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School City of Hobart |
| Communication |
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Standard 1
The learner will be able to engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal).
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5.1.1
The learner will be able to initiate and participate in conversations on current or past events that are of significance in the foreign culture.
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5.1.2
The learner will be able to describe state of being and feelings, elaborating on the causes.
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5.1.3
The learner will be able to follow and restate directions, instructions, and commands in unfamiliar or novel situations. Example: Restate directions for purposes of clarity, e.g., to the post office, to a restaurant, etc. .
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5.1.4
The learner will be able to justify personal preferences. Example: Justify and explain personal preferences in response to a choice of activities. Example: State and defend opinions on controversial issues, e.g., legal age, parental curfew, health/diet plans for fitness, etc. .
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Standard 2
The learner will be able to understand and interpret written and spoken language on a variety of topics.
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5.2.1
The learner will be able to comprehend main ideas and some supporting details of unfamiliar written and oral language with little or no visual support. Example: Identify a short story, a passage from a literary work, or a poem as comic or tragic, supporting choice with textual evidence. .
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5.2.2
The learner will be able to interpret and analyze the main idea and supporting details of authentic written materials on particular topics. Example: Research the various points of view on a contemporary political movement in the foreign culture (e.g., the anti-nuclear movement, women's issues, elections, etc.) by using foreign culture media resources and contrasting them to views in the American print media. Example: Demonstrate understanding of a short text about the educational system in the foreign culture by comparing/contrasting with students' own experience. .
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5.2.3
The learner will be able to demonstrate comprehension of selected authentic prose, poetry, and plays.
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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).
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5.3.1
The learner will be able to write compositions on given topics, including comparison, interpretation and/or persuasion. Example: Write an editorial for the school newspaper. .
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5.3.2
The learner will be able to present oral reports and speeches on a variety of topics. Example: Give oral reports describing and comparing weather conditions at home and abroad, using a weather map or other resources. .
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5.3.3
The learner will be able to use the language creatively in writing simple poetry and prose.
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5.3.4
The learner will be able to give commands, directions, and instructions involving complex situations.
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| Cultures |
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Standard 4
The learner will be able to demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
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5.4.1
The learner will be able to adjust speech appropriately to the situation and audience. Example: Integrate culturally appropriate gestures in unfamiliar situations. .
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5.4.2
The learner will be able to dispel unfounded generalizations and stereotypes.
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5.4.3
The learner will be able to analyze social and geographic factors that affect cultural practices.
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5.4.4
The learner will be able to analyze cultural practices among countries and regions where the foreign language is spoken. Example: Conduct research to discover similarities and differences in celebrations of same-language countries and illustrate findings through role-play. .
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Standard 5
The learner will be able to demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
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5.5.1
The learner will be able to demonstrate an awareness of the relationship among various art forms in at least one major historical period.
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5.5.2
The learner will be able to demonstrate knowledge of the major literary and artistic movements within identified cultures where the foreign language is spoken. Example: Identify musical or visual artists (representative of the foreign culture) by their work and explain their influence on the world of music or art. .
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5.5.3
The learner will be able to discuss the global influence of historical events, political structures, value systems, and artistic expressions from the foreign culture. Example: Conduct Internet research on current political issues in the foreign culture and discuss the possible influence on the US and the world. .
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| Connections |
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Standard 6
The learner will be able to reinforce and further their knowledge of other disciplines through the foreign language.
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5.6.1
The learner will be able to interpret information, integrate and apply skills from other disciplines to the foreign language classroom. Example: Compare the English version of The Necklace, read in world literature class, with the original text La Parure, read in French class, and share findings in both discipline. Example: Prepare and present a debate on selected controversial issues in the foreign culture's contemporary society, based on research of various viewpoints. .
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5.6.2
The learner will be able to correlate knowledge and understanding of global trends to the study of the contemporary foreign culture. Example: Study the global influence of artists from the foreign culture in conjunction with an assignment in art class and share the findings with classmates in both disciplines. Example: Discuss the influence of major historical events in the foreign country on current political structures and traditions. .
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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.
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5.7.1
The learner will be able to analyze and synthesize information from authentic sources. Example: Create a plan for a model school based on the educational system of the foreign culture, including such information as course offerings, sample schedules, faculty, and a public relations brochure. Example: Use foreign culture sources to research an historical event in the foreign culture and present findings in oral or written form, emphasizing the cultural perspective of the foreign nation. .
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| Comparisons |
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Standard 8
The learner will be able to demonstrate understanding of the nature of language through comparisons of the language studied and their own.
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5.8.1
The learner will be able to apply idiomatic expressions in a variety of social contexts. Example: Role-play a shopping situation in a foreign market place using appropriate idiomatic expressions. .
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5.8.2
The learner will be able to use knowledge of the structural patterns of students' own language and the foreign language for effective communication. Example: Translate a passage avoiding a word-for-word exchange. .
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Standard 9
The learner will be able to demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
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5.9.1
The learner will be able to apply appropriate verbal and non-verbal behavior in a variety of social contexts in the foreign culture. Example: Demonstrate appropriate behaviors at a family event, birthday or wedding, e.g., gift giving and receiving, greetings, knowledge of foods eaten, games played, etc. .
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5.9.2
The learner will be able to analyze and infer cross-cultural similarities and differences as observed in practices, products, and perspectives of the foreign culture and students' own culture. Example: Compare and contrast modern dating, engagement, and wedding customs and practices in the foreign culture and students' culture. .
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| Communities |
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Standard 10
The learner will be able to use the language both within and beyond the school setting.
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5.10.1
The learner will be able to communicate orally and in writing with members of the foreign culture on topics of personal interest, community, or world concern.
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5.10.2
The learner will be able to research and organize an event or celebration representing the foreign culture for the school or community. Example: Learn the steps and prepare costumes for a Spanish folk dance, to perform for the public during Cinco de Mayo. Example: Organize a film festival for the public, as a foreign language club activity. Example: Plan an Octoberfest celebration for the community. Example: Organize a Mardi Gras celebration as a French club outreach, and invite other foreign language clubs to participate. .
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| Personal Enjoyment |
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Standard 11
The learner will be able to show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
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5.11.1
The learner will be able to maintain ongoing personal contact with a native speaker. Example: Regularly send holiday greeting cards or electronic greetings to acquaintances from the foreign culture. a .
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5.11.2
The learner will be able to initiate and pursue interests in various aspects of the foreign culture. Example: Subscribe to a periodical from the foreign culture. Example: Independently participate in activities related to the foreign language and culture, e.g., ethnic festivals, plays or films, contests, etc. .
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