world languages curriculum map level i

1

DeKalb County Schools

World Languages Curriculum MapLevel I

2

Table of Contents

3 ---------------------- Introduction

4 ---------------------- Level I Georgia Performance Standards

5 ---------------------- Portfolio Instructions

7 ---------------------- Unit 1 Classroom Survival Skills

9 ---------------------- Unit 2 School

11 --------------------- Unit 3 Self and Leisure Activities

13 --------------------- Unit 4 Food and Restaurants

15 --------------------- Unit 5 Clothing Shopping Stores

17 --------------------- Unit 6 Family and Celebrations

19 --------------------- Textbook Alignment with Curriculum Map - French (Bien Dit Level I) - Spanish (Avancemos Level I)

3

Introduction to Curriculum Map for World Languages

The curriculum map is based on Georgia Performance Standards for Modern Languages and ACTFLrsquos

National Standards for Modern Languages This curriculum uses a thematic approach and was designed around the principles of Understanding by Design planning with the end in mind Each curriculum map is created to help

teachers create engaging and relevant communicative opportunities for students

These curriculum maps provide an outline for each thematic unit Included in the maps are skeleton vocabulary and structure lists Each classroom teacher has the opportunity to supplement these lists to meet their own studentsrsquo needs The curriculum maps represent the minimum of what must be taught in each thematic unit Each teacherrsquos own additions of communicative classroom activities and Performance Based Assessments are

crucial for the success of this curriculum

Grammatical concepts are not specifically identified on these curriculum maps Rather this curriculum focuses on communicative functions and themes allowing for implicit teaching of grammar rather than overt

grammatical lessons

Each curriculum map includes required student portfolio artifacts Students will create portfolios with written and oral artifacts as evidence of their learning and language growth These portfolios will accompany the students as they progress through different language levels Please refer to the portfolio instructions for more information

Great care was taken in the development of this curriculum to ensure that current best practices and research

are reflected throughout This curriculum is based on the state and national standards not any specific textbook A textbook reference page has been created to aid teachers in correlating the textbook with the thematic units when

appropriate Additional technology links and reading resources are listed on each map for teacher reference

4

Georgia Performance Standards- Modern Languages- Level I

Interpersonal Mode of Communication (IP) MLIIP1 The students exchange simple spoken and written information in the target language utilizing cultural references where appropriate MLIIP2 The students demonstrate skills necessary to sustain brief oral and written exchanges in the target language

Interpretive Mode of Communication (INT) MLIINT1 The students demonstrate understanding of simple spoken and written language presented through a variety of media in the target

language and based on topics such as self family school etc MLIINT2 The students interpret verbal and non-verbal cues to understand simple spoken and written messages in the target language Presentational Mode of Communication (P) MLIP1 The students present information orally and in writing that contains a variety of vocabulary phrases and patterns MLIP2 The students present brief rehearsed material in the target language such as dialogues skits poetry and songs Cultural Perspectives Practices and Products (CU) MLICU1 The students develop an awareness of perspectives practices and products of the cultures where the target language is spoken Connections Comparisons and Communities (CCC) MLICCC1 The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce

one another MLICCC2 The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and

the studentsrsquo own culture MLICCC3 The students compare basic elements of the target language to the English language MLICCC4 The students demonstrate an awareness of current events in the target culture(s) MLICCC5 The students identify situations and resources in which target language skills and cultural knowledge may be applied beyond the

classroom setting for recreational educational and occupational purposes

5

Portfolio Instructions Level I

The intent of the World Language portfolio is to track growth of proficiency during the studentsrsquo course of language study A portfolio that contains audio and or video is extremely beneficial in that students have the opportunity to track their progress and reflect on their growth during their study of language The portfolio also provides concrete evidence of language learning for parents and administration Students will continue to add to the Level I portfolio during subsequent years There are many options on how this portfolio may be created and archived Each Unit includes at least two portfolio entries one oral and one written A simple way to have students save this information would be on the Share Drive at your school or on their own First Class Additionally students could save their documents and files on a ReadWrite DVD or CD or even on a Flash Drive Oral activities are intended to be video or audio recordings using a video camera or a MP3 recorder Microsoft office also allows for recorded narration which could be done with a microphone on a school computer Below are the Required Portfolio entries for Level I Level I Portfolio Requirements This portfolio requires students to explore a target language country as they study each unit Students will choose their country during the first unit and continue to study it throughout the course culminating in a final presentation of the information researched throughout the course One option to archive the work samples Students may create a PowerPoint slide for each unit and record the oral information by adding narration with MP3 recording The oral and written presentation will be in the target language Additionally each unit has an entry that allows students to describe themselves in a Video Audio journal and build on what they have learned Unit 1 Classroom Survival Skills Country specific presentation Choose a country to study throughout the semesteryear Spoken aspect requires you to state the name of the country and the language spoken there (ex My country is Mexico Spanish is spoken in Mexico Mi paiacutes es Meacutexico Se habla Espantildeol en Meacutexico) VideoAudio Journal About Self Introduce yourself and give any additional information that you know how to say in the target language Unit 2 School Country specific presentation Identify a major city and important landmarks in the chosen country VideoAudio Journal About Self Writing Describe your school day Tell what classes you have the times of the classes your teachers which classes you like and dislike which classes are easy and difficult

6

Unit 3 Sports and Leisure activities Country specific presentation Identify a sports team or figure unique to your chosen country Read a sports page in a newspapermagazine (Identify cognates) VideoAudio Journal About Self Describe to a friend how you like to spend your free time Unit 4 Food and Restaurants Country specific presentation Research an authentic recipe from a country andor describe a typical meal in the country Locate and research a restaurant in the target country and describe what you would order VideoAudio Journal About Self Describe all the components of your favorite meal Next give your opinion of the food from your target language country If yoursquove never tried any tell what you would like to try Unit 5 ClothingShoppingStores Country specific presentation Identify currency of chosen country Convert currency to US dollar and demonstrate how much a particular item would cost in the countrymdashis it cheaper or more expensive Identify regional clothing and give your opinion about it VideoAudio Journal About Self Describe your favorite outfit or the outfit you are wearing Compare it to an outfit you think is out of fashion (provide a picture to show your audience as you describe it) Unit 6 Family and Celebrations Country specific presentation Identify and describe celebrations of chosen country VideoAudio Journal About Self Describe the people that are most important to you Tell about your family and friends including ages physical description personality traits etc Final Product Presentations Culminating entries Country specific presentation Present a culminating product which includes all the chosen countryrsquos information in single or mixed media VideoAudio Journal About Self Add an entry that allows you to include information about yourself that wasnrsquot previously included

7

World Languages- Curriculum Map- Level I- Unit 1- Classroom Survival Skills Unit 1 Classroom Survival Skills 2 weeks (4 weeks 7 period day)

Essential Question(s) How can I survive and thrive in a world language classroom

Unit Portfolio Projects

Country specific presentation Student chooses a country to study throughout the semesteryear Spoken aspect requires students to state the name of the country and the language spoken there (Ex My country is Mexico Spanish is spoken in Mexico Mi paiacutes es

Meacutexico Se habla Espantildeol en Meacutexico)

VideoAudio Journal About Self Introduce yourself and give any additional information that you know how to say in the target language

Context

(Be Able To) VocabularyStructures

(to know) Culture Customs

Connections Technology Resources Reading

MLIIP1A Use basic greetings farewells and expressions of courtesy MLIIP1H Use sequenced information such as the alphabet days of the week months seasons and numbers in context MLICCC3B Identify basic sound distinctions

FormalInformal Greetings Hello How are you I am well I am not well Not bad My name ishellip What is your name Goodbye See you later) Expressions of courtesyemotion Thank you yoursquore welcome Nice to meet you) Alphabet Numbers 0-31 Calendar (Days Months)

Names and titles Common gestures and non-verbal cues Concept of time Climate differences Comparative school customsbehavior Formal informal address Geographical areas where the language

All Languages httpwwwprimaryresourcescoukmflmfl_frenchhtm httpwwwepiscopalacademyorghtmUnitsUppermodlangputnamgeneralresourhtm FL Internet Resources for Foreign Language study General Resources wwwconjuguemoscom httpwwwcsunedu~hcedu013eslsphtml Videos from httpgpbunitedstreamingcom wwwenchantedlearningcom wwwteachersdiscoverycom French wwwuptotencom Games graphics cartoons

8

Context (Be Able To)

VocabularyStructures (to know)

Culture Customs Connections

Technology Resources Reading

MLICCC1C Identify examples of vocabulary phrases proverbs and symbols from the target language that are used in other subjects MLIINT1C Understand simple instructions MLIINT2B Recognize basic non-verbal cues MLICCC3A Recognize cognates and differences in linguistic systems MLICCC1A Demonstrate knowledge of geographical locations

Introduction to telling time (even half quarter hour) Introduction to Weather Expressions cold hot rainy sunny SoundsPronunciation Diacritical Marks Classroom Materials School Vocabulary book pen pencil paper notebook binder calculator eraser book bag cell phone flash drive desk chair computer Classroom Commands Stand up sit listen take out raise hand turn wait open close enter write read repeat speak work (in pairs) choose (a partner) be quiet pay attention watch (TPR only) Cognates

is spoken

wwwcortlandeduflteach List of foreign language links wwwa-vous-la-francecoukles_objets_de_la_classehtm German httpdw-worldde German radio in 8 languages wwwstudying-in-germanyde radio wwwdeurschlandde Official Portal of the Federal Republic Japanese httpwwwmangolanguagescommain httpwwwyoutubecomwatchv=f9jFUQ5vz08 Spanish wwwstudyspanishcom wwwspaineschangecomessistemaeducativo wwwspainembeduorgmaterials

World Languages- Curriculum Map- Level I- Unit 1- Classroom Survival Skills (continued)

9

World Languages- Curriculum Map- Level I- Unit 2- Self and School Unit 2 School 2 weeks (4 weeks 7 period day)

Essential Question(s) How might going to school in another country be different from going to a school in the

United States

Unit Portfolio Projects Country specific presentation Identify a major city and important landmarks in the chosen country

VideoAudio Journal About Self Writing Describe your school day Tell what classes you have the times of the classes your

teachers which classes you like and dislike which classes are easy and difficult



Recycle CultureCustoms Connections


MLIIP1B Express likes dislikes preferences MLICCC2B Demonstrate awareness of studentsrsquo own cultures MLIIP1H Used sequenced information such as alphabet days of the week months seasons and numbers

Expressions of preference to like to dislike to love to prefer Subjects Math Science English Social Studies PE Spanish French German Latin Japanese Music Technology Calendar days months seasons Time (including minutes late and early)

Numbers 1-31 Classroom objects Classroom commands Time (full half quarter)

Common gestures and non-verbal cues Identify commonly held viewpoints of the cultures such as those relating to time calendar saints and education

Systems of education Importance of Baccalaureate exam (when applicable)

All Languages httppolyglotlsswiscedulsslang spanspanspanbanhtml wwwpuzzlemakercom wwwrubistar4teachersorg httpcyberschoolbusunorgindexhtml French wwwutmedudepartmentfrenchfrenchhtml wwwbonjourdefrancecom wwwjustlandedcomenglisfrancefrance-guiceEducationthelycee

10





MLIIP1E Give simple descriptions MLIIP2A Initiate participate in and close a brief exchange MLIP1A Present information from a variety of sources MLICU1B Identify commonly held viewpoints of the cultures such as those relating to time education and meals MLICCC1 Relate content from other subjects MLICCC5B Identify community and Internet resources

Time Numbers (31-60) Ordinal numbers (1st-10th) Classroom activities to begin to end to erase to write to finish to eat lunch to study to teach to learn to draw to paint to read to write to carry to go to arrive to begin to need (to be) (Students will respond to verbal commands Students will produce the ldquoIrdquo form of these verbs) Locations in the school Classroom cafeteria office gym restroom hall media center computer lab Descriptive words It is fun boring difficult easy interesting good bad

Time zones Seasonal differences in hemispheres Climate Countries and capitals

German wwwcampus-germanyde DAAD scholarships wwwgermany-tourismde wwwaustriainfous wwwmyswitzerlandcom official tourism web sites GermanyAustriaSwitzerland Japanese httpwebmitedu21f501wwwlinkslangauge Spanish wwwstudyspanishcom wwwconjuguemoscom wwwspainexchangecomessistema_educativo wwwspainembeduorgmaterials

World Languages- Curriculum Map- Level I- Unit 2- Self and School (continued)

11

World Languages- Curriculum Map- Level I- Unit 3- Leisure Activities Unit 3 Self and Leisure Activities 3 weeks (6 weeks 7 period day)

Essential Question(s) How is teen life in the United States different from teen life in another country

What do teens in America and teens in other countries like to do in their spare time and why

Unit Portfolio Projects Country specific presentation Identify a sports team or figure unique to chosen country Read a sports page in a

newspapermagazine (Identify cognates)

VideoAudio Journal About Self Describe to a friend how you like to spend your free time



Recycle Culture Customs Connections


MLIIP1B Express likes dislikes emotions agreement and disagreement MLIIP1G Ask questions and provide responses based on self and friends (1st-3rd person singular) MLIIP1H Use sequenced information meaningfully MLIIP2A Initiate participate in and close a brief exchange

Sports soccer baseball football tennis volleyball swimming skiing track golf basketball wrestling hockey Activities to play to win to lose to dance to sing to read to listen to music to watch movies and theater parties computer activities to talk on the phone television video games to ride bikes to take walks to relax to hang-out to have fun to

Preferences dislikes agreement disagreement Classroom activities Timedays of the week weatherseasons Geography in discussions of activities

Common gestures and non-verbal cues Culture as it relates to leisure activities in the target culture as compared to those in the United States Identify countries in the target language that participate in various sports or leisure activities

Sports unique to

All Languages wwwwordchampcom Newspapers for all languages wwwteachersdiscoverycom Sports reports clips French wwwjustfranceorgfrancesports-in-france German wwwperlentaucherde cultural information wwwspiegelde weekly news magazine wwwfilmportalde central internet platform about German movies

12





MLIINT1A Identify main ideas and some details when reading and listening MLIP1A Present information gathered from a variety of sources such as informal conversations interviews readings and media MLICCC3A Recognize similaritiesdifferences between target language and English MLICCC4A Give information regarding major current events of the target language MLICCC4B Understand the impact of current events of target cultures MLICU1B Identify commonly held cultural viewpoints

spend time (1st-3rd person singular) Time (24 hour clock) Numbers (60 -100) Descriptive adjectives smart strong weak nice mean pretty ugly tall short dangerous Adverbs of frequency never often from time to time sometimes always rarely Body parts eyes nose mouth ears hands head arms legs feet shoulders knees toes Expressions of health ldquoItrsquos good for yourdquo ldquoItrsquos bad for yourdquo

Classroom commands Numbers 0-60

target countries

wwwgerman-waycomsport Sports in Germany Austria Switzerland Japanese httpwwwyoutubecomwatchv=f9jFUQ5vz08 Spanish wwwespncom

World Languages- Curriculum Map- Level I- Unit 3- Leisure Activities (continued)

13

World Languages- Curriculum Map- Level I- Unit 4- Food and Restaurants Unit 4 Food and Restaurants 3 weeks (6 weeks 7 period day)

Essential Question(s) How do traditions concerning food meals and dining in the United States differ from those is another country What is it like to go into a restaurant in another country What would I need to know to feel confident when I talk to the

waiter

Unit Portfolio Projects Country specific presentation Research an authentic recipe from a country andor describe a typical meal in the country Locate and

research a restaurant in the target country and describe what you would order

VideoAudio Journal About Self Describe all the components of your favorite meal Next give your opinion about the food from your target language country If yoursquove never tried any tell what you would like to try





MLIIP1C Make simple requests MLIIP2B Use formal and informal forms of address MLIIP1D Ask for clarification MLIIP1G Ask questions and provide responses

Order a meal menu waiter reservations pricing bill tips I would like Do you have How much does it cost I am hungry I am thirsty Meal vocabulary breakfast lunch dinner dessert snack to eat to drink to order to ask for to want to be to have Basic food pyramid Meat beef pork chicken fish

Likes dislikes preferences Descriptive adjectives Activities Seasons and activities Adverbs of frequency

Meal customs and eating habits Restaurantcafeacute etiquette Paying the bill Common food eaten in target language country Cooking traditions Agriculture and

All Languages wwwmcdonaldscom Menus from around the world French wwwbistrodusommeliercom http3suissesfr httpfraccom wwwcarrefourcom httpgofranceaboutcomb20090526france-for-foodies-grocery-shopping-and-the-market-experience-in-francehtm httplibrarythinkquestorg18783foodhtml

14





MLIIP1B Express likes dislikes emotions agreement disagreement MLIP1B Give basic information about self and others MLIIP1E Give simple descriptions MLICCC2A Compare cultural patterns of behavior and interaction MLICCC2B Demonstrate awareness of studentsrsquo own cultures MLICU1A Demonstrate knowledge of cultural contributions

Vegetables lettuce tomato onion potato beans corn green beans carrots Fruit bananas orange apple grapes strawberries pineapple lemon Grains bread cereal rice Dairy milk cheese eggs yogurt butter Beverages water soft drink coffee tea ice Flavors sweet spicy sour salty Expressions of courtesy Thank you very much my pleasure yoursquore welcome no thank you I would like Expressing dissatisfaction hot cold there is there is not Talking about many people (we you plural they) Question words what who where when why how much which

Numbers 1-100 Time Commands

industry Commonly held viewpoints of the target culture such as those relating to time and meals

Compare and contrast cultural views regarding time and meals with those in the United States

German wwwdaskochrezeptdecommunity information about cooking in Germany wwwknorrde recipes and ideas for cooking Japanese httpjapaneseaboutcombl_foodhtm Spanish wwwComidakraftcom httpwwwmypyramidgovsp-indexhtml Food pyramid in Spanish includes articles and basic descriptions Downloadable documents for students to track food they eat

15

World Languages- Curriculum Map- Level I- Unit 5- ClothingShoppingStores Unit 5 ClothingShoppingStores 3 weeks (6 weeks 7 period day)

Essential Question(s) How do shopping and clothing customs in different countries differ from those in the United States Is

ldquofashionablerdquo the same in all countries What is the shopping experience in the target culture(s)

Unit Portfolio Projects Country specific presentation Identify currency of chosen country Convert currency to US dollar and demonstrate how much a

particular item would cost in the countrymdashis it cheaper or more expensive Identify regional clothing and give your opinion about it

VideoAudio Journal About Self Describe your favorite outfit or the outfit you are wearing Compare it to an outfit you think is out of fashion (provide a picture to show your audience as you describe it)





MLIIP1E Give simple descriptions MLIIP1C Make simple requests MLIIP1D Ask for clarification MLIP1B Give basic information about self and others MLIINT1B Comprehend simple

Colors red blue green yellow brown black white pink purple light dark Numbers (1-1000) Clothing shirt pants dress skirt jacket sweater shoes socks hat jewelry Describing clothing ugly pretty long short expensive cheap Shopping to go to buy to wear to choose to pay do

Preferences and dislikes Expressions of courtesy Numbers 1-100 To ask for to want to need Adjectives Commands

Pricing Commonly held viewpoints of the target culture specifically about shopping clothing Sizing

Compare and contrast cultural views regarding clothing with those views in the United States

All Languages httpwwwxecomucc Currency Converter wwweuropeanunionfocuscom All about the EU French httpwwwbbccouklanguages frenchtalkshopping httpwwwdigitaldialectscomFrenchClotheshtm

16





culturally authentic announcements messages and advertisements

MLICCC1B Apply previously learned skills from other subjects when appropriate to demonstrate knowledge in the target language (eg using basic math skills) MLIIP1F Comprehend basic directions MLIINT2A Differentiate among statements questions and exclamations MLIP2B Demonstrate comprehension of rehearsed material

you have How much does it cost) Idioms To be fashionable etc to fit to look good Stores grocery store post office department store souvenirgift shop shopping center bank Directions north south east west near far next to to turn to stop to cross right left straight

Currency of target countries

German httpwwwbbccouklanguages germanljpresents wwwecbintstatsexchange The European Central Bank Press Events Publications Japanese httpwwwmasteranylangaugecomcgifr Viewplpc=MALJapaneseamptc= clothingampvm=fcampla= httpjapaneseaboutcom httpshoppingyahoocomsearch Spanish httpwwwbbccouklanguagesspanishtalk shopping httpwwwelearnspanishlanguagecomvocabularyclothinghtml wwwelcorteinglesestiendas Spanish shopping site

World Languages- Curriculum Map- Level I- Unit 5- ClothingShoppingStores (continued)

17

World Languages- Curriculum Map- Level I- Unit 6- Family and Celebrations Unit 6 Family and Celebrations 3 weeks (4 weeks 7 period day)

Essential Question(s) How does family life in another country differ from family life in the United States How are important

events celebrated

Unit Portfolio Projects Country specific presentation Identify and describe celebrations of chosen country

VideoAudio Journal About Self Describe the people that are most important to you Tell about your family and friends including

ages physical description personality traits etc


VocabularyStructures

(to know)

Recycle Culture Customs

Connections


MLIP1B Give basic information about self and others including family activities MLIIP1G Ask questions and provide responses based on topics such as self family holidays etc MLIP1A Present information gathered from a variety of sources such as informal conversations interviews reading and media

Family mother father brother sister uncle aunt cousin grandfather grandmother) Descriptive adjectives blond dark light tall short brunette beautiful handsome nice intelligent funny red-head serious

Numbers 0-100 Expressions of courtesy Pastimes Descriptive adjectives Expressions of like dislike agreement disagreement preferences and opinion

Culture specific celebrations Blended family vocabulary Cultural use of last name Identify customs behavior common gestures and non verbal cues names and titles and geographical

All Languages httptlchowstuffworkscomfamilychristmas-traditions-around-the-world-ga5htm wwwteacherdiscoverycom wwwwordchampcom wwwquiacom wwwteachertubecom wwwquizletcom www20qnet

18



(to know)


Connections


MLIP2A Demonstrate Novice-Mid proficiency in pronunciation and intonation when presenting rehearsed material MLICU1C Describe customs and traditions of the culture such as greetings celebrations and courtesies MLICCC2A Compare patterns of behavior and interaction in the studentsrsquo own culture with the target language MLIIP2C Demonstrate Novice-Mid proficiency in oral and written exchanges MLIINT1D Demonstrate Novice-Mid proficiency in listening viewing and reading comprehension MLIP1C Demonstrate Novice-Mid proficiency in oral and written presentations MLICCC5A Identify examples of target language and culture in media forms

Activities to have to be to live to celebrate to have fun to dance to sing to leave to say to name or call oneself to live (all forms)) Possessive adjectives Vocabulary culturally specific celebrations Past tense is introduced in previews for Level II

Verbs to sit to wait to open to close to read to write to speak to enter to choose to eat to drink to carry to go to arrive to begin to love to talk on the phone to prefer to name to call oneself There is there are Idiomatic expressions associated with celebrations in the target language Some verbs of frequency always never often from time to time sometimes rarely Pastimes and leisure activities

locations where the target language is spoken Compare and contrast American cultural views regarding celebrations with those of the target language

French wwwuptotencom wwwbonourcom wwwfrenchtutorialcom wwwlsfrenchcom wwwfrenchchassistantcom wwwloquellacom www10bestcom wwwcasarealcom wwwdiscoverfrancent FranceDF-holidays German wwwclublistede from Hip Hop to Funk from Techno to Reggae wwwpopkommde Japanese httpjapaneseaboutcombl_familyhtm httpjappaneselangaugecultur efoodcomjapanese-culture-celebration-otoshidamahtm Spanish wwwstudyspanishcom wwwconjuguemoscom wwwspainexchangecom

World Languages- Curriculum Map- Level I- Unit 6- Family and Celebrations (continued)

19

French- Bien Dit Level I- Textbook Alignment to Curriculum Map Unit 1 Classroom Survival Skills Chapter 1 Salut les copains

Unit 2 School

Chapter 4 Mon anneacutee scolaire Unit 3 SelfLeisure Activities

Chapter 2 Qursquoest-ce qui te plait Chapter 5 Le temps libre

Unit 4 Food Restaurants Chapter 6 Bon appeacutetit

Unit 5 ClothesShoppingStores Chapter 7 On fait les magasins Chapter 9 Allons en ville

Unit 6 Family and Celebrations Chapter 3 Comment est ta famille Chapter 8 Agrave la maison

20

Spanish- Avancemos Level I- Textbook Alignment to Curriculum Map Unit 1 Classroom Survival Skills

Leccioacuten Preliminar Unidad 2 Leccioacuten 1 Somos Estudiantes Calendar p 165

Unit 2 School Unidad 2 Leccioacuten 1 Somos Estudiantes Unidad 2 Leccioacuten 2 En la escuela Ordinal Numbers p 258

Unit 3 SelfLeisure Activities Unidad 1 Leccioacuten 1 iquestQueacute te gusta hacer Unidad 1 Leccioacuten 2 Mis amigos y yo Unidad 6 Leccioacuten 1 iquestCuaacutel es tu deporte favorito Health and Body Parts p 327 Adverbs of Frequency p 87 93

Unit 4 Food Restaurants Unidad 3 Leccioacuten 1 Mi Comida Favorita Food Culture p 186 187 Unidad 4 Leccioacuten 2 iquestQueacute hacemos esta noche

Unit 5 ClothesShoppingStores Unidad 4 Leccioacuten 2 iquestQueacute hacemos esta noche Colors p 195

Unit 6 Family and Celebrations Unidad 3 Leccioacuten 2 En mi familia Unidad 1 Leccioacuten 2 Mis amigos y yo Unidad 5 Leccioacuten 2 Una fiesta en casa

21

Culturally Specific Celebrations C1-C25

2

Table of Contents

3 ---------------------- Introduction

4 ---------------------- Level I Georgia Performance Standards

5 ---------------------- Portfolio Instructions

7 ---------------------- Unit 1 Classroom Survival Skills

9 ---------------------- Unit 2 School

11 --------------------- Unit 3 Self and Leisure Activities

13 --------------------- Unit 4 Food and Restaurants

15 --------------------- Unit 5 Clothing Shopping Stores

17 --------------------- Unit 6 Family and Celebrations

19 --------------------- Textbook Alignment with Curriculum Map - French (Bien Dit Level I) - Spanish (Avancemos Level I)

3








grammatical lessons





4








5



6


7







Context








8







is spoken



9



United States














10










11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


3








grammatical lessons





4








5



6


7







Context








8







is spoken



9



United States














10










11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


4








5



6


7







Context








8







is spoken



9



United States














10










11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


5



6


7







Context








8







is spoken



9



United States














10










11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


6


7







Context








8







is spoken



9



United States














10










11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


7







Context








8







is spoken



9



United States














10










11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


8







is spoken



9



United States














10










11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


9



United States














10










11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


10










11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


11















Sports unique to


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


12








target countries



13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


13



waiter













14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


14











15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


15

















16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


16











17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


17



events celebrated






(to know)


Connections







18



(to know)


Connections








19


Unit 2 School






20








21


18



(to know)


Connections








19


Unit 2 School






20








21


19


Unit 2 School






20








21


20








21


21


world languages curriculum map level i

Documents

curriculum maps

written language

target language

language growth

written information

performance based assessments

actfls national standards

different language levels