world languages french 9-12 intermediate-mid curriculum … · the comparative and superlative...
TRANSCRIPT
TRENTON PUBLIC SCHOOLS
Department of Curriculum and Instruction
108 NORTH CLINTON AVENUE
TRENTON, NEW JERSEY 08609
World Languages – French 9-12
Intermediate-Mid
CURRICULUM GUIDE
August 2013
Trenton Public Schools
Curriculum Guide for:
World Languages: French
Proficiency: Intermediate Mid
Pacing Guide
Unit Title Pacing Days
1 Le divertissement/ Entertainment MP 1 23
2 Il était une Fois ! / Once Upon a Time ! MP 2 23
3 Un planeta para todos / One Planet for All MP 3 23
4 MP 4 20
French Curriculum
Intermediate Mid 9-12
Unit 1: Le divertissement/ Entertainment
Trenton School District: French Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Intermediate-Mid 9-12
Unit # 1
(23 Days)
UNIT NAME:
Le divertissement/ Entertainment
STAGE 1 – Desired Results
Enduring Understanding:
Having fun is an essential component of a
balanced lifestyle
Different forms of entertainment contains
messages about the time and culture in
which it was created
There are major artists in the French world
Theatre, films, music, painting, and dance
are different forms of entertainment
Essential Questions:
What is entertainment and how do we describe it?
How forms of entertainment in the US and in French speaking countries are
similar/ different?
How do you stay informed by following different forms of entertainment and
events?
Who are some major artists in the French world of entertainment?
CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)
7.1. IM.A.1 Compare and contrast information
contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1. IM.A.6 Compare and contrast the main idea,
theme, main characters, and setting in readings from
age- and level-appropriate, culturally authentic materials.
SLO # 1 – Recognize familiar words and phrases, understand the main idea, and infer the
meaning of some highly contextualized, unfamiliar spoken or written words related to forms of entertainment in the home and target cultures contained in culturally authentic
materials using electronic information sources.
Can do statements:
I can listen to a video clip or read a short text that contains information about
theatre, films, music, painting, and dance and
a. Identify key words and phrases. b. Determine the main idea.
c. Recognize other key ideas.
d. Determine how where one lives influences forms of entertainment.
7.1.IM.A.4 Use target language to paraphrase what
is heard or read in oral or written descriptions of people, places, objects, and daily activities.
7.1. IM.A.5 Comprehend conversations and written
information on a variety of familiar and some unfamiliar topics
SLO # 2 - Read brief written messages, listen to short conversations, or view information
found about entertainment events to determine which ones would be appropriate for them and others based on personal interests and cultural contexts.
Can do statements:
I can listen to short video or audio clips advertising a community function (e.g.
concert, film festival, art show, auction, play, or a dance recital) to identify the
time, location, and purpose of the event.
I can select events appropriate for me and my classmates based on our interests,
availability, and purpose by listening to short video or audio clips advertising a community function (e.g. concert, film festival, art show, auction, play, or a dance
recital).
I can read an advertisement about a community function (e.g. concert, film festival,
art show, auction…) to identify the time, location, and purpose of the event.
I can select events appropriate for me and my classmates based on our interests,
availability, and purpose by reading a short text advertising a community function
(e.g. concert, film festival, art show, auction …).
7.1. IM.B.4 Ask and respond to factual and
interpretive questions of a personal nature, on
school-related topics, and on some unfamiliar topics
and situations.
7.1. IM.B.5 Engage in short conversations about
personal experiences or events, topics studied in other content areas, and some unfamiliar topics and
situations.
SLO # 3 - Ask and answer questions related to personal choices forms of entertainment and
Exchange information related to facts about Theatre, films, artwork, famous artists by
recombining memorized words, phrases, and sentences in a culturally appropriate way
using digital tools and face-to-face communication.
Can do statements:
I can ask my classmates or members of the target culture about their entertainment
preferences.
I can answer questions about my entertainment preferences when questioned by my
classmates or members of the target culture.
I can ask for clarification when I don’t understand something (e.g. please repeat, I
don’t understand, did you say…?).
I can use appropriate reaction words when my classmates and members of the
target culture answer a question (e.g. me too, not me, that’s interesting, really?, That’s nice).
I can use digital tools and face-to-face communication to ask my classmates and
members of the target culture about their preferences (e.g. movies, plays, artists,
dancers, actors, singers, painters).
I can ask for clarification when I don’t understand something (e.g. please repeat, I
don’t understand, did you say…?).
I can use appropriate reaction words when my classmates and members of the
target culture answer a question (e.g. me too, not me, that’s interesting, really?,
that’s nice).
7.1. IM.C.1 Synthesize information related to the cultural products, cultural practices, and cultural
perspectives associated with targeted culture(s) to
create a multimedia-rich presentation on targeted themes to be shared virtually with a target language
audience.
7.1. IM.C.5 Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as
evidenced through the cultural products and cultural
practices associated with each.
SLO # 4 - Recombine previously studied material to create a multimedia-rich presentation showing how forms of entertainment are influenced by culture, geography and media in the
home and target cultures.
Can do statements:
I can use short sentences and digital tools to create a presentation that shows what
forms of entertainment are more popular and how they are influenced by culture,
geography, and media in my culture and the target culture.
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW?
SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
Expressions related to :
Theatre Films
Art
Dance
Music
How to describe a movie, a book, or a painting
How to ask about preferences and give opinion
How to criticize a work of art
Grammar
The inversion
The comparative and superlative
Savoir and connaitre Demonstrative adjectives
Recall the conditional
Compare and contrast different forms of entertainment
Describe paintings including styles, colors, placement,
messages…
Analyze messages of different art work
Study and present famous French artists in different fields of
entertainment
Give an impression and critique different forms of entertainment
Read about the origin of traditional French artists/music
Discuss taste in television shows and music
Ask questions using inversion
Differentiating between knowing something/someone and
knowing information about something/someone
Recall passé compose
Recall the imparfait
Stage 2: Assessment Evidence:
Formative Assessments: Summative Assessments:
Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
Performance Assessment Task: (Presentational)
1. Create and present a multimedia presentation that gives information about a famous French artist in the world of
entertainment using authentic visuals and vocabulary.
2. Create and present a movie trailer to highlight a form of entertainment they’ve studied.
Scoring Criteria: See Appendix for appropriate rubric
Stage 3: Strategies:
Students use the target language in the three modes of communication to engage in the study of forms of entertainment and explore the role it
plays in developing a balanced lifestyle. They consider how cultural, geographic, and media forces influence people’s preferred forms of entertainment. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)
Interpretive: Students examine authentic written and video/audio texts such as advertisements, art blogs, magazine articles, and other texts related to theatre,
music, and dance, in the home and target cultures.
Research a French movie and write a composition/critique about it.
Study a famous French painting/painter and write an essay
Design an entertainment guide for your community in the target language
Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher and members of the target language community in which
they ask and answer questions and express preferences related to movies, plays, museums, books, songs, and dance styles.
Students will participate in a dialogue/role play discussing opinions and giving facts about famous artists and their contribution to the
world of entertainment
Interview teacher/classmates to discuss their views on a work of art
Post a response to a blog about a form of entertainment in the target language
Presentational: Students create a multimedia presentation to convey information about entertainment the US and in a French speaking country. They use sentence level discourse to describe what they and others do to have fun, which forms of entertainment are more popular among teens. They compare and
contrast practices and preferences related to choices of entertainment in the home and target cultures.
Create and present a multimedia presentation that gives information about a famous French artist in the world of entertainment using
authentic visuals and vocabulary
Create and present a movie trailer to highlight a form of entertainment they studied
Create a flyer to invite the public to an entertainment venue
Differentiation Strategies: Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
Suggested Resources:
Textbook “Bien dit” level 3
Best practices teacher guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
French Curriculum
Intermediate Mid 9-12
Unit 2: Il était une Fois ! / Once Upon a Time !
Trenton School District: French Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Intermediate-Mid 9-12
Unit # 2
(23 days)
UNIT NAME :
Il était une Fois ! / Once Upon a Time !
STAGE 1 – Desired Results
Enduring Understanding:
Fairy tales, fables, and legends reflect the
culture from where they come
Important life lessons are learned through
our relationship s with others
Legends and fables are different genres and
they each have their own characteristics
Essential Questions:
How do we narrate past events?
Where do our fairy tales, fables, and legends come from?
What do we value in our lives?
How do love and friendship impact our lives?
What are literary genres and what are their characteristics?
CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)
7.1.IM.A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of
people, places, objects, and daily activities.
7.1. IM.A.6 Compare and contrast the main idea, theme, main characters, and setting in readings from
age- and level-appropriate, culturally authentic
materials.
SLO # 1 – - Identify the main idea, the moral, the characters and other significant details in readings from age- and level-appropriate, culturally authentic fairy tales, fables, and
legends.
Can do statements:
I can identify the main idea in a fable
I can identify the main characters
I can identify the plot (problem/solution)
I can identify the message/moral
I can interpret figurative language
7.1. IM.B.4 Ask and respond to factual and interpretive questions of a personal nature, on
school-related topics, and on some unfamiliar topics
and situations.
SLO # 2 - Participate in an online or face-to-face discussion with members of the target culture or classmates to exchange information regarding details of a culturally authentic
legend/fable.
7.1. IM.B.5 Engage in short conversations about
personal experiences or events, topics studied in other content areas, and some unfamiliar topics and
situations.
Can do statements:
I can use digital tools and face-to-face communication to ask and answer questions
about: a. The main character
b. The plot
c. location
d. moral message
I can explain the meaning of figurative language used in fables/legends
I can ask for clarification when I don’t understand something
7.1. IM.C.2 Dramatize student-created and/or authentic short plays, skits, poems, songs, stories, or
reports.
SLO # 3 – recombine previously studied materials to dramatize/recreate a traditional fable with a contemporary 21
st century twist
Can do statements:
I can give a short presentation of a traditional fable/legend
I can tell a story
I can summarize the plot of a fable/legend
7.1. IM.C.3 Use language creatively to respond in
writing to a variety of oral or visual prompts about
familiar and some unfamiliar situations.
SLO # 4 - - Recombine previously studied material to create a multimedia-rich presentation
showing how legends, fables, and fairy tales are influenced by culture, geography and
history in the home and target cultures.
Can do statements:
I can use short sentences and digital tools to create a presentation that shows how
legends, fables, and fairy tales are influenced by culture, geography, and history in
my culture and the target culture.
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW? SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
Literary terms used in legends and fables
Animals used in fables, fairytales, and legends
Expressions used to relate a sequence of events
Expressions setting the scene for a story
Expressions needed to start and end a story
Read and analyze French legends, fables, and fairy tales
Identify literary terms and find them in literature
Read about and discuss what traits create a legend, fable, or a
fairytale
Compare and contrast French legends to those of the US
How to tell what happened to someone else
Characteristics of legends, fables, or fairy tales
How to retell a story
Expressions that describe different phenomena
Expressions of opinion
How history and culture influence the interpretation of
legends, fables, and fairytales
Grammar
Review sentence structure Imparfait
Comparatives
Adjectives
Passé simple
Interpret the meaning/moral of a story
Understand the cultural significance of legends, fables, and
fairytales
Paraphrase stories in their own words
Design and invent a legend, fable, or a fairytale
Research famous traditional fables in the target culture
Understand how animals are personified in fables, legends, and
fairytales
Understand how historical events in a certain culture affect the
plot of its legends, fables, and fairytales
Infer the life lessons hidden in legends, fairytales, and fables
Relate the events in a story to your experience or the experience
of others
Stage 2: Assessment Evidence:
Formative Assessments: Summative Assessments:
Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
Students use the target language in the three modes of communication to engage in the study of Culturally authentic legends, fables, and fairytales
and explore the significance of the life lessons learned through these genres. They consider how cultural, geographical, and historical forces influence a country’s legends, fairytales, and fables. (Assessment of the interpretive mode may be in English; however, the text is always in the
target language.)
Interpretive: Students examine authentic written and video/audio texts related to fables, legends, and fairytales in the home and target cultures.
Watch a culturally authentic film about a legend or a fairytale ( Cyrano de Bergerac, beauty and the beast)
Cultural reading comprehension
Read a legend, fable, or a fairytale and complete graphs/organizer charts to demonstrate understanding of the plot, characters, conflict,
resolution, and the message learned
Rewrite the ending of a fairytale
Interpersonal: They engage in short unrehearsed/unscripted conversations and role plays with classmates, the teacher and members of the target language
community in which they ask and answer questions and express opinion related to legends, fairytales, and fables studied.
Students will participate in a role play of a legend , fairytale, or a fable read
Interview teacher/classmates on their favorite legend, fable, or fairytale (characters, plot, message, ending)
In groups, create a short legend, fable, or a fairytale
Performance Assessment Task: Students need to complete both
1. Read a legend, fable, or a fairy tale and complete organizer/charts to demonstrate understanding of the characters, plot,
conflict and resolution and the message learned. (Interpretive)
2. Students create and perform a summary of a legend, fable, or fairy tale. They use sentence level discourse to describe
setting, characters, plot, conflict, resolution and lesson learned. They compare and contrast the elements and
components of each genre. (Presentational)
Scoring Criteria: See Appendix for appropriate rubric
Presentational: Students create and perform a summary of a legend, fairytale, or a fable. They use sentence level discourse to describe the setting, characters, plot, conflict, resolution, and lesson learned. They compare and contrast the elements and components of each genre.
Create and present a children story and illustrate it
Choose a legend, fable, or a fairy tale and create a multimedia presentation detailing the different components in the story
Perform a fable of Lafontaine and video tape it
Differentiation Strategies: Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
Suggested Resources:
Textbook “Bien dit” level 3
Best practices teacher guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
French Curriculum
Intermediate Mid 9-12
Unit 3: Une planète pour tout le Monde / One Planet for All
Trenton School District: French Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Intermediate-Mid 9-12
Unit # 3
(23 Days)
UNIT NAME :
Une planète pour tout le Monde
One Planet for All
STAGE 1 – Desired Results
Enduring Understanding:
Respect for and understanding of the
environment leads to a greater appreciation
for it
There are environmental issues that affect
our planet
It is important to protect the environment
Essential Questions:
What problems are threats to our environment?
What measures can we take to improve our environment?
Why is it vital to save/protect our planet?
CORRESPONDING NJCCCS STUDENT LEARNING OBJECTIVES (SLOs)
7.1. IM.A.1 Compare and contrast information
contained in culturally authentic materials using
electronic information sources related to targeted themes.
SLO # 1 – Skim and scan culturally authentic target language materials from electronic
information sources and other sources to identify words and phrases associated with
creative environmental products and practices of the target culture(s).
Can do statements:
When listening to a video clip or reading a text that contains information about the
creative use of environmental products (e.g. art, clothing, paper products) I can:
a. Identify key words and phrases.
b. Determine how the products are similar and different in the United States and the countries where the language I am studying is spoken.
7.1. IM.B.1 Use digital tools to participate in short
conversations and to exchange information related to a variety of familiar topics and some unfamiliar
topics.
SLO # 2 - Exchange information gathered about environmental issues, problems, and
practices using digital tools.
Can do statements:
I can use digital tools and face-to-face communication to ask questions about
environmental issues, problems, and practices as they relate to our planet
I can use digital tools and face-to-face communication to answer questions about
environmental issues, problems, and practices as they relate to our planet
I can use appropriate reaction words when my classmates and members of the
target culture answer a question (e.g. me too, not me, that’s interesting, really, that’s nice).
I can ask for clarification when I don’t understand something (e.g. please repeat, I
don’t understand, did you say…?).
7.1. IM.C.1 Synthesize information related to the
cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to
create a multimedia-rich presentation on targeted
themes to be shared virtually with a target language audience.
7.1. IM.C.4 Synthesize information found in age-
and level-appropriate culturally authentic materials.
SLO # 3 - Create and present a multimedia-rich presentation that retells information related
to creative ways to protect and save the planet as found in age- and level-appropriate culturally authentic materials orally or in writing.
Can do statements:
I can create a multi-media presentation in which I recombine words, phrases, and
sentences to tell how someone from the target culture finds creative solutions to the
environmental problems
7.1. IM.C.5 Compare the cultural perspectives of
the target culture(s) with those of one’s own culture, as evidenced through the cultural products and
cultural practices associated with each.
SLO # 4 - Describe in writing environmental problems and possible solutions from the
home and target cultures.
Can do statements:
I can create a written piece for a real audience in which I recombine words, phrases
and sentences to tell what I have learned about the threats to our planet and suggest
solutions to protect our resources and improve our quality of life in the home and target cultures.
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW? SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
● The names of commonly recycled items
● Names of natural phenomena
● Environmental issues and solutions ● The structures necessary to:
○ Describe and ask and answer questions related to
recycling practices (e.g. clean up, conserve, preserve,
recycle, reintroduce, and reprocess) in the present time frame
● Identify environmental issues, concerns and practices in the
target culture and identify the main idea in authentic articles from
electronic information sources and other sources.
Exchange information with classmates, the teacher, and other
target-language speakers in the community, regarding creative
solutions to protect the planet and save our resources
Create a multimedia presentation displaying creative planning
and practices to save the planet from the target culture using
○ Indicate the location of specific items
● Communication strategies to facilitate conversations related to the theme
● Expressions associated with recycling materials
● Symbols of recycling in target culture
● Memorized and frequently practiced questions associated with number, color, location and type of recyclable items
● Vocabulary of renewable resources, such as water, electricity,
and paper ● The structures necessary to:
○ Give and respond to memorized commands associated
with reduce, reuse, and recycle
○ Indicate frequency
Grammar
Affirmative and negative commands
Imperfect versus past
Introduce subjunctive with impersonal expressions
digital tools such as wikis and blogs.
Describe environmental issues and threats in the US and in the
target cultures.
Make predictions and express assumptions
Research and present global environmental issues
Tell people how to protect and preserve the planet
Stage 2: Assessment Evidence:
Formative Assessments: Summative Assessments:
Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects Portfolios
Students use the target language in the three modes of communication to explore how members of the target culture communities do their part in
protecting the environment and plan to solve problems that affect the planet. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)
Interpretive: They interpret authentic written and video/audio texts, such as blogs, government sites, public service announcements, and short video clips that
focus on environmental issues in the target culture(s).
Read a culturally authentic article and write a letter to your congressman suggesting ideas to make your community a model go green
place to live in.
Interpersonal: They exchange information with classmates, the teacher, and other target-language speakers in the community, regarding environmental threats
and solutions.
Participate in dialogues/debates about the pros and cons of going green and why the planet needs saving
Presentational:
They create a blueprint of a plan to protect the environment.
Create and present a brochure to educate and encourage your community to become proactive in preserving resources.
Differentiation Strategies:
Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Performance Assessment Task: Students need to complete both
1. Connect with a target language classroom through e-mail to discuss global environmental concerns with peers in the
target culture and exchange information related to pollution and global warming. (Interpersonal)
2. Design a contest between the your classroom and the target culture classroom in which students make a list of practices
their class will resolve to follow for two weeks to help the environment. Share practices across both cultures via a Wiki,
blog, or Skype. (Presentational)
Scoring Criteria: See Appendix for appropriate rubric
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
Suggested Resources:
Textbook “Bien dit” level 3
Best practices teacher guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
Appendix A
Assessments/Strategies/Resources:
1. Ads/Commercials/Videos – Go to www.youtube.com. Search for ecotourism in the target language. Select videos that contain
visuals and text that will assist students in understanding the message. Be sure to view all the videos from start to finish before
sharing them with the class.*
2. Brochures – To find brochures that contain lists and visual support do a target-language search for “vacation package”, “tourist
office”, “places of interest”, or “tourism activities” in a specific city or country. An example can be found at
http://www.acentorural.com/turismoactivo/turismo_activo_deporte_aventura_naturaleza_andalucia.asp. There is an interactive
map.*
3. Exit Ticket - Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before
students leave, they have to hand you a “ticket” filled out with an answer to a question, a solution to a problem, or a response to
what they’ve learned. Exit Tickets help you assess if students have “caught what you taught” and plan for the next lesson or unit of
instruction.
4. Google Earth – This web resource allows you to travel around the world. To download it, go to http://earth.google.com/. In order to
provide students with authentic experiences, the language settings can be changed. Make changes in the program by clicking on
“Tools”, then “Options” and finally “General”. Click on “Language” and select the language of your choice. *
5. Magic Box – Place authentic materials/props such as art books, souvenirs, tickets to events, menus, etc. and introduce each item as a
means to provide a cultural setting and motivation. As a student selects an item from the box, hold it up and tell students what it
represents. For example, if a student selects a ticket to a museum, describe it and tell where it is from, how much admission is, and
what type of items can be found in the museum. Ask students questions related to item and tie it to their own cultural background. *
6. Map/Travel Guide – Using a map of the target language country, students will answer questions about tourist attractions,
restaurants, and hotels. *
7. PowerPoint – A PowerPoint presentation can be an effective way to introduce students to new vocabulary and authentic images.
Once the concepts are introduced, the teacher may incorporate authentic materials and questioning techniques to check for
understanding and reinforcement.
8. Role-Play – It provides opportunities for students in small groups to assume different roles or create skits. In order to maximize
language production during a role-play, brainstorm as a class: words, phrases, questions and statements you might hear during the
role-play.
9. 3-2-1 Reflection Strategy – 3 things you found out, 2 things you learned, 1 question you still have. There are different variations
on-line for this activity.
10. Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a
question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question;
and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and
engage students in comprehending the reading material.
11. TPR Storytelling – Total Physical Response – This is an effective strategy to make language understandable to novice students. Go
to World Language Curriculum page for the “Three Steps of TPR Storytelling”.
12. Two Stars and a Wish – This strategy lets students reflect on their own and each other’s work. Two Stars = two things that are
good about a piece of work. One Wish = one thing that can be improved and made better.
13. Visuals – Incorporate authentic images in the form of prints or a PowerPoint slide show to introduce/reinforce the vocabulary by
using word strips and questioning techniques.
14. Weather Maps – Use the image tab search “forecast” in a target language search engine to locate weather maps. Use the maps to
check for understanding while providing additional input in the target language. Spiral questions by starting with yes/no, either/or
and short responses. Sample questions: Is it cloudy in the center of Spain? What is the weather like in southern Spain?*
(*Adapted from World Languages Standard in Action – N
Appendix B
Common Core State Standards
The Common Core State Standards for English Language Arts (ELA) and Literacy lay out a vision of what it means to be a literate
person in the twenty-first century, describing the skills and understandings students are expected to demonstrate which have wide
applicability outside the classroom or workplace. The expectations are described in the ELA Anchor standards across four strands:
Reading, Writing, Speaking and Listening, and Language. These four strands are represented in the National Standards for Learning
Languages three modes of communication (interpersonal, interpretive, and presentational) and the level of proficiency demonstrated.
The Common Core strands of Reading, Writing, Speaking and Listening are captured in the standards for learning languages’ goal
area of Communication.
Interpersonal (speaking + listening or writing + reading)
Interpretive (reading, listening, viewing)
Presentational (writing, speaking, visually representing)
The Common Core Strand of Language is described for language learners through proficiency levels that outline three key
benchmarks achieved in world language programs given sufficient instruction over time:
Novice (beginning level)
Intermediate
Advanced
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors
take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary and or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards
for Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style
and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression. Adapted from the Alignment of the National Standards for Learning Languages with the Common Core State Standards: Performance Expectations,
www.actfl.org (June 21, 2013) Please visit the Trenton Public Schools Curriculum World Language Website to view or download the complete document.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
Appendix C
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
Intermediate Interpersonal Rubric
Exceeds Expectations Meets Expectations Does Not Meet Expectations
How well does the student
communicate?
(Text Type)
Student creates with language by using strings of sentences.
Student creates with language by using simple sentences and some strings of
sentences.
Student uses simple sentences, isolated words, and memorized
phrases.
How well am is the student
understood?(Comprehensibility)
Student is consistently
understood.
Student is generally understood. Student is sometimes difficult to
understand.
How well does the student
understand?(Comprehension)
Responses are mostly logical and
on topic.
Responses are generally logical and on
topic.
Responses are occasionally logical
and on topic.
What kind of vocabulary does the
student use?
(Language Use and Vocabulary)
Student uses a wide range of
vocabulary appropriate to the
topic most of the time.
Student uses a range of vocabulary that
accomplishes the task. However,
occasionally may use the wrong word or
expression.
Student uses basic vocabulary and
resorts to English when unable to
communicate the message.
How well does the student keep the
conversation going?
(Communication Strategies)
Student asks and answers
questions to maintain the
conversation and to clarify. At times, paraphrases to clarify
meaning.
Student maintains a simple conversation
by asking some questions, but doesn’t
ask for clarification.
Student responds to basic, direct
questions, and asks simple questions.
How well does student
demonstrate cultural
understanding?
(Cultural Awareness)
Student generally demonstrates
awareness of cultural appropriateness.
Student occasionally demonstrates
awareness of cultural appropriateness
Student does not demonstrate an
awareness of cultural appropriateness.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
Intermediate Interpretive Rubric
Exceeds Expectations Meets Expectations Does Not Meet Expectations
Can the student identify the
main idea?
Student identifies the main ideas
presented in text.
Student identifies the main ideas of
the text.
Student does not identify the main ideas of the
text.
Can the student understand
supporting details?
Student understands most supporting
details of the text.
Student understands some
supporting details.
Student understands a few of the supporting
details.
Can the student infer
meaning?
Student understands the meaning of most cognates and word families.
Student derives the meaning of new words from context.
Student infers the author’s intent.
Answers demonstrate some cultural
awareness.
Student understands the meaning of some cognates and word families.
Student derives meaning of a few new words from context.
Student partially infers the author’s
intent.
Answers demonstrate little cultural
awareness.
Student understands the meaning of few cognates and word families.
Student does not derive the meaning of new words from context.
Student does not infer the author’s intent.
Answers do not demonstrate cultural
awareness.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
Intermediate Presentational Rubric (Speaking/Writing)
Exceeds Expectations Meets Expectations Does not meet Expectations
How well does the student
communicate?
(Text Type and Language
Control )
Student creates with language by using
strings of sentences and is generally
accurate.
Student creates with language by
using simple sentences and some
strings of sentences and is
occasionally accurate.
Student uses simple sentences, isolated words,
and memorized phrases with accuracy.
What kind of
vocabulary does the
student use? (Vocabulary Use)
Student uses a wide range of
vocabulary appropriate to the topic.
Student uses a range of vocabulary
that accomplishes the task.
However, occasionally may use the wrong word or expression.
Student uses basic vocabulary and resorts to
English when unable to find the appropriate
target language vocabulary.
How well is the student
understood?
(Comprehensibility)
Student is generally understood by
those unaccustomed to the speaking/writing of language learners.
Student is generally understood by
those accustomed to the speaking/writing of language
learners.
Student is understood with occasional difficulty by those accustomed to the speaking/writing of language learners.
How well does the student
capture and maintain the
audience’s attention?
(Impact)
Student makes good choices of
phrases, images, and content to maintain the attention of the audience.
Student sometimes uses phrases,
images, and content to maintain the attention of the audience.
Student uses mostly gestures or visuals to
maintain audience’s attention. Uses some phrases, but the vocabulary conveys very
basic information.
How organized and fluent
is the presentation?
(Communication Strategies)
Student organizes the presentation in a logical manner. Student speaks/writes
with fluency.
Student organizes the presentation in a logical manner. Student may pause
a few times, disrupting the flow of
the presentation.
Student focuses mostly on the completion of the task; pays little attention to the
organization and flow of my presentation.
How well does student
demonstrate cultural
understanding?
(Cultural Awareness)
Student generally demonstrates
awareness of cultural appropriateness.
Student occasionally demonstrates
awareness of cultural
appropriateness
Student does not demonstrate an awareness of
cultural appropriateness.
Student Intermediate Interpersonal Rubric
Exceeds Expectations Meets Expectations Does not meet Expectations
How well do I
communicate?
(Text Type)
I create with the language by
using strings of sentences.
I create with language by using simple
sentences and some strings of sentences.
I use simple sentences, isolated words, and
memorized phrases.
How well am I understood?
(Comprehensibility)
I am consistently understood. I am generally understood. I am understood with occasional difficulty.
How well do I understand?
(Comprehension)
My responses are mostly
logical and on topic.
My responses are generally logical and on
topic.
My responses are occasionally logical and on
topic.
What kind of vocabulary do
I use?
(Language Use and Vocabulary)
I use a wide range of vocabulary appropriate to the
topic most of the time.
I use a range of vocabulary that accomplishes the task. However,
occasionally I may use the wrong word or
expression.
I use basic vocabulary and resort to English when I am unable to communicate my
message.
How well do I keep the
conversation going?
(Communication Strategies)
I ask and answer questions to
maintain the conversation and
to clarify. At times, I paraphrase to make myself
understood.
I maintain a simple conversation by asking
some questions, but I don’t ask for
clarification.
I respond to basic, direct questions, and ask
simple questions.
How well do I demonstrate
cultural understanding? (Cultural Awareness)
I generally demonstrate
awareness of cultural appropriateness.
I occasionally demonstrate awareness of
cultural appropriateness
I do not demonstrate an awareness of cultural
appropriateness.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, a New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent.
Student Intermediate Interpretive Rubric
Exceeds Expectations Meets Expectations Does Not Meet Expectations
Can I identify the
main idea?
I identify the main ideas presented in
text.
I identify the main ideas of the text.
I do not identify the main ideas of the
text.
Can I understand
supporting details?
I understand most supporting details
of the text.
I understand some supporting
details.
I understand few supporting details.
Can I infer meaning? I infer the meaning of most cognates
and word families.
I derive the meaning of many new
words from context.
I infer the author’s intent.
My answers demonstrate some
cultural awareness.
I infer the meaning of some
cognates and word families.
I derive the meaning of a few new
words from context.
I partially infer the author’s intent.
My answers demonstrate little
cultural awareness.
I infer the meaning of few cognates and
word families.
I do not derive the meaning of new
words from context.
I do not infer the author’s intent.
My answers do not demonstrate cultural
awareness.
Student Intermediate Presentational Rubric (Speaking/Writing) Exceeds Expectations Meets Expectations Does not meet Expectations
How well do I
communicate?
(Text Type and
Language Control )
I create with the language by using strings of sentences and
am generally accurate.
I create with language by using simple sentences and some strings of sentences and
am occasionally accurate.
I use simple sentences, isolated words, and memorized phrases with accuracy.
What kind of
vocabulary do I use?
(Vocabulary Use)
I use a wide range of vocabulary appropriate to the
topic most of the time.
I use a range of vocabulary that accomplishes the task. However,
occasionally I may use the wrong word or
expression.
I use basic vocabulary and resort to English when I am unable to communicate
my message.
How well am I
understood?
(Comprehensibility)
I am generally understood by
those unaccustomed to the speaking/writing of
language learners.
I am generally understood by those
accustomed to the speaking/writing of language learners.
I am understood with occasional difficulty
by those accustomed to the
speaking/writing of language learners.
How well do I
capture and maintain
my audience’s
attention? (Impact)
I make good choices of phrases, images, and content to
maintain the attention of the
audience.
I make some good choices of phrases, images, and content to maintain the attention
of the audience.
I use mostly gestures or visuals to maintain audience’s attention. I use some phrases,
but my vocabulary conveys very basic
information.
How organized and
fluent is my
presentation? (Communication
Strategies)
I organize my presentation in a
logical manner. I speak/write
with fluency.
I organize my presentation in a logical
manner. I pause a few times, disrupting the
flow.
I focus mostly on the completion of the
task; I pay little attention to the
organization and flow of my presentation.
How well do I
demonstrate cultural
understanding?
(Cultural Awareness)
I generally demonstrate
awareness of cultural appropriateness.
I occasionally demonstrate awareness of
cultural appropriateness
I do not demonstrate an awareness of
cultural appropriateness.
Appendix D
Websites
http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)
http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)
http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance
Descriptors)
http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)
http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklists)
http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)
http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)
http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance
Descriptors)
http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)
http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklist)
http://flenj.org/CAPS?page=parent (Rubrics)