|
School City of Hobart |
| Communication |
|
Standard 1
The learner will be able to engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions. (Interpersonal).
|
|
3.1.1
The learner will be able to interact in a variety of social situations beyond the classroom. Example: Give basic directions to a foreign visitor, such as how to get to a particular room in the school or find a specific place in the community. .
|
|
3.1.2
The learner will be able to provide and exchange detailed information on familiar topics. Example: Describe food and leisure time preferences to a native speaker of the language such as a host family member. Example: Inquire about price, size, and availability of items while shopping in the foreign culture. .
|
|
3.1.3
The learner will be able to describe and explain state of being and feelings.
|
|
3.1.4
The learner will be able to express agreement and disagreement, supporting opinion with simple reasoning.
|
|
Standard 2
The learner will be able to understand and interpret written and spoken language on a variety of topics. (Interpretive).
|
|
3.2.1
The learner will be able to identify main ideas and topics in a variety of authentic written materials. Example: Identify and personalize the main ideas in an authentic reading on leisure activities by listing them and then ranking the activities according to preference. Example: Select potential pen pals from a "personals" section of an appropriate foreign language newspaper or magazine. Example: Demonstrate comprehension of a written description of foreign culture mealtime customs by identifying some table etiquette or table setting similarities and differences. Example: Demonstrate understanding of foreign language apartment rental or real estate ads by matching appropriate residences with written descriptions of families. .
|
|
3.2.2
The learner will be able to understand short literary selections.
|
|
3.2.3
The learner will be able to comprehend and respond to main ideas in language spoken by native speakers on familiar/simple topics. Example: Demonstrate understanding of authentic directions, e.g., use of telephone, use of automated parking, self-service in a cafeteria, use of ATM, by following the directions in a role-play. .
|
|
Standard 3
The learner will be able to present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational).
|
|
3.3.1
The learner will be able to read aloud with appropriate intonation and pronunciation.
|
|
3.3.2
The learner will be able to recite proverbs, short anecdotes, or poetry.
|
|
3.3.3
The learner will be able to relate a simple story about a personal experience or event. Example: Describe a party for a family member. .
|
|
3.3.4
The learner will be able to write paraphrases, summaries, and brief compositions. Example: Write a description of a home in the foreign country. .
|
|
3.3.5
The learner will be able to give commands, directions, and instructions in a variety of situations.
|
|
3.3.6
The learner will be able to give oral presentations on familiar subjects dealing with the foreign culture. Example: Give an oral report to the class on a special event in the foreign culture, e.g., Tour de France, a bullfight, a Fasching celebration, a New Year's celebration, etc. .
|
|
Standard 1
The learner will be able to engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal).
|
|
4.1.1
The learner will be able to ask and respond to factual and interpretive questions.
|
|
4.1.2
The learner will be able to interact in complex social situations. Example: Role-play a conversation at a party by asking and answering questions on dating, sports, family, etc. .
|
|
4.1.3
The learner will be able to express and support opinions. Example: Share opinions with classmates on familiar topics of interest, e.g., films, musical groups, athletic teams. .
|
|
4.1.4
The learner will be able to express judgments.
|
|
4.1.5
The learner will be able to paraphrase or restate what has been said. Example: Describe the weather in different regions where the foreign language is spoken and compare it to students' own regional weather, making reference to a weather map from the foreign culture. .
|
|
4.1.6
The learner will be able to describe problems and possible solutions. Example: Solve a predicament (e.g., a lost piece of clothing, a need for medication, a flat tire, etc.) by identifying the problem, discussing, and proposing possible solutions. .
|
|
Standard 2
The learner will be able to understand and interpret written and spoken language on a variety of topics. (Interpretive).
|
|
4.2.1
The learner will be able to understand selected authentic written and oral materials on topics of personal interest.
|
|
4.2.2
The learner will be able to comprehend main ideas of unfamiliar written and oral language with limited visual support. Example: Demonstrate understanding of an authentic hotel guide by matching particular hotels to written descriptions of specific travelers' needs. Example: Demonstrate understanding of foreign culture travel ads by identifying destination, price, departure/arrival times, and intermediate stops of the trip. Example: Demonstrate understanding of authentic catalogue order forms or job application forms by appropriately filling them out. .
|
|
4.2.3
The learner will be able to comprehend and respond to formal written communication, e.g., business, official documents, etc.
|
|
4.2.4
The learner will be able to demonstrate comprehension of particular literary selections.
|
|
Standard 3
The learner will be able to present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational).
|
|
4.3.1
The learner will be able to write short well-organized compositions on given topics.
|
|
4.3.2
The learner will be able to produce and/or present elaborate creative works. Example: Create short written pieces such as children's "books" or travel brochures. .
|
|
4.3.3
The learner will be able to write personal letters using culturally appropriate format and style. Example: Write a letter to an advice column explaining a personal problem and requesting help in solving it. .
|
|
4.3.4
The learner will be able to give oral reports on a variety of topics. Example: Select a famous tourist attraction in the foreign culture and describe (orally or in writing) certain aspects of the attraction, e.g., history, architecture, current relevance, etc. .
|
| Cultures |
|
Standard 4
The learner will be able to demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
|
|
3.4.1
The learner will be able to describe cultural practices and behaviors of everyday life in the foreign culture. Example: Describe dining practices in the foreign culture. Example: Compare interpersonal spatial relationships as observed in videos from the foreign culture. .
|
|
3.4.2
The learner will be able to employ appropriate non-verbal communication in a variety of social contexts. Example: Demonstrate the appropriate gesture for a variety of situations, e.g., counting with one's fingers, telling how one feels, etc. .
|
|
Standard 5
The learner will be able to demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
|
|
3.5.1
The learner will be able to demonstrate knowledge of the geographical features, historical events, and political structures of identified countries where the language is spoken.
|
|
3.5.2
The learner will be able to identify some major contributions that the foreign language and culture make and have made to American society and the world. Example: Conduct research on the use of products from countries or regions where the foreign language is spoken. Example: Conduct research on the influence of the foreign culture on the US in various areas, e.g., architecture, arts, science, celebrations. .
|
|
Standard 4
The learner will be able to demonstrate an understanding of the relationship between the practices and perspectives of the culture studies.
|
|
4.4.1
The learner will be able to identify differences in cultural practices among same-language cultures. Example: List cultural similarities and differences observed in a film or a literary work from the foreign culture e.g., family roles and relationships, methods of conflict resolution, use of leisure time.
|
|
4.4.2
The learner will be able to recognize socio-linguistic features of the foreign culture, e.g., conversational distance, gestures, facial expressions, meaningful sounds which are not themselves words (paralanguage).
|
|
4.4.3
The learner will be able to interpret the cultural connotations of common words, phrases, and idioms.
|
|
4.4.4
The learner will be able to discuss unfounded generalizations and stereotypes.
|
|
4.4.5
The learner will be able to discuss social and geographic factors that affect cultural practices. Example: List ways in which geographical features have affected culture, e.g., the development of winter sports in the mountains, eating more seafood along the coast, etc. Example: Conduct research on the regional differences in a province or country in which the foreign language is spoken and explain how geography and/or history influences such differences, e.g., language, cooking, style of homes, clothing, etc. Example: Research traditional clothing of various regions of the countries where the foreign language is spoken and explain the influence of geography and climate. .
|
|
Standard 5
The learner will be able to demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
|
|
4.5.1
The learner will be able to describe various aspects of the culture, including major historical events, political structures, visual arts, architecture, literature, and music. Example: Discuss the importance of and identify possible causes for identified current events in the foreign culture. Example: Compare attitudes toward the use of alcoholic beverages in the foreign culture and the US .
|
|
4.5.2
The learner will be able to demonstrate an awareness of the major literary, musical, and artistic periods and genres of at least one of the cultures in which the foreign language is spoken.
|
| Connections |
|
Standard 6
The learner will be able to reinforce and further their knowledge of other disciplines through the foreign language.
|
|
3.6.1
The learner will be able to transfer knowledge and understanding of history to the study of the foreign language and its culture. Example: Explain the transformation of the Common Market to the European Union, using knowledge gained in social studies classes. .
|
|
3.6.2
The learner will be able to transfer and apply process-writing and reading strategies to the foreign language classroom. Example: Identify themes and main ideas of (otherwise inaccessible) newspaper or magazine articles from the foreign culture using reading strategies. Example: Write multi-paragraph compositions on selected topics, following the steps of process-writing. .
|
|
3.6.3
The learner will be able to transfer knowledge and understanding of the basic elements of art to the study of the foreign culture. Example: Identify the basic elements of style, color, and content in selected paintings representative of the foreign culture. .
|
|
3.6.4
The learner will be able to transfer electronic research skills to the foreign language class.
|
|
3.6.5
The learner will be able to apply the grammatical knowledge acquired in the foreign language to achieve a better understanding of English grammatical structures.
|
|
3.6.6
The learner will be able to apply the information gathered through foreign language resources to other disciplines. Example: Share knowledge gained in French class about the Pasteur Institute with their classmates in biology. .
|
|
Standard 7
The learner will be able to acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.
|
|
3.7.1
The learner will be able to read and interpret simple prose and poetry of the foreign culture.
|
|
3.7.2
The learner will be able to read selected magazines, newspapers, and electronic media for information about the foreign culture. Example: Access foreign language Internet sites to locate authentic foreign culture recipes for use in FACS class. .
|
|
Standard 6
The learner will be able to reinforce and further their knowledge of other disciplines through the foreign language.
|
|
4.6.1
The learner will be able to identify and discuss elements of literature, e.g., plot development, characterization, etc.
|
|
4.6.2
The learner will be able to conduct traditional and electronic research on selected topics related to the foreign language and culture. Example: Conduct Internet research on contemporary cultural practices and products of the foreign culture. .
|
|
4.6.3
The learner will be able to present findings from research in oral and written form, using presentational skills acquired in other disciplines. Example: Present findings from foreign culture media research (e.g., magazines, newspapers, Internet, TV stations, etc.) on selected topics of contemporary society. .
|
|
Standard 7
The learner will be able to acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.
|
|
4.7.1
The learner will be able to access a variety of entertainment media available to speakers of the language. Example: View current videos to understand the roles of males and females in the foreign culture. Example: Use a variety of authentic sources to prepare reports on topics of personal interest, comparing foreign culture perspectives to information available on the same topics from an American viewpoint. .
|
|
4.7.2
The learner will be able to read and interpret short stories, poetry, or plays in the foreign language.
|
|
4.7.3
The learner will be able to use primary sources to write brief reports.
|
| Comparisons |
|
Standard 8
The learner will be able to demonstrate understanding of the nature of language through comparisons of the language studied and their own.
|
|
3.8.1
The learner will be able to demonstrate understanding that vocabulary in each language conveys a different range of meaning and cannot be translated directly from one language to another. Example: Identify the cognates in short articles from a foreign newspaper and research the meanings of the cognates in the foreign language. .
|
|
3.8.2
The learner will be able to integrate use of idiomatic expressions. Example: Role-play or perform a skit utilizing appropriate idiomatic expressions. .
|
|
3.8.3
The learner will be able to demonstrate understanding that vocabulary conveys different meanings in various contexts.
|
|
3.8.4
The learner will be able to contrast identified structural patterns of the foreign language to students' own language.
|
|
Standard 9
The learner will be able to demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
|
|
3.9.1
The learner will be able to use the foreign language in a manner suitable to the etiquette of native speakers.
|
|
3.9.2
The learner will be able to explain similarities and differences in verbal and non-verbal behavior between cultures. Example: Discuss differences in non-verbal behavior as observed in videos from the foreign culture. Example: Discuss and compare tone of voice, volume, and pitch in verbal expression, as observed in videos from the foreign culture. Example: Compare the family structure of the foreign culture to that of the US. Example: Compare and contrast educational systems, e.g., school subjects, class schedules, etc., of the foreign culture with those in the US. Example: Compare marketing techniques used in print media to "sell" products in the foreign culture and students' culture. .
|
|
3.9.3
The learner will be able to explain the impact of the foreign culture on students' culture.
|
|
Standard 8
The learner will be able to demonstrate understanding of the nature of language through comparisons of the language studied and their own.
|
|
4.8.1
The learner will be able to analyze differences between identified grammatical structures of English and the foreign language. Example: Apply the correct possessive structures in communicating in the foreign language. .
|
|
4.8.2
The learner will be able to identify the historical and cultural reasons for cognates, loan words, and borrowed words. Example: Explain the historical reasons for specified place names in Indiana. .
|
|
4.8.3
The learner will be able to use knowledge of sound-symbol correspondence, stress, and intonation patterns to communicate in particular contexts. Example: Read a poem with correct intonation, phrasing, and stress. .
|
|
4.8.4
The learner will be able to understand the use of idiomatic expressions in the foreign language.
|
|
Standard 9
The learner will be able to demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
|
|
4.9.1
The learner will be able to identify and compare current issues in the foreign culture and students' own culture.
|
|
4.9.2
The learner will be able to explain the impact of contributions of the foreign culture to students' own culture.
|
|
4.9.3
The learner will be able to compare and contrast global artistic contributions of the foreign culture with artistic contributions of the US. Example: Note and explain foreign culture contributions (e.g., advertising, architectural styles, etc.) as evidenced in the print media in the US. .
|
| Communities |
|
Standard 10
The learner will be able to use the language both within and beyond the school setting.
|
|
3.10.1
The learner will be able to establish contact with a native speaker through Internet, e-mail, personal travel, etc.
|
|
3.10.2
The learner will be able to exchange information with others who speak the language.
|
|
3.10.3
The learner will be able to interact with members of the local community who are involved in a variety of professions that use the foreign language. Example: Greet and engage in conversation with native speakers encountered in the community, when appropriate. .
|
|
3.10.4
The learner will be able to use community resources to research a topic related to culture and/or language study. Example: Access library, travel agency, or electronic resources to investigate travel opportunities to the foreign country. .
|
|
Standard 10
The learner will be able to use the language both within and beyond the school setting.
|
|
4.10.1
The learner will be able to communicate orally or in writing with members of the foreign culture on a variety of topics. Example: Ask informed, comprehensible questions that can be answered by a native guest speaker, following a presentation. Example: Initiate a conversation or respond in the foreign language when encountering the foreign language teacher or other speakers of the language outside the classroom. Example: Invite identified community members to class to explain how they use the foreign language in their occupations, e.g., health care workers, executive assistants in corporations, police officers, etc. .
|
|
4.10.2
The learner will be able to participate in travel to the foreign culture with family or school.
|
| Personal Enjoyment |
|
Standard 11
The learner will be able to show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
|
|
3.11.1
The learner will be able to independently access a variety of foreign language sources for entertainment or personal growth. Example: Visit the art museum to view a special exhibit of art from or representative of the foreign culture. Example: Watch selected television shows and listen to identified radio newscasts from the foreign culture. Example: Maintain correspondence with a native speaker of the foreign language. Example: Seek opportunities to listen to music representing the foreign culture. Example: Travel to the foreign country either with family or an organized group. .
|
|
Standard 11
The learner will be able to show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
|
|
4.11.1
The learner will be able to appreciate and comprehend plays, museum exhibits, films, etc. representative of the foreign culture, outside of the classroom setting. Example: Attend a performance of a ballet or theatrical play representative of the foreign culture. Example: Attend an international soccer game. .
|
|
4.11.2
The learner will be able to research current issues related to the foreign culture through various sources.
|