

What would you like to eat?I am full. What would you like to drink?


I would like___. Thank you for coming.Please pass ___.Excuse me/pardon me.Enjoy your meal.No, thank you.Yes, please.The ___was good/delicious!I like/don’t like___.I would like to make a reservation for ___.Check, please.Suggested Vocabulary:Productive Receptiverestaurant

waiter/waitressmenu tablemeal chairdrink cupdessert knifeappetizer forkmain course

spoonbreakfast/lunch/snack/dinner platebill/check napkinsmoking/non-smoking glassselected foods and cultural foods (previous vocabulary)

Unit: Around TownProgress Indicators:5.12 Students will compare and contrast a town

square or shopping center from the target culture with one from the United States.

5.13 Students will compare and contrast the common uses of various modes of transportation in the target culture with those in the United States.

5.14 Students will locate places on a map using directional terms given in oral and written form.

5.15 Students will describe the location of community places on a map using directional terms.

5.16 Students will recognize occupations based on responsibilities, places of work, and modes of transportation.

Language Structures:Forsyth County Schools 5/20/2023K- 5th FLES Curriculum

Productive Receptive___works in the ___. Where does ___ work?___is __(prep__. Where is ______?The _(occupation)_ _(verb)_. Who

(verb)?(Name of Store) is a ____.It/he/she is ___.It/he/she has ___.In (country), one goes to the (place) in

(transportation).

Suggested Vocabulary:Productive Receptiveshopping center to cutstore to bakebarber shop to

deliverflower shop to sellbutcher shop to servebakery to

protectbook store to care

forlibrary to workrestaurant to cleanchurch/synagogue/house of worship to

teachparkschool selected

objects related to police station

professionhospitaldentist officefire stationsupermarketpost officemuseumtown center/squarecommunityjobbutcherbakerfloristbarber


waiter/waitressteacherpolicemanfiremanmailmandoctordentistfarmernursemapin front of, behindnext to/besideclose to, far fromnorth, south, east, westleft, rightbetweenairplaneambulancebicycleboatbuscarfire truckhelicoptermetro/subwaymotorcyclepolice cartraintruck

Unit: Endangered Animals/Habitats

Progress Indicators:5.17 Students will describe selected animals by

color, size, characteristics and habitat.5.18 Students will recognize movement of selected animals.5.19 Students will describe habitats using

weather, location, and animal life.5.20 Students will state reasons why animals are

endangered. 5.21 Students will recognize selected environmental issues.



Productive ReceptiveThe animal is found/located in ___. What

size/color/characteristic

The (animal) is (descriptor).is

the _______?

The __ has/doesn’t have____. What does the ___have?

The habitat is located in (country, continent). Where is the habitat?

The (animal) lives in ___.Where does the ___live?

There is/are (plants, animals)in (habitat). What is found in the (habitat)?The (habitat) has ___and ___.In the (habitat), it (weather). What is

the habitat like?

The ______ is endangered because ______.Suggested Vocabulary:Productive Receptiveselected zoo animals carnivore selected domestic animals

herbivoreselected endangered animals omnivoreenvironment

reptileworld mammalendangered

insectswamphabitat

amphibianrain forestdesert runocean

walkprairie/savannah

slide/slitherforest swim


polar region flyselected weather conditions crawlselected continents huntingnorth, south, east, westequator

deforestation/loss of habitatfur pollution

featherspopulation

scalesskinplantsbirdfishcatdogmouserabbitcowhorsepigsheepturkeyduckchickenhenroosterchicksnakecrocodilebearliontigergiraffegorillamonkeyelephantzebrahippopotamusselected endangered animals


Unit: Country Study

Progress Indicators:

5.22 Students will gather information on various aspects of a target country



*** This unit will be directed by student and teacher interest. The intended goals are stated above and can be achieved by concentrating on several of the themes listed below.

Possible Themes :

GeographyWhole group or small group ‘research’ projectsFlag studiesCurrencyWeather and appropriate clothingSchool yearFoodAnimal life (both domestic animals and wild animals native to the country)Famous attractionsFamous peopleSongs/musicJournal entries/postcards/paragraphHistoryArtLiteratureMonumentsLandmarks


Unit: Holidays

Progress Indicators:5.24 Students will participate in and compare

cultural traditions and holidays of America and the target country.



Receptive



Receptive

Day of the Dead/ All Saints DayHalloweenThanksgivingChristmasThree Kings DayMardi GrasEasterSaint Valentine’s DayPoisson d’Avril (April Fools Day)Cinco de MayoFather’s DayMother’s Day


Compilation of Vocabulary from Grades 3-5,

to be Reactivated in 6 th Grade

In grades 3-5, students have been exposed to these vocabulary words and were expected to use them productively within the contextual confines of each particular unit of study. Though students have successfully used these words throughout the 3-5 program, it is to be expected that they will need extensive review in order to further cement the full acquisition of the vocabulary.

BodyAllergyArmBackBloodBoneChestCutEarsElbowEyesFingerFootHairHandHeadHeartKneesLegsLungsMouthNeck/throatNosePainShouldersSickStomachTooth/teethTongueTouch

ClothingBootsClothes CoatDressFashion showGlassesGlovesHat/capJacketPantsSandalsScarfShirtShoesShortsSkirtSocksSweaterSwim suitTo wearUmbrella

Weather (introduced in k-2, integrated throughout)It is hot.It is cold.It is brisk.It is sunny.It is raining.

It is cloudy.It is snowing.It is windy.It is bad/good weather.WinterSpringSummerFall

Alphabet(introduced in k-2, integrated throughout)Letter names, A-ZLetter soundsBeginning phonicsLetterWord

Expressing QuantityCountEqualLargeLessMediumMoreNumbers 0-100Ordinal numbers (1st – 9th)Small

Expressing TimeAfternoonClockGood afternoonGood morningGood nightHalf hourHour


MinuteMorningNightQuarter hour


Describing People, Places or ThingsArtisticAthleticBadBeautifulBlond / red/ brown/ black hairCreativeCurlyFatFunnyGenerousGoodHard-workingHonestIntelligentLazyLiarMeanMediumNiceOutgoingPersonal information (address, phone number, birthrate, etc.)PolitePrettyRudeSelfishShortShy / timidSkinnyStraightStrongTallUglyWeak

FamilyAunt / uncleBabyBoy / girlBrotherChildCousin: boyCousin: girlFather / DadGrandfatherGrandmotherMother / MomSister

ProfessionsBakerBarber ButcherDentistDoctorFarmerFiremanFloristJob MailmanNursePolicemanTeacherVeterinarianWaiter/waitress

Rooms of the House(introduced in k-2, integrated throughout)BathroomBedroomDining roomGarageGarden KitchenLiving roomOffice

SchoolCafeteriaClassroomClinicCookCounselorCustodianGymHallwayLibrarianLibraryNurseOfficePlaygroundPrincipalSecretaryStudentTeacher

Expressing LocationBehindbetweenClose toFar fromIn front ofInside Left Next to/besideOnOver RightUnder

Community PlacesApartment BakeryBankBarber shopBookstoreButcher shopChurch / synagogueFarmFire stationFlower shopHospitalHouseLibraryMuseumParkPolice stationPost officeRestaurantSchoolsShopping centerStoreSupermarketTown square / downtownZoo


GeographyAfricaAntarcticaArctic OceanAsiaAtlantic OceanAustraliaCapitalCoast/beachContinentCountryDesertEastEnvironmentEquatorEuropeFlagForest GlobeHabitatIndian OceanIslandMapMountainNorthNorth AmericaOceanPacific OceanPlantsPolar regionPrairie/savannahRain forest/jungleRiverSouthSouth AmericaSwampWestWorld

TransportationAirplaneAmbulanceBicycleBoatBusCarFire truckHelicopterMetro/subwayMotorcyclePolice carTrainTruck

Sports and ActivitiesBaseball/softballFootballGymnasticsKarateSoccerTelevisionTennisTo danceTo do homeworkTo listen to musicTo playTo readTo singTo swimTo watchVideo games

AnimalsBearBirdCatChickChickenCowCrocodileDogDuckElephantEndangeredFeathersFishFurGiraffeGorillaHenHippopotamusHorseLionMonkeyMousePigRabbitRoosterScalesSheepSkin SnakeTigerTurkeyZebra

EatingAppetizerBill/checkBread/cereal groupBreakfastDessertDinnerDrinkFood pyramidForkFruit groupGlassHealthy/unhealthyKnifeLunchMain courseMealMeat/protein groupMenuMilk/dairy groupNapkinPlateRestaurantSmoking / non-smokingSnackSpoonSweets and oils grouptableVegetable groupFood

Apple SteakBanana CoffeeBeans Cultural

foodCarrot CookieCoconut JuiceCorn CandyCucumber PeachGrapes ChickenLettuce CakeOnion Ice creamOrange CheesePear MilkPepper LemonPineapple FishPotato WatermelonStrawberry BreadTomato Water

HospitalAmbulance


EmergencyHospitalMedicine

SpaceAstronaut cometEarthGalaxyGasGravityJupiterMarsMercuryMoon(s)NeptuneOrbitPlanetPlutoRingRockRocket SaturnSolar systemSpaceStarSun(s)UniverseVenusVolcano

Colors and ShapesBlackBlueBrownCircleDiamondGrayGreenHeartOrangeOvalPinkPurpleRectangleRedSquareStarTriangleWhiteYellow

School suppliesPencilBackpackBookCrayonGlueMarkerPaperScissors


Compilation of Language Structures from 3-5 Grades,

to be Re-activated in 6 th Grade In grades 3-5, students have been exposed to these language structures and were expected to use them productively within the contextual confines of each particular unit of study. Though students have successfully used these structures throughout the 3-5 program, it is to be expected that they will need extensive review in order to further cement full acquisition.

Courtesy:Hello.Goodbye.Good morning.Good afternoon.Good evening/night.How are you?I am _________.And you?Please.Thank you.You’re welcome.Excuse me/pardon me.My name is _________.Yes, please.No, thank you.

Preferences:I like ___________.I don’t like ____________.My favorite is __________.

Describing:I am _____________.I am not __________.______ is _________.______ is not ______.He/She/It is ________.He/She/It is not _____.

grammar point—noun/adjective agreement

Expressing Location:_____ is in ________.He/She/It is in ______.____ is _(preposition)_ _(thing/place)_.He/She/It is _(preposition)_ _(thing/place)_.

Expressing quantity/time:It is __________ o’clock.It is __________ thirty.many/few _______.more than less than bigger/biggest smaller/smallest

Classroom commands:Sit down.Stand up.Listen.Look at me.Raise your hand.


Count.Respect others.Touch your ________.

Possession:I have______________.I don’t have _________._____ has _________._____ doesn’t have ____.He/She/It has ________.

Eating:I eat _________.For _(meal)_, I eat _(food)_.I am hungry.I am thirsty.I am full.I would like _______.Please pass ________.Enjoy your meal.The _____ was good/delicious!I would like to make a reservation.Check, please.

Routines/Activities:I go to bed.I get up.I bathe/shower.I brush my teeth.I wash my face/hands.I comb my hair.I like to __(activity)_.

Heath:My _______ hurts.Call the doctor.I feel ________._____ is healthy/unhealthy.

Other verb structures:______ works at/in ______.He/She works at/in ______.

______ lives in _______.

In _(location)_, it _(weather cond.)_.

I am wearing ________.He/She is wearing ______.


Middle School Foreign Language Curriculum Map

for Grades 6-8(Grades 6 and 7 continuation; Grade 8 Introduction C)

6 th Grade Continuation: Welcome to Middle School—school objects My Favorite Celebrity—personal descriptions My Host Family and Me—family, house,

geography My Trip to Paris/Madrid—city, community,

directions Cultural Studies and Holidays

7 th Grade Continuation: Back to School Shopping—shopping, clothing,

school time Sister Cities—city, community My Family Heritage—family descriptions Animal Planet—animals, body My Vacation—directions, community places,

food Cultural Studies and Holidays

8 th Grade (Introduction C): My Summer—pastimes, places, family, dates,

shopping, food, professions, sports, injuries/hospital

My Autobiography—milestones, family, personal descriptions, media

Folktales/Parables—heroes, historical figures Modern Explorers—geography, solar system,

weather, dates, food, clothing, descriptions


8th Grade Dance—letters, portfolio, target culture jobs

Cultural Studies and Holidays


National Standards in Foreign Language Education

1. Communication: Communicating in Languages Other Than English

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

1.2 Students understand and interpret written and spoken language on a variety of topics.

1.3 Students present information, concepts, and ideas to an audience of listeners on a variety of topics.

2. Cultures: Gain Knowledge and Understanding of Other Cultures

2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.

3. Connections: Connect with Other Disciplines and Acquire Information

3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.

3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

4. Comparisons: Develop Insight into the Nature of Language and Culture

4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

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

5.1 Students use the language both within and beyond the school setting.

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


taken from Standards for Foreign Language Learning: Preparing for the 21st Century


Skill Acquisition Across the Benchmark Years

(for students who began their foreign language study in the elementary program)

Listening

5th Grade: (Novice-High)

Students are able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. They can comprehend words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. At this level, students may require repetition, rephrasing and/ or a slowed rate of speech for comprehension.

8th Grade: (Intermediate-Low)

Students can understand sentence-length utterances which consist of recombinations of learned elements in a limited number of content areas (basic personal background and needs, social conventions and routine tasks, such as getting meals and receiving simple instructions and directions), particularly if strongly supported by the situational context. Listening tasks pertain primarily to spontaneous face-to-face conversations. Understanding is often uneven; repetition and rewording may be necessary. Misunderstandings in both main ideas and details arise frequently.

10th Grade: (Intermediate-Mid)

Students understand sentence-length discourse which consists of recombinations of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and activities, and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous face-to-face conversations but also to short routine telephone conversations


and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven.

12th Grade: (Intermediate-High)

Students are able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not differ significantly from those of an Advanced level listener, comprehension is less in quantity and poorer in quality.



Reading5th Grade: (Novice-High)

Reader has sufficient control of the writing system to interpret written language areas of practical need. Where vocabulary has been learned, they can read for instructional and directional purposes, standardized messages, phrases, and expressions, such as some items on menus, schedules, timetables, maps and signs. At times, but not on a consistent basis, the Novice-High reader may be able to derive meaning from material at a slightly higher level where context and/or extra linguistic background knowledge are supportive.

8th Grade: (Intermediate-Low)

Students understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example, chronological sequencing. The texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples include messages with social purposes or information for the widest possible audience, such as public announcements and


short, straightforward instructions dealing with public life. Some misunderstandings will occur.

10th Grade: (Intermediate-Mid)

Students read with increased understanding simple connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example, chronological sequencing. Texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience.

12th Grade: (Intermediate-High)

Students are able to read consistently simple connected texts with full understanding when these texts deal with basic personal and social needs about which the reader has personal interest and/or knowledge. The student can extract some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension. The student has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not differ significantly from those at the Advanced level, comprehension is less consistent. The student may have to read material several times for understanding.



Speaking5th Grade: (Novice-Mid)Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.


8th Grade: (Novice-High)They are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. These speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so.

10th Grade: (Intermediate-Low)Speakers can successfully handle a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At this level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions. These speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language, but, in spite of frequent misunderstandings that require repetition or rephrasing, they can generally be understood by sympathetic interlocutors, particularly those accustomed to dealing with non-natives.

12th Grade: (Intermediate-Mid)Speakers are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging. These speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution. They are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and /or grammar and/or syntax, misunderstandings can occur, but they are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.




Writing

5th Grade: (Novice-Mid)Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated words and phrases in context. They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. Novice-Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to reading the texts of non-natives.

8th Grade: (Novice-High)These writers are able to meet limited basic practical writing needs using lists, short messages, postcards and simple notes, and to express themselves within the context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and focused on common, discrete elements of daily live. Writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but the language they produce may only partially communicate what is intended. Control of features of the Intermediate level is not sustained due to inadequate vocabulary and/or grammar. Writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur.

10th Grade: (Intermediate-Low)These writers can meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic subject-verb-object word order. They are written mostly in present time with occasional and often incorrect use of past or future time. Writing tends to be a few sentences often with repetitive structure. Vocabulary is limited to common objects and routine activities, adequate to express elementary needs. Writing is somewhat mechanistic, and topics are limited to highly predictable content areas and personal information tied to limited language experience. There may be basic errors in grammar, word choice, punctuation, spelling, and in the information and use of non-alphabetic symbols. When these writers attempt to perform writing tasks at the Advanced level, their writing will deteriorate significantly, and their message may be left incomplete. Their writing is understood by natives used to the writing of non-natives, although additional effort may be required.


12th Grade: (Intermediate-High)Writers are able to meet a number of practical writing needs. They can write short, simple communications, compositions, descriptions, and requests for information in loosely connected texts that are based on personal preferences, daily routines, common events, and other topics related to personal experiences and immediate surroundings. Most writing is framed in present time, with inconsistent references to other time frames. The writing style closely resembles the grammar and lexicon of oral discourse. Writers show evidence of control of syntax in non-complex sentences and in basic verb forms, and they may demonstrate some ability to use grammatical and stylistic cohesive elements. Writing is best defined as a collection of discrete sentences and/or questions loosely strung together; there is little evidence of deliberate organization. Writers pay only sporadic attention to the reader of their texts; they focus their energies on the production of the writing rather than on the reception of the text. When writers attempt Advanced-level writings tasks, the quality and/or quantity of their writing declines and their message may be unclear. Writers can be understood readily by natives used to the writing of non-natives.

Student Profile: End of 8th Grade525 contact hours

By the end of 8th Grade, most students, who began their foreign language study in the elementary program, will exhibit Intermediate-Low ability in listening and reading and Novice-High ability in speaking and writing.

ACTFL Listening Guidelines (Intermediate-Low)Students can understand sentence-length utterances which consist of

recombinations of learned elements in a limited number of content areas (basic personal background and needs, social conventions and routine tasks, such as getting meals and receiving simple instructions and directions), particularly if

strongly supported by the situational context. Listening tasks pertain primarily to spontaneous face-to-face conversations. Understanding is often uneven; repetition

and rewording may be necessary. Misunderstandings in both main ideas and details arise frequently.

ACTFL Speaking Guidelines (Novice-High)They are able to handle a variety of tasks pertaining to the Intermediate level, but

are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward

social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and

immediate needs. These speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when

asked to do so.

These speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor.

Their utterances, which consist mostly of short and sometimes incomplete sentences in the present, may be hesitant or inaccurate. On the other hand, since

these utterances are frequently only expansions of learned material and stock phrases, they may sometimes appear surprisingly fluent and accurate. First

language may strongly influence pronunciation, as well as vocabulary and syntax when attempting to personalize their utterances. Frequent misunderstandings may

arise but, with repetition or rephrasing, these speakers can generally be understood by sympathetic interlocutors used to non-natives. When called on to

handle simply a variety of topics and perform functions pertaining to the


Intermediate level, the speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence level discourse.

ACTFL Reading Guidelines (Intermediate-Low)Students understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically

noncomplex and have a clear underlying internal structure, for example chronological sequencing. The texts provide basic information about which the

reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples include messages with social

purposes or information for the widest possible audience, such as public

announcements and short, straightforward instructions dealing with public life. Some misunderstandings will occur.

ACTFL Writing Guidelines (Novice-High)These writers are able to meet limited basic practical writing needs using lists,

short messages, postcards and simple notes, and to express themselves within the

context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and focused on common, discrete elements

of daily live. Writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but the language they produce may

only partially communicate what is intended. Control of features of the Intermediate level is not sustained due to inadequate vocabulary and/or grammar. Writing is often comprehensible to natives used to the writing of non-natives, but

gaps in comprehension may occur.


Student Profile: End of 10th Grade825 contact hours

By the end of 10th Grade, most students, who began their foreign language study in the elementary program, will exhibit Intermediate-Mid ability in listening and reading and Intermediate-Low ability in speaking and writing.

ACTFL Listening Guidelines (Intermediate Mid)Students understand sentence-length discourse which consists of recombinations of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and activities, and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous facet-to-face conversations but also to short routine telephone conversations and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven.

ACTFL Speaking Guidelines (Intermediate Low)Speakers can successfully handle a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At this level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions. These speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language, but, in spite of frequent misunderstandings that require repetition or rephrasing, they can generally be understood by sympathetic interlocutors, particularly those accustomed to dealing with non-natives.

ACTFL Reading Guidelines (Intermediate Mid)Students read with increased understanding simple connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example chronological sequencing. Texts provide basic information about which the reader has to make only minimal suppositions or to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience.

ACTFL Writing Guidelines (Intermediate Low)These writers can meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic subject-verb-object word order. They are written mostly in present time with occasional and often incorrect use of past or future time. Writing tends to be a few sentences often with repetitive structure. Vocabulary is limited to common objects and routine activities, adequate to express elementary needs. Writing is somewhat mechanistic and topics are limited to highly predictable content areas and personal information tied to limited language experience. There may be basic errors in grammar, word choice, punctuation, spelling, and in the information and use of non-alphabetic symbols. When these writers attempt to perform writing tasks at the Advanced level, their writing will deteriorate significantly and their message may be left incomplete. Their writing is


understood by natives used to the writing of non-natives, although additional effort may be required.


Student Profile: End of 12th Grade1,125 contact hours

By the end of 12th Grade, most students, who began their foreign language study in the elementary program, will exhibit Intermediate-High ability in listening and reading and Intermediate-Mid ability in speaking and writing.

ACTFL Listening Guidelines (Intermediate-High)Students are able to sustain understanding over longer stretches of connected

discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not differ significantly from those of an Advanced level

listener, comprehension is less in quantity and poorer in quality.

ACTFL Speaking Guidelines (Intermediate-Mid)Speakers are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging.

These speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution.

They are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and /or grammar and/or syntax, misunderstandings can occur, but they are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.

ACTFL Reading Guidelines (Intermediate-High)Students are able to read consistently simple connected texts with full

understanding when these texts deal with basic personal and social needs about which the reader has personal interest and/or knowledge. The student can extract

some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with

comprehension. The student has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not differ significantly from those at the Advanced level, comprehension is less consistent.

The student may have to read material several times for understanding.

ACTFL Writing Guidelines (Intermediate-Mid)Writers are able to meet a number of practical writing needs. They can write short, simple communications, compositions, descriptions, and requests for information in loosely connected texts that are based on personal preferences, daily routines, common events, and other topics related to personal experiences and immediate surroundings. Most writing is framed in present time, with inconsistent references to other time frames. The writing style closely resembles the grammar and lexicon of oral discourse. Writers show evidence of control of syntax in non-complex sentences and in basic verb forms, and they may demonstrate some ability to use grammatical and stylistic cohesive elements. Writing is best defined as a collection of discrete sentences and/or questions loosely strung together; there is little evidence of deliberate organization. Writers pay only sporadic attention to the reader of their


texts; they focus their energies on the production of the writing rather than on the reception of the text. When writers attempt Advanced-level writings tasks, the quality and/or quantity of their writing declines and their message may be unclear. Writers can be understood readily by natives used to the writing of non-natives.


Forsyth County SchoolsFLES Instructional Unit Design Template

Unit Title: “Our Clothes” Designer’s name: Stephenson, Sanford, Walters, and DelongContent Area: FLES Grade: KindergartenTopic: Clothing Length of teaching time: 10 Sessions

Stage 1 – Desired ResultsProgress

Indicators (PI)

National FL Standards (NFLS) Prerequisite Knowledge

K.18 Name selected items of clothing.K.19 Sort selected items of clothing according to the weather.

Check all that apply to this unit: 1. Communication: Communicating in

languages other than English 2. Culture: Gain knowledge and understanding

of other cultures 3. Connection: Connect with other disciplines

and acquire information 4. Comparison: Develop insight into the nature

of language and culture 5. Community: Participate in multilingual

communities at home and around the world

1. Students should have been taught basic weather conditions such as hot, cold, rainy, sunny, etc.

2. Students should be able to identify and name colors.

Stage 2 – Assessment EvidencePI NFLS Summative Assessments

(with attached rubrics)Other Evidence

K.18

K.19

Using poster board cut-outs of clothing, the student will place the correct article of clothing on an outline of a boy or a girl drawn on a piece of poster board.

When shown various clothing on flash cards, the student will name the article of clothing on each card.

K.18 Cut out models from a catalog and paste onto poster board. Assign each model a number. Teacher names and descries clothing being worn by a particular model and selected student must point to the model being describer or identify the number of the model.

K.19 Cut out articles of clothing from a catalog and place in a box. Student draws out 3 articles of clothing and makes a sentence such as “I am wearing ___” and names each article of clothing drawn.


Stage 3 – Learning PlanPI NFLS Learning Activities

K.18

K.19

K.18 & K.19

K.19

K.19

1

1

1

1

1

Simulate packing for a trip. Student packs real clothing in a suitcase as various articles are named by the teacher.

Teacher directs students to stand up if they are wearing a particular article of clothing.

Play “Dress Up.” Using real clothing, students put on various articles of clothing as named by the teacher.

Play “Class vs. Teacher” with flash cards.

Play “Concentration.” Students try to match flash cards, naming clothing as they go along.

“What’s missing?” Teacher draws an outline of a boy on one poster and a girl on the other. The teacher dresses either one with clothing cutouts from poster board, leaving off the shoes, or a shirt, etc. Students must identify missing articles of clothing.

After teaching sight recognition of selected vocabulary, the students try to match words with clothing pictures or flash cards. Students say the matched pairs.

Teacher indicates a particular body part. Class must name an article of clothing that can be worn on that part of the body.

Make an imaginary washing machine out of cardboard. For each activity, the teacher names the clothing to be put in and selects students to put one article in at a time. For another, the students name the clothing as they put each article in.

Students make their own clothing by drawing, coloring, and cutting the articles out. Student names and describes colors of clothing to the class.

“What’s wrong?” Using either real clothing or cutouts, clothing is either placed correctly or incorrectly on the body. Students must tell which clothing is not correct and move it to the correct place.



Unit Title: “My Community” Designer’s name: Stephenson, Sanford, Walters, and DelongContent Area: FLES Grade: KindergartenTopic: Community Helpers Length of teaching time: 10 Sessions


Indicators (PI)


K.27 Identify community helpers.

K.28 Name community helpers.


languages other than English 2. Culture: Gain knowledge and understanding

of other cultures 3. Connection: Connect with other disciplines

and acquire information 4. Comparison: Develop insight into the nature

of language and culture 5. Community: Participate in multilingual


Knowledge of numbers is helpful.



K.27

K.28

1

1

Teacher displays flash cards showing various community helpers. The teacher names a community helper and the selected student must touch the correct flash card.

Teacher shows the student various pictures of places where selected community helpers work, such s the fire station, the hospital, or the farm. The teacher asks the student in the target language, “Who works here?” The student is expected to name the community helper who might possible work there.

K.27 The teacher holds up a picture of a farm, a hospital, a school, etc. and makes a sentence in the target language such as “The policeman works here at the police station. “Where is the police man.” The selected student must find a flash card showing a policeman.

K.28 Make 8 houses, each a different color or with a different color roof. The teacher asks in the target language, “Who lives in the red house?” The selected student chooses a community worker and responds with the name of the helper that might live there.



K.27

K.28

K.27 & K.28

Play “slap hands” to reinforce recognition of the names of the community helpers.

Play a different form of “Class vs. Teacher.” The teacher holds all the flash cards above his/her head. One card at a time can be seen by the class, but not by the teacher. The teacher asks in the target language, “Is this the fireman? The class can only respond by saying “yes” or “no.” If the students respond with a “no,” the teacher has two more guesses. If/he/she can correctly guess the community helper on the flash card within three tries; the teacher wins the point. If not, the class earns the point, and the teacher goes to the next flash card.

If available share a book involving one or more community helpers.

Make large upper body pictures of community helpers out of poster board. Cut out the faces and choose students to place the picture so that their face becomes the face of the fireman, policeman, doctor, etc. Using the target language, students make simple sentences such “John is the fireman,” or “Susan is the doctor.”

Play a version of “Dog and the Bone” by hiding a flash card underneath a student while another turns and covers his/her eyes. When the student turns around, the class chants in the target language, “Where is the doctor?” or “Where is the fireman?” The student has 3 chances to guess who is sitting on the flash card. If accomplished in 3 turns, he/she continues to the next round. If not, another student is chosen to cover the eyes and the process is repeated.

Teach the kids a rhyme such “Au feu, les pompiers” in French or something comparable in Spanish.

Students make a small booklet of community helpers and practice naming the community helpers in their booklet when finished.

Gather play objects or pictures of objects that go with certain professions such as a stethoscope, a policeman’s badge, etc. First, state that the object belongs to a certain person. Example: The syringe belongs to the nurse. The students must fid the correct picture of the nurse to match object to profession. Next time, ask the students to whom does each object belong. Example: To whom does the stethoscope belong?



Unit Title: “All About Me” Designer’s name: Stephenson, Sanford, Walters, and DelongContent Area: FLES Grade: KindergartenTopic: Body Parts Length of teaching time: 10 Sessions


Indicators (PI)


K.16 Identify selected parts of the body.

K.17 Name selected parts of the body.


languages other than English 2. Culture: Gain knowledge and

understanding of other cultures 3. Connection: Connect with other disciplines

and acquire information 4. Comparison: Develop insight into the

nature of language and culture 5. Community: Participate in multilingual


No prior knowledge or skills are required.



K.16

K.17

The teacher will direct each student to touch various parts as they are named by the teacher.

The student will be shown various pictures, each displaying a person with a body part that is missing. The teacher asks the student to name the missing body part in each picture shown.



K.16

K.17

K.16 & K.17

1

1

2

1

Teacher directs students to draw body parts on a paper plate to make a face.

Each student gets a Teddy Graham. The teacher directs the students to eat one body part at a time.

The teacher directs the students to put together a Mister Potato Head, one part at a time.

Play “Simon Says.”

Divide the class into teams. One member is on one side of dry erase board with another team member on the other . The teacher commands the students to draw body parts until a face (or whole body) is drawn. Reveal the amusing results to the class.

Draw a big picture of a character (child, cartoon character, etc.) on a poster and laminate. The class pretends the character is hurt and band–aids are placed on various body parts as directed by the teacher.

Using a child’s play Doctor Kit, the teacher plays the role of the doctor. The students are the patients and must pretend they have injured or hurt a particular part of the body. The students must tell which body part is hurting.

Play “Concentration” by putting two sets of body part flash cards on the carpet. Students take turns turning over the cards and trying to find a match. Students must name the body parts as they take turns.

Put a sheet of paper over a student who is the Ghost. Put a few plastic body parts or flash cards out for the ghost to “Steal.” Select a student to turn away from the group and cover eyes. Meanwhile, the ghost steals a body part and puts it under the sheet. The student chosen to guess turns around and manes the body part the ghost has stolen.

Sing songs such as “Head, shoulders, knees, and toes” in the target language as well as other songs on commercially prepared cassettes or CD’s.

Use commercially made posters or cutout figures such as Tasmanian Devil or scarecrow. Students touch body parts or name body parts.


Forsyth County Schools FLES Instructional Unit Design Template

Unit title: “Going on a vacation” Designer’s name: Holbrook, Bedard, Flack Content area: FLES Grade: 1 Topic: Clothing Length of teaching time: 9 sessions (25 min)

Progress Indicators (PI) National FL Standards (NFLS)

Stage 1 — Desired Results

1.4 Students will identify types of clothing. 1.5 Students will name types of cloth - ing. 1.6 Students will categorize clothing by color, size, and weather. 1.7 Students will describe clothing by color, size, and weather.

Check all that apply to this unit: 1. Communication: Communi-cating in languages other than English 2. Culture: Gain knowledge and understanding of other cultures 3. Connection: Connect with other disciplines and acquire information 4. Comparison: Develop insight into the nature of language and culture 5. Community: Participate in multilingual communities at home and around the world

Prerequisite Knowledge

Colors Size Weather terms

Stage 2 — Assessment Evidence

PI NFLS

Summative Assessments (with attached rubrics)

Other Evidence

1.4 1.5 1.6 1.6 1.7

4

Students will identify types of clothing by touching (or slapping) or putting on articles of clothing as specified by teacher.

Students will name types of clothing by naming arti-cles they have drawn in their suitcases, as selected by teacher.

Students will categorize clothing by color by gluing correctly-colored clothing onto flag worksheet or onto suitcase destination scene.

Students will categorize clothing by weather by drawing appropriate articles of clothing in their des-tination suitcase.

Students will describe clothing by color, size, and weather by describing the weather at the destination they have chosen (it’s hot, it’s cold), and then de-scribing an item of clothing that they have placed in their suitcase by the item’s color and size (with noun/adjective agreement)

Students will correctly identify students de-scribed by teacher (I Spy).

Students will describe what a paper doll that they have made is wearing.

Students will identify articles of clothing while playing Bingo (place marker on article of cloth-ing called by teacher).


PINFLS

Learning Activities

1.4,6

1.41.41.41.4

1.71.6

1.51.6

5

5

52

2

25

Slap Hands, around-the-world style, first to identify clothing, then clothing by color (emphasize reverse order of noun/adjective)

Directed drawing on stick figures I Spy Clothing relay Bingo—students color clothing as directed (emphasizing reverse order), cut and

paste selected articles onto Bingo card sheets, then can play Bingo Paper dolls—cut and paste, then describe Flag catalog cut-out (cut and paste clothing by color onto language-specific flag)

Going on a vacation Washing clothes for a vacation (Magic Washing Machine) Teacher packs a suitcase for a warm destination (beach) and for cold (skiing),

using culturally appropriate destinations Students pack “suitcase” (paper folded in half) choose destination; glue scene on outside of “suitcase”; color, add catalog cut-

outs by color draw appropriate clothing on interior of “suitcase”; name clothing and describe

by color to class or to teacher (using reverse order of noun/adjective)



Unit Title: “The Community” Designer’s name: 3rd Grade FLES TeamContent Area: FLES Grade: Third GradeTopic: Directional terms, cardinals points Length of teaching time: 10 SessionsCommunity helpers an town setting


Indicators (PI)


3.16 Students will identify places on map.

3.17 Students will locate places on a map.

3.18 Students will identify selected members of the community in relation to their place of work



understanding of other cultures 3. Connection: Connect with other disciplines

and acquire information 4. Comparison: Develop insight into the



Community helpersFoodClothingSportsSchool subjectsFeeling/Emotions



3.16

3.17

3.18

Students will identify places on map by either pointing or moving an object to places on a map.

The student will follow directions given by the teacher to locate a place on map.

Students will be able to complete sentences by matching members of the community and their working place.

Student will create pretending towns within their classroom parameters. As part of the activities they will learn to address and envelope and send a letter to another town or community.



3.16

3.17

3.18

Teacher will do an opening activity call – Who is wearing this hat?

Teacher will create a book using productive and receptive vocabulary to read to the students.

Students will label a community map.

Students will discuss various maps within themselves to identify places around different towns.

Students will use a board game simulating a community to locate and identify places and members of the community.

Teacher will use a puzzle game technique to reveal a community image behind.

Teacher will create a writing activity called – Where do I work? (Students will choose a pretending role to talk about it.)

Students will build and name their own communities. (Including mail centers)



Unit Title: “Family and Fairy Tales” Designer’s name: 3rd Grade FLES TeamContent Area: FLES Grade: ThirdTopic: Extended Family and Fairy Tales Length of teaching time: 10 Sessions


Indicators (PI)


3.9 Students will recognize extended family members.

3.10Students will name extended family members.

3.11Students will contrast positive and negative traits in real and fictional characters.

3.12Students will recognize positive and negative character traits in fairy tales.



understanding of other cultures 3. Connection: Connect with other

disciplines and acquire information 4. Comparison: Develop insight into the



Primary Family members



3.9

3.10

3.11

3.12

Student touches/points to family member as specified by teacher within context of a story.

Student will draw 8 family members and produce names by labeling each one (to be attached to family tree).

Students will categorize positive and negative traits of a famous person using the character webbing technique.

Students will sort fairy tale characters in


two columns (good/evil)


3.9

3.10

3.11

3.12

1

1

1

1

1,4

1

1

1

3,1

5,3,1

5,1

3

5

Introduce family members with book

Re-read story – students called on to point out family members.

Brainteasers (who is your mother’s mother, etc.)

Family tree – students draw 8 family members, label each, describe with personal characteristics and place on tree (3 days).

Koosh toss – students describe self, or others in complete sentences, using personal characteristics and emphasizing gender agreement

Use masks for koosh ball toss – describing in 3rd person.

“Web” a famous person using picture from magazine and personal characteristics, paying attention to gender agreement.

Read fairy tale

Student becomes fairy godmother, witch, etc. to transform students into something new.

Web a character from story using personal characteristics.

Write a descriptive paragraph using character webs (paragraph writing).

Read paragraph to class, class guesses who it is (oral presentation)

Post paragraphs in “gallery”; students read paragraphs and categorize in notebooks as good or evil.

Categorize scenes from story into beginning, middle, or end (structure of story).

Group presentations (format is chosen by group – play. Finger puppets, illustrated book, etc.) of segments of a story.


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